Reports from the Education Review Office (ERO), Bhaktapur, suggest that students in higher grades are exhibiting lower academic performance. Recent report of ERO sheds light on the overall academic performance at the school level, revealing inferior achievements in class 8 compared to classes 3 and 5.
Chandrakanta Bhusal, the director-general of the ERO, highlights that performance in mathematics and science is lagging behind other subjects. Expressing heightened interest in improving overall student achievement, Bhusal notes a significant number of students performing below the expected level for their respective classes, emphasizing a substantial gap between the intended curriculum and its effective delivery.
Established 15 years ago, ERO has conducted 13 national achievement tests in Nepal. The annual report for the fiscal year 2079/80 states that the group achieving high performance in Nepal is very small, directly impacting education in lower grades. Weaknesses in language proficiency and productivity affect effective learning in any subject.
The report underscores that the mathematics curriculum is built upon lower-grade learning concepts, influencing education in higher grades. There is a notable gap in academic achievement among provinces and school types, with a noteworthy correlation between students' academic performance and socio-economic status.
The report emphasizes that without targeted interventions, students' achievements may deteriorate, leading to a loss of interest and confidence, potentially resulting in academic failure, dropout, or mid-class discontinuation. Even if students complete their studies, limited choices for subjects in higher classes may hinder their life opportunities.
The center conducts proficiency examinations in English, Mathematics, Nepali, and Science for grades 5, 8, and 10. These assessments include 'Initial Learning and Development Standards-based Examinations,' school management performance evaluations, examinations of educational programs by various agencies, and educational assessments under the Early Childhood Development Program with UNICEF's support. The center also actively assesses boys' and girls' education and development levels under the Child Development Program and conducts operational assessments of Child Development Centers.
Director-General Bhusal reports that in school management performance examinations, 82 percent of schools scored 40 to 70 points, indicating a fair level of performance. Additionally, 16 percent scored 90 points or higher, reaching an intermediate level. Only two percent were categorized in the lower level, scoring less than 40 points. Currently, seven schools nationwide distinguish themselves by scoring 90 percent or higher in the top category of management performance.
Due to a lack of funds for the approved program and budget for the fiscal year 2079/80, the center selected 280 child development centers and schools for sample testing through the sample testing method. These centers are located in 30 districts, with examiners directly participating in assessments, collecting data for 15 boys and girls selected during the sampling process.
In Nepal, the evaluation of student learning achievement and the operational assessment of educational agencies and institutions' performance were envisioned by the School Improvement Plan, 2066–2072. Aligning with this vision, the establishment of the center (IAEO) was formalized in 2066.
