Study Abroad or Nepal After Plus Two

Study Abroad or in Nepal After Plus Two

Plus two exams have recently finished, and results are about to be published.

Many students are preparing for MBBS, engineering, and other competitive entrance exams. At the same time, a large number are enrolled in IELTS and PTE classes with the aim of going abroad for bachelor’s studies.

In this situation, a key question naturally arises: after plus two, is it wiser to go to countries like the UK (or other destinations) for a bachelor’s degree, or to stay in Nepal and complete a bachelor’s here? The answer is not simply “good” or “bad.” It depends on context.

When Can Studying Abroad After Plus Two Be a Good Decision?

Calling the decision to go abroad “good” or “bad” requires careful attention to several conditions. It can be a good decision when certain factors are in place.

It is more likely to be a sound decision if:

• The student has done proper research on the country, university, and course.

• The chosen university maintains a good standard and recognized accreditation.

• The student has obtained a meaningful scholarship.

• The chosen subject is a genuinely sought-after course with clear future prospects.

If these conditions are met, studying abroad after plus two can be a well-grounded choice rather than a random move driven only by trend or peer pressure.

The Current Trend: A Large Outflow After Plus Two

Available data indicate that in a recent year, around 100,000 plus students went abroad after completing plus two.

Within this group, approximately 35% went to Australia and around 30% went to Japan. Both countries are popular destinations, but neither is free from difficulties.

Australia has its own academic, financial, and social challenges. Japan often brings even greater challenges, especially in terms of language, work–study balance, and adaptation to local culture.

The real question is whether the student can cope with these challenges, not just whether a visa is granted.

When Studying Abroad May Be a Risky Choice

Going abroad immediately after plus two is risky if certain foundations are missing. The decision may be problematic when:

• Family financial support is weak or uncertain.

• The student has not obtained any scholarship.

• The selected institution is not of good quality.

• The decision is made in haste, based mainly on friends’ choices or social media.

In such cases, rather than rushing abroad, it may be more reasonable to:

• Stay in Nepal after plus two.

• Complete a bachelor’s degree with full concentration.

• Focus on achieving strong academic scores.

If there is a plan to go abroad, going after completing a bachelor’s degree in Nepal and then pursuing a master’s degree abroad can be a more stable and informed pathway.

Why Parents Often Prefer Bachelor’s in Nepal

Many parents primarily want one thing for their children: a secure future.

From practical observation, most parents prefer their children to study within Nepal as far as possible and, if they can, to complete a full four-year program. One reason is the perceived link between a four-year degree and better access to government jobs, including Public Service Commission opportunities.

At the same time, students face another dilemma:

• Should they choose a foreign board or a Nepali board?

• Should they pursue a three-year degree or a four-year degree?

• Should they prioritise studying abroad or studying in Nepal?

To answer these questions, it is essential to understand the credit system and the difference between three-year and four-year programs.

Three-Year vs Four-Year Bachelor’s Degrees

Why Credit Systems Matter

When planning future study, especially at the master’s level in countries such as the US, Canada, or parts of Europe, the credit system becomes crucial.

In many foreign education systems:

• A four-year bachelor’s program is commonly structured around 480 UK credits.

• This 480-credit load is roughly equivalent to 120 US credits.

By contrast:

• A three-year program typically carries 360 UK credits.

• This converts to around 90 US credits.

This difference of 120 vs 90 credits is not just a number. It often determines whether a student meets the minimum entry requirement for master’s programs.

Hidden Hurdles After a Three-Year Degree

Many students only become aware of credit-related issues when they actually apply for master’s programs.

At that point, the admission office asks:

• How many credits have you completed?

If the degree is in UK credits, they convert it into the American system and see only 90 credits for a three-year bachelor’s. In many cases, this is not sufficient for direct entry into a master’s program, and the student faces hurdles such as:

• Additional bridging requirements.

• Conditional admission or rejection.

• Delays or the need for extra study.

Had they understood this earlier, many would have chosen a four-year bachelor’s degree.

Employment Implications in Nepal

The difference between three-year and four-year programs also appears in the Nepali job market.

