SEE Questions Collection 2081

 The Secondary Education Examination (SEE) of Nepal is a nationally administered examination taken by students at the end of Grade 10. Formerly known as the School Leaving Certificate (SLC) examination, it was renamed to SEE in 2016 as part of the country's educational reform to modernize and decentralize the assessment system.

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📘 Overview of SEE

• Full Name: Secondary Education Examination

• Grade Level: 10 (End of basic education in Nepal)

• Conducted By: National Examination Board (NEB), Office of the Controller of Examinations (OCE)

• Timing: Generally held in March–April every year

• Result Publication: Typically within 2–3 months after the exam (around June–July)

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📚 Purpose of SEE

• To evaluate students' academic performance at the end of basic education

• To determine eligibility for higher secondary education (Grade 11 and 12)

• To serve as a certification for completing Grade 10

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✍️ Subjects in SEE

Students appear in 8 subjects:

1. Compulsory English

2. Compulsory Nepali

3. Compulsory Mathematics

4. Science

5. Social Studies

6. Health, Population and Environment

7. Optional I (e.g., Optional Mathematics, Computer Science, Accountancy)

8. Optional II (as per school's offering and student's choice)

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🏆 Grading System

Nepal's SEE follows a letter grading system, introduced to reduce stress and focus more on learning. Grades are awarded based on students' performance, usually like this:

Grade	GPA Range	Remarks
A+	3.65–4.00	Outstanding
A	3.25–3.60	Excellent
B+	2.85–3.20	Very Good
B	2.45–2.80	Good
C+	2.05–2.40	Satisfactory
C	1.65–2.00	Acceptable
D	1.25–1.60	Basic
E	0.00–1.20	Insufficient

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🌍 Importance in Students' Lives

• The SEE is considered a gateway to higher studies.

• It determines placement into streams such as Science, Management, Humanities, or Technical Education.

• Many scholarships and school admissions after Grade 10 are based on SEE results.

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🔄 Transition from SLC to SEE

In 2016, the Government of Nepal restructured the national education system. The SLC was shifted to Grade 12, and Grade 10 exams became known as SEE. This change aimed to:

• Align with the Education Act 2073 B.S.

• Improve assessment methods

• Reduce centralized pressure on students

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🏫 Challenges and Developments

• Digitalization: Efforts have been made to digitize form submissions and results.

• Cheating and Leakage: The government faces ongoing challenges in maintaining exam integrity.

• COVID-19 Impact: In 2020 and 2021, SEE was conducted through internal evaluations due to the pandemic.

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“आदर्श माविमा शैक्षिक पुरस्कार तथा छात्रवृत्ति वितरण कार्यक्रम सम्पन्न”

 

 ३२ जेष्ठ, स्याङ्जा । 

        स्याङ्जा जिल्लाको कालीगण्डकी गाउँपालिका वडा नं. २ लसर्घाबेसीमा अवस्थित श्री आदर्श माध्यमिक विद्यालयको शैक्षिक सत्र २०७९ को छात्रवृत्ति तथा शैक्षिक पुरस्कार वितरण कार्यक्रम सम्पन्न भएको छ । विद्यालयद्धारा कक्षा ६ देखि ११ सम्मका विद्यार्थीहरुलाई शैक्षिक पुरस्कार तथा ट्रफी र आधारभूत तहका छात्रा र दलित विद्यार्थीहरुको लागि छात्रवृत्ति वितरण गरिएको थियो । 

       उक्त कार्यक्रममा सभापतिको रुपमा विद्यालय व्यवस्थापन समितिका सदस्य श्री भविश्वर पाण्डेय, प्रमुख अतिथिको रुपमा कालीगण्डकी गाउँपालिका वडा नं. २ का पूर्व वडा अध्यक्ष तथा विद्यालय सल्लाहकार समितिका संयोजक श्री नरबहादुर राना, विशिष्ट अतिथिको रुपमा शिक्षक अभिभावक संघका अध्यक्ष श्री भुपति पाण्डेय त्यसैगरी अन्य उपस्थितीमा आर्थिक परिचालन समितिका अध्यक्ष श्री ओमबहादुर सिंजाली, भूपु कल्याणकारी संघका अध्यक्ष श्री क्याप्टेन मिन बहादुर सिं राना, क्याप्पस सञ्चालन समितिका अध्यक्ष श्री तामान सिं थापा, शैक्षिक गुणस्तर समितिका संयोजक श्री तारा प्रसाद थापा तथा वि.व्य.स.का सदस्यहरु र अन्य अभिभावकहरुको भब्य उपस्थिती रहेको पाइयो ।

       उक्त कार्यक्रमलाई विद्यालयका शिक्षक श्री नारायण प्रसाद न्यौपानेले सञ्चालन गर्नु भएको थियो भने कार्यक्रममा विद्यालयका प्रधानाध्यापक श्री भीमबहादुर थापाले स्वागत तथा कार्यक्रमका औचित्यमाथि प्रकाश पार्नु भएको थियो । नेपाल सरकारद्धारा सामुदायिक विद्यालयमा अध्ययनरत छात्राहरुलाई प्रति विद्यार्थी रु ४ सयका दरले अनुदान प्राप्त रकमबाट छात्रवृत्ति वितरण गरेको विद्यालयका प्रधानाध्यापक श्री भीमबहादुर थापाले जानकारी गराउनु भएको थियो । छात्रवृत्ति रकम न्यून भएता पनि आर्थिक रुपमा विपन्न वर्गका विद्यार्थीहरुका लागि उक्त रकम पाठ्यसामग्री खरिदका लागि टेवा पुग्ने विश्वास प्रधानाध्यापकले जनाउनु भयो । साथै प्र.अ. भीमबहादुर थापाले विद्यालयमा विद्यार्थीहरुको लागि गुणस्तरीय शिक्षा प्रदान गर्ने तथा विद्यालयको नतिजामा सुधार गर्ने कुरामा विद्यालय प्रतिवद्ध भएर लागिरहेको कुरा पनि व्यक्त गर्नु भयो । त्यसैगरी प्रमुख अतिथिको रुपमा रहनु भएका व्यक्ति श्री नरबहादुर रानाले विद्यार्थीले सफलताको लागि आमा, वुवा तथा गुरुहरुको सम्मान गरेमा मात्र सफलता प्राप्त गर्न सकिने कुरा वताउनु भयो ।

