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Over the years, the use of chemical pesticides in Nepal has increased so notably that it has raised serious concerns about human health and environmental sustainability. From residues in the food we eat to the degradation of soil health and biodiversity loss, the long-term consequences of excessive pesticide use are becoming harder to ignore. In Nepal, where agriculture remains the primary livelihood for around 60 percent of the population, the dependence on synthetic chemicals is not just a farming issue; it is a public health and environmental crisis in the making. 

Climate change has led to the emergence of new pests and the expansion of pest habitats, causing farmers to rely more heavily on chemical pesticides to protect their crops. While effective in the short term, the widespread and often unregulated use of synthetic pesticides triggers long-term consequences. These include the development of pest resistance, contamination of soil and water resources, accumulation of toxic residues in food, and alarming impacts on human health and biodiversity. Children, pregnant women, and farm workers are particularly vulnerable to pesticide exposure, with studies linking prolonged contact to respiratory issues, hormonal disruptions, and even cancer. 

Recent studies have shown that vegetables in Nepal often contain pesticide residues exceeding the maximum residue limits (MRLs), rendering them unsafe for human consumption. 

The increasing import of chemical pesticides over recent years highlight Nepal's growing reliance on synthetic pest control measures. As in the fiscal year 2023/24 alone, the country imported 1,664 active ingredient (a.i.) tons of chemical pesticides (PQPMC, 2025). The rising trend reflects an urgent need to question the sustainability and safety of our current pest management practices. 

In the face of these growing challenges, biopesticides present a promising and necessary alternative. Derived from natural organisms or substances like bacteria, fungi, viruses, and botanical extracts, biopesticides control pests without causing harm to the environment, human health, or beneficial organisms. Unlike synthetic pesticides, they are biodegradable, target-specific, and less likely to cause pest resistance. 

Common examples of biopesticides include Bacillus thuringiensis (Bt), which controls caterpillars; neem-based formulations for a broad spectrum of pests; Trichoderma species that act against fungal pathogens; and Jholmal, a locally prepared bio-mixture made from cow/buffalo urine, dung, botanicals, and beneficial microorganisms for pest and disease management, and is currently being promoted in Nepal. These eco-friendly options not only help protect crops effectively but also support soil health, pollinator survival, and long-term agricultural sustainability. 

Biopesticides are no longer just something used by the organic farmers as a choice; they are now essential for mainstream agriculture, especially in the face of climate and health challenges. As climate change continues to alter pest dynamics, and as chemical residues threaten public health, a shift toward safer alternatives is not just desirable but urgent. The adoption of biopesticides supports multiple Sustainable Development Goals (SDGs), including SDG 2 (Zero Hunger), SDG 3 (Good Health and Well-being), SDG 12 (Responsible Consumption and Production), SDG 15 (Life on Land) and SDG 13 (Climate Action). Nepal’s smallholder farmers, who are already facing the brunt of climate impacts, can benefit from locally available and low-cost biopesticide options like Jholmal, which enhance both resilience and productivity. 

Despite their proven benefits, the widespread adoption of biopesticides in Nepal faces several challenges. A major barrier is the lack of awareness and technical knowledge among farmers, many of whom are unfamiliar with how biopesticides work, how to apply them effectively, or how they differ from conventional pesticides. In addition, biopesticides are often not readily available in rural markets, and when they are, they tend to be more expensive or perceived as less effective due to slower action. Limited private sector involvement and insufficient government incentives have also contributed to a weak supply chain and low investment in local production. Without strong institutional support and market linkages, the transition from chemical to biological pest management remains slow and fragmented. 

To accelerate the transition toward sustainable pest management, a coordinated and multi-stakeholder approach is essential. First, government policies should actively promote biopesticides by including them in subsidy schemes. Investment in research and local production of bio-based inputs should be prioritized, enabling farmers to access affordable and effective products tailored to Nepal’s diverse agroecological zones. Extension services must be reoriented to include biopesticide training through farmer field schools, demonstration plots, and digital platforms. The private sector, too, has a critical role to play in developing, distributing, and marketing biopesticides, especially when incentivized through public–private partnerships. Finally, awareness campaigns targeting farmers, consumers, and policymakers can help shift perceptions and generate demand for safe, sustainable pest control solutions.

