The Silent Classroom: Analyzing the Decline in Enrollment and Student Attrition in Nepal's Bachelor of Social Work Programs.

Abstract

Bachelor of Social Work (BSW) education in Nepal, conceived as a catalyst for social development, is confronting a sustainability crisis marked by diminishing initial enrollment and significant student attrition in the final years. This phenomenon, manifesting in increasingly silent and vacant classrooms, signals a profound disconnect between the altruistic aims of the profession and the on-ground realities faced by its aspirants. This qualitative study investigates the multi-layered causes of this decline through in-depth interviews with 24 BSW students from four colleges in the Kathmandu Valley. The findings, analyzed thematically, reveal a triad of interconnected demotivates. Primarily, students experience profound professional uncertainty due to a near-absence of defined career pathways, low societal recognition of social work as a distinct profession, and a job market that fails to value the BSW degree. Secondly, institutional gaps—including a theory-heavy curriculum perceived as irrelevant, inadequate fieldwork supervision, and minimal academic mentorship—exacerbate student disengagement. Finally, these factors converge with personal financial pressures in the later academic years, leading to strategic dropouts as students prioritize income generation or switch to more "secure" fields of study. The study concludes that the silence in BSW classrooms is a symptom of systemic failure. Reversing the trend requires a concerted, multi-pronged strategy: vigorous advocacy for professional licensure and government cadre inclusion, a pedagogical overhaul to enhance practical relevance and employability, and stronger institutional support systems to foster student resilience and professional identity.