Question 1 What is the issue, and why does it matter?
Naubahini’s FY 2083/84 policy, paragraph 22, proposes a local “Teacher Bank” to prevent teacher shortages and promptly provide alternative teachers. Paragraph 14 commits to regular school monitoring and performance evaluation. These are published commitments, not evidence that a substitute roster is operating or that vacancies have been filled.1
The practical question is how to preserve subject teaching when a teacher is unavailable. A roster alone cannot guarantee that a qualified teacher can reach a remote school, teach the required subject and receive timely payment. Compare coverage and cost before expanding the scheme.
Question 2 What do current law and policy say?
The published local policy commits to the Teacher Bank concept; it does not itself document its staffing rules or available budget. Before recruitment, publish the applicable education and employment provisions, authorised appointment process, qualifications, pay terms and grievance route. This dossier does not establish a new hiring power.1
The Constitution assigns local executive power to the municipal or village executive and local law-making to its assembly. Local taxation must follow law, and revenue and expenditure estimates must be presented to the assembly. Schedule 8 lists local powers; Schedule 9 includes shared powers. A mayor cannot alone replace these budget, law-making and accountability processes.2
Question 3 What is known, uncertain or disputed?
Known
Naubahini’s FY 2083/84 policy, paragraph 22, proposes a local “Teacher Bank” to prevent teacher shortages and promptly provide alternative teachers. Paragraph 14 commits to regular school monitoring and performance evaluation. These are published commitments, not evidence that a substitute roster is operating or that vacancies have been filled.1
Uncertain
The cited page does not give a school-by-school vacancy baseline, missed lesson totals, an approved operating procedure, recruitment criteria, a funded staffing ceiling or deployment results. Establish these from school registers, approved budgets and staffing records before judging delivery. Publish aggregate results, not children’s personal records or teachers’ medical information.
Disputed
The design choice is whether to pay for an on-call substitute pool or coordinate existing teachers across nearby schools. Neither is presumed cheaper or more effective. Compare subject coverage, travel time, missed lessons at both sending and receiving schools, and the full cost per lesson actually taught.
Questions 4–5 What are the options, and what do they cost and achieve?
Options are listed in no particular order. Policy Nepal does not recommend one; real policies often combine them.
A
A transparent, subject-qualified substitute roster1
Pilot a roster with published eligibility, selection scores and availability by subject and location. Activate a placement only against an authorised, funded request from a school.
Benefits
- Can provide a defined replacement route and reduce ad hoc selection if qualified teachers are available.
Costs
- Budget for recruitment checks, orientation, teaching pay, travel where justified, supervision and administration; disclose any standby payment.
Trade-offs
- A roster may remain unused or lack teachers for hard-to-fill subjects. Roster membership must not imply guaranteed employment or bypass authorised recruitment.
What does implementation require?
- Record each request, subject, required dates, selection reason, placement and lessons delivered. Verify qualifications and child-safeguarding requirements before placement.
- Provide an accessible complaint route and documented payment deadlines. Report aggregate coverage by school and subject without publishing private applicant documents.
Coordinate nearby schools before adding posts1
Test shared subject timetables or short-term cover among a small cluster of schools where travel and existing workloads make this feasible. Obtain the required approvals and agree a handover plan.
Benefits
- May use existing subject expertise and make support available without maintaining a large standby pool.
Costs
- Travel, timetable coordination, additional workload and lesson preparation still have costs; account for them explicitly.
Trade-offs
- Moving a teacher can transfer the shortage to another school. Long travel can make coverage impractical; never count a transferred gap as an improvement.
What does implementation require?
- Map school timetables, subject needs and realistic travel times. Protect the sending school’s scheduled lessons and set a workload ceiling through the authorised process.
- Review both schools’ delivered lessons and student access after an agreed pilot period. Stop or redesign arrangements that increase missed teaching or unsafe travel.
Combining options
Use school and subject records to select a limited pilot. A small substitute roster could cover gaps that safe school-cluster arrangements cannot. Approve an affordable envelope first, compare results against the recorded baseline, and publish a reasoned expansion or redesign decision. These options are Policy Nepal discussion proposals, not adopted municipal rules.
Question 6 Who is responsible?
Local
Village executive and village assemblyThe Constitution assigns local executive power to the municipal or village executive and local law-making to its assembly. Local taxation must follow law, and revenue and expenditure estimates must be presented to the assembly. Schedule 8 lists local powers; Schedule 9 includes shared powers. A mayor cannot alone replace these budget, law-making and accountability processes.2
Local
Local education unit and participating schoolsProposed delivery arrangement: verify school requests, subject needs and records; operate only within authorised staffing and budget rules. Name the accountable officer and publish aggregate monitoring results. The source does not specify a completed operating arrangement.1
Question 7 What have parties and leaders said and done?
What was said or promised is shown apart from what was recorded as done. Every entry needs a dated source. A missing entry means the position is not established, not that someone opposes or is neutral.
The municipal policy is the documented commitment. No party endorsement, teacher-union agreement or implementation success is inferred; add attributable responses when available.
Said or promised
Position not established in reviewed sources.
Recorded actions and outcomes
Position not established in reviewed sources.
Question 8 What would progress look like, and when do we check again?
IndicatorLatest official figureOfficial targetRevisit
Median days from an authorised replacement request to a qualified teacher starting, by subject and school1
Not established
No official target found
2026-10-20
Scheduled lessons actually taught and lessons missed, including at schools supplying shared teachers1
Not established
No official target found
2026-10-20
Full cost per replacement lesson delivered, payment delays and unresolved grievances1
Not established
No official target found
2026-10-20
Sources
Grouped by type of evidence. Government plans show what government intends; they are not proof of results. Party material shows what a party says.
Change history
- 2026-10-13 — Added a sourced rural school staffing dossier in English and Nepali. (Extend the standard eight-question issue format to rural governments.)
