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ABSTRACT

23-24 February, 2018, Kathmandu, Nepal

International Conference onQuality Education in Federal Nepal

Higher Institutions & Secondary Schools' Association Nepal (HISSAN)

Email: hissannepal@gmail.com, Web: hissan.org.np

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INTERNATIONAL CONFERENCE on QUALITY EDUCATION in FEDERAL NEPAL

Organized by:

Collaborators

Tribhuvan University Nepal

Kathmandu University, Dhulikhel, Nepal

Mid-Western University, Surkhet

Global Policy Forum for Nepal

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Welcome to all honorary guests, delegates, chairs, speakers and organizers

It is a great pleasure and an honor to welcome you to HISSAN’s International Conference on Quality Education in Federal Nepal. We are proud to be able to organize the fi rst conference of its kind. HISSAN (Higher Institutions and Secondary Schools’ Association Nepal) is a national level umbrella association. HISSAN’s mission is to produce patriotic, disciplined and global citizens by enhancing the quality of secondary education in accordance with the changing national and international situations by strengthening cooperation among the secondary schools and exchanging views with one another. HISSAN is dedicated to providing high standards of education from the private sector to our students so that they can utilize their skills, talents and abilities in life-long learning and service. HISSAN has become instrumental in delivering high quality education in Nepal and this conference is further evidence of this.

We hope you agree that we offer a great mixture of speakers and topics in our conference. We would like to draw your attention to the many multidisciplinary and interdisciplinary components of education, its practice and its research, which will be important in the development of education of the new Federal Nepal.

We would like to take the opportunity to thank all members of the Scientifi c Committee, the Management Committee, and Conference Advisory Board (Patron: K. P. Sharma Oli, Prime Minister of Nepal).

With warm regards

Ramesh Silwal

Chairman, HISSAN Central Committee

& Chair, Conference Organising Committee

Nawaraj Pandey

Sr. Vice Chairman, HISSAN Central Committee,

& Secretary, Conference Organising Committee

Message from the Management Committee Desk

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Message from the Scientifi c Committee Desk

Education is a key element of human development as well as Nepal’s socio-economic and political development towards a federal state. Of course, the importance of education is recognised internationally too as it is one of the Sustainable Development Goals. We are therefore pleased to welcome you to the fi rst ever International Conference on Quality Education in Federal Nepal.

Education makes an enormous contribution to Nepal’s development, educating the next generation on millennials, young Nepalese whose lives will be very different from that of their parents and most defi nitely their grandparents. The schools and colleges, which offer this such needed education, are working together in their national organisation HISSAN (Higher Institutions and Secondary Schools' Association Nepal). HISSAN is the conference’s main organiser in collaboration with 16 national and international universities and organisation at the heart of Nepal’s education system.

We would like to thank all presenters who submitted such interesting and diverse abstracts for this international conference. It was a pleasure for the members of the Scientifi c Committee to read them all.

The conference has three themes all related to education in Nepal. These interrelated themes are: (1) Teaching & Learning; (2) Research & Scholarship; and (3) Social & Global Engagement. Our two-day conference offers a range of sessions on a wide range of aspects of education and covering many of the different academic disciplines on offer in Nepal’s schools and colleges. We also have several excellent keynote speakers lined up for you!

On behalf of the Scientifi c Committee, we hope you will enjoy this international conference. A conference held at the beautiful Park Village Resort in Budanilakantha. We would encourage you share your ideas and questions with as many as possible delegates and speakers working in the education fi eld. The international conference offers a unique opportunity to learn from each other in this exciting time in Nepal’s development into a Federal state.

Prof. Dr. Padam SimkhadaChair of the Scientifi c Committee

Liverpool John Moores University, UK

Yuvraj SharmaCo-Chair of the Scientifi c Committee,

Sr. Vice Chairman, HISSAN

Dr Sujan B MarahattaSecretary Conference Scientifi c

Committee, MMIHS Nepal

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Introduction

Nepal is in a transition period, reforming its existing central national system to adopt a federal model. There is an ongoing discussion with attempts to devise a viable model to serve the nation. For example, in educational sector, the national government has a leading role among other non-governmental education stakeholders including -private institutions, cooperatives and foundations in the restructuring process. In the existing system, private institutions are playing a vital role in complimenting the endeavor of the government in providing quality education all the way from primary schooling to the university level. These institutions are preparing students and faculties to participate fully in the kind of education that responds to the demands with the highest human values and aspirations. Meanwhile, promoting research communication among faculty and students at national and international level has always been the focus.

The large body of evidence suggests that an effective educational infrastructure is vital in providing quality education. There is need for innovation in education through encouraging a learning environment that incorporates problem solving and critical thinking. The process of political restructuring offers a unique opportunity to improve our education system.

The International Conference will bring scholars (researchers/educationalists) from universities in Nepal and abroad together with policy makers to discuss educational practice and research and ways of organizing and providing education to cater for the need of Nepal. The discussions will revolve around contentious issues on the quality education in federalism era and designing future strategies to address the need of Nepal in global context and research to advancing the fi eld.

Theme of the Conference

1. Teaching and Learning2. Research and Scholarship3. Social and Global Engagement

Within these Themes, the following discipline specifi c issues are covered:

1. Science, Technology and Engineering2. Health Sciences3. Management, Education, Law, Humanities and Social Science

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MANAGEMENTCOMMITTEE

Chair: Mr.Ramesh Silwal, Chairman, HISSAN Central Committee

Secretary: Mr. Nawaraj Pandey, Sr. Vice Chairman, HISSAN Central Committee

Executive Members:

Mr.Yuvraj Sharma Sr.Vice Chairman, HISSAN Central Committee

Mr.Tanka Acharya Vice Chairman, HISSAN Central Committee

Mr.Jiwan Prakash Sharma Vice Chairman, HISSAN Central Committee

Mr.Umesh Thapa Vice Chairman, HISSAN Central Committee

Dr Swagat Shrestha Vice Chairman, HISSAN Central Committee

Mr.Lok Bahadur Bhandari General Secretary, HISSAN Central Committee

Mr.Jaya Ram Khanal, Secretary, HISSAN Central Committee

Dr. Khagendra Ojha, HISSAN Central Committee

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SCIENTIFIC COMMITTEE

Chair: Prof Dr Padam Simkhada, LJMU, UK

Co-Chair: Yuvraj Sharma, Sr. VP. HISSAN

Secretary: Dr Sujan B Marahatta, MMIHS Nepal/LJMU, UK

Members:

Prof Edwin van Teijlingen, Bournemouth University, UK

Prof Luc de Witte, The University of Sheffi eld, UK

Prof. Dr. Cyril Blavo, Nova-Southwest University, USA

Dr. Simon Rushton,. The University of Sheffi eld, UK

Dr. Jaranit Kaewkungwal, Mahidol University, Thailand

Prof Don Pedersen, University of Utah, USA

Prof. Kathy Pedersen, University of Utah, USA

Prof. Laura C Bishop, Liverpool John Moores University, UK

Dr. Andrew Lee,The University of Sheffi eld, UK

Prof Chandra Kala Sharma, Institute of Medicine Maharajgunj, TU

Dr..Swagat Shrestha, Vice Chairman, HISSAN Central Committee

Mr.Kapil Dev Regmi, Secretary, HISSAN Central Committee

Dr. Nar B Bista, General Secretary, OPEN, Nepal

Dr. Dinesh Bhuju, Academician, NAST, Nepal

Dr. Jyoti Gajurel, Researcher, Central Dept of Botany, TU

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ADVISORY BOARD

PATRON: Rt. Honorable Prime Minister of Nepal

ADVISORS 1. Honorable Mr. Umesh Shrestha – Member of Parliament Coordinator HISSAN Directive Committee2. Prof Dr. Tirtha Raj Khaniya, VC- Tribhuvan University Nepal2. Prof Dr. Ram Kantha Makaju Shrestha, VC- Kathmandu University3. Prof Dr. Upendra Koirala VC, Mid-Western University Nepal4. Prof Chiranjeebi Prasad Sharma, VC- Pokhara University Nepal 5. Prof Dr. Ghanshyam Lal Das, VC- Purbanchal University Nepal6. Prof Dr. Raj K Rauniyar, VC- BP Koirala Institute of Health Sciences, Dharan, Nepal7. Prof Bhusan Shrestha, VC- Far-Western University Nepal8. Prof Lekhnath Sharma, VC- Nepal Open University Nepal9. Prof Dr. Jiba Raj Pokharel, VC- NAST10. Secretary, Ministry of Education, Government of Nepal 11. Secretary, Ministry of Health, Government of Nepal12. Secretary Ministry of Science and Technology, Government of Nepal13. Prof Kedar Bhakta Mathema, Sr. Educationist, Former VC-Tribhuwan University14. Dr. Chiranjivi Nepal, Governor, Nepal Rastra Bank, Nepal15. Prof Dr. Chandra Mani Poudel, Chairman, National Examination Board, Nepal16. Dr. Bindu N.Lohani, Former Vice-President of the Asian Development Bank (ADB)17. Dr. Sanduik Ruit, Director-Institute of Opthalmology, Tilganga, Nepal18. Dr. Edward Harcourt, Pro-Vice-Chancellor Liverpool John Moores University, UK19. Prof. Vanora Hundley, Deputy Dean Research & Prof. Practice Bournemouth University UK20. Dr. Andrew Lee, The University of Sheffi eld UK21. Prof. Dr Chet Raj Pant, Former Member NPC, Nepal22. Prof. Dr Ramesh K Adhikari, Former Dean, IOM/TU, Nepal23. Dr. Hemang Dixit, Professor, Kathmandu Medical College24. Dr. Ram P. Shrestha, Chair Manmohan Memorial Health Foundation 25. Prof Don Pedersen, University of Utah, USA26. Tara Pokharel, President, Nursing Association Nepal

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INTERNATIONAL CONFERENCE ON QUALITY EDUCATION IN FEDERAL NEPAL

Park Village Resort, Budanilakantha, Kathmandu Nepal

February 23-24, 2018

Programme Schedule

Day 1- February 23, 2018Time Title or Activities Room no

8:00 -9:00: REGISTRATION Registration Desk

Scientifi c Session

9.00-10.15PLENARY SESSION - I THEME: EDUCATIONAL POLICY, PRACTICE AND PROSPECTS IN FEDERALISM ERA

Banyan Hall

Chair: Prof. Dr. Ram Kantha Makaju Shrestha – Vice Chancellor, Kathmandu University, NepalCo-Chair: Prof. Dr. Lekh Nath Sharma - Vice Chancellor, Nepal Open University, Nepal(15 Minutes per presentation)

School Education in Nepal: Future Dimension - Prof. Dr. Bidya Nath Koirala, Central Department of Education TU, Nepal

Education Federalism in Nepal: Lessons from International Context - Prof Mana P Wagle, Former Dean School of Education, Kathmandu University, Nepal

Health Science Education Policy, Practices and Pathway for Future - Dr. Bhagawan Koirala, Professor and Sr. Cardiothoracic Surgeon, IOM/TU, Nepal

Prospects and Challenges of Legal Education in the Context of New Constitution and Aspiration of Economic DevelopmentProf. Dr. Yubaraj Sangroula, Principal Kathmandu School of Law, Nepal

10.15-11.15 PLENARY SESSION – IITHEME: QUALITY IN HIGHER EDUCATION

Banyan Hall

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Chair: Prof. Dr. Ghanshyam Lal Das Vice Chancellor, Purbanchal University, Nepal (15 Minutes per presentation)

Developing The Evidence Based Practice For Disaster Management In Nepal: The Role Of Quality Education – Dr. Andrew Lee, The University of Sheffi eld, UK

Access to Quality Education and Quality Assurance in Sweden - Dr. Katak Malla

Role Of Centre For Technical And Vocational Education In The Changing Context - Mr Kushmakar Bhatta, Deputy Director CTEVT, Nepal

11.15-11.30 Tea Break

11.30-13.00

Inauguration ProgrammeInauguration by Rt. Honorable KP Sharma Oli, Prime Minister of Federal Republic of Nepal(separate sheet attached for details of inauguration Programme)Keynote Speech: Prof. Dr. Suresh Raj Sharma, Former Vice Chancellor, KU, Nepal

