An exploration of students’ and teachers’ experiences of the new grading system in Secondary Education Examinations in Chitwan District of Nepal

This study explores students’ and teachers’ experiences with Nepal's new Secondary Education Examination (SEE). This system was introduced in 2016 as part of the abolition of the School Leaving Certificate (SLC) examinations and the reduction of examination pressure through a new letter-graded system. The study is firmly rooted in a constructivist and phenomenological approach, reflecting a commitment to understanding lived experience and subjective meaning. Qualitative data were collected from students, teachers, and government officials in the Chitwan District through focus group discussions and semi-structured interviews. The findings indicate that the SEE system, which has reduced students' examination stress and fear of failure, has not been implemented uniformly, nor have the examination concerns been addressed uniformly. Students liked the ‘no-fail’ system but were uneasy about the implications of its ‘GPA’ calculation and, in general, its fairness. Teachers preferred the reduction in workload and the increase in the pass rate but felt that there was no clear guidance on the procedure for implementing the syllabus and a complete lack of technical support, including training. Educationalists saw the underlying value of the reform but insisted that greater standardisation of examinations and assessments, as well as greater teacher training, is now needed. In general terms, the participants indicated that, although the SEE is a step towards educational reform, much greater emphasis on the policy's overall direction is required. The study has significant implications for the Ministry of Education, Non-Governmental Organisations (NGOs) and International Non-Governmental Organisations (INGOs), and donor organisations, if education in Nepal is to be fulfilled in its true educational meaning and purpose.