Surya Sigdel

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.

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 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.

The assessment that reflects the praxis of students’ hands-on learning experiences motivates students to link theoretical learning to real-life situations. The existing assessment is blamed for being poor in assessing such quality. Therefore, this paper makes an in-depth study of existing practices of assessment systems and explores student-friendly, evidence-based, and goal-oriented assessment practices that lead students from the area of their interest to the designed goals. Following narrative inquiry as a research design, information was collected, coded, schematized, and generated meaning from the participants’ meaning making of the assessment system in the schools. The study found that the students have a sort of fear and detestation of the existing high stakes testing. Similarly, the practical examination has lacked trustworthiness, validity, and consistency. Although students have experienced some assessment tools as friendly, engaged, and goal oriented, they have weak decisive roles in grading. Classroom activities should be learner-engaged, performance-based, and hands-on experience-oriented. Their participation and performance in classroom activities can lead them to transcend the designed objectives. The grading scheme should be made so transparent and precise that the students by themselves can identify where their learning level is. The paper-pencil test as an assessment tool should reflect how the learning contents, classroom activities, and overall, the programs are. The study concludes that classroom activities should be designed in such a way that students’ participation in the activities can lead them to achieve the designed goals.

UNLOCKING OPPORTUNITY: EXAMINING THE RELATIONSHIP BETWEEN REMITTANCES AND PRIVATE SCHOOL ENROLLMENT IN NEPAL

EXISTING PRACTICE OF WRITTEN AND UNWRITTEN CURRICULUMS AND THEIR IMPACT ON STUDENTS IN COMMUNITY SCHOOLS IN NEPAL

This study investigates the management decision-making practices of community school management in Nepal, focusing on the policy perspective. An analytical approach has been used to analyze the information. The authors conducted a comprehensive review of the school education policies that pertain to school management decision-making practices. The authors analyzed the policy requirements on community school management decisions and practices. According to the policy provisions, the school head teachers, school management committee (SMC) members, and teachers' representatives are actively engaged in management decision practices. This study reveals that the head teacher and school management committee hold the authority over important aspects of school management decision-making, such as teacher recruitment, school development planning, and teaching learning activities. The role of local government has crucial in the overall development of community schools in Nepal. Implementing effective school management practices can greatly enhance the development of the school and ensure the delivery of high-quality education. In this context, the authors emphasized the importance of harmonizing management practices to ensure effective decision-making and encourage active participation, ultimately leading to improved school administration.

This study aims to explore the knowledge, attitudes, and behaviors related to early childhood development and education through a descriptive research approach. The educator recognized the significance of establishing environments that are conducive to children's needs and incorporating stimulating activities to foster the growth of young learners. The researchers conducted an assessment of knowledge, attitude, and practices through interviews and conversations. The variables of race, age, and education had a notable influence on the level of knowledge among individuals. Teachers in educational institutions possess a broader range of knowledge regarding school nutrition and health compared to students. The respondents' knowledge, behavior, and perspectives were shaped by a range of factors, such as their educational attainment, occupation, religious beliefs, and racial background. The study findings emphasize the importance of school health, nutrition, and recreation, and recommend that educators, students, parents, and other stakeholders actively promote these aspects. Creating a favorable and supportive learning environment is crucial in the field of Early Childhood Care and Education (ECCE), risk reduction initiatives, Nepal's child-friendly education programs, and the improvement of school environment.

This research investigates the pedagogical approaches employed for the development of transversal and academic competencies based on the lived experiences of students and teachers. Despite the presence of qualified educators in educational activities, schools face numerous challenges in fully realizing the potential of students. In the context of developing nations like Nepal, schools and teachers encounter unpreparedness in facilitating activities geared towards enhancing students' academic and transversal competencies. Despite teachers' expressed commitment in workshops to adopt student-centered methods, conventional lecture-based approaches persist due to the impact of high-stakes testing. The absence of clear guidelines and motivation further contributes to the prioritization of traditional testing over competency-based education. Furthermore, inadequate facilities and an unsupportive environment hinder the implementation of practice-based education in schools. Recognizing that students excel when engaged in enjoyable activities, it is imperative to align educational activities with learners' needs and interests while progressing towards predefined objectives. This study advocates for a blended management model, incorporating both top-down and bottom-up approaches, to encourage teachers in adopting student-centered methods, thereby playing a pivotal role in nurturing both academic and transversal competencies. Given that both teachers and students tend to prioritize aspects that align with assessment criteria, evaluating assessments covering both competencies become crucial for a comprehensive understanding of their educational progress.