Medical Education Commission(MEC) is the apex body of GoN regulating medical education in Nepal.

1. Medical Education
Commission
•Surakshya Khanal
Dilli Raman Joshi
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2. Outline of the Presentation
1. Background, Objective, Acts and Regulations
2. MEC: Formation, Organogram and Staffing, Functions Duties and Rights
3. Executive Committee: Formation, Functions Duties and Rights
4. Directorates and Boards: Formation, Functions Duties and Rights
5. Issues, challenges, opportunities and way forward
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Slide Number: 57
Estimated time: 30 minutes

3. History of Health Professional Education in Nepal
1933- Nepal
Rajkiya Ayurvedic
School
1934 Civil Medical
School
1972 –IOM
1976 –B.N.S
1978- MBBS
1989- CTEVT
1993- BPKIHS
established
1994- Est of
Kathmandu
University (Manip
al Medical College)
(First private
institution)
2002- NAMS
2008-PAHS
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4. 11/30/2023
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Source: Mathema Report, 2072

5. Background
• The increase in medical colleges— mostly private and urban-centric has very little to do
with the most remote and inaccessible communities in a country where 80% of the
population lives in villages.
• Of the 19 medical colleges in Nepal in 2012, 14 (74%) were private and eight (43%) were
in Kathmandu Valley alone, serving only 1·7 million—6% of the total population. Of the 11
medical colleges outside the Valley, almost all were based in the cities, largely depriving
health care from those living in rural regions of Nepal.
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https://kathmandupost.com/miscellaneous/2015/08/04/govt-makes-public-mathema-
committee-report

6. Mathema Committee
Report
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• Committee formation : 2071-9-18
• Report Submission: June 10, 2015(
Ashar, 2072)
• High level taskforce assigned by
government to formulate new National
Health Profession Education Policy

7. Scope of Mathema commission
• Utmost quality of human resource
• Disaffiliation of medical colleges
• Set Fundamental principles of medical colleges
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8. Mathema Committee Report
Underlying Philosophy :
1. Health for all
2. State interference in health sector. (do not rely on market economy)
• Headed by former Tribhuvan University Vice-chancellor (VC) Kedar Bhakta Mathema.
• Decentralizing and relocating medical colleges
• Setting up new entry standards for medical courses, and fee structures
Cancellation of Affilation
• Standardization of fees
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https://kathmandupost.com/miscellaneous/2015/08/04/govt-makes-public-mathema-
committee-report

9. Key Demands of Dr. KC in recommendations of Mathema
Commission
1. Centralized National medical education policy.
2. Establishment of medical colleges in rural areas.
3. Deaffiliation of medical colleges. (unfulfillment of parameters)
4. National level entrance
5. Scientific fees structures and its standardization
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10. 6. Institutional accountability
7. Quality of teachers (mentorships, behavioral values)
8. Seat allocation according to infrastructure
9. Trade union (Should medical education sector be included in trade union?)
10. Prerequisites of students ( IQ skill, non-science, humanities , behavioral science, social
science)
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15. Background
2067 B.S
• To address the quality and fees structure of medical colleges, committee with 10
members were formed under Prem Bahadur Kuwar (member of National Planning
commission).
2068 B.S
• That committee provided report addressing problems and solutions related to
medical education by forming various sub committees.
2071 B.S
• Higher committee was formed under Former VC of TU and Education expert Prof.
Kedarbhakta Mathema to submit report in problems and challenges regarding
medical education and to plan national medical education policy.
2071
Chaitra 20
• Mathema Committee, submitted report on scientific fee structure and affiliation
cancellation
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16. 2071
Chaitra 26
• Nepal government council of ministers, prepared a committee under former Chief Magistrate
Haribabu Bhattarai including secretary from education and health ministry to submit letter of intent
regarding medical education which included student admission in merit list, seats and fees adjustment
with close coordination with TU, KU and NMC.
