Abstract

The research highlights the pressing need for flexible examination policies in Nepal's education system, specifically during board examinations. Current inflexible policies fail to account for situations like serious illnesses, family deaths or any emergencies, forcing students either to take exams under distressing situations or experience major delays in their academic progress. This rigidity has a detrimental effect on students' mental health, motivation, and future opportunities. 

The study highlights multiple case studies, including students forced to take exams amidst personal tragedies, and showing the severe long-term effects on their well-being and academic records. It advocates for the implementation of policies consisting of emergency or special examinations, internal evaluations, and attendance waivers to ensure academic fairness and support students' well-being during unexpected situations. Additionally, the article recommends establishing clear procedures and oversight committees to manage and verify emergency situations, ensuring that genuine cases receive special consideration.

The article also recommends a structured framework for handling these emergencies, including clear documentation, application procedures, and a review committee to oversee the process. By adopting these recommendations, Nepal's education system can better support students' academic and emotional needs, aligning with global standards of educational fairness, equity, and effective approach to academic assessments.

Introduction

Board exams are critical junctures in students' academic lives, determining their future educational and career opportunities. Despite their importance, students may encounter emergency situations such as health-related issues, family loss, or any emergencies that prevent them from attending board exams. When students are unable to attend their board exams, they risk losing the most valuable of all: their time, opportunities for further studies, and professional development. However, currently, in Nepal, no policy exists to accommodate these circumstances. Regardless of whether a student has lost a parent or experienced a serious illness, they are still required to attend the board anyhow. Failure to do so can result in the loss of an entire academic year or disrupt their future career prospects.

Due to the lack of a policy,  students are being penalized for situations beyond their control. The rigidity of the current examination system can significantly hinder a student's academic progress. When students miss exams due to uncontrollable circumstances, they often have to wait an entire year or semester to retake them, with stars—symbols indicating a second or more attempt after failing—on their transcripts, delaying their education and disadvantaging them compared to their peers. This delay affects not only their academic timeline but also their motivation and mental health, creating a sense of hopelessness and frustration. 

If a student has timely fulfilled all the course requirements and attendance throughout the academic year or semester, their hard work must not be sabotaged and career prospects must not be jeopardized simply because they could not show up for the board exams due to unavoidable circumstances. Quality education is our constitutional right and our education system should ensure that every student succeeds. Therefore, a student’s success shall not fall victim to our administrative mismanagement and inefficiency. 

Bone of Contention: Academic Fairness in Unforeseen Circumstances during Board Exams

Students are sometimes taken ill before or during an exam or assessment deadline, or their performance is affected by other unexpected events that are beyond their control. It is unfair to penalize students for such emergencies. The current system in Nepal, which mandates attendance regardless of personal emergencies, fails to account for the diverse challenges students might face. Issues such as health crises, family emergencies, or other uncontrollable events can significantly hinder a student’s ability to take exams. This rigidity leads to long-term economic disadvantages and limits their ability to achieve their career goals.

Moreover, the lack of an accommodating policy exacerbates the stress and anxiety among students, potentially affecting their mental health and overall well-being. The Ministry of Education should implement flexible policies that allow for alternative examination dates or supplementary exams in cases of genuine emergencies. Implementing such policies would not only uphold the principles of fairness and equity but also align with global educational standards, where many countries have provisions for emergency situations. For instance, in terms of the UK's GCSE, if students are disadvantaged due to illness or unavoidable circumstances beyond their control during their exams, authorities can sometimes make mark adjustments as part of a process called special consideration. Likewise, in Australia’s Special provisions, students facing significant disadvantages are given adjustments, such as extra time or separate rooms, to ensure they have a fair chance to perform. Furthermore, New Zealand’s Special Assessment Conditions (SAC) provide similar support by offering accommodations like reader-writers or assistive technology for students with disabilities or temporary conditions. Finally, Singapore’s Special Consideration framework allows for the adjustment of marks or rescheduling of exams for students who face severe illnesses or other serious emergencies.

Alongside the inconsistencies within the examination policies, the lack of clarity becomes more apparent when we examine the data management and information sharing processes within the government bodies responsible for overseeing the education system at various levels. One example includes the authors aimed to get detailed data from the National Examination Board (NEB) about the total number of students in grades 10 (Exhibit 1) and 12 (Exhibit 12) who missed exams over the years and the reasons behind it. They tried to get this information by filing a Right to Information (RTI) application. However, the NEB did not provide any information when they first asked. They made a second attempt with another RTI application, but unfortunately, no form of follow-up updates were received.

