quality assurance in engineering education in nepal

7th International Forum on Engineering Education (IFEE2015), 17-19 MARCH 2015 AT THE UNIVERSITY OF SHARJAH, UNITED ARAB EMIRATES.

QUALITY ASSURANCE IN ENGINEERING EDUCATION IN NEPAL: ISSUES AND CHALLENGES Rajendra Kumar Joshi1, Milly Joshi2 Institute of Engineering, Tribhuvan University, [email protected] 2 Central Department of Sociology and Anthropology, Tribhuvan University, [email protected]

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ABSTRACT: Investment in education has increased tremendously worldwide attracting people of developing countries. To be more specific, higher education has gained high social value in a country like Nepal. In context of Nepal, the middle class families have been contributing the major part of their earnings in their children’s education causing education field to become one of the major trading businesses. Due to increase in people’s demand of quality education, most valuable hard currency is also being draining out from the country for the pursuit of quality and standard education. On the flipside, maintaining quality education has become one of the major challenges of the educational institutions of Nepal. For instance, growing public demand of engineering education and subsequently increase in numerous public and private colleges (affiliating with different newly established universities for the purpose of educational business) have rendered difficulties in the selection of right colleges that assure quality education. At a broader level, the paper discusses about the history of education in Nepal with considerable focus on past and present scenario and disposition of school education and engineering education in Nepal. However, at a specific level, the paper discusses about the methods adopted to achieve quality education in engineering education, quality of faculty involved, and infrastructure required in the field of engineering. The paper also highlights upon the enrolment system in higher education, students’ continuous internal and final evaluation, quality and strengths of faculties, research and faculty development programs, and promotion of faculty to enhance the quality of engineering education. Most important of all, the paper discusses about the system of appointment of university officials and their role and responsibility in quality assurance in engineering education and their impacts. Political scenario and situations and their repercussions on quality assurance in engineering education have also been discussed in the paper. Finally, the challenges impeding the establishment of required standard, employment opportunity and curriculum development along with recommendations have also been discussed. KEYWORDS Quality assurance; Curriculum development; Engineering education; Accreditation Page 1 of 10

7th International Forum on Engineering Education (IFEE2015) 17-19 MARCH 2015 AT THE UNIVERSITY OF SHARJAH, UNITED ARAB EMIRATES.

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INTRODUCTION

In the absence of sound and pervasive education, sustainable economic development of the country is not possible because education forms an integral part of human development and as a corollary, a significant impetus to poverty alleviation [1]. Quality of education depends on number of factors and needs such as influence of curriculum, quality and level of that curriculum and society’s demand of certain kind of educational programs. Quality control of education comes through a level of number of avenues [2]. In fact, the universities have the responsibility to uplift the quality of education they offer. The bodies, academic council, faculty board and subject committee are responsible in enhancing the academic standards. There should be close links with the bodies and the educational programs through continuous monitoring system. Stake holders are looking for competent engineering graduates so that the reputation of the institution attracts both the guardian and employers for the better education and employment opportunities. The quality of education is also reflected through quality of faculty strength, infrastructure, and quality of management system. Above all, quality of education is reflected by the quality of students. However, good quality of education can be expected only with the quality of teaching faculties, facilities, demand of programs and research activities. Quality could be improved via acting upon the feedback of students and employers. Issues such as accountability to students, meeting the needs of industry and other employers, maintaining academic standards and financial accountability to the government and funding bodies will attract much attention as competition between institutions for students becomes much more severe in the years to come [3]. Notwithstanding the importance of expansion of education for sustainable economic development of the country, the uncontrolled rapid expansion and increase of higher education in various fields simultaneously raise the question on “quality” of university education regarding whether “quality” should be sacrificed for “quantity” [4]. To be more specific, increase in the number of engineering institutes in Nepal as one of the multimillion trades without appropriate regulating body in the country is gradually raising the question on its quality. 2.

