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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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