Exhibit 1: RTI application filed and registered at NEB on 2081/03/24 seeking information for a total number of students of grade 10 who remained absent from 2074 B.S. to 2080 B.S.

Exhibit 2: RTI application filed and registered at NEB on 2081/03/24 seeking information for a total number of students of grade 12 who remained absent from 2074 B.S. to 2080 B.S.

The above examples call for the need to improve data accessibility and communication within educational authorities to facilitate better research and policy-making while also ensuring that attempts from researchers alongside challenges faced by students are not met with silence.

In conclusion, addressing academic fairness during unforeseen circumstances is essential for the holistic development of students. 

For the purpose of brevity, problems faced by students during board exams at various levels of education are divided into three points.

1. Secondary level or SEE:

Secondary Education Examination (SEE), normally scheduled from March to April each year, is conducted by the National Examination Board (NEB) — an autonomous body that handles the Secondary and Higher Secondary Board  Examination in Nepal. 

In Nepal, 10th-grade board exams (SEE) are important for the continuation of senior secondary education. On completion of the 10th-grade board exam, students are required to choose a singular ‘stream’ of subjects such as science, management and arts (humanities) to study at the senior secondary level. Additionally, higher Secondary schools often consider Secondary Education Examination (SEE) scores for admission to higher secondary disciplines like sciences, management, humanities, or other courses in the absence of admission tests. Thus the exams turn out to be the deciding factor in deciding in which stream will the student be comfortable. Furthermore, the SEE scores are also often considered to provide scholarships and admissions discounts by many higher secondary schools over the nation. 

Even though SEE exams are extremely important for the continuation of senior secondary education, there is no provision of special consideration for students who face emergencies during the 10th board examination. 

Cases:

Due to the rigidity of the board exams students are compelled to sit for exams even during their parents’ death or funeral rites. 

When students are forced to take exams during their parents’ death or funeral, they are unable to cope with loss and maintain their mental health. This can have long-term psychological effects, including prolonged grief, depression, and anxiety. It is essential to acknowledge that students are not just academic machines but individuals with emotional needs that must be respected and met.

A. Sangam and Saugat Chhetri's Case: 

Image: Sangam and Saugat Chettri taking their SEE exams amidst their father's death.

Sangam Chettri and Saugat Chettri sat for their SEE exams just four days after their father's death. In Syangja, at the Saraswati Secondary School examination center in Putalibazar Municipality 4, two brothers, Sangam and Saugaat Chhetri, took the Secondary Education Examination (SEE).

B. Sabin and Santosh Dangol's case

  Image: Sabin and Santosh Dangol participating in their board exams amidst their mother's death.

Two brothers, Sabin and Santosh Dangol, participated in their board exams in Hetauda while in mourning for their mother, who passed away 11 days earlier. Despite their grief, they had to attend the exams. 

C. Aavash Pandey's case:

Image: Aavash Pandey taking his board exam amidst their father's death.

Aavash Pandey from Pokhariya, Belbari-9, Morang, participated in his board exams while in mourning for his deceased father. Despite being in the middle of performing his father's funeral rites, he had to attend the exam. He couldn’t even properly conduct funeral rites and duty towards his father, who had guided him throughout his life.

D. Suraj B.K's case

 

Image: Suraj participating in their board exams amidst his mourning.

Suraj B.K., a student from Buchakhani Secondary School, Tanahun, took his SEE exams at Dharma Secondary School exam center in Bhimad-6 while in mourning.

E. Kishor Mahara's case

Image: Kishor Mahara taking his board exam amidst their father's death.

Kishor Mahara from Patan Municipality-4, Baitadi, participated in the SEE exams at Nepal Rastriya Secondary School exam center in Surnaya Rural Municipality-2 while in mourning for his father. His father had passed away on Chaitra 12 after falling from a cliff. 

F. Alok Jaiswal’s case:

Alok Jaiswal, a 17-year-old high school student at Eager Bridge Boarding Secondary School (EBBSS), was diagnosed with appendicitis just one day before his SEE Examination. He experienced moderate to severe pain for 30 minutes while performing his first day's SEE paper; after 30 minutes, the pain became unbearable to him, and he consulted the invigilator. The invigilator suggested he bow his head on the bench, but the pain only worsened. Unable to handle the pain, he went to the principal’s office.