The overuse of chemical pesticides is not just an agricultural concern; it is a public health, environmental, and sustainability crisis. Thus, biopesticides offer a safer and more sustainable way to manage pests without damaging our soil, food, or ecosystems. If we want safe food and a clean environment, we must act now. With the right support from the government, private sector, and awareness among farmers and consumers, biopesticides can become a powerful solution against pest management.  The future of farming lies not in fighting nature, but working with it. By adopting biopesticides today, Nepal can cultivate a healthier tomorrow; for its land, its farmers, and its people.

The author holds Master's degree in Agricultural Economics and is currently working as a research intern at the International Water Management Institute (IWMI)

I hate it when things slip apart, 

When pieces fall from a fragile heart. 

I hate losing what I love the most, 

And fear turns me into a silent ghost. 

I overthink, but not too long, 

Fear makes my feelings feel so wrong. 

So I push away the ones I need, 

Craving space, but planting seeds, 

Of distance, silence hurt, not said, 

Ignoring what I need instead. 

I miss chances made for me, 

Let them pass, too blind to see. 

This habit grows, day by day, 

And I lose myself along the way. 

It’s hard to move, to start again, 

Hard to breathe through quiet pain. 

When things go wrong, I lose my light, 

I dim myself to make things right. 

I ignore the pull of what is true, 

Because at that point.. 

I disappear too. 

Supriya Paudel 

United College, Lalitpur

Art is far too often minimized in Nepal to its post-exam positioning: a recreational hobby, something to be done only if time permits. Art is not something to be done ‘if’ and ‘when’. It’s a way of expressing oneself, resisting, and staying alive. And it’s high time that we start treating it as such.

Nepali artists work without institutional support, earning second and third jobs simply to stay afloat. There are few grants, little visibility, and even less recognition for individuals opting to follow creative careers. This mindset is carried over to children, too. Parents disapprove of sketching, music, or dance the moment examinations come around, calling it ‘distraction’. Schools don’t offer any budget for arts. And society recognizes artists as failures unless they ‘make it big’.

But take a look around you. Everything like advertisement, festivals, architecture, protest rallies, fashion, film, etc. depends on art. It is not just about aesthetics; art influences perspectives; how we see the world and how the world sees us. It builds identity, safeguards cultural memory, and fuels local and global economies. Whether it is ancient paubha paintings from the Kathmandu Valley or a product label from a corner shop, there is no escape from art, a silent force that stitches together value and connection.

Despite its presence, art in Nepal is still treated as luxury, something to appreciate and admire, but it does not demand respect. Students interested in a creative future are told not to pursue art because it is ‘not a real career’. Parents are concerned it won’t lead to a living. Schools undervalue art programs. Art is only celebrated after the artist has fame and never during the journey to find it.

If Nepal is serious about nurturing imagination, safeguarding its diversely rich heritage, and creating jobs in the creative industries of the 21st century, we must stop disparaging art, and treat it like the fundamental thing that it is. We should encourage it in our schools, support it in our communities, and honor it in our discussions. We need to prepare teachers to set ideas free and embrace creativity as a skill rather than a hobby. We need to create public spaces for young people to create, express, and share their art without the fear of being criticized or written off.

Art is not a pastime, it is a pathway, a potent pathway that we should walk proudly, supportively, and purposefully.

Amy Thapa

St Xavier’s College, Maitighar

The history of higher education in Nepal began with Transnational Education. Tri-Chandra Campus, established with the aim of providing higher education, commenced its academic journey in 1918 under the affiliation of Patna University, India. Thus, foreign universities were already present in Nepal 41 years before the establishment of the country’s oldest university, Tribhuvan University. In this regard, Tri-Chandra was not only Nepal’s first college but also the first institution to offer foreign university degrees. Following its example, several other institutions such as Padma Kanya Campus, Patan Campus, Nepal Law Campus, Morang Campus, and Mahendra Ratna Campus operated under affiliation with Patna University.

To properly manage institutions affiliated with foreign universities, the government introduced the Directive for Operating Higher Education Under Foreign Institutional Affiliation, 2059. To make this directive more contextual and effective, task forces were formed in 2018 and 2020 to submit updated reports.

29,500 students currently enrolled

According to the Ministry of Education, Science and Technology, 88 colleges and educational institutions in Nepal are currently operating academic programs under the affiliation of foreign universities. Among them, 59 institutions offer undergraduate and postgraduate programs, others provide A-Level and equivalent courses. Data from the International Education Providers Association Nepal (IEPAN) reveals that 29,500 students are currently enrolled in these institutions, making them the third-largest after Tribhuvan University and Pokhara University. These institutions have increasingly focused on market-demanded subjects such as Information Technology, Cybersecurity, Management, Animation, and Hospitality making them popular among students.

