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Professor K. K. Aggarwal is the President of South Asian University, New Delhi, India. Before joining SAU, he was chairman of the National Board of Accreditation and founder vice-chancellor of Guru Gobind Singh Indraprastha University, Delhi. South Asian University started in 2010 and is the flagship project of the South Asian Association for Regional Cooperation (SAARC). Prof Aggarwal was on a day trip to Nepal on 26 May, and Kamal Dev Bhattarai of ApEx interviewed him regarding SAU, his future plans, challenges, and opportunities associated with the university.

What was the basic concept behind the establishment of South Asian University?

I think the basic concept was that in the South Asian region, where all the countries are developing countries with limited resources, we should develop a platform for a niche area of academic and research, so that all the bright students of SAARC countries can train and use their knowledge for the development of their respective countries. The concept was also to create a platform to bring together distinguished professors from SAARC countries, regardless of where they are based. That was the reason why the university was prepared to pay anything to get distinguished professors. The concept was great, but somehow, the implementation was lacking and the idea was also diluted.

What are the reasons for the dilution of this great concept? 

I think the primary reason was that setting up the campus took time. The university shifted to a permanent building only last year; before that, the university was running from Akbar Bhawan, Chanakyapuri. The governing board's practice of meeting once a year is another challenge. The last board meeting happened after a six-year hiatus. When running a university, many things have to be decided quickly. I believe the given structure should have been changed for quick decisions. We need a dynamic structure of decision-making for rapidly changing scenarios.

Lately, there have been reports that South Asian University is facing a financial crisis. Is it so?

Yes, the university is indeed facing a financial crisis. There are two parts of expenditure on the university. As far as the building part is concerned, India will take care of it by agreement. As for the operational expenditure part, there is an agreement which stipulates every country pays its decided portion. Now, for whatever reason or financial difficulties, many countries have not been able to pay their decided portion for some time. Some countries have not contributed in years. This means there are irregularities in the payment of each country's respective share of the university's operational expenses. This is why the university is currently facing a financial crunch.

What is your immediate plan to address the current financial crisis of SAU??

My immediate plan is to request every country. Everyone I met promised to ensure regular payment. I hope they keep their word, and soon enough, we will get their respective share, and difficulties will be resolved. I am also requesting the secretary general of SAARC if they can find an effective mechanism. Because they are the common body for all SAARC countries, I believe they can facilitate the process more smoothly. Also, if the government of India could somehow find a mechanism to temporarily or provisionally take over financial responsibilities from those countries who cannot pay timely and outline how it can be done, it would be beneficial. As the president of the university, my duty is to not let the university suffer for lack of funds. 

What is your plan in terms of the overall development of South Asian University, including introducing new courses that meet the challenges of the rapidly changing scenarios of the region?

My plan for the university is to stretch my imagination and find out what the common needs of the South Asian region are, and work on that. If even you cannot find the common needs for all the countries, the common need for three or four countries should be prioritized. There are several areas of common interest, such as Hill studies, coastline studies, disaster management, and emerging technology like Artificial Intelligence. These are things that we will explore in the coming days.

“I believe that our main purpose in life is to leave the world a better place than we found it”

Wendy Shew, from California, US, is the driving force behind Building Education, a non-profit striving to transform lives through education. Inspired by her volunteer work in India and moved by the devastation of the earthquakes of 2015, Shew founded Building Education in 2017 with a vision of providing safe schools and equal opportunities for children worldwide. Beyond her philanthropic endeavors, she is an ultramarathon runner, trekker, and a fashion enthusiast, embodying resilience and compassion in all her pursuits. Nesum Limbu from ApEx talked to Shew about her organization and her projects in Nepal. Excerpts: 

What is the inspiration behind Building Education?