The principal called his parents and the doctor. The doctor administered two pain-killing injections, but they didn't work either. He was advised to visit the provincial hospital, but due to the risk of getting an NG (Non-Graded), he decided to finish the exam in pain. Immediately after completing his exam, he went to the hospital.

The doctors at the provincial hospital advised ignoring the SEE exams this year and re-taking them next year, as surgery needed to be done within three days. However, his parents didn't agree to delay the SEE, so they went to Karnali Care International Hospital. After his parents requested to continue his SEE for about seven days, the doctor decided to give painkillers and pancreas-relaxing injections. Every day, Alok had to receive numerous medications and injections — about 4-5 injections before every exam in the exam center. Even after those injections, the pain persisted. He somehow completed his SEE amidst the appendicitis chaos. After completing the SEE, he immediately underwent surgery. When the result was published, however, He was upset with his low-marked transcripts.

Alok suggested, for these kinds of situations, there should be some kind of provision to tackle emergencies. 

2. Higher Secondary Level or Grade 12:

The 12th Grade board examinations, normally scheduled from April to June each year, are conducted by the National Examination Board (NEB) located in Sanothimi, Bhaktapur, Nepal. The scores achieved in the 12th Grade board exams are considered very important for receiving scholarships and admission into major professional courses, training programmes or National Institute such as IOM, IOE, IoST, and Faculty of Law through competitive exams like CEE, IOE entrance exam, IoST entrance exam,  law entrance exam and various entrance tests conducted by various universities in Nepal. 

Unsurprisingly, NEB has no provision for special consideration, when emergency situations arise during 12th board examinations. The lack of special consideration policy during the board exams affects many students directly or indirectly each year. Some of the incidents are reported below. 

Shared Experiences:

Aavash Subedi's Experience:

"I personally experienced the lack of special consideration policy when I was diagnosed with jaundice just two days before my Grade 12 board examination. I immediately informed my high school about the situation and asked for guidance. My high school suggested that either I drop the exam and take it the following year or sit for exams regardless of the severity of the disease that I was suffering from. However, delaying my progress for a year was unthinkable for me."

"Even worse, I didn't have access to re-exams—an alternative opportunity exam, if someone fails in two or fewer subjects in board exams. Since I would have to retake all my subjects, re-exams weren't an option for me. Even if I had taken re-exams—which was impossible—my transcripts would be full of stars. I had no choice but to take the exams despite my condition."

"With no option to delay or halt the exams, I had to take them despite the jaundice. During the exams, My concentration was low, I felt fatigued, and I had an overall feeling of malaise. Unsurprisingly, my papers didn't go well as planned. Despite the discomfort, I had to complete all the exams without any adjustments or extensions. It was painful to see my transcripts with the lowest scores I had ever received in my academic career. Because of the high importance of the 12th-grade transcripts, it made me feel like thrown under the bus."

3. Higher Education (Undergraduate and Graduate):

As per the latest Economic Survey Report 2022/23, the number of students in Nepal’s universities and affiliated campuses has grown significantly, increasing by 22.6 percent in just one year, from 556,797 in FY 2020/21 to 682,589 in FY 2021/22. Of the total 687,421 students studying in the country’s 11 universities and affiliated campuses, a large majority, 78.2 per cent, are enrolled in Tribhuvan University, with the remaining 21.8 per cent attending other universities.

The Tribhuvan University (hereinafter ‘TU’) which boasts 5 technical institutes and 4 general faculties with 1060 colleges under its affiliation is the first national institution of higher education and the largest university in Nepal. It is the largest university in the world based on the number of full-time equivalent (FTE) students. With these numbers at hand and a history of more than 65 years, the university is still struggling to obtain its status as the most sought-after and premium institution in Nepal because the number of students who travel to foreign countries from Nepal for education stood at 108,542 in 2023. In addition to this, the latest compilation of Right to information applications released by the Ministry of Education, Science and Technology (MoEST) shows that the total number of students who took no objection letter (NOL) from 2080 B.S. Magh 1 till the end of Chaitra 2080 B.S. (Jan 15-April 12, 2024) was 34,178 which means about 380 students took NOL on a daily basis for 3 months. This largely comes as a result of the university’s lack of concrete policies on a plethora of sectors where insensitivity during exams and evaluations is one of many.

