Abstract
This exploration of challenges and barriers to inclusion in Nepal elaborates a conceptual framework for education development in a diverse society. As Nepal is a highly diverse, caste-based, multi-ethnic, and multi-linguistic society with very low development indicators, the article focuses on barriers to education and related issues across different socioeconomic groups. A systematic review of the relevant literature forms the basis for the design of a practical approach to education development for this diverse society in light of education policy trends in Nepal since 1950. The five proposed steps for education policy formulation and implementation include an in-depth analysis of the existing situation and outcome assessments. The proposed approach will enable local governance institutions to design and implement pragmatic provisions for education development at local level in the context of a new constitution that mandates local government management of school education.
Highlights
Nepal’s new constitution created a significant opportunity for education development
School-level education falls under the jurisdiction of municipal government, and the involvement of local government and local communities can be expected to deliver better results, as the beneficiaries of education play a central role in school management
In a diverse society like Nepal, local government autonomy in managing local activities such as school education can promote more effective governance according to local needs and preferences (Faguet, 2013)
Summary
Nepal’s new constitution created a significant opportunity for education development. In a diverse society like Nepal, local government autonomy in managing local activities such as school education can promote more effective governance according to local needs and preferences (Faguet, 2013). This new responsibility poses challenges for local government, which lacks basic knowhow, expertise, and resources. Based on a comprehensive review of the related literature and an assessment of education policy trends in Nepal, the proposed framework encompasses three domains: (1) socio-cultural and developmental diversity; (2) policy formulation and implementation and monitoring of results; and (3) education outcomes and socioeconomic development. In the third domain, analysis of the socioeconomic impacts of education clarifies the relationship between education and other development outcomes at local level
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