Banyan Hall

13:00-14:00 LUNCH Lunch areas

14:00-17:30PLENARY SESSION - III THEME: HIGHER EDUCATION AND FEDERALISM: A COMPARATIVE AND INTERNATIONAL PERSPECTIVE

Banyan Hall

Global Policy Forum for Nepal Symposium led by Prof Upendra Acharya Special commentators: Justice Sapana Pradhan Malla, Rajendra Ghimire; Bala Ram Rai, Bharat Raj Sharma; Govinda Baneya, Singh Bahadur Shrestha, Om Prakash Mishra, Sahajit Pant

14:00-14:20

Overview of Global Policy Forum for Nepal (GPFN) and its Contribution in Higher Education in Nepal Prof. Padam Simkhada, Founder member and Treasure of GPFNGPFN- Past, Present and Future - Prof Shiva Gautam- Founder member of GPFNOverview of GPFN Symposium Professor Upendra D Acharya, Director, Research and Studies, GPFN

14:20–15:20 Chair: Prof. Katak Malla

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Constitutional System for Protecting Human Rights: What Role Higher Education Can Play? -Prof. George Critchlow, Gonzaga University School of Law, USA

Chinese Belt and Road Initiative and Higher Education in ChinaProf. Professor Qin Jie, Head, International Program, Southwest University of Political Science and Law, Chongqing, China

Approach of Judiciary on the Higher Education: Experience from IndiaProf. R. Srinivasan, Dr. Ambedkar Law University, Chennai, India

15:20– 15:30 Tea/Coffee Break

15.30-16.30 Chair: Professor Upendra D Acharya

Implementation of Right to Education in a Federal Context: Lessons from India and NepalProf. V. G. Hegde, Associate Dean, Faculty of Legal Studies, South Asian University, Delhi, India

Criminal Justice System and the Constitutional Rights: American ExperienceAttorney Mr. Robert (Bob) Fischer, Former Federal Defender, USA

Higher Education and Employment Opportunity in the Context of Indian Federalism- Prof. V. Balaji, Registrar-in-Charge and the Director of the Post Graduate Studies,Dr. Ambedkar Law University, Chennai, India

16:30– 17:30 Chair: Dr. Ram Krishna Timilsina

Overcoming Economic Inequality Through Clinical Legal Education - Prof. Alan McNeil, Clinical Legal Studies, USA

Legal Education in Bangladesh: Trends and Prospects Prof. Borhan Uddin Khan, Chairman, Department of Law, University of Dhaka, Bangladesh

Inception of Higher Education in Nepal Under the New Con-stitutional Federalism - Prof Upendra D Acharya, Gonzaga University School of Law and Vice President (South Asia), Asian Society of International Law (Nepal/USA)

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Day 2- February 24, 2018

8:00-9.00 BREAKFAST9:00 - 9.30 KEY NOTE SPEECH Banyan Hall

THEME: TEACHING & LEARNINGWhat Can Nepal Learn from the Latest UK Technology-Enhanced Teaching Learning?Prof Steve Tee, Bournemouth University UK

9:30-11:45PLENARY SESSON-IV: RESEARCH AND SCHOLARSHIP

Banyan Hall

Chair: Prof. Dr. Upendra Koirala VC Mid-Western University, Nepal Co – Chair: Prof. JP Agrawal, Dean IOM/Tribhuvan University, Nepal (15 Minutes per presentation)

From Principles to Practice: Learning to Practice Educational Principles – Prof. Dr. Ramesh K Adhikari Former Dean IOM/TU, Nepal

Science and Technology Education in Nepal – Prof. Dr Jib Raj Pokhrel- Vice Chancellor, Nepal Academy of Science and Technology, Nepal

Developing the Research Culture and Strengthening Research Capacity of Higher Education Institutions- Prof. Edwin Van Teijlingen, Bournemouth University UK

Technical and Vocational Education in Global Perspectives: Prof. Dr. Pramod Bahadur Shrestha, IOE, TU, Nepal

Higher Education System in UK and USA: What Can We Learn From It?Prof. Laura Bishop, Liverpool John Moores University, UK

Challenges in Engineering Education in Nepal - Prof. Rajendra Dhoj Joshi, Nepal

Open University Nepal: Lessons Learnt From The Project Development ProcessDr Pramod Dhakal and Dr Ambika Adhikari

11:45-12:00 Tea BreakParallel Session

12.00-15.00THEME: 1MANAGEMENT EDUCATION and LAW EDUCATION: CURRENT PRACTICES AND WAY FORWARD

Banyan Hall

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Chair: Dr. Radhe Shyam Pradhan, Professor, Tribhuwan University, Fulbright Visiting Faculty Florida State University, USACoordinated by: Dr. Nar Bahadur Bista, General Secretary, OPEN

Business Education in India: Present Status and a Way Forward:Prof. Dr. Anil Kumar Sinha, Director, Fortune Institute of Internation-al Business, New Delhi (India)

Role of Stakeholders in Higher Education System in India:Prof. Dr. Arun Hari Gaikwad, Head, Department of Commerce and Research Center, S.N.Arts, D.J.M.Commerce & B.N.S. Science College, Savitribhai Phule Pune University, Sangamner, Maharastra (India)

Lunch Break (1 hours)

Signifi cance of Buddhism in Management Practices:Dr. M. K. Dekate, Department of Commerce, University of Mumbai, Ex Member, Academic Council, Chairman Board of Studies

Innovation in Management Education: A Kaleidoscopic View - Prof. Dr. Ramesh Behl, Director, International Management Institute (IMI), Bhubaneshwar, IndiaDr. Manit Mishra, International Management Institute (IMI), Bhubaneshwar, India

Challenges in Higer EducationDr. Sanjib P Sahni, Principal Director Jindal Institute of Behavioral Science, IndiaTalent Acquisition and Performance in Higher EducationJitu Mishra, India

12.00-15.00 THEME-2 - CURRENT PARADIGM OF HEALTH SCIENCES EDUCATION AND RESEARCH Shivapuri Hall

Chair: Prof. Dr. Hemang Dixit, Head Medical Education and Problem Based Learning Co-ordinatorCo-Chair: Dr Khem Raj Joshi, Dean Faculty of Health Science, Pokhara University

Community Oriented Health Sciences Education in Nepal- Prof Dr Lochana Shrestha, HoD Community Medicine Nepal Army Institute of Health Sciences

Medical Education in Changing Context - Prof.Dr Dhundi Raj Paudel, Vice President Nepal Medical Association

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A 50 Years History of Physician Assistant Education in the United States and Lessons Learned for the Health Assistant Profession in Nepal - Don Pedersen, Kathy Pedersen and Richard Backman, The University of Utah, USA

Lunch Break (1 hours)

Need and Challenges of Advance HA Training in Nepal – Dr. Ram P Shrestha, Chairman, Manmohan Memorial Health Foundation

Nursing Education Challenges and Prospects - Prof Chandra Kala Sharma, Nursing Campus, IOM/TU

Masters in Public Health Program in Nepal: Opportunities and Challenges. Dr Shyam Thapa, Geneva Foundation for Medical Education & Research

12.00-15.00THEME 3GENERAL EDUCATION AND NEPAL STUDIES

Kastamandab Hall

Chair: Prof Edwin van Teijlingen, Bournemouth University UK Co-Chair: Dr. Sujan B Marahatta, Associate Professor, Manmohan Memorial Institute of Health Science

An Observation on The School System in Federal Republic of Austria – Alaka Atreya Chudal Senior Lecturer, Department of South Asian, Tibetan and Buddhist Studies, University of Vienna

Road Traffi c Injuries in Nepal: Causes, Pattern and Control Measures- Khadga Katawal- PhD Scholar, Liverpool John Moores University,UK

Lunch Break (1 hour)

Teaching English of the est Practices- Leslie J Cohen Ruppin Academic Center, IsraelSarah Kochav ILA - Vietnam

Aging Well in Nepal? Qualitative Analysis of Health and Social Care Needs of Older People in Dhading District - Laxmi Timalshina, Public Health Institute, Liverpool John Moores University, UK

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Inclusive Education: Opportunities and Challenges for Nepal in Federalism Era- Sapana Bista- Public Health Institute, Liverpool john Moores University, Liverpool UK

15.00-15.30

Wrap Up and Concluding Plenary- Prof Shiva GautamChair: Prof Kedar Bhakta Mathema Former Vice Chancellor Tribhuvan University, Nepal

Banyan Hall

15.30-16.00 Closing Ceremony Banyan Hall

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Biography of Speakers

Prof. Upendra Dev AcharyaGonzaga University School of Law, USA

Professor Upendra D Acharya is a professor at Gonzaga University School of Law. He was recently elected as a Vice President of Asian Society of International law. He is a founding member of Global Policy Forum for Nepal, a global think tank headquartered in London. He teaches Constitutional Law; Administrative Law; public and private international law, including international economic law, IBT; political economy of law and development, International Climate Change law; and Human Rights. He has taught in many countries including China, Brazil, France, India, Italy, the Philippines, Vietnam, Thailand, South Korea, and Nepal. Professor Acharya has presented papers on human rights, humanitarian law, trade law and other areas of international law in North and South America, Middle East, Europe and Asia. He has written and presented extensively on cutting-edge issues of international law, including terrorism, U.S. Foreign Policy, globalization, international economic law, human rights and human security.

Dr Ambika AdhikariCity of Tempe in Arizona, USA.

Dr. Ambika P. Adhikari is a Principal Planner City of Tempe managing the long-range planning division. He has over 30 years of professional and academic experience in urban and environmental planning and international development in several countries including Nepal, India, USA, Canada, Mexico, Kenya, Thailand, Korea, Singapore, and Fiji. Earlier, Ambika was an Associate Professor of Design and Planning in Tribhuvan University Nepal, Senior Director at DPRA Inc. in Toronto and Washington DC, and Nepal's Country Representative of the Switzerland based IUCN—International Union for Conservation of Nature. He worked for the City of Phoenix as a Village Planner, as a Senior

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Planner at SRPMIC in Scottsdale, and as a Research Program Manager for Arizona State University.

Ambika has authored one book, co-edited fi ve books, published numerous reports and articles and refereed articles in journals. He regularly writes and lectures on sustainability and urban planning, international development, climate change policy, and international environmental policies and programs. He has extensive practical experience on incorporating sustainability principles in urban planning and economic development practices. Ambika received his Doctorate in Urban Planning and Design from Harvard University, obtained his post-graduate fellowship from MIT, and M. Arch. from University of Hawaii. He is a member of American Institute of Certifi ed Planners (AICP), and holds the designations of Project Management Professional (PMP) through Project Management Institute (PMI), and LEED AP (ND) through the US Green Building Council (USGBC).

Prof. Dr. Ramesh Kant Adhikari, NepalA pediatrician by training, Dr. Adhikari had served at Institute of Medicine, Tribhuvan University in various capacities from 1979 to 2012. He joined the institute as a lecturer and steadily progressed to the post of Professor in 1997. Besides serving as a clinician and teacher; he had served in Teachers’ Training Unit (the forerunner of National Center for Health Profession Education at IoM), Coordinator of DCH and MD programme, Director of Health Learning Materials Center, Campus Chief of Maharajgunj Medical Campus and as Dean of the Institute of Medicine. Besides his research interest in child nutrition and development, he had also published articles and books on medical education and ethics.

He had been active in the fi eld of professional associations also: he was the founder General Secretary of Nepal Pediatric Society from 1981 to 1984, President of Nepal Medical Association from 1995-1997, Vice Chairman of Nepal Health Research Council from 2000 to 2004. He had served as the coordinator of Ethical Review Board of Nepal Health Research Council from 2000 to 2014.

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Prof. Dr. Richard BackmanUniversity of Utah Salt Lake City, USA

Richard Backman is an Assistant Professor Department of Family and Preventive Medicine School of Medicine the University of Utah Salt Lake City, UT USA. He is currently Medical Director of Physician Assistant Program at the University of Utah.

Prof. V. BalajiTamil Nadu Dr.Ambedkar Law University, Chennai, India

V. Balaji is the Head of the Post Graduate Department of International Law and the Director of the Post Graduate Studies at the Tamil Nadu Dr.Ambedkar Law University, Chennai, India. He is also acting as the “Registrar In-charge”of the Tamil Nadu Dr.Ambedkar Law University, Chennai. He is the Project Director for the Chair on Consumer Law and Jurisprudence funded and established by the Ministry of Consumer Affairs, Government of India at the Tamil Nadu Dr.Ambedkar Law University, Chennai. Prof. Balaji got his Doctorate Degree in Law on Human Rights from the University of Madras, Chennai. Prof. Balaji has authored a book on Police and Human Rights. He also published several research articles in various Legal Journals. Prof. V.Balaji has been invited speaker in many International Conferences in countries like U.K., U.S.A. and Malaysia.

