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The world’s attention will turn to New York this week as the 78th UN General Assembly takes center stage. Yet, it's notable that several prominent world leaders have chosen to bypass this crucial gathering, citing their busy schedules.

Indian Prime Minister Narendra Modi, Chinese President Xi Jinping, UK Prime Minister Rishi Sunak, and French President Emmanuel Macron are conspicuously absent from the inaugural session of UNGA. Experts say this glaring absence of key leaders, responsible for addressing pressing global issues such as climate change, the Russia-Ukraine conflict, food crises, and achieving the Sustainable Development Goals (SDGs), underscores the waning influence of the UN as a multilateral platform.

However, UN Secretary-General Antonio Guterres maintains a resolute focus on action rather than attendance. He emphasizes that what truly matters is what gets accomplished, especially in revitalizing the lagging SDGs. This year, alongside the customary speeches by heads of state and government, there are five high-level summits slated to tackle the burning issues plaguing our world.

According to the UN, the Climate Action Summit, set for Sept 23, aims to amplify ambitions and hold countries accountable to their international commitments under the 2015 Paris Agreement, particularly in reducing global warming. The summit's key priorities include a global shift to renewable energy, development of sustainable and resilient infrastructure and cities, promoting sustainable agriculture, responsible forest and ocean management, resilience and adaptation to climate impacts, and aligning public and private finance with a net-zero economy.

On the same day, the UN will host the first high-level meeting on universal health coverage, aptly tagged “Moving together to Build a Healthier World”. This meeting is touted as the most significant political gathering ever held on this crucial subject. With over half of the world’s population lacking access to essential health services, and nearly 100m people pushed into extreme poverty due to health costs annually, this event is a pivotal opportunity to secure political commitment from global leaders to prioritize and invest in universal health coverage for all. All nations have pledged to work toward achieving universal health coverage by 2030, encompassing financial risk protection, high-quality healthcare services, and access to safe, effective, quality, and affordable essential medicines and vaccines.

On Sept 24 and 25, the SDG summit will take center stage, marking the first such event since the adoption of the SDG agenda in 2015. Despite some progress toward achieving the 17 sustainable development goals, challenges like climate change and financing gaps have hindered overall progress. Small Island Developing States, least developed countries, and landlocked developing countries are falling behind on their SDG targets. To bridge this gap, significant investments, primarily in developing countries, will be a focal point of this year's discussions. The UN estimates that annual investments ranging from $5trn to $7trn across all sectors are needed to realize the SDGs.

From Nepal, a high-powered delegation led by Prime Minister Pushpa Kamal Dahal, accompanied by Foreign Minister NP Saud and Foreign Secretary Bharat Raj Paudyal, is attending the 78th UNGA. Prime Minister Dahal’s primary objective for this visit is to garner international support to conclude Nepal's long-drawn-out transitional justice process. Before embarking on his journey to New York, Dahal made efforts to advance a bill related to transitional justice that had been languishing in the Legislation Committee of Parliament. Although the specifics of international support are not fully disclosed, it's evident that Dahal seeks some flexibility in the bill to allow for amnesty in addressing human rights issues.

Dahal has held talks with the UN Secretary-General Guterres, covering a broad spectrum of issues. These discussions touched on pressing global concerns, from climate change to sustainable development goals, and emphasized various aspects of Nepal-UN cooperation, including peace efforts. Guterres expressed gratitude to Nepal for its active engagement with the United Nations, especially its substantial contribution to peacekeeping. The two leaders also delved into shared concerns related to climate change, challenges faced by Landlocked Developing Countries (LLDCs), and the crucial role of the government's leadership in Nepal’s journey toward graduation from Least Developed Country (LDC) to developing country, according to the UN spokesperson.

Nepal’s key priorities 

• Climate change: Loss and damage, climate finance 
• UN peacekeeping 
• LDC graduation 
• Rights of land-locked countries 
• SDGs

Formal education at school plays a pivotal role in shaping individuals’ perspectives and behaviors. These initial perspectives serve as the foundation upon which subsequent views and actions are constructed throughout one’s life. Consequently, school education leaves a substantial and lasting impact on individuals. Therefore, school actors must remain highly vigilant in overseeing every event and activity within the school environment. This vigilance is essential because each event can have a profound and enduring impact on individuals’ lives.

