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| lonely | Posted
on 13-Jun-03 10:07 PM
Bishal Gyawali of New Horizon English Boarding School, Butwal Rupendehi topped the SLC examination, the result of which was announced today, securing 739 marks out of 800 (92.38 per cent), while Sunita Yadav of Graded English Medium School, Sanepa, stood first among girls securing 694 marks out of 800 (86.75 per cent). As many as 1,70,389 examinees appeared for the exams for the first time of which 20,969 got first division, 30, 727 got second division and 2,911 passed with in third division. Only 32.05 per cent student passed this year, which in fact is better than last year's 31.22 per cent. Apart from these, 60,459 examinees were those who got compartment last year. Of these 15 got first division, 2,278 second and 1,508 passed with third division. Altogether 284,024 students appeared in the examination throughout the nation in 851 exam centres. Dr Shahdev Bhatta, SLC examination controller said 30,000 more students took the exams this year as compared to the last year. "The students who failed in two subjects will be given another opportunity so that they will be able to join certificate level," said Dr Shahdev Bhatta, controller. The marksheets will be handed over after a week. Meanwhile, GEMS principal Rajesh Khadka was all praise for Sunita. "She was a good student, and we are really excited about it. We have been expecting good result this year." It may be mentioned that this year the government had made special provision an extra hour for the physically challenged students, depending upon their disability, following the Education Act 2002. |
| ashu | Posted
on 13-Jun-03 10:55 PM
>>>>Only 32.05 per cent student passed this year, which in fact is better than last year's 31.22 per cent. <<<< Sadly, the pass rate is NO surprise at all. This following piece, though has a business angle to it, may of some relevance here -- to stimulate further thoughts, comments and criticisms. oohi ashu ktm,nepal ******************* The business of SLC By Ashutosh Tiwari (The Nepali Times, Issue 140. 11-17 April, 2003) After all, a skilled workforce is in the direct interest of every business. In the last two decades more Nepalis have failed the School Leaving Certificate (SLC) exams than passed them. Since the employment segments are leery about hiring and grooming those who failed, we ultimately end up wasting a stunning mass of diverse talent every year. Not counting all the investment in primary and secondary education. This is becoming a nation of SLC-failed citizens. The collective silence of the Nepali private sector about this waste is odd. As things stand, they complain about a lack of trained manpower in the country but fail to correlate this to the direct impact of poor SLC success rates. The collective future of the business sector is at stake. As business gets more competitive, and needs people with technical skills, knowledge and abilities, how will anyone line up tomorrows skilled labour force for any growth-oriented company in Nepal? The cost of basic re-education and training will be high for any one company to shoulder, but collectively it becomes easier and feasible for them to start lobbying with the government for an education system that sees to it that students complete high school with employable skills. It is a cop-out for business leaders to merely give out cash and medals to a handful of SLC-toppers and consider their job done. They must speak up and look for ways to work with other sectors to cut the indiscriminate waste of potential that the SLC effects. After all, a skilled workforce is in the direct interest of every business. Secondary education is too vital a subject to be left to the government and education activists to muddle through. How might business leaders go about tackling the scourge of SLC so that more Nepalis are able pursue a vocation of their choice? I would suggest three ways: Remove the stigma surrounding SLC-failures: Studies done in the West tracking former students over the course of their careers, have consistently shown that there is very little correlation between educational achievement and on-the-job success. In Nepal too, its safe to say that most jobs require different sorts of skills than ones tested by memorise-and-regurgitate SLC exams. A Sherpa boy from Solukhumbu may fail a paper on Nepali grammar and be an out-and-out SLC-failure, as is often the case, but make a great success of a trekking agency. In Britain, students who do seven O level or equivalent papers, and pass only four can sell themselves as 4 O levels pass candidates to the job market. Why not allow our students too do something similar, and let the market decide whom it wants to hire? This is where interventions by business leaders can make a difference. A few years ago, the then UML government had announced a scheme for recognising SLC-failures as job market candidates, but the absence of political will killed the concept. Market-related skills: Business houses can sponsor SLC-failed students to obtain trade-related skills and later handpick the smartest ones for their corporations. As medicine, dentistry, engineering and even accounting become areas of specialisation in Nepal, there is an unfulfilled demand for related technicians to operate the machines and do the routine work. These technicians need not be SLC graduates, and their work can be performed by anyone with basic literacy skills, appropriate training and common sense. Entrepreneurship education: This kind of training, often for free or for nominal fees, has fast become the favoured program among donors and NGOs. Unfortunately these schemes turn a blind eye towards the biggest constraint that entrepreneurs facemarketing and selling their services and products. Business leaders can step in and offer advice with hands-on involvement in designing such educational programs. All said and done, the trouble with SLC is that it is too closely tied to the job market for all the wrong reasons. The sooner businesses help undo that bond, while pushing the government to revamp the SLC system, the faster Nepalisregardless of how many SLC papers they fail inwill be able to make a decent living. THE END. |
