Equity in the education system of Nepal: Incremental incentive or social transformation?
There is an intense discourse on the adaptation of Sustainable Development Goals (SDGs) to deliver equity in education for all children including marginalised ones. However, the structural barriers faced by Dalit children remained unaddressed in the education system of Nepal. In this backdrop, struc...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291123001596 |
| _version_ | 1797374170716176384 |
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| author | Raj Kumar Gandharba Janak Raj Pant |
| author_facet | Raj Kumar Gandharba Janak Raj Pant |
| author_sort | Raj Kumar Gandharba |
| collection | DOAJ |
| description | There is an intense discourse on the adaptation of Sustainable Development Goals (SDGs) to deliver equity in education for all children including marginalised ones. However, the structural barriers faced by Dalit children remained unaddressed in the education system of Nepal. In this backdrop, structural barriers for Dalit children in education and the perception of the policymakers to hold the transformative promise true are central concerns of this study. The study used interpretive research by applying a rigorous review of education policies and in-depth interviews to understand the perceptions and positions of policymakers that are linked to the theories of transformative education and power. The findings revealed that the education policies and their implementation failed to hold the transformative promise of Leave No One Behind (LNOB) in addressing structural barriers and promoting the indigenous knowledge and skills of Dalits. Likewise, the promise for equitable education opportunities has been affected by the policy chaos and divergence of the LNOB spirit which compromises attaining the SDG4 promise. Thus, there are areas that need more conceptual and operational clarity on the key principle of LNOB, especially for the transformative education of Dalits in Nepal. |
| first_indexed | 2024-03-08T19:01:02Z |
| format | Article |
| id | doaj.art-9c21f4665bad462f88e6db4e6d34a913 |
| institution | Directory Open Access Journal |
| issn | 2590-2911 |
| language | English |
| last_indexed | 2024-03-08T19:01:02Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj.art-9c21f4665bad462f88e6db4e6d34a9132023-12-28T05:18:55ZengElsevierSocial Sciences and Humanities Open2590-29112023-01-0181100554Equity in the education system of Nepal: Incremental incentive or social transformation?Raj Kumar Gandharba0Janak Raj Pant1Global Policy and Advocacy Adviser: Education, Voluntary Service Overseas (VSO) International, Sanepa, Lalitpur, P. O. Box 207, Nepal; Corresponding author.Regional Education Advisor- Asia Pacific, Education Out Loud Programme, Oxfam IBIS, Lalitpur, P. O. Box 2500, NepalThere is an intense discourse on the adaptation of Sustainable Development Goals (SDGs) to deliver equity in education for all children including marginalised ones. However, the structural barriers faced by Dalit children remained unaddressed in the education system of Nepal. In this backdrop, structural barriers for Dalit children in education and the perception of the policymakers to hold the transformative promise true are central concerns of this study. The study used interpretive research by applying a rigorous review of education policies and in-depth interviews to understand the perceptions and positions of policymakers that are linked to the theories of transformative education and power. The findings revealed that the education policies and their implementation failed to hold the transformative promise of Leave No One Behind (LNOB) in addressing structural barriers and promoting the indigenous knowledge and skills of Dalits. Likewise, the promise for equitable education opportunities has been affected by the policy chaos and divergence of the LNOB spirit which compromises attaining the SDG4 promise. Thus, there are areas that need more conceptual and operational clarity on the key principle of LNOB, especially for the transformative education of Dalits in Nepal.http://www.sciencedirect.com/science/article/pii/S2590291123001596Education systemEducation policyEquityLeave no one behindDalitsSustainable development goals |
| spellingShingle | Raj Kumar Gandharba Janak Raj Pant Equity in the education system of Nepal: Incremental incentive or social transformation? Social Sciences and Humanities Open Education system Education policy Equity Leave no one behind Dalits Sustainable development goals |
| title | Equity in the education system of Nepal: Incremental incentive or social transformation? |
| title_full | Equity in the education system of Nepal: Incremental incentive or social transformation? |
| title_fullStr | Equity in the education system of Nepal: Incremental incentive or social transformation? |
| title_full_unstemmed | Equity in the education system of Nepal: Incremental incentive or social transformation? |
| title_short | Equity in the education system of Nepal: Incremental incentive or social transformation? |
| title_sort | equity in the education system of nepal incremental incentive or social transformation |
| topic | Education system Education policy Equity Leave no one behind Dalits Sustainable development goals |
| url | http://www.sciencedirect.com/science/article/pii/S2590291123001596 |
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