Shift from Institutional to Public Schools: Increasing Number of Students Opting for Better Education in Dolakha, Nepal
Recent reports indicate that an increasing number of students are shifting from boarding schools to public schools in Dolakha, Nepal. This trend is noticeable across the district, including in Makaibari and Bhimeshwar Municipality-7.
The primary reason for this shift is the better teaching standards in public schools. Many parents have complained that institutional schools give their students inflated marks, leading to a lack of practical knowledge. Thus, several students are unable to respond to fundamental queries beyond rote learning.
Sabu Tamang, a parent, and member of the Kutidanda Secondary School Management Committee stated that parents are now realizing the drawbacks of expensive boarding schools and are seeking better education opportunities for their children.
Kavitha KC and Saraswati Bhujel, residents of Dolakha, have switched their children’s education from institutional schools to public schools. Their decision was based on the belief that public schools offer better education quality and affordability. This trend is estimated to continue, and more students will enroll in public schools in the coming academic sessions.
According to records from the Education Development and Coordination Unit, students from various schools in Bhimeshwar municipality, including 85 from Kalinchok Secondary School, 18 from Mahendrodaya Secondary School, 20 from Pashupatikanya Secondary School, and 10 from Bhim Secondary School, have transferred from institutional schools to public schools. Public schools in Dolakha are attracting students from far-off areas, such as Khare Secondary School in Gourishankar Rural Municipality-8, who are opting to transfer from institutional schools.
Currently, there are 18,581 female students and 17,384 male students in 339 community schools in the district, and 4,954 female students and 6,048 male students in 37 institutional schools. The increasing number of students shifting from institutional to public schools in Dolakha is a favorable development as it indicates that parents and students value practical education more than inflated grades, which can result in enhanced learning outcomes and better education standards in the district.