Tribhuvan University (TU) has implemented a semester system for nearly all of its undergraduate and graduate programs in most of its central departments and campuses. The end-semester exams popularly known as “board exams” are often the student’s foe rather than a friend because of their inconsiderate nature. Suppose a student encounters unforeseen circumstances such as critical health issues, or problems with family members including death, accident and injuries. In that case, they have no other option than to wait for another full semester or even a year. This rigidity can put undue pressure on students, forcing them to prioritize exams over their health and personal situations, which is far from ideal. Moreover, other prominent universities also have similar policies including Kathmandu University where if a student remains absent for end-semester exams in an MBA program “regardless of any reasons, their grades will remain ‘F’ irrespective of the internal marks and this comes with no chance of re-examinations” as shown in Exhibit 1.

Exhibit 3: Email regarding examination rules received from Coordinator of MBA/EMBA of Kathmandu University School of Management on 24th June 2024

 

Shared Experiences:

While influential institutions such as Purbanchal University, Pokhara University, and Kathmandu University implement similar policies, Tribhuvan University holds a particularly significant role in Nepal’s higher education sector as the largest university in the country. Currently, TU lacks policies that distinguish between a student's failure in an exam due to incompetence and failure due to health or family-related reasons. If a student is unable to attend board exams because of serious health issues, they are categorized as ‘failed,’ which can leave an indelible mark on their academic record and adversely affect their future prospects.

In addition to the above, during board exams, faculties and centres record the attendance of all present students. Those who are unable to appear for exams are simply categorized as ‘absent,’ without any follow-up to ascertain the reason for their absence. If there were specific categorizations based on the type and gravity of reasons for a student's absence, it would provide more detailed data on the number of students who miss exams due to unforeseen circumstances. This approach would also create a distinction in the student's exam record, making it more logical and justifiable for those who had to miss exams due to health or family emergencies. Moreover, the problem lies with the re-exam or compartment exam policies of TU. Many students who miss their exams due to medical or family reasons. Additionally, the prolonged gap between missed exams and re-exams can create difficulties in their future academic and professional endeavours due to the significant amount of time lost. Therefore in the absence of concrete data on the total number of students who missed their exams due to health emergencies, the death of a family member, injuries or accidents, we have opted to conduct interviews with the individual students who missed their exams before due to aforementioned difficulties and have made their way out of this career halting problem.

A. Tanuja Pandey, a B.A LL.B student at National Law College (TU) now awaiting graduation, was diagnosed with a brain tumor while she was in her 7th semester towards the end of 2022. Due to her ongoing treatment in Delhi, she was physically and mentally unable to appear for the board exams of the 7th semester, resulting in her absence for six papers. Although she appreciated TU conducting re-exams a year later in 2023 considering the severity of her condition, she suggested that having more concrete policies would provide greater certainty and predictability, especially for students who miss their exams due to less severe health conditions and might be ready for re-exams within months of the initial exams. Tanuja also pointed out that the university marked 'NQ' (Not Qualified) in her grade sheets and issued a separate grade sheet for the re-exams, which she felt was unjustified. Instead, she proposed that if the university mentioned the reason for absence directly in the grade sheet, it would prevent students from having to repeatedly justify their situation to peers, family, and other stakeholders.

B. A 5th-semester student of Nepal Law Campus who requested to remain anonymous reported that she was involved in a major accident right before her board exams for the 4th Semester which was set to be held in April 2024. She remained absent during the pre-boards of the prior classes but had notified the college administration about her major accident. The college administration then conducted a meeting with the student where she was forcibly asked to step out from taking exams in the 4th semester due to a lack of attendance in classes completely disregarding her medical situation. Regardless of her submitting medical reports, she was not allowed to sit for the board exams of the 4th Semester citing lack of attendance in prior classes resulting in ‘NQ’ in 6  subjects excluding 1 where she apparently had “minimum attendance” fulfilled. The student emphasized that while the university prioritizes attendance and examinations, it neglects the physical well-being of students and fails to consider the impact on their mental health. She noted that having to wait an additional year to retake the exams leads to increased frustration and anxiety, further jeopardizing the continuity of studies in subsequent semesters.