At the age of eight, seeing my mother’s battle with lung cancer instilled in me a profound understanding of mortality and the significance of living a purposeful life. This awareness later drove me to embark on a six-year journey across Asia, Europe, and Africa, where I volunteered extensively. Seeing some of the world’s most impoverished communities, I recognized the transformative power of education. Volunteering at an orphanage in India, I witnessed firsthand how access to education offered marginalized girls a pathway to a better future. Education, I realized, not only empowers individuals but also breaks the cycle of generational poverty, impacting lives for generations to come. This realization propelled me to advocate for education as a fundamental tool for societal transformation, echoing the profound impact it had on my own life.

What are the core values and mission of Building Education?

Building Education’s Mission serves to build safe schools in developing countries to end the cycle of extreme poverty. In collaboration with the local government, schools, and partner organizations, we aim to transform rural villages into prosperous, dignified communities. We believe in a world where every child has an equal opportunity to education.

The first initiative of Building Education took place in a Nepali slum where poverty and death rates were extremely high. Establishing a school was our first move in offering young people a safe haven. Understanding the importance of education, we promoted electricity as a means of increasing access to information and technology. Three years of immersive engagement taught us profound lessons in combating generational poverty, from funding missteps to witnessing transformative change.

Over four years, the metamorphosis of this community was palpable, as children once marginalized in slums became articulate, aspirational individuals. This illuminated the reciprocal nature of education, where growth transcends academics, nurturing dreams, and empowering communities. Upon completing our inaugural village project, the realization dawned that our model could be replicated, prompting us to envision broader impact across Nepal.

How were you drawn to Nepal as a focus area for your work in education?

In October 2014, I was in India and I heard Nepal being described as ‘heaven’ by the locals, prompting a spontaneous decision to make my journey there as a solo traveler. Knowing nothing about Nepal and with no prior research, I was taken aback upon arrival by the striking resemblance of the people to myself, feeling a familial connection with a taxi driver. One memorable instance was when, in a rush to visit Pashupatinath, I found myself without the address of my hostel, leading to a two-hour taxi ride with a non-English-speaking driver until I stumbled upon my destination, profoundly grateful for the assistance of the Nepali people in my time of need.

Despite warnings from others, I felt compelled to reciprocate the kindness I had received when disaster struck Nepal in April 2015, prompting me to seek out volunteering opportunities online. Discovering All Hands & Hearts, an organization directly involved in disaster relief, I promptly signed up and booked a flight to Nepal. Upon arrival, I immersed myself in various volunteer tasks, including clearing rubble, constructing temporary schools and homes, and aiding in displacement camps. All this would later go on to become groundwork for starting Building Education.

Can you tell us about the challenges faced by children in accessing education in rural communities? How does Building Education aim to address them?

Building Education’s projects are focused on uplifting the most disadvantaged and marginalized communities in Nepal, including the Chepang community, an indigenous group with a history of nomadic living in the Himalayan region. In these communities, only one percent of females are literate, with boys starting farming at the age of seven and girls being married off at 14, often facing early motherhood and severe food scarcity.

Last year, our journey to Karnali Province took us to Jumla and Mugu District, where we faced arduous travel, including a 60+ hour drive followed by a five-hour hike to reach Karnali Secondary School. Along the way, encounters with locals struggling with basic math underscored the consequences of educational deprivation. When we arrived at the school, we saw dilapidated structures with a lack of basic amenities like drinking water.

Building Education’s ‘School of Life’ model tackles multidimensional poverty by rebuilding safe facilities, installing water systems, providing energy, and introducing hydroponics for food. By collaborating with local municipalities, we want to ensure access to quality education and infrastructure development, empowering communities in Nepal’s Far West to overcome the challenges they face.

What has Building Education done to improve the quality of education in rural schools and communities?

When building our fourth school, Boomerang Primary School in Dhading, we expanded a five-classroom school into eight classrooms. That way, the school could facilitate one more grade. We provided brand new desks as the students were sitting on the floor to study. We built a playground. We installed a water harvesting tank so that children could have access to drinking water. We partnered with the local municipality to provide additional, better-quality teachers to support the school. They built the road so we could transport materials, and they installed grid electricity in the area.

Remarkably, our support enabled the first university graduate in her family—a girl in pharmaceutical studies—ushering in transformative change for future generations.

