Bisna Acharya

Local government-led school management has emerged as a transformative approach to enhance access, equity, and efficiency in education. In Nepal, decentralization reforms have sought to improve enrollment rates and gender equity, but their long-term effectiveness and challenges have received limited scholarly attention. This study evaluates the impact of local governance on enrollment trends using a mixed-methods approach, analyzing quantitative data from World Bank Indicator (1999–2023) and contextualizing findings with qualitative insights. Fully Modified Ordinary Least Squares (FMOLS) regression was employed to examine long-run relationships and structural changes. The results reveal a significant post- 2017 boost in primary enrollment rates, driven by decentralization reforms, but also indicate a declining growth rate in enrollment thereafter. Regarding the key variables, Net Enrollment Rates (NER), Gross Enrollment Rates (GER), and Gender Parity Index (GPI) demonstrate progress, with GPI achieving parity in primary education by 2012. However, challenges persist, including disparities in secondary education, a decline in secondary GPI, and increasing reliance on private schooling, which raises equity concerns. The FMOLS findings underscore the transformative potential of decentralization while highlighting systemic gaps in retention, public school competitiveness, and regional equity. Strengthening local leadership, addressing socio-economic barriers, and reducing disparities are essential to sustain progress. Nepal’s experience demonstrates that while local government-led reforms can ignite progress, targeted interventions are critical to ensuring inclusive and equitable educational outcomes.

This study aims to examine the relationship between teachers’ professional development and its impact on students’ academic achievement at the educational institutions of Kaski, Nepal. Finding a consistent professional orientation was the goal of the study to improve academic performance and subsequently support quality enhancement. It used convenience sampling techniques to collect empirical shreds of evidence from one hundred thirty-five teachers of twenty-four schools in Kaski, Nepal by using close-ended questionnaires. The findings of the study show that the chi-square (X2) test of the empirical evidence showed a positive relationship between the improved pedagogical efficiency of the teachers and the augmentation of the achievement level of the academic institutions. The correlation matrix shows significant insights into the relations among many elements of the school environment and teacher evaluations. The study's conclusion reveals a substantial co-relationship between in-service professional development and institutional achievement level leading to the conclusion that appropriate professional training positively impacts academic outcomes. The policymakers, educationists, and related stakeholders, the conclusion of this empirical research can be of significant reinforcement for the amendment of the existing educational policy to make up for the inadequacy of the current instructional strategies and generalize the results to improve the quality achievement of the service pursuers-students.

The interplay between remittances, economic growth, and educational preferences has significantly shaped Nepal's private school enrollments over the last two decades. Remittances, a critical source of household income, have driven substantial changes in education accessibility, particularly in private schooling. This study investigates the relationship between remittance inflows, per capita GDP, and private school enrollments, emphasizing the socioeconomic dynamics and policy implications. This research employs a descriptive and analytical design, utilizing secondary data from 2000 to 2022. Key datasets include private school enrollments (Ministry of Finance), remittance inflows (Nepal Rastra Bank), per capita GDP (World Bank), and population growth rates. Statistical analyses involve trend evaluations, descriptive statistics, and correlation analysis to assess relationships among these variables. The findings reveal a strong positive correlation between remittances and private school enrollments (0.91) and between remittances and per capita GDP (0.97). Private school enrollments nearly tripled, increasing from 11.23% of total enrollments in 2000 to 29.67% in 2022. Rising remittances and GDP facilitated increased educational investments, particularly in private schools, but also highlighted regional and socioeconomic disparities. Population growth rates showed limited direct influence on enrollment trends. The study underscores the critical role of remittance-driven economic growth in shaping educational preferences while raising concerns about inequalities in access. Targeted policies to enhance public education, provide financial aid for disadvantaged families, and improve rural education infrastructure are essential to ensure equitable educational opportunities. The study’s findings align with prior research while offering a context-specific focus on Nepal’s education sector.

Introduction: Teachers’ views on teaching-learning pedagogy include effective instructional methods, learning preferences, assessment strategies, and classroom management. This study aims to investigate the viewpoints of teachers regarding the teaching-learning pedagogy and professional development opportunities of the school teachers that are available in the field of education. Methods: Purposive and multistage sampling and quantitative and qualitative analysis are used. This method allows for thorough research area exploration. This method enhances data quality and makes research findings more applicable to real-world education. Results: The findings offer a thorough overview of the perspectives, attitudes, and experiences of educators regarding instructional approaches and opportunities for growth in their field. A comprehensive investigation reveals the importance of educators’ perspectives in shaping classroom practices, embracing new ideas, and fostering a culture of ongoing learning. Discussion: As per the findings, teachers get allowances, training, meetings, seminars, and further courses to advance professionally. Policies affect teacher training and benefits. Some parents were enthusiastic about free education, while others were moderate or supportive, according to instructors. Limitations: This study has focused primarily on the development of basic and primary education in Nepal, both in the past and present. Conclusions: Educational institutions can tailor development programmes to teachers’ needs by acknowledging and addressing these perceptions. Policymakers can use the findings to raise awareness of the changing landscape that promotes mandatory and accessible high-quality education.