C. A 5th Semester student from National Law College also requested to remain anonymous citing mental trauma and pressure due to medical reasons stating that she unfortunately missed 2 exams during her 1st semester owing to severe physical and mental health issues as she was staying alone in Kathmandu for the first time to pursue her undergraduate studies. Additionally, to make matters worse, she had to undergo a major spinal operation coupled with other illnesses which led to her hospitalization during her second-semester economics exams. Subsequently, after she was doing better, she scored an outstanding GPA in her third semester. Nevertheless, she again stressed that the timings for re-exams were not practical at all. However, she emphasized that the timing of re-exams is impractical, as they are usually held a year later and often close to the ongoing end-semester exams, which risks compromising students' performance in future semesters.

While there are daunting questions on whether a policy is introduced to address students’ difficulties during board exams, many others will exploit this mechanism to their advantage to procrastinate and potentially give exams based on their convenience. Therefore, a policy framework must be established that defines the criteria for acceptable absences, sets clear guidelines for documentation where necessary.

Furthermore, the entire process of re-exams and compartment exams should be reviewed. Necessary amendments shall be added in order to ensure students who miss their exams due to the aforementioned situation receive adequate feedback and have the opportunity to retake their exams within the specified time limit without hampering their future studies. This improvement relies heavily on how quickly the university can publish its results. Therefore, the relevant departments must make a concerted effort to release results within a predetermined time frame.

By implementing these measures, the policy can maintain its integrity and effectively support students who face legitimate challenges during their exams.

Contemporary Plans and Policies

High-level National Education Commission Report, 2075 

In the year 2075, a high-level national education commission was established with the goal of assessing the current state of the educational sector and proposing strategies for its development. The commission's primary task was to create a comprehensive blueprint for transforming the education system to better align with contemporary needs and national objectives. One of the significant areas highlighted for reform was the examination evaluation system.

The commission's report emphasised that the existing examination system should serve as a reliable tool for assessing not just knowledge and skills but also the expected behavioural changes aligned with the broader vision of education and the nation's objectives. The current methods, rooted in traditional teaching and assessment practices, were identified as a major obstacle, particularly in secondary education. This outdated approach was seen as a barrier to achieving a more holistic and effective educational experience.

Moreover, the commission noted the lack of uniformity in examination evaluation among different universities, which has led to inconsistencies and an unscientific approach to evaluating students' competencies. This issue has been a significant backlog for the advancement of university education.

To address these challenges, the commission recommended a comprehensive overhaul of both teaching and evaluation systems. The proposed reforms focus on adopting more scientific, modern, and practical methods. A key suggestion was to implement a practical evaluation system that would be mandatory across educational institutions. This shift aims to ensure that evaluations not only test theoretical knowledge but also gauge practical skills and competencies, better-preparing students for real-world applications.

Though the commission's report laid out a vision for a reformed educational system that prioritized practical knowledge, skills development, and consistent evaluation standards, the recommendations and suggestions provided by the commission have not been adopted. This lack of implementation has hindered progress in transforming the education sector, leaving the system still burdened by outdated practices and inconsistencies. The need for action remains critical to ensure the education system evolves to meet modern demands and prepares students adequately for future challenges.

School Education Sector Plan ( 2022/23- 2032/33) 

The School Education Sector Plan is a 10-year action plan designed to strengthen school education. This plan addresses the continuity of learning during emergencies and crises, aiming to make school education resilient to such situations. It includes strategies for alternative learning arrangements for students during emergencies and crises. However, the plan lacks provisions for alternative examination evaluation, which is a crucial part of the learning process. This omission could hinder students’ educational progress.

Additionally, while the plan identifies three main types of crises—natural disasters, pandemics and epidemics, and war, conflict, displacement, and migration—it fails to recognize personal or individual crises, such as health emergencies or family emergencies, that can also impact students’ learning.

Although this school plan provides an extensive framework for the education sector, it significantly overlooks emergency or contingency plans for situations that might affect students’ examination evaluations.

International Practices

United Kingdom: Special Consideration in GCSE

The UK's General Certificate of Secondary Education (GCSE) offers a "Special Consideration" policy, which allows exam authorities to adjust a student's marks if they are disadvantaged due to illness or unavoidable circumstances. The adjustments are based on the severity of the student's condition and can range from a few percentage points to more substantial changes, depending on the impact of the circumstance.