Prof. Dr. Laura Bishop-Liverpool John Moores University, UKLaura Bishop was awarded a BA and PhD in Anthropology from Yale University. Following post-doctoral training at New York University and the University of Liverpool, she went to Liverpool John Moores University, where she is now Professor of Hominid Palaeontology and Associate Dean (Global Engagement) for the Faculty of Science. Author of more than 60 publications, her research focuses on early human environments in Africa. She has experience of international education initiatives in the UK, USA, South Africa and China.

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Mrs. Sapana Bista. UK

Sapana Bista is currently a PhD Researcher at Public Health Institute at Liverpool John Moores University. Her PhD focuses on the experience of People living with disabilities during natural disasters. Sapana works at Global Consortium for Public Health Research at Public Health institute, LJMU. Her research interest include: international public health and wellbeing during crisis and confl ict, gender, disability, mental health and education. Sapana completed a MA at Brunel University and a MA in Creative and Transactional Writing, also, at Brunel University. Her previous researches include: violence against women and girls in post-earthquake Nepal; impact of self-defense training and violence against women and girls; a study about socio-cultural transition in adolescents among the British Gurkha immigrants; and case study research design for education project for children of marginalized Haliya and Kamiya communities in far-western part of Nepal. Sapana has previously worked in private and charity sector including Anti Slavery International, Nepal Red Cross Society, National Federation of the Disabled Nepal and other local NGOs in Nepal.

Prof George CritchlowDepartment of Law, University of Dhaka, Bangladesh

George Critchlow is an attorney and Professor Emeritus at Department of Law, University of Dhaka. Professor Critchlow taught at the law school for thirty-six years. His courses included Civil Procedure, Criminal Procedure, Clinical Law, International Human Rights, Professional Responsibility, and Litigation Skills and Professionalism. Professor Critchlow was Dean of the law school on two occasions and was also the law school's Director of Clinical Programs. He has taught and consulted in Europe, the Middle East, China, and Brazil. In addition to his academic work, Professor Critchlow has actively litigated cases involving civil rights, employment law, consumer protection, immigration, serious crimes, and family law.

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Dr. Pramod Dhakal, NepalFormer Chief Campaigner, Open University of Nepal

Pramod Dhakal is an advocate of higher education reform in Nepal and was the lead campaigner and Chair of the NRNA Open University Taskforce, a body made for the establishment of Open University of Nepal. The campaign, he led between 2009 and 2017, led to successful establishment of the Open University of Nepal. Trained as an Electrical Engineer, he was a former faculty member at Institute of Engineering, Tribhuvan University and Head of the Department before he left for Canada to pursue Graduate Studies. After completing his PhD, he fi rst worked with IBM, where he rose to the rank of Senior Consultant and then he moved to Bell Northern Research Centre as a research scientist. After gaining more than a decade of experience in distributed computing, internet and other high tech professions, he returned to Nepal in 2010 leading a campaign to establish a new breed of university. He is now spearheading a movement to reform the governance of higher education system in Nepal.

Mr. Robert (Rob) FischerAttorney in the State of Washington, USA

Robert (Bob) Fischer is a practising attorney in the State of Washington. He served as a Federal Defender for the Eastern District of Washington and Idaho, serving there for eleven years. He has defended people who have been charged with major crimes against the federal government including rape, robbery, murder, manslaughter, illegal drugs, immigration and human smuggling cases and sex crimes. Before that he privately practised law in the states of Washington and Colorado defending people charged with major and minor crimes in federal and state courts. He has also practiced litigating civil cases, including personal injury, contracts, and Family Law.

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Prof Shiva GautamProfessor at University of Florida, USA

He was Associate Professor Affi liate Professor Harvard University (USA). Professor Gautam did his PhD in Statistics the University of Texas at Dallas (USA). He has published numerous collaborative and theoretical research paper and reviewer for several Scientifi c Journals. He is American Statistical Association and Life Member International Indian Statistical Association. He is founding member of Global Policy Forum for Nepal (GPFN).

Prof. V G HegdeFaculty of Legal Studies, South Asian University, India

V.G. Hegde is Associate Professor at the Faculty of Legal Studies, South Asian University (SAU). Before joining SAU he was an Associate Professor at the Centre for International Legal Studies (CILS), School of International Studies, Jawaharlal Nehru University, New Delhi. Dr. Hegde previously held the position of Legal Offi cer at the Asian African Legal Consultative Committee (AALCC), now Asian African Legal Consultative Organization (AALCO). He was part of the Indian negotiating team on several bilateral investment and Trade Agreements. He has also worked on WTO issues, particularly on dispute settlement and Trade-related Aspects of Intellectual Property Rights (TRIPs). He has published in many national and international legal journals. Dr Hegde is also a visiting faculty to the National Law Schools of Bangalore and Kolkota, Indian Law Institute and the Indian Society of International Law. He was a Visiting Fellow at the University of Warwick. He is a life member of the Indian Society of International Law (ISIL). He is on the Editorial Board of the Indian Journal of International Law.

Prof. Qin JieSouthwest University of Political Science & Law, Chongqing, China

Professor Qin Jie is the Dean of the International School of Education, Southwest University of Political Science and Law, Chongqing, China. She has Ph.D in IP Law. She was a visiting

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professor in University of Montana from 2009 to 2011, visiting guest professor in Case Western Reserve University in 2016. Professor Qin Jie is engaged in the teaching and researching in Chinese IP Law, International IP Law for over 15 years. She is also extensively involved in varieties of international cooperation activities in the areas of education. She is an expert in the operation and assessment of joint education programs recognized by MoE. She is also the leading professor for the model course of International IP Law accredited by MoE. She has published a few articles and book chapters with regard to her research specialties and expertise. She recently translated and published the English book Failing Law School in Law Press of China in 2017.

Prof. Dr. Borhan Uddin KhanDepartment of Law, University of Dhaka, Bangladesh

Borhan Udddin Khan is Professor and Chairman of the Department of Law, University of Dhaka. He is former Dean of the Faculty of Law (2006-’10). He holds an LL.M. in Public International Law from the London School of Economics & Political Science (LSE), University of London and Ph.D. from the School of Oriental and African Studies (SOAS), University of London. After obtaining LL.B. (Hons.) and LL.M. from the University of Dhaka, he joined the same University as a Lecturer in 1989. Previously he enrolled with the Bangladesh Bar Council as a lawyer of the Dhaka District Court and subsequently in the High Court Division of the Supreme Court of Bangladesh in the year 1988. He has received a Commonwealth Scholarship, a British Council Fellowship, UN/UNITAR Fellowship in Public International Law and Scholarship from The Hague Academy of International Law. He is on the Board of Advisors of Asian Society of International Law and on the Editorial Board of the Asian Journal of International Law. He is a founder member and a former Vice President of the Asian Society of International Law. He is member of the American Society of International Law and International Law Association. His areas of expertise include: International Human Rights, Minority Rights, International Humanitarian Law, International Refugee Law, International Labor Law and the Laws of Armed Confl ict. He has to his credit several books.

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Dr Bhagwan KoiralaProfessor of Surgery/HoD Cardiothoracic & Vascular Surgery IOM, Nepal

He is co-chair of the national NCDI poverty commission Nepal (by invitation of The Lancet Global NCDI poverty commission. He is Fellow of American College of Cardiology. He was the former Executive Director and Head of Cardiac Surgery, Shahid Gangalal National Heart Center. He also served as an Executive Director of T.U. Teaching Hospital Nepal. Dr Koirala worked as an executive vice chair of Health professional Education Commission, 2016. Beside his contribution in strengthening health sciences education his notably contribution includes- pioneered open heart surgery program in Nepal ;led the establishment of First National Heart Center (SGNHC) and facilitated the Relief Schemes for treatment of poor/children/elderly patients with Heart Disease. Dr Koirala has received various national and international awards. He has various professional affi liations including- Life member of Nepal Medical Association; Life Member of Cardiac Society of Nepal; Life Overseas Member of Indian Association for Cardiothoracic Surgery; Member of European Association for Cardiothoracic Surgery; Fellow of American College of Cardiology (FACC); International Member of Society of Thoracic Surgeons, USA. He has published dozens of research papers and book chapters.

Prof Bidya Nath KoiralaCentral Department of Education at Tribhuvan University, Nepal

Dr. Koirala was Professor and Head of Department and Advisor to SAARC Teachers’ Federation. He has long and exemplary experience in strategic planning and programming for institutions of national importance like National Planning Commission, Ministry of Education, Prime Minister’s Offi ce, and Equal Access, and of international importance like The Asia Foundation Nepal, Asian Development Bank, JICA, UNESCO and European Commission on Education. His main thrust has been the development of curriculum, decentralization of education, educational components of the national plan, non-formal education, addressing gender, caste, ethnicity, and disability issues in education. He also carries a long experience

~ 27 ~

of evaluating and auditing educational projects and institutions. He is recipient of a number of awards in academic excellence, he has authored seven books, edited three books, and published more than 250 articles. Dr. Koirala has been one of the fi rst wave of educationists in Nepal who saw the value of open and distance education from the outset and is persevering to establish Open University of Nepal to this date. He is especially dedicated to fi nding ways to take education to rural, remote and marginalized population of Nepal.

Dr Andrew CK LeeUniversity of Sheffi eld, UK

Andrew Lee is Reader in Global Public Health, he trained in Paediatric Medicine before working in abroad in the humanitarian aid sector in various confl ict zones and disasters including Afghanistan, Sri Lanka after the Indian Ocean Tsunami Disaster, Zimbabwe and the Phillipines after Typhoon Haiyan. He subsequently trained in public health and primary care in the UK and currently works as a specialist in communicable disease control and emergency planning with Public Health England. He is also a researcher in the fi eld of emergencies and disasters and has conducted various studies on disaster management both in the UK as well as in Nepal after the 2015 earthquake disaster.

Prof. Katak Malla, Sweden

A committed jurist and associate professor with LLD degree in the public international law and global cultural competence. Critical researcher in law, writer and debater. Trained and experienced in international human rights, as well as issues of natural environment, e.g. sustainable energy, natural resource management, climate change and biodiversity. Been researcher at Sieps, consultant to Sida and International IDEA. Developed and conducted the political party’s internal democracy program in Nepal and Sudan. Educated hundreds of students in law in Sweden (and in Nepal during 1980s), conducted legal clinics and mock negotiations among students and supervised many theses. Completed several research projects and published many peer-

~ 28 ~

reviewed articles in international journals. Chairperson of the Sweden-Nepal Association. Member of the selection committee of the Swedish Institute (2018). Objective: To work for knowledge dissemination and global social justice, democracy, social development and environmental protection. Have genuine quest for knowledge and believe in intellectual truth. Currently running two-master’s programs in law at the Umeå University, Sweden.

Dr Sujan Babu MarahattaManmohan Memorial Institute of Health Sciences (MMIHS), Nepal

Sujan Babu Marahatta is an Associate Professor in Public Health at Manmohan Memorial Institute of Health Sciences (MMIHS) and Assistant Chief/Director Manmohan Memorial Institute of Health Sciences. He is playing led role to develop international links with universities and institutions to strengthen research and teaching profi le of MMIHS. He is also visiting faculty at Liverpool John Moores University UK. He has received various research grants from WHO-TDR. He has published 47 original and review articles in peer reviewed journal and one book chapter. Dr Marahatta is the recipient of Professor Emeritus Khunying Tranakchit Harinasuta Award for the outstanding performance in PhD 2007 batch at Faculty of Tropical Medicine Mahidol University Thailand. He is currently an editor of Journal of Manmohan Memorial Institute of Health Sciences (JMMIHS) and reviewers of various journals. He is member of International Epidemiology Association (IEA) and Member, Society of Health Care Epidemiology of America (SHEA). Recently he served as a Member of High Level Health Policy drafting committee under the chairmanship of Health Minister of Nepal.

Prof. Dr. Alan McNeilGonzaga Law School in Spokane, Washington, USA

Alan McNeil taught at Gonzaga Law School in Spokane, Washington for 37 years before retiring in 2014. Since that time, he has continued his work with a few attorneys protecting consumers from debt collectors, automobile dealers, landlords, insurance companies, and others who seek to abuse consumers.

~ 29 ~

His work, as a professor at Gonzaga Law School, consisted almost entirely of directing students in the actual; real time practice of law representing low-income clients from the community. Most of the clients he represented involved cases that required litigation. Professor Mc Neil is committed to social and economic justice through the law practice and has successfully made transformative impacts representing the victims of corporate America.

