Oct 4, Kathmandu- At first glance, it is difficult to believe that the two states are lagging behind due to the flat land, fertile land for agricultural produce, transport facilities, etc., but this area is the weakest in education. None of the districts in the two states has been declared literate so far.

The literacy rate in the age group of 15 to 60 years is only 49.54 percent in this state. Rautahat has a literacy rate of 41.69 percent. Parsa district, which is said to have the highest literacy rate, has a literacy rate of only 76.98 percent. The primary level enrollment rate is 95.7 percent. 4.3 percent of the school-age group, 37.2 percent of the basic level (grades 6 to 8), and 43.7 percent of the children of class 9 and 10 are out of school. About 153,809 basic-level children are still out of school. According to the latest statistics, at the national level, a total of 3.6 percent of children drop out of school, while 2.91 percent of the children in State 2 drop out of school. In Siraha, 4 percent of children drop out of the middle class while in Saptari, 2.3 percent of children drop out of the middle class. In-State 2, 6.41 percent of students repeat classes.

 According to the Economic Survey, 2020-21 A.D. made public by 2, the ratio of primary teachers in the state is 1: 210 (210 per teacher) and 1: 190 (190 per teacher) at the lower secondary level. Similarly, at the basic level, the student-teacher ratio is 1: 277 (277 per teacher). Most local-level education branches are run by retired teachers. There are no employees. The local education department has not been able to match the teaching posts even in the existing places. The teachers of the so-called big schools have not been able to be transferred as the transfer of one teacher will create a stir in the state government.

The 'Save the Daughter, Educate the Daughter' program has not been effective even though bicycle distribution, public service preparation, and daughter education insurance program has been implemented for the students studying in class VIII. Moreover, the lunch program launched by other federal governments has not been effective. The total number of students in the school, which operates from child development to class 10, is 5,000. The school has also disbursed up to Rs 3.5 million annually, according to the heads of the local education department. There are less than 2,000 students in those schools. Even though the number of students in such schools is known, the education department has remained silent. Not in a position to do anything.

It is unthinkable that there will be no improvement in education if there is no transparent implementation of monitoring and implementation of other scholarship-related programs including teacher vacancy matching and lunch programs. The country cannot develop unless infrastructure education is developed. Therefore, it is possible not to envisage the development of education in the two states until the programs related to education are implemented smoothly.