NOBEL Academy Higher Secondary School. Under the affiliation of Government of Nepal

Ministry of Education and Sports.

The Ministry of Education and Sports (MOES) was first created in 1951. As an apex educational body in the country, the task of initiating and systematizing educational activities across the kingdom of Nepal lies with this Ministry. The MOES is thus responsible for taking care of planning, management and service delivery systems in the education sector across the country.

All the functional units of the MOES and other constituent and autonomous bodies within the framework of the Ministry are parts of the organization structure geared for achieving the goals and carrying out functions of the MOES. These specialized functional units are established in order to perform and oversee specialized technical activities of educational development. In order to bring educational administration more close to the people so that a conducive environment for people's participation in educational decision-making and management process could be developed the government has established regional and district level educational offices. The central office of the Ministry is responsible for overall policy development, planning, monitoring and evaluation, regional offices are seen as coordinating and monitoring agencies and the district education offices are the main implementing agencies. The Minister of Education, assisted by the State/Assistant Minister, provides political leadership to the Ministry.

Nobel Academy 10+2 is affiliated to Higher Secondary Education Board (HSEB)

1. Introduction

Higher Secondary Board was established under the Higher Secondary Education Act, which came into effect in 1989 AD. The Board is involved in running the 10+2 system in the country. Nepal National Commission of Education 1992 recommended the importance of the 10+2 structure in the education system and viewed it as the first step towards specialization. However, it was felt that the 10+2 structure should essentially focus on the need for addressing middle level manpower requirements and for imparting necessary knowledge and skills to those students who want to continue their education at the undergraduate level.

2. Objectives

The objectives of Higher Secondary Education are:
• To prepare students for the world of work especially in meeting middle level manpower requirements in different fields.
• To prepare students for general higher education and for professional disciplines.

3. Rationale

Creating opportunities for graduates of Secondary Education to pursue higher study is the main intent of the Higher Secondary Education System. However, various other factors in favor of this educational system are mentioned below:

• The 10+2 system is characteristically democratic because, with the opening of 10+2 schools, the SLC pass students in rural areas do not have to miss out further education due to the difficulty of access. Students aiming for higher education can study in their own surroundings.
• This system is basically oriented to addressing the issue of equity in higher education with emphasis on creating a congenial environment for girls and for deprived and disadvantaged groups of people getting this level of education.
• Relevant curricula, quality text materials and the involvement of qualified teachers for effective instructional processes are the major emphases of the 10+2 system. Judged from this standpoint, this system will be successful in producing people with high potentials needed for all-round national development.
• Since SLC pass students are still rather immature, they should not be making firm decisions about higher studies independently, the 10+2 system provides them with constant guidance and counseling services.
• A school is greatly strengthened by older students who can give a lead and example to younger students and the whole intellectual ethos of the school is improved. Similarly, the universities will be greatly improved by having more mature undergraduates who have learned to study by themselves and think critically and clearly.
• The 10+2 structure is significant in bringing about uniformity between educational structures of Nepal and other Asian countries, especially SAARC member states.
  

4. Functions

The main functions of the HSEB are as follows:

• Granting approval for +2 schools.
• Developing and revising curricular and textbook materials.
• Conducting examinations and publishing results.
• Awarding certificates to higher Secondary School graduates.
• Supervising and monitoring Higher Secondary School programs.
• Implementing plans and programs for improving Higher Secondary Education.
• Recruiting technical, professional and administrative staff.
• Designing and implementing training programs for +2 school teachers and other staff.
• Conducting seminars and workshops.
• Undertaking research activities, which focus on various issues in this field.
• Keeping liaison with various national and international institutions.

5. Affiliation

The HSEB may grant affiliation to an Government of Nepal recognized secondary school or an institution willing to open a Higher Secondary School under specified condition relating to physical facilities, qualified teachers, adequate number of students, financial provision, etc. The HSEB till December 1999 affiliated 504 higher secondary schools.

6. Examination

The office of the Controller of Examinations of the HSEB administers the final examinations. Certificates are awarded to those candidates who duly pass the final examination.

Source: HSEB, Sanothimi, Bhaktapur.

Nobel College is affiliated to Pokhara University.

Pokhara University, established in 1996 as fifth University in the country under the government’s policy of adopting a multi-university system in the country with aims to expand the access to higher education. The Prime Minister is the Chancellor of the University and the Pro-Chancellor is the Minister for Education. The Vice Chancellor is the principal administrator of the university. It’s a fast growing University and has, within a very short time, earned a good reputation for excellence in higher studies. Besides Nobel College, there are more than 26 Colleges and other institutions affiliated to Pokhara University. It has been offering 27 different academic programs within the Western region of the country and Kathmandu. Presently, there are about 5,000 students enrolled with the Pokhara University and its affiliated colleges. The central office of the university is located in Pokhara, Kaski district, Western development Region. Pokhara University aims to:

• Increase private participation in higher education
• Improve the quality of edfucation
• Expand the opportunity of higer education in the country
• Supply skilled human resources necessary for national development
• Enhance academic freedom in the university.

Nobel College of Medical Sciences (Diploma in Pharmacy Program) Under the affiliation of CTEVT.

The Council for Technical Education and Vocational Training (CTEVT), constituted in 1989 A.D. (2045 BS), is the policy formulation and coordination body for Technical Education and Vocational Training (TEVT) programs in Nepal. It is a national autonomous body committed to the development of human resources for the Kingdom of Nepal. In particular, CTEVT is concerned with basic and middle level technical education and vocational training. It has an assembly with 24 members and a governing board of nine members, which is known as Council. Minister of Education chairs the Assembly and the Council. The Council has a full time Vice-Chairman and a Member-Secretary and its headquarters is located at Sanothimi, Bhaktapur. The system has about 850 personnel to carry out its functions.

Goals

In order to achieve and attain the mission and vision, CTEVT has set the following goals:

• Ensure organizational stability and continuity.
• Develop policies for managing TEVT sub-sector.
• Coordinate TEVT stakeholders for enhancing efficiency, effectiveness and responsiveness.
• Provide services to TEVT sub-sector and maintain quality of its programs and services.
• Increase self-reliance through income generating activities.
• Prepare competent workforce for TEVT sub-sector.
• Promote training and basis of employment.
• Broaden the access and equity in TEVT activities.
• Encourage participation of business and industry in TEVT activities.
  

Guiding Objectives

The programs and activities of CTEVT are designed as mentioned below. CTEVT will:

• Improve the quality and cost efficiency of the TEVT sub-sector.
• Fulfill its social obligations towards broad access and poverty alleviation.
• Use "rate of employment" as its primary measure for training program success.
• Become a more customer focused and service-oriented organization.
• Shift its focus from implementing to guiding, facilitating and regulating.
• Contribute to the protection of the national job market.
  
  Source: http://www.ctevt.org.np