Educast Nepal
KOREA’S EDUCATION TRANSFORMATION
From a Nation Rebuilding Through Education to a Global Destination for International Students
A Special Cover Interview with Mr. Sanrosh Khanal, President, Nepal Educational Counseling Services Association (NECA)
Interview & Feature: Jupiter Media / EduCast Nepal
A New Chapter in Nepal–South Korea Education Relations
South Korea’s transformation from a war-torn country into one of the world’s most technologically advanced and economically dynamic nations is one of the remarkable development stories of the modern era. At the heart of that transformation has been education.
Today, South Korea is no longer viewed only as a destination associated with technology, automobiles, electronics, entertainment and global brands. It is increasingly emerging as an important destination for international education, research, innovation and career development.
For Nepali students, this changing landscape presents both an opportunity and a responsibility.
As increasing numbers of Nepali students explore South Korea for higher education, understanding the country’s universities, academic culture, government policies, scholarship opportunities, visa framework, student welfare mechanisms and employment pathways has become increasingly important.
Against this backdrop, Mr. Sanrosh Khanal, President of the Nepal Educational Counseling Services Association (NECA), is visiting prominent universities and educational institutions in South Korea to gain first-hand understanding of the country’s higher-education environment and explore opportunities for stronger educational cooperation between Nepal and South Korea.
In this special interview, Mr. Khanal discusses the Korean education system, the evolution of Korean universities, international student support, government initiatives, scholarships, employability, student welfare and what Nepali students should know before choosing South Korea as their study destination.
INTERVIEW
Q1. Mr. Khanal, you are currently visiting prominent universities in South Korea. What is the primary purpose of this visit?
Mr. Sanrosh Khanal:
The primary purpose of this visit is to understand South Korea’s higher-education system from the ground level.
As education counselors and representatives of the international education sector in Nepal, we should not simply promote a destination. We need to understand the destination ourselves. We need to know the academic environment, the quality of institutions, the support systems available to international students, the expectations of universities and the opportunities available after graduation.
South Korea is changing rapidly as an international education destination. There is growing interest among Nepali students, particularly in areas connected with technology, engineering, management, business, artificial intelligence, science, hospitality and other emerging disciplines.
During this visit, we are meeting universities, understanding their programs, discussing international student recruitment and exploring how Nepal and South Korea can build stronger educational partnerships.
For me, this is not simply a university visit. It is part of a broader effort to understand where international education is heading and how we can make the process safer, more transparent and more beneficial for Nepali students.
Q2. South Korea is famous for its economic and technological transformation. How important has education been in that journey?
Mr. Khanal:
Education has been fundamental to Korea’s transformation.
If we look at modern Korean history, we see a country that invested heavily in human capital. Education was treated not simply as a social service but as a foundation for national development.
Korea understood that natural resources alone would not create sustainable development. Human knowledge, skills, research and innovation would.
That philosophy helped create a highly educated workforce that contributed to industrialization, technological development and global competitiveness.
Today, Korean universities are closely connected with industries and emerging technologies. Students have opportunities to study in an environment where education, research, innovation and industry frequently interact.
This is one of the reasons Korean higher education is becoming increasingly attractive to international students.
The lesson for Nepal is also important.
Nepal has a young population and enormous human potential. If we can connect education with skills, research, entrepreneurship and employment, education can become a much stronger engine of national development.
Q3. How would you describe the structure of the Korean higher-education system to Nepali students?
Mr. Khanal:
The Korean higher-education system is diverse.
Students can choose from traditional four-year universities, junior colleges, specialized institutions, cyber universities, industrial universities and polytechnic institutions.
The Korean Ministry of Education describes higher education as including several different types of institutions, allowing students to select pathways according to their academic and professional objectives. (English MOE)
This diversity is important because every student is different.
Some students want academic research. Some want professional qualifications. Others want industry-oriented education and practical skills.
Therefore, students should not choose a university simply because it is located in Seoul or because its name is popular on social media.
They should first identify their academic objective.
What do you want to study?