Prof Dr Dhundi Raj PaudelHead of department of ENT at NAMS Bir Hospital, Nepal.

Dr Dhundi Raj Paudel is head of department of ENT at NAMS Bir Hospital Nepal. He is the Program Coordinator of the National committee for deafness control and national focal person at Ministry of health. He is currently the vice president of Nepal Medical Association. He is also an executive member of Nepal Medical Council

Prof. Dr. Don PedersenUniversity of Utah Salt Lake City, USA

Don Pedersen is Professor Emeritus and former Chief Physician Assistant Division Department of Family & Preventive Medicine School of Medicine University of Utah Salt Lake City, USA.

He has served as the Chief of the Division of Physician Assistant Studies and is now in phased retirement from that position. Dr. Pedersen has authored over 60 articles and book chapters relating to clinical practice and physician assistant education. He is a past President of the Association of Physician Assistant Programs (APAP, now the Physician Assistant Education Association, PAEA) with 4 years of service on the Board of Directors and in 1998 he founded the Association’s offi cial journal Perspective on Physician Assistant Education (now Journal of Physician Assistant Education). He served as the journal’s fi rst editor. He also created the Association’s Research Institute, which provides grants for educational research. During his tenure with the Association, he established a liaison position with the Society of

~ 30 ~

Teachers of Family Medicine. He also represented the Association as the liaison to the Global Health Education Association. Dr. Pedersen has served as the President of the Physician Assistant Foundation (PAF), the philanthropic arm of the American Academy of Physician Assistants (AAPA). He served ten years on the State of Utah Physician Assistant Licensing Board, serving two years as chair. He served on the Board of Directors of the NCCPA Health Foundation.

Prof. Dr. Kathy PedersenUniversity of Utah, Salt Lake City, USA

Kathy Pedersen is an associate Professor Department of Family and Preventive Medicine School of Medicine the University of Utah in Salt Lake City, Utah in the USA. She has have worked with the uninsured, underinsured, and immigrant populations at the Salt Lake City Community Health Centers for almost 30 years.

Prof. Dr. Jiba Raj PokharelVice Chancellor, Nepal Academy Science and Technology, Nepal

Dr. Pokharel is a retired professor of Architecture and Urban Planning in the Insitute of Engineering of the Tribhuvan University of Nepal. He is currently the Vice Chancellor of Nepal Academy of Science and Technology. He is also the academician of the Academy. Professor Pokharel has specialized in architectural conservation. He is the designer of the temple dedicated to Maya Devi who is the mother of Buddha's located in Lumbini in Nepal. His other area of research is in the area of disaster risk reduction technologies mainly fi re, earthquake, landslide and fl oods apart from housing and urban planning.

Dr. Pokharel is the author of fi ve literary books in architecture, culture and Disaster Risk Reduction. His book entitled Architecture, Oh! Architecture iswritten using Shakespearean sonnets. Another book Sikchhak Sishya Sambad (Student Teacher Dialogue) is an architectural epic written using classical meters. He writes regularly for the Himalayan Times, the English daily

~ 31 ~

newspaper of Nepal. Professor Pokharel has presented several papers in national and international forum on Architecture, Disaster and Science as well as Technology.

Prof. Chandrakala SharmaIoM, Tribhuvan University, Nepal

Chandrakala Sharma is a Professor of Psychiatric Nursing at the Institute of Medicine (IOM), Nursing Campus, Maharajgunj, Nepal where she teaches and supervises undergraduate and postgraduate students in the areas of mental health and psychiatric nursing, research and practice. She worked as a training coordinator for Mental Health Project of the Institute of Medicine. She is Chief editor of the Nursing Journal of Nepal since 2014 and an editorial member of the Journal of Nursing Education of Nepal. Chandrakala Sharma is the recipient of several awards, including the 2008 IOM Award of Appreciation for the Best Teacher, CMC Award of Merit for Masters in Psychiatric Nursing, and 1988 Aishwarya Vidya Padak. She was involved as an executive member of Nursing Association of Nepal and was an elected board member of Nepal Nursing Council. She was the vice chair of executive board of Center for Mental Health and Counselling for 4 years. She is former president of Nepal Nursing Council. She is a life member of the Nursing Association of Nepal, Centre for Mental Health and Counselling Nepal, and the Indian Society of Psychiatric Nurse.

Prof Dr Lochana ShresthaNational Army Institute of Health & Sciences, Nepal

Currently working as the Professor and Head of Department of Community Medicine in National Army Institute of Health and Sciences, Prof. Dr. Lochana Shrestha has also been working as the Chairman of Health Home Care Nepal, Chairman of Help for Change and Chairman of Institutional review board. She has completed her Masters in International Public Health from University of Sydney. She has gained more than 20 years of experience in the public health arena either as a Lecturer, Associate Professor, Epidemiologist or Medical Offi cer.

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Prof. Dr. Pramod B. ShresthaIOE, TU, Pulchowk Engineering Campus, Nepal

In the last 42 years, Dr. Shrestha has held several important posts such as Professor, Campus Chief, Project Co-coordinator/Project Chief and International/National Consultant. He has been associated with various World Bank/Asian Development Bank/Bi-Lateral fi nanced projects aimed at the improvement of engineering and technical education and training system in Nepal, India, Bhutan, Bangladesh, Sri Lanka, Pakistan, Iran, the Philippines, Cambodia, Thailand, Malaysia, South Korea, Japan, Canada, Norway, Australia and Thailand.

Dr. Shrestha is the fi rst Professor (1993) in Mechanical Engineering in Nepal and retired as a Professor from the Institute of Engineering, Tribhuvan University in 2007 after 33 years of service at the Institute of Engineering, Tribhuvan University, Nepal.

Dr. Ram Prasad Shrestha, Nepal

Prof Shreatha has 35 years with the Government of Nepal, Ministry of Health at various levels from Health Centre to Bir Hospital and Ministry of health. Currently he is Chairman of Manmohan Memorial Health Foundation and Chief Consultant Surgeon, Medicare National Hospital and Manmohan Memorial Teaching Hospital. He is also Visiting professor, China Three Gorges University, Hubei, china. He is also Affi liate Physician, University of Utah, School of Medicine, Department of family & preventive medicine. He holds Membership and Fellowship with a number of social and professional organisations. He is Life member, Nepal Medical Association (NMA), Society of Surgeons of Nepal (SSN, Indian Association of Gastro-intestinal Endo Surgeons (IAGES), Nepal Heart Foundation, (NHF). He is Fellow, International College of Surgeons (FICS), College of Surgeons of Sri Lanka (FCSS). He is member of Gasless Laparoscopic & Endoscopic surgeons’ Society International, Japan, International Advisory Board, International Ambulance Disaster Drill -‘Rally Rejviz’, Czech Republic and member, Chest Wall Injury Society, Salt Lake City, USA

~ 33 ~

Prof Dr. Padam SimkhadaLiverpool John Moores University, UK

Padam Simkhada is Associate Dean for Global Engagement and Professor of International Public Health at Liverpool John Moores University, UK. His research focuses on global public health. He is interested in different aspects of international health particularly in public health problems in developing countries. His current research are on maternal health, health promotion, migration, reproductive and sexual health including HIV/AIDS. He has been involving on capacity building activities in developing countries particularly on evidence synthesis and systematic reviews. He has published a wide range of peer reviewed journal articles and book chapters related to his research fi eld. Prof Simkhada has completed M.Sc. in Public Health and Health Promotion from Brunel University, UK and PhD from Southampton University, UK. Before he moved to Liverpool John Moores, he was at Sheffi eld University and before that at the University of Aberdeen. Previously, he worked for Save the Children (UK) and Ministry of Health in Nepal.

He is also a Visiting Professor at Manmohan Institute of Health Science, Tribhuvun University and Nobel College, Pokhara University in Nepal. He is a Visiting Professor at Bournemouth University. He is also Adjunct Faculty at Datta Meghe Institute of Medical Sciences (Deemed University) Nagpur, India.

Prof. R. SrinivasanTamil Nadu Dr.Ambedkar Law University, India

Dr. R. Srinivasan is working as Associate Professor in the Tamil Nadu Dr. Ambedkar Law University, India, in the Department of Constitutional Law. He presented papers in International, National level Seminars & Conferences and published articles in the journals and chapters in the edited volumes. He is now doing a research project sponsored by Indian Council for Social Science and Research. Eight candidates have registered for the Ph.D. degree in Law, in which two candidates awarded Ph.D. degree from the Tamil Nadu Dr. Ambedkar Law University.

~ 34 ~

Dr. Shyam ThapaGeneva Foundation for Medical Education & Research, USA

He is a scientist with the Department of Reproductive Health and Research at the World Health Organisation (WHO). He provides strategical advice for research in reproductive health. Previously he was based in the USA at Save the Children.

Prof. Dr. Suresh Raj SharmaFounder Vice Chancellor of Kathmandu University, Nepal

Suresh Raj Sharma is a leading educationist and founder vice chancellor of Kathmandu University. He holds a degree of Doctor of Philosophy from CNAA London. He was the fi rst Executive Director of the Council for Technical Education and Vocational Training; Member Secretary in National Education Committee; Member of National Commission for UNESCO; National Delegate to the SAARC Technical committee on science and technology etc. Dr Sharma is a well-known educational administrator. He has made signifi cant contribution to the development of education policy in Nepal. He has a number of books, research papers, articles, secondary school curriculum textbook and many more to his credit. At present, Sharma is the life member of the Board of Trustee of Kathmandu University.

Prof. Dr. Stephen TeeExecutive Dean of two Faculties at Bournemouth University, UK

Stephen Tee is Executive Dean of the Faculty of Health and Social Sciences and Executive Dean of the Faculty of Management at Bournemouth University. Stephen joined Bournemouth University in September 2015. Before that he was Dean for education at King’s College London and Associate Dean at the University of Southampton. He has worked in higher education for more than twenty years, providing strategic and operational leadership in a range of senior roles. He was appointed Principal

~ 35 ~

Fellow at King’s College London and became Principal Fellow of the Higher Education Academy in 2014, was a former Chair of the London Higher Healthcare Group and is a National Teaching Fellow. He has published widely and his research interests include participatory approaches to, leadership in health care delivery and education.

Edwin van TeijlingenBournemouth University, UK

Edwin van Teijlingen is trained as a medical sociologist and he has an interest in mixed-methods research, qualitative research and evaluation research. A large share of his academic work has been in the fi eld of either Public Health or the Organisation of Maternity Care. He has substantial research experience in conducting large-scale comparative health studies, often using mixed-methods approaches. He has been conducting research in Nepal for over a decade and he has published more than one hundred academic papers about Nepal. He is also a Visiting Professor at Manmohan Institute of Health Science, Tribhuvun University and Nobel College, Pokhara University. Together with various colleagues, particularly Prof. Padam Simkhada, he has been running research capacity building workshops in Nepal for more than eight years.

Mr. Kushmakar BhattaCouncil for Techinical Education & Vocational Traning (CTEVT), Nepal

He is Deputy Director of CTEVT. Over 20 years progressive career in education and technical education as a teacher, instructor, trainer, programme coordinator, vice-principal/supervisor, Senior post training support and senior monitoring and evaluation offi cer Principal and Deputy project director/project manager. Other special assignments accomplished as resource person trainer and facilitator for especial short-term assignments entrusted by different organizations in the area of M&E of CTVET, labor market and employment, community development, Gender Equality and Social Inclusion (GESI) social empowerment, placement and counselling. Throughout my

~ 36 ~

services, my major responsibilities include training, coordination, planning, supervision, monitoring, evaluation, and Management of CTVET programs including involvement in policy-making. Recent job is in Enhanced Skills for Sustainable and Rewarding Employment (ENSSURE) where we have been introducing programmes in duel training model closely coordinating with the industries, chambers and association.

Prof. Mana Prasad Wagleyformer Dean, School of Education, Kathmandu University, Nepal

He has 40 years of experience in higher education in Nepal: 30 years in Tribhuvan University and 10 years in Kathmandu University. He has six years of experience in school education too. He supported the Ministry of Education in policy, planning, fi nancing, monitoring and evaluation. He has abundant experience in leading in curriculum development, expenditure framework, National qualifi cations framework. Likewise, he has experiences in devising National Vocational Qualifi cations Framework and expertise of Quality Accreditation of higher education institutions. He worked as a member of National Education Task force and Commissions. He has published more than dozen textbooks related with education. He has received various awards notably- Nepalese Scholarly Award USA, Mahendra Bidyabhushan “ka”, National Education Day Award, and several certifi cates of recognition in education fi eld.