2072 BS
• Committee formed under Prof. Dr. Rameshkanta Adhikari submitted report regarding possibility
of medical science related university. This committed submitted report to Nepal Government.
2072 BS
• Mathema Committee, submitted report with solutions to improve medical education in Nepal. Dr.
Govinda KC went for series of Hunger Strike to implement Mathemsa’s committee report.
2073
Shrawan 10
• KC's eighth hunger strike—lasting 15 days—ended o with an agreement with the government to
establish medical colleges in remote regions, implement the previously drafted Mathema Committee
report, abolish medical fees in government medical colleges, and depoliticise academia
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17. 2074
• Committee under President of special court Gaauri Bahadur Karki
submitted report including fees, quality, education and affiliation related
2074 Kartik
24
• TO address all the above reports, Ordinance was formed for National
Medical Education
In 2074
Falgun 9
• With about ordinance, MEC was formally started to work at then Education
ministry’s Human resource development center “Kha” building.
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18. 2075 Magh
11
• "National Medical Education Bill-2075" passed by legislative parliament
2075 Falgun
10
• Promulgation of National Medical Education Act 2075
2077
Shrawan 26
• National Medical Education Regulation, 2077
2078
Shrawan 19
• First ammendment of National Medical Education Regulation, 2077
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19. Organizational
Structure
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20. Formation of MEC
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21. Designation Position
Prime Minister Chairperson
Education Minister, Government of Nepal Co-Chairperson
Health Minister, Government of Nepal Co-Chairperson
Appointed by Government of Nepal from among the doctors
who have made special contribution in the field of medicine
Vice Chairperson
Member, National Planning Commission (Education and Health) Member
Three vice chancellors from the University having medical
education program
Member
Secretary, Ministry of education, Government of Nepal Member
Secretary, Ministry of health, Government of Nepal Member
Chairperson, University Grant Commission Member
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22. Designation Position
Vice Chairperson, Council for Technical Education and Vocational Training Member
Chairperson, Nepal Ayurvedic Medical Council Member
Chairperson, Nepal Health Research Council Member
Chairperson, Nepal Nursing Council Member
Chairperson, Nepal Health Professionals Council Member
Chairperson, Nepal Pharmacy Council Member
Chairpersons including at least one female from National level medical and
nursing professional – 2
Member
Chairperson from a private educational institution association except medical
and dental Organization – 1
Member
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23. Designation Position
Distinguished members of civil society including at least one female
– 2
Member
Chairperson, Nepal Medical Council Member
Among medical education experts based on the principles of
inclusion including at least two females – 3
Member
Chairperson, Nepal Medical Association Member
Chairperson of private medical and dental college of national level
official organization
Member
Senior staff of the commission Member Secretary
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24. Member of
Commission
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25. Executive Committee
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29. (Foundation Principles Underlying Commission's Performance)
Constitution of
Nepal
Acts and
Regulations
Policies
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30. Constitution of Nepal
• नेपालको संविधानले नागरिक तथा िाजवनतक अवधकािको साथसाथै सामावजक सााँस्क
ृ वतक एिम आवथिक
अवधकािसमेतलाई समेटी धािा १६ देखि धारा ४६ सम्म ३१ िटा मौवलक हकको व्यिस्था गिेको छ ।
• विक्षाको हक, स्वास्थ्य सम्बन्धी हक,स्वच्छ िातािािणको हक, मवहलाको हक, बालबावलकाको हक,
दवलतको हक, सामावजक न्यायको हक लगायतकाहकहरू मौवलक हकमा समेवटएका छन् ।
• संविधानको धारा ३१ को विक्षा सम्बन्धी हकमा प्रत्येक नागरिकलाई आधािभूत विक्षामा पहाँच ि िाज्यबाट
आधािभूत तहसम्मको विक्षा अवनिायि ि वन :िुल्क तथा माध्यवमक तहसम्मको विक्षा वन :िुल्क पाउने
हकको व्यि स्था गिेको छ ।
• संविधानको धारा ३५ को स्वास्थ्य सम्बन्धी हकमा प्रत्येक नागरिकलाई िाज्यबाट आधािभूत स्वास्थ्य सेिा
वन :िुल्क हने ि आकस्मिक स्वास्थ्य सेिाबाट िवित नगरिने एिम् प्रत्येक नागरिकलाई स्वास्थ्य सेिामा
समान पहाँचको हक लगायतका व्यिस्था छ ।
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31. Article 31: Right to education
