Epistemic Gaps: The Unresolved Issues of Higher Education in Nepal

Abstract

Background: This paper investigates the epistemic gaps that have been prompted by the neoliberal educational policies and practices acting as the hinderers of the holistic development of the higher education in Nepal. The enshrined policies and acted practices are unmatching in terms of labor markets and curriculum, research and research policies, and practices, including subtle and embedded challenges on entrepreneurships and the curriculum, teaching pedagogies and classroom management, ritualistic practical classes and internships, and thesis and report writing. Methods: This study adopts qualitative research design with exploratory method that help me for flexible investigator. This method of data collection allows me to use informal conversations in the subject area with my students and faculty colleagues. I used semi-structured questions to ask students of both the campuses. I observed physical facilities of both the campuses. I used thematic analysis that emerged from coding and decoding of the qualitative data obtained from the students and faculties of both the campuses. Findings: This paper unravels epistemic gaps that are transferred historically through colonialist approach (since the establishment of higher education, the cultural approach of curriculum formulation is top-down, whatever the central curriculum board brings up that is being practiced with the principle of all in all) on curriculum building since the establishment of higher studies institutions in Nepal. Conclusion: I argue that academic institutions dealing with higher education should be provided with flexible policy on modification of curriculum, based on bottom-up approach, nevertheless, applying bottlenecking policies on interdisciplinary research collaborations and innovations in any kind of upgradation of the faculty members from the top-down approach. Students’ politics and party-political engagement in the academic institutions must be deemphasized to enhance academic fruition which can fill the epistemic gaps in Nepalese higher education.