Mr. Pushpa Raman WagleMember Secretary, Council for Techinical Education & Vocational Traning (CTEVT), Nepal

Pushpa Raman Wagle is currently member secretary for CTEVT. Mr Wagle was the Director of Polytechnic Division prior of assuming this position.

~ 37 ~

Prof. Dr. Yubaraj SangroulaPrincipal, Kathmandu School of Law, Nepal

Scholar & Sr. Advocate Former Attorney General, Government of Nepal.

Alaka Atreya Chudal

Senior lecturer at the Department of South Asian, Tibetan and Buddhist Studies, University of Vienna. Her PhD research focused on Rahul Sankrityayan's narrated self in the political and social context of 19th century India and Nepal. She continues to pursue interests in the intellectual history of North India and Nepal, including India and Nepal in the fi rst world war, Nepali print history and the autobiographical self in Hindi and Nepali literary Studies.

Leslie J. Cohen, Israel

Born and raised in the United States, Leslie J. Cohen moved to Israel in 1980. She has taught English in Israel since then, at every level, including as a teacher trainer in Israeli teacher education colleges. She recently retired and has been volunteering at several schools in Kathmandu. She has published two full-length biographies and numerous articles on teaching English.

~ 38 ~

Sarah Kochav, Vietnam

An anthropologist and sociologist educated at Columbia University, New York and Oxford University, England, has published popular books on the history and archaeology of Israel, as well as articles in academic journals on the sociology of religion and on linguistics. She holds a MA-TESOL and has taught English in Israel, China and Vietnam.

Mr. Jitu Mishra, IndiaSenior Director- HR is responsible for conceptualizing and implementing the Human Resource strategy for O.P. Jindal Global University. Mr. Mishra joined JGU at a very critical juncture when we were well positioned to expand signifi cantly in all aspects of institution building. Mr. Mishra's leadership during the last fi ve years has provided greater degree of stability and sustainability in the growth and evolution of JGU.

Dr. Sanjeev P. SahniPrincipal Director of the Jindal Institute of Behavioural Sciences (JIBS) at the Jindal Global University, India

He is also the Director for “Center for Innovative Leadership and Change”, “Center for Victimology and Psychological studies”, Member of the Governing Body and Advisor to the Vice Chancellor at the Jindal Global University.

Prior to his joining O P Jindal Global University Dr. Sahni was Head – Education with Jindal Steel & Power Limited (JSPL), part of USD 15 billion O P Jindal Group. He holds a PhD in Organizational Behaviour and a Post Graduate degree in Psychology with specialization in Industrial Psychology from Punjab University, Chandigarh. He has an extensive industry/government/academic background with 30 years of experience in the fi eld of human resources and behavioural management. He has dedicated 14 years as a scientist in the Ministry of Human Resource Development (HRD) and Sports Authority of India (SAI).

~ 39 ~

Plenary 1

Paper 1.1

School Education in Nepal: Future Dimension

Bidya Nath Koirala

1. Cultural dimension

The past The present The futureNepal is the place of different religious schools. Each religion has its own education. Some of them are culturally institutionalized and others are carried over through their Gurus. The religions are Vedic Sanatan that includes Shaiva(Shaivadhara, Pashupatdhara, and Shaktadhara) school; Vaishanav (adwait, Dwait, Dwaitadwait, bishistadwait) school, and Shakta (Anupaya, Shambhabopaya, Shaktopaya, anobapaya) school; Buddhist schools that consists of Therbad, Mahayan, and Bon Buddhist school; Deubandi, Barelvi, Ahale Hadis and Sunnat of the Islamic school; Kirat (vegetarian and non-vegetarian) school; Gurubabak (Tharu's)school; Jain (Swetambar, Digambar) school; Josmani school; Tambakai school etc.

The introduction of western type secular education system gradually shadowed the culturally sustained education system. It challenged the culture, tradition, values, knowledge and also the intent of education.

Paradoxically the secularists advocated for cultural identity and at the same time shadowed/killed/devalued/ hated the culturally sustained education system. The result is the creation of rootless identity seekers. What we learnt and taught today is that the culturally sustained knowledge and the values are out-dated, inappropriate, and useless

Vedantists are the Gurus to be followed to converge culturally rooted para (knowledge of cosmic I) and apara knowledges (knowledge of socio-physical I) of all the religions with the secular knowledge;

Non-structuralist critical beings are the example to be created through education

Organic intellectuals who can challenge Maculae minutes and Huge B. Wood will be the search for tomorrow

Abstracts

~ 40 ~

2. Social dimensions

The past The present The futureAge was different; generationally handed knowledge was adequate for the living of the desired life;

Intergenerational knowledge gaps were not that much visible even with the 3-4 generations of the people

padhyo ki udhyao (if educated detached from the farm, parents, and socio-culturally institutionalized education, norms, and values);

Because of the globalization, monetization, marketization, westernization, digitization, monetization the intergenerational knowledge gaps have been observed even among the brothers and the sisters of the same family;

The value of the extended family is almost gone; father, mother and children have been turned into gazette generations and the grandparents have been turned into focalized beings

Need of intergenerational learning to bride different generations together;

The notion of old and young people teaching to the children needs to be changed into reciprocal learning for the benefi t of both the groups of the people

3. Political dimensions

The past The present The futureHierarchical learning and teaching;

Hegemonies in teaching (continuation of the feudal mindset);

Guru was the only way to follow

Particization of the public school system;

Monetization of the private school systems;

Alienation of the culturally transferred religious education (though the buzz words like mainstreaming of religious education have been heard);

Thematic critical dialogue at the local government level to make the best use the political dedication in education is essential to reform public education system;

mapping; zoning; merging; creation of big and residential schools; regulation of the private schools by the local government;

Guaranteeing equal level of education for the students no matter in which type of schools they study (through standardized test and periodic monitoring of the schools by the joint monitoring team of the local government)

~ 41 ~

4. Educational dimensions

The past The present The futurelocalization of education;

Ruralization of education;

Indigenization of education;

Limited books and the Gurus;

Spontaneous education of the selected groups;

Emphasis on Guru's language

Modernization;

Urbanization; Education of the Global village to some and global pillage to the others;

Tussles between the Gurus and the machines;

fi ght for curricular thoughts – Ruralization, urbanization, globalization, nationalization;

Debates on mass vs., class education;

Debate on whose language to be used for teaching (mother tongue, politically decided language, language of the wider communication, international language)

Glocalization of education;

Bringing world into the classroom through modern means of communication;

Taking students out of class for engaged learning;

Gurus' role as feeding chickens by their mother hens; diversifi ed curricula;

Textbooks as students' choices;

Inviting experienced persons as lay teachers;

School-less self paced learning system;

Multilingual apps and language choice of the students;

5. Economic dimensions

The past The present The futureSustainable agricultural economy;

Educated unemployment was not the question

Sustainable economy at the rural settlements and market led economy in the urban and the outskirt areas;

Hordes of unemployed youths as "reserve army";

Learning and earning go together through orientations, exchange visits, internship, project work, short term training, collaboration between the employment providers and the educational institutes;

Promotion of tech voc education with path and ladder systems to bridge different types of learnings;

~ 42 ~

6. Philosophical and theoretical dimensions

The past The present The futureUse of a philosophy/theory/school

Tussles among the philosophies/theories/schools to be persuaded;

Looking each phenomenon from different theories/philosophies/school to fi nd out the truth;

Value the lived (macro, micro, and messo) theories/philosophies/schools and connect them with that of the imported macro theories/philosophies/schools;

Paper 1.2

Education Federalism in Nepal and Some Glimpses of International Context

Mana P. Wagle

Nepal’s new constitution envisages education federalism. This federalism has given absolute rights of school education to the local level government limiting the scope of Provincial and Federal government only in higher education. Many countries of the world have education decentralization policy giving powers of school education to the provincial government. Still many countries around the world devise regulations of education with a centrally controlled policy. In Nepal, the new constitution allows 753 local governments to devise School Education Act of their own. This is a unique example of devolution of education from the grassroot level. Although, Annex 8 of the constitution provides this absolute right to the local government, there is a danger that the concurrent right of education as indicated in Annex 9 might be wrongly interpreted by the Provincial and Federal government so as to control school education by them. Until this paper is prepared neither federal nor provincial education Act has been promulgated. Instead some local governments have already prepared their own education Act and many are in the process of preparing it. This is the beauty of education federalism in Nepal even if people including education authorities are hesitating to accept the fact that local government can lead school education. Once the political stability takes place immediately after the new government is formed, educational federalism in Nepal will fl ourish.

~ 43 ~

Paper 1.3

Role of Centre for Technical and Vocational Education (CTEVT) in the Changing Context

Kushmakar Bhatta

More than 80% of the total population in Nepal is of working age. Approximately 4,50,000 young people enter the labor market each year. The offi cial data shows that, about 1500 people leaving every day for overseas employment and out of them hardly 25% are skilled and the remaining 75% work as unskilled labor. The new constitution of Nepal 2015 is clear that Nepal should be a federalized country. The constitution has focused the technical and vocational education and training programs envisioning having competent and well-prepared human resources developed through scientifi c, technical, vocational, and empirical employment-oriented and people-oriented education that should make the labor force competent and professional. Similarly, the national Technical and Vocational Education and Training (TVET) policy 2012 has also provided three major guidelines: i) expanding access and ensuring inclusion; ii) enhancing quality and relevance; and iii) coordination, governance and institutional arrangement.

Council for Technical Education and Vocational Training (CTEVT) is a national autonomous apex body of TVET sector in Nepal.. The main objective of CTEVT is to reduce unemployment and poverty by increasing engagement in national and international employment. To fulfi ll the objectives CTEVT has been producing skilled human resources in the sector of agriculture, engineering, health, Tourism and hospitality and other social sectors in collaboration with the national/international non-government and private agencies.

At present the CTEVT runs three different levels TVET programmes: i) 3 year's Diploma/ Profi ciency Certifi cate level programs; ii) 18 months Technical School Leaving Certifi cate (TSLC) programs; and iii) 160 to 1696 hrs various market oriented vocational training programs. The programmes are expanded throughout the country through its own, public and affi liated private institutions. However, the annual production of skilled human resources is less than 100 thousand, which clearly indicates the need of expansion of TVET programs to fulfi ll the skill need of the country.

According to the new structure of CTEVT, there will be CTEVT offi ce in the center and provincial offi ces one in each 7 provinces. The local level services will be provided from the respective provinces. Along with the regional offi ces, CTEVT is preparing to develop 7 model polytechnics (one in each province) for producing competent middle level professionals. It has proposed to establish well-equipped, well-managed polytechnic institutions to expand TVET programs that will be a milestone to address the changing geo-political situation in facilitating the youths in

~ 44 ~

different provinces and fulfi ll the need of competent technical human resources in the production and service sector in Nepal. The programs will be completely coordinated with industry/business sector that would meet the demands of the industrial labor market in agriculture, engineering, hospitality, health and other service sectors as per the demand in labour market.

The new constitution is a window of opportunity for expanding and improving the TVET system and overcoming its existing problems of fragmentation, input-orientation, urban focused along with missing linkage to the employment system and empowerment for the provincial and local levels. After functioning the structure the center will more focused on policy development, system management, strategic planning, research and coordinating with the national/international level partners whereas the provincial level will focus on developing provincial level strategic planning, Provide suggestions to the provincial government on TVET, increase relevancy, coordinate for the effective and effi cient implementation of the TVET programs, provincial level need identifi cation, facilitating the public and private sector for implementing education and training programs. Similarly, from the local level schools/institutes will be managed, local needs will be identifi ed, social marketing will be conducted and data maintained related to TVET. Such an Act can be an instrumental to reduce fragmentation and end the tendency towards input-orientation and to create the ideal coordinated and output-oriented governance model. In addition, it can clarify and greatly increase the role of the private sector to generate occupation-based education-employment linkage.

~ 45 ~

Plenary 2

Paper 2.1

Health Science Education Policy, Practices and Pathway for Future.

