KATHMANDU, May 1: Implementation challenges stemming from government decisions made without adequate preparation have resurfaced in the education sector, particularly in the management of the new academic session.
Although the government announced that enrollment for the new academic session would begin on April 28 (Baisakh 15) and classes from May 4, many schools have already started academic activities ahead of schedule. The lack of uniform implementation has created confusion, raising concerns over whether sufficient consideration was given to constitutional provisions, education regulations and existing policies.
Several schools reported launching classes on April 28 itself, following directives from local governments.
A Cabinet meeting on April 5 had decided on the official academic calendar, but a number of local governments have objected, arguing that the decision conflicts with constitutional and legal provisions governing education.
Similarly, the government’s decision to introduce a two-day weekly public holiday has not been implemented consistently across municipalities.
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The Kathmandu Valley Mayors’ Forum had earlier instructed schools to begin enrollment from April 24 and classes from April 28, citing provisions in the Education Regulations 2059 BS, Schedule 8 of the Constitution, and the Local Government Operation Act 2074 BS. Schools followed this directive and commenced academic activities accordingly. The forum also suggested conducting online classes during holidays to avoid disruptions in completing the curriculum.
Several institutions, including Valley Public School in Hattigauda, Kathmandu, have been running classes since April 28. In Bhaktapur, schools began operations as early as April 19, while those in Lalitpur also started from April 28.
Bhaktapur Mayor Sunil Prajapati said the two-day weekly holiday is not applicable to schools under the current framework and urged the government to carry out detailed groundwork before introducing policy changes in the sector. He argued that the Cabinet’s decision on the academic session contradicts constitutional provisions and existing education laws.
Schedule 8 of the Constitution grants local governments authority over school-level education up to Grade 12. Based on this, local bodies have developed their own academic calendars, taking into account local holidays and conditions.
“In Bhaktapur, there is a local holiday until Baisakh 5 following annual examinations, which is why classes began from April 18 this year,” Prajapati said. “The Constitution, the Local Government Operation Act and education regulations require 220 school days annually, and we are adhering to those provisions.”
He added that schools in Bhaktapur cannot accommodate an additional Sunday holiday. “Private schools operate year-round, and that cannot be restricted,” he said. “Government schools, too, would struggle to remain competitive if excessive holidays are introduced.”
Of the 92 schools in Bhaktapur, 36 are government-run. According to Prajapati, additional holidays could adversely affect the quality of public education.
Krishna Prasad Adhikari, president of the Private and Boarding Schools’ Organization Nepal (PABSON), said private schools have already begun classes from April 28. “Students were unwilling to remain at home, and parents brought them to school, prompting us to start classes,” he said. “Local governments must engage closely with communities, while schools need to coordinate with parents and students.”
Despite policy initiatives on education reform, curriculum revision and the expansion of technical education announced by the Ministry of Education, implementation challenges persist. The federal structure, coupled with unclear delineation of responsibilities among federal, provincial and local governments, has further complicated the situation.
Educationist Laxman Gyawali said the difficulties stem from decisions taken without adequate preparation. “Policies should be formulated through stakeholder consultation and supported by proper legal groundwork,” he said. “Coordination with local governments is essential for effective implementation.”
Uncertainty also remains over whether the two-day weekly holiday is temporary or permanent. At the school level, delays in curriculum revision have created confusion among teachers and students. In higher education, weak coordination among universities continues to result in irregular academic calendars, delayed examinations and late publication of results, affecting Tribhuvan University and other institutions.
“It is impractical to expect universities to implement directives without adequate preparation,” Gyawali said. “Tribhuvan University alone accounts for nearly 80 percent of higher education in the country. Decisions must be backed by expert consultation and resource planning.”
Although government investment in education has increased, outcomes remain mixed. Schools in rural areas continue to face teacher shortages, infrastructure gaps and limited digital access. Parents and students are increasingly calling for clear, consistent and long-term education policies.
“There is a need for stronger policy stability in the education sector,” Gyawali said. “Rural schools continue to face structural challenges, and the government must prioritise well-structured legislation for school, higher and technical education aligned with current needs.”
