Hurdle to quality education: Age-old chalk & talk method

Bishnu Prasad Aryal

The classroom teaching largely emphasises on lecture methods. This is a big deterrent to quality education. It needs to be linked to practical knowledge in this day and age
— Dr Dinesh Raj Bhuju, chief, Faculty of Science, National Academy of Science and Technology


Kathmandu, April 30
The quality of education in the country will always remain a major concern unless the faulty teaching methods are not overhauled on a war footing.
“The classroom teaching largely emphasises on lecture methods. This is a big deterrent to quality education. It needs to be linked to practical knowledge,” said Dr Dinesh Raj Bhuju, chief, Science and Technology Division, National Academy of Science and Technology. “Ironically, science is still being taught by chalk and talk method. For example, though objects like ponds and plants are available in our natural surroundings, teachers continue to draw its portraits on blackboards. That’s why we are still lagging behind in this day and age,” he explained. According to the Department of Education, 6.1 million students are enrolled in 28,000 schools across the nation. While, the number of teachers is pegged at 151,075. Around 10,000 private schools supplement the government-run institutions. Besides, there are six universities and a higher education board, which impart knowledge to around 800,000 students.
Bhuju pointed out that field-oriented education was sorely missing in the curriculum.
“UNESCO has dubbed the 21st Century as one of knowledge-based society. In that light, if we fail to acquire quality education, then we cannot compete in the international arena. Lack of proper knowledge doesn’t augur well for the nation’s growth and progress,” he added.
Bhuju felt that the outdated curriculum was the biggest problem.
“Science, environment and tourism are subjects that call for practical classes,” he reasoned.
Dhruba Prasad Niure, who is associated with Central Department of Education, Tribhuvan University, agreed with this perception. “It’s true that theoretical approach is dominant in almost all institutions. A practical method is, indeed, suitable for teaching. But, teachers need to be groomed for this purpose,” he added.
The strength of a class is also an important factor to impart quality education. “Ideally, the number of students in a class should not exceed 30. But, the fact of the matter is, I end up teaching between 150 and 300 students in a class in the university,” said Niure.
He expressed concern about the state of affairs. “If we cannot nurture the students, then the next generation will suffer immensely,” he warned.
But, neither the government nor the teachers alone can bring about these monumental changes.
Perhaps, a visionary education policy can only help to tide over the looming crisis. Lekhnath Paudel, joint-spokesperson, Ministry of Education, has a different take on the issue. “Teachers’ attitude is largely to be blamed. Even if we change our policy, then it doesn’t necessarily mean that there is a change in their behavioural pattern. They need to be accountable to their
profession,” he alleged.
Paudel, however, conceded that the monitoring of institutions could not be carried out in a proper manner. He felt that the politicisation in the education sector was the genesis of the problem at hand.
“We need a suitable policy to attract good manpower that will improve the quality of education across the institutions,” he added.