Every year, January 4th is celebrated as the birth anniversary of Louis Braille, the visionary inventor of the raised-dot reading and writing system that carries his name. Commonly referred to as World Braille Day, this UN-recognized day brings awareness to issues surrounding accessibility and the inclusion of the blind and visually impaired. However, Braille seems to be a really powerful means, not by itself, really, but due to its very simplicity: a system of only six raised dots, understood through the sense of touch, whereby millions can learn to read and have access to a far more self-dependent life.
Braille was first introduced in Nepal more than sixty years ago, opening the doors to education and literacy within the blind and visually impaired communities. In fact, much work and advancement have been made, but gaps still remain showing continued strides toward equality.
In the beginning
The journey of Braille in Nepal began in 2018 B.S. (1961 A.D.), when Rotary International supported the establishment of the Patan School for the Blind, the nation’s first educational institution for blind children. The school started with eight students and three pioneering visually impaired teachers—Gyanendra Rangoon, Birendra Rangoon, and Junga Bahadur Bogati—who were educated in Kalimpong and Dehradun. These educators introduced Braille and formal education to Nepal’s visually impaired community. Unfortunately, the school closed within six months for reasons that remain unclear.
Despite the setback, Junga Bahadur Bogati persisted and petitioned the palace for support. His appeal was aided by the presence of a Peace Corps volunteer, and he thus gained royal patronage. In the meantime, a report of the Sarbangin Sikshya Samiti -2018 B.S.-- a higher level educational committee – mobilized for development of education in Nepal also advocated for the education for Blind and Visually Impaired people in Nepal.
World Braille Day being observed today
In 2021 B.S., Nepal established an integrated teaching facility at the Laboratory Secondary School in Kirtipur. Supported by Peace Corps volunteers and fully funded by the government, this facility allowed blind and sighted students to study together—an innovative model for South Asia at the time.
The National Education System Plan (NESP) -2028 B.S marked a turning point, introducing an education plan with policies for inclusivity. Two years later, the government created the Special Education Council, later integrated into the Rastriya Samajik Sewa Samnwaya Parishad (now Social Welfare Council) in 2034 B.S. under the department Nisahaya Sewa Samnwaya Samiti. Specialized schools such as Purwanchal Gyan Chakchhu School (Dharan, 2034 B.S.), Amarsingh Secondary School (Pokhara, 2038 B.S.), and Panchodaya Secondary School (Dhangadhi, 2040 B.S.) emerged, offering Braille education. These institutions were fully funded by the Government of Nepal, reflecting its commitment to accessibility.
In 2042 B.S., the Nepal Association for the Welfare of the Blind (NAWB) was established, initially operating as part of the Nepal Disabled Center. NAWB played a crucial role in advancing Braille education. Two staff members were sent to India for advanced training, returning to launch teacher training programs in Nepal. With NAWB’s efforts, Tribhuvan University introduced a one-year Bachelor’s program for educators working with blind and visually impaired students, alongside shorter training programs for primary-level teachers which only continued for 4 years.
Overcoming the challenges in braille accessibility
The availability of Braille materials has long been a challenge in Nepal. Early efforts relied on Perkins Brailler typewriters for transcription.The situation improved in 2043 B.S., when Tokyo Helen Keller Association (THKA) donated three Braille printing machines. Financial support from CBM International and THKA enabled the production of Braille textbooks through NAWB, significantly enhancing accessibility.
In 2049 B.S., the government of Nepal took significant steps to ensure that educational resources were accessible to visually impaired students through the Basic and Primary Education Program. The Basic and Primary Education Plan (BPEP) (1991-2001) incorporated the specific needs of children into mainstream classrooms. As a result of these initiatives, the government provided Braille textbooks for students up to the 5th grade but the demand far outpaced supply, especially for students beyond Grade 5.
On the other hand, Braille production was further strengthened by efforts from the Nepal Association of the Blind (NAB), especially through grants made available by Norway, which helped in providing educational materials for visually impaired students by 2053 B.C. The government still continues the procurement of textbooks through tender processes managed by NAWB and the Nepal Association of the Blind(NAB) with provisions remaining aligned to the National Curriculum up to higher secondary level. And it remains the same till date with the availability of Braille books till grade 12 only. In the academic year 2081 B.S., 1,274 blind and visually impaired students were enrolled in primary and secondary schools, but data for higher education remains unavailable.
Despite the Ministry of Education officially recognizing Braille on 10th Magh 2063, blind students in Nepal still face significant barriers, as they are not permitted to write exams using Braille. This restriction has limited their ability to fully utilize their skills and access equitable opportunities in education. Furthermore, the National Braille Library, housed within the premises of the Nepal Association for the Welfare of the Blind (NAWB) in Tripureshwar, remains underutilized. The library suffers from outdated resources that do not meet the current educational needs of visually impaired students. Additionally, a lack of consistent government funding and support has hindered its growth and effectiveness, leaving many blind students without access to adequate learning materials and tools for academic success.
Braille is the medium that has played a very significant role in ensuring accessibility and inclusivity for people with visual impairments around the world. It is, therefore, widely used in public areas and systems to ensure independence and access with ease. For example, ATMs have Braille keypads and audio guides to enable blind users to independently access banking services. Similarly, landline telephones often have Braille markings for dialing. Public signs are placed in Braille in transportation centers such as airports and train stations to communicate important information. Buttons on elevators and lifts are in Braille to denote the floors. Hotels usually have room numbers and menus in Braille to ensure that hospitality services are made available to everyone. Medicine packages are usually labeled in Braille so people can safely identify their medicines. Further, Braille is used for the packaging of consumer products in many countries so that shoppers with impaired vision can identify things they buy.
However, in Nepal, Braille is still applied only in educational sectors, showing a huge difference in the accessibility gap. Though Braille textbooks and materials are provided to the students, their implementation in the general public and private sector is very minimal. In addition to this, issues still exist within the education system itself. This lack of trained replacements with accompanying updated training programs in light of retiring experienced Braille teachers threatens to even worsen the quality of education in these cases. The scarcity of Braille usage at a public infrastructure level combined with the lack of proper investment in teacher training and resources raises the need to undertake further efforts toward developing Braille accessibility in the private and public sectors across Nepalese society.
A call for renewed commitment
As the world advances in embracing Braille, Nepal must address its shortcomings. Expanding Braille’s practical applications, updating teaching resources, and training new educators are essential steps. On this World Braille Day, the nation is reminded of the need to invest in accessibility and inclusivity to ensure that blind and visually impaired individuals are not left behind in the pursuit of education and opportunity.
Nepal’s journey with Braille is a testament to its potential for progress, but the work is far from over. With sustained efforts, the dream of a fully inclusive society can become a reality.
