Mountaineering University of Nepal (MUN) “नेपाल पर्वतारोहण तथा पर्वतीय अध्ययन विश्वविद्यालय”Comprehensive Concept Proposal (Draft)

Why does Nepal need to open a mountaineering university?

Most of the educationalists who have broad knowledge in mountain tourism are showing keen interest in establishing a separate academic platform related to mountain tourism studies. There are several reasons why Nepal needs to open its own separate mountaineering university that can draw attention globally:

1. Nepal as the Global Hub of Mountaineering

Nepal is home to eight of the world’s fourteen highest peaks, including Mount Everest, the ultimate destination for climbers worldwide. Every year, thousands of mountaineers, trekkers, and adventure enthusiasts visit Nepal. However, despite being the centre of world mountaineering, Nepal lacks an academic and research-driven institution dedicated to this sector. A Mountaineering University would institutionalise Nepal’s natural advantage, turning the nation into a knowledge hub as well as an adventure hub.

2. Professionalisation of Mountaineering

Currently, mountaineering in Nepal is primarily experience-based, with training provided by institutions such as the Nepal Mountaineering Association (NMA). While these bodies do an important job, a university would elevate training to academic, scientific, and international standards by integrating:

• Mountaineering science (climate, geology, snow science, avalanche forecasting)

• Sports physiology (high-altitude medicine, acclimatisation, human endurance)

• Safety and rescue technology

• Tourism and entrepreneurship in adventure sports

This academic orientation would produce professional climbers, mountain guides, safety experts, and tourism entrepreneurs capable of competing at the global level.

3. Research and Knowledge Production

Mountains are not just for climbing; they are natural laboratories for studying:

• Climate change and glacial retreat

• High-altitude biodiversity

• Glaciology and hydrology (freshwater reserves for South Asia)

• Disaster risk management (avalanches, landslides, earthquakes)

A Mountaineering University would provide a formal academic setting for such studies, leading to globally recognised research outputs and helping Nepal influence global mountain policy and climate action.

4. Cultural Preservation and Heritage

Mountaineering in Nepal is intertwined with Sherpa, Gurung, Rai, and other indigenous communities who have rich traditional knowledge of the mountains. A university could document, preserve, and integrate this indigenous wisdom with modern scientific knowledge, ensuring cultural heritage is respected and valued while advancing modern mountaineering practices.

5. Tourism Development and Economic Prosperity

Adventure and mountain tourism already contribute significantly to Nepal’s GDP. With a specialised university, Nepal can:

• Develop highly skilled manpower for guiding and expedition management.

• Create international academic collaborations (e.g., with universities in Switzerland, Austria, and         

    Canada).

• Attract foreign students and researchers, adding new income sources beyond trekking fees.

• Promote sustainable tourism practices that balance income generation with environmental conservation.

This creates not just climbers, but also tourism entrepreneurs, sustainable development experts, and global ambassadors of Nepal’s mountains.

6. Safety, Standards, and Rescue Systems

Every climbing season, Nepal witnesses accidents, fatalities, and even controversies over overcrowding on Everest. A dedicated university could set global safety standards, train professional rescue teams, and promote the use of modern technologies (drones, GIS, satellite monitoring) for search, rescue, and disaster management. This would not only save lives but also strengthen Nepal’s credibility as a safe mountaineering destination.

7. Diplomatic and Global Leadership Role

By hosting the world’s first dedicated Mountaineering University, Nepal could position itself as the intellectual and academic leader in mountain studies and adventure tourism. Just as Harvard is globally known for business education and Oxford for humanities, Nepal could become synonymous with mountaineering education. This would boost Nepal’s soft power and global recognition.

8. Future-Oriented Development

Mountains are deeply tied to future global challenges: water scarcity, climate change, sustainable tourism, and cultural preservation. Establishing a Mountaineering University would prepare Nepal for long-term strategic leadership in these areas, ensuring that the next generations of scholars, policymakers, climbers, and entrepreneurs are equipped to deal with these evolving challenges.

