Acknowledgement Government of Nepal has been making efforts for free and compulsory primary education since the beginning of the nineties particularly to address the schooling problem of disadvantaged groups. In this regard, the piloting of free and primary education and the introduction of Local Self Government Act, 1999 were some of the major steps taken by the government. The schooling problem of disadvantaged groups was kept in priority in EFA and SSR also. The main objective of these initiatives is to ensure education for all including the disadvantaged groups. However, little is known about the educational status and about the provisions, measures and processes that are essential to ensure the rights of the disadvantaged groups to education. This requires a case-by-case study of the disadvantaged groups. The present research intended to analyze these issues, selecting 5 ethnic groups from 5 districts. There is ground to hope that the outcome of this study will assist in the planning and implementation of schooling programs for the disadvantaged groups. This report has received a lot of support from various experts and organizations. I would like to express my sincere thanks to all of them. I express my sincere thanks to Prof. Dr. Arbinda Lal Bhomi, Executive Director of CERID and Prof. Dr. Kishor Shrestha, co-ordinator of FRP, CERID, for their moral and technical support for the study. Special thanks must go to Prof. Dr. Leela Pradhan for the comments she made on the field work on Dadeldhura and the candid comments and suggestions she made frequently apart from performing her role as the resource person. Thanks must also go to Prof. Komal Badan Malla, Prof. Dr. Sunder Shyam Bhakta Mathema and Dr. Lava Dev Awasthi who painstakingly performed their roles as resource persons. Finally, I thank Mr Veda Nath Regmi for looking after the language of the report. I sincerely thank all the community leaders, parents, teachers, students, school management committee members, District Education Office personnel, school supervisors, resource persons and communities of the sample districts for their kind participation in different meetings and for the information they provided in field. Finally, I thank the CERID family for the logistic, administrative and other supports they provided for this study. July 2009 Prof. Dhruba Raj Shiwakoti, Ph.D. Researcher
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Acknowledgements The current Education for All (EFA) 2004-2009 sector program in Nepal is a comprehensive primary education intervention as a part of Nepal’s EFA National Plan of Action (NPA) (2001-2015). The Government of Nepal (GON) has initiated this intervention in line with the long term objectives of social inclusion, improving access to and improving quality of primary education. To this end, Alternative Schooling Program (ASP) has been implemented in two forms namely, ‘School Outreach Program’ (SOP) with three years education for school age children of the age group 6 to 8 years who cannot go to school and the ‘Flexible Schooling Program’ (FSP) with a five-year primary school curriculum condensed into a three-year program by scheduling flexible time and choosing a location at their convenience. As a result of various noble attempts, the ‘Net Enrolment Rate’ (NER) of primary level has notably increased in recent years. The NER trends since 2001 to date for the primary level shows satisfactory progress, the NER being 91.9% in 2008 (MOES, 2008). However, the survival rate does not indicate a promising progress on the part of school going age children who continue to remain outside the education system. The problem of most educationally deprived groups and school age children in gaining access to basic education has remained to be a critical issue. In this context, the present study provides an in-depth information on the status and provision of AS by exploring ways for strengthening the program and finding ways for alternative measures. The research team received invaluable information from the field with full support and cooperation from different groups of stakeholders. The research team would, therefore, like to express heartfelt thanks to all of them. The research team would also like to express sincere thanks and appreciation to Prof. Dr. Arbinda Lal Bhomi, Executive Director of CERID and Prof. Dr. Kishor Shrestha, Coordinator, FRP, for their continued support and cooperation while undertaking this study. Similarly, the research team would like to express sincere appreciation to the reviewers of the report for their constructive comments and feedback. In addition, the research would like to express thanks to Mr. Gautam Manadhar, for layout and Prof. Dr. Jai Raj Awasthai for language editing of this report. Last but not the least; the research team would like to thank Mr. Surya Bahadur Mulmi, Chief of Administrative Section and Mr. Parashuram Koirala, Deputy Administrator, CERID for their administrative support in completing this study. 2009 Bharat Bilas Pant, Ph.D Researcher
