BEYOND ROTE LEARNING: A need for a sea change in the SEE examination
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| Image: ChatGPT/Concept: LB Thapa |
The Secondary Education Examination (SEE) is an important moment for millions of Nepali students. In this context, the government deserves a brief but sincere appreciation for its commendable efficiency in publishing the SEE results within a single month of the examinations’ conclusion. This promptness not only alleviates the anxiety of students and parents but also provides a crucial window for students to plan their higher secondary pathways without disruptive delays. Thus, the determination shown by the present government is no doubt a welcome step toward transparency and accountability in Nepal’s public education system.
A brief glance at this year’s results compared to previous ones reveals a familiar yet troubling pattern. While the overall pass percentage has seen minor fluctuations—occasionally sustained by grace marks or lenient checking—the consistency lies not in excellence but in mediocrity. For instance, the proportion of students securing ‘A’ and ‘A+’ grades remains confined largely to urban, well-resourced institutional schools. Meanwhile, community schools, especially in rural districts, continue to struggle with pass rates that barely cross the threshold. Despite little progress, the gap between high-ranking and general students has not narrowed much. Moreover, the present format of the SEE examination could not meet the expectation envisioned after replacing the School Leaving Certificate examination in 2017.
This brings us to the central argument: Nepal needs a radical, structural change in the SEE examination pattern. The current model remains riddled with flaws. It predominantly tests rote memorization, rewarding the ability to reproduce textbook lines rather than analytical thinking, creativity, or problem-solving. Questions are predictable, and model answers are often dictated by private coaching centers that have commercialized the exam. Students are compelled to score an impressive GPA, if not, then they are not eligible to get admission in reputed colleges and universities. Such pressure on students leads them to stress and anxiety. In true words, the entire curriculum of SEE lacks a pragmatic approach, but it seems more like a ritual.
Beyond the exam pattern itself, Nepal desperately requires a different pedagogical approach altogether—one that aligns with its labor market. The current curriculum, benchmarked by the SEE, prepares students for white-collar, academic pursuits, often ignoring the vast demand for skilled technicians, agricultural specialists, hospitality workers, and IT professionals. Consequently, Nepal faces the paradox of educated unemployment: thousands of SEE graduates remain unhirable for the jobs that actually exist, while the country imports skilled labor from abroad.
In the meantime, it can be easily observed that the present SEE examination is purely based on academics, and it has nothing to do with vocational or technical education. Due to financial and other reasons, those students who cannot continue college education will not have any employment in the country. They have no choice but to seek foreign employment. Thus, at present, SEE examination and employment don’t have a direct relation.
However, examination reform alone is meaningless without
addressing foundational infrastructure challenges. Even today, in the
twenty-first century, textbooks are often not delivered to remote areas like
Humla, Mugu, or Jumla until months into the academic session. When a child
starts a grade without a textbook, learning becomes an abstract, if not
impossible, task. Worse, the shortage of qualified subject teachers is chronic.
The truth has it that in many remote area schools, teachers are always
understaffed. Sometimes, one subject teacher teaches two to three subjects. In
the meantime, many teachers’ expertise can be questioned. In addition, it is
also not hidden how teachers are appointed through political power rather than
on merit bases.
Thus, the time has come to bring a sea change in the Nepali school education system. Incremental adjustments will not suffice. We need a paradigm shift that treats education as a national security priority.
To conclude, I offer several concrete suggestions. First, replace the single high-stakes SEE with a continuous, school-based, modular assessment that includes projects, portfolios, and practical exams. Second, decentralize textbook printing and distribution to provincial and local levels, with penalties for delays. Third, introduce a mandatory rural-service scholarship for teacher trainees, ensuring that qualified teachers are deployed to remote areas for at least two years. Fourth, redesign the curriculum to include vocational tracks from Grade 9, with the SEE awarding dual certificates—academic and skill-based.
Involve technology in every secondary school. Along with books, short, animated videos should be made to educate students. This is a fact: students learn and comprehend faster watching animated videos than reading books. No compromise should be made on a teacher’s selection. A strong selection procedure must be adopted so that only well-qualified teachers get the opportunity to teach students.
At least these changes must be made in the present
school-level curriculum to make SEE more pragmatic and job-oriented. If not,
then it will remain a cruel ritual of rote learning rather than making it a
genuine gateway to opportunity. Last but not least, the future of Nepali
students does not rest on publishing results faster, but it needs a complete
overhaul or an honest reform.
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