Bhagawan Koirala

Health Sciences Education carries a unique feature: there is the human life at the center of the training process. The medical profession is in a “Social Contract” with the community. The community trusts the profession and its actors with its own life, and in return the medical professionals are expected to serve the people with utmost honesty and sincerity. This fundamental principle often gets hurt by individual interest of different actors of health profession education (HPE) and or health care delivery system. In the context of Nepal, the quantitative progress made in HPE has been signifi cant in the past 25 years. However, it is also plagued with poor regulation, quality control and lack of guiding principles. It is a big challenge to keep the academic autonomy of the universities, at the same time, to maintain the minimum standards of student selection, faculty selection, curricula across the rapidly growing number of “autonomous” universities and Academies. The HPE institutions need to accept their social accountability. A major change is needed to improve the quality of education not just in medical science, but also in the other areas of HPE.

Paper 2.2

Developing Evidence-Based Practice for Disaster Management in Nepal, the Role of Higher Education

Andrew CK Lee

From our previous research in the fi eld of international disaster management, we know that better understanding is needed of how disaster management knowledge is acquired, valued, disseminated, adopted and retained, as well as how individuals approach risk and behave in emergencies. There are many unresolved organisational issues such as the comparative value of planning versus plans, fl exible versus standardized procedures, top-down versus bottom-up engagement, generic versus specifi c planning, and reactive versus proactive approaches to emergencies. The optimal system confi guration, methods of engaging the public, and measures of disaster planning outcome still remain unknown. These issues are much pronounced in resource-constrained settings such as Nepal. In this talk we will explore these issues and the role of higher education in addressing them.

~ 46 ~

Paper 2.3

Access to Quality Education and Quality Assurance in Sweden

Katak Malla

Equal access to quality education is undoubtedly a vital necessity for any country to progress and sustain its worthiness with the aim that all citizens have equal value and therefore should have equal access to education. The fact that there are correlations between quality education and competent leaderships in all walks of life, quality education is also important for a well-functioning developed state. In Sweden, the move from a public-school system to a system with state-fi nanced public and private schools, as well as a parallel move from state-run schools to schools being run by the local levels, according to Pisa research, has threatened equal access to quality education and led to falling results of pupils’ knowledge in Mathematics, reading and writing, depending on geographic location, social class/education level of parents. This paper focuses on the Swedish school reforms (from the early 1990s), i.e. decentralisation/ recentralisation and measures dealing with the consequences of reforms (2008 onwards). The three key issues selected for discussion are; 1) a decentralized/local self-government-based public and/or private school education; 2) equality and the right to education fi nanced by the welfare state; 3) quality education at school and university levels, including quality assurance components in Sweden (rf., the Swedish Education Act, the Swedish Higher Education Act and the Standards and Guidelines for Quality Assurance in the European Higher Education Area). In view of the ongoing implementation of Nepal’s constitution (2015)- and especially ensuring Nepali citizen’s right to equal access to quality education - this presentation maybe relevant for the policy makers and education providers at the central, provinces and local levels of the federal republic of Nepal. This is an appraisal how the people in a distant territory, with different mechanisms, conduct their quality education, but this is not any kind of recommendation from anywhere to anyone

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Keynote speech Day 2

What Can Nepal Learn from the Latest UK Technology-Enhanced Teaching & Learning?

Stephen Tee

Technology is changing all aspects of our daily lives, perhaps nowhere more so than in education. The World Economic Forum suggests we are in the midst of a 4th revolution in which the boundaries dividing the physical and digital worlds are growing less defi ned. This creates in our students, who are exposed to increasingly advanced technology, high expectations. Technology Enhanced Learning refers to the support of any learning activity through technology, irrespective of the pedagogical approach. In the UK, fi ve key development themes - fl exibility, choice, synchronous/asynchronous learning, gamifi cation and blended modes of delivery- are driving developments that are viable and scalable and fi t well with a federal mode of organization.

At Bournemouth University we have a clear strategic approach to developing staff, transforming curriculum, innovating and raising awareness of the power and possibility of technology. With a focus on personalization, allowing students to build their own academic space, we are adopting a wide menu of new technologies that impact positively on all aspects of the student journey, allowing the student to engage and manage their own learning at a pace and location that suits them.

The different technologies employed can promote higher forms of thinking rather than just remembering facts and whatever the lecturers preferred teaching philosophy and whatever the situation demands, there is range of cheap technological solutions that can be applied to engage and motivate students. In particular Augmented and Virtual Reality, which integrates digital information with live video or the user’s environment in real time, is a powerful engagement technique for students. However, as with any major shift in custom or practice, there are institutional challenges – which require students to be prepared to take responsibility for their learning and staff helped to manage the wide array of technologies available that make Technology Enhanced Learning a reality.

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Plenary 4

Paper 4.1

From Principles to Practice: Learning to Practice Educational Principles

Ramesh Kant Adhikari

Training of health professionals particularly at graduate level and above has been a relatively recent progress in Nepal. Though there had been some efforts to train Ayurvedic physicians and paramedical professionals in the past, the training of health professionals started in earnest only in 1972 with the establishment of Institute of Medicine under Tribhuvan University. The institute started to enrol MBBS students in 1978. Since its inception, IoM had been striving to promote student learning through a trained cadre of teachers. This presentation is an effort to summarize those efforts and the challenges faced in that process. The article is based on personal experiences and a review of studies on effectiveness of faculty development training programmes.

A review of the training of educators of health professional demonstrate the limitation of such efforts to bring about an improvement in the motivation and competencies of teachers to facilitate students’ learning and assessment.

It ends with a recommendation for promoting a culture of recognising teaching learning as a discipline in itself within the domain of health professional education.

Paper 4.2

Science Education in Federal Nepal

Jiba Raj Pokharel

Nepal has entered into a new era of Federal System through the promulgation of a New Constitution. As a result, elections have been held in all the three levels and the Governments have already in place. Education has been recognized as the most important aspect since early times labeling it as the most important of the assets( Bidhyadhanam sarba dhanam pradhanam). Debates have been underway regarding what kind of education pattern should be followed by these three levels of governments in general and the one about science education in particular. It has been widely recognized that whilst the Federal Government should focus on policy formation, determination of standards, monitoring as well as evaluation followed by the management of

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higher educational institutes, the Provincial Government should concentrate on management of state level higher education and secondary education. The local Government should engage itself on primary and secondary education as well as informal education.

It would be only tautological to say that science, technology and innovation(STI) can bring about the prosperity in Nepal. For this, it has to be given highest priority. Unfortunately, STI has been receiving the least priority so far. As a result, science has been receiving the attention due to it. Science teachers are not available in most of the schools and laboratories are virtually absent. As a result, students are attracted to other subjects such as humanity and management more than science. We have only about 8 per cent of the students undergoing science and technology related education while it should be 60 per cent to trigger the development in any country. This paper focuses on how the Science Education should be addressed in the federal, provincial and local level to bring about a speedy development in the country.

Paper 4.3

Developing the Research Culture and Strengthening Research Capacity of Higher Education Institutions

Edwin van Teijlingen

In order to determine the way forward in terms of research capacity building we need to take stock fi rst and see what capacity there is already in existence. This presentation outlines some of the developments required in Higher Education Institutions in Nepal. The presentation will fi rst outline some of the key fi ndings of a capacity-building project in the health sector which we ran a few years ago. The project was called PARI and included support to build capacity in the fi eld of health research in Nepal. PARI was a partnership between Tribhuvan University, three UK universities (Bournemouth, Sheffi eld and Aberdeen), and the Development Resource Centre (Nepal). The British Council and DFID (UK) funded PARI for a three-year period.

Our research indicated that Nepal has limited capacity in health research, which restricts ability to implement evidence-based health care. PARI aimed to move university lecturers away from textbook teaching and make them more critical of the academic literature available on the Internet. PARI workshops delivered at universities across Nepal introduced the foundations of evidence-based practice and outlined key electronic databases of health care and health service literature available to Nepalese academics. These workshops were informed by: (1) a curriculum review of all health-related courses at the major universities in Nepal; and (2) a needs assessment with lecturers, librarians and students of the major universities.

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Key messages in the presentation include: We need to move away from textbook teaching in any discipline; staff need training on research methods and methodologies (so-called train the trainers); encourage staff and students to publish from fi eldwork/projects.

Paper 4.4

Defi ning the Role of the Technical and Vocational Education and Training (TVET) in Federal Nepal

Pramod B. Shrestha

The sustainable development and management of Technical and Vocational Education and Training (TVET) is often complex, relying on a variety of arrangements. In any TVET reform initiative, quantitative increase should be accompanied by quality improvement, which will require new occupational standards and curricula, modern training equipment, more and updated training materials, more and competent teachers/instructors, etc. Any new architecture for sustainable TVET development must be able to provide a set of principles and standards that will assist the TVET leaders and stakeholders to develop, improve, reform and assess the governance and management system of the TVET sector in Nepal. The framework should be fl exible in order to respond to the varying needs and circumstances. It needs to be capable of application at both the central level (macro) and TVET training provider levels (micro), and it should aim to bring benefi ts such as improved effectiveness, effi ciency, transparency, relevancy and confi dence in TVET systems within and across its various sub systems. In this context, the new federal structure of Nepal offers an excellent opportunity to specify the role of the central government strategically, to leverage what it clearly can do best, while allocating to provincial and local governments what they are best suited to do.

In my presentation, I will present some architecture for conceptualizing and implementing new sustainable management, governance and fi nancing models, instruments and mechanisms for any planned TVET expansion and quality improvement in the new Federal Nepal. My concept of federalism emphasizes that TVET services are most effi ciently delivered if provided closest to the taxpayers/consumers receiving them and that competition among local governments for residents/taxpayers will improve those services. TVET is a service that can be undermined by excessive scale or at least by highly bureaucratized top-down control. Local control means that programs and people can be much more easily chosen and deployed based on professional judgment rather than on formal rules set in central capital or even provincial capitals.

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Paper 4.5

Higher Education System in UK and USA: What Can We Learn From It?

Laura Bishop

This talk will examine the higher education systems in the USA and the UK, and discuss the different models informing the structure of these. The higher education system in the USA is vast and well established, consisting of approximately 2400 four-year higher education institutions (HEIs, colloquially referred to as ‘colleges’) awarding Bachelor’s Degrees. Approximately 10% of these are doctoral universities, which are research intensive and offer PhDs in a wide range of subjects. There are about 1700 two-year institutions which award two-year degrees (Associate’s Degrees) and various vocational qualifi cations and awards. Most two year institutions, called ‘community colleges’ are public institutions, which provide both terminal qualifi cations and initial training for articulation onto degrees at traditional four-year colleges, albeit with advanced standing. Four-year HEIs are both public and private, and the vast majority of US students attend public institutions. Tuition fees vary widely between institutions, with the greatest overall differences between private and public institutions. Most private HEIs are not-for-profi t, operating essentially as educational charities. For-profi t institutions are exceedingly rare and not particularly highly regarded, often considered to be predatory. Extensive bureaucracies support the application process, fi nancial aid and quality assurance / accreditation for higher education courses in the USA. Approximately 20 million students are in attendance in USA higher education institutions HEIs as of September 2017. Student choice of HEI in an exceedingly complex educational ecosystem is informed by a variety of factors and a large ‘industry’ of infl uencers of this choice, beyond the abilities and fi nancial means of the applicants. The opportunity to study internationally as part of a US degree is growing in popularity, and numerous US HEIs actively recruit students from overseas, although this is concentrated in the post-graduate degree programmes. The higher education system in the UK is quite different, in terminology and structure, with far fewer and larger HEIs relative to population size. Approximately 1.75 million undergraduates are currently studying at 162 UK HEIs. The vast majority of UK institutions are publicly funded, although over the past 20 years the model for funding has changed drastically with widening participation agendas funded through increases in fees. Since these were re-introduced in 1998, fees have risen almost six fold in England, although Scotland and Wales have found other solutions for funding increased numbers of students. Due to overarching regulation, there is less variety in the overall higher education system in the UK, although differences between HEIs are just as keenly held and promoted. The HE systems in the UK and USA differ due to a range of historical, economic and strategic reasons, but both systems have features which are of interest to national systems which are planning to expand and serve national needs.

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Paper 4.6

Challenges in Engineering Education

Rajendra Dhoj Joshi

A clear correlation between economic development of countries and their knowledge and technology capacity can be observed throughout the history. With the acceleration in the pace of knowledge and technology creation the wealth gap between nations has increased signifi cantly. In recent decades the pace of knowledge and technology creation has been increasing dramatically. One of the disciplines contributing to this growth is engineering. While many countries have been making signifi cant efforts towards expansion of engineering education Nepal has not been able to do so. Private higher education institutions have played a critical role in expansion of engineering education in Nepal. The paper attempts to shed some light on how private engineering education could help to meet challenges before engineering education in Nepal.