Conclusion

A Mountaineering University in Nepal is not just an educational initiative; it is a national necessity. It would serve as:

• A training ground for global mountaineers,

• A research hub for climate and mountain studies,

• A cultural centre to preserve the indigenous mountain heritage, and

• A development engine for Nepal’s economy and tourism sector.

In essence, such a university would transform Nepal from being merely the host of the world’s highest mountains to becoming the global capital of mountain knowledge, safety, and sustainability.

Comprehensive Concept Proposal (Draft)
Mountaineering University of Nepal (MUN)
“नेपाल पर्वतारोहण तथा पर्वतीय अध्ययन विश्वविद्यालय”

Prepared for: Policy makers, Ministry of Education, Science & Technology (MoEST), Ministry of Culture, Tourism & Civil Aviation (MoCTCA), University Grants Commission (UGC), and development partners.

Prepared by: Surya Bahadur Ghimire (Great Nepal Treks & Expedition Pvt. Ltd)

Date: 17 August 2025

Location: Kathmandu, Nepal

Mountaineering University of Nepal (MUN) 
“नेपाल पर्वतारोहण तथा पर्वतीय अध्ययन विश्वविद्यालय”

Executive Summary

Nepal, home to eight of the fourteen 8,000‑metre peaks, can evolve from a destination for expeditions into the global capital of mountain knowledge, safety, and sustainability. This proposal outlines a purpose-built Mountaineering University of Nepal (MUN): a public, autonomous, research-intensive institution that integrates expedition sciences, high-altitude medicine, climate and glaciology, mountain safety and rescue, sustainable mountain tourism, indigenous knowledge, and mountain technologies. MUN will professionalise Nepal’s mountain workforce, generate policy-relevant research, set regional safety standards, and create new revenue streams through education, certification, consulting, and innovation.

Vision: A safer, smarter, and more sustainable Himalayan region led by Nepal as the world’s hub for mountain education and research. 

Mission: Educate world‑class professionals; advance actionable research; preserve indigenous knowledge; and catalyse resilient mountain economies.

Five Pillars: 

(1) Academic excellence; 

(2) Safety & standards; 

(3) Sustainability & climate action; 

(4) Community inclusion; 

(5) Innovation & enterprise.

Strategic Rationale

1. National Advantage: Nepal’s comparative advantage in high‑altitude terrain and expedition traffic is unmatched. An academic institution will convert this geographic capital into human capital and intellectual property.

2. Safety & Professionalization: Recurrent accidents, variable guide training, and limited rescue capacity underscore the need for standardised, evidence‑based training and protocols.

3. Climate Urgency: Rapid glacier retreat and cryosphere change threaten water security, livelihoods, and tourism. Nepal needs an in‑country centre of excellence.

4. Economic Diversification: Beyond trekking royalties, MUN creates value via research grants, premium short courses, international student recruitment, testing services, and consulting.

5. Cultural Stewardship: Formal documentation and integration of Sherpa, Gurung, Rai, Tamang, Thakali and other communities’ mountain knowledge within curricula and research.

Institutional Model

• Type: Public autonomous university established via an Act of Parliament (or by Charter under UGC).

• Governance: Independent Board of Regents; strong representation from MoEST, MoCTCA, UGC, provincial governments, indigenous communities, Nepal Mountaineering Association (NMA), Trekking Agencies’ Association of Nepal (TAAN), Nepal Tourism Board (NTB), security forces (NA/NP/APF for SAR), and international partners.

• Accreditation: UGC Nepal; international alignment with UIAA Training Standards, IFMGA/IVBV/UIAGM guide pathways, Wilderness Medical Society (WMS) for wilderness medicine curricula, and ABET‑like outcomes for applied tech programs where relevant.

• Autonomy: Academic freedom, own statutes, ability to create spin‑offs and IP licensing, and flexible hiring for international experts.