What is the language of instruction?
What is the curriculum?
What are the university’s facilities?
What kind of industry connections does it have?
What support is available to international students?
What are the total costs?
What are the opportunities after graduation?
These questions should guide the decision.
Q4. What impressed you most during your university visits?
Mr. Khanal:
One of the things that impressed me is the seriousness with which universities approach internationalization.
International students are not simply considered tuition-paying students. Universities increasingly recognize that international students contribute to campus diversity, research collaboration, cultural exchange and global connections.
I have also observed an increasing emphasis on student services.
For an international student, academic admission is only the beginning.
The student needs accommodation, orientation, immigration guidance, academic counseling, language support, career guidance, mental and social support, and assistance in understanding Korean society.
A good international education system must address the entire student journey.
This is an area where Korean universities have been making important progress.
Q5. How supportive is the South Korean government toward international students?
Mr. Khanal:
The Korean government has increasingly recognized international education as an important part of the country’s global strategy.
One important development is the government’s effort to strengthen university internationalization while also improving the management and welfare of international students.
The Korean Ministry of Education and Ministry of Justice have jointly operated an internationalization competency accreditation and international student management system since 2012. The system assesses universities’ capacity to manage international students and addresses concerns such as illegal stays and other risks. (English MOE)
This is significant because international student policy should not be based only on increasing numbers.
Quality, student welfare and responsible management are equally important.
The latest Korean government assessment reported approximately 253,000 international students in Korea in 2025, compared with about 209,000 in 2024 and 153,000 in 2020. (English MOE)
That growth demonstrates how rapidly Korea’s international education sector is developing.
Q6. What does this growth mean for Nepali students?
Mr. Khanal:
It means there are opportunities, but students must approach those opportunities responsibly.
When demand increases, misinformation can also increase.
Students may hear claims about guaranteed admission, guaranteed visas, guaranteed employment or unrealistic salaries.
They should be extremely careful.
South Korea is an excellent study destination, but it is not a shortcut to employment or permanent settlement.
Students need academic preparation, financial planning, language ability, discipline and realistic career expectations.
They should select institutions based on genuine academic quality and suitability rather than advertisements alone.
Q7. Scholarships are an important concern for Nepali students. What opportunities exist in Korea?
Mr. Khanal:
There are several scholarship opportunities.
The Korean government’s Global Korea Scholarship, or GKS, is one of the best-known government scholarship programs for international students.
In addition, Korean universities, foundations and corporations offer their own scholarship programs.
The official Study in Korea platform states that many Korean universities provide scholarships for international students, with some university scholarships covering approximately 30% to 100% of tuition fees depending on academic performance and program conditions. (Study in Korea)
This is encouraging.
However, students should understand the difference between a full government scholarship and a university tuition discount.
They should carefully examine:
A scholarship does not necessarily mean that every expense is covered.
Q8. What advice would you give students who are interested in GKS?
Mr. Khanal:
My advice is to prepare early.
Students should monitor official information rather than depending on Facebook posts or informal announcements.
The Korean government’s Study in Korea platform publishes information about scholarship programs, eligibility, application procedures and schedules. (Study in Korea)
Students should prepare their academic documents, recommendation letters, personal statements and other required documents carefully.
They should also understand that scholarship competition can be high.
A strong academic record is important, but students should also demonstrate motivation, leadership, community involvement, research interests or other relevant strengths depending on the scholarship.
Q9. Language is often considered a major challenge for international students. How important is Korean language proficiency?
Mr. Khanal:
Language is extremely important.
Students must understand the language requirements of their specific program.
Some programs are delivered in English, while others require Korean-language proficiency.
Even when a student’s academic program is taught in English, learning Korean is highly beneficial.
Imagine living in Korea for several years without being able to communicate comfortably outside the university.
Language affects daily life, transportation, healthcare, shopping, part-time employment, cultural understanding and social integration.
Therefore, I strongly encourage Nepali students to learn Korean before and after arriving in Korea.
It will make their educational experience much more meaningful.