University rankings

Nepal’s regulations state that partner universities should ideally be ranked within the top 1000 in globally recognized rankings such as Times Higher Education and Shanghai Jiao Tong. Nepal has two universities featured in the 2025 Times Higher Education World University Rankings: Kathmandu University and Tribhuvan University, both ranked in the 1,500+ category. However, 33 of the foreign-affiliated universities in Nepal fall outside these global rankings. Clause 2 of the directive allows a loophole: if a university is not ranked but maintains quality, it can still be accepted based on submitted evidence. This has led to an influx of low-ranked or unranked universities without mandatory quality assessment, signaling a need for stronger regulatory action. Despite amendments to the directive, gaps still exist. Some institutions have been found to offer misleading information during admissions, provide degrees from different universities than advertised, operate without proper affiliation, and employ underqualified faculty. Such practices compromise consistency in teaching methods and educational quality.

Study in Nepal

Currently, around 12 percent of students at Kathmandu University are international. As the Nepalese government envisions making Nepal an educational hub, institutions offering foreign degrees within Nepal must not be overlooked. During the past 29 years, Nepal’s private sector has been instrumental in developing higher education through partnerships with international providers. While Transnational Education has had a positive impact on Nepal’s education sector, it has yet to mature sufficiently to address broader socio-economic disparities—differences in educational access between urban and rural areas, and persistent gender-based inequalities that still remain. Improving academic quality is essential for Nepal to become a preferred destination for international students. As countries like Australia, the UK, and Canada face economic challenges and ease student visa processes, Nepal has the opportunity to offer a more stable long-term study environment.

The urge to go abroad

According to recent statistics from the Foreign Study Permit Branch in Sanothimi, 464,777 students have obtained permission to study abroad over the past six years (since 2018/19). Nepal Rastra Bank reports that this outflow of students has led to a capital flight of Rs 382.11bn. The branch notes that the number of students applying for a No Objection Certificate (NOC) is rising, with around 600 applications submitted daily. On average, each student spends about Rs 1.3m for foreign studies. In just the first 11 months of 2023/24, students going abroad spent Rs 117.58bn.

While billions are leaving the country, aggressive marketing campaigns by colleges offering undergraduate programs are underway in Nepal, especially with the recent announcement of Class 12 examination results. Foreign-affiliated colleges are introducing new programs, increasing confusion among students. Some institutions have even been operating A-Level, International Baccalaureate (IB), CBSE, and similar programs without government authorization. The Ministry issued a notice cautioning parents against enrolling their children in such institutions and warned of legal actions—though no substantial action has been taken so far, leading to a decline in public trust.

Opportunities within Nepal

According to the 2024 report by the expert committee formed to study foreign-affiliated institutions, these colleges have played a role in curbing student outmigration. By offering foreign degrees within Nepal, an estimated Rs 60bn has been saved from leaving the country. More than 7,500 students have received full or partial scholarships, and over 7,000 individuals have been directly employed, with another 15,000 benefiting indirectly.

Education budget

Despite repeated commitments from political parties and successive governments, the education sector has received only 10.75 percent of the total national budget. Finance Minister Bishnu Paudel allocated Rs 211.17bn to the Ministry of Education, Science, and Technology for the current fiscal year, which is a 0.2 percent decrease from the previous year’s budget of Rs 266bn. This indicates the need for qualitative improvement in education. If the government cannot significantly increase investment, it should provide more opportunities to the private sector while strictly enforcing standards and regulations.

Provisions in other countries

In India, foreign universities are allowed to establish local campuses. In May of 2025, the University Grants Commission of India granted permission to five foreign universities to open campuses in the country, in alignment with the new 2023 regulations and the National Education Policy 2020. These universities have already submitted letters of intent and aim to begin student admissions by Dec 2026. So far, nine foreign universities have registered with the Indian UGC, and three of them have already established campuses. This initiative aims to provide access to high-quality global education within India, save on foreign education expenses, and promote an international academic environment locally.

Similarly, Sri Lanka currently hosts 66 colleges affiliated with UK and Australian universities. In Bangladesh, several colleges operate in partnership with universities from the UK, Australia, and Malaysia. However, Pakistan and the Maldives have not actively promoted Transnational Education (TNE).

The author is teacher at The Westminster College