Editing Talk:Main Page (section)

== Evolution of School Libraries in Nepal ==

Evolution of School Libraries in Nepal
Introduction

School libraries in Nepal have undergone significant changes over the decades. Though they were once rare or under‑resourced, the role of school libraries has gradually evolved in education policy and practice. Today, they are increasingly recognized as important for literacy, lifelong learning, and student engagement. However, many challenges remain, and reforms are needed to fully realize their potential.

Historical Development and Status
Early Status

A National Education Commission report from 1992 highlighted weak infrastructure for school libraries in Nepal. It noted that libraries — even in university campuses — were “not satisfactory,” and that there was no national library policy or legal framework for libraries. 
Nepal in Data

For many schools, libraries either did not exist or were very minimal, lacking trained staff, proper book collections, and dedicated space. 
National Diet Library
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sllim.sljol.info
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A 2011 study of three public school libraries in Kathmandu found that many students did not use the library regularly: 74% of students surveyed were not library “members,” and typical usage was limited to reference or textbooks rather than recreational reading. 
TUCL eLibrary

Role of NGOs and External Support

Non-governmental organizations have played a key role in establishing and supporting school libraries. Since around 2010, the Educational Resource and Development Center, Nepal (ERDCN) in partnership with Room to Read has run a School Library Program (SLP) that builds and supports child‑friendly libraries in rural schools. 
britishcouncil.org.np
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According to Room to Read and news reports, the NGO has helped set up thousands of school libraries across Nepal. 
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The SLP has also integrated ICT modules to help make library use more modern and relevant, especially in rural contexts. 
NepJol

Reforms and Policy Changes
Government Initiatives

As part of education sector reforms, the Nepalese government has introduced a “one school, one library” policy. According to a 2016 report, schools were instructed to allocate dedicated space for libraries, even for primary-level institutions. 
National Diet Library

The same report describes the development of a library manual, as well as training for teachers (many of whom double as librarians), to help them manage school libraries more effectively. 
National Diet Library

The Ministry of Education has made it compulsory for primary schools to have a library stocked with non-curricular books (e.g., storybooks, general knowledge, poems) to encourage reading habits. 
Educate Nepal

Education Sector Reform Programs

Broader education reform initiatives such as the School Sector Reform Plan (SSRP) and the School Sector Development Programme (SSDP) have emphasized early-grade reading and literacy. 
elibrary.ku.edu.np

The National Early Grade Reading Program (NEGRP), launched in 2014, is part of this push; while not exclusively a library program, it complements school libraries by promoting reading culture among young children. 
elibrary.ku.edu.np

Policy documents (like the 2018 National Curriculum Framework) and newer education policy drafts mention the importance of establishing and maintaining school libraries. 
elibrary.ku.edu.np

Challenges and Current Issues

Resource Constraints: Many schools that have “libraries” lack sufficient books, updated materials, shelving, proper furniture, and trained library staff. 
National Diet Library

Underutilization: Even when libraries exist, student engagement is often low. Studies suggest that students primarily use libraries for reference and exam preparation, rather than for leisure reading or inquiry-based learning. 
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Sustainability: NGO-led library programs (like those by Room to Read) face sustainability challenges. After initial setup, continued funding, maintenance, and technical support are vital. 
NepJol

Geographic Inequality: Schools in rural and remote areas often lack access to well-resourced libraries. While many NGO-supported libraries exist, coverage is uneven, and not all schools can afford to maintain them independently. 
myRepublica

Policy Implementation Gaps: Although policies exist, their implementation varies. Some schools might lack guidance, or funds allocated for libraries may be minimal, affecting the quality of library services. 
National Diet Library

Future Needs and Recommendations

Strengthen Policy Enforcement

Fully implement the “one school, one library” goal, especially in under-resourced and rural schools.

Allocate dedicated budget lines in school and district-level education planning for library infrastructure, staffing, and collection development.

Build Human Capacity

Provide professional training for teacher‑librarians on library management, reading promotion, and integrating ICT.

Develop a library curriculum or modules for teacher education programs.

Expand Collections and Access

Ensure that school libraries carry a mix of curricular, reference, and recreational books, including local-language and culturally relevant titles.

Use digital technologies to supplement physical collections; establish digital reading corners or e‑library access, especially in remote schools.

Sustainability and Community Engagement

Encourage community, parent-teacher associations, and local NGOs to support and sustain school library operations.

Set up systems of monitoring, evaluation, and reporting to measure library usage, learning outcomes, and impact on reading culture.

Partnerships and Innovation

Scale up partnerships with NGOs like Room to Read, but also leverage government‑NGO partnerships for longer-term institutional support.

Pilot new models like mobile libraries, reading clubs, and peer-led book sharing to reach schools without permanent library space.

Promote library advocacy: hold reading events, national library days, and reading campaigns to raise awareness of libraries’ role in education and development.

Conclusion

The evolution of school libraries in Nepal reflects a slow but steady recognition of their importance in supporting literacy, learning, and holistic education. Through decades of neglect, reform efforts now emphasize universal access and better resource provision. However, achieving this vision still requires concerted effort: better policy implementation, funding, capacity building, and community engagement all play a critical role. By investing in school libraries, Nepal can nurture a stronger reading culture, support lifelong learning, and equip its students to be more curious, informed, and empowered citizens.

References

Siwakoti, Sharada. Status of School Library Development in Nepal. Sri Lankan Journal of Librarianship & Information Management, 2005. 
sllim.sljol.info

Adhikari, Ek Raj. School Library, its Use and Practice: A Study on Three Public School Libraries of Kathmandu District. Thesis, TU College, 2011. 
TUCL eLibrary

“SLP Research with ICT Modules by ERDCN in Rural Areas of Nepal.” Prateet Baskota, Kiran Shrestha, Devendra Rawal. Sudurpaschim Spectrum. 
NepJol

“Room to Read opens 48 school libraries in Kapilvastu.” myRepublica, August/September 2025. 
myRepublica
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British Council Nepal. Teaching & Learning Book, section on Educational Resource and Development Center Nepal and School Library Program. 
britishcouncil.org.np

“Summary of damages and losses in education sector” (2016), report on school libraries condition & reconstruction. 
National Diet Library

International Journal of Educational Review. Sigdel, Surya & Sharma, Mani Ram. Use of Library for Promoting Students’ Learning, 2023. 
E-Journal Universitas Bengkulu

“Establishing a Better and Improved Public School System in Nepal.” CMI Nepal. 
CMI Nepal