HISTORY OF EDUCATION IN NEPAL Nepal is mountainous and economically backward country with huge potential of human resources and natural resources. It has population of 30 million. GDP of the country is 694 USD. 25% of the total population is living below poverty line (earning less than 1.25 USD per day). Even though Nepal has lodged different programs with high priority to impart education to all the people of the country, literacy rate is only 57.4%.

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Going back to the history of education in Nepal, the very first formal school viz., Durbar High School was opened in 1853 AD for ruling family of Rana and Thakuri only. Later in 1858, school was allowed for others too [5]. Nevertheless, there were not enough schools within the country. So people, who could financially afford to pay for education generally used to go to neighbouring country like India for higher education. Along with the culmination of Rana regime and establishment of democracy in 1950 following the people’s democratic movement across the country, school education was open for the common people. In 1960, the then government started primary school free of cost. It opened schools in remote areas of the country, even though those schools were not sufficient to the scattered population of the mountainous country. Nepal Government then launched new education system to provide free education to country’s every citizen. The new education system was also an attempt to bring uniformity in delivery of education in all schools across the country. After the introduction of new education system, vocational education was commenced in the secondary schools along with the streamlining of different faculties after grade 10. Semester system was adopted in the university education. Sole responsibility of evaluation was given to subject teachers. However, following people’s movement in the country in 1979 and consequently the political unrest, existing system of education finally collapsed. In 1990 i.e., after 10 years of the collapse of the then education system, there was another movement for multiparty democratic system. The multi-party democratic system brought privatization in education through establishment of multi-university. The establishment of multi-university also saw the rise of political intervention in education i.e., appointing party affiliated faculties to the key posts of universities and faculties. The new political movement not only saw rising political intervention in education system but also mushrooming of many private colleges in medical science and engineering fields. Another important political movement in 2005 i.e., “people’s movement” in Nepal demolished kingship and country finally became republic. At present, all the educational institutions (markedly government institutions) are directly or indirectly under political (party’s) influence. Officials of the university from top to bottom are affiliated to some kind of political parties. 3.

DISPOSITION OF SCHOOL EDUCATION IN NEPAL

At present, school education is being imparted through public schools throughout the country and private schools in urban areas and district head quarters. Nepal government provides primary school free of cost and secondary school fee is also very nominal, but higher secondary school fee is costlier in public schools as well. Science education in Page 3 of 10


higher secondary school in rural area is not available because of lack of budget and resources. Private schools offer extra courses and medium of teaching is English. School fee in private school is very high and not affordable to the common people. Result of public school in 10th class (School Leaving Certificate) is very low (not satisfactory) even though the investment of the government is very high, whereas the result of private schools is high. Therefore, middle class and lower middle class people send their children to private schools even if tuition fee is higher or unaffordable. Elite groups, higher government officials, industrialists, businessmen, i.e., high income group etc send their children to neighbouring country like India for school education. This has become a trend to acquire higher secondary school (10+2) education from Indian schools. In initial stage, Nepal Government took sole responsibility of producing lower level and middle level manpower till 1972. Tribhuvan University was the only university established in 1959 which took the sole responsibility of producing middle level and higher level manpower to fulfil country’s infrastructural requirement. Currently, Tribhuvan University is serving the country via producing large number of manpower through 61 constituent campuses and more than 700 affiliated colleges with the admission of about 400,000 students (which is about 90% of total students studying in higher education). Tribhuvan University was the only university in Nepal till 1985. . Table 1: Duration of School Education Duration

2-3 years

5 years

Public School

X

Primary

Private School

Nursery and Kindergarten

Primary

3 years Lower secondary Lower secondary

2 years Secondary Secondary

2 years Higher secondary Higher secondary

Table 2: Duration of University Education Level Technical education Other than technical education

Bachelor 4 years 3 years

Master 2 years 2 years

Ph. D. 3 years 3 years

ENGINEERING EDUCATION IN NEPAL: PAST AND PRESENT SCENARIO 4.

