In our country Nepal, power and influence often seem to override justice and fairness, it’s no surprise that these dynamics bleed into the education system where students’ futures are shaped. In a nation where marks have long been the ultimate measure of success, it is imperative to reflect on how this system fails to assess a student’s true potential. Marks do not truly determine a student’s aptitude, talent or intellectual promise. The higher education landscape in Nepal riddled with political manipulation, favouritism and corruption often renders meritocracy irrelevant. Nepal’s education system, once viewed as a pathway to success and social mobility has now devolved into a convoluted maze dominated by a political and antisocial influences and academic mafias.

Students lacking the necessary political power or affiliations face significant disadvantages in their academicand career pursuits. Additionally, the role of flattery, sycophancy/buttering up and undue transactions is also at the top. The overemphasis on marks as the sole indicator of a student’s ability does not only limit academic progress but undermines the inherent potential of students as well, particularly those who are excluded from the established academic power circles.

The Peril of Political Influence in Education

Nepal’s educational landscape is characterized by entrenched power structures where political parties and influential figures dictate much of the country’s educational functioning. These functionings are manifested in an academic environment where merit and academic excellence are often secondary to political influence. Students with the right connections, those with familial ties to the political elites or members of powerful student unions or adept at flattery and sycophancy are more likely to excel in a system that values power over intellect.

The essence of this political influence is visible in various aspects of student life, from the appointment of faculty members where favouritism often plays a role to the awarding of marks and recognition within institutions. A student’s academic flourishing and future are frequently determined not by his/her knowledge or talent but by his/her alignment with the right political factions and figures. Such a political and personal monopolies stifle meritocracy, restricting access to academic opportunities for those who
may be more academically gifted but lack the necessary political and personal connections.

It is not uncommon for students in the real world who excel in their academic work to find themselves sidelined, their achievements diminished, because they neither participate in or support the student unions aligned with dominant political parties nor do they flatter lecturers without losing self-respect or dignity. Conversely, students who actively engage in student politics or associate with influential political factions and figures can secure higher grades, better job placements and more opportunities in the academic sphere despite having a mediocre academic record.

Nepotism and Favouritism: A Silent Killer of Talent

A pervasive issue in Nepal’s education institutions is the rampant nepotism and favouritism that dictate the academic success of students. In many cases, grades and academic results are not earned through consistent effort and intellectual rigor but are rather determined by personal relationships. Students who have personal ties with faculty members or belong to specific social circles are often favoured over others regardless of their actual performance.

Lecturers, who should ideally be the most impartial figures in a student’s academic journey often become complicit in this system of preferential treatment. A student with a strong connection to a lecturer/professor or an influential figure in the administration is more likely to receive leniency in grading, even if his/her academic work does not merit such treatment. This creates an academic environment where favouritism thrives and rewards those with power or influence rather than those with merit. The problem is further exacerbated by a lack of transparency in grading system. Institutions often fail to provide clear guidelines or explanations on how marks (Internal marks include 40 or 40% out of 100 or 100% in each subject and practical subjects include full marks i.e. 100 or 100%) are awarded. No matter how good the marks secured in closed book exams, the 40 or 40% internal marks for each subject and the full marks i.e. 100% for some practical subjects adversely affect the overall marks and grade.

This leads to a system where subjective judgments and biases come into play and students are unable to appeal against unfair treatment. Those who find themselves on the wrong side of these biases often suffer not just academically but also mentally and emotionally as they realize that no matter how hard they work, their success may be limited by factors beyond their control.

The Myth of Retotalling/Rechecking: How Political Influence Undermines Objectivity

While students are often encouraged to appeal their marks through a process known as quot;retotalling quot; or & quot;rechecking,” this process is frequently more of a formality than an effective means of ensuring fairness. The reality is that retotalling/rechecking is often fraught with bureaucracy, political influence and limited transparency. Students who wish to challenge their results may find themselves at a disadvantage if their case is not supported by the right political or institutional connections. In many cases, retotalling/rechecking is a time consuming and frustrating process that rarely yields positive results.

Educational institutions frequently demonstrate little interest in ensuring that students’ marks reflect their actual performance, and as a result, the retotalling/rechecking system often fails to serve its intended purpose. Instead of promoting fairness, it becomes another avenue for political manipulation, where only those with the right connections can benefit from a second chance. Moreover, the limited scope of retotalling/rechecking further underscores the inequalities inherent in the education system. Only a handful institutions properly provide and abide by this option but in many cases, it is seen as a privilege reserved for influential individuals rather than a right available to all students. For the average student with no political or administrative ties, the notion of having his/her work reassessed becomes nothing more than an unattainable dream.

Student Politics: A Distraction from True Educational Goals

Student politics in Nepal, often presented as an essential part of student rights and welfare, has, in truth, become a mechanism for furthering political agendas rather than serving the academic needs of students. While student unions are supposed to protect students rights and advocate for a better educational environment, they are frequently hijacked by political parties seeking to use educational institutions as battlegrounds for their own agendas. This toxic political atmosphere discourages students from focusing on their studies. Instead, they are encouraged to engage in political activities that have little to do with their academic development. The pressure to participate in student politics, often at the expense of education, places students in a precarious position. Students who choose to avoid such activities or who speak out against the system may find themselves to have ostracized, receiving poor marks or even facing personal attacks from faculty members or their peers.

Moreover, the atmosphere fostered by student politics often discourages critical thinking and open discussion in our education. Students who question the status quo or challenge the political dominance of certain factions and figures may find their academic records lowered or tarnished as a result. This creates a system where obedience and conformity are rewarded, while independent thought and intellectual challenge are penalized.

The Hidden Costs of an Unjust System: Mental Health and Career Risks

The pervasive culture of power, political influence, and favouritism in our education system is taking a heavy toll on students, who are academically brilliant but averse to politics and away from sycophancy. The constant pressure to conform to an unjust system and the fear of retaliation for speaking out can lead to feelings of frustration, hopelessness and anxiety. Students subjected to such a system may experience a lack of motivation, as they realize that no matter how hard they work, their success is not guaranteed by merit alone. The fear of being marked down for speaking up or challenging the system creates an atmosphere of compliance and silence, discouraging students from pursuing their true passions or exploring their full potential.

Furthermore, the impact on students mental health cannot be underestimated. The fear of failure and the constant pressure to perform in a rigged system leads many students to experience anxiety, depression and stress. These mental health challenges can hinder their academic progress, making it even harder for them to succeed in a system that’s already stacked against them.

A Call for Reform: Redefining Success in Nepal’s Education System

Our education system requires profound reform if it is to fully realise its potential as an instrument of social and economic development. Marks, while useful in assessing certain academic aspects, should not be the sole determinant of a student’s potential. It is essential to foster a more holistic approach to education that values creativity, critical thinking, innovation and emotional intelligence qualities that cannot always be measured through exams and tests. To create a truly fair and meritocratic education system, the entrance and influence of politics must be removed from the educational sector. Lecturers and administrators should be held accountable for their actions, ensuring that grading is based solely on academic performance and not personal or political bias and power. Additionally, greater transparency must be introduced in grading and retotalling/rechecking procedures to ensure that students are judged fairly and have access to the resources they need to succeed. Ultimately, Nepal’s education system must place the focus back on the development of students’ skills, knowledge and potential, not just on the pursuit of political power or the maintenance of social hierarchies. Only by fostering a culture of meritocracy, transparency and fairness, can we begin to unlock the full potential of our youth in the educational field, setting the stage for a brighter, more prosperous future for all.

-Keshav Gharti Magar BA.LLB 10 th Semester