Himal Press 
KATHMANDU: Three unions of school teachers – Nepal National Teachers’ Organization, Nepal Teachers’ Union and the Institutional School Teachers’ Union (ISTU) – have jointly submitted a 26-point demand to the Minister for Education, Science and Technology, Bidya Bhattarai, calling for reforms to address systemic issues in Nepal’s education sector.
They have urged the government to increase investment in the education sector by allocating at least 20% of the national budget. Likewise, the have called on the government to balance teacher-student ratios in schools across the country and improve facilities and benefits for teachers to ensure skilled professionals enter the sector and remain in the teaching profession. Additionally, they have demanded an end to political interference in schools so that teachers and principals can work without harassment or undue pressure from local governments. Three unions have also sought policy clarity on temporary, relief quota, technical, and contract-based and ECD teachers to ensure their job security. They have proposed forming a high-level monitoring body to safeguard private school teachers and regulate their appointments, wages and records.
Similarly, the unions have demanded equal service benefits for teachers and civil servants to address existing disparities and urged the government to promote inclusive education by ensuring access for out-of-school children and improving technology infrastructure, including expanding internet connectivity and making classrooms technology-friendly. The three unions have demanded that the government develop safe, child-friendly school infrastructure, and increase funding for mid-day meal programs and extend it to higher grades.
They have also called for better coordination between federal, provincial, and local governments to address challenges in the education sector. Likewise, they have urged the government to honor past agreements reached with teachers and immediately enact the Education Bill.
Likewise, the unions have proposed bringing a one-time opportunity for permanency for temporary teachers through fair assessment processes. They have urged the government to pay special attention to the Karnali region where schools and teachers have been historically neglected. Similarly, they have urged the government to bring training programs for teachers, including initial and refresher courses, similar to those offered for civil servants.
The unions have also called on local governments to address evolving educational needs in their respective areas by holding talks with teachers, students and parents, and bring specific policies for female teachers to address challenges related to menstruation, childbirth and childcare.
