Nov 27, Kathmandu- Most of the study reports from the Educational Quality Testing Center so far have shown that the achievements of the upper classes are worse than those of the lower classes.

The study of the center under the Ministry of Education, Science, and Technology has shown the overall learning achievement of school-level students. The study found that the achievement in class 8 is lower than in classes 3 and 5.

Achievements in mathematics and science are even worse than other subjects. Chandra Kant Bhusal, director general of the center, said that the overall poor performance of the students was raised with special interest and concern. He said that the learning level of a large number of students is below the level of the respective class and there is a big gap between the expected curriculum and the received curriculum.

In the 15 years since the center was established, 13 national achievement tests have been completed so far. In Nepal, the group of high achievers is very small. In the absence of special efforts to reduce the gap of such poor learning conditions, it is self-evident that it will have a direct effect on the learning of upper classes,'' it is said in the annual report published by the center, 2079/080. "Language skills in particular affect both receptiveness and productivity, as a result, any subject's learning potential can be stifled".

The report said that since the mathematics curriculum is built on the foundation of the concept of learning in the lower grades, it can have a direct and serious impact on the learning of the upper grades as it depends on the lower grades or if it is not strong enough to climb to the upper grades. Similarly, there is a large disparity in learning achievement and school type between provinces. The relationship between students' academic achievement and socio-economic status is significant.

The report pointed out that if special efforts are not made, the students' achievement will be weakened, they will lose interest and confidence in studying, they will be forced to fail or leave the class in the middle. Even if the students complete their studies, there is a risk that the possibility of choosing a subject that they can study in the upper class will be narrow, and eventually, their life chances will be stunted.

The center has been conducting student achievement level tests and other reading and skill tests for classes 5, 8, and 10 in English, Mathematics, Nepali, and Science. From the center, 'testing based on early learning and development criteria', school performance testing, and educational programs conducted by various agencies, under the education for all child development program, with the financial support of UNICEF, the learning and development level of children at the early childhood development center and the performance of the child development center are being tested.

Bhusal, director general of the center said that in the performance test of the school, 82 percent of the schools have achieved a level of around 40 points or up to 70 points. A total of 16 percent of the schools scored up to 90 points and performed at a moderate level. He informed that 2% of the schools failed to get 40% marks and were classified as poor. According to him, so far only seven schools in the country have been able to identify themselves in the high performance category by getting 90 percent or more.

Since it was not possible with the approved program and budget for the financial year 2079/80 from the center, two hundred and eighty child development centers, and schools were selected for testing through a sample testing method.

Selected child development centers are Ilam, Khotang, Morang, Sunsari, Parsa, Rautahat, Sarlahi, Chitwan, Kathmandu, Lalitpur, Makwanpur, Sindhupalchok, Baglung, Gorkha, Kaski, Myagdi, Navalparasi East, Banke, Dang, Palpa, Rupandehi, Dailekh, Jajarkot. , Jumla, Rukum West, Surkhet, Acham, Baitadi, Doti, and Kailali are 30 districts. The examiner personally attended the child development center and collected the details of the 15 selected children.

The Center (ERO) was established in Kartik 2066 after the School Reform Plan, 2066-2072 envisages a separate body for testing the learning achievement level of students and testing the performance of educational institutions and teaching institutions in Nepal.