The results of the 10th Grade, Secondary Education Examination (SEE) create a huge buzz in Nepal. No other exam results get such hype. The overemphasis and craze for SEE results is the legacy of its predecessor, the School Leaving Certificate (SLC), which was called the Iron Gate because of the lucrative education and job opportunities it opened. Since the SLC is now taken at Grade 12 and has become the key credential for jobs and higher education, the SEE has lost its former importance. Unfortunately, SEE still takes centre stage in Nepal’s education, pressuring students, teachers, schools, and parents.
In this post, we discuss…
The Pressure of SEE
In 2022, I taught six 10th graders and twelve 9th graders at a private school. The 10th graders were worried about their SEE. The school management and parents were tense too. Lockdowns had affected their classes, and we had about three months to complete more than 75% of the syllabus of compulsory maths, science, and additional maths. They were taking classes from six in the morning to eight in the evening. The regular classes were, however, between ten and four. They were under immense pressure.
And I was under pressure myself. I was with them throughout their second half, teaching them three subjects in regular time as well as during the extra classes. Later, when they were all compulsorily hostelized for the last month before the SEE, the only thing they had to do was study. If they did anything else, they would be punished with canes.
I was against beating students and even controlling them, however. I always encouraged them to ask about the problems they did not understand, discuss their perspectives on Nepalese politics, and discuss how they used technology. Such an openness created some friction between me and the school management, but eventually, the students coped with the pressure and completed their SEE with outstanding GPAs.
How I gave the SLC
You can say my teaching experience was a special situation created by unprecedented lockdowns, but the 10th graders, especially from private schools, have been going through the same routine for decades. It’s how I studied, and it’s how the new generation still does. Nothing has changed, and perhaps, we have normalised the pressure.
Fifteen years ago I gave my SLC. That entire year, I woke up at 5 AM for school, returning home for meals and attending classes until 6:30 PM, followed by additional tuition from 7 to 8 PM. I often did homework until midnight, feeling exhausted but motivated by the mantra of a “better future.” After completing my SLC, I spent the first week sleeping in the hope of recovering from the intense routine.
This experience mirrors what my students went through years later, showing how entrenched our exam culture still is.
What has changed?
The SLC dropped the percentage marking system in 2016 and adopted GPA (most people still don’t understand it). Two years later, the SLC itself shifted from Grade 10 to Grade 12, with its value intact but hype reduced. The Grade 10 exams got a new name, the SEE. But the education system has remained the same (some say it has worsened); students, teachers, and parents still face the same pressure; and there is still unnecessary hype around it.
Why is SEE overhyped?
SLC’s legacy
As I said earlier in the essay, one of the major reasons for the overemphasis on SEE is the legacy of the SLC. For a long time, Grade 10 was the end of school education. The result of SLC opened the door to university degrees and job opportunities. Until four or five batches before I took the SLC, the exams included questions from grades 9 and 10. Without rigorous preparation, it was difficult to crack the exam.
The government seems to have understood the effect of pressure on students due to the SLC. It stopped declaring the toppers officially, removed Grade 9’s course from the exams, introduced the GPA, and even changed the name. But the media still find toppers, and schools still compete to admit them.
Promotions of schools
Schools with SLC board toppers, a high number of distinctions, and first divisions used to be featured in national magazines. They used to see increased admissions. Schools competed to make their students toppers. Colleges and higher secondary schools that admitted toppers automatically attracted other guardians and students.
The same story continues in the SEE era. Media (traditional and social media alike) absurdly highlight students securing 4.0 GPAs as the toppers when it’s possible for students with lower GPAs to actually beat them, as I show in an example in this article. Higher secondary schools, most of them still marketing as “colleges,” label themselves as “topper’s choice.” SEE results are thus easier promotion tools for schools.
Mentality of the older generation
The SLC generation, including me, is still influential in making policy decisions. It also dictates the ways students should work towards their SEE. Teachers and parents are also from the older generation, where SLC used to be a tough nut to crack. They did the same things they are now imposing on the new generation, probably passing on the same trauma.
What should we do?
We should stop hyping the SEE
SEE is one of the many exams students gave in the past and will give in the future. Schools and teachers should facilitate students, not scare them. They should allow students to play, engage in sports, and participate in extra-curricular activities. Curriculum should be enjoyable and emphasise practicality and creativity. Parents should help their children stay calm, reduce pressure at home, and allow them to pursue their hobbies or interests.
We should listen to the students
Students of the present generation are full of creativity. Social media have also made them well-informed, even though mainstream media say otherwise. They are aware of the political and economic environment of Nepal as well as that of abroad because their siblings migrated there for education and/or work. They are also full of curiosity. Talking to them gives schools and teachers a fresh perspective on the world they are living in. It helps teachers modify their ways of teaching to meet their expectations. Students also learn critical thinking and even understand the adult world.
We should encourage better teaching and learning environment
Better teaching environment in Nepal often translates into classes with strict discipline, one-way communication from the teacher, and non-questioning students. Discipline is non-negotiable, but it is wrong to stop questions in the name of disciplining students. Like I said before, there should be a meaningful interaction between teachers and students. Schools should encourage discussions between the teachers and students. They should facilitate practical education and reward creativity.
Conclusion
Overemphasis on the SEE results may have some promotional advantage for schools, but other than that, it creates pressure on everyone. Despite the government’s intention to decrease the pressure on students of Grade 10, our mindset and education system are sticking with the old ways. Parents, teachers, school administration, and the media should work in tandem to reduce stress on the students. When we stop overhyping SEE, we get schools that prioritise creative learning, teachers who encourage critical thinking, and parents who allow pursuits other than study. Students, thus, get a learning environment where they are loved, respected, and less stressed.
