
Nepal’s higher education sector faces a critical imbalance: while new universities proliferate, existing institutions struggle with declining student enrollment, as evidenced by available data. The government lacks a clear vision and comprehensive study on the actual number and types of universities needed in the country.
This decline in domestic enrollment is exacerbated by the exodus of approximately 300 students each month seeking foreign degrees, resulting in an estimated loss of thirteen billion rupees monthly. Beyond this significant economic drain, Nepal also experiences a substantial loss of human capital to foreign lands. The nation’s youth population is rapidly shrinking, while the birth rate among Nepali parents abroad is increasing, reflecting a prevalent ‘abroad-focused’ mindset among Nepali students from their school days. A pessimistic narrative among Nepali youth suggests a lack of satisfactory opportunities within Nepal.
If this trend persists, it will lead to not just a problematic but a disastrous situation for Nepali universities in the near future, marked by a severe student shortage. A serious concern is that Nepali students pursuing foreign degrees often harbour a hidden intention of permanent migration, ultimately leading to their parents and family assets also moving abroad. When will this concerning trend cease? This issue poses a grave challenge for our nation.
We lack clear data on Nepali students pursuing degrees in India and the money they spend at Indian universities. There’s also no proper study explaining why Nepali students prefer Indian universities for higher education. Brain drain is on the rise, yet we have no solid policy to bring skilled individuals back. Nepali students gain various skills, knowledge and technology from foreign universities, but we haven’t created an environment to bring that expertise back to Nepal.
Furthermore, the nation lacks a clear plan or proper study regarding student intake per academic stream or the number of skilled workers needed in each sector. Consequently, universities are free to admit any number of students to any programme they choose. They also have the freedom to grant affiliations to campuses as they see fit.
In Nepal, students face several hurdles after high school to get into universities. They must wait for Grade XII results, then for entrance exam announcements, take the entrance test, and only then can they gain admission to a bachelor’s programme. In contrast, some foreign universities allow direct admission to bachelor’s programmes without these lengthy procedures.
Additionally, Nepali universities typically offer admission only once a year, while foreign universities often have two admission cycles. Nepali universities frequently fail to follow their own academic calendars for exams and results. There are even shameful instances of re-examinations due to lost answer books, which is a truly frustrating experience for students. This highlights the lack of a ‘one-door service’ system in Nepali universities.
Students’ status at all university levels in Nepal
The higher education system in Nepal encompasses central and provincial universities, as well as medical academies. These institutions, through their constituent, community and private affiliated campuses deliver academic programmes across a wide range of disciplines at the Bachelor’s, Master’s, MPhil, and PhD levels.
After earning a university degree, no one should be unemployed. However, Nepali universities have either failed or are unwilling to teach students academic research skills. It’s a serious problem that university students lack the necessary abilities for such research. As a result, skilled individuals, along with their expertise, knowledge, and even their families and family assets, are ultimately migrating to foreign countries.
Ways forward to mitigate the problems
Government investment in education should be tied to clear results. Higher education, in particular, needs to focus on research, new businesses, life skills and strong leadership. Universities should create an environment where students are encouraged and helped to write their own academic papers. A plan should be made to give money to universities based on things like how many students they have, their academic results, how much research they produce, and their potential. University teachers should not only teach, but also guide students in research, help them publish academic work, and oversee master’s and PhD students.
Higher education must become more knowledge-focused, research-based, practical and responsive to society’s needs. Students shouldn’t just learn theories; they should gain the skills to do practical, top-notch research and create new things. Teachers should not just give lectures or notes, but act as guides who inspire new ideas and encourage students to question and innovate.
Nepal should become a centre for quality education. Every student should get a strong foundation in research methods and academic writing. The curriculum needs to be updated regularly and changed when needed to meet global standards. How students are graded should also be reformed. The current system, which relies heavily on three or four-hour final exams, should be replaced with more complete and thorough assessment methods. By their final year, students should have practical skills and confidence, not just theoretical knowledge. There must be a clear connection between academic programmes and job opportunities, making sure graduates are ready for good careers.