In July 2002, Transparency International issued a report highlighting that teachers had become primary targets for both the Maoist rebels and the security forces in Nepal. This situation is particularly noteworthy in a society where teachers hold an esteemed status; they, revered as god and goddess, are also equated as parents of the students.  These unique cultural contextual ties naturally prompt us to ponder as to why teachers found themselves specifically singled out during the insurgency period.

Several factors could be behind this targeting, but many education experts now argue that the school education practices during that time, and even now, lack sensitivity toward conflicts that could take root in the formative years of children; the teaching methods and strategies employed were insufficiently attuned to the potential generation of conflicts; students from diverse backgrounds, including differences in learning capacities, cultural heritage, ethnicity, and caste, often did not receive the sensitive treatment they needed within the school environment. Additionally, these students often faced bullying and harassment. Corporal punishment of students was commonly accepted and practiced. As a result, certain binary oppositions were instilled in the young minds of students, such as males versus females, the rich versus the poor, Dalit versus non-Dalits, ethnic versus non-ethnic people, and Pahade versus Madhesi, among others. These binaries left negative imprints on young minds, fostering a readiness to oppose those on binary oppositions. Corporal punishment might have also contributed in building a deep-seated anguish and agony in students toward the teachers, and/or others opposed to their views. When these individuals became embroiled in conflicts, they subconsciously targeted their perceived adversaries as a form of retribution. If one were to endorse this perspective, it is disheartening to observe that no meaningful actions have been taken to date to introduce conflict-sensitive education or implement conflict-sensitive teaching strategies at the school level education.

Certain common school education practices inadvertently contribute to the development of a conflict-prone mindset and behaviors within the school environment. For instance, many schools form separate teams based on gender, creating a division between girls and boys. Some historical events, which are celebrated for their bravery and glory, are often presented in the class, in a way that (that) emphasizes the cast or ethnicity of the individuals involved. In the same strain, some specific qualities are assumed/attributed to the students readily in the class in terms of their ethnic, social and linguistic backgrounds while conducting various teaching-learning activities. But these practices only serve to perpetuate disparities and divisions among students from various backgrounds, including different castes, ethnicities, gender, geographical locations, and socioeconomic and cultural groups providing a fertile ground for the germination of a conflict-prone mindset. 

The competitive teaching approach is usually practiced among students at schools to motivate learning and achievements at the cost of collaboration and teamwork. Instead of learning together, in a competitive teaching approach students may view their peers as rivals, which can hinder a cooperative environment. The fear of failure or falling behind their peers can have detrimental effects on mental health and overall well-being of students. Intense competition can lead to increased stress and anxiety among students. Competitive teaching can exacerbate inequalities among students. Students from privileged backgrounds or with access to additional resources may have an advantage, while others may struggle to keep up. As a result, a highly competitive classroom environment can strain teacher-student relationships, as teachers may be perceived as judges or enforcers of competition rather than facilitators of learning. It, then, unintentionally, results in developing conflict-prone mindsets in students.  

Other prevalent teaching methods often center around competition, fostering a sense of rivalry among students. Competition establishes a hierarchy where excellent performers inhabit a higher pedestal, receiving preferential treatment and higher rankings, while those lagging behind land lower positions. This again unintentionally creates a division between high and low achievers, potentially leading to a conflict-prone atmosphere. There is no universally perfect teaching method that guarantees the creation of an inclusive environment and equal learning outcomes. However, one can exhibit sensitivity in choosing a teaching approach that maximizes learning opportunity for everyone. This, in turn, reduces the likelihood of creating conflicting situations and minimizes the risks associated with a divisive learning environment.