What are your future plans and aspirations for Building Education? What are your hopes for the future of the education system in Nepal?

We are currently searching for two different kinds of partner organizations: one that can support teacher training and school management, and the other that can offer curriculum or school learning sessions that let students learn actively and experientially, particularly in order to become engineers and acquire the necessary technical and technological skills.

We hope to make a greater impact in Nepal and reach our goals of 1,000 schools and 1,000,000 lives no matter how long it takes. We are headed to Jajarkot since there was an earthquake there recently. We want to find out what kind of support is needed and what sort of additional infrastructural support is needed in schools that are already there.

Samriddhi School is an institution dedicated to nurturing creativity and fostering a passion for knowledge and discovery in its students. Here, learners are valued for their curiosity and encouraged to explore, rather than being treated as rote memorization machines. The school emphasizes a comprehensive academic orientation, focusing on Science, Technology, English/Engineering, Arts, and Mathematics (STEAM). Additionally, it prioritizes other key areas essential for overall academic achievement and sustained excellence. ApEx interviewed Chandra Mani Maharjan, +2 academic director of the school, to gain insights into the school and its educational philosophy.

What are the considerations that students have to take for further studies after Secondary Education Examination (SEE)?

There are numerous fields that students can choose after SEE like Science, Management, Humanities, Law, A-Level, Medical Courses, CTEVT etc. Every field has its own benefits and importance. After SEE, students should choose the field wisely considering their interest, future plans, aims and goals rather than following their friends. 

The next step is finding the best school that will help students achieve their goal. Before choosing and getting admission in school, students should know about the school. The major features that students should consider in a school are: a) teaching faculties; b) academic achievements; c) infrastructure; d) facilities provided to students; e) co-curricular and extra-curricular activities; and f) location and school environment.

How would you describe your school as a center for quality education?

Samriddhi School (+2), it is not merely a place of learning; it is a melting pot of cultures, ideas, and aspirations. It is a place where differences are not just tolerated but celebrated, where individuals are encouraged to embrace their uniqueness and learn from one another. It’s a school for the 21st century where learning is fun and life-long. Samriddhi School is committed to inspiring and motivating students to achieve the highest standards of intellectual development as well as personal growth, through a stimulating and comprehensive educational program. In this institution, we believe in upholding high standards with an absolute commitment to strive to understand and improve the educational process, using team strategies, while wholly centering on a student’s achievement.

We envision Samriddhi School as a dynamic and inspiring educational institution that sets an example for the learning community. We are committed to providing an outstanding learning environment to our students, to enable them to excel and thrive in a complex, constantly changing world, getting more interconnected by the day.

The mission of Samriddhi School is to produce lifelong learners with a value system that turns them into good human beings. Honesty, integrity, and sincerity are values that form the strong foundation on which we build an educational process, culminating in academic and personal success of our students.

Why should students choose Samriddhi School?

Samriddhi School is established by the qualified and experienced group of academicians at Kathmandu-16, Balaju with well-furnished digital classroom, spacious cafeteria, modernized library, sophisticated computer lab, event hall and ample playground.

Besides providing the quality education best on the NEB curriculum, it focuses on holistic development of the student through various events and activities. Here at Samriddhi, students get the opportunity to learn from the qualified, trained and well experienced teaching faculties. The innovative teaching methodology adopted by the teaching faculties with audio-visual, presentation and demonstration approach, will help students to understand the subjects matters easily and this is one of the major reasons for acquiring best academic achievement every year. 

In this current dynamic and changing era, besides the standard formal education, if students are not unable to prepare and equipped themselves with the necessary skills, they won’t be able to compete in the global market. Taking this into consideration, Samriddhi School has been following best educational practices that includes a rich curriculum and other necessary skills. We provide different skills as per the capability and interest of the students. Through the various co-curricular activities, we have been providing our students, different skills like communication skills, presentation skills and leadership skills. Competitions like business startup challenge, Shark Tank will help the students develop the knowledge of entrepreneurship among the students.