A hybrid model of education should be introduced at the undergraduate level, while postgraduate programmes should prioritise online delivery, leveraging technology to expand access. Administrative processes should be streamlined, including the adoption of a single, print-on-demand service system. In cases of exam failure, timely re-examinations should be arranged to minimise academic disruption.
Rather than encouraging the outflow of labour, Nepal should create an environment that exports skilled labour, thereby attracting foreign income back into the country. Universities, as knowledge producers and repositories, must prioritise academic research over mere action-based studies. Faculty should be held accountable for their research contributions, with clear expectations regarding the number of journal publications each year.
A concerning shift in mindset has emerged among students, particularly between Grade 6 and 7. Many now believe that there is no opportunity within the country. When faced with a choice between enrolling in a university in Nepal and boarding a flight abroad, most students are inclined toward immigration.
To reverse this trend, the country must invest in the knowledge economy. A regulatory mechanism should be established to verify sources of income and ensure tax compliance for individuals seeking visas or travelling abroad.
Universities need to come together and form a VC-level consortium. This group should talk with political parties, key players and all Nepali people, both inside and outside the country, through a discussion forum. The goal is to create a shared idea of how education should work. This consortium shouldn’t worry about political stability, consistent policies, bureaucracy, good governance or corruption. Instead, its main focus should be on making ideal strategic and master plans for university education for the next 5, 10, 15, or even 20 years.
Universities are independent and should have full power to work on education without political or bureaucratic interference. Their main aim should be to create think tanks and skilled individuals who can solve the country’s major problems. All universities in Nepal should work together to create a single academic calendar. They must strictly follow this calendar so students don’t lose time due to delays in exams, results, getting certificates, or enrolling in higher-level degrees. Students should want to stay in Nepal and join universities because they recognise the quality of education and the opportunities available at home. Universities must also focus on improving the skills of their teachers. The curriculum should be updated, redesigned, and changed to meet global standards as needed. Students should also have the option to transfer their credits between Nepali universities.
Conclusion
Education is the foundation and heartbeat of a nation’s future. It should be deeply connected to the country’s overall development. Because of this, it needs serious attention and involvement from political leaders, educators, planners, policymakers and relevant stakeholders. We need a well-organised and unified plan, backed by data-driven policies, to ensure lasting progress in this area.
The number of young people leaving Nepal is growing daily. Due to unemployment and other issues like low salaries, poverty, inflation and widespread corruption at home, young people are forced to go abroad. It’s unfortunate that many Nepali youth want to leave their country right after finishing high school (Grade 12), either to find jobs or pursue education overseas. However, once they get there, things don’t always turn out as they expect. They face many challenges, including cultural adjustment, mental health problems, insecurity, tuition payments, job difficulties, social instability, and most importantly, feeling like outsiders in a foreign land. This migration trend robs the country of skilled workers, ultimately hindering its overall development.
Therefore, it’s crucial to improve both the push and pull factors by creating an environment that encourages and inspires youth to stay in Nepal. For this, we need a long-term and forward-thinking policy that focuses on building a self-reliant future for the country. Investing in scholarships, research and educational infrastructure should be a top priority. The government should motivate and support young people to pursue opportunities within Nepal.
Nepal can still become a regional education hub but this requires developing a strong, high-quality education system and producing skilled people. The government should create a clear and easy-to-use student visa system for foreign students. Universities should offer appealing scholarship programmes to attract students from other countries. Our education system must improve by effectively using modern technology.
Universities should genuinely follow an internationally recognised academic calendar. All student matters should be handled through a centralised ‘one-door’ system via the Dean’s Office, accessible through a single online platform. They should promote cultural exchange programmes that allow students and faculty to swap places, fostering academic teamwork across cultures and building global ties. Universities should encourage research-focused and practical education that strongly emphasises real-world relevance.
(KC is PhD scholar at IUKL, Malaysia and Assistant Campus Chief of Southwestern State College in Kathmandu)