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BNKS: Present Challenges and Future Prospects (presentation)
Author: Suresh Acharya
Post Date: 6/21/2010
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BNKS: Present Challenges and Future Prospects- a presentation by Suresh Acharya (139A), First Batch ex-student on June 19, 2010
(Presented at a program attended by Education Secretary, Government of Nepal and Vice Chancellor Purwanchal University, in Budhanilkantha School)
Timeline ? 1966- 1972 ------ 7 years ? 1973- 1982 -----10 years ? 1983- 1988 ------5 years ? 1989- 1994 ------6 years ? 1994- 2005 ------11 years ? 2006- 2009 ------4 years Initial Scenario ? There were no modern schools in Nepal imparting foundation education except few schools run by Christian Missionaries ? New polity- Panchayat System was in process of institutionalization ? Conceptualization a National School by Late King HM Mahendra Bir Bikram Shah Dev in 1966 (he discussed the matter with British Council Chief Mr Douglas in London) ? Construction started with foreign assistance- the British government. Strategically Late King Mahendra was able to garner international support for the political dispensation) ? Schools in Nepal were under community holdings when conceptualization: Operation started in 1973- when school system was Nationalised in Nepal in 1972
Objectives of Establishment Budhanilkantha as a National School ? To promote inclusive society (classless and cast-less) in line with the then political system) ? As a Role Model of the newly introduced National Education System Plan (NESP, 1972) ? Inculcate feeling of Nationalism from the childhood (=Nepali language) ? Impart world-class education through indigenously developed national curricula ? Promotion of equity and social justice
Founding Goals ? To produce Change Agents (Catalysts) sound in their vocation for the Socio-economic-political transformation ? To produce primary school teachers, who would work in their own districts => Now REDEFINE GOALS
Founding Management Structure ? Constitution of BNKS: Nepal-Britain partnership ? Board of Governors (comprised of Nepal government nominee- chair, British Ambassador, British Advisor and British Head Master-secretary without voting right) ? BUT, Head Master accountable to himself
1966-1972: Conceptualization ? Building of National Policies ? Dedicated leadership ? Lack of skilled human resource (teaching staffs): capacity enhancement ? Conceptualization of a National School- an ambitious dream at that point of time ? Infrastructure development in full-swing
1973-1982: Accomplishments ? Infrastructure development undertaken in a big way ? Operation started in 1973 under New Education System Plan (NESP) ? Mounting political pressures (for admission, and scholarship): British Head Master Peter J Wakeman withdrawn, 1977 ? Positive Outcome: First batch graduates in 1980 ? School and Alumni relation started to build
1983-1988: Internationalization ? Nationwide student strike- NESP withdrawn, 1979 (Lack of rules and regulations in BNKS) ? Adapted English Medium, 1983 ? Deterioration in the quality of education due to internal strife (between Nepali and British teaching staffs) ? Massive upsurge in the academic management (18 teachers ousted en-mass), 1983 ? Infrastructure development continued: Gaurishanker House and New Science labs, swimming pool ? Introduction of international courses: Cambridge University’s O-Level (1985) and A-Level (1986) programs introduced ? School and Alumni relation- amicable
1989-1994: The Down Turn ? National Policies : unclear and ambiguous ? Brewed conflict between the GON and British Management ? Co-educational, 1991 ? Infrastructure development continued: Hiunchuli and Saipal House- hostels for girls, 1992 ? Quality of education deteriorates ? School and Alumni relation –dormant
1994-2005: Reform & Resurgence ? Handover of the management by British government to Nepali Team) ? Clear-cut National Policies and rules/regulations in-place ? Structural Adjustment: Centre of Excellence- Quality of education enhanced, growth oriented world-class education system (state of the art teaching) ? Strengthening of management (both academic and administrative) ? Faculty development: 10+2 program introduced, 1997 ? Infrastructural development continued: Ratnachuli and Choyu House, hostels for senior girls, 1999 ? School and Alumni relation –regained momentum