Australia: Special Provisions

In Australia, the "Special Provisions" policy provides various forms of assistance to students facing significant disadvantages, such as illness or disability. These adjustments include extra time, separate examination rooms, modified papers, or the provision of breaks during exams. The goal is to ensure that all students have a fair opportunity to demonstrate their knowledge and skills.

New Zealand: Special Assessment Conditions (SAC)

New Zealand's Special Assessment Conditions (SAC) provide accommodations such as reader-writers, assistive technology, or extra time for students with disabilities or temporary conditions. The policy is designed to ensure that these students can perform to their potential without being unfairly disadvantaged by their condition.

Singapore: Special Consideration Framework

Singapore's Special Consideration Framework allows for the adjustment of marks or the rescheduling of exams for students who face severe illnesses or other serious emergencies. The framework is designed to provide immediate support in crisis situations, ensuring that students are not penalized for circumstances beyond their control.
Ultimately, incorporating these global practices into our education system would help to create a healthier, more equitable environment for students. By prioritizing fairness and support during exams, this nation can align policies with global educational standards and ensure that all students, regardless of circumstance, have an equal chance to succeed. This method not only upholds the principles of equity and justice, but it also promotes a more compassionate and understanding educational system that recognizes and addresses students' real-life challenges.

Suggestions and Way Forward:

The current rigid examination policies in Nepal fail to accommodate the diverse challenges faced by students. This inflexibility impacts students' academic performance and mental well-being, extending its negative effects beyond the individual to the broader educational system. When examination policies ignore the unpredictable and unfavourable situations students may face, the repercussions extend beyond the individual, affecting various aspects of the country's future.

This rigid approach ultimately serves as a source of demotivation and perpetuates an undue burden on students, pushing this inflexible system forward to future generations. These issues are pressing not only at the high school or university level but across every educational level in Nepal. Therefore, a comprehensive set of recommendations is proposed to introduce more compassionate and empathetic examination policies across all educational levels in Nepal. These recommendations aim to create a supportive environment that acknowledges and addresses the unique circumstances that students may encounter during examinations.

Special Consideration System 

To contribute to a healthier education system, the implementation of a Special Consideration System is a must. It refers to a process or set of policies designed to account for unexpected or exceptional circumstances that may negatively impact an individual's performance or participation in academic assessments or formal evaluations. Special consideration is given to a candidate who has temporarily experienced illness, injury or some other event outside of their control at the time of the assessment. It is applied when the issue or event has had or is reasonably likely to have had, a material effect on a candidate’s ability to take an assessment or demonstrate his or her normal level of attainment in an assessment.

Flexibility of exam schedules to accommodate emergencies 

To accommodate students facing extraordinary circumstances, it is essential to implement emergency or special examinations. These tests, scheduled flexibly, cater to students dealing with medical emergencies, family crises, or significant life events. This provision maintains academic fairness while supporting students in managing their personal and academic responsibilities effectively.

Special Internal Evaluation 

An Emergency/Special Internal Evaluation System should be established to assist students whose ability to participate in regular assessments is disrupted by significant or unexpected events. This system ensures that internal evaluations reflect the student's true capabilities under normal circumstances.

Special Attendance Waiver

The implementation of an Emergency/Special Attendance Waiver System is recommended to address the issue faced by students who are unable to maintain the required attendance due to medical issues or other emergencies. Currently, students who fall short of the attendance requirement are barred from taking their exams, which can negatively impact their academic progress not only for the semester but for their overall degree. This proposed system would provide waivers to students who missed attendance due to valid emergencies, allowing them to take their exams despite not meeting the attendance criteria. This ensures that their academic standing is not unfairly compromised due to circumstances beyond their control.  

Implementation Methods:

For Secondary Level (SEE) and Higher Secondary Level (Grade 12)

To address uncontrollable emergencies that disrupt board exams, an emergency board examination system should be established. This system caters to students who miss their initial board exams due to justified reasons such as illness, family emergencies, loss of parents, participation in significant national or international events, or other emergencies.

Separate Scheduling of Emergency Board Examinations

Emergency board examinations should be scheduled 45 days after the standard board exams. This buffer period is crucial for students dealing with prolonged illness or the loss of a parent, allowing them time to recover and cope with emotional distress.

Integration with Supplementary Exams

Emergency board examinations can be integrated with supplementary exams, ensuring students can take more than three subjects without having an asterisk on their transcripts.