1. Every citizen shall have the right to access to basic education.
2. Every citizen shall have the right to compulsory and free basic education, and free
education up to the secondary level.
3. The physically impaired and citizens who are financially poor shall have the right to free
higher education as provided for in law.
4. The visually impaired person shall have the right to free education with the medium of
Braille script.
5. Every Nepali community living in Nepal shall have the right to acquire education in its
mother tongue up to the secondary level, and the right
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32. Article 35: Right to health care
1. Every citizen shall have the right to seek basic health care services from the state and no
citizen shall be deprived of emergency health care.
2. Each person shall have the right to be informed about his/her health condition with regard
to health care services.
3. Each person shall have equal access to health care.
4. Each citizen shall have the right to access to clean water and hygiene.
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33. Article 51: State policies
Policies regarding the basic needs of citizens:
1. Making education scientific, technical, professional, skill-oriented, and employment and people
oriented in order to prepare the human resources to be competent, competitive, moral, and
committed to national interest.
2. Increasing the investment of the State in the educational sector, and regulating and managing the
investment of the private sector in it to make education service oriented.
3. Making higher education easily available, of high quality and accessible, and gradually making it
free.
4. Establishing and promoting information centers and libraries for the personality development of
citizens.
5. The State shall gradually increase necessary investment in the public health sector in order to
make citizens healthy.
6. Ensuring easily available and equal access to high-quality health care for all
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34. Rules and Regulations
• वचवकत्सा विक्षा प्रदान गने विक्षण संस्थाको गुणस्ति मूल्याङ्कन तथा वसट वनधाििण सम्बन्धी एकीक
ृ त कायिविधी,
२०७९
• आियपत्र, सम्बन्धन तथा प्रत्यायनसम्बन्धी आन्तिीक कायिविवध, २०७८
• वचवकत्सा विक्षा आयोगका पदावधकािी, दक्ष/विज्ञ तथा कमिचारिहरुको आचाि संवहता २०७८
• स्नातकोत्ति तहको वसट वनधाििण सम्वन्धी आन्तिीक कायिविधी, २०७७
• वचवकत्सा विक्षा आयोगको एकीक
ृ त प्रिेि पिीक्षाको म्यावचङ्ग
् प्रणाली सम्बन्धी कायिविवध, २०७८
• वचवकत्सा विक्षा एकीक
ृ त प्रिेि पिीक्षा सिालन कायिविवध, २०७७ (दोस्रो संिोधन २०७८)
• नेिनल बोर्ि अफ मेवर्कल स्पेवसयावलवटज अन्तगित चवकत्सा विक्षा अध्यापन गने विक्षण संस्थाहरुको अनुगमन,
गुणस्ति मूल्याङ्कन तथा सीट वनधाििण कायिविवध, २०७८ (स्पेवसयावलवट तथा सबस्पेवसयावलवट तह)
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35. • वचवकत्सा विक्षा विषयमा स्नातक तह, स्नातकोत्ति तह, फ
े लोवसप कायिक्रम तथा उच्चस्तिीय तावलमका लावग
बैदेविक अध्ययन अनुमवतपत्र सम्बन्धी वनदेविका,२०७७
• वचवकत्सा विक्षासम्वन्धी प्रमाणपत्र तहभन्दा मुनीका कायिक्रम सिालन गनि अनुमवत प्राप्त गिेका संस्थाको स्ति
उन्नवत सम्बन्धी मापदण्ड,२०७७
• िावरि य वचवकत्सा विक्षा (पवहलो संिोधन) वनयमािली, २०७८
• वचवकत्सा विक्षा आयोगका पदावधकािीहरुको वबदा तथा भ्रमण सम्बन्धी कायिविवध,२०७७
• नेिनल बोर्ि अफ मेवर्कल स्पेवसयावलवटज कायिक्रम सिालन कायिविवध, २०७७
• वचवकत्सा विक्षा एकीक
ृ त प्रिेि पिीक्षा सञ्चालन कायिविवध, २०७७
• िावरि य वचवकत्सा विक्षा वनयमािली, २०७७
• िावरि य वचवकत्सा विक्षा ऐन, २०७५
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36. Policies- िावरि य विक्षा नीवत, २०७६
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37. २. स्वास्थ्य नीवत, २०७६
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38. ३. पन्ध्ौं आिवधक योजना
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39. Directorates and
Boards: Functions
Duties and Rights
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Directorate of Standards and Accreditation
Directorate of Planning, Coordination and Academic
