CHAPTER 1 INTRODUCTION 1.

1 BACKGROUND

With the gradual rise of more complex civilizations in the river valleys of Egypt and Babylonia, knowledge became too complicated to transmit directly from person to person and from generation to generation. To be able to function in complex societies, man needed some way of accumulating, recording, and preserving his cultural heritage. So with the rise of trade, government, and formal religion came the invention of writing, by about 3100 BC. Because firsthand experience in everyday living could not teach such skills as writing and reading, a place devoted exclusively to learning in the school appeared. With the school appeared a group of adults specially designated as teachers the scribes of the court and the priests of the temple. The children were either in the vast majority who continued to learn exclusively by an informal apprenticeship or the tiny minority who received formal schooling. The method of learning was memorization, and the motivation was the fear of harsh physical discipline. In the Middle East the Jews were the most insistent that all children regardless of class be educated. In the 1st century the Jews established elementary schools where boys from about 6 to 13 years of age probably learned rudimentary mathematics and certainly learned reading and writing. The main concern was the study of the first five books of the Old Testament-the Pentateuch-and the precepts of the oral tradition that had grown up around them. The vast majority of schools remained in a state of stagnation during the17th and 18th centuries. By and large, the teachers were incompetent and the discipline cruel. The learning methods were drill and memorization of words, sentences, and facts that the children often did not understand. Most members of the lower classes got no schooling whatsoever, and what some did get was at the hands of teachers who often were themselves barely educated. There were lack secondary schools and the universities the linguistic narrowness and otherworldliness of classical studies persisted. Farther from real life than it had in the 16th, because Latin had ceased to be the language of commerce or the exclusive language of religion. Education should begin, therefore, with the child's observation of actual objects or, if not the objects themselves, models or pictures of them.
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1.2 History of education in Nepal

History of Education has established itself as a leading, international, peer-reviewed journal, focusing on the history of education in all parts of the world. The history of education is the history of teaching and learning. Each generation, since the beginning of human evolution and writing, has sought to pass on cultural and social values, traditions, morality, religion and skills to the next generation. The passing on of culture is also known as enculturation and the learning of social values and behaviors is socialization. The history of the curricula of such education reflects human history itself, the history of knowledge, beliefs, skills and cultures of humanity. History of educations is same in most of the cases. In case of world history first of all it was very difficult to take education because in most of the country it was believed that education takes people towards lightness, and this was not good for cruel royal family. Because in most of the part of the world there was cruel royal system. In pre-literate societies, education was achieved orally and through observation and imitation. The young learned informally from their parents, extended family and grandparents. At later stages of their lives, they received instruction of a more structured and formal nature, imparted by people not necessarily related, in the context of initiation, religion or ritual. All people start it think that why education is important for them. With the development of writing, it became possible for stories, poetry, knowledge, beliefs, and customs to be recorded and passed on more accurately to people out of earshot and to future generations. In many societies, the spread of literacy was slow morality and illiteracy remained predominant for much of the population for centuries and even millennia. Literacy in preindustrial societies was associated with civil administration, law, long distance trade or commerce, and religion. A formal schooling in literacy was often only available to a small part of the population, either at religious institutions or for the wealthy who could afford to pay for their tutors. The earliest known universities, or places of higher education, started teaching a millennium or more ago. In this way people start to read and begin to gain knowledge about education. At first, the history of Nepal began with the establishment of first school in 1853(Durbar high school). Although, this was first school, Nepali people could not get admitted to it.