Besides that, we have also been providing additional IT courses like IT essential through Samriddhi Cisco Academy and coding classes.

Throughout the year, students of the internal management team organize other different club-based activities through various clubs like Sports club, Social club, Cultural club, Art club, IT club, Entrepreneurs’ club, Photography club, Literature club, Music club, Dance club etc. These events help our students to show and sharpen their potential in various fields and eventually make them competitive in the global arena.   

How can the education sector contribute to solving the issue of brain drain?

The emigration of highly skilled and educated individuals from one country to another, has been a growing concern for our nation. The major factors for this issue are limited opportunities, a discriminated education system, no accessible and affordable education, a desire for quality education, specialized fields of study, research opportunities, social and economic factors, education priorities and enhanced career prospects.

We can begin to reverse the brain drain by taking effective measures. We can, for example, create an environment in the education sector that nurtures talent, shows pathways or provides rewarding career prospects to retain skilled professionals from going abroad. This will also help in driving sustainable growth of our country.

This Saturday, May 19, marks the completion of 11 years of Bagmati Cleanup Mega Campaign. Initiated with the simple yet powerful concept of encouraging people to volunteer for at least two hours every Saturday morning to clean the Bagmati river, the campaign has evolved into a movement of sorts, thanks to the dedication and commitment of countless individuals who have tirelessly contributed their time and effort to this cause. The impact of this initiative has transcended its original scope, inspiring similar clean-up drives not across the country. 

Leela Mani Paudyal, former chief secretary of the Nepal government and former Nepali ambassador to China, is one of the campaigners of this cause. He has been actively involved in the campaign since its inception. In an interview with Pratik Ghimire of ApEx, Paudyal shares his insights into the various facets of the campaign, shedding light on its journey, challenges, achievements, and future endeavors.

The Bagmati Cleanup Mega Campaign has now completed its 11th year, spanning an impressive 575 weeks. Let’s delve into the inception of this remarkable initiative.

Before the start of the Bagmati Cleanup Mega Campaign on 19 May 2013, several efforts were made to clean the Bagmati river, but unfortunately, none of them sustained continuity. Despite the government’s plan to mobilize 1m volunteers annually for various tasks, including the Bagmati Cleaning Campaign, it struggled to maintain momentum. However, the landscape changed when a coalition of individuals and organizations, such as the Gayatri family, ESGS, Arjun Dharel of Ace Travels, the Advertising Association, and the Artist Association, approached me with a proposal to bring 500 volunteers from India to assist in the Bagmati cleanup effort.

However, I found it uncomfortable to mobilize Indian volunteers to address the pollution issues plaguing our river, which we, as Nepalis, had contributed to. It became clear to me that it was our duty to rectify the damage we had caused. Subsequently, I engaged with the Secretary of the Urban Development Ministry and initiated the mega campaign, coinciding with the Ministry’s foundation day on May 19. Although the campaign was initiated by the government, we opted to continue it on a voluntary basis, maintaining its momentum and spirit to this day.

I must highlight the invaluable contribution of Arjun Dharel, who generously shouldered the promotional and advertising aspects of the campaign at his own expense, as part of his company’s Corporate Social Responsibility (CSR) efforts. Numerous other individuals and organizations have played crucial roles in sustaining and advancing this campaign by making it huge each day.

Do you believe that involving the younger generation in the campaign will enhance its sustainability and ensure its continuation for many more years?

The Bagmati Cleanup Mega Campaign operates solely on the spirit of voluntarism, devoid of any formal committees or leadership structures. There are no financial donations collected, nor are there any associated bank accounts. This campaign is driven entirely by volunteers, with no designated leaders; rather, each participant assumes personal responsibility for the task of cleaning the Bagmati river.

Although there is no formal leadership, those who were heavily involved in the campaign from its inception and continue to participate regularly convene weekly. During these meetings, we used to review the progress of the previous week’s efforts and strategize on how to mobilize volunteers for the upcoming week as with each passing week, more individuals and organizations joined the cause, contributing to the campaign’s momentum and impact.

