The Education of Women in Nepal (By Claire Bennett)

[chintamani yogi]

Statistically, the picture is bleak for women’s education in Nepal; the literacy rate for females currently stands at just over 30%. Furthermore, a large proportion of women are sent to the badly funded and overcrowded government schools instead of the private English-medium schools that perhaps their brothers are sent to, and often are made to leave school after completing Grade Five at the age of eleven or twelve. The truth is that further education is not essential for the lifestyles that most of these women are expected to lead. In fact, it is often not appropriate for even well-educated women to get jobs or to put in to use the skills they have learned at school.



In Nepal, it could be argued that it is the traditional and ‘backward’ views of the patriarchal society that is most restricting women’s success in the fields of education and careers. There is social pressure for a woman to get married at a young age and to reside in her husband’s family house in order to help with the running of the household. In fact, the education of many girls is not meant to serve any purpose at all apart from to secure a higher status marriage.



The situation is not one which is easy to change. The vast majority of the women and families being discussed here are from incredibly poor backgrounds, and it has often been argued that in fact Nepal’s largely agrarian economy depends on women being able to work at home. It is mainly women who are responsible for the back-breaking work of collecting firewood, fetching water and tending to animals. School would teach them none of the skills necessary for these activities and so sending daughters to school would be somewhat pointless.



There are other problems for women’s education apart from these cultural considerations. Firstly, there is a lack of work opportunities for both men and women; the unemployment rate of Nepal is high. If many families cannot find work for one member of their family, it is unfair to expect both husband and wife to get jobs. Secondly, the kind of work that is available is often not suitable for women, namely heavy physical labour in construction, factories or mining. And further to this, the women that are forced to get jobs in typically ‘masculine’ fields are often not socially accepted, and are looked down upon and forced to put up with abuse.



However, it is fair to say that recently, things have been changing for women. Legally, Nepal has equal opportunities for both sexes, and in fact, however much this rule is flouted or ignored, it is stipulated that 25% of candidates have to be women. Conversely, there are now a number of private companies that actually favour the employment of women over that of equally-qualified men in the belief that women apply themselves more sincerely to a job. Surely these small changes alone justify the promotion of equal opportunities for women in the field of education as well?



On the other hand, it is difficult to advocate these typically ‘Western’ values without taking into consideration the Nepali belief system. Nepali society is strongly based upon the institution of the family, and many Nepalis themselves would believe that it would be sacrificing Nepali culture for women to neglect their important role in the home. It is essential for there to be a balance between ‘progress’ and preserving the vibrant culture and traditions that make Nepal unique.



Hindu Vidya-Peeth Schools believe that they have been able to create this balance. In some respects, it is a progressive, forward-looking institution, and its three schools have modern, well-facilitated buildings. On the other hand, Hindu Vidya-Peeth is a non-profit organisation, with a self-proclaimed aim of promoting Nepali culture and spiritual values over western materialism. Mr C M Yogi, Founder Principal of the schools, believes in providing equal opportunities for both sexes. In an attempt to even out the natural imbalance between girls and boys that occurs in all English-Medium schools, Hindu Vidya-Peeth ensure that scholarships and sponsorship schemes are more often offered to girls than they are to boys. There is also much evidence that their system for promoting women’s education is working; in the recent first term examinations, every class except one between classes 4 and 10 had a top student who was a girl!



To illustrate Hindu Vidya-Peeth’s system of promoting the education of disadvantaged women, let us now take a closer look at the profiles of two of the girls that are being supported by the organisation.





Shanti Adhikari



Shanti was born into a Brahmin family, but after her father died when she was a baby, she was adopted by her uncle and their family.There are six members in her household: her grandmother, her uncle and aunt, their two children and her. The two cousins with whom she lives also go to Hindu Vidya - Peeth School, and they travel by local bus.



Shanti has reached Class 8 now, and all her teachers agree that she is rapidly improving in her studies. Shanti was educated in a Nepali-medium school until Class 5 and she found the transition to an English-medium school difficult. At first, Shanti was a very weak student who had very poor English. However, she is highly conscientious and she believes that education is important. Shanti works hard to improve herself and is best friends with some of the top achievers in her class. Furthermore, this year Shanti has received extra attention in English from the school, after being selected as one of the children who would most benefit from an extra intensive class.



Shanti is a lively and active member of the school, and she is involved in many extra-curriculer activities. Shanti is particularly interested in drama, and always acts in all the school programmes which are performed for the parents and teachers. Shanti says that she particularly likes Hindu Vidya - Peeth school because of all the opportunities it provides, and because she respects the teachers and their philosophy.



Shanti's favourite subject is Nepali. Shanti excels in this subject due to her background in a government school, and due to her interest in Nepali literature. Shanti has a strong desire to go to college; she would like to study Nepali. She says that if she got the opportunity, she would also like to go to university to continue studying Nepali. Shanti says that she would not like to waste her education when she is older by being only a housewife. She would like to have a job; her ideal job would to be an actor. Shanti said that she would like to earn money through having a job in order to acieve her real goal of social work. She says that helping less fortunate people than herself is the only thing that makes her truly happy.





Jeena Byanjankar



Jeena's family is Newari. Her mother died when she was young and she lives with her father and stepmother, her sister and their stepbrother. Both of these children are also studying at Hindu Vidya - Peeth school. Jeena's father and stepmother, uncle and aunt all own a shop which is about 15 minutes walking distance from the school. Her family are simple and uneducated.



Jeena is in Class 7 now, and is maintaining her position as one of the best students in a very hardworking and competitive class. In fact, Jeena came 2nd out of 26 students in the recent first term exams. Jeena came to this school in Class 5 and has since excelled. She was previously studying in another boarding school, which Jeena says was not of the same academic excellence as Hindu Vidya - Peeth school.



Jeena says that she enjoys studying at Hindu Vidya - Peeth because it is different to normal schools. She likes the fact that this school provides special moral classes and the fact that it is involved in so much social work. She also thinks that the school employing overseas volunteers is a good initiative. Jeena has lots of interests outside of academic subjects. She plays badminton and enjoys cycling in her spare time. However, her favourite hobby is dancing; Jeena has danced in a number of the school's cultural programmes.



Jeena says that she enjoys all of her school subjects, especially English and science. She would like to go to college, but at the moment has made no decisions about what subject she should study. She says that she might like to further her study at university, but that she had never considered the possibility before. Jeena says that she would not mind being a housewife when she is older. She says that a housewife can utilise their time for other causes, such as social work. Jeena says that she is proud to be a Nepali and wants to help her country in the future.