Academic Structure

MUN will launch with six schools and cross‑cutting centres:

School A: Expedition & Mountaineering Sciences

• Degrees: BSc, MSc, PhD

• Tracks: High‑Altitude Performance; Snow & Avalanche Science; Expedition Leadership; Route Setting & Technical Systems; Rope Access & Rigging

• Professional Certifications: UIAA‑aligned mountaineering, ice/rock guiding pathways (in partnership with IFMGA-recognised bodies)

School B: Mountain Safety, Search & Rescue (SAR)

• Degrees/Certs: PG Diploma in SAR Leadership; MSc in Risk, Safety & Resilience; micro‑credentials in heli‑ops, avalanche control, rope rescue, swift‑water rescue

• Facilities: SAR training grounds, tower/crevasse simulators, helipad access (with MoHA/CAA), drone test ranges

School C: High‑Altitude & Wilderness Medicine

• Degrees: MSc in High‑Altitude Medicine; MPH with Mountain Health focus; PhD (Epidemiology/Physiology)

• Professional: Wilderness First Responder (WFR), Wilderness EMT, Diploma in Mountain Medicine (DiMM) with international partners; hypoxia/hypobaric training

• Labs: Hypoxic chambers, environmental physiology lab, telemedicine lab

School D: Climate, Glaciology & Mountain Hydrology

• Degrees: BSc, MSc, PhD

• Labs: Glacier & Snow Lab; Cryosphere Remote Sensing; Hydrological Modeling; Water‑Energy‑Food Nexus Lab

• Field Stations: Khumbu, Manang, Langtang, Mustang, Karnali

School E: Mountain Economy, Tourism & Entrepreneurship

• Degrees: BBA in Adventure & Mountain Tourism; MBA (Sustainable Tourism); MSc (Mountain Development)

• Centers: Sustainable Tourism Policy Lab; Destination Analytics Hub; Mountain Enterprise Incubator

School F: Mountain Technology, GIS & Mobility

• Degrees: BEng/BTech (Mountain Mobility & Infrastructure), MSc in Geospatial Analytics, MS in UAS & Remote Sensing

• Focus: Ropeways & aerial mobility, resilient trails/bridges, sensors/IoT, satellite/GNSS, hazard early warning systems

Cross‑Cutting Centres of Excellence

1. Himalayan Data Observatory (HDO): Open data on weather, avalanche risk, glacier mass balance, footfall analytics, and rescue incidents.

2. Centre for Indigenous Mountain Knowledge (CIMK): Ethnography, language preservation, co‑teaching with community experts; benefit‑sharing protocols.

3. Himalayan Innovation Garage (HIG): Rapid prototyping for gear, drones, safety devices; IP acceleration and start‑up seed fund.

4. Ropeway & Aerial Mobility Lab (RAM‑Lab): Feasibility, design support, standards for gondolas/sky‑cab systems in high relief terrain.

5. Policy & Standards Unit (PSU): National codes for guiding, expedition ethics, environmental standards, porter welfare, insurance, and crowd management.

Academic Programs & Sample Curricula

Undergraduate (examples)

• BSc in Expedition Science (4 years):

Core: Mountain meteorology; snow science; risk assessment; climbing movement & techniques; GIS for route planning; field leadership; ethics & LNT.

Field Practicum: Khumbu/Langtang seasonal blocks; SAR module; avalanche level‑1/2.

Capstone: Expedition plan + safety dossier + impact assessment.

• BBA in Adventure & Mountain Tourism (4 years):

Sustainable product design; digital marketing; economics of protected areas; experience design; mountain logistics; insurance & legal; entrepreneurship lab.

Postgraduate (examples)

• MSc in High‑Altitude Medicine (2 years): Physiology, acclimatization, AMS/HAPE/HACE management, telemedicine, expedition clinic operations, research thesis.

• MSc in Glaciology & Hydrology (2 years): Cryosphere dynamics, remote sensing, hydrological modeling, climate risk, glacier hazards, thesis + policy brief.

• MBA in Sustainable Tourism (1.5–2 years): ESG, impact measurement, finance, destination stewardship, public policy lab with NTB/Provincial Ministries.

Professional & Micro‑Credentials

WFR, DiMM, avalanche technician, rope rescue technician, swift‑water rescue, drone pilot (BVLOS in mountains), trail & infrastructure inspector, sky‑cab operations manager.

Campuses & Field Stations

• Main Campus (Kathmandu Valley): Administration, core classrooms, simulation labs, climbing complex, innovation garage.

