Does taking science as a major subject in higher education tells that a student is genius, intelligent or of higher spirit? Can’t students enhance their skills required for a promising career through other streams? It is disheartening that many people are not aware about other faculties except science and management, even students don’t know. When a student scores low grade in SEE, they think of studying management assuming only two options either don’t know that there are other faculties too: Humanities and Education.

Last year, I heard two parents talking whose children had passed SEE with B+ grade. They were telling each other that their kids might study management since there are only two options either science or management. One of them had clearly stated their kid couldn’t do well in science, while another kid’s parent replied that her son was insisting on studying science because all his best friends were doing the same. She added that it was her dream too to see her son studying science. In this condition, do those who study science amid reluctance and less capacity are able to get satisfactory results? What sort of manpower does such forced education produce? Such tendency kills skillful manpower as well as people’s happiness and peace.

I am surprised analyzing the feeble education system of Nepal. Though there are indwelling many faculties, students are acquainted with only two faculties — science and management, which does not elucidate the incursion of the common people and students such the concept of developing only two options in the mind represents the debased and depressed education system. Skills which are necessitated for a glistening future could be explored in science and management since other faculties like humanities and education possess limited scopes. So that, many parents enforce their children for studying science and management despite their wards’ will and potentiality.

When I met a friend he asked me if I studied science or management? I said I study humanities. He got confused and asked me what sort of faculty it was. Such the tendency further hinders on the qualitative distribution of education. The lectures and professors of University are significantly conscious about the lack of reliable and utile academic curriculum in humanities and education. ‘

Here is my personal real experience which I coped during my master’s course. One professor came to our class where four sections were studying the English literature. He lectured us saying that we’d chosen to take such regretful decision to study English literature as it doesn’t promise a colorful career. He continued saying that his son was abroad to study some technical subject because humanities and education streams do not have scope. 

Though he was in a position to inspire students to pursue studies in his stream, he simply went on to insult humanities and education studies. He also could play a role in amending the less utile curriculum. But he hadn’t. This demonstrates that the trouble is rooted upon the authoritarian bodies that can neither make reliable decision nor think of academic curriculum, rather they provoke students demonstrating example of not having any secured career after studying. 

Furthermore, people who got to gulf countries in the quest of employment are mostly from humanities and education background. My next astonishment is that encompassing students as talents, whereas clasping education faculty correspond a student erroneous and misconception. Mainly, whichever subject we choose, we must have heightened all sorts of skills. Skills are requisite for the future. Those who are aware about academic curriculum and faculties do not equate all the faculties.

Nepali education system is degrading day by day. The not-so-practical-based education system of Nepal has pushed many students toward foreign education. The students’ unwillingness to study humanities and education challenges the bodies dwelling at supreme positions. It is actually the government’s responsibility to rethink about the curriculum. They must be focused on enhancing quality. 

Oliya is currently studying MA 2nd semester at Central Department of English, Tribhuvan University in Kirtipur.