Education Minister Accuses Misinformation Campaign as Curriculum Revision Tour Marred by Disruptions in Madhesh Province
Kathmandu — Education and Sports Minister Sasmit Pokharel has strongly refuted viral social media claims that he was “chased away” during his ongoing field visits in Madhesh Province, describing the incident as a “planned misinformation” campaign orchestrated by individuals intent on derailing the government’s efforts to improve school education. In a detailed statement posted on Facebook, Minister Pokharel said that while he was collecting suggestions from students, teachers, and parents for the revision of the National Curriculum Framework, 2076, two individuals deliberately approached the venue and created a commotion, disrupting the participation of attendees in several districts. The minister clarified that short video clips from these disrupted events have been taken out of context and circulated widely on social media to create a false narrative about his visit and the education reform campaign. He emphasized that in a democratic system, everyone has the right to disagree, but forming opinions based on incomplete videos without understanding the full context is neither fair nor constructive, and that following such deliberately engineered misinformation only harms the cause of educational progress.
The incident occurred during a series of consultative programs organised as part of a broader initiative to revise Nepal’s National Curriculum Framework, 2076, which serves as the foundational document guiding school-level curricula, learning outcomes, and pedagogical practices across the country. According to the minister, the disruptions took place in the districts of Siraha and Saptari, where two individuals approached the program venues and began creating noise, effectively affecting the participation of students, teachers, and parents who had gathered to share their views. Following the incident, video clips and social media posts began circulating with claims that Minister Pokharel had been chased away by locals, prompting the minister to issue a clarification. He expressed disappointment that the actual context of the events had been distorted, noting that the majority of attendees were engaging constructively and were keen to contribute to the curriculum revision process. The minister stressed that such acts of obstruction are not reflective of the general sentiment in Madhesh Province, where local stakeholders have shown enthusiasm for improving school education. He also cautioned against the dangers of viral misinformation, which he said can undermine public trust in democratic institutions and reform processes, while urging citizens to verify facts before accepting or sharing sensationalised content on social media platforms.
Despite the disruptions, Minister Pokharel made it clear that he and his team did not stop their work for a moment. In his Facebook post, he recounted that on the very same day of the incident, he visited a school for deaf children and a madrasa in Siraha, where he had the opportunity to interact directly with students and listen to their concerns, suggestions, and aspirations. The minister described these interactions as fruitful and heartening, noting that the voices of all children, including those from marginalised and differently abled communities, are crucial for shaping an inclusive and responsive national curriculum. He further informed that he continued his field visits by touring approximately eight to ten schools on the following day, collecting a wide range of suggestions from students, teachers, and parents on how to improve the quality of school education. These suggestions, he said, cover various aspects of the curriculum, including subject content, assessment methods, skill development, and the integration of local knowledge and values. The minister also announced that the next leg of his journey would take him from Saptari to Morang, where more consultation programs are scheduled to be held. By continuing his itinerary without interruption, Pokharel sought to demonstrate that his mission is driven by a serious commitment to education reform rather than by political posturing or sensitivity to provocations.
The minister’s remarks also carried a distinctly political undertone, as he addressed the growing influence of the Rastriya Swatantra Party (RSP) in Madhesh Province and the dissatisfaction it has apparently stirred among certain rival groups. Pokharel, a prominent leader of the RSP, commented that it is natural for some parties to feel uneasy when they see the party’s increasing popularity and the positive work being done in the education sector. He suggested that the attempts to create commotion and spread false narratives may be motivated by this unease, as those who have traditionally dominated the political landscape in the region watch their influence being challenged. The minister, however, refrained from naming any specific individuals or political parties, choosing instead to emphasise that his focus remains on ground-level realities rather than on political rivalry. He wrote that his team is not there to engage in political stunts or to create a commotion, but to go to the grassroots and bring about genuine, tangible, and lasting improvements in education. “Work is greater than noise,” he asserted, indicating that his government’s achievements in the education sector will ultimately speak louder than the distractions engineered by his detractors. This statement appears to be a direct rebuttal to those who have attempted to portray the minister’s visit as a failure, and it signals his determination to continue the reform campaign regardless of obstacles.
The curriculum revision exercise itself is a significant national undertaking, as the National Curriculum Framework, 2076, was introduced several years ago and is now due for a comprehensive review to address emerging challenges and opportunities in the education system. Stakeholders have long called for updates that reflect changing social realities, technological advancements, and the need for skills-based learning that prepares students for the twenty-first century. The Ministry of Education and Sports has therefore been organising consultations in various provinces, particularly in Madhesh, where educational outcomes and infrastructure gaps have often been highlighted. The minister’s visits to schools, including the school for deaf children and the madrasa, are seen as part of an effort to ensure that the revised curriculum is inclusive and respectful of diverse learning environments. By engaging with institutions that serve students with special needs and religious minorities, the ministry aims to gather insights that might otherwise be overlooked in mainstream consultations. The incident of disruption, therefore, takes on added significance because it threatened to derail a process that is meant to be participatory and representative. The minister’s insistence on continuing his visits despite the commotion underscores his belief that education reform must be driven by evidence and engagement, not by the agendas of a disruptive few.
Ultimately, Minister Pokharel’s response to the incident reflects a broader concern about the state of public discourse in Nepal, where social media can often amplify distortions and create false impressions of events. His call for citizens to look beyond short videos and understand the full context is a timely reminder of the responsibilities of democratic citizenship, particularly in an era of information overload and political polarisation. By taking to Facebook to explain his side of the story, the minister has also highlighted the importance of direct communication between public representatives and the electorate, especially when narratives are being shaped by unverified content online. The education reform campaign, which has now become a testing ground for the minister’s resilience and leadership, is set to continue with more visits and consultations in the coming days. As he moves from Saptari to Morang, the minister will likely carry with him both the suggestions collected from students and teachers and the lessons learned from confronting planned misinformation. Whether the disruptions will fade into memory or continue to influence the political narrative in Madhesh Province remains to be seen, but Pokharel’s message has been clear: he will not be intimidated, and the work of improving school education will go on. In a country where educational reform is often slow and contested, this episode has underscored the need for patience, perseverance, and a collective commitment to placing children’s futures above political noise.