Many job advertisements explicitly state that applicants must have completed a “four-year bachelor’s program.” Employers often make this a clear eligibility condition.

If someone aims to build a career in Nepal, especially in more formal or competitive sectors, a four-year degree is often preferred or even required. With only a three-year degree, similar eligibility problems can arise, just as they do for master’s applications abroad.

Full-Fledged Degree vs Shortcuts and Fragmented Pathways

What Does “Full-Fledged” Really Mean?

In this context, a “full-fledged” degree refers to a complete four-year university bachelor’s degree, in which:

• The student is under the same university in the first year and the final year.

• There is continuity in institutional affiliation and academic progression.

• The program structure and credits are recognized as a full degree, not a partial qualification.

The Problem with Patchwork Diplomas

In recent years, a trend has emerged in Nepal where some students attempt to build their qualifications through fragments, such as:

• A one-year diploma.

• A gap period.

• A one-year certificate in another institute.

• A two-year diploma elsewhere, sometimes followed by another gap.

On paper, these different pieces may look like multiple qualifications. In practice, this patchwork often creates problems:

• The overall academic record appears disjointed.

• Employers may not regard such combinations as equivalent to a complete bachelor’s degree.

• Future study options can be limited because credits and continuity do not align with full-degree requirements.

A three-year diploma or a two-year diploma is not the same as a completed bachelor’s degree. In contrast, a four-year university degree with a single, continuous affiliation is a full-fledged qualification.

The recommended approach is therefore to avoid shortcuts and pursue a full four-year bachelor’s program that is recognized as a complete degree.

Foreign Degrees, Recognition, and Government Jobs in Nepal

Approval and Delivery of Foreign Programs in Nepal

To run foreign education programs in Nepal, the first requirement is approval from the Ministry of Education.

After the Ministry approves, the foreign university:

• Evaluates the context.

• Selects a partner institution in Nepal.

• Authorises that institution to deliver its course.

Each university has its own global standing, often based on parameters such as:

• Research output and spending.

• Number and quality of graduates.

• Student satisfaction.

Once the university partners with an institution in Nepal, data from Nepal also feed into those parameters. If the quality of delivery in Nepal is poor, it can negatively affect the university’s overall standing. This is a strong incentive to maintain standards.

Global and Local Recognition

When a foreign university delivers its bachelor’s program in Nepal under proper approval, the degree becomes:

• Globally recognized, as it is accredited by that university.

• Identical in certification whether earned in Nepal or in the university’s home country.

The certificate itself is issued by the university. Studying in Nepal and studying in the UK (or another country) for the same program result in the same degree title and award.

Equivalence and Eligibility for Public Service Commission

In Nepal, job announcements often specify qualifications in terms such as “equivalent to a four-year Nepali degree.”

Therefore, there is a common practice:

• Any degree other than one directly from Tribhuvan University is normally taken to TU for equivalence.

For a four-year foreign bachelor’s degree delivered under proper approval, equivalence can be granted by TU.

Once equivalence is obtained, the degree holder:

• Can apply for jobs in Nepal under the same conditions as holders of four-year Nepali degrees.

• Can pursue further study in Nepal without recognition problems.

In other words, a properly structured four-year foreign degree with TU equivalence does not, by itself, block access to government jobs or further education in Nepal.

Passion, Parents, and the Generational Gap

Different Generations, Different Perspectives

The current bachelor’s-level students largely belong to the Gen Z generation. Their parents are mostly from Generation X.

For many Gen X parents, their formative years were a time when:

• Universities were limited in number.

• The common external option was mainly India.

• A broader global perspective on higher education was not as present as it is today.

Their thinking is naturally shaped by this context.

Students’ Aspirations and Independence

Gen Z students often seek:

• Courses that match their passion and long-term goals.

• Opportunities to gain independence.

• Chances to study or work abroad and support themselves.

They may feel energised by the idea of planning their classes, managing part-time work, and contributing financially to their own education.

The Need for Honest Family Dialogue

Because of this generational difference, clashes can arise between:

• Parents who prioritise security, stability, and the possibility of government jobs.

