Acknowledgement The study team offers its thanks to Dr. Arbinda Lal Bhomi, the Executive Director of CERID and Dr. Kishore Shrestha, the Coordinator of the Formative Research Project for entrusting the work to the Team. The team wishes to thank Mr. Balananda Poudyal, Secretary, MOES for valuable guidance to the research work throughout the study period. Further, the Team extends its thanks to Mr. Babu Kaji Karki, DEO, Lalitpur District and Mr. Gopal Krishna Poudyal, DEO, Chitwan District for facilitating field work and organizing district level consultation meetings in the respective districts. Similarly, the team is grateful to Mr. Harihar Dhital, Planning Officer of DEO Office, Lalitpur District and Mr. Khemananda Bhusal, Planning Officer of DEO Office, Chitwan District for providing information on PCF grants to schools in the concerned districts. Thanks are also due to Mr. Surya Bahadur Mulmi, Chief, Administration Section, CERID for providing administrative support to the study project. All support staff members of CERID particularly the Research Assistants, the computer processing and the report printing staff members deserve thanks for their contribution. July 2008 T.B. Manandhar Researcher
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Acknowledgment Nepal is a multicultural, multilingual and multireligious country. The current development of educational provisions in Nepal are much focused on school education. Basic education for any religious minority group such as Muslim will be meaningful only if the system could encompass the cultural, linguistic and other social values into it. Educational policies have long ignored the unique educational need of the Muslim religious group of the country. However, the education system of the country has several issues to address. Among these issues, first is the expanding access to appropriate learning provisions and opportunities and the second issue is making education relevant, useful and desirable for all. Madrasa is the most trusted educational institution of the Muslim to provide cultural education which has been running since long in Nepal and providing education for the Muslim community on traditional style. Recently MOES has launched a special program for registering Madrasa as a mainstream school free of registration cost. Many Madrasas all over the country have been registered and included mainstream subjects in their curriculum along with Islamic subjects. This is a new experience for both the Madrasa organizers as well as policy makers. Access is not the only one indicator of EFA. Achieving quality education along with other several indicators are also very important. There are a number of emerging trends and issues after the registration of the Madrasa which must be addressed in time to achieve the goals of EFA by 2015. This study was intended to analyze the emerging trends and issues raised by the Muslim after the registration of the Madrasas as mainstream schools. In this regard it is an effort to provide assistance in the development of policy framework for further policy implementation. On behalf of the research team I would like to express my gratitude to Dr. Kristin Tornes, technical advisor to FRP, Prof. Dr. Arbinda Lal Bhomi, executive director of CERID, Dr. Kishor Shrestha, FRP coordinator for providing me opportunity to conduct this research. I would like to express my best gratitude to Dr. Shreeram Lamichhane for his technical and conceptual support. I am very grateful to my team colleague Mr. Sawayam Parkash J.B.R. Without his hard work it would have not been possible to complete this study in time. Mrs. Anjana Rajbhandari deserves special thanks for her assistance work from beginning up to completion of this report. July 2008 H. Md. Zahid Parwez Researcher
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Acknowledgement Educational access for the children of religious institutions has been one of the topics under the formative research project (FRP) for many years. But until the half of the FRP Phase II it was limited to Madrasa education only. Considering the demand of time, the Department of Education inserted a new topic in 2007 that included education in Gumbas, Vihars and Gurukuls. Under this topic a micro-research was conducted in the same year. This year CERID got an opportunity to conduct a research on the same topic in mini-research level which seems relevant to the present scenario. It is hoped that the findings and recommendations of this study will be useful in linking the religious institutions with the mainstream education. I would like to thank all the people who provided their valuable ideas for this study. In this context, we would especially like to thank the respondents of Solukhumbu, Chitwan, Kaski, Jhapa and Kathmandu districts. The District Education Office of the selected districts, Gumba Development and Management Committee, Gurukul Development Council, people affiliated to Gumba, Vihar and Gurukul and the local people of the selected religious institutions deserve special thanks for making us available the information required for this study. I would like to express gratitude to Dr Kristin Tornes, Technical Advisor/Norway for the Formative Research Project for her suggestions in developing this report. We would like to thank Prof Dr Arbinda Lal Bhomi, Executive Director, CERID and Dr Kishor Shrestha, Coordinator of the Formative Research Project for their technical support for the study. We would also like to thank Mr Jeevan Sharma Paudel of the Department of Education for providing us the necessary information relevant to this study. Thanks are also due to Mr Arun Kiran Pradhan for his support in improving the language of the report. July 2008 Renu Thapa Researcher
