‘The Central Government Violated the Spirit of the Constitution and Tried to Weaken Public Schools’

Baishakh 16, Pokhara – The federal government had directed local governments to start school enrollment from Baishakh 15 and classes from Baishakh 21. However, Aabukhaireni Rural Municipality in Tanahun disregarded this directive and issued notices to its subordinate schools to begin enrollment and school operations from Baishakh 2.

Following the notice, all schools under Aabukhaireni Rural Municipality opened from Baishakh 2. Subsequently, other municipalities also opened enrollments and schools in contradiction to the federal government’s decision.

The Constitution assigns the responsibility of managing education up to secondary level to local governments. Local bodies, feeling that the federal government’s intervention encroached on their jurisdiction, have been running schools per their own decisions.

“The center has attempted to encroach on the authority of local governments,” says Shukra Chuman, Chairperson of Aabukhaireni Rural Municipality. He asserts that the federal government’s decision undermines the spirit of the Constitution and aims to weaken the government and community schools.

Chuman highlights that local governments are undertaking diverse and creative initiatives to improve community education step by step. These efforts include merging schools, adjusting staffing, reducing physical distances by providing bus services, and building hostels with schools in remote areas. He warns that the federal government’s temporary decisions could have long-term negative effects.

We spoke with Chairperson Chuman regarding the impact of government decisions on education, including the recent decision to grant Sundays off, and the education initiatives being undertaken in Aabukhaireni.

The federal government issued circulars deciding to open schools from Baishakh 21 this academic year. You, however, started schools in Aabukhaireni on Baishakh 2. Why?

Three main points influenced this decision. First, constitutionally, the entire authority to manage schools up to class 12 is vested in local governments. The federal government could have coordinated with local bodies under current conditions to manage education without undermining constitutional rights.

Second, considering last academic year when countrywide teacher strikes delayed enrollment and result publication by nearly a month, public trust in community schools dropped, affecting their sustainability.

Third, all local governments had already prepared the academic calendar for this session, determining school operation days based on required credit hours. Starting classes late in Baishakh and closing schools on Sundays demand curriculum revision, which harms both teachers and students. Hence, exercising our constitutional rights, we decided to act in the best interest of students. Although it might appear as disobedience to the federal government, we remain willing to cooperate overall.

Local governments have sole authority over education management up to class 12. How have local governments responded to the federal government’s unilateral decisions?

Until now, associations of municipalities and rural municipalities have coordinated to work uniformly. It is ironic that the country’s executive chief is also a local government head, aware of federalism and local government principles, yet such decisions raise constitutional concerns. Nonetheless, it is encouraging that all local governments have united in opposition.

There are two types of education systems: private and government/community. What impact would the federal government’s decision have on this system?

A calendar mandating a minimum of 180 school days and 1045 credit hours was established. Most schools in Aabukhaireni lie in hilly areas — out of 24 schools, 6-7 are on main roads; two-thirds are in hills. Due to rain and geography, classes cannot begin in Baishakh timely, complicating on-time operations.

If the academic session did not start promptly, students might perceive no future in community or rural schools, leading to declining enrollment and closures. Private schools’ enrollment competition would further weaken government and community schools.

Our strategy includes school mergers to reduce distances and providing bus services. We operate not only school-specific buses but also shared bus services. Even if one bus runs in a ward, it facilitates students and other citizens.

We urge the federal government to reconsider Sunday holidays and calendar changes, as these temporary decisions can cause long-term harm. The decision to grant holidays due to rising petroleum prices also appears temporary.

There has been debate about Sunday holidays in local governments. What positive and negative effects might this decision have?

We are holding meetings with school principals and education committees. Since Sunday holidays affect fulfillment of credit hours, we are discussing mitigation strategies. Closure of government offices causes limited impact; it seems well planned for service users. However, closing schools on Sundays might prevent completing academic obligations. Uniform closure of all offices and schools on Sunday does not seem equitable.

You earlier collaborated with private schools on enrollment, fees, and calendar management. Now private schools are collecting fees under new titles. What is your perspective?

We have strictly implemented two positive measures: mandating at least 10% scholarships and multiple enrollments within a year. Although schools can charge annual fees even if not charging admission fees, a practice of charging fees under different labels once a year emerged. Last year, according to agreement, no admission or annual fees were charged. Current ambiguity in the Education Act and lack of new legislation complicate local regulation. With new directives, local governments face greater challenges in fee determination.

Local governments hold authority over education up to class 12, including local curriculum development and school management. How can government and community schools be improved, and what has Aabukhaireni done?

Improving community schools is truly challenging. Local governments have a dual role in enhancing quality: institutional regulation and assuming responsibility for community schools. We have made major improvements in physical infrastructure. Schools previously with rudimentary buildings and poor infrastructure now appear much improved.

Second, managing staffing; although the federal government allocates teachers based on student ratio, classes must run even in low-enrollment hilly areas. We manage staffing through municipal-level adjustments to ensure adequacy.

Third, fees must be collected from students at community schools despite the constitutional guarantee of free education. We have made 22 of 24 schools tuition-free up to class 10, one school up to class 5, and one school collects fees from playgroup to class 12. Approximately 90% of schools are tuition-free. We have also ensured private school fee and enrollment regulation and scholarship guarantees. We are preparing to launch local curricula and textbooks.

Though Prithvi Highway cuts through Aabukhaireni market, most areas remain rural with sparse student populations and incomplete settlements and schools. How have school mergers and rural school quality improvements been addressed?

We have adopted strategies of merging schools and reducing physical distance by providing bus services, including shared buses. Even if only one school bus runs in a ward, it also serves local residents. We plan to add more buses this year.

Due to lack of all-season roads in hilly areas, school buses cannot operate year-round. For such locations, we are progressing to establish schools with hostels to attract students. We provide midday meals and lodging for those who travel early, easing access and facilitating education.