There are ample evidences to suggest that reorienting Western's educational policies and practices toward the improvement of student learning outcomes would, over time, significantly improve the quality of education of Nepali pupils. Such a reorientation would necessarily be an ongoing process; over time it would likely constitute a quantum shift in our approach to education. It would probably imply changes over time in our mission and goals, in the structure of our curricula, in assessment procedures from the classroom on up, in the responsibilities of faculty, staff, and administrators, and in the organizational structure of the University. However, all of these are the kinds of changes which can evolve in an organic way specific to Western and its community of students, faculty, staff, and administrators. The important thing is to begin the process, and to allow it to develop.
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