Acknowledgement In Nepal, education reform process is striving to expanding educational opportunity and meeting the learning needs of all children. For this purpose, several reform endeavours were implemented in the past. Recently, EFA: National Plan of Action 2004-09 has been implemented. The plan stressed on decentralized strategies for planning, management and implementation of reform endeavors. In this context, the decentralized school management received a prime focus. Attempts were made to strengthen the capacity of local communities so as to own and manage schools. Similarly, institutional support and technical inputs to schools are being provided. Moreover, amendments in the Education Act and its associated Regulations were made to accomplish the purpose. The provisions are made to capacitate SMC, PTAs and other stakeholders of local school to carry on the reform endeavours. The motto of all these supports is to make school autonomous so that the school level stakeholders assume their role and operate the school efficiently and the school system would yield expected result. This report is an outcome of the study on Understanding School Autonomy: A Study on Enabling Condition for School Effectiveness. The study reviews different facets of the school autonomy and attempts to examine its effectiveness. I hope the findings of this report will prove useful for improving and strengthening the educational planning and its implementation in the country. I would like to express my sincere thanks to DOE and DEO staff members, head teachers and teachers, SMC and PTA, members of local bodies, parents, and others for the kind cooperation they extended to me in this study. Special thanks go to CERID for giving me the privilege to conduct this research. July 2007 Hari Prasad Upadhyaya Researcher
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Acknowledgement Educational reform has been the main agenda of the Ministry of Education and Sports since the implementation of BPEP in 1992. Many policies and programs are being formulated in this regard. Certainly, such programs are likely to demand additional structural provisions of institutions and infrastructural development in terms of financing, staffing, capacity building, etc, from central authority to the local agencies. The present research attempts to evaluate these factors with regard to scholarship, decentralized management and quality education. There is ground to hope that the outcome of this study will assist in the planning and implementation of the future reform programs. I express my sincere thanks to Dr. Kristin Tornes, Formative Research Technical Advisor, Norway, for her comment on the field report. I express my gratitude to Dr. Hridaya Ratna Bajracharya, Executive Director of CERID and Dr. Kishor Shrestha, Coordinator of the Formative Research Project, CERID for their moral and technical support for the study. Special thanks must go to Dr. Basu Dev Kafle, Professor of Inclusive Education, for his valuable comments on and suggestions for the report. Thanks must also go to Mr. Veda Nath Regmi for painstakingly 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 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 this study received from them. July 2007 Narendra Phuyal Researcher
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Acknowledgement Increasing access to and improving quality of basic and primary education have appeared as the major endeavour of the Government of Nepal (GON) for last 15 years. This endeavour raised the Net Enrollment Rate of primary level to 89.5 percent in 2008. As the trend of enrollment growth is encouraging, it is expected that the Millennium Development Goal related to universal primary education will be achieved in few years. However, ensuring quality of education is not as easy as increasing access to education. Rather, enhancing quality of education is challenging. Currently, there is no unanimity among the stakeholders on the precise definition of quality of school education in both national and international educational arena. Similarly, the GON has yet to develop school monitoring instrument with norms and standards for assessing quality of school education. In this context, this study presented groundwork for defining quality school education, identified basic enabling conditions/requirements to be met by the schools for quality education, and developed norms and standards for determining quality education. These norms and standards, the research team believes, would be of immense help for school monitoring. During our study, we acquired invaluable information required for this study from different groups of stakeholders at policy and practice levels. Hence, we would like to extend our heartfelt thanks to all of them. Specially, we are deeply grateful to Prof. Dr. Hridaya Ratna Bajracharya, Executive Director, CERID for providing us an opportunity to undertake this study. Our most heartfelt thanks go to Dr. Kishore Shrestha, Coordinator, FRP and Dr. Shreeram Prasad Lamichhane for their valuable suggestions. Similarly, we appreciate Prof. Kristin Tornes, technical advisor to FRP, FRAG members and reviewers of the report for their critical comments and suggestions. Furthermore, we would like to thank Mr. Suresh Shakya for preparing the report, Mr. Gautam Manandhar for layout and cover design and Mr. Arun Kiran Pradhan for language editing. Lastly, but not the least, our thanks are due to Mr. Surya Bahadur Mulmi, chief of administrative section, CERID for administrative support and Mr. Purushottam Acharya, Research Assistant for his support in completing the field work successfully. July 2007 Prof. Komal Badan Malla Researcher
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Acknowledgement Quality improvement has been an important component of educational reform programs in Nepal. One vital area related to quality is improvement of classroom teaching-learning. Educational endeavor to enhance the quality of learning of the students and of classroom teaching-learning for that end is essential. Classroom teaching-learning improvement activities have been undertaken by various quarters -- government, INGOs, NGOs, and the private sector. This study examines the lessons drawn from these innovative programs. The lessons are deemed useful for utilizing improved practices in relation to classroom teaching-learning in the Nepalese primary schools. The research team undertaking this study benefited significantly from supports, inputs and interactions with individuals, institutions, and key stakeholders. On behalf of the research team I would like to express sincere gratitude to all of them. We are thankful to Mr. Halfdan Farstad, Ministry of Education and Research, Norway; Prof. Dr. Kristin Tornes, Technical Advisor, Norway; Prof. Dr. Hridaya Ratna Bajracharya, Executive Director, CERID; and Dr. Kishor Shrestha, Coordinator, Formative Research Project, CERID for entrusting us with the task of making this study and providing necessary technical support to us. Advice and technical support given for this study by Prof. Dr. Dibyaman Karmacharya, Prof. Pramila Rajbhandari and Dr. Shreeram Lamichhane have been very useful to us. Comments and suggestions received from the FRP experts and FRAG members were very helpful in bringing out this report in this shape. Cooperation and support of IFCD, SC/N, WE, ETC, UNICEF/Nepal and other institutions were also very fruitful in this study. We express our heartiest gratitude to all of them. Head teachers, teachers, students, parents and Management Committees of the visited schools; District Education Officers, School Supervisors, Resource Persons, and trainers of the visited districts were also of great help in the process of this study. We sincerely thank them all for their kind co-operation. More importantly, we thank the CERID family members for their logistic and administrative support in the task of completing the study. July 2007 Ganesh Bahadur Singh Researcher
