August 8: Hangma Limbu is currently doing A-Levels at Malpi Institute in Baluwatar. After her class concluded, I engaged in a casual conversation with her.

Curious about her choice of A-levels, I inquired, "What motivated you to opt for A-levels?" To this, she promptly responded, "A-levels serve as a direct passport for international opportunities," highlighting their potential to facilitate for overseas education.

Milan Sharma works as a Senior Reporter at a prominent national economic newspaper in Kathmandu. He holds a Bachelor of Business Administration (BBA) from Pokhara University with straight A’s across all subjects.

One Saturday morning, we met at a café and delved into diverse topics. As our conversation drew to a close, Milan expressed his interest in seeking guidance to secure funding for a Master's Degree at a reputable university in either the US or Canada.

During the summer hiatus of 2023, I embarked on a journey to my uncle's house in Jhapa. My uncle is the proud father of Rojan, his eighth-grade son. Though Rojan has a commendable academic track record, uncle is concerned with Rojan’s proficiency in English.

"Recommend some books and resources to assist your younger brother in enhancing his English skills, enabling him to excel in IELTS and pursue higher education in Australia post his twelfth grade," my uncle commanded me.

These instances reflect the growing trend of students seeking higher education abroad. If the ongoing exodus of students seeking higher education abroad persists, there is a risk of classrooms and lecture halls going vacant. This concerning trend could potentially culminate in the unfortunate closure of colleges and universities in the future in the country, some analysists fear.

This write-up aims at exploring the major reasons behind  the exodus of Nepali students to overseas in pursuit of higher education.

Social reason: our society has constructed a new narrative of social status. If you venture out in the foreign land and settle down there, you and your family receive admiration and respect. If you study, work and settle down in English speaking country, you receive a tag of being competent, capable, and successful in the eyes of the society.

Not going anywhere, especially to America, Canada, or Australia, is tantamount to a failure. If you work in a private company, have launched a small business, people don’t even recognize your efforts. They say, “he started a business because he could not go abroad”.

“If you study, work and settle down in English speaking country, you are competent, capable, and successful in the eyes of the society. Not going anywhere, especially to America, Canada, or Australia, is tantamount to becoming a failure.”

Many parents begin to plan for sending their children abroad from as early as high school. However, instead of assisting their children in discovering their interests and talents, some parents prioritize the idea of sending them to a foreign country for the sake of "prestige and status in society."

Another motivation driving this pursuit is the desire to eventually visit the country where their sons and daughters settle down. Phrases like "My son resides in the USA" or "My daughter holds permanent residency in Canada" often serve to boost parent’s egos within the community.

Undoubtedly, there are young individuals who initially have a strong desire to study, work, and remain in their home country. However, after a few semesters, their enthusiasm to stay in Nepal can suddenly wane.

Meanwhile, their peers from school may have already ventured abroad, flooding social media with picturesque images of beaches, iconic landmarks, expansive highways, and grand universities surrounded by lush greenery. These posts can easily divert the attention of these young individuals from their academic and professional pursuits in Nepal.

Parents, too, hold certain expectations from their children. They compare their children's progress with those of their peers and ask questions like, "Your friend has already sent money and phones to his parents. When will you start working and earning? Why don't you apply and go abroad like them?"

These parental questions add to the pressure felt by sons and daughters. This combination of peer pressure and familial expectations compels many young people to pursue opportunities abroad, often at any cost.

Deficiency in education system: A robust education system hinges on key factors such as dynamic syllabus and curriculum revisions, consistent teacher training and workshops, a transparent and reliable assessment structure, well-equipped laboratories, and timely result announcements.

These elements collectively contribute to the competitiveness of an education system in today's rapidly evolving world.

However, the stagnation in curriculum and syllabus updates within Nepal's education system presents a significant obstacle. Without continuous adjustments, students are deprived of knowledge that aligns with global advancements.

Vital fields like technology, business, and sciences demand frequent updates to stay relevant to emerging trends. The absence of timely revisions leaves students ill-equipped with outdated information, ultimately diminishing their competitiveness within the global job arena.

Furthermore, the examination system in Nepal grapples with persistent delays and unreliability, causing substantial disruptions to students' academic journeys and future career prospects. The consistent delays in result publication only add to the frustration. Students find themselves waiting for months, and in some cases, even years, to receive their results.

This delay not only hampers their career trajectory but also impedes their pursuit of further education. A master’s two-year course might take four years to complete.  This might frustrate youths from pursuing higher education in home country.

“A master’s two-year course might take four years to complete.  This might frustrate youths from pursuing higher education in home country.”

Furthermore, the dearth of training programs and workshops for faculty members hinders their ability to enhance subject expertise and refine pedagogical skills. The absence of an equitable and transparent hiring process discourages accomplished individuals from pursuing teaching and mentoring roles, further exacerbating the scarcity of qualified educators.

Additionally, a shortage of well-equipped laboratories impedes practical learning opportunities in subjects such as Physics, Chemistry, agriculture, and engineering. This deficiency in practical facilities undermines the comprehensive educational experience and fails to adequately prepare students for real-world applications.

Compounding these challenges, examinations are not consistently administered according to the published schedule, adding to the uncertainty and disarray within the education system. Even when examinations are conducted as planned, there is no assurance that results will be released in a timely manner, exacerbating the frustration and disruption experienced by students.

Politicization: Politicization within academic institutions represents a disconcerting facet of Nepal's education system. This issue becomes evident when examining the affiliation of school, college and university level teachers with various political parties, leading them to neglect their responsibilities and prioritize political advocacy over student performance, skill enhancement, and academic progress.

Furthermore, political influence extends to the composition of university office members, who are often shared between the ruling government and opposition parties. The appointment of Campus Chiefs by the governing party further highlights the pervasive political interference within academic institutions.

Regrettably, campuses that should serve as bastions of education have transformed into arenas for political maneuvering rather than centers of innovation, invention, and research.

The volatile nature of this politicization is exemplified by unpredictable student union actions, such as padlocking colleges and universities, which disrupts academic activities. Government campuses frequently witness clashes between rival student factions affiliated with different political parties, further exacerbating the politicization of these institutions.

“There is pervasive political interference within academic institutions. Regrettably, campuses have transformed into arenas for political maneuvering rather than centers of innovation, invention, and research.”

Colleges, campuses, and universities, originally envisioned as hubs of intellectual growth, have regrettably become platforms for flexing political muscle and showcasing the strength of rival parties and their student wings.

This intrusive political interference has proven to be a significant impediment to the pursuit of quality education and research. Consequently, the dream of attaining a genuinely high-quality education remains elusive.

Student unions frequently subject college and university administrations to duress, preventing them from working freely and fairly towards academic development. Disturbing incidents of students assaulting faculty members under various pretexts serve as distressing indicators of the chaos and impunity that have permeated Nepal's education system.

Lacuna between theory and practice: The education system in Nepal suffers from a significant imbalance between theory and practical skills, which hampers students' ability to succeed in the real world.

A prime example of this discrepancy can be observed in the field of Business Administration (BBA), where graduates may lack fundamental knowledge of essential banking and insurance services despite completing their degree.

Similarly, graduates in the field of agriculture often lack practical skills required for effective agricultural practices. Language and literature graduates may struggle when it comes to crafting well-written application or complaint letters, highlighting the deficiency in practical writing skills.

Regrettably, universities and colleges have become factories that produce a surplus of unemployed graduates. These individuals may have spent several years pursuing their education, but their lack of marketable skills leaves them struggling to secure decent employment in today's fiercely competitive job market.

The curriculum primarily focuses on imparting theoretical knowledge, neglecting the crucial practical skills necessary for survival and success in various industries and areas.

Shortage of opportunities: One of the pressing issues Nepal faces is the lack of opportunities and inadequate incentives for educated youths inside the country. Despite their qualifications, many individuals, including engineering and medical science graduates, find themselves jobless due to the scarcity of suitable employment options.

This lack of opportunities has led to a significant outflow of doctors, nurses, engineers, and other professionals seeking better prospects abroad. The perception of limited job prospects and minimal job security in the country has encouraged talented graduates with exceptional academic records to pursue higher education in foreign lands.

Even in cases where employment opportunities do exist, these jobs often pay meager compensation packages and lack the security necessary to sustain a prosperous livelihood. The corporate landscape is plagued by companies and industries notorious for paying paltry salaries, compelling the youth to turn their gaze towards foreign shores.

Inherent Curiosity: Humans, particularly the younger generation, possess an innate curiosity that drives them to travel to novel destinations, embrace unfamiliar cultures, and amass fresh experiences.

Throughout the course of human history, individuals have embarked on journeys, driven by the pursuit of opportunities, the allure of exploration, and the desire to uncover new territories. Even prior to the advent of modern transportation methods, humans displayed a penchant for world exploration.

The evolution of communication and transportation technologies has transformed the world into a closely interconnected global community. Consequently, it is entirely natural for young individuals to step beyond their comfort zones and embark on global expeditions.

In the contemporary era, the notion of staying rooted in a single location indefinitely has lost its appeal. People aspire to pursue education in one nation, pursue careers across several others, engage in humanitarian work in distant corners of the world, and ultimately retire in a foreign land.

Hence, it is unsurprising that Nepali youngsters, like their global counterparts, venture beyond their homeland in search of educational goals, personal growth, lucrative opportunities, skill acquisition and international exposure.

Conclusion: The trend of students seeking higher education abroad is a multifaceted issue with far-reaching implications. The stories of Hangma Limbu, Milan Sharma, and Rojan highlight the undeniable allure of international education, job opportunities, and the pursuit of personal growth that push individuals away from their home country. However, this growing exodus raises crucial concerns that call for serious attention.

Nepal's education system is marred by systemic deficiencies, from outdated curricula to unreliable examinations, and a lack of practical training facilities.

The pervasive politicization of academic institutions further undermines the quality of education, transforming campuses into arenas of political maneuvering rather than centers of intellectual growth.

The gap between theoretical knowledge and practical skills has left many graduates unprepared for real-world challenges, contributing to unemployment and underemployment.

Additionally, the intrinsic curiosity of the human spirit remains a driving force. The urge to explore, learn, and embrace new experiences is a universal trait, propelling Nepali youngsters to set their feet in the foreign lands to broad their horizons.