Engineering education began in 1943 with enrolment of civil sub-overseer, Diploma in Civil Engineering in 1953, Bachelor of Civil Engineering in 1978. The first Master program in Urban Planning was launched in 1996. The first batch of engineering in Page 4 of 10


Bachelor of civil enrolled had only 24 students in 1978 at Tribhuvan University and passed out was 17 in 1983[6]. More than 5000 engineering students are enrolled and pass out rate is about 3000 students annually from 42 engineering colleges of 6 universities. Universities in Nepal, which offer engineering courses are: Tribhuvan University (1959), Kathmandu University (1992), Purvanchal University (1995), Pokhara University (1997), Mid-western University (2010), and far-western University (2010). a.Enrolment System at Engineering Education

From the very establishment of engineering education till 1972, there was entrance system based on merit, and exam was based on annual system. After undertaking of education by Tribhuvan University, semester system was introduced, and admission was based on merit till 1979. Due to political unrest in 1979, semester system turned into annual system. Back door admission became dominant. This system prolonged for six years till 1985. Dr. Joshi states, “In 1985, Institute of Engineering (IOE) ended backdoor admissions marked by nepotism and political wrangling and created fair and transparent system based on merit” [7]. This system of merit became the examples for other faculties of Tribhuvan University. As a consequence, it was adopted throughout the technical faculties of TU. Admission in almost all private colleges was conducted on the first come first serve basis. This is due to competition within colleges to fill-up their quotas. b.Role and Contribution of Faculties of IoE

Institute of Engineering is the leading academic institution; the academics of IoE are involved in the most of the government, non-government and academic institutions displaying their expertise. Faculties of IoE are involved in different projects as expert advisor, appointment in high level commissions of Nepal Government. At the same time, most of the teachers involved in teaching at IoE are promoter of the private colleges and office bearers, teaching with tremendous load. Due to heavy class load, investment in private colleges, and responsibility of the post assigned by the private colleges, the time required for teaching, evaluation of assignment, to conduct exams is rarely available. Therefore, all the teachers attempt to avoid having more than one test and continuous evaluation of assignment and practicals. Beside academic works of the teachers, majority of the teachers were found involved in the professional organizations of the political parties. Due to proximity of faculties with the political parties, they are bestowed with various privileges and benefits.

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c.Cost of Engineering Education in Nepal and India

Institute of Engineering is the only public institution of the country that provides engineering education through its four constituent campuses. Both regular i.e., 456 students and full fee paying i.e., 888 students are enrolled on merit basis. Students seeking admission in engineering have first choice of joining Pulchowk Central Campus of Tribhuvan University. There are no other scholarship schemes to the students. University gets block grant and shortage of budget is recovered by the full fee paying. Full fee covers extra curriculum activities; expertise from outside, appointment of new teachers for new programs, research works etc. Any new programs, such as Masters, Ph.D, and even bachelor level programs are run without government fund. In any Bachelor level program, 25% quota is for regular and 75% for full fee paying category. Table 3: Fee structure Different Campus/College IoE Constituent Campus Private college Khwopa Community College Kathmandu University Indian private colleges

Regular fee, US$ 180.00

Full fee, US$ 2,500.00 8,000.00 4,000.00 5,000.00 16,000.00

d.Preference in Studying Engineering Education outside Nepal

Young school graduates have aspiration and trend of going to Europe, USA, and Australia for higher studies, especially the ones who have graduated from boarding schools of urban areas. Regarding middle class families or low income families, they prefer their children to study in Nepal or in India. Those who do not get admission at IOE or especially in Pulchowk Campus prefer to go to India for engineering degree course which is quite expensive compared to Nepal. Parents prefer renowned Indian colleges for quality engineering education too. Untimely entrance exam and delay in admissions in Nepal on one hand, and on the other, attractive advertisement by the agents of universities abroad motivate Nepalese students to go to abroad for higher education. After completion of Bachelor degree, products of IOE get scholarship from the reputed universities of Asia, Europe, USA and Australia. e.Salary and Extra Benefits of Faculty Teaching at Engineering Colleges

