Coordination, Innovation, Celebration


Tuesday, 18 October 2016

शिक्षक मित्रहरुमा अनुरोध

दीपक चन्दर ओझा

सामुदायिक बिद्यालयको शिक्षाको गुणस्तर दिनप्रतिदिन खस्किदै गएको छ । यसमा कतिपय कमिकमजोरी हाम्रा आफ्नै पनि छन , तर हामी शिक्षक लाई माथिल्लो निकायहरुले दोश्रो दर्जाको कर्मचारीको रुपमा लिने गरेको पाइन्छ । हामिहरु सङै सेवा प्रवेश हुने निजामती शाखा अधिकृत मन्त्रालय को सचिव सम्म पुग्छ भने हाम्रा त्यति नै योग्यता भएका संगै बिद्यालय सेवामा प्रवेश गरेका माध्यमिक शिक्षक जहाँ को त्यहीँ । हामी शिक्षकहरु लाई यस्तो विभेद किन ? हामीले अध्यापन गराएका हाम्रा बिध्यार्थी निजामती तर्फबाट उच्च पदमा पुग्न सफल हुने हामी शिक्षण पेशामा जहाँको त्यहीँ । 

यसको एउटा मात्र कारण नीति निर्माण तहमा हामी पुग्न नसक्नु । यो अन्तर्विभेद समाप्त गर्न शिक्षा क्षेत्रमा रहेका प्रशासनिक सनरचनाहरु समायोजन गरि पुनर्गठन गरिनु पर्दछ । सामुदायिक बिद्यालयको स्वीकृत शिक्षक दरबन्दी र नेपाल शिक्षा सेवा अन्तर्गतको स्वीकृत दरबन्दी लाई समायोजन गरि नेपाल राष्ट्रिय शिक्षक सेवा गठन गरि सो अन्तर्गत शिक्षक दरबन्दी पुनर्गठन गरि कायम गरिनु पर्दछ । स्थायी दरबन्दीमा कार्यरत स्थायी शिक्षक र नेपाल शिक्षा सेवा सेवा मा कार्यरत निजामती कर्मचारीलाई उक्त दरबन्दीमा समायोजन गरिनु पर्दछ । 

शिक्षा मन्त्रालय र मातहतका निकाय मा काम गर्ने कर्मचारी को तह निम्नानुसार हुनु पर्दछ : १ सचिव - राष्ट्रिय शिक्षक (रा.शि.) विशिस्ट श्रेणी २. सहसचिव- रा.शि. अतिरिक्त विशिस्ट श्रेणी ३. उपसचिव - रा. शि. प्रथम श्रेणी ४. शाखा अधिकृत बिद्यालय निरीक्षक वा सो सरह र माध्यमिक प्र.अ.- रा.शि. द्धितिय श्रेणी ५. माध्यमिक शिक्षक र आधारभूत(१-८) प्र.अ. - रा.शि. तृतीय श्रेणी ६. आधारभूत शिक्षक(६--८) र आधारभूत तह(१-५) प्रधानाध्यापक - रा.शि चतुर्थ श्रेणी ७. अधारभूत शिक्षक (१-५) - रा.शि. पाचौं श्रेणी  

यो कुरामा गम्भीर भइ सोचेरमात्र उपलब्धीमुलक सुझाव सहित comment गर्नु हुन आआफ्नो क्षेत्रबाट आवाज उठाइ दिनु हुन अनुरोध छ ।

Wednesday, 5 October 2016

Nepal's Education: money for nothing ?

Investment for nothing?

I had never been a teacher for state-funded institution with fairly higher salary than that the teachers of most of the private schools get. I would like to ask Nepali teachers who work in state-funded institutions. Have you worked much hard to 'redefine' your collective capacity so that you can confidently keep your child in the same institution? If you cannot be confident in answering this, I can say that Nepal's education is in complete paradox until you represent 'the state' in 'education'. I am not fully blaming to state-funded teachers, also many of bureaucrats and political leadership who see 'teacher' just as job, leaving 'responsibility' out of the mental universe. If the blame continues, I too could have many shortcomings. However, I believe that the critics should be regarded as correction opportunities.
I would be networking with teachers of private and public schools of Nepal, being on grassroot. Yet it has been much difficult to convince the teachers getting into the ethos of 'power of collective effort' for educational transformation in the country. Now, my aspiration is much overshadowed as I just have to use ICT to communicate with people from my country where positive aspirations are challenged by many constraints-  extremely inadequate electrical energy being one of those.
In Norway, I have dealt with many professions who represent 'state' and found common aspect in their attitudes - full of responsibility that justifies their job. I met police, fire-fighters, lecturers, professors, drivers (public transportation), bureaucrats and so on. Their jobs and Norway as welfare-state seem to be much in symbiosis.