• Students who prioritise passion, skills, and independence.

Rather than rebelling or making unilateral decisions, students are better served by:

• Using the information they have gathered to explain options clearly at home.

• Discussing possible routes, such as bachelor’s in Nepal plus master’s abroad, or full four-year foreign programs with proper recognition.

• Reaching a shared decision based on both practical realities and personal aspirations.

Given the financial investment is typically borne by parents, and given Nepal’s closely connected family and social structures, such dialogue is not optional; it is essential.

Key Factors to Consider When Choosing a College

After deciding broadly between studying in Nepal or abroad, students still have to choose a specific college or institution. Several factors deserve close attention.

1. Accreditation and Awarding Body

Students should first ask:

• Who is the accrediting or awarding body?

• Is it a university?

• Is that university recognized by the government and reputable internationally?

At the end of three or four years, the certificate should be both recognized and accredited. Studying for a long period only to receive a non-accredited certificate is a serious risk.

2. Curriculum and Its Fit with Your Goals

The next factor is curriculum.

Students should examine:

• What curriculum is being delivered in that program.

• Whether the course content matches their future plans.

Many in the current generation research their desired career path in advance. They often know what they want to become and what kind of knowledge and skills they need. The curriculum should align with that vision, not contradict it.

3. Faculty Quality and Industry Connection

Faculty members play a major role in shaping students’ academic and professional development.

Key questions include:

• What are the qualifications of the faculty?

• Do they have relevant industry experience?

• Are they connected to current professional practice in their field?

Experienced and industry-connected faculty can guide students more effectively in both study and career planning.

4. Alumni Track Record

Students should also look at:

• How many students have graduated from that institution so far.

• What those alumni are currently doing.

Relevant questions might be:

• Have graduates continued to higher study in Nepal or abroad?

• Are they working in relevant industries?

• Have some started their own ventures?

Institutions should have records of alumni outcomes and be able to share them honestly.

5. Location and Daily Practicalities

Location is another practical but important factor.

Students may need to commute for four years, so they should consider:

• Distance from home to college.

• Availability and reliability of transportation.

• Time and cost involved in daily travel.

In a context where public transport systems may not be fully structured, these issues directly affect daily life and study consistency.

6. Financial Planning and Affordability

Finance is often the largest constraint. Gen X parents commonly shoulder responsibilities both towards their own parents and their children.

When different institutions offer similar programs, students and parents can ask:

• Does any institution offer the same course at a more affordable fee, without compromising on core quality factors?

However, lower fees should only be preferred after checking:

• Accreditation and degree recognition.

• Curriculum relevance.

• Faculty quality.

• Alumni outcomes.

Affordability is important, but it should not be the only criterion.

7. Admission Criteria and Academic Readiness

Finally, students must look at admission criteria and their own academic record.

Questions to consider include:

• What minimum scores or grades does the institution require?

• How does the student’s current performance match those requirements?

Ignoring admission criteria or overestimating one’s readiness can create difficulties later. The aim is to choose an institution where both expectations and capabilities align.

A Structured Way to Decide Your Post–Plus Two Path

Drawing these points together, students can follow a simple structured approach:

1. Clarify your primary future goal: further study, employment in Nepal, or long-term work and study abroad.

2. Understand the difference between three-year and four-year bachelor’s degrees, and how credits affect master’s eligibility and job options.

3. Prioritise full-fledged, four-year degrees over patchwork diplomas or shortcuts.

4. If considering a foreign degree, ensure:

   • Ministry-level approval for delivery in Nepal.

   • University accreditation and global recognition.

   • Clear equivalence pathways for Nepali jobs and further study.

5. Discuss openly with your parents, recognising both generational perspectives and financial realities.

6. Evaluate potential colleges using key parameters: awarding body, curriculum, faculty, alumni, location, finance, and admission criteria.

Choosing between studying abroad or in Nepal after plus two is not a matter of trend, but of context and clarity. When students and parents together understand credits, recognition, costs, and long-term goals, they can make decisions that support both present learning and future opportunities.