Education is not merely about imparting knowledge; it’s also about shaping attitudes, fostering understanding and equipping individuals with essential life skills. In today’s interconnected and diverse world, the ability to navigate conflicts effectively and with sensitivity is a crucial skill. Teaching methods that promote conflict sensitivity is of paramount importance.  Summing up, selection of conflict-sensitive teaching strategies is essential for nurturing well-rounded individuals, who possess the knowledge, skills, and attitudes needed to thrive in an increasingly diverse and complex world. By promoting empathy, critical thinking, effective communication and conflict resolution skills, these strategies play a pivotal role in shaping a more peaceful, inclusive and just society. Educators, policymakers and institutions have a collective responsibility to prioritize the incorporation of conflict-sensitive teaching strategies into educational curricula to prepare students for the challenges and opportunities of the 21st century. Teachers should also receive training in conflict-sensitive education methods and practices to better understand and address the potential sources of conflict that may grip young minds. 

As the long-anticipated Electricity Bill 2023 was introduced in the federal parliament by the government, certain aspects of the legislation have raised concerns within the private sector.

The Independent Power Producers Association, Nepal (IPPAN), has strongly objected, asserting that the government's proposed bill appears to diminish the private sector's role in advancing the country's energy sector development.

In a press conference held on Sunday, IPPAN has called for revisions to 12 specific provisions of the Electricity Bill. They are advocating for the private sector's increased involvement in the hydropower sector, akin to the provisions outlined in the Electricity Act of 1992, to be incorporated into the new electricity legislation. IPPAN is proposing that the private sector should be entrusted with the responsibility of identifying and developing hydropower projects. In contrast, the Electricity Bill 2023 currently suggests that the government will handle the survey and detailed design of these projects and subsequently invite private sector participation through competitive licensing. IPPAN argues that this provision would essentially limit the private sector's role in the construction phase of hydropower projects. 

IPPAN also has concerns regarding the proposed permit durations for privately developed hydropower projects. According to Section 19, Clause 1(a) of the Electricity Bill-2023, the permit duration has been adjusted to 50 years for reservoir hydropower projects and 45 years for other types of hydropower projects. IPPAN is advocating for the retention of provisions similar to those in the Electricity Act of 1992, where hydropower developers were granted a five-year period for survey licenses and 50-year generation licenses. 

One provision within the bill stipulates that hydropower projects initiated and managed by the government of Nepal, provinces, and local authorities, either individually or through joint investments, will receive permits without the need for competitive processes. IPPAN President Ganesh Karki has insisted on the elimination of this provision and has urged for the establishment of equitable conditions that apply to all parties involved. "It appears that the government intends to independently pursue high-quality projects while leaving only the remaining projects for the private sector's involvement," said Karki.

Independent power producers (IPPs) have asserted that the private sector demonstrates greater efficiency in constructing hydropower projects compared to government-led endeavors. They contend that hydropower projects operated by the government can be up to three times more expensive than those overseen by the private sector.

IPPAN President Karki expressed his dissatisfaction with the bill's introduction, highlighting that there was no prior formal dialogue with the private sector. This lack of consultation, in his view, diminishes the private sector's role. He has also called for amendments to the bill to incorporate the private sector's demands.

However, IPPAN has welcomed the provision within the bill that opens the door for the private sector to engage in power trading. IPPAN stated, "This will introduce competition in electricity pricing, ultimately benefiting consumers."

Once the bill receives parliamentary endorsement and presidential authentication, Nepali private sector entities, traditionally involved exclusively in electricity generation, will gain the opportunity to participate in power trading. Currently, the state-owned Nepal Electricity Authority (NEA) holds a monopoly on power trading.

This marks a significant transformation in the power sector, as it permits private enterprises to actively engage in the buying and selling of electricity. The proposed legislation seeks to establish a framework that facilitates private sector participation and fosters competition within the power trading market.

The Nepali private sector, including independent power producers, has long advocated for their inclusion in power trading. This demand arises from the fact that the Nepal Electricity Authority (NEA) currently monopolizes power purchase agreements (PPAs), leaving no other entity in the country authorized to enter into such agreements. The bill suggests that the Energy Ministry should grant licenses to registered entities with the intent of engaging in power trade.

