Policy Framework for Education Development in Nepal

Autor/in	Neupane, Pramila
Titel	Policy Framework for Education Development in Nepal
Quelle	In: International Education Studies, 13 (2020) 1, S.89-97 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Educational Development; Educational Policy; Policy Formation; Barriers; Inclusion; Socioeconomic Status; Social Differences; Policy Analysis; Trend Analysis; Governance; Local Government; Educational Administration; Foreign Countries; Mental Health; Physical Health; Ethnic Groups; Minority Groups; Poverty; Disabilities; Social Discrimination; Access to Education; Social Class; Educational History; Nepal + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Politics of education; Bildungspolitik; Politische Betätigung; Inklusion; Socio-economic status; Sozioökonomischer Status; Sozialer Unterschied; Politikfeldanalyse; Trendanalyse; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Gemeindeverwaltung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ausland; Psychohygiene; Gesundheitszustand; Ethnie; Ethnische Minderheit; Armut; Handicap; Behinderung; Soziale Benachteiligung; Soziale Schließung; Access; Zugang; Bildungszugang; Social classes; Soziale Klasse; History of education; Bildungsgeschichte
Abstract	This exploration of challenges and barriers to inclusion in Nepal elaborates a conceptual framework for education development in a diverse society. As Nepal is a highly diverse, caste-based, multi-ethnic, and multi-linguistic society with very low development indicators, the article focuses on barriers to education and related issues across different socioeconomic groups. A systematic review of the relevant literature forms the basis for the design of a practical approach to education development for this diverse society in light of education policy trends in Nepal since 1950. The five proposed steps for education policy formulation and implementation include an in-depth analysis of the existing situation and outcome assessments. The proposed approach will enable local governance institutions to design and implement pragmatic provisions for education development at local level in the context of a new constitution that mandates local government management of school education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01