This is because the school was established for the purpose of giving education only to Rana family. This education was only for ruling rana families their courtiers, their relatives and for rich people. Schooling for the general people began only after 1951 when a popular movement ended the autocratic Rana family regime and initiated a democratic system. After rana regime the mission school was open like Birendra sainik, Nepal police school and in private Galaxy Boarding School, Lincoln boarding were opened. In the past fifty years, there has been a dramatic expansion of educational facilities

1.2.1 Present education in Nepal

Now, education of today is with the stage of development. In present the education system and technology is very different than the old System. Education in Nepal is structured as school education and higher education. School education includes primary level of grades 1-5, lower secondary and secondary levels of grades 6-8 and 9-10 respectively. Pre-primary level of education is also available in certain areas. Six years of age is the prescribed age for admission into grade one. A national level School Leaving Certificate Examination is conducted at the end of grade ten. Grades 11 and 12 are considered as higher secondary level. Higher Secondary Education Board supervises higher secondary schools which are mostly under private management. Previously these grades were under the university system and were run as proficiency certificate level. Though some universities still offer these programs, the policy now is to integrate these grades into the school system. Education of today is good in comparison to past. Everybody have a right to be educated, there is no any discrimination between each other. Teacher used different technology in teaching sector .

1.2.2Development of education in Nepal

We are in 21st century where education had a lot of progress. Education deals with human beings. We should know what skills and abilities we intend to inculcate in our youths in the 21st century so as to enable them to cope with the needs of the emerging society. At the same time, we should be able to determine what our people need to acquire in order to cope with the time to come. Education binds together the past and the future of our societies. It is through education we sustain our culture, values and beliefs, and inculcate ideas in our youths. If we incorporate the contemporary skills and abilities in our system of education, we can equip our
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future generation with the necessary skills and abilities to cope comfortably with the emerging societies without causing much harm to our tradition. We believe that in the future the world will be more competitive than it was before, there will be more use of technology in many aspects of life than before, and there will be a growing feeling of globalization. The argument is that our people in the future will need to be more competent, more skillful, more knowledgeable, more informed, more flexible, more creative, and more responsive to what is happening around as well as in other parts of the world. It is also our feeling that we have to be prepared to cope with the new way of life with the skills and abilities necessary for the emerging society if we want not to be left far behind the mainstream of world development. One way of addressing this challenge is to bring about necessary changes in our education system which is the main source of human resource development. For that purpose we were trying to visualize the future, in my opinion, when we talked about the preparation for the 21st century. Putting it another way, talking about the 21st century is a way to play a proactive role in the preparation for the future. That is why the countries which initiated early preparations stared the 21st century long before it actually began in other countries. The reason is that doing this helps us prepare ourselves for the future. This is important in order for us to be able to face the emerging societies which are dominated by technology and knowledge.

1.3 Introduction of Nepal police school:

Nepal Police School popularly known as Police School was established in 2040 to help educating children of police personnel. NPS is an exclusive co-educational residential school affiliated to SLC board and HSEB in Nepal. It is a not profit making academic institution opened under the welfare program of Nepal Police Organization. There are seven regional Police Schools in Nepal established under umbrella institutional set up of central school at Sanga, Kavre. Eastern Regional Police Boarding High School, Dharan Mid-Regional Police Boarding High School, Rautahat Western Regional Police Boarding High School, Belchautara Mid-Western Regional Police Boarding High School, Dang Nepal Police School, Kathmandu Safe and healthy school environment and free from pollution is inspiring learning condition to children. The school campus has spread over 1200 Ropanies of land on the growing forest and orchard of the southern sloped sunny hills of Sanga spreading needful infrastructure in panoramic set up at NasikaVDC-2, Sanga. The main objective is to impart quality boarding school education to children of police personnel and selected children of civilians [upto40%] as well. Nepal police school schools explore students potential for all round development, keeping discipline at its core. Nepal police school motto is Better Schooling for Ideal Citizens. NPS is committed to transforming the students into globally competent citizens or leaders who can lead tomorrows world. We specifically aim at producing skilled and efficient human resources by grooming students in a homely and warm atmosphere. There are different student who come from different part of the country in order to gain knowledge. Nepal police school provides different kind of game, sports, and cultural programs and always organizes football match every year.

