The contribution of the private sector to Nepal’s educational history has been immensely significant. In earlier times, when the private sector had little presence, children from Nepal had to travel to various cities in India such as Darjeeling and Kalimpong for schooling, a situation that should not be forgotten. That situation no longer exists. Therefore, while the state might overlook private schools, completely ignoring them is absolutely unacceptable. Today, from the streets of the cities to the remotest corners of villages, middle and lower-middle-class parents are making sacrifices and setting aside their desires to send their children to private schools. This is not merely a preference; it is silent resistance to the state’s inadequate educational provision and a vital investment in their children’s secure futures. However, recent excessive interference under the guise of ‘regulation’ threatens not only this sector but also the overall quality of education.
Why do we choose private schools? Parents’ choice of private schools is more a necessity than an impulsive decision. Primarily, private schools are chosen for their quality education and managerial accountability. Although the government invests a significant amount in public schools, provides trained teachers, and sufficient facilities, there is a notable lack of ‘accountability’ or responsibility in them. In private schools, parents pay fees and thus naturally expect answers: what is their child learning, when do teachers arrive, and how is discipline maintained? Private school administrators and teachers understand these concerns and consequently remain responsible and diligent to deliver good results and maintain a disciplined environment. If they fail in this duty, parents have the option to switch schools, keeping schools under a constant ‘competitive pressure’ that drives them to maintain quality. Teaching is well-organized, teachers are supervised almost 24/7, and the English medium environment cultivates confidence in children to compete on the global stage.
Some may believe private schools generate excessive profits. The commonly heard phrase nowadays is that they ‘exploit’ parents rather than merely ‘profit.’ However, there is another side to this reality. Private schools receive no government subsidies. Expenses such as building rent, electricity, water, technology, transportation, and most importantly, salaries of teachers and staff are all covered by the fees collected from students. It is essential to provide service benefits to teachers and staff. When the government fixes fees, mandates holidays, and tries to regulate teacher benefits, how can such schools remain truly ‘private’? The very meaning of ‘private’ implies self-management. Government interference in the autonomous management and use of resources directly harms quality.
Quality education requires quality teachers. To retain competent teachers, market-competitive salaries are necessary. When the government imposes excessive restrictions on fees, resources shrink and schools cannot retain good teachers. The result is a brain drain and a decline in educational standards. Recent interventions and practical challenges suggest that current government policies appear not aimed at educational improvement but rather at discouraging the private sector. For instance, under the pretext of saving fuel, schools have been ordered closed on Sundays, meaning classes are conducted on roughly only 100 days a year, while the curriculum still demands schools to operate from 9 a.m. to 5 p.m.
How practical is it to keep children under the age of 15 at school from 9 a.m. to 5 p.m.? This decision neither respects their hunger nor their need for mental rest. This 9-to-5 confinement leads students to feel exhausted and disinterested rather than motivated towards education. The imbalance between education and health could negatively affect children’s creative abilities in the long run.
The teaching schedules of private schools, which usually commence in the first week of Baishakh (mid-April), are frequently disrupted by government-declared holidays. Whether it is Sunday or other unexpected holidays, these disruptions throw the schools’ annual academic plans into chaos. When local, provincial, or federal governments declare holidays, private institutions are compelled to comply, thereby restricting their autonomy. Additionally, government control over resources has made management in private schools increasingly challenging. By regulating fees, the government appears to be tightening its grip on the financial sources of private schools, greatly complicating their administration.
Private schools’ conditions vary, but many operators who have taken loans are undergoing significant mental and financial distress. The government should prioritize improving its public schools. Only when public schools achieve excellence will the general public be naturally drawn toward them. Presently, some public schools are indeed excellent. Once public schools earn trust, private schools will either evolve or be replaced organically. However, imposing excessive restrictions on private schools without reforming public ones will lead to educational migration. If private schools shut down or lose quality in Nepal, parents will be forced to send their children abroad again to places like Darjeeling, Dehradun, or other cities in India. This will cause billions of Nepali rupees to flow abroad and disconnect children from their native soil and culture.
Where do we go from here? Private education is optional and not mandatory for anyone. Those who desire a distinct and efficient system select private schooling. The state should not view the private sector as an ‘enemy’; instead, it should recognize it as a ‘partner’ to foster a healthy competitive environment. Regulation is necessary, but it must focus on quality and the welfare of students. Government oversight and regulation should aim to make schools responsible, not to harass any party. Without secured resources, there is no investment, and without investment, development is impossible. Excessive interference in private schools does not benefit students or parents and further destabilizes and weakens Nepal’s education sector. The state must urgently address this issue. Revolution in education can only be achieved through opportunity and sound policies, not by imposing restrictions.