• Regional Field Stations:

1) Khumbu (Namche/Lukla) – high‑altitude medicine and expedition field labs.

2) Langtang (Rasuwa) – cryosphere and avalanche.

3) Annapurna (Manang & Pokhara) – tourism innovation and mobility trials.

4) Mustang (Jomsom/Lo‑Manthang) – arid‑zone glaciology and heritage.

5) Karnali/Far‑West (Humla/Darchula) – remote operations, resilience, and inclusion.

• Urban Annexe (Pokhara): Executive education, industry outreach.

Partnerships (Illustrative)

• National: NMA, TAAN, NTB, ICIMOD, DoT, CAAN, Department of Hydrology & Meteorology (DHM), Tribhuvan University, Pokhara University, Patan Academy of Health Sciences, Nepal Army/Police/APF (SAR), National Disaster Risk Reduction & Management Authority (NDRRMA).

• International: UIAA; IFMGA/IVBV/UIAGM; ENSA (France); University of Innsbruck; ETH/WSL SLF (Switzerland); University of Calgary; University of Colorado; HIMEX/AMGA partners; Wilderness Medical Society; Asian Institute of Technology (AIT); JICA/JAXA for remote sensing; ESA/NASA collaboration windows.

Infrastructure & Labs (Phase‑wise)

• Hypoxic/hypobaric chambers; environmental physiology suite; avalanche/snow lab with cold rooms; remote sensing & GIS lab; drone/UAS range; rope access towers; indoor and outdoor climbing facilities; SAR obstacle course; gear testing & certification lab (UIAA standards); telemedicine and radio comms center; micro‑hydro test bed; ropeway systems simulator.

Safety, Ethics & Environmental Stewardship

• Universal LNT Curriculum: Mandatory for all students and short‑course participants.

• Ethical Expedition Charter: Porter welfare, fair wages, load limits, waste carry‑back, bio‑toilets, human‑waste management, and crowding controls.

• Safety Management System: Incident reporting, near‑miss database, just‑culture learning loops.

• Environmental Targets: Net‑zero scopes 1& 2 by Year 8; low‑impact field codes; biodiversity offsets for infrastructure.

Admissions, Faculty & Inclusion

• Admissions: Holistic, with technical prerequisites for practical programs; bridging courses for community entrants.

• Faculty: Global recruitment for niche expertise; joint appointments with partner institutions; practitioner‑in‑residence tracks.

• Inclusion: 25% reserved scholarships for residents of mountain districts; targeted scholarships for women and under‑represented groups; support for instruction in local languages; community co‑teaching honoraria.

Financial Model (Illustrative)

Capital Expenditure (Years 1–5)

• Land & core campus build: ……

• Specialized labs & equipment: ………

• Field stations setup (5 sites): ………..

• Digital infrastructure & HDO: ………..

• Total Capex: ………….. (phased; leverage grants, climate funds, PPP for ropeway lab)

Operating Expenditure (steady state, Year 6+)

• Salaries & fellowships: ……….

• Operations & maintenance: …………..

• Field station ops: ……………

• Scholarships & inclusion: ………….

• Total Opex: …………..

Revenue Streams (steady state)

• Tuition & executive education: …………..

• Professional certifications & testing: …………..

• Research grants & contracts: …………..

• Consulting (risk audits, ropeway feasibility, EIA, EWS design): …………..

• IP, licensing & spin‑offs: …………..

• Philanthropy & endowment draw: …………..

Sustainability: Target operating cost coverage ≥ 85% by Year 8; endowment target ………….. by Year 10.

Implementation Roadmap

Phase 0 (0–6 months): Steering Committee; legal pathway; pre‑feasibility; stakeholder map; MOUs with anchor partners; site identification.

Phase 1 (6–18 months): Detailed Project Report (DPR); enabling Act/Charter; master planning & EIA; seed hiring; launch of short courses via temporary facilities.

Phase 2 (18–36 months): Groundbreaking; labs and HDO setup; international curriculum validation; first intake for PG diplomas and micro‑credentials; field station pilots.

Phase 3 (36–60 months): Undergraduate and MSc cohorts; SAR academy operational; full research programs; gear certification lab; initial international student intake.