Involving the younger generation in the campaign will indeed significantly enhance its sustainability and longevity. We have actively worked to encourage their participation by promoting the campaign in schools, colleges, and universities. Many young people have responded positively and joined the mega campaign. From the outset, we have maintained an open invitation policy, welcoming as many individuals as possible to join our cause. Despite the absence of formal leadership, we are more than willing to hand over the reins to the youth, empowering them to lead and drive the campaign forward.

How far has the campaign come in these 11 years?

Many people believe that our efforts have solely focused on collecting waste from the river, but that is not the case. In addition to removing approximately 20,000 metric tons of waste, we have also contributed to the revitalization of the Bagmati river corridor by planting over 6,000 trees. Furthermore, parks and walking pavements have been constructed along the riverbank, with various organizations taking the lead on these initiatives. For instance, Sankha Park was built by the Non-Resident Nepali Association (NRNA). We have organized many promotional campaigns to invite people to join the campaign by organizing poem, essay and photo competitions. 

Moreover, the impact of the Bagmati campaign has extended beyond its immediate surroundings. Inspired by our initiative, numerous cleaning campaigns have been initiated across the nation. While we initially spearheaded these efforts, local communities have since taken ownership and continued the work to this day.

It would be unjust to claim sole credit for the success of this campaign. It has been achieved through the tireless efforts of thousands of campaigners, even in my absence. This collective dedication and hard work have been the driving force behind our progress.

The High Powered Committee for the Integrated Development of the Bagmati Civilization (HPCIDBC) receives budget allocations annually, yet significant progress has been lacking. Additionally, there have been accusations of irregular activities. What are your thoughts on this matter?

According to reports, the HPCIDBC has spent approximately Rs 20bn thus far. Initially established with the purpose of improving the sewerage system, it has made some progress in building this infrastructure. However, there have been challenges in effectively collecting sewage within the system, resulting in untreated sewage being directly discharged into the river.

Since the inception of the project, we had raised concerns about the technical feasibility of extending the sewerage system along the two lanes of the entire 27-kilometer stretch of the Bagmati river in Kathmandu valley. Such an undertaking would entail massive infrastructure development and pose difficulties in collecting sewage from across the valley to a single point. Instead, we had suggested that the HPCIDBC focus on constructing sewage collection and treatment facilities at shorter intervals, perhaps every two to three kilometers. However, the committee has allocated significant funds to large-scale projects that appear to lack viability. I continue to emphasize that the primary responsibility of the HPCIDBC should be the improvement of the sewerage system. The government should task it solely with this responsibility, rather than involving it in beautification and other projects. 

It is disheartening to see that the HPCIDBC has transformed the Bagmati river into what resembles more of a canal, primarily due to the construction of walls along both sides of the river. This alteration not only disrupts the natural flow and ecology of the river but also diminishes its aesthetic and recreational value.

Regarding the allegations of irregular activities, while I cannot personally guarantee their veracity, given the rumors surrounding them, it is imperative that the government’s investigative institutions thoroughly examine the matter.

Where do you envision in the next 12 years of Bagmati Cleanup Mega Campaign?

In the coming years, we are poised to expand the mega campaign beyond solely cleaning the Bagmati river; it will evolve into a volunteer-driven initiative dedicated to preserving our heritage as well. Over the next 12 years, we anticipate a growing network of individuals and organizations rallying behind this cause. Alongside, we’ll witness the influx of younger generations, bringing with them fresh ideas and innovative approaches to the campaign.

I extend an earnest invitation to everyone to join this movement because, as the saying goes, ‘If you are not part of the solution, you are part of the problem’. This campaign is not bound by finite start and end dates; rather, it is a continuous effort with ever-expanding goals.

Furthermore, I urge individuals to adhere to the 5R rule—Refuse, Reduce, Reuse, Repurpose, Recycle—as a guiding principle for waste management. By embracing these practices, we can collectively contribute to a cleaner and more sustainable environment for ourselves and future generations.