2006-2010: Consolidation ? Rise in politicisation, indiscipline and insecurity ? BNKS broadens its wings- ‘PPP’ in progress ? Erection of new infrastructures/facilities for learning (LRC, 2008) ? Class 4 phased out and enrollment in class 5 started, 2009 ? Big expansion planned ? BNKS graduates excel in all fields both in domestic and international arena ? School and Alumni relation begins to enhance slowly but steadily Strengths ? Excellent Academic records, both in Nepal and outside ? Positive perspectives – Nepali citizens and international academic institutions ? A strong pool of globally competitive, skilled and professional EX-STUDENTS around the world ? World-class infrastructures/facilities ? Owned by government (Clear-cut policies and continued support) ? Well-tested proactive Management ? Financially sound and sustainable ? Necessary rules and regulations in-place for the smooth operation of the School
Weaknesses ? Indecisive about long-term development goal (whether BNKS would upgrade to centre of higher education or not, deemed university) ? Less emphasis in vocational education ? Less use of its precious land resources ? Infrastructures/facilities needed immediate renovations ? Less or non-existent international student-exchange programs ? Feeling of insecurity (management, teachers, staffs and ex-students) ? Unable to utilise potentials of ex-students: Unpaid GOODWILL AMBASSADOR
Opportunities ? Define development objectives: Make long-term strategic plan ? Restructuring: Consolidate past accomplishments ? Image Building: deepen and broaden contacts with Parents body and Alumni. Ex-students are unpaid BRAND AMBASSADOR of BNKS around the world ? Expand wings: international affiliations and exchange programs ? Enhance gender balance @ 50:50 ratio ? Support Private-Public Partnerships (PPP) ? Offer franchises/technical support/consulting to other schools ? Take-over of sick schools: provide good teams (management and academic) to selected schools for overall contribution to Nepali education sector ? Broaden inter-schools friendly competitions/contacts: ? Affect other schools in raising their quality of education and reputation
Threats ? Growing larger than its size- out of proportion? (both academically and infrastructure basis) ? Negative publicity in media ? Insecurity ? Undue pressures in internal matters: growing patronage-based politicization ? Fragile Alumni: ex-students shying away from school’s affairs (they can affect in the reputation, credibility and stabilization of BNKS)
Timeline: Leadership ? 1966- 1972 : Conceptualization ? John B Tyson, Headmaster Designate (1966) ? Peter J Wakeman, Headmaster (1972) ? 1973- 1982 : Accomplishments ? Peter J Wakeman, Headmaster (1973-1977) ? Ken Jones, Headmaster (1978 - 1982) ? 1983- 1988 : Internationalization ? Dr. Tej Ratna Kansakar, Acting Headmaster (1983) ? John Tyson, Headmaster (1983 - 1988)
Timeline: Leadership ? 1989-1994 : The Down Turn ? Brian Garton, Headmaster (1989 - 1992) ? Thomas Thomas, Headmaster (1992 - 1994) ? 1994- 2005 : Reform and Resurgence ? Satyanarayan Rajbhandari, Principal (1994 - 1995) ? Narayan Prasad Sharma, Principal (1996 - 2005) ? 2006- 2010 : Consolidation ? Narayan Prasad Sharma, Principal (2006 to date)
Accomplishments ? Academic Results: SLC ? 1980-1994 : 14 years period : 25 students failed ? 1995-2010 : 15 years perid : 5 students failed ? ‘A’ Level results: excellent ? Infrastructural Development: ? 1980-1994 : Approx 60% ? 1995-2010 : Approx 40% ? Management Reform: ? 1980-1994 : Under British management, unclear and ambiguous rules and regulations ? 1995-2010 : Under Nepali management, clear cut rules and regulations
Challenges ? Leadership: The current leadership has shown its credentials and capacity by undertaking massive reforms. Upcoming leaderships in future should be such, which can steer its way in rough weather- who can drive the institute to its height. ? Consolidating Academic Quality: maintaining excellent records, both in Nepal and outside, with available resources and expectations. ? Ex-students survey by the Alma Mater: Alumni body is the most reliable partner of any successful academic institutions worldwide (Harvard, Oxford, Harrow, St. Stephens, ? Restructuring: mounting outside/inside pressures/insecurity: affects quality of education and raising morals of the teachers/staffs through actions (credit and penalty system in place) ? Financial Provisioning: Up-gradation and Renovation of old-structures
What Next In any educational institutes: ? Students are the ‘engines’ - without engine school is gone ? Ex-students are the ‘wheels” - with depleted wheels: reputation, credibility, accomplishments and pride are gone ? BNKS maintain constant support of both, to: ? ‘sustain’ in future ? ‘grow’ in future, and ? ‘keep alive its legacy’ in future
Future Prospects ? Bright
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