Phase 4 (60+ months): Doctoral school; innovation park; expanded international partnerships; accreditation cycles.

Risk Analysis & Mitigation

• Funding Gaps: Blend public budget, MDBs (ADB, World Bank), climate funds (GCF), bilateral (JICA, SDC), philanthropy; modular construction to align spend with inflows.

• Talent Shortage: Global recruitment; visiting faculty circuits; joint degrees; competitive packages; grow local talent via fellowships.

• Regulatory Delays: Early legal scoping; dedicated policy unit; phased approvals; leverage existing university affiliations for initial programs.

• Environmental/Social Risk: Robust EIA; FPIC with local communities; strict low‑impact field protocols; benefit‑sharing and local hiring.

• Safety Incidents: SMS, drills, third‑party audits, transparent reporting culture.

• Market Volatility (tourism shocks): Diversify revenue through research, testing, and consulting; online programs; resilience fund.

Monitoring, Evaluation & KPIs

• Academic: Graduate employment rate ≥ 85% within 12 months; ≥ 30% international students in select programs by Year 8.

• Research: 100+ Scopus‑indexed outputs/year by Year 6; policy briefs adopted by ministries; open datasets cited globally.

• Safety Impact: ≥ 40% reduction in severe incidents on major routes within 5 years (attribution via PSU interventions).

• Inclusion: 25% scholarships to mountain‑district students; 40% female participation in targeted programs by Year 8.

• Environment: Net‑zero scopes 1&2 by Year 8; field impact indicators (waste, sanitation) trending to best‑in‑region.

Legal & Policy Pathways (Nepal Context)

• Establishment: Special Act of Parliament creating MUN as an autonomous public university (alternative: constituent university under an existing parent with transition to autonomy).

• Alignment: National Education Policy; National Tourism Strategy; Climate Change Policy; Disaster Risk Reduction and Management Act; Aviation and Rescue guidelines (CAAN).

• Standards: Integrate porter welfare codes; UIAA ethics; IFMGA pathways; DHM/NDRRMA early warning protocols.

• IP & Tech Transfer: Statute enabling spin‑offs, faculty consulting, and revenue sharing.

Communications & International Positioning

• Launch MUN as the Himalayan capital for mountain knowledge; host an annual Himalayan Mountain Safety & Sustainability Summit; publish an open mountain data yearbook; implement an international student ambassador program and joint degree pathways with EU/NA/Asia partners.

Appendices

Appendix A: Sample Semester Plan , BSc Expedition Science (Year 1)

• Sem 1: Mountain Meteorology I; Movement & Techniques I; Field Safety I; Math & Stats; Communication for Leaders; LNT Foundations.

• Sem 2: Snow Science I; GIS & Navigation; Rope Systems I; Risk Assessment; Nepali Mountain Cultures; Expedition Ethics.

Appendix B: Sample Micro‑Credential Stack

• Avalanche Tech (Level 1–3); Rope Rescue Tech; Heli‑Ops for Guides; WFR → WEMT; Drone Pilot (BVLOS) – Mountain; Trail Inspector; Sky‑Cab Operations.

Appendix C: Draft Org Structure

• Board of Regents → Vice‑Chancellor → Pro‑VC (Academic), Pro‑VC (Research & Innovation), Registrar → Deans (6 Schools) → Directors (5 Centers) → Heads of Field Stations → Quality Assurance & Accreditation (QAA) Unit → Policy & Standards Unit.

Appendix D: Outline MoU Clauses (Illustrative)

• Scope and objectives; governance & IP; data sharing; safety and liability; EHS standards; co‑branding; visa/faculty mobility; credit transfer; dispute resolution.

Conclusion

Mountaineering University of Nepal “नेपाल पर्वतारोहण तथा पर्वतीय अध्ययन विश्वविद्यालय” will turn Nepal’s mountain identity into an academic, economic, and diplomatic asset. By combining science, safety, culture, and enterprise, MUN will save lives, create skilled jobs, attract global talent, produce world-class research, and establish a high standard for sustainable mountaineering across the Himalayas and beyond. The time to act is now.