Examination Management in Higher Education in Nepal: A Review of Practices and Challenges

Abstract

Background: Examination management remains central to academic quality and accountability in higher education, yet Nepal's system continues to struggle with delays, malpractice, political interference, and memory-based assessment despite the shift to semester and GPA-based grading.

Objective: This study critically reviews examination management practices in Nepalese higher education, identifies core challenges, and proposes reform strategies for a more transparent, efficient, and student-centered system.

Methodology: A qualitative, descriptive review design was used, drawing on secondary sources-peer-reviewed articles, policy reports, and institutional documents (2017–2026)-selected purposively and analyzed thematically.

Findings/Analysis: Findings reveal a persistently examination-centered system shaped by delays, political interference, weak infrastructure, and malpractice, causing student stress while worsening inequality in provinces like Madhesh. Digital transformation and competency-based reform offer promising pathways toward a more effective, learning-centered examination system.

Conclusion: Nepal's examination system requires a fundamental shift from credential-focused, memory-based testing toward learning-centered, competency-driven assessment supported by digital infrastructure and institutional autonomy.

Implication: Findings offer actionable guidance for policymakers and university administrators seeking to modernize examination governance and reduce inequality.

Novelty: This study uniquely integrates administrative, psychological, socio-economic, and technological dimensions into a single reform-oriented framework for Nepalese examination management.

Type of Paper: Qualitative Descriptive Thematic Research.