Upgradation
Directorate of Examination
National Board of Medical Specialties
Directorate of Secretariat

40. Directorate of Standards and Accreditation
Major Function: Assurance of quality and uniformity in medical education throughout the country
by implementing worldwide accepted accreditation standards based on the National Medical
Education Act 2075.
Roles and Responsibilities:
1. Set infrastructure criteria in order to establish medical college and run educational programs.
2. Set criteria for teachers’ eligibility and teaching teaching methods
3. Accreditation of universities and academia's conducting medical education programs.
4. Set standards of Medical Education sector’s curriculum, including quality and standard.
5. Issue eligibility letter to those willing to go on abroad studies and fellowships including high level
training on medical education.
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41. Directorate of Planning, Coordination and Academic
Upgradation
1. Formulate health professional education policy
2. Plan annual programs of MEC
3. Estimation of national human resource projection, production and consumption.
4. Coordinate with the academia and government agencies includes the functions of letter of
intent, fees structures and student seats of the colleges.
5. Academic upgradation for quality improvement
6. Expansion of new programs and research in medical education including teaching learning
methodologies
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42. Directorate of Examination
• Prime function : assurance of quality and uniformity in medical education throughout the country
by implementing robust system of examination.
Roles and responsibilities:
1. Conduction of National level common entrance examination encompassing all academic
institutions conducting medical/health professional courses to reduce the burden of multiple
entrance examinations.
2. Technology-driven evaluation system with less human intervention.
3. Merit based selection of the candidates among their choices through computer matching system.
4. The merit is also applicable for pursuing National Board Specialty (NBS) degree to be conducted
through MEC.
5. Provide certificate of eligibility for those pursuing the postgraduate courses abroad.(pass score in
the entrance examination is mandatory).
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43. National Board of Medical Specialties
• Objective : to establish the competency based specialty and subspecialty programs in the country utilizing
the expertise available beyond the existing universities and academia to fulfill the dire need of the
specialists in the country . (िावरि य वचवकत्सा विक्षा ऐन, २०७५)
• •NMBS will identify the prospective institution and faculties for starting the academic program.
• •The institution and faculties will be accredited as per the standard set by MEC and the specialty,
subspecialty and superspecialty programs will be skill based, supervised and will have innovative teaching-
learning methodologies.
• •It also includes the courses in ethics, communication skills, basic life support skills, research
methodology, leadership skills, social community services and many more so that the prospective
specialists are well acquainted in these aspects along with academic excellence.
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44. Issues , Challenges and
Opportunities
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45. 1. Infrastructure Development:
•One of the primary challenges
•Many institutions may lack adequate facilities, including well-equipped
laboratories, libraries, and clinical training settings.
•Overcoming this challenge requires significant investments in infrastructure
development
•However, it also presents an opportunity to modernize and upgrade existing
infrastructure to meet MEC Nepal’s standards and create a conducive learning
environment for students.