Salary of faculties teaching at Tribhuvan University is same as that of salary provision of government of Nepal. Government job is prestigious and receives direct and indirect benefits, but university faculty receives nothing extra. Institute of Engineering has made a Page 6 of 10


provision of DSA (Daily service allowance) for regular faculties and supporting staffs working at IOE. Faculties, especially those teaching 10 credit hours in M. Sc. programs receives 60% extra, and those teaching 20 credit hours in bachelor level receives 60% of salary. University regulations do not allow faculties and staffs working outside, but more than 95% faculties and officials directly and indirectly are involved in their own colleges or some other businesses [8]. Faculties teaching outside campus are benefited in an average by US$ 12 to US$ 15 per class hours. Most teachers enjoy having such benefit without involvement in students’ evaluation system. Private colleges prefer such part time senior faculties rather than fulltime teachers who are costlier and need not provide extra benefit as regular employee. Table 4: Salary of faculty Designation Professor Associate Professor Assistant Professor

Tribhuvan University, US$ 400.00 300.00 250.00

Kathmandu University, US$ 600.00 500.00 400.00

f.Faculty Recruitment

Until 1990, faculties of lecturer level were appointed by open competition. At the higher level, 25% were recruited from open competition and 75% from internal competition. From 1990 onwards, teachers were recruited on part time basis. Only after having converted to full time, they are allowed to be permanent. Lateral entry had been totally blocked. Entry to Lecturer/Assistant Professor Master or Ph.D, As part time recruitment, As contract (full time), Permanent lecturer recruited on the basis of written exam and interview, priority has been given to the contract/ part time teacher Promotion to Associate Professor Master or Ph.D with years of experience on the post of Lecturer (Assistant Professor) and on the basis of interview. Promotion to Professor Master or Ph.D with years of experience on post of Associate Professor and on the basis of interview. Page 7 of 10


If qualification and experience have been met, there is no provision of rejection, no lower limit of score. 5. QUALITY ASSURATION IN ENGINEERING EDUCATION a.Internal Quality Assurance in Engineering Education in Nepal

Strictly following academic calendar, regular class, admission on merit basis, continuous internal evaluation, well equipped labs, latest journals/books, research work etc are the basic requirements of internal quality assurance of education. Above all, there should be monitoring mechanisms within the system. Quality of education is evaluated with the infrastructures and its quality, environment of teaching and learning, faculty strength, class room facilities etc. Above 12,000 students participate in the entrance exam of IOE. For those seeking admission at IOE constituent campuses and private colleges, entrance exam is free and fair. Admissions in IOE constituent campuses are on merit basis. But, in private colleges, admissions are on the first come first serve basis. Other universities have decentralised entrance exam to the private colleges. Entrance exam is degraded by the coaching classes and practice of collecting same old questions of 3-5 years. Coaching institutes collect old questions asked during three to five years of entrance examination. Students are encouraged by the coaching institutes to practice and prepare themselves for these questions rigorously for the entrance exams. Such practices of coaching institutes have hindered best students’ admission. Besides, such kind of coaching classes have become 2.4 million dollar annual business of IOE faculties. Multiple choice questions in entrance are debatable if negative marks are not given for wrong answers. It is experienced that subjective type of questions are better than objective questions in any competitive exams to test the actual knowledge of participants. b.External Quality Assurance in Engineering Education

Tribhuvan University (TU) is the oldest leading public university in the country that provides academic leadership in the country. The CDC (Curriculum Development Centre) under TU is the only authorised institution that provides equivalency and recognition of national and international degree. The constitutional body responsible to recruit public servant is the PSC (Public Service Commission) that follows the recognition of the CDC, TU. The recognition of different degrees made by CDC also has brought controversy. Ministry of Education of Nepal Government is the first institution that provides letter of intent to the institution who seeks to run engineering degree courses under their guidelines. The team of ministry visits the site and then provides letter of intent. Nevertheless, at times, prior to letter of intent of Nepal Government, Tribhuvan University had given permission to enrol students to some colleges.

