If we analyze the current curriculum up to the secondary level, we observe a wide range of subjects, including literature, physics, chemistry, biology, social education, moral education, grammar, and health. However, there is a noticeable absence of any focus on the fundamental laws of the country. As a result, students graduating from secondary education often lack fundamental knowledge about legal provisions that directly impact their lives.

This gap becomes particularly evident when individuals enter the workforce. In the context of Nepal, after completing secondary education (+2), many students either enter the workforce or continue their studies while simultaneously working. At this stage, alongside technical knowledge in their chosen field, understanding essential legal provisions becomes vital. Many young individuals, while pursuing further education or engaging in part-time employment, are unaware of crucial legal aspects such as labor laws, taxation, civic code, consumer rights and others. This lack of awareness can make them vulnerable to exploitation.

For instance, knowledge of labor laws is crucial for employees to ensure they are not exploited. Without an understanding of the minimum wage rate, overtime pay, or occupational safety provisions, employees may face underpayment or unsafe working conditions.

Similarly, awareness of basic taxation rules is important. A lack of understanding of taxation, especially provisions like Tax Deducted at Source (TDS), may lead to unjustified deductions from their salaries in the name of tax.

Further, for aspiring entrepreneurs, understanding laws related to business operations is equally important. Basic knowledge about company registration, VAT requirements, applicable tax rates, and available concessions can significantly impact the success of their ventures. Additionally, individuals should be aware of consumer rights and civic responsibilities to ensure that they can effectively exercise their rights and fulfill their duties as responsible citizens.

The question arises: How and when should basic legal education be imparted to the general public? A practical and effective solution would be to modify the existing curriculum to include foundational legal education. Teaching students about fundamental laws, such as labor rights, taxation, consumer protection, and civic duties, at an early stage would equip them with life skills essential for navigating adulthood.

I feel that, the curriculum can be modified as follows, 

Introduction of basic legal studies

Introduce a dedicated subject or module on ‘Civic and Legal Education’ from middle school onwards, covering topics such as fundamental rights and duties, labor laws, taxation, consumer rights, and cyber safety.

Interactive teaching methods

Beyond theoretical knowledge, case studies, role-plays, and real-life scenarios to make legal education engaging and relatable can be incorporated. This could simulate real-world scenarios where students could learn about employment contracts, tax calculations, and workplace rights, providing them with hands-on experience.

Integration with existing subjects and technology driven learning

Embed legal concepts within existing subjects like social studies and economics to ensure a holistic understanding and developing digital platforms or apps to provide accessible and interactive legal education for students and the general public could also aid. 

By implementing these modifications, students will be equipped with the knowledge and skills to protect their rights and fulfill their responsibilities as informed citizens.  Law should not be treated solely as a subject for professional legal degrees but as a fundamental area of knowledge for every individual. A basic understanding of the country’s laws can empower citizens, foster responsibility, and create a more informed and participative society. Such an initiative would not only reduce instances of exploitation but also foster a culture of legal awareness, accountability, and social justice, contributing to the nation’s overall progress.

Sudiksha Timalsina

CAP III, The Institute of Chartered Accountants of Nepal