Abstract
Working Capital plays an essential role in the success or failure of an organization. It is actually the lifeblood and controlling nerve centre of the organization. The reason of this particular study was to examine the working capital management strategies in Nepalese institutional schools located in Central Development Region. To analyze the working capital management strategies in Nepalese institutional schools data of 10 years extracted from annual reports of the sampled schools has been used from 2008-2009 to 2017-2018 along with structured questionnaire. The analysis showed that one of the leading issues that the Nepalese institutional schools are actually facing regarding financial management is working capital management. The majority of the Nepalese institutional schools still lack some orientation and they are not capable of developing highly effective and efficient working capital management. The overall performance of Nepalese institutional schools is actually to be examined in term of its working capital management.
Highlights
Nepalese schools are categorized under two categories, namely community schools and institutional schools
To analyze the working capital management strategies in Nepalese institutional schools data of 10 years extracted from annual reports of the sampled schools has been used from 2008-2009 to 2017-2018 along with structured questionnaire
The result of the analysis showed that both cash collection period (CCP) and cash payment period (CPP) had a negative impact on Return on Assets (ROA), though the impact was only significant for CPP as against the estimate for CCP that is not significant
Summary
Nepalese schools are categorized under two categories, namely community schools and institutional schools. Community schools receive regular government support and are required to follow the government rules and regulations in school management. Institutional schools on the other hand, do not receive any support from the government and are managed by themselves though they are required to follow some government rules, like they have to follow government prescribed curriculum and textbooks and students in institutional schools ap-. P. Venkata pear national level examinations conducted at the end of grade ten and twelve. Venkata pear national level examinations conducted at the end of grade ten and twelve These institutional schools are organized under Nepalese Company Act and under the ownership of individuals or groups of people who make investment and are profit oriented. Some institutional schools are organized under the trusts which are supposed to be not-for-profit making
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