Context

The 3rd convocation address by Professor Mahendra P Lama at Mid-West University in Nepal's Karnali Province is a contemplative and motivational speech that encapsulates the issues and opportunities of higher education in Nepal, even more so in the context of a young and developing institution. Though the speech is visionary and positive in tone, it also calls for critical examination of how possible it is for such a vision to materialize in a resource-poor and geographically difficult country. As a teaching faculty with deep concerns about the future of tertiary education in Nepal, I feel obligated to dissect the major motifs of the speech, assess their feasibility, and provide constructive critiques.

Professor Lama starts by pointing out the special advantages of a new university such as Mid-West University. He refers to its ability to set its own standards of governance, academic programs, and research agendas without being weighed down by the bureaucratic inefficiencies that traditionally plague older universities. It is a fitting remark since it is intended to elicit the potential of innovation and responsiveness. However, one cannot overlook the ground reality of applying such standards in a zone like Karnali, which is plagued by enormous infrastructural and economic drawbacks.

Though the vision of a "regional university with global orientation and fierce local passion" is commendable, it leads to questions of investment in resources and capacity development. For example, the development of interdisciplinary academic programs and appointment of highly qualified professors will call for significant financial and institutional investment. Is the Government of Nepal, in partnership with international partners, prepared to make such investments? Also, how will Mid-West University balance its international aspirations with its local community's short-term priorities, possibly with greater focus on practical skills and job-oriented education rather than theory?

Professor Lama rightly points out that the quality of higher education cannot be separated from the quality of the secondary schools and colleges that feed them. His suggestion that Mid-West University reach out to secondary schools and colleges in a bid for enhancing diversity and competitiveness is commendable. But that engagement must be more than a series of outreach activities. It must be a process integral to enhancing the quality of secondary schooling, especially in rural and underprivileged zones such as Karnali.

One of the most important questions is rural-urban disparity in education resources. Most of the schools in Karnali do not have adequate infrastructure, trained teachers, or exposure to contemporary teaching materials. Unless the disparities are addressed, the attempt by the university to achieve a competitive and diversified student body could be a failure. Again, the speech does not bring up the point about how government policy can fill this gap. It is a cooperation between civil society, the university, and the authorities with the objective of developing an active environment for education.

The Challenge of First-Generation Students

The address brushes against the issue of disadvantage for first- and second-generation learners, a situation that is all too real in Nepal and India. Professor Lama's insistence that such students must "catch up fast, compete, and achieve earlier" is both exhilarating and intimidating. Though he provides examples of first-generation learners who have gone on to achieve great things, it should be acknowledged that these are too often the exception and not the norm.

The university needs to be active in supporting first-generation students, who might not have the social and cultural capital that students from more educated backgrounds take for granted. This could involve mentoring programs, academic support structures, and bursary schemes. The university also needs to make these students feel welcome by valuing diverse experiences and insights, instead of simply requiring these students to adapt to dominant norms.

The most compelling aspect of Professor Lama's speech is his call for inter-disciplinary studies. His proposition that "the core of learning is inter-disciplinarity" echoes the international consensus for integrated learning. Yet whereas an inter-disciplinary curriculum can be so easily espoused internationally, it is not so easily embraced. Not only does it require a rethinking of conventional academic structure, but also an openness to collaboration among scholars across disciplines. Furthermore, the speech makes no reference to possible resistance to such reforms from within the academy. The faculty members themselves, especially in specialized disciplines, might resist taking up interdisciplinary models that violate traditional boundaries. For this to be surmounted, the university needs to invest in faculty development programs and put in place incentives for interdisciplinary research and teaching.

Local Relevance and Global Ambitions

Professor Lama's proposal that Mid-West University ought to give priority to local themes like hydro diplomacy and climate change is timely and relevant. These are pressing issues that are in alignment with the university's geographical setting and are regionally significant to Nepal and its immediate neighbors. The speech falls short of laying out a clear pathway through which the university may convert these ideas into tangible programs.

For example, developing a course in hydro diplomacy needs not just academic knowledge but also liaison with government ministries, international agencies, and local communities. In the same vein, climate change research on natural resources and livelihoods impacts needs huge investments and technical inputs. The university ought to thus focus on forging strategic partnerships and mobilizing extramural funding in order to undertake these activities.

The speech's focus on new pedagogy and the necessity of going beyond textbooks is a timely reminder of the changing face of education in the age of the internet. But one must also understand that most teachers in Nepal, especially in newer universities, are not trained and equipped to take up such approaches. To surmount this, the university needs to invest in professional development programs that provide teachers with the ability to incorporate technology, fieldwork, and real-world examples into instruction. The university also needs to foster a culture of experimentation and innovation, instead of penalizing failures. Professor Lama's suggestion of promoting reading habits by encouraging families to keep a bookshelf is an excellent one. Nevertheless, it ignores the socio-economic condition of most of the families in Karnali. Books might not be a priority for those families that are struggling to attain basic needs. A more pragmatic step would be for the university to initiate community reading programs and libraries with free access to books and learning materials. The university may also cooperate with local schools and NGOs to promote the culture of reading and literacy from an early age.

The "nichod shakti" or critical mass theory is a potent metaphor for the university's ability to shape national and international agendas. But its realization is not a matter of ambition alone. It is a long-term commitment to research excellence, teaching excellence, and engagement with society. The university must identify its areas of strength and concentrate in those areas where it can make a meaningful contribution. This can include leveraging its geographical location to position itself as a hub of research in mountain ecosystems, climate change, and sustainable development. The university also needs to seek eagerly opportunities for cooperation with international institutions and participation in global academic networks.

A Vision worth Pursuing  

Professor Mahendra P. Lama's convocation speech is a clarion call for Mid-West University and other new Nepalese universities to reinvent themselves. In his message, he beckons a move away from the traditional paradigms and calls for a transformatory trajectory with innovation, inclusiveness, and interdisciplinarity as its cornerstone. He reiterates how the higher educational institutions have to go beyond the traditional pedagogical frontiers and make new strides that promote critical thinking, creativity, and global interconnectedness. Yet realization of this vision is more than rhetoric; it requires a concerted and sustained effort on the part of all stakeholders—government, academia, civil society, and the private sector. The government needs to play a central role in policymaking and implementation in support of academic excellence, research, and institutional autonomy.

Universities and university administrators need to develop an innovation culture by embracing emerging technologies, cross-disciplinary working, and providing students with the competencies needed to thrive in an increasingly complex and interconnected world. Civil society and industry partners also need to take a leading role in shaping the education landscape by enabling the exchange of knowledge, funding research activities, and enabling higher education to be sensitive to the demands of society and the economy. Solving the systemic issues that hold back progress—shortage of funds, outdated curriculum, poor research opportunities, and administrative bureaucracy—requires interventionist policy and collective vision from all stakeholders. Finally, Professor Lama's speech highlights the need to reimagine Nepal's higher education sector anew based on international standards but with local specifics. By building a culture of cooperation, flexibility, and forward-looking leadership, Mid-West University and universities like it can become drivers of national and regional growth, preparing future generations with the skills and knowledge to address the challenges of the 21st century.

As an academic, I am thrilled at the possibilities outlined in the speech but also aware of the challenges that lie ahead. The journey to establish a world-class university in a region like Karnali is undoubtedly arduous but one well worth undertaking. By remaining grounded in local realities while reaching for global excellence, Mid-West University can be a force of hope and renewal for Nepal and the world in general. As Professor Lama says, "A student's life is a rare phase in your long journey." The same might be said of a young university. Let us nurture this phase with care, loyalty, and a shared dedication to building a better tomorrow