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Acknowledgement Inclusive education enables children to learn without making any discrimination between them in terms of ethnicity, caste, handicap, minority or impairment or whatever of that kind. It educates all types of children together, respecting their right to receive quality education as per their need. Inclusive education is a new concept introduced in 2001 as a pilot project in Nepal. From the very beginning of Education For All (EFA), inclusive education has been gradually expanded treating it as part of the regular education program. Its expansion primarily relies on school/classroom environment, effectiveness of teacher training, functioning of assessment center, method to regulate resource/ integrated classes, and collection and implementation of the experiences of inclusive education programs of the piloted school. This study has made an attempt to analyze how these components have contributed to the expansion and development of inclusive education in primary schools of Nepal. We, the members of the research team, express our sincere gratitude to Dr. Kristin Tornes, Formative Research Technical Advisor/Norway for providing valuable comments on the report. We express our sincerest thanks to Prof. Dr. Arbinda Lal Bhomi, Executive Director of CERID and Dr. Kishor Shrestha, Coordinator of Formative Research Project/CERID for entrusting us this study. Their technical and moral support was also considerably acknowledgeable to guide the study in the present form. Thanks must also go to Arun Kumar Tiwari, Hari Ram Pant and Ganesh Prasad Paudel, of Inclusive Education Section of the Department of Education for accepting their role as a resource person and helping us supplying necessary documents and information. Special thanks is due to Dr. Basu Dev Kafle, Professor of Inclusive Education, Tribhuvan University, for his role as a resource person. This report has much benefited from his comments on proposal, study tools, coordination in field work in Kaski district, and the comments on final report. We are thankful to Mr. Veda Nath Regmi for looking after the language of the report. We 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 their information supplied to us at the field level. Finally, we thank the CERID family for providing the research team with the logistic, administrative and other supports. July 2008 Narendra Phuyal Researcher
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Acknowledgement Present study is one of the components of Formative Research conducted by Research Centre for Educational Innovation and Development (CERID). The Research Team would like to extend its deep gratitude to Prof. Dr. Arabinda Lal Bhomi, Executive Director, CERID, for providing us with an opportunity to carry out this research as a part of the formative research project. Similarly, we extend thanks to Dr. Kishore Shtrestha for providing suggestions during various stages of the research. The issues of child rights are stated in several international declarations and recommendations including the EFA program which is a global movement. An attempt has been made under this campaign to ensure free and compulsory education for all by 2015. Almost all the governments of developed and developing countries have included the goals of education for all in the millennium development goals. During the process of research, a number of GOs and NGOs have extended their support. Similarly, a number of community people, social workers, local leaders, members of the school management committees, educationists and journalists have provided their opinions and views regarding the policies and strategies for enhancement of the rights to education for disadvantaged children. The research team would like to appreciate their support. Their cooperation is highly acknowledged. The school going and non-going children, parents, school teachers/Headteachers, SMC members, DEOs, RPs, DE officials, NGO/INGO representatives, local leaders, and other various persons deserve heartfelt appreciation for their cooperation. The study would have not come to this stage without their cooperation. We hope that the research will work as a basis for carrying out other studies on educational aspects of disadvantaged children in Nepal. Lastly, the cooperation made by the staff of CERID is highly acknowledged. July 2008 Damodar Jnawali, PhD Researcher
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ACKNOWLEDGEMENT Classroom pedagogical improvement has been accorded as one of the major focuses in the educational programs in Nepal. Various programs from various governmental and non-governmental institutions have been launched for the pedagogical improvements in the classrooms of Nepalese schools. This study covered programs run by the government institutions and some innovative programs run by the non-governmental institutions. The study was also based on review of relevant literature. While undertaking this study the research team received support from various individuals, institutions and key stakeholders. The research team would like to express our sincere gratitude to all of them. We are thankful to Mr. Halfdan Farstad, Senior Advisor, Ministry of Education and Research, Norway; Prof. Dr. Kristin Tornes, Technical Advisor, Norway; Prof. Dr. Arbinda Lal Bhomi, Executive Director, CERID; and Dr. Kishor Shrestha, Coordinator, Formative Research Project, CERID for entrusting us with the task of undertaking this study and providing necessary support to us. Advice and technical supports given in connection with this study by Prof. Dr. Hridaya Ratna Bajracharya, UGC and Dr. Shreeram Lamichhane, KU have been very useful to us. Comments and suggestions received from the experts and FRAG were also instrumental in bringing out this report in this shape. Cooperation and support of IFCD, SC/N, SC/US, UNICEF/Nepal, TUKI, Nari Bikash and other institutions providing their support for the classroom teaching learning improvement at the school level were also very fruitful in this study. We express our heartiest gratitude to all of them. Head teachers, teachers, students, parents and School Management Committees Parent Teacher Association 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 carrying out this study. We sincerely thank them all for their co-operation and supports. More importantly, we thank CERID family members for their prompt logistic supports for facilitating administrative matters, and for providing all possible supports in the task of completing the study. July 2008 Ganesh Bahadur Singh Pramila Rajbhandari Soviet Ram Bista
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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 ...