Background: Nepal is struggling to improve its education system due to financial deficiency, social disparities, and political instability. The government relies heavily on international aid for education improvement. Nepal's education system shows foreign aid's potential and limitations in sustainable development. Foreign aid, GDP per capita, and government spending affect Nepalese youth literacy and gross enrollment rates. This aims to examine the aid effectiveness in school enrollment and GDP growth in Nepal. Methods: This study has employed an econometric approach based on ARDL and Granger causality tests. Model I focuses on youth literacy rates as a measure of educational outcomes, while Model II examines gross enrollment ratios to assess access to education. Results: The results reveal a significant long-term role of foreign aid in improving literacy outcomes, whereas GDP per capita emerges as a critical determinant of enrollment. Granger causality tests highlight bidirectional relationships, showing how literacy improvements influence foreign aid allocation and GDP growth. The findings underscore the importance of aligning aid strategies with local priorities and enhancing the efficiency of public spending to achieve sustained educational improvements. Conclusion: This study contributes to human capital theory by exploring the interplay between education and economic development, emphasizing the need for targeted, sustainable interventions. Future research should focus on the role of institutional quality and demographic disparities in shaping education outcomes. Novelty: This study offers a comprehensive analysis of aid efficacy and its congruence with local requirements by incorporating perspectives from local educators, students, policymakers, and donor organizations.

To effectively achieve the objective of this research, a thorough analysis will be conducted on the implementation of the curriculum in school education. This analysis will encompass both the visible and concealed components, with the aim of identifying any shortcomings in the curriculum. A study was conducted in the community schools of Kathmandu to examine the factors that contribute to the difference between the expected learning outcomes of school education and the actual results outlined in the curriculum. Throughout the investigation, students and teachers from five community schools situated on the outskirts of Kathmandu's suburbs enthusiastically took part. The authors utilized a range of methods to collect data, such as conducting in-depth interviews, leading group discussions, and making direct observations. Based on the findings of the study, it has been concluded that educational activities that prioritize the development of meaningful connections offer more benefits compared to those that hinder the acquisition of practical knowledge and skills. The curriculum provides the necessary resources to support instructional activities that are guided by instructors and actively engage learners. Students can develop essential academic and cross-curricular skills with the help of this approach. In order to promote the development of students with diverse abilities and knowledge, it is crucial for the curriculum to acknowledge the negative impact of insufficient instruction and an excessive focus on high-stakes assessments. Due to this, there has been a strong focus on instructional and learning strategies that prioritize examinations.

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

This study investigates students' perspectives on teaching-learning pedagogy and school management techniques. The information was collected from 240 students attending schools in urban, suburban, and rural areas, across different grade levels. To get this data, a variety of research techniques were combined. Through surveys, interviews, and focus groups, the study looked at students' attitudes, beliefs, and experiences in the classroom. The results provide a comprehensive understanding of students' viewpoints on a range of school administration topics, such as classroom dynamics, teacher-student interactions, administrative policies, and the use of technology in the classroom. Ann extensive analysis was conducted to obtain a comprehensive understanding of students' inclinations, difficulties, and recommendations concerning instructional strategies, evaluation procedures, and the school's general ethos. The study underlines the value of taking into account students' opinions when making decisions about education and stresses the necessity of creating a welcoming and stimulating learning environment that can accommodate a wide range of learner needs. The implications for educators, policymakers, and school administrators are examined in this paper. It makes recommendations for improving teaching-learning pedagogies and school management techniques to support student engagement, academic achievement, and general well-being.

This study aims to conducting a comprehensive review of education policy provisions that pertain to elementary school education. An analytical research design has been employed to thoroughly examine policies from a critical standpoint. An extensive analysis was carried out to investigate the provisions of education policy, encompassing various policies such as those outlined in the constitution, education policies, education acts, and laws. Education was provided at no cost, with students receiving complimentary textbooks, scholarships, and tuition waivers. These benefits were available to students for the duration of their entire educational journey, without any fees. The findings indicated that the education policies of offering complimentary and compulsory education in elementary and primary school were positively received. This study offers valuable insights for creating precise guidelines to efficiently implement policies. One strategy is to incorporate an educational plan that encompasses the entire policy implementation process. In conclusion, the findings of this study indicate the importance of implementing future policies that support the development of hostels, educational programs, and personalized care approaches for children who are facing academic difficulties.

This study aims to examine the factors that impact student enrollment in government schools at the basic level in Nepal. The data were collected from secondary sources publication over the periods of 2000-2022. The Autoregressive Distributed Lag (ARDL) model was applied to analyze the correlations between enrollment and economic factors, such as per capita GDP, population growth, and remittances, in both the short-term and long-term. The results suggest that remittances have a significant negative impact on enrollment, raising concerns about the absence of parents due to working abroad. On the other hand, the level of per capita GDP had a positive effect on the accessibility of education, highlighting the importance of economic development. The population growth did not have a significant impact in this model. The co-integration test suggests a strong and lasting connection between the variables, while the Granger causality tests reveal that remittances and per capita GDP had a significant impact on enrollment. These findings offer valuable insights for policymakers aiming to improve access to high-quality education for every child in Nepal. The paper also discussed potential areas for future research, such as investigating the underlying causes of the negative impacts of remittances and addressing the issue of serial correlation in the model.