Q10. What role does student welfare play in international education?
Mr. Khanal:
Student welfare should be at the center of international education.
When a student travels from Nepal to Korea, the student is entering a completely different environment.
There are differences in language, culture, weather, food, academic expectations and social practices.
Universities therefore have a responsibility to provide appropriate orientation and support.
Students should know where to seek help when they face academic difficulties, accommodation problems, health concerns, discrimination, financial difficulties or other challenges.
The Korean government’s university accreditation and international student management framework is particularly relevant here because it connects internationalization with responsible student management. (English MOE)
As an association representing education counselors, we also have a responsibility to ensure that students receive accurate information before departure.
Q11. How important are university rankings when selecting a Korean university?
Mr. Khanal:
Rankings can be useful, but rankings should not be the only consideration.
A student studying engineering should look at the strength of engineering and research facilities.
A student studying business should investigate business-school quality and industry connections.
A student interested in technology should examine research laboratories, innovation centers and partnerships.
Students should also consider location.
Seoul offers enormous opportunities but can have higher living costs.
Regional universities can sometimes provide excellent academic facilities and potentially different cost structures and living environments.
The right university is the university that fits the student’s academic, financial and career objectives.
Q12. What opportunities do Korean universities provide in technology and innovation?
Mr. Khanal:
Technology is one of Korea’s greatest strengths.
Korea has developed globally competitive industries in semiconductors, electronics, automobiles, biotechnology, artificial intelligence, telecommunications and advanced manufacturing.
Universities are increasingly connected with these industries.
For international students, this creates opportunities to study in an ecosystem where academic knowledge can be connected to real-world technological development.
Korea’s current national priorities also show the importance placed on advanced technology and future industries. The government’s proposed 2027 budget, for example, places major emphasis on artificial intelligence, semiconductors and future-growth sectors. (Reuters)
For Nepali students interested in STEM fields, this is an area worth exploring carefully.
Q13. How important is industry–university collaboration in Korea?
Mr. Khanal:
It is extremely important.
Education becomes more meaningful when students understand how their knowledge applies to the workplace.
Korean universities have developed strong connections with industries in many fields.
Students should therefore ask universities about internships, practical training, industry projects, research opportunities and career services.
The future of higher education is not simply about obtaining a degree.
It is about developing competencies.
Employers want graduates who can solve problems, communicate, work in teams, use technology and adapt to change.
That is why industry exposure matters.
Q14. Is South Korea suitable only for students interested in technology?
Mr. Khanal:
No.
Technology is certainly one of Korea’s strengths, but Korean universities offer programs across a broad range of disciplines.
Students can explore business, management, economics, social sciences, humanities, design, media, tourism, hospitality, engineering, health-related fields and many other areas.
Korea’s global cultural influence has also created new academic and professional interests around Korean language, culture, media, entertainment and creative industries.
The important point is to select a university based on the student’s academic goals.
Q15. How has Korean education changed historically?
Mr. Khanal:
Korea’s educational journey is deeply connected to its national development.
Following the establishment of the Republic of Korea in 1948, the country gradually expanded its education system while pursuing national reconstruction and economic development.
Over subsequent decades, Korea experienced rapid industrialization and significant expansion of secondary and higher education.
Education became closely connected with economic modernization.
Later, Korea increasingly moved toward a knowledge economy, emphasizing science, technology, research and innovation.
Today, internationalization has become another major dimension.
Korean universities are seeking greater global engagement, international students and international research collaboration.
So we can see several stages:
nation-building, mass education, industrial development, knowledge-economy development and global internationalization.
That historical journey provides valuable lessons for countries such as Nepal.
Q16. What lessons can Nepal learn from South Korea’s education development?
Mr. Khanal:
There are many lessons.
First, education must be treated as a long-term national investment.
Second, education should be connected with the country’s economic priorities.
Third, technical and vocational education should receive strong attention.
Fourth, universities need stronger research capacity.
Fifth, industry and academia need to cooperate.
And finally, the education system needs accountability.
