Part II

After passing middle-level exams, students enter into new world: they must choose which subject they would like to pursue for higher studies in addition to compulsory subjects. Students in this level learn advanced mathematics including extensive theorems in geometry and advanced problem solving techniques in arithmetic. In English, coursework generally focuses on grammar, comprehension, summaries on learned literature, and essay, letter, news, and advertising writing. Compulsory subjects include advanced Science, Nepali, Social Studies and Health, Population & Environment, in addition to which students choose two optional subjects. Common choices are Computer, Accounting, Optional Math, and Economics.

At the end of secondary education, all students take the School Leaving Certificate (S.L.C.) examination. Due to the immense importance of this examination which acts as a gateway to higher education, Nepalese call this examination “Iron Gate.” If students pass this examination, they celebrate with offering sweets to their relatives and teachers, but if they fail, they wait for another one year to give exams. Sadly, the pressure of this exam is so great that, every year, increasing numbers of failed students are committing suicide.

After crossing the “Iron Gate,” students get a rest for several months. Afterwards, students start to search for the high school that is right for them and consult with family and friends about what subjects to choose as their electives. Options include Science, Management & Accounting, Humanities streams, and technical schools. General trends show that the students who achieve higher scores on the S.L.C. tend to choose--or are forced by family to choose--the science stream. Middle-level students go to Management & Accounting and other groups go to Humanities and Technical studies. Whichever stream they go, they face the challenge of mastering a wide breadth of course material essential for their admittance to university.

Because of stiff competition among more diverse programs (such as higher education available in India or through IB programs), many students do not choose to stay in Nepali schools past a certain point. It has been a challenge to curriculum developers in Nepal, the Ministry of Education, and other key stakeholders to make schooling practical and updated to meet today’s needs. Still, we remain very hopeful and continue to support students across the nation in achieving academically, personally, and professionally.