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Acknowledgements School mapping is the art and science of building Geo spatial databases with relational databases of educational, demographic, social and economic information for schools and educational directorates to support educational planners and decision makers. In the 10th Plan also, the government had followed the policy of giving permission to open new schools on the basis of school mapping. In the same way, the existing Interim Plan (2064) has followed the policy of implementing the programme of establishing at least one school in a settlement (pocket) area, and that will be done based on school mapping. It aims to implement the concept of one school in a village after school mapping. According to the Interim Plan, the government has followed the policy of giving a lump-sum grant to the schools according to the local level Education Plan and School Improvement Plan. We express our sincere thanks to Prof. Dr. Arbinda Lal Bhomi, Executive Director of CERID and Dr. Kishor Shrestha, the Coordinator of Formative Research Project/CERID for entrusting us to carry out this study. Their technical and moral support was also considerably acknowledgeable to guide the study in the present form. Thanks must also go to Hari Lamsal and Ghanashyam Aryal of the Department of Education (DOE) for accepting their role as resource persons and helping us supplying the necessary documents and information. Special thanks are due to Prof. Dr. Prakash Man Shrestha, Dean, Faculty of Education, and Prof. Bijaya Silwal, Tribhuvan University, for their roles as resource persons. This research has been much benefited by their comments on proposal, study tools, and final report. We sincerely thank all the cooperating DEO personnel in the three sample districts including the DEO, School Supervisors, Resource Persons, community leaders, parents, teachers, students, school management committee members, and Parent Teacher Association members, for their participation in the various meetings and for the information they supplied to us in the field. Finally, we thank the CERID family for providing the research team with the logistic, administrative and other supports. July 2009 Narendra Phuyal Researcher
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Acknowledgement In Nepal, education reform process was advanced also for improving organization efficiency of school system. For this purpose, reform endeavours were directed to improving school governance. In fact, such endeavour was made to implement decentralization reform in education. This is one of the objectives of EFA National Plan of Action 2004-09. Since the Action plan stressed on decentralized strategies for planning, management and implementation of reform endeavors, the decentralized school management through management transfer of community school received due significance. Efforts were made to improve organizational efficiency of school and enhance capacity of school managers and community members. Institutional support and technical inputs to schools are being provided. The intent of all these supports is to make school autonomous, efficient so that community stakeholders assume their role for yielding the desired results. This report is an outcome of the study on Community Managed School: An Innovative Approach to School Management. The study reviews the policy, assesses the implementation of policy and provided recommendations. I hope, the findings of this report will prove to be useful for improving the reform process and strengthening educational planning in the country. I would like to express my sincere thanks to DOE and DEO staff members, head teachers and teachers, SMC and PTA, parents, and others for their kind cooperation extended to me in this study. I also extend my cordial thanks to those who provided their support by making comments and suggestions in this report. Special thanks goes to CERID for giving me the privilege to conduct this research. June 2009 Hari Prasad Upadhyaya Researcher
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Acknowledgements The Ministry of Education under EFA program has launched various programs for the educational advancement of girls’ education in the country. For the last few years, focus has been made on making schools gender friendly. In order to make schools gender friendly, EFA program has considered the importance of female teachers for the education of girls. So, the policy of female teacher recruitment in primary level has been made and more female teachers are being recruited. Now the Ministry’s attention is focused on the female head teacher. With the assumption that the presence of female head teacher contributes in making school gender friendly emphasis has been laid on their recruitment in SSR Plan. The study incorporates gender issues and gender friendliness in school, status of female teachers, their roles and responsibilities, and the school matters related to female head teacher. We, the research team would like to thank those people who helped us in collecting data for our research in the selected districts – Ilam, Rasuwa, Nawalparasi, Humla and Doti. We are grateful to those schools that were selected. Children, parents, teachers, head teachers, and SMC and PTA members of the selected schools deserve our special thanks. We are grateful to the District Education Office of the selected districts and the local organizations working for girls’ education for making our study easier by supplying the required information for the study. We would like to thank Prof. Dr. Arbinda Lal Bhomi, Executive Director of CERID and Dr. Kishor Shrestha, Coordinator of the Formative Research Project for their moral and technical support for the study. Thanks are also due to Mr. Chitra Prasad Devkota, Director, DoE for providing the necessary information for the study. July 2009 Renu Thapa Researcher