We should not simply ask how many students enter university.
We should ask:
What are they learning?
What skills are they developing?
What research are they producing?
Where are graduates working?
What contribution are graduates making to society?
These are the questions that determine whether education is genuinely contributing to national development.
Q17. What is your assessment of the Korean government’s approach toward international students?
Mr. Khanal:
I think Korea is moving toward a more structured and quality-oriented international student policy.
The increase in international students requires stronger systems.
The government has introduced mechanisms to assess university internationalization capacity and international student management.
The accreditation system provides benefits to universities that meet required standards, while institutions that fail to meet requirements can face consequences related to international student recruitment and visa processes. (English MOE)
This is important because international student recruitment should be sustainable.
Universities should not simply recruit students.
They should be able to support them.
Q18. What should Nepali students check before applying to a Korean university?
Mr. Khanal:
I would recommend at least ten checks.
First, verify that the institution and program are genuine and recognized.
Second, understand the academic requirements.
Third, check the language requirements.
Fourth, calculate the complete cost—not just tuition.
Fifth, investigate scholarship conditions.
Sixth, understand accommodation options.
Seventh, check the university’s international student support services.
Eighth, understand visa requirements.
Ninth, research career and internship opportunities.
Tenth, use official university and government information whenever possible.
The Korean Ministry of Education itself advises prospective international students to use the official Study in Korea platform for information about admission, eligibility and government scholarship programs, while noting that individual universities determine their own international admissions policies. (English MOE)
Q19. There are concerns about misinformation surrounding international education. What should students do?
Mr. Khanal:
Students should develop a habit of verification.
If you receive information through social media, ask:
Who published it?
Is it from the university?
Is it from the Korean government?
Is it from the Embassy?
Is there an official notice?
Is the information current?
Never make a major financial or academic decision simply because somebody shared a message in a Facebook or WhatsApp group.
Education is a major investment.
Students and parents must verify information before paying fees, submitting documents or making travel arrangements.
Q20. What role should education counseling associations play in this process?
Mr. Khanal:
Our role is not simply to send students abroad.
Our role is to provide responsible guidance.
We need to help students understand both opportunities and responsibilities.
A good counselor should explain the realities of studying abroad, including academic requirements, financial obligations, cultural adjustment and career planning.
We also need stronger cooperation between universities, governments, embassies, associations and education counselors.
When these stakeholders work together, students receive better information and the international education ecosystem becomes more transparent.
Q21. How do you see Nepal–South Korea educational cooperation developing in the future?
Mr. Khanal:
I see enormous potential.
Nepal and South Korea already have important people-to-people and economic connections.
Education can deepen those connections.
We can explore:
There is also an opportunity to connect Korean universities with Nepal’s emerging technology and innovation ecosystem.
The relationship should move beyond student recruitment toward genuine academic cooperation.
Q22. What opportunities do you see for Korean universities in Nepal?
Mr. Khanal:
Nepal is a growing market for international education, but more importantly, Nepal has a young population with strong interest in global education.
Korean universities can engage directly with Nepali students through information sessions, university visits, scholarships and academic partnerships.
They can also work with reputable education associations and institutions to provide accurate information.
This can create a healthier recruitment environment.
We should focus on quality rather than volume.
Q23. What message would you give to Nepali parents?
Mr. Khanal:
Parents should not make decisions based only on the destination’s popularity.
They should ask whether the institution and program are appropriate for their son or daughter.
They should understand the total financial requirement.
They should discuss the student’s academic interests and career plans.
And most importantly, they should encourage their children to become independent and responsible.
Studying abroad is not simply a travel experience.
It is an academic and personal responsibility.
Q24. What message do you have for Nepali students planning to study in South Korea?
Mr. Khanal:
My message is simple:
Choose Korea for education, prepare for Korea before you arrive, and respect the opportunity once you are there.
Study seriously.
Learn the Korean language.
Understand Korean culture.
Respect university regulations.
Maintain your academic performance.
Use legal employment pathways.
Build professional networks.
