Rethinking SEE

A few houses away from mine, a girl is studying in Grade 10. These days, her life looks very different from what it used to be. Since just after Dashain, she has been waking up very early, often before 6 in the morning. By the time most people begin their day, she is already dressed and preparing for school. Her routine does not end there. After school hours, she attends extra classes. When she returns home, she takes a short rest and then starts studying again late into the evening. Her entire day now moves around one thing the Secondary Education Examination (SEE).

Her family has also changed their daily habits. Her father talks frequently about her upcoming results. There is both hope and anxiety in his voice. He could not achieve what he once wished for in his own education, so perhaps he now sees that dream in his daughter. At home, even small things are carefully managed. Her younger brother, who studies in Grade 7, has been told not to disturb her. The house feels quieter than before, almost as if everyone is part of the same exam preparation.

In theory, SEE is only an academic examination. It is meant to assess what students have learned over the years. But in practice, it has taken on a much bigger role. For many students, SEE is not just about passing or failing. It is about meeting expectations. Schools want high GPAs to show their performance. Parents hope their children will do better than others. Relatives and neighbors often compare results. Slowly, the exam becomes something heavy, something that students carry in their minds all the time. At this stage of life, students are still growing in many ways. They are learning how to think, how to interact, and how to understand the world around them. But during SEE preparation, their life becomes limited. Most of their time is spent in classrooms, tuition classes, or at study tables. There is very little space left for rest, hobbies, or even simple conversations. In such a situation, learning often becomes mechanical. 

Today, Nepal’s education system defines school education as continuing up to Grade 12. If that is the case, then it is worth asking why there is such a strong national-level examination at the end of Grade 10. In the past, when the SLC examination existed, Grade 10 was the final stage of school education. After that, students moved into higher education under universities. At that time, having a national-level exam at Grade 10 made sense. But now, the structure has changed. Grades 11 and 12 are also part of school education. Many people still treat SEE as a turning point in life. Students are often told that their future depends on it. This creates unnecessary fear. Some students begin to believe that one exam will decide everything, which is not true in reality. There have been discussions about reforming or even removing SEE, but progress has been slow. It seems that we are still holding on to the old system without fully adjusting to the new structure.

Apart from the pressure, there are also practical issues connected to SEE. Conducting a national-level examination every year requires a large amount of effort. Question papers have to be prepared, printed, and transported to different parts of the country. Examination centres must be arranged, and teachers are assigned for supervision. This process involves both time and money. The law speaks about free and compulsory education, but students are still required to pay registration and examination fees for SEE. Another issue is related to time management. After the SEE exams are completed, students often have to wait for a long time to receive their results. Because of this delay, the admission process for Grade 11 also gets delayed. In some cases, students cannot begin their new classes on time. This gap affects their learning habits. When students stay out of academic engagement for a long period, it becomes difficult for them to regain focus.

In recent times, there have been some positive discussions about improving education. There is more awareness of reducing unnecessary tuition and focusing on continuous assessment. These steps show that change is possible. However, if SEE continues in the same way, the overall pressure on students will remain. SEE has been part of Nepal’s education system for a long time. It has played an important role in the past. But today, the situation is different. For many students, SEE has become a source of stress rather than a simple assessment. It puts pressure not only on students, but also on families. Instead of supporting learning, it sometimes creates fear. So, it is important to ask whether we need to continue this system in the  same way.