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South Asia and Nepal; The Targeted Area of Study of World Bank World Development Report on Education


Kathmandu, January 22, 2019: Institution for integrated for development and world bank group had organized a  session where they discussed about key findings of world bank world development report focusing on education of South Asia and Nepal which took place on 18th January at Royal Singi Hotel.

The program of this press release was categorized into two parts. In the first category it consist of Cristian Aedo, practice manager at World Bank who disseminated the key findings likewise, Mr. Mohan Aryal, senior Education Specialists at world Bank conferred the Nepal Country Brief.

Second Session covered panel discussion conducted by the former Vice President of National Planning commission and Dr. Swarnim Wagle. The discussion was about the pertinent issues in the education sector. Various questions were raised regarding the issues that needed to be covered by the education sectors in Nepal. Mr Baikuntha Prasad Aryal, Joint Secretary of Ministry of Education, science and Technology, Mr. Tomo Hozumi, Representative from the UNICEF Country Office, Nepal; Prof. Mahesh Parajuli, Dean, School of Education, Kathmandu University and Dr. Cristian Aedo himself were the other 4 panelists for the session.

Issues that were taking place in South Asia were discussed in the session. Asia is said to be the home for more than 40 percent of the world’s school age population and includes of  15-24 years old youth that occupies the 34 percent of youths population over the world. There are some cases where software like Microsoft and Google are lead by the Asian which proves the public education system is productive and effective. But there are also things to be concerned. The world Bank’s Capital Index evaluate the productivity losses from deficient capital investment, presents a miserable scenario for the reason. The child born today in Sri Lanka with a score of 0.85  who is the top performer of the reason will be only 58 percent of as productive as she would have been with quality education and good health. Comparing it to other, they are even worse. Afghanistan’s HCI is 0.39, Bangladesh’s is 0.48, India’ is 0.44, Nepal’s HCI is 0.49 and Pakistan’s is 0.39. Associated figuring shows that although the school compilation has risen, the reason have been losing the equivalent of 4.3 years of schooling due to poor education background.

Three major aspects were identified in the context of Nepal;

Early invest: The investment work should be done in early stage like in Early Childhood development (ECD). The collaboration and planning between education provider and ECD.

Growth of Teachers: For the effective results from students teachers should be provided better training, recruitment and management.

Higher Education Improvement: The only way to improve the higher education system of Nepal is to address Government issues and quality assurance.