Established by the Nepali community in Japan in 2013, Everest International School has participated in the Secondary Education Examination (SEE) three times and the Class 12 examination once, all yielding excellent results.
However, stakeholders have recently raised concerns regarding the school's future. Principal Vishnu Prasad Bhatta criticized the proposed Education Act in Nepal for neglecting Nepali schools operating abroad. He stressed the importance of including such schools in the act, considering both the schools and Nepali students abroad.
"The bill poses a significant question regarding the operation of Nepali curriculum schools abroad. It's unclear under whose authority Nepali schools in foreign countries will fall," he remarked.
Drafting the bill raised issues such as social education in English, teaching subjects in local languages, and facilitating the enrollment of foreign students. Bhatta emphasized the need for special provisions and coordination for schools abroad within the bill.
With over 8 million Nepalis living abroad, roughly a third of the country's population, it's imperative to address this matter when formulating new laws. Bhatta urged the Nepali government to tackle policy issues faced by schools operating abroad.
He believes it's crucial to connect Nepalis living abroad with their country through education. Bhatta argues that students studying abroad must impart knowledge about Nepal, its culture, and its arts to citizens of other countries through their experiences.
Bhushan Ghimire, a founding member of Everest International School, observes differences in educational methods between Nepal and Japan. He explains, "In Nepal, we primarily focus on teaching, but repeating the same content isn't effective. Japan's educational approach, however, emphasizes learning. There's a significant distinction between teaching and learning, and we must comprehend this difference. We should adapt our teaching methods to align with Nepal's educational approach."
Ghimire emphasizes that effective learning is crucial for applying knowledge in real-life situations. In Japan, discipline is instilled both at home and in kindergarten. He stresses that discipline should be the primary subject taught to children.
Corruption has long been a problem in Nepal. Ghimire mentions that the school educates students about the adverse effects of corruption on society and the nation. Additionally, the culture of seeking forgiveness, even for minor accidents, instills essential values.
"In Nepal, it's been a while since new education-related laws were drafted. The new law should prioritize discipline and duty. Improving society doesn't require much effort; avoiding actions that harm others can make a significant difference. Therefore, education should start with discipline," he asserts.
Twelve years ago, as Nepali citizens began engaging in various professions and businesses alongside their academic studies in Japan, a school was established under the Nepali community's leadership to meet their children's educational needs.
Bhawan Bhatt is the school's chairman, and the Japanese Ministry of Education has recognized it as an international school.
Operating a school in Japan requires strict adherence to all policies and regulations. This compliance has made the school a focal point of interest, even within the Japanese community. Nine Japanese teachers and 15 Japanese students are enrolled, alongside 61 staff members. According to Meghraj Nepal, the school's vice-chairman, students have significantly increased their commutes from Tokyo over the past two hours.
Compared to other schools in Tokyo offering quality education at an affordable price, enrollment in the school has become challenging due to the pressure of student admissions, as explained by Meghraj Nepal, vice-chairman of the school's management committee.
Due to student demand and physical constraints, the nursery class is situated separately, while classes from grades 1 to 3 are conducted elsewhere. The principal mentioned that there is currently twice the demand for admissions compared to the current student population in the school.
Given the significant number of Nepalis engaged in various professions and businesses in Tokyo, the unregulated sector has become a considerable concern for operators. While many Nepalis are now involved in different occupations and businesses, with over 163,000 Nepalis residing in Japan, Nepal lacks a provision to assess student capacity and results and facilitate admissions based on merit, unlike Japan. Admission is primarily based on affordability.
The Nepali Embassy in Tokyo has addressed issues schools face regarding examination supervision and other legal and policy matters. Ambassador Dr. Durga Bahadur Subedi highlighted the comparatively well-organized, thoughtful, and prosperous nature of the Nepali community in Japan.
"The Everest International School serves as an example for the Nepali community here, preserving Nepali identity, language, arts, culture, lifestyle, songs, music, and attire. The school has significantly contributed to promoting Nepal's tourism by associating the world-famous Mount Everest with the country's name and displaying the bus number 8848 at its peak," Ambassador Dr. Subedi commented.
In 1902, eight Nepali students were sent to Japan for higher education under a scholarship scheme during the Rana regime. Japan has been a significant supporter and partner in Nepal's development. Recently, the Nepali community has gained recognition, respect, and prestige in Japanese society, as evident from the commendable and noteworthy presence of the embassy.