Proposed Processes and Mechanisms to Conduct Emergency Board Examinations

For Secondary Level (SEE) and Higher Secondary Level (Grade 12)

I. Notification Time Period

1. If an emergency situation arises before the exam, students or their guardians must notify their school which will be responsible for reporting it to the National Examinations Board (NEB). The school shall function as the regulatory body to evaluate individual needs and circumstances. The NEB shall only remain as a facilitator.

2. If an emergency arises during the exam, notification must be given within 72 hours of the missed examination.

II. Documentation

1. Relevant documentation, such as medical certificates, death certificates, or letters issued by related entities or local government bodies, must be submitted to support the claim.

2. A notification from the school must be sent to the NEB.

III. Application Form

         A standardized application form for the emergency board examination should be available online, at school offices, and at NEB offices.

IV. Approval Process

        The NEB will receive the application and make necessary arrangements to accommodate the student for examination at other favourable times.

V. Exam Schedule

        Students will be informed of the emergency board examination date, typically scheduled 45 days after the standard board examinations.

For Undergraduate and Graduate Levels (Bachelor's and Masters):

The examination and evaluation system under the Tribhuvan University (TU) should include an elaborate guideline which addresses the absence of a student during semester-end exams. This guideline should serve as a directive for students and examination management committees at the university and various affiliated colleges outlining the following considerations for students who miss exams owing to unforeseen circumstances including medical emergencies, accidents and bereavement.

Therefore for the purpose of brevity, the recommendations for the aforementioned comprehensive guidelines are as follows:

1. Clear Definitions: There should be explicit definitions and boundaries for cases where a student’s absence before or during exams is justified.

2. Procedure for Application Submission: There should be an efficient division of the procedural aspect of submitting applications and evidence by a student or their guardians for approved leave during exams. The university and the administration should implement a centralized system to receive and record such applications, and evidence for greater convenience on the part of students.

3. Oversight Committee: A committee should be formed to oversee the implementation of these measures across all affiliated colleges and the university itself.

4. Re-examination Procedure: There should be a clear procedure for re-examination for students who miss exams due to medical, family, or similar unpredictable situations. This includes different timings for re-exams based on the nature and gravity of reasons behind remaining absent during exams.

5. Minimum Attendance Waiver: There should be a provision for a minimum attendance waiver for students who face the aforementioned conditions and a method to ensure that their internal evaluation is based on more lenient methods which are tailored to their unique needs as they navigate unavoidable situations.

6. Result Differentiation: The results should clearly differentiate between ‘Not Qualified’ (NQ) as a result of a student failing exams due to incompetence, and include ‘Ab’ to indicate students who were unable to attend the exams due to medical or other valid reasons to prevent misunderstanding or misinterpretation of a student’s academic performance. 

7. Exam Attendance Record: Attendance during exams at examination centres should also note the reason for each student’s absence during exams so that those remaining absent due to immediate emergencies do not receive NQ or remain non-graded during the results.

Resources: 

• UK's GCSE Special Consideration: https://www.aqa.org.uk/exams-administration/special-requirements/special-consideration 

• Australia’s Special Provisions: https://www.sace.sa.edu.au/web/special-provisions

• New Zealand’s Special Assessment Conditions (SAC): https://www2.nzqa.govt.nz/ncea/ncea-for-teachers-and-schools/special-assessment-conditions

• Singapore’s Special Consideration: https://www.seab.gov.sg/docs/default-source/exam-rules-and-regulations/2024-gce-a-exams-rules_regulations_final

ANNEX:

Questionnaire presented to undergraduate students for interview:

1. Please provide a brief introduction, including your full name, current year/semester, the program you are studying, and the name of your college/university.

2. In which year did you miss your exams? How many papers were you absent from? If possible, could you disclose the reasons for your absence?

3. Did you seek assistance from the dean, faculty members, or any other university officials while you were unable to sit for your exams? What was their response?

4. Have you given re-exams? When did you appear for re-exams?

5. What challenges did you encounter while appearing for the re-exams?

6. What would be your recommendations for addressing this issue? How can the university better support students who are unable to attend exams due to unforeseen circumstances such as illness or family emergencies? These situations are unpredictable and can affect anyone.

7. Do you agree to disclose your name and the credentials you provided within the scope of the questions above in our report, which will be made public and submitted to the ministry?

 

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