Recently, the news regarding discussion over shortening the four-year undergraduate degree caught my attention. As per news reports, such a need was felt due to high drop-out rates and no employment guarantee after completing the course. It has also come to light that the four-year course often takes five years to complete, and students struggle to financially support their studies. In this context, rather than returning to the three-year bachelor's degree, the university should develop concrete plans to ensure that the four-year degree adheres to the academic calendar and is completed within four years. 

Furthermore, the university should introduce new curricula that are industry-friendly, bridging the gap between the classroom and the real business world. These curricula should link academic courses to business profiles with the potential to thrive anywhere in the world.

In this short piece, my primary focus lies on how the curriculum can be revised to mitigate the significant drop-out rates. While my ideas may be more pertinent to the Information Technology and Management fields, they can offer valuable insights to the ongoing discussions. The curriculum should be designed with the goal of empowering students to apply their classroom knowledge in real-world situations or the business world. For instance, in the context of Business Communication, a subject tailored for management students, we can integrate courses like e-commerce, report writing and interpersonal communication, among others. When studying e-commerce, students could have the opportunity to visit actual e-commerce businesses to gain practical insights into their operations. Additionally, inviting founders or co-founders to share their entrepreneurial journeys in the classroom could serve as a source of inspiration for students contemplating the initiation of their own e-commerce ventures.

Prospects of Freelancing/Outsourcing

We live in a globally interconnected world. Despite living in a land-locked country, we can contribute significantly in the knowledge industry. Nepali university graduates can work on projects where distance and weight are not taken into consideration. They can become the workforce of European or the US companies if they champion certain skill sets. Taxation on the income earned through foreign exchange is quite lower compared to income earned through salary or investment in Nepal. As per the report, information technology services brought Rs 67 billion rupees to Nepal, with joint efforts of 106 information technology companies and some 15,000 freelancers.

By championing certain skill sets I mean acquiring skills and extending knowledge areas that are being sold faster than others. Several online workforce platforms, such as Upwork, Fiverr, Freelancer, and PeoplePerHour, have gained global recognition. Their statistics show top jobs or skills that sell more than others. Based on their real-time data, interactions and jobs, they also rank certain skills and sub-skills. They also rank those skills based on their nature like technology, marketing, customer service and admin, accounting and consulting, design and creative etc. Among the skills Upwork ranked for 2023, full stack development, front-end development, back-end development and mobile-app development are skills that sell the most under tech skills. Similarly, search engine optimization, social media marketing, search engine marketing, email marketing are some most salable skill sets under marketing. Likewise, under customer support and admin, email, phone and chat support, virtual assistance, data entry, digital project management, research and transcription are the most in-demand skills. There are accounting and creative skills which are also in demand encompassing skills from recruiting and talent sourcing to graphic design and business analysis to video editing.

Developing Skills from Colleges to Beyond

My concern is that the university students can link their academics to a number of salable skills including the mentioned ones. They can create clubs in their respective college where they can discuss and share their knowledge related to the skill set. There can be a front-end development club, digital marketing club, virtual assistance and data entry club, translation and subtitle club and many other clubs that can work together for common good. For the successful operation of such clubs, the college management can also facilitate and provide expert counseling and coaching. The students that do not have clubs in their colleges can hone their skills independently taking classes in training centers.

The benefits of such platforms are tremendous. Technology has also made society homogenous. Nationality and national borders have blurred. A Kenyan teacher assists to write research papers to a British university graduate student and a Nepali software engineer works with a Dutch programmer to create a global web application owned by an American. You need to showcase your portfolio in a detailed and precise manner and start applying to those related to your skills. Most of the jobs in those platforms are looking for skills that our university students may possess. Rest of the details like race, nationality, age, sex do not matter. Hence, young graduates need to pick up a skill or two based on their interest and existing knowledge. They then need to hone their skills, and need to apply the skills to job providers in the global online marketplace.

According to the 2023 financial report from Payoneer, an American financial services company, there has been a significant increase in demand for skills such as programming, marketing, project management, and web design over the past year. The report also highlights that 46% of freelancers experienced an increase in demand for their work, indicating a growing reliance on freelancers by businesses. Nepali university graduates should join this global freelancing trend to financially support their studies. Some may even progress to the next level by forming companies and teams, potentially achieving millionaire status within a few years.