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Acknowledgement Education as a universal right is recognised explicitly in several international declarations and recommendations. The most important international recommendation is probably The Universal Declaration on Human Rights adopted by the General Assembly of the United Nations on the 10th December 1948. This declaration has been accepted by almost all governments in the world. The purpose of primary education is to ensure that every child acquires the basic knowledge, skills, behaviours, and habits to become a good citizen. He or she is expected to be prepared for life and for the next education level parallel to his/her interests and skills. Primary education should be made compulsory for all citizens, boys or girls, and should be given free of charge in public schools. According to new structure proposed, the government of Nepal has made a commitment to provide eight years of uninterrupted education. Present research is one of the components of Formative Research commissioned by Research Centre for Educational Innovation and Development (CERID). First of all, the research team would like to extend deep gratitude to Prof. Dr. Hridaya Ratna Bajracharya, Executive Director of the CERID, for providing it with an opportunity to carry out this research. The technical and managerial support and suggestions made by him is highly appreciated. The team would like to express thanks to Dr. Kishor Shrestha, Coordinator of the formative research for his invaluable cooperation. We are grateful to students, Headteachers, teachers, SMC members, DEOs, RPs, DOE officials, NGO/INGO representatives, local leaders, and community people for their cooperation during the period of field survey. The study would not have come to this stage without their cooperation. The research team extends heartfelt thanks to Mr. Dinanath Parajuli, the Chairman, Human Rights Forum Ilam for his special cooperation and support during field survey. Lastly, the cooperation made by the staff of the CERID is highly acknowledged. July 2007 Damodar Jnawali, PhD Researcher
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Acknowledgment Nepal is a multiethnic, multicultural, and multi lingual country. Although schools in Nepal do not discriminate in terms of ethnicity, culture or language, children of some ethnic groups could not take due advantage from the opportunity of education provided by the schools. Muslims of Nepal constitute one of these groups. The literacy rate of Mulsim is 34.72% which is much less than national literacy rate i.e. 53.7%. The previous FRP studies revealed that education for the Muslims would be meaningful if the educational institutions could encompass their cultural and social values into them. They, therefore, prefer Madrasas to mainstream schools for educating their children. Madrasas are the cultural education institutions of Muslims, established to fulfill their needs of education for cultural and social values. Although a large number of Muslim children are studying in the Madrasas, they are not fully satisfied with the education provided by the Madrasas because they are required to face the challenges of modern life. The Government of Nepal has realized the importance of Madrasas in the achievement of the goal of EFA. It seeks to integrate Madrasa education into formal system of education. In this connection, some issues and challenges have come up. This study attempts to analyze them, under the heading of “Institutional Scope and Need of Mainstream Education in Madrasas” On behalf of the research team, I would like to express my gratitude to Prof. Kristin Tornes, technical advisor to FRP, Dr. H.R. Bajracharya, Executive Director of CERID, and Dr. Kishor Shrestha, FRP coordinator, for providing me opportunity to conduct this research. I would like to express my gratitude to Dr. Shreeram Lamichhane for the technical and conceptual support he kindly provided me. I am very grateful to my team colleague Mr. Swayam Parkash J.B.R. without whose hard work it would have not been possible to complete this study in time. Mrs. Anjana Rajbhandari deserves special thanks for her assistance from the beginning to the completion of this report. July 2007 H. Md. Zahid Parwez Researcher
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AcknowledgementThe government is implementing several reform programs for the access of children to education. In this context, efforts have been made in recent years to link the religious institutions with mainstream education. Apart from imparting religious education, the institutions are providing formal education. In reality, they are contributing to the fulfillment of the government’s aim to provide education for all by 2015. Education in the religious institutions had been a research topic since the very first phase of the Formative Research Project. But the topic remained confined to Madrasa education only. This year the Department of Education included the study on other religious institutions such as Gumbas, Vihars and Gurukuls in its research endeavor. This seems relevant in the present context. We, the research team, would like to express their gratitude to Dr. Kristin Tornes, technical advisor/Norway of the Formative Research Project for entrusting us with the research responsibility. We would like to thank Dr. Hridaya Ratna Bajracharya, 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 Hari Lamsal of the Department of Education for kindly providing us the necessary information related to the study. We are also thankful to Mr. Veda Nath Regmi for his help in the language of this report. Last but not the least, we would like to thank all the people who facilitated our research for information required for the study in - Mustang, Kathmandu and Lalitpur. The District Education Office of Mustang, monks and nuns of the monasteries under study, Gurukul people, Gumba Management and Development Committee, and the local people of Muktinath and Jharkot deserve special thanks for supplying the information we required for the study. July 2007 Renu Thapa Researcher
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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 ...