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Acknowledgement Diversity in the people of a country in terms of race, culture and religion poses a challenge to educationists. It raises issues particularly of language and culture, and stresses the need of preserving cultural heritage and strengthening the coexistence of people of different cultural groups. Educating the Muslims of Nepal can be considered as a concrete example of this problem. Muslims perceive education as a multi-functional agent which must fulfill their educational as well cultural and religious needs. They have by welcomed the government recent effort of registering Madrasas as primary schools. This endeavor has, however, raised two issues. The first issue is related to the preservation of the cultural environment in the Madrasas. The Maulvies fear this would adulterate the cultural identities of the Madrasas and detach it from its main function of preserving and promoting Islamic culture. The second issue is related to the quality of education in the registered Madrasas. It also has raised the question of comparability and compatibility of education provided in these Madrasas. Access and quality are the important agenda of EFA and SSR. Registration of the Madrasas is not an end in itself but a means to provide qualitative education to Muslims, an important religious minority group. This step should be taken into account while thinking of relevancy and quality of education provided to them. This study attempts to examine the quality of education being conducted in the registered Madrasas and suggests the ways to ascertain the quality. On the behalf of research team, I would like to express my gratitude to Prof. Dr. Arbind Lal Bhomi, executive director of CERID and Prof. Dr. Kishore Shrestha, FRP coordinator for providing me the opportunity to conduct this research project. I would like to express my best gratitude to Prof. Swayam Prakash J.B. Rana for his technical and conceptual support from the very beginning of this study up to completion of report. Without his constant help, it would not be possible for me ti finish this study on time. I must not forget to thank Mr. Veda Nath Regmi fir taking care of the language of the report. I am also grateful to Mr. Kamrul Haque, for his hard work. I highly appreciate. Mrs. Anjana Rajbhandari deserves special thanks for her assistance the throughout the research period. Thanks 2009 Hafiz Md. Zahid Parwez Researcher
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Acknowledgements We express our sincere gratitude to Professor Arbinda Lal Bhomi Ph. D, Executive Director of CERID for entrusting us to undertake this study. Meanwhile, we also express our sincere thanks to Prof. Bhomi for his valuable inputs from initiation to the completion of the study. Especially, we would like to acknowledge Mr. Arjun Bhandari, Joint Secretary of MOE and the Resource Person of this study for his valuable advice from the formative stage to the whole process of this study. At the similar length, we express our appreciative thanks to Dr. Lekh Nath Poudel, Under Secretary of MOE and Resource Person of this study for his valuable inputs. We would like to record our heartfelt thanks to Professor Kishor Shrestha Ph. D for giving us feedback and other necessary information. Also, we would like to express our sense of gratitude to FRP Advisory Board Chief and the members for their valuable inputs during the process of the study. We also record our heartfelt thanks to ETC Chiefs and Trainers of Kavre, Dhanusha and Tanahu for their valuable responses in the course of piloting and field study. Also, we express our heartfelt thanks to the Head Teachers, SMCs, Teachers and Students, who supported us by giving their time and necessary information in the course of interviews, workshops, FGDs and informal discussions. Without their support the study could not have been completed. Last but not the least, we would like to thank Ms. Rekha K. C, Ms. Shanti Joshi and Mr. Kedar Shrestha, Research Assistants of CERID, for their kind cooperation during piloting and field study. 2009 Prof. Pramila Rajbhandari Coordinator
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CERID Newsletter 2014...
Within the no-cost extension of Formative Research Project (FRP) 2004-2009, following major activities were undertaken ...
With the support of UNICEF Nepal
Content and Age Validation for Early Learning and Development Standards
With the ...