Paper 4.7

Open University Nepal: Lessons Learnt From the Project Development Process

Pramod Dhakal & Ambika P. Adhikari

In 2008, some Canada and US based Diaspora members conceived the idea of Open University Nepal (OUN) as an institution of higher learning that is open, affordable and accessible for Nepali students living in Nepal and abroad, especially to promote inclusion of the disadvantaged groups in higher education. This idea was developed in the backdrop that efforts to establish an open university in Nepal had not been materialized for many years.

The Diaspora-initiated OUN was planned as a partnership venture between the Nepali Diaspora and Government of Nepal (GoN). OUN proponents developed initial program targets, business plan, international partnership programs and possible structure for the university with broad consultation with stakeholder groups. The proponents worked with GoN and Nepali academic and political leaders for several years to help get the OUN bill pass in the Nepali parliament in 2016.

This presentation captures the major milestones of the process of establishing OUN. It summarizes the lessons learned, and lists the challenges and opportunities that exist in the fi eld of mass higher education in Nepal. It provides conclusions and recommendations which can be of value for individuals and groups working to establish institutions of higher learning in Nepal.

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Parallel session 1

Theme: Management Education and Law Education Current Practices and Way Forward

Business Education in India: Present Status and a Way Forward:

Anil Kumar Sinha and Sudhir Rana

This article aims at reviewing the state of business education in India to bring a dialogue on its improvements. Authors identifi ed that business education in India has crossed through various stages and has gained a signifi cant acceptance in corporate practices as well as academia across the globe. At the same time, it has also been observed that much more needs to be done to make business education impactful. Business Schools running in India have an opportunity to access good corporate resources, faculty and staff members, infrastructure and but lagging behind in international accreditations, industry collaboration, and social up-liftment through business education. The study systematically reviews and brings previous experiences on surface to synthesize the current state of business education.

Role of Stakeholders in Higher Education System in India

Arun Hari Gaikwad

Today education is included in one of the basic needs of the person. Education makes up the person. It is seen as one of the ways to upward social mobility. Good education is a stepping stone to a high fl ying career. Education system in India currently represents a great paradox. The Education system in India has the marks of the age old traditions. To cope up with this gap, the education system needs to be customized. Even after the Customization and enough research, our country is suffering from lots of problems such as poverty, population, etc. Due to these problems there are many challenges faced by the Indian Education system. Hence, education in India is given less importance in some areas. The Education system of India includes primary, secondary, elementary & higher education. Higher education includes under graduate, post graduate level and many other credentials. Here, students have to choose fi elds of their interest and pursue undergraduate, post graduate and many other courses. Despite of several drawbacks, enormous efforts are being made by Indian Government to create awareness and action for education in India. As there is Dissimilarity in Education of India and Abroad, It is important to relook the entire examination system including the system of fi nal examinations, entrance examinations, qualifying examination, selection examinations, and so on. Stakeholders are the set of people involved in delivering the product and services in the educational organization. Every educator needs to be concerned about motivation. It is a quality that students, teachers,

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parents, school administrators, and other members of the community must have if our educational system is to prepare young people adequately for the challenges and demands of the coming century. Hence, the paper discuss about the innovative practices to motivate the stakeholders in Higher Education System.

Signifi cance of Buddhism in Management Practices

M. K Dekate

According to the Buddhism, human nature is generous and altruistic even as it also cares about itself. Buddha taught that all people suffer from their own mental states, with feeling of discontent that comes from desiring more and more. The alleviation of suffering is the basis of the Buddha’s fi rst teaching, the Four Noble Truths. According to the noble truths, human suffering exist everywhere it has cause, that it can be cured and that there is a remedy to overcome sufferings. Buddhism focuses on individual happiness as well as communal happiness and harmony. This paper attempted to throw light on how Buddhist teaching and philosophy is applicable to modern business activities which are more competitive and complicated in todays globalized business world.

Innovation in Management Education: A Kaleidoscopic View

Ramesh Behl and Manit Mishra

Louis Pasteur once remarked, “Fortune favors the prepared mind.” Looking at the speed of transition in the techno-social ecosystem, education needs to innovate to keep up with such cataclysmic paradigm shifts. We, the educationists, have the prime responsibility for crafting minds ready to leverage what the future has in store for them. If industry 4.0 is the buzzword today, it becomes our responsibility to align the education delivered in accordance with the expectations of the industry. Industry 4.0 refl ects the status of industrial processes, which has now reached stage four. It all started with mechanization, steam power and waterpower leading to industrial artifacts such as weaving looms. In the second stage, there was a shift to industrial mass production with the advent of assembly lines running on electricity. The third stage saw usage of computers, automation, and electronics. The fourth stage of industrial development, industry 4.0, commenced around 2012. It is defi ned by cyber physical systems, big data, Internet of things (IoT), simulation, augmented reality, and autonomous robots. One of the biggest exponent of industry 4.0 is IoT, a term coined by Kevin Ashton (Ashton, 2009). Ashton believed that IoT can be created by adding radio frequency identifi cation and other sensors to everyday objects. This would create a network of entities (internet-connected constituents) connected through sensors which would enable it to be located, identifi ed, and even operated upon. This

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would ultimately result in greater liquifi cation of information resources, digital materiality, propagation of assemblage at a systemic level, and superior modularity capabilities (Ng & Wakenshaw, 2017). How would this demand innovation in management education? We believe the following would be the major transformations in management education curriculum waiting around the corner:

1. Greater thrust on inter-disciplinary management education. Disciplinary silos would soon be outdated.

2. Rapid cyberization of human resources. Ability to synchronize with the physical objects and leverage the fl uidity of information to would be a key competency that would be expected by organizations.

3. Transformation of products into dynamically reconfi gurable entities. The boundary between goods and services would blur and the demand for customization would increase. This would require a new perspective on business models and value chains.

4. Identifi cation of market mechanisms to ensure viability of technological innovations. A pragmatic perspective that not all inventions would be acceptable to the market would be required. At the same time, greater strategic acumen would be expected out of a management professional to identify prospective markets.

5. The dynamism in the industrial ecosystem would require management professionals with ability to engage in lateral thinking. Acclimatization with big data, high information resource density, simultaneous standardization and customization due to modularity and many other such shifting paradigms would require leaders capable of running simulations, conducting sensitivity analysis, and executing scenario planning.

We, therefore, posit that management education is staring at a major industrial upheaval and needs to innovate to stay relevant in a rapidly transforming ecosystem

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Parallel session 2

Theme: Current Paradigm of Health Sciences Education and Research

Medical Education in Changing Context

Dhundi Raj Paudel

To ensure quality patients care medical education plays a vital role. Quality is a relative and not an absolute entity but it should not be compromised and must comply with the basic minimum requirement and universal care. There are various issues associated with medical education in Nepal including - Investment in medical education, attributes of the good doctor, ethical issues, mushrooming of medical colleges/institutes. There is need to revisit our medical education policy to make it responsive, ensure uniformity in admission, curricula and examination system. Meanwhile there is need of innovation in our education system to ensure that the under-served areas and marginalized population gain access to quality care.

A 50 Years History of Physician Assistant Education in the United States and Lessons learned for the Health

Assistant Profession in Nepal

Don Pedersen and Kathy Pedersen

With the inauguration of the Nepal Open University, this panel of US educators offers the experience of the beginnings of the physician assistant profession 50 years past; a profession that is an analogous to the Nepali Health Assistant. The panel will discuss workforce, regulatory issues, and education systems in the health sciences; specifi cally, the US PA and the Nepali HA. The panel will address the conference themes of teaching and learning; research and scholarship; and social and global engagement. The panel of US educators has been collaborating consistently with Nepali colleagues since 2013, with bilateral visits and joint projects between countries. The US educators from the University of Utah funded “Career Prospects and Challenges of Health Assistants in Nepal” through their department Health Studies Fund. For their panel presentation, the US Physician Assistant faculty would like to offer an exchange of ideas and lessons learned from the US experience with the physician assistant profession.

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Needs and Challenges of Advance HA Training in Nepal

Ram P Shrestha

Health assistants are important mid-level health workforce in Nepal. They are the backbone in the rural health service network and they are in the forefront of the health service providing team. Their responsibility covers curative, preventive and promotive health care services along with community health care and administrative responsibilities.

The present paper highlights salient features of a joint study on “Career prospects and challenges of health assistants in Nepal” carried out by scholars of Nepal and University Utah, USA

The study report defi nes and justifi es a strong need for advanced training programs for HAs to enhance their capacity and build their carrier pathway. The paper also suggests various training provisions for HAs to fulfi l the gaps and address aspiration, relevant in the era of decentralized federal system of the country.

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Parallel session 3

Theme: General Education and Nepal Studies

An Observation on the School System in Federal Republic of Austria

Alaka Atreya

Austria is a federal republic with nine federal states. Austrian education falls within the jurisdiction of both the Federal Ministry of Education and Women’s Affairs, Federal Ministry of Science, Research and Economy and the ministries of Education of the federal states. The Federal Ministry of Agriculture and Forestry, the Environment and Water Management is responsible for programs in agriculture and natural environment.

Higher education in Austria is run according to a binary system in which a distinction is made between the academic and higher professional education. This paper will mainly focus on the Austrian school system with a focus on how it prepares and divides the children for further academic and professional or vocational education with different potential carriers.

Road Traffi c Injuries in Nepal: Causes, Pattern and Control MeasuresKhadga Katawal

According to the World Health Organisation (WHO) road traffi c injuries (RTIs) are signifi cant burden in public health which adds 1.3 million deaths each year worldwide. It is predicted that it will become fi fth leading cause by 2030. RTIs have become a silent ‘epidemic’ in Nepal with highest fatality rate in South East Asia Region. According to Global Burden of Disease 2016 study, RTIs are 9th major cause of death in Nepal. RTIs expected to rise as a combined result of increasing in motorisation and rapid urbanisation in parallel. This main objective is this study is to quantify, characterize and interpret trends in road crashes and RTIs in Nepal in the past fi ve years (2012-2016).

Mixed-method approach was used. Descriptive analysis of police records of road crashes were performed. In-depth interviews were conducted with key stakeholders using semi-structured checklist to collect qualitative information and analysed using thematic approach. The result from both studies were utilised to triangulate both primary and secondary information.

A total of 73,540 crashes occurred throughout the country in fi ve years resulting 9,808 deaths and 59,501 injuries. According to police records 89% of the crashes occurred because of the driver’s behaviours, between 21–40 age group drivers are highly involved in crash. On average 5.4 road users killed each day; male to female fatalities ratio is found 3.3:1; involve economically active population aged 15-49 years. Almost 71.89% of crashes occur during daytime and involved two-wheeled vehicles (38%). Majority of the stakeholders suggested that avoiding traffi c rules from both drivers and pedestrians is the common cause of RTIs.

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Some of the factors resulting to RTIs can be prevented by improving in condition of roads and law-enforcement. Dissemination of the fi ndings with the Nepalese academics, researchers and policy makers may contribute to formulate a national level strategy to address RTIs in Nepal.

Teaching English of the Best Practices

Leslie J Cohen & Sarah Cohav

The use of technology, optimum class size, standards for textbooks and the appropriate age for beginning a foreign language are among the subjects discussed in terms of best practices in the teaching of English. Current trends like the use of English Medium Instruction (EMI) and the standards set in the Common European Frame of Reference (CEFR) are introduced and a comparison of practices for the teaching of English is presented from the standpoint both of Israel and of Vietnam.

In light of the recent federalization, Nepali educators are now evaluating what would be best practices for their particular province. This presentation could, hopefully, provide a small contribution to the adoption of future policies in the teaching of English, with an eye to aiding Nepali students to enter the global market and economy.

Ageing Well in Nepal? Qualitative Analysis of Social and Health Care Needs of Older People in Dhading District.

Laxmi Timalsina

Ageing and older people’s care is a new endeavour in the context of low economic country like Nepal. It is very diffi cult to derive the clear concept of successful ageing due to the attitude and the assumption towards the older people in the Nepalese society. Moreover, there are other factors being barrier in meeting older people’s care needs, such as structural barriers, lack of actual documentation and database, trained manpower, passiveness and less concern of governmental bodies at the local level. Therefore, this programme of research aims to explore the ageing experience of older people residing in the Dhading district of Nepal and develop recommendations for improving local health and social welfare needs of this population.