1.4 Statement of the problem

CHAPTER 2 Data Presentation and Analysis 2.1 presentations of data Table 1:

YEAR 2007 2008 2009 2010 2011 2012 A total Revenue collected from 2007 TO 2012 Total revenue 43,40,000 56,,75,600 51,29,600 70,80,000 96,80,785 88,56,950 Primary 22,75,875 18,00,000 25,00,000 25,75,800 40,00,000 3800000 Secondary Higher secondary

12,75,795 7,88,330 25,75,500 13,00,100 15,55,000 10,74,600 29,65,755 15,38,445 36,80,600 20,00,185 38,80,767 11,96,183 Source: Annual Report of NPS

As shown in the table there is revenue collected from five academic years from 2007 to 2012. We can see that in year 2011, Nepal police school has collected high amount of revenue is Rs 96, 80,785. In this year the revenue collected was very high as c comparing to other academic year. The revenue collected from primary section was 4000000 also the highest revenue collected. The revenue collected from secondary section is Rs 36, 80, 600 and the revenue collected from higher secondary section is also higher. Similarly in the year 2007 there is low revenue collected as well as low revenue collected from primary level secondary level and higher secondary level. Figure 1:
4,500,000 4,000,000 3,500,000 3,000,000 2,500,000 2,000,000 1,500,000 1,000,000 500,000 0 2007 2008 2009 2010 2011 2012 Primary Secondary Higher secondary

Source: Annual Report of NPS 7

As shown in the figure, in year the primary section has collected high amount of revenue. The revenue collected in that year is 4000000 and primary year it has collected low revenue in year 2008 which is 1800000.secondary section has collected high amount of revenue in the year 2012 is 3880767and in year 2007 it has collected low amount of revenue is 1275875.Where higher secondary section has collected high amount of revenue in year 2011 and it has collected low amount of revenue in year 2007. Total revenue of the school is in increasing order because of raise in fee of student.

Table no 2: Total number of student APPEARING SLC FROM 2007 TO 2012 Year 2007 2008 2009 2010 2011 2012 Total no of student appearing SLC 152 165 140 125 105 115 DISTINCTION 18 12 26 32 14 36 FIRST DIV SECOND DIV 45 55 25 36 22 25 PASS 20 29 11 25 24 12 FAIL 0 1 0 3 0 0

69 68 78 29 45 42 Source: Field visit

Total no of student appearing SLC

180 160 140 120 100 80 60 40 20 0 2007 2008 2009 2010 2011 2012 Total no of student appearing SLC

Total no of student appearing SLC in 2007

DISTINCTION FIRST DIV SECOND DIV PASS FAIL

TOTAL NUMBER OF TEACHER IN ACADEMIC YEAR 2007 TO 2012 year 2007 2008 2009 2010 2011 2012 Total no of teacher 55 60 60 55 48 56 primary 20 26 16 19 18 22 secondary 22 20 19 17 14 18 Higher secondary 15 14 25 19 12 16

Total number of student in each academic year2007 to 2012 year 2007 2008 2009 2010 2011 2012 Total student 1240 1260 1120 1416 1584 1200 primary 640 600 520 768 780 500 secondary 375 540 455 558 580 500 H. secondary 225 120 145 90 224 200

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CHPATER 3 SUMMEY NAD CONCLUSION

3.1 SUMMARY
In this project work Performance Analysis of Nepal Police School, there are briefly summarize about the background of Nepalese education, development of Nepalese education, objectives of Nepalese education. Problem of education and limitation of education are explained in introduction phase. This phase helps to understand about the different aspect of education and present situation of education in Nepal. In research methodology there has been mention the method to collect the primary data as well as secondary data. In data presentation and analysis there is data of total revenue collected in academic year, total number of student, student appearing SLC, total number of teacher etc are included. There are table and figures of the data of different year which help to understand the education policies in Nepal.

3.2 CONCLUSION
After making the complete report writing the conclusion are: It helps to fulfill giving opportunities to employees. It helps to decrease the employed turnover rate. Governments should arrange educational program in every part of the country. Governments should provide educational facilities to the remote areas. Governments should have active full support to the educational areas.

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3.3 RECOMMENDATION:
To give sustainability to education the support from governments and educational association are very essential. Although educational association have less participation in the educational program but no program are forthcoming so far.

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