During my years in electronic engineering at Indian Institute of Technology Kanpur in the early 1970s, I had the privilege of learning from some extraordinary professors whose vision extended far beyond the realities of that time.
One of the most influential among them was V. Rajaraman, widely regarded as one of the fathers of computer science education in India. Long before computer science became mainstream in South Asia, Professor Rajaraman spoke to us about the coming technological revolution with remarkable clarity and confidence.
In his classes, he repeatedly emphasized that India was already preparing itself for the computer age and that IIT Kanpur had been chosen as a leading institution to advance computer science education and research in the academic sector. At a time when computers were still inaccessible and unfamiliar to most people in the region, he was already discussing the future of computing, software systems, information processing, and the transformative role technology would play in society.
For us, the students of electronic engineering, these discussions were deeply inspiring. Professor Rajaraman did not simply teach technical subjects; he was preparing a generation to become future leaders in emerging technological fields. He encouraged independent thinking, curiosity, and the confidence to imagine possibilities beyond existing limitations.
Those classroom experiences left a lasting impact on me.
When I returned to Nepal, I often shared these ideas and experiences with Kul Ratna Tuladhar, the first Dean of the Institute of Engineering at Pulchowk. Dean Tuladhar was a visionary educator who deeply understood the untapped potential of Nepal’s technical institutions.
I still remember him telling me:
“There is so much potential in the Institute of Engineering, but we lack the law, we lack the vision. Timila, you should take it up.”
His words stayed with me for decades.
At that time, Nepal’s engineering education system was still very limited in scale and scope. Institutional structures were rigid, resources were scarce, and there was little policy understanding of emerging technologies. Yet leaders like Dean Tuladhar recognized that Nepal could not remain isolated from the scientific and technological transformations taking place globally.
Those conversations strengthened my own determination to contribute toward building Nepal’s technological future. I increasingly felt that education was not only about producing graduates—it was about preparing a nation to participate confidently in the future.
Looking back today, I realize how fortunate I was to witness two powerful forces at the same time:
- visionary academic leadership at IIT Kanpur, and
- the early aspirations of Nepal’s engineering pioneers.
Both shaped my lifelong commitment to technology education, institutional reform, and national capacity building in Nepal.