This research study is based on qualitative approach that includes 20 semi-structured interviews and 8 focus group discussions. Semi-structured interviews with elderly people aged 65 years and above was employed for the data collection and thematic analysis was carried out for the data analysis process.

The fi ndings demonstrate that there are number of barriers and challenges to meet older people’s social, emotional, health, fi nancial and developmental needs. One of the major barriers is a lack of awareness, advocacy systems and fl ow of general information to the older people about their rights and the services available for them by the government and non-government organisations.

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The older people view ageing both positively and negatively as it provides opportunities as well as many challenges. There are several elements that could help older people in ageing successfully and maintain quality of life. However, there is a need to identify the gaps between the fl ow of information, implication of plans and policies related to health and social care needs of older people and other factors related to barriers in meeting older peoples care and needs in prompting healthy ageing.

Inclusive Education: Opportunities and Challenges for Nepal in Federalism Era

Sapana Bista

Nepal not only experienced the tectonic movement and shift in geophysical level but also at political landscape. Every change offers many opportunities. As newly-formed Federal Democratic Republic, Nepal now has the opportunities to address issues around inclusive education at its root.

Despite its efforts in promoting an inclusive education policy, we have seen that the notion of ‘Education for All’ in Nepal has so far clearly failed in its goals to realize inclusive universal participation to quality education. This failure has led to even greater gap in inclusion at higher education level. Nepal can no longer afford to keep theorizing about inclusion while hundreds of thousands of children and youth with disabilities and other disadvantaged groups continue to be segregated and viewed as objects of pity both in educational institution and in society.

This paper aims to examine the current education policies and practices in Nepal and highlights opportunities and challenges in providing inclusive education at universities in the changing context. This paper is based on narrative review of Nepal government’s policies, existing peer reviewed articles and reports published by national and international organisations on inclusive education.

Findings suggest that there are many progressive policies in place but the implementation provision seems weak. Nepal in new federalism era has many challenges to implement inclusive education at central and provincial level. The fi rst challenge and the main challenge is the disparity in numbers of historically excluded population in different provinces. Other challenges include lack of appropriate facilities and materials; stark lack of training for teachers; lack of professional in assessing; and lack of vocational and other employability skill training programs.

Challenges may seem daunting; however, this paper argues that the opportunities that lies ahead and the outcome it can yield outweigh the challenges. Nepal now has opportunity to make inclusion a reality. In order to achieve this, the changes must be based on Nepal’s context where secondary, higher and vocational education providers can play crucial role in bridging the gap that years of exclusion has created.

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Prospects and Challenges of Legal Education in the Context of New Constitution and Aspiration of

Economic Development

Yubaraj Sangroula

Abstract

Formally, legal education in its fully defi ned curricular structure and pedagogy began only during 1970s. Before this, there has been a system of legal education in Nepal initially under University of Patna, India, and subsequently under Tribhuvan University somewhat in the form of a ‘private pursuit’ by students. Graduate students enrolled in legal education, because it could be an additional degree. What severely lacking under this system was the ‘sense of professional orientation’.

After establishment of the Institute of Law in 1974, a fi ve-year course (Certifi cate level of 2 years and Diploma Level of 3 years) after matriculation was introduced basically with a view to generate a new breed of lawyers to adopt legal profession as career. Moreover, it emphasized the study of indigenous laws and jurisprudence. This was, however, declared unyielding shortly after its introduction, and a new structure of 3 years B.L., subsequently named as LL.B., after graduation was reintroduced. It shows that there was absence of a will to institutionalize the legal education in Nepal. A new course, namely BA.LL.B., as fi ve years’ graduation course was introduced in 1999 by Purbanchal University through Kathmandu School of Law that marked a new beginning of legal education in Nepal. This course ended the apathy of students to the study of as a least preferred education. Now, the legal education in Nepal achieved momentum and has been one of the areas of preferred choice of students.

The restoration of democracy and open market economy during 1990s opened tremendous opportunities for lawyers. Opening up of Nepal to international investment and international trade, brought new business for lawyers, thus demanding upliftment of lawyers’ quality of professionalism. Nepal signed all human rights conventions, thus making a commitment to respect, protect and promote human rights. This development enhanced the prospect of fair trial in Nepal, and fostered a new ambience for internalization of international best practices. The 1990 Constitution of Nepal introduced a very liberal jurisprudence of judicial review popularizing the instrument of public interest litigation. The 2015 Constitution has institutionalized these developments. The prospect of legal profession in Nepal is thus bright.

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Notwithstanding these positive developments, the legal education in Nepal is facing more than one pressing challenges. First, legal education, which is purely professional and vocational education and has to use huge spectrum of pure science, is taken as a normal social science, thus it has been deprived of access to modern technologies and scientifi c methods of learning and teaching. Second, the attitude of Universities’ administration and government to legal education is apathetic, if not antagonistic. The government has no policies regarding legal education. This is evident from Government institutions and courts’ reluctance to accept students as interns and providing them opportunities to learn professionalism when they are students. Third, the Bar Council is unconcerned with quality and standard of the legal education. It neither makes policies regarding upliftment of the quality of legal education nor is involved in monitoring. Fourth, the community of senior lawyers is not willing to groom the young generation.

While Nepal is economically and socially changed increasingly, and the opportunities for development are opening up, the disparity of wealth is phenomenal. The poorest 20 percent of the population is surviving with approximately twenty thousand annual income in contrary to the two hundred and fi fty thousand annual income of the richest 10 percent population of the country. Though Nepal has a democratic system under present Constitution, the poorest 20 percent population has access only 3/5 of the total GDP, whereas the richest 10 percent enjoys benefi ts of approximately 30 percent of the GDP. Nepalese society is thus systematically discriminatory society, thus perpetuating a state of regressive status quo. The legal profession has to be able to challenge this situation and this is possible if the paradigm of legal education stands on a principle that ‘a lawyer is a planner, advocate, social engineer and human rights protector’. This is philosophy is not yet addressed by Nepal’s legal education, because it is neither a matter of priority for university nor the government.

The paper has delved into the problems facing the legal education of Nepal from the point of view of new Constitution and the prospect of economic development in Nepal. The paper has also attempted to see the potentials of legal education as a means to address the ‘social problems of systematic discrimination’ and enhancing the prospect of ‘justice in principle’, which advocates for ‘higher vector of life and secured protected sphere of individuals. The paper is also founded on a principle that ‘transplant of law’ does not help the process of development. It argues that law has to evolve together with the paradigm of change in the society. It thus argues that legal education of each country has to refl ect on its own episteme. It concludes fi nally that ‘to achieve the desired standard of the legal professionalism, the legal education of Nepal still has to go a long way ahead’.

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Organizing Committee

Patron

S.n Name Designation Institution Name and Address1 Hon. Umesh Shrestha Coordinator Little Angels’ College, Hattiban2 Dr. Madhab Pd. Baral Member NIST College, Lainchaur3 Dr. Shiva Datta Gnawali Member Universal College, Maitidevi4 Mr.Shiva Hari Mudvari Member NAST HS School, Dhangadi, Kailali5 Dr.Ram Chandra Acharya Member Tillotama HS School, Rupendehi6 Mr. Birendra Kumar Sah Member Model HS School

Organizers

S.n Name Designation Institution Name and Address1 Mr. Ramesh Kumar Silwal Chairman Golden Gate Int’l College, Oldbaneshwor2 Mr. Yuvraj Sharma S.Vice Chairman Himalayan White House Int’l College,

Newbaneshwor, Tinkune3 Mr.Nava Raj Pandey S.Vice Chairman Nobel Academy, Newbaneshwor4 Mr.Bhesh Raj Pokharel Vice Chairman Merry Land HS School, Biratnagar5 Mr.Tanka Raj Acharya Vice Chairman Pathshala Nepal Foundation, Newbaneshwor6 Mr.Jiwan Prakash Sharma Vice Chairman Canvas Intl College, Basundhara7 Mr.Umesh Th apa Vice Chairman Trinity Int’l College, Dillibazar 8 Mr.Rameshwor Aryal Vice Chairman KMC College, Bagbazar9 Mr. Ishwor Pokharel Vice Chairman Adarsha HS School, Nepalgunj10 Dr.Surendra Prasad Singh Vice Chairman Pentagon Int’l College, Tinkune11 Mr. Sher Bdr. Gurung Vice Chairman Little Step HS School, Pokhara12 Dr.Swagat Shrestha Vice Chairman Kathmandu Valley College, Chhauni13 Mr. CB Chand Vice Chairman Siddhartha HS School, Dhangadi14 Dr. Binod Shah Vice Chairman National Academy HS School, Janakpurdham15 Mr. Dharanidhar Adhikari Vice Chairman Everest Int’l HS School, Lahan16 Er. Manish Singh Vice Chairman National Infotech, Birgunj17 Mr.Lok Bdr. Bhandari G. Secretary Xavier Int’l College, Kalopoul18 Mr.Kapil Regmi Secretary Kanjirowa National School, Koteshwor19 Mr.Hari Lamichhane Secretary CCRC College, Koteshwor20 Mr.Jaya Ram Khanal Secretary Medhavi College, Shankhamul21 Mr.Ram Hari Silwal Secretary Himalaya College, Koteshwor22 Mr. Rishi Tiwari Secretary Pinnacle Academy HS School, Lagankhel 23 Mr. Rajendra Adhikari Secretary Navodit Vidhyakunja HS School, Samakhusi24 Mr.Dipendra Bhandari Secretary Morgan Int’l College, Basundhara 25 Mr.Tirtha Pokharel Treasurer Caspian Valley College, Kumaripati

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26 Mr.Dipak Rawat Joint-Treasurer Bal Bikas HS School, Gaidakot-227 Mr.Shankar Kiran Ghimire Member Deepshikha HS School, Dang28 Dr. Khagendra Ojha Member Global College of Mgmt., Mid Baneshwor29 Mr.Lok Nath Upadhyay Member New Horizon HS School, Butwal30 Mr.Ganga Chaulagain Member Dharan HS School, Dharan, Sunsari31 Mr.Jaya Bdr. Shrestha Member Jhapa Model Eng. HS School, Damak32 Mr. Prem Pd. Bhattarai Member Manakamana HS School, Birtamode33 Mr.Shankar Bhattarai Member Siksha Deep HS School, Biratnagar34 Mr. Tribhuvan Kr. Bhatta Member Radiant HS School, Kanchanpur35 Mr.Narayan Upadhyay Member Hearald Int’l College, Basundhara36 Mr. Naresh Shrestha Member Samriddhi College, Lokalnthali37 Mr. Paras Shrestha Member White Field Int’l College, Chhetrapati38 Mr. Krishna K.C. Member Pokhara Multimodel Campus39 Mr. Ram Bdr. Adhikari Member Rising Star College of Management, Bafal40 Dr. Bishnu Khanal Member Rainbow Int’l Boarding HS School, Dallu41 Mr. K.R. Rai Member Enistein Academy HS School/College,

Mahalaxmisthan42 Mr. Birendra Jayana Member Supreme Academy HS School43 Mr. Babu Sahev Yadav Member New Millenium College of Education44 Mr. Bidya Man Rajbhandari Member Jaya Bageshwory HS School, Nepalgunj45 Mr. Dhiraj Sharma Basyal Member Kumudini Eng.B.HS School46 Mr. Lal Babu Yadav Member Om Int’l Academy, Birgunj47 Mr. Basu Dev Pokharel Member Navajeewan Educatioal Academy (NEA), Samakhusi48 Mrs. Chanda Th apa Member Shanti Nikunj HS School, Pokhara49 Mrs. Radha Devi Shrestha Member Brillant Educational HS School, Chabahil50 Mr. Yam Prasad Sharma Member Namuna HS B.School, Kushma51 Mr. Arun Sharma Subedi Member Mount View HS School, Tulsipur52 Dr. Damber Singh Air Member KIST College, Kamalpokhari53 Mr. Rajeshwar Khanal Member Narayani Public HS School,Bharatpur-1054 Mrs. Pranita Sharma Baral Member Patan NIST HS School55 Mr. Sunil Shrestha Member COBASS HS School, Biratnagar-1356 Mr. Narendra Bahadur

AdhikariChairman, HISSAN Kathmandu

Himalaya College , Koteshwor, Kathmandu

57 Mr. Shiva Krishna Shrestha Chairman, HISSAN Bhaktapur

Seabird Int’l College, Th imi, Bhaktapur

58 Mr. Pawan Th apa Chairman, HISSAN Kavre

Baylor Int’l Academy, Kavre