About Course
Panel Discussion III: Education as a Catalyst
This session explored resilience, identity, and mental well-being in education.
Moderator: Animon Rapacha- Graduate from United College
Panelists:
Ms. Shreeya Giri, Happy Minds
Dr. Mahashram Sharma
Mr. Harkaman Gharti
Ms. Kim Reid
In the opening of the third panel discussion, the conversation shifted from viewing education as a mere ladder for status to seeing it as a transformative catalyst for the self. Ms. Shreeya Giri, an honoree of Forbes 30 Under 30, challenged the glamorization of high-profile success by sharing her own history of academic struggle. Despite failing multiple times in grades 7, 10, and during her A-levels, she discovered that the true “gap” in her education wasn’t a lack of intelligence, but a lack of positive internal mentorship. She noted that when a student repeatedly tells themselves they are a failure, that narrative becomes a permanent self-identity.
“How many of you are studying because you are curious? And how many of you are studying because you are scared of falling apart?”- Animon
Ms. Giri argued that the most vital lesson she learned from her academic difficulties was the power of self-talk and internal narration. She emphasized that while technical skills can be acquired, the ability to view oneself with confidence in the mirror is the ultimate prerequisite for any achievement. By advocating for a shift in how students perceive their failures, she highlighted that the first step to success is not a perfect transcript, but the conscious choice to change the dialogue one has with oneself.
Dr. Mahashram Sharma reflected on a pivotal moment of rejection that fundamentally shifted his career trajectory. After traveling to Solukhumbu to interview for a science teaching position, he was denied the opportunity simply for arriving thirty minutes late. This rigid encounter sparked a resolve to rise within the government ranks, not merely for status, but to reach a position where he could reform the system and redefine how educators are chosen and supported. His journey from a local classroom in Baglung to a leadership role in the Nepal government serves as a testament to the idea that professional setbacks can be the most powerful catalysts for systemic change.
“From my experience, I see this pattern that we have been copying others’ work and we have not been creating our own.”
Critiquing the evolution of the school system, Dr. Sharma noted that education has historically focused on “copying” the findings and works of others. He argues that in the age of the internet, where information is a commodity, the focus must shift from reproduction to original innovation. He believes the modern student should no longer be a passive consumer of global knowledge but an active creator who develops unique solutions to be shared with the rest of the world. For Dr. Sharma, the ultimate goal of the current educational transformation is for Nepal to transition from a student of global trends to a teacher of innovation.
Ms. Kim Reid’s contribution to the discussion focused on the necessity of dismantling rigid academic structures to protect student well-being and foster genuine interest. Drawing on her experience in Scotland, she noted that the pressures facing youth in Nepal are universal, often manifesting as a forced march through fixed academic routes that leave little room for self-discovery. By introducing 16-to-18-year-olds to diverse higher education pathways early on, she believes students can transition from being “overwhelmed by expectations” to being empowered by choice. Her message was a call for deceleration; she urged young people to resist the urge to rush through their teenage years, highlighting that true growth stems from reflection rather than high-speed achievement. By prioritizing mental health and flexibility, Reid argues that education can become a supportive journey rather than a source of paralyzing pressure.
“Slow down, reflect, and allow yourself time to grow.”
In a deeply moving contribution, Harkaman Gharti shared his journey of resilience following a life-altering electricity accident that left him without hands. His story is a masterclass in adaptability and the refusal to let physical limitations define human potential. After facing systemic rejection, even from schools specifically for children with disabilities that deemed him “unteachable”, he finally secured an education through the intervention of a mentor. This initial exclusion became a “trigger” for his ambition; he refused to conform to low expectations, consistently placing in the top 10 of his class and competing alongside abled peers in sports like futsal and football.
“I never wanted to use my disability as an excuse… If I studied less and failed, I would be conforming to the predisposition.”
Harkaman’s choice to study Computer Science was a strategic move toward a field where “it doesn’t matter what you do your work with; you just have to do the work.” This pursuit of equality extends to his athletic life as a Paralympic swimmer for Nepal. Whether in the water or behind a screen, Harkaman finds arenas where effort is the only metric that matters, famously noting that in online gaming, anonymity allows him to be judged solely on his skill. He urged the audience to practice deep gratitude and stop making excuses, reminding them that while he navigates the world without hands, those who have them should never take their capabilities for granted. By evolving from writing with his feet to his mouth just to sit on the same bench as his friends, Harkaman proved that the “skill of adaptability” is the ultimate tool for overcoming any obstacle.
Ms. Shreeya Giri offered a powerful rebuttal to the “topper” culture that dominates many academic environments. Speaking as an employer who has hired over 60 mental health professionals, she revealed that board rankings and top grades are not the primary criteria for professional selection. Her message was clear: a grade is a data point, not a reflection of a human being’s worth or potential. She urged students to protect their self-esteem from the “race of life,” noting that even those who struggle academically are capable of creating immense value.
Dr. Mahashram Sharma echoed this sentiment by reframing education as a perpetual journey rather than a destination. He suggested that the “pressure” of the future dissolves when one views learning as a lifelong process. By transitioning from learning for self-gain to learning for the benefit of others, students can find a sustainable purpose that outlasts any single examination or degree.