Let’s Envision Beyond The Horizon

Nepal is probably the only country in the world which is best known by the amazing and distinct human qualities rather than the physical quality of life. Bravery, courage, hospitability, kindness, hope and faith are Nepalese people’s homemade attributes. The way Nepalese people help each other at the time of difficulty is something other nations and society should learn from Nepal. This has been verified by the activities of Nepalese youth who are being involved in rescue and relief of the earthquake victims. These activities are truly humanitarian which are self initiated in most cases. Of course the earthquake was unexpected and Nepal was least prepared on its part to tackle its consequences. Nevertheless, Nepal is always blessed to have generous friends who help it at its time of difficulty.

Our close neighbors- India and China played significant role. The immediate response by the Indian government to address the aftermath of earthquake was noteworthy but it was immediately pulled into controversy taking the behavior of Indian media in quake affected areas. Other south Asian countries- Bangladesh, Bhutan and Pakistan also showed kind behavior. Other friends of Nepal also played important roles for rescue and relief.

Natural disaster itself is unpleasant. The massive earthquake and more than a hundred aftershocks that followed it, was very devastating and fearful. It took thousands of lives and made millions of people homeless. Many buildings of historic, religious and cultural importance including centuries old Dharahara were destroyed. And the economic loss is huge.

While the country was in deep sorrow, it made people feel sad and instilled some depression and frustration, particularly among the victims and their kiths and kins. In some places, though not significantly some abnormal behaviors were noticed but they were addressed promptly. These abnormal behaviors are not typical Nepali behavior but maybe the outcomes of frustrations and helplessness. Whatever be the causes, such behavioral changes are generally counterproductive which tarnish the image of the country. So the government of Nepal should take wise decisions not to allow such abnormal things to repeat.

As mentioned earlier, Nepalese people have distinct human qualities with added ingredients in the form of rich and age old culture which is temporarily vulnerable due to this earthquake. Nepal should take adept steps and Nepalese people should be creative to keep the qualities intact and save its rich culture.

After rescue and relief, the next steps are rehabilitation and reconstruction which are supposedly of long term importance to rebuild and revitalize the nation. While doing so, we should envision to see beyond the horizon. 

The writer is an Ex-Lecturer of Economics at Chelsea International Academy, Baneshwor, Kathmandu.

अदृस्य कोही

म मेरै लागी जलिरहेछु
तिमी तिम्रै लागी जलिरहेछौ
उ उस्कै लागी जलिरहेछ्
अदृस्य कोही 
सलाई काटी ले खोरी घोटिरहेछ
आगो को लाप्का मा घिउ तेल थपिरहेछ
मात्र जलन देखी बेखुशी उ
आगो को लाप्क खोजिरहेछ
सलाई काटी ले खोरी घोतेर 
उस्ले