       साथै विद्यार्थी वक्ताहरु आरती आले र किरण पाण्डेय लगायतले मन्तब्य दिनु भएको थियो । कार्यक्रममा विद्यार्थीहरुले विभिन्न सांस्कृतिक कार्यक्रम प्रस्तुत गरेका थिए भने विभिन्न विधामा विद्यालय सर्वप्रथम, द्धितीय र तृतीय तथा कक्षा प्रथम, द्धितीय र तृतीय पुरस्कार तथा छात्रवृत्ति वितरण गरिएको थियो । 

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Struggle Journey of Underprivileged Students in Learning Mathematics: A Narrative Inquiry

 

 

Abstract

        The main concern of this study was "Struggle Journey of underprivileged students in learning mathematics". The objectives of this study were to analyze the struggle of underprivileged students in learning mathematics and also to explore the causes of struggle faced by students in learning mathematics. This study was based on narrative inquire approach under quantitative research design. This study was limited in Madhyanepal-6 Lamjung district.

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Students' Difficulties in Learning Mathematics: A Case Study // M.Ed Thesis // View PDF

 

 Abstract

This study entitled "Students' difficulties in learning mathematics: A case study" is the emerging field of mathematics education in Nepal. The main objectives of this study were to explore the causes of difficulties faced by the students in learning mathematics and also to explore the ways to improve the interest of students in learning mathematics. The approach of this study was a case study under the qualitative research method. This study was bounded on Mahendra Ratna Campus, Tahachal and Sanothimi Campus, Bhaktapur. This study was only related to the students studying mathematics in B.Ed. and also, the respondents of the study were two mathematics teachers, six mathematics students, and their parents. Classroom observation, in-depth interviews, and document analysis were used as tools of data collection.

This study found that mathematics teaching-learning ways in the selected colleges were good but not excellent. All the students were taught based on equality rather than based on equity. Teachers did not teach the mathematical problems in connection with students’ daily life and also most of the teachers taught mathematics only based on exam-oriented.

            Also, this study found that misconception and pupil’s weak perception about mathematics subject, students not being able to spend enough time to learning mathematics at home, lack of students previous knowledge in subject matter, the learner does not have his interest, lack of teachers teaching technique, teachers should not teach the mathematical problems in connection with students’ daily life, teachers should not motivate the students to learn mathematics and teachers should always give priority only to the good students and not give opportunities to the weak students in the classroom are the main causes of students difficulties in learning mathematics. And also this study found that to use digital technology in the mathematics classroom, to teach mathematical problems in a practical way rather than theoretical way, to use cooperative learning method in the mathematics classroom, to motivate the students for mathematics learning in the classroom, to teach the mathematical problems in connection with students’ daily life, to conduct the national/school level awareness program about mathematics subject, to use the student-centered method in classroom are the main ways to improve the interest of students’ in learning mathematics.

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Seminar on Teaching and Learning Issues in Mathematics Education

 

 

 

 

 

 

 

 

 

Conclusion:

         In conclusion we discussed different issues of teaching and learning mathematics in relation to theoretical, social, cultural, political, and technological aspects. Pointing to the problems and challenges could be an easy task whereas providing a feasible solution is a challenge for us. We would like to discuss some practical, pedagogical and curricular measures to resolve these issues in the context of Nepal. We realized that there should be more research studies to understand the nature and gravity of these issues and their impacts in teaching and learning mathematics and their consequences in general in Nepal. The discussion above might give us a glimpse of these issues and it provides some feedback to the teachers, parents, curriculum planners and policy makers about the issues related to mathematics curriculum, emergent practices and pedagogy in the teaching and learning mathematics in the context of Nepal.

Bikash Bhusal 

 

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Disable Some Special Key and Keyboard Test

 KeyBoard Test and KeyTweak Software

KeyTweak is a simple utility that allows users to redefine their keyboard input signals. The functionality is made possible by a registry value first documented in Windows 2000 and still works on all operating systems, including Windows 10.

Features:
User warnings help ensure Ctrl-Alt-Delete sequence is maintained. KeyTweak is no longer being developed or supported, and we tested it successfully on Windows 10.

Simple interface

Ability to Teach remapping by pressing the keys to be remapped

Easy-to-read lists of all current and pending re-mappings

Implementation of Specialty Keys support for certain keyboards

Remove all re-mappings with a single button

Enable/disable annoying keys

Displays what exactly is written to the Scan code Map registry value and how to
     interpret its binary data

 

Keytest x64 Download latest version; Press below download bottom,

       Keytest      Download

KeyTweak x64 Download latest version; Press below download bottom,

      KeyTweak(disable special key)     Downlaoad 

 

Thank you................... , Bikash Bhusal

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