Educational Reform and Student Political Behavior in Nepal

Abstract

IN RECENT YEARS, students have been one of the most important agents of political change throughout the world, in a number of cases providing the force which toppled governments. The political strength of students, therefore, clearly is evident. However, they do not constitute a consistent political force. Despite talk of movements, there actually is little by way of institutionalized student involvement to be found in any political system. But while student political activity tends to be spasmodic in character, its occurrence is usually important. There is strong correlation between the frequency and intensity of student activity and corresponding political change. Part of the explanation for the political salience of students in underdeveloped countries derives from their systems of education. There are three important characteristics of education in underdeveloped countries which have had considerable political significance. First, there has been emphasis upon rapid expansion of educational opportunities. This reflects not only a desire for an informed population, but also recognition of the need for trained and skilled manpower. Second, the non-technical areas of higher education have expanded at a rate often in considerable excess of the capacity of society to absorb the number of people trained in these fields. There is a surplus of graduates in the fields of law and humanities, for example. Third, there tends to be a close connection between level of educational attainment and level of expectation in employment and status. Often these expectations do not correspond to real opportunities. In India, Thailand, Korea, Turkey and a host of other countries radicalized political behavior is common among students in part because of their frustration over goal achievement.'