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The professional body NEC (Nepal Engineering Council) was established in March 1999. It provides certificate of licence to practice as an engineer within Nepal. NEC has provided list of recognized universities/colleges. Recipients of degree from Nepalese Universities with the payment of Rs. 3,250.00 (USD 32.50) are eligible to receive licence, for other universities 4250.00 (USD 42.5)0. There is no provision of any licensing examination. Council provides general member to the first degree holders and title of Professional Engineer (PE) to the Master or Post Graduate Diploma holders with some experience. [9]The engineering colleges within Nepal need recognition of NEC. Colleges have to pay NRs. 1000.00(USD 10.00) for each student enrolled. Occasionally, members of council visit engineering colleges. They collect reports of disposition of infrastructures and provide suggestions. The colleges have to pay visit cost to the members of the council (NEC). There is no evidence of action taken against the colleges to rectify their shortcomings. In the absence of proper quality assurance, the outcomes of Nepalese Engineering colleges are falling short regarding the maintenance of the required standards demanded by the market [10]. c.Quality Assurance and Accreditation (QAA)

The University Grant Commission (UGC) had been established in 1994 in order to introduce multi-universities in Nepal. Only Tribhuvan University was responsible for quality of higher education. With increase in students’ population, colleges, universities, UGC felt the exigency to establish “Quality Assurance and Accreditation Division” in 2007. To seek accreditation from UGC, institutions need to apply in UGC’s given format. UGC has set guideline 2013 for the purpose of quality assurance and accreditation. 10 campuses of Tribhuvan University and two faculties of Kathmandu University have completed a cycle of process of accreditation [11]. 6.

RECOMMENDATIONS AND CONCLUSIONS

For quality assurance of engineering education, sincere involvement of the faculties in teaching and learning process is a sine qua non. Occurrence of classes and lab should be 100%. Therefore, contribution time of faculties should be full time in the campus/college. Quality is assured with the intake of best students through appropriate intake system. Entrance questions must be different from the previous years’. If objective questions are unavoidable, then either there should be negative marks for false answers or number of choices should be increased from four to six. More emphasis should be given in continuous evaluation through weekly assignment/tests and weekly results of the tests and assignments. Faculties should be paid for all extra works with appropriate data base (records of students’ attendance, evaluation records and quality of teaching through correlation of final and internal marks). Quality of engineering education could be assured Page 9 of 10


only through strong internal monitoring system. There should be lateral access of highly qualified faculty from outside in all the posts such as Assistant Professor, Associate Professor, and Professor. Emphasis should be given in research of engineering education and pedagogy. If due emphasis is given to all the above mentioned points, unwanted and harmful political affiliation of the faculties can be obviated. REFERENCES [1] Joshi R.K. and Joshi M. Civil Engineering Degree Course at Dolakha Institute of Technology, Dolakha: Possibilities and Challenges, Elsevier Volume 102 (2013 pp 472-481[1] [2] De Paiva. HAR (Rod), Achieving an Appropriate Standard of Engineering Education: A Canadian Perspective. A workshop on Achieving Excellence in Management and Operation of Engineering June 27-29, 1996. Pp 43-52.[2] [3] Marium N., Assuring quality in engineering education via implementation of ISO 9000.[3] [4] Oloo J.A. and Ogalo F.O. Quality Assurance of University Education in Alberta and Kenya: Policies and Practices. KJBM Vol. 3 Issue No. 3. Pp 121-137[4] [5] Bhattarai D. httpp://scatf.org.np/conference/Engineering Education in Nepal:Prospects and Challemges. [6] IOE Mirror. Vol. 1. July 2014 [7] Joshi R.D. http://www-wds.worldbank.org/Reforms at the Institute of Engineering, Documents & Reports, August 2003 [8] Joshi R.K. BE Survey Camp Guide Line: A new Approach. Techno-civil Universe Vol 4. August 2013. Pp 51-54 [9] http://www.nec.gov.np/Nepal Engineering Council [10] Pahari B.R. Meeting Challenges of Engineering Education in 21st Century: A case study of Nepal [11]

http://www.ugcnepal.edu.np/University Grant Commission

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