| GP | Posted
on 14-Jun-03 12:14 AM
If I am chances to overhaul Nepali Education, what will I do? 1. Dismantle SLC exam system (immediately). 2. Go to higher classes (grade up) based on age, not on exam, till grade 9. (Till grade 9 free education). For 10-12th Grades : cost partly shared by student's parents. 3. Introduce a Education TV Channel: fully dedicated to education in public schools (from Grade 1 to 12). Let students in remote districts where teachers are scarce can get TV based education system. 4. Request UNICEF and introduce a food for school attendance. At the moment: Grade 1-5. (offer: 150ml Milk, One Egg and 1 samosa or 2 Roti, if possible 1 Malum Kera) Applicable in public shool only. Once a day. Around 12noon. 5. Offer two sets of kurtha-suruwal to girls (every year until Grade 5) whose parents don't have enough re-source. Khaddar ko Nepal made clothes. 6. Introduce Parent-Teacher association to monitor the abuse of school children (pitne for not obeying school children) and also to smooth the relation between teacher-student-parent. 7. No compulsory dress till the end of primary and middle school. 8. No politics in school till the age of 18. Participation in any rally that is not approved by PTA is an abuse of students. Introduce a law that allows paretns to sue the student leaders or political organizations for the abuse of students, and the mental damage caused by the political participation. 9. Introduce a Central examination system, like GRE: That can be attended several times until the student satisfies with the result. NO one is called "FAILED". Use it to get admission in the university or bachelor degree. 10. In Grade 10-12: introduce a semi-skilled education and certificate system. e.g. Carpenter, Dakarmi, Poultry farming, Cattle care, .......... One semi-skilled school in every district. e.g. In Chitwan: let rampur-campus run a highschool to have Poultry - Cattle farming, while in Kathmandu let TU Pulchowk Campus administer a Dakarmi-sikarmi ............. Allow them to monitor more schools around the country, by introducing a SYLLIBUS Licensing system. This can allow a quality based schooling system, so that a kid in Humla can attend a school in Humla where curriculum was licensed by BKNS or Sidharta or AVM and monitored by them ....... Something like Levi's clothes designed in US San Fransisco while manufactured in Shanghai or Pakistan or Philipines ......... Only those who have too much money will care the phrase "Made in USA", while quality remains same irrespective of its place of manufacture. Nepal needs this kind of curriculum licensing system. So, that the kids can remain in their home town/village while getting the quality education. .................... GP |
| Neural | Posted
on 14-Jun-03 12:18 AM
This link can be useful for SLC result: http://www.viewnepal.com/slc/slc.htm |
| bhunte | Posted
on 14-Jun-03 02:23 AM
GP guru, tapai ko sapana sakar hos. Baru testo educational system ma student lai Gyanex course pani compulsary lina launu parla hai. Lau tapai kai lagi bhanera Thapa sarkar ma education minister ko pad khali chha. Euta nibedan darkhasta hali halnus na ta. Tapai lai bhaggedwoye chitta pari po halchha ki! Good Luck |
| GP | Posted
on 14-Jun-03 05:14 AM
Bhuntu-Bhai, Thank you for your nice gesture. Be assured that GP will not become Minister by submitting an application letter. GP will be happy to serve if asked to do it. This is GP's principle. Was Dipendra alive, GP had a belief that there could some have some chances to push his plan. GP had written down a broad education overhaul plan and handed it over to Dipendra during his visit to Tokyo, that was just a month before the Royal Massacre. Unfortunately, he died and GP's broad plan also died alone with Dipendra. GP is trying to get through such plans. He had proposed NepaliCongress overhaul plan submitted to Deoba ........... Similarly, he had submitted overhaul plan to others. Some were finally adopted with some changes but without direct acknowledgement. Peoples have weakness to acknowledge those ideas given free of charge. Bhunte-bhai also tried to make joke on this free of charge plan. Anyway, I am happy that I have jotted down in byte codes. GyaNeX Uniqware is also difficult to digest by peoples because its available free of charge. But, GP is dedicated to bring things free of charge as long as he will be alive. GP |
| Bhunte | Posted
on 14-Jun-03 09:37 AM
gp guru, joke hoina hajur lai encourage matra gareko ho. hajur ko tyo bisal education plan implement garna hajur afai EM or PM hunu parchha. sana sana skoole keta keti le samosa, roti, ra malune kera khana paye kasle padhdaina ra hola!! hajur le ke smjhinu paryo bhane manchhe marera janchha tara bichar mardaina... |