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46. 2. Faculty Qualifications and Training:
•Ensuring that medical colleges have qualified and competent faculty members is
crucial for delivering quality education. Meeting these requirements can be
challenging, especially in remote areas where there may be a scarcity of
experienced medical professionals.
•To address this challenge, opportunities for faculty training, professional
development, and recruitment from diverse backgrounds can be explored.
Collaboration with international institutions can also provide valuable expertise and
mentorship opportunities.
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47. 3. Curriculum Reforms:
• Implementing MEC Nepal’s guidelines often involves significant curriculum reforms in
medical colleges. Developing and aligning the curriculum with Nepal’s standards,
incorporating competency-based learning, and integrating emerging trends in medical
education can be complex tasks.
4. Resource Allocation:
• Medical colleges need adequate funding to meet the requirements for infrastructure, faculty
development, equipment, research facilities, and student support services.
• This challenge presents an opportunity for strategic resource mobilization, including government
support, public-private partnerships, and international collaborations. Innovative financing models
can be explored to ensure sustainable resource allocation for medical education.
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48. 5. Monitoring and Compliance:
• Ensuring adherence to MEC Nepal’s guidelines and monitoring the quality of
medical education across all institutions is a significant challenge. Regular
monitoring and evaluation mechanisms need to be in place to assess compliance,
identify areas for improvement, and maintain quality standards.
• Opportunity: Strengthening MECEE’s monitoring capabilities, establishing a
robust feedback system, and encouraging self-assessment by medical colleges can
enhance the effectiveness of the implementation process.
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49. 6. Opportunities for Collaboration:
• Implementing MEC Nepal’s guidelines also presents opportunities for
collaboration among medical colleges, MECEE, healthcare institutions, and
international partners.
• Opportunities: Collaboration can foster knowledge-sharing, exchange programs,
research collaborations, and the adoption of best practices from around the world.
These collaborations not only enhance the quality of medical education but also
facilitate the exposure of students and faculty to global healthcare trends and
advancements.
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50. 7. Embracing Technological Advancements:
• Advancements in technology present opportunities to enhance medical education
delivery. MEC can encourage the integration of technology-enabled teaching and
learning methods, virtual simulations, telemedicine, and online resources.
• Opportunity : Embracing technology can overcome geographic barriers, improve
access to educational resources, and provide innovative learning experiences for
students.
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51. Conclusion
• Implementing MEC Nepal’s guidelines for medical education in Nepal comes with its share of
challenges, but it also presents numerous opportunities for growth and improvement.
• Addressing infrastructure needs, ensuring qualified faculty, curriculum reforms, resource
allocation, and effective monitoring are crucial areas that require attention.
• Collaboration, embracing technology, and strategic planning can turn these challenges into
opportunities and pave the way for the transformation of medical education in Nepal.
• MEC Nepal’s commitment, along with the collective efforts of medical colleges, stakeholders,
and policymakers, is vital to overcome challenges and create a robust medical education system
that produces competent and compassionate healthcare professionals.
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52. Critical Analysis
• The name Medical Education Commission remains controversial as it is the umbrella body for all
Health Professional Education.
• NOC Certificate issue
• Problem in resource management including finance.
• The MEC's worries about the cost of the scholarships and salaries are unjustifiable because they
should see the investments as a responsibility since medical professional provide services during
the bonding period.
• Strict implementation of fees structures in private sector with regular monitoring.
• Human resource Management- The seat allocation should be on the ground of the projection.
• Bonding for Public Health remains controversial.
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53. Way Forward
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57. Critics
• Challenges- Percentile system (Does it ensure quality ?)
• Problem in adherence with the academic calendar set by MEC.
• Low pass rate in the council examination
• Unrealistic and unachievable standards set by MEC especially while
setting the guideline and criteria for establishing colleges.
• Curriculum framework
• Bonding for Public Health- lack of liasion with ministry to establish a
proper framework.
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58. Thank You !!
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