Government Officers’ Perspectives on Inclusive Education in Nepal
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The Interim Constitution of Nepal (2007) endorses that education must be free and is recognised as a fundamental human right. The government of Nepal has ratified and signed a number of policies and documents such as Education for All (EFA) and the Salamanca Statement (1994). Despite these aspirations, different researches show that there continue to be high dropout rates from education for disabled children, children belonging to ethnic minorities, bonded labour children, and children with illnesses such as HIV. Despite increasing investment by the Nepalese government in education, the situation continues to be dire. This presentation is part of a larger project investigating the perspectives and practices of government officers, primary school teachers, school leaders, parents, and students in Nepalese schools who desire to move towards more inclusive practices. However, this paper only examines how the government officers define inclusive education policy and practices, barriers to implementing it, and the government of Nepal’s plan and policies to reconstruct and rebuild schools after the massive earthquake of 2015 in Nepal. Their experiences are explored using in-depth interviews and official documents analysis. The research reveals that although inclusive education is specially designed to give education for all children in the same classroom without any kind of discrimination. My findings so far indicate that school, home, and outside home-related barriers are the major obstacles to implementing inclusive education in Nepal.
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- 1. Government Officers’