And never depend on unofficial information.
South Korea can provide excellent opportunities, but students must also bring discipline, commitment and a clear plan.
Q25. Finally, what did you take away from this university visit?
Mr. Khanal:
My biggest takeaway is that the future of international education is changing.
Students today are not simply looking for a foreign degree.
They are looking for quality education, employability, research opportunities, technology exposure, scholarships, student welfare and a pathway toward a meaningful career.
South Korea is responding to that changing demand.
The country’s experience demonstrates what can happen when education, industry, technology and national development work together.
For Nepal, there is a lot to learn.
And for Nepali students, there is a genuine opportunity—but that opportunity must be approached with knowledge, preparation and responsibility.
A MESSAGE BEYOND RECRUITMENT
The growing presence of Nepali students in South Korea reflects a wider transformation in international education.
For many years, countries such as the United States, United Kingdom, Australia and Canada dominated conversations about overseas education. South Korea is now becoming an increasingly visible part of the global education landscape.
But the Korean model offers something different.
It combines strong universities with a technologically advanced economy, research capacity, industrial partnerships and a government increasingly focused on internationalization.
The scale of international student growth demonstrates this transition. According to Korea’s Ministry of Education, the number of international students reached approximately 253,000 in 2025, up substantially from 153,000 in 2020. (English MOE)
The government is simultaneously strengthening quality assurance and international student management.
This is important for Nepal.
As more Nepali students consider Korea, the conversation should move away from simply asking:
“Can I go to Korea?”
The more important questions are:
“Where should I study?”
“What should I study?”
“How will I finance my education?”
“What support will I receive?”
“What skills will I gain?”
“What are the legal career opportunities after graduation?”
And ultimately:
“How will this education contribute to my future?”
KOREA’S EDUCATION STORY: A LESSON FOR NEPAL
South Korea’s educational transformation offers an important lesson.
A country’s education system cannot be separated from its national development strategy.
Korea invested in education when its resources were limited.
It expanded access.
It developed universities.
It strengthened technical skills.
It invested in science and technology.
It connected education with industry.
And now it is building a more internationally connected higher-education system.
Nepal has the opportunity to learn from this experience while developing a model appropriate to its own social, economic and cultural circumstances.
For Nepali students, meanwhile, South Korea can offer a valuable combination of academic learning, technological exposure and international experience.
But opportunity comes with responsibility.
Students must verify information, understand regulations, select institutions carefully and prepare themselves academically and culturally.
THE WAY FORWARD
The visit of Mr. Sanrosh Khanal, President of the Nepal Educational Counseling Services Association, to prominent Korean universities therefore carries significance beyond a conventional institutional visit.
It represents an effort to understand a changing destination directly.
It also reflects the growing importance of dialogue between Nepal’s education counseling sector and Korean higher-education institutions.
The future relationship between Nepal and South Korea in education should ideally be built on three principles:
Quality
Students should have access to recognized institutions and credible academic programs.
Transparency
Students and parents should receive accurate information about fees, scholarships, admission, visas and career pathways.
Student Welfare
International students should receive appropriate academic, social, cultural and career support throughout their educational journey.
These principles can help create a stronger and more sustainable Nepal–Korea education relationship.
Final Message from President Sanrosh Khanal
“South Korea has demonstrated how education can transform a nation. Today, Korea is opening another chapter by becoming more globally connected through its universities, research and international student community. For Nepali students, this is an exciting opportunity. But we must ensure that students make informed decisions, choose the right institutions, understand the responsibilities of studying abroad and receive proper support throughout their journey. Our responsibility as an education sector is not merely to facilitate international mobility; it is to help students build successful and meaningful futures.”
EDITORIAL NOTE
This interview is prepared as a special education feature focusing on South Korea’s higher-education system, international student opportunities and the evolving Nepal–South Korea educational relationship. Government policy references should always be checked against the latest official announcements before students make admission, visa or financial decisions.
For official information, students should consult the Korean Ministry of Education and the government-operated Study in Korea platform. (English MOE)
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