आगो को लाप्क खोजिरहेछ

तिम्रो मन

बगैचा मा डुल्ने तिमी

चुटिएको गुलाबले तिम्रो मन किन छुन्थियो

आकाशमा उड्ने तिमी

पृथिबिमा हिडौ भन्दा तिम्रो मन किन मान्थ्यो

बसन्तमा रम्ने तिमी 

गृश्ममा सङ्है घुमौ भन्दा तिमीलाई किन हुन्थ्यो

समुन्द्र्मा खेल्ने तिमी 

पोखरी मा सिमित हुँदा तिम्रो मन किन मान्थ्यो 


सुरेश पौडेल
ढाका बाङ्लादेश 

A decade without thy

A decade without thy

Held my wings; to stop me fly

A decade without thy

Left me in cold; to make me cry

A decade without thy

Stole my courage; to make me feel shy

A decade without thy

Blurred my vision; to see me with my inner eye

रिङ्ग

रिङ्ग हराउदा खुज्ली हराउछ भन्छन

सोच्दै छु कतै एस्ले दुइटा अर्थ दिन्छ 

आच्कल रिङ्ग बेला बेला आउछ र हराउछ

सङ्सङै आउछ खुज्ली;रिङ्ग सँग त्यो हराउछ

कहिले सानो आकरको 

जो काटीकुटी कान्छी औंलामा अटाउछ

कहिले अली ठुलो 

माझि औंलामा अटाउछ 

कहिले आझै ठुलो 

जो बुढी औंला भरीको हुन्छ 

अरु चिज भन्दा रिङ्ग अनौठो लाग्न थालेको छ 

किनकी त्यो आच्कल थाहा नै नदिकन आउछ 

र थाहा नै नपाई हराउछ

अझ अनौठो छ खुज्ली 

जो रिङ्ग साथै आउछ

रिङ्ग ठुलो हुँदा बेसी खुज्ली लाग्छ 

रिङ्ग सानो हुँदा सानै खुज्ली हुन्छ 

तर त्यो रिङ्ग साथै आउछ 

रिङ्ग साथै हराउछ २

चिन्ता

प्रेमको मुल्य बेसी राखेउ

र त रिन बड्यो 

अरु केही धितो चलेन 

र त हृदय बन्धगी गयो

समय बित्यो 

ब्याज   बद्यो 

मलाई भने 

कतै बन्धकी हृदय 

फिर्ता न आउला 

भन्ने  चिन्ता पर्‍यो 

असल एउटा हृदय थियो 

तेही पनि बन्धगी गयो

अब बाँकी नै के रह्यो र 

गरौ भो सम्झौता 

बरु    दुई ह्रिदयको  

सुरेश पौडेल 

ढाका बाङ्लादेश 

SOMETIMES NEGATIVE MOTIVATION HELPS

Suresh Poudel

In Nepal, the government funded schools are not performing well as compared to the institutional schools. Success as measured by pass rate in School Leaving Certificate (SLC) level is low for these schools. Primary school enrollment may be satisfactory but drop-out rate is high. Learning resources are lacking and at its worst some remote school children do not get books till the academic session ends. Many government schools in remote setting have to run school in open sky as they lack classrooms and furniture. Separate toilets for girls and boys are far reach cry for such schools. Teacher is the only vehicle for delivering knowledge to the students studying in these schools because naturally these schools lack multimedia classrooms, internet, libraries, learning materials etc which modern schools are supposed to have. In addition, there are policy and management bottlenecks.

In addition, the government funded schools not giving enough emphasis on extra-curricular and co-curricular activities. Under such scenario the entire success of such schools is dependent on how a teacher performs, what he delivers to the students which in turn depends on the knowledge, skills, willingness and competitiveness of the teachers working in such schools.

The success of an individual is closely linked to the kind of early education he/she has. Nevertheless there is a clear difference in terms of education between Nepalese government and institutional schools. Apparently the institutional schools have been seemed to provide better education than the government schools. Tracing the job placement and level of earning they have after they join job might verify the claim that the institutional schools children are more competitive and skillful. It’s a clear indication that today who get admitted in a government school going to live his future less affluent, less powerful and with less comfort.

The problem is more pronounced when the student enters into the job market. Generally in job market, the employers seek more dynamic and skillful candidates to offer a job. Even if the knowledge of a government school student is at par the candidates with his counterpart from institutional schools. But the former may lack dynamism and skills due to the type of education he had while at school. For instance, most of the institutional schools mostly in city areas are providing computer education, art, singing and dancing classes, sports etc to their students. These things are helping students to develop personality and life skills which in turn help them to be a dynamic professional when they join a job.

However, Nepal being a country with limited resources, it may not be possible for the government to increase fund to achieve all of these goals overnight. Nonetheless the policy makers can make certain amendments in the policy to make optimum use of resources whatsoever available. If there is misuse of funds, it should be minimized by taking effective steps. The school management committee can be empowered to take the right decisions for the progress of the school and the students.  The efforts have been made towards these.

The teachers, particularly working in government seem to be unsatisfied with the current facilities they are getting from the government. They are doubtful about the job security. They have been demanding for the permanency of their job for quite long. In response to their demand, recently the Secretary, Ministry of Education claimed that it unimportant to make all teachers working in Government Schools permanent. His claim has got a mixed response. If it is for the quality of the education I support his view. It is because the issue to whether to make all the teachers working in government schools permanent is not much important if the teachers are qualified and competent because in an open job  market the most competent gets the best. If it is for the job security of the teachers who are really competent and dedicated, I stand for them.

If job oriented quality education is the today’s need-there needs a radical change in the policy, management, delivery and leadership of the school. In my view the Principal who leads the academic activities of a school has to be selected the way the CEOs of banks are selected. Then he should be given freedom in selection of teachers from the pool of qualified and licensed candidates. This will bring competitive attitudes among the teachers ultimately making them more productive. I disagree with the idea of making every teacher permanent. I believe security of jobs makes us lazy and less innovative in the way they perform. Sometimes negative motivation ( fear of losing) helps. 

The writer is the ex-lecturer of Economics at St. Xavier’s College, Maitighar; Chelsea International College, Baneshwor and Times International College, Dillibazar, Kathmandu.