Nepal has been investing much in education and other sectors, yet the expected outcome that sustains itself is yet to achieve. I suggest blame-game to end and replaced by corrective criticisms; and every professions in Nepal be fair and just- for their job that is synonymous to collective responsibility.

Earning for nothing?

Many of Nepali youth members have been leaving the country in the name of 1) foreign employment and 2) higher studies. If I have to guess the figure of those who leave the country for jobs abroad, I would say almost more than ninety percent of Nepalese remittance sources end up working with frustrations in the countries where human rights of foreign workers have been compromised for economic benefit of companies. Low-pay, pathetic living- and working environment, unlawful provisions of exit-visa have been adding to the sufferings of those who leave the country and enter into debt-and-visa-trap.

I have not attempted to develop conceptual framework on the science of underdevelopment. However, the brain drain could be one of the significant aspect of it. Many intellects have been leaving the country in the name of higher studies and the dilemma of the nation is - they never aspire to return. The blame-game on existing politics and system plays imperative on this. Those, who return - are frustrated that their enthusiasm is hijacked by the self-centred attitudes of those who represent the state - political leadership and bureaucrats and most importantly - teachers. Self-centredness hereby means - neglecting responsibility as a half of job and prioritising other half of it - money.

Jernbanetorget: a station where many student-workers can be seen
In Norway, I find some Nepali people who know that I am a student here ask me - " .. from work?". Very few of those ask me - " .. from campus?". Sometimes, I feel that I should answer them - "We people are just overvaluing financial gains that intellectual-skill development, right?"

The money, more decently called as remuneration or salary, here plays no role in transformation of the nation-state as the most energetic force, youths wish to leave the country and set their dreams on foreign lands- in Western Europe, the USA, Japan, Canada and Australia among many other attractions for them.

Those students who become able to make money in developed countries, prioritising work hours than study hours have been purchasing over-valued properties in home country. Here comes another problem - those who work hard in country and save some amount from the remuneration, won't be able to get a sniff of the property which has been excessively over valued by those whose elderly and ailing parents live in houses full of uneasy silence. On the other hand, what is handy if such students do not aspire to utilise the intellect and skills, living with loved-ones and working in home-country.

So, the science of 'money for nothing' in so called developing countries is more than I can explain.

Reproduction of: value or vain?

Young and Old - bridging the gap through collective action
Once, I was walking on the sidewalk of Karl Johan Gate, the road to royal palace in Oslo. I encountered two little girls who seemed like upper high school students. They were offering cookies and hot drink (Gløgg og pepperkaker) randomly to the people walking by the street's popular sidewalk. They seemed delighted when I accepted those. It could have been the Christmas tradition of Norwegian children to do something good to make father Christmas happy. I can see the culture of reproduction of positive values in children in Norway - this is just an example.
Norwegian pre schools and schools take their children in outdoor education, which takes each child to the closest proximity with nature. Norwegians are rich or at least supported fully by the richness of the nation's economy (and culture - I say) and many of them do not feel like they need private vehicle - car or motorbike. They understand a lot about ecological sustainability and the system makes them work for it, they have one of the best public transport system in the world. Apart from this,  here is the culture of volunteering, doing something good for others who are in trouble - something we see as social aspect of sustainability.

We Nepalese also do not want our children to be self-centred than caring ones. But, they learn the values from their surroundings- in fact much from their family. The context of Nepalese parenting scenario is: The 'science of non-productivity' is there somewhere if almost many of our families forget collective power of transformation and see nearest (though unsustainable) so called individual benefits. Our children and we may have have gaps, hence we are not able in reproducing values in our children, for we have lost precious phase of parenting, in the race of immediate- (so-called) benefit. What we are reproducing is- vain amongst our youngest of the generations- a threat to aspiration of 'transforming nation state'. If we are not changing the pattern, the thesis will be more towards deep-rooting and our children as adults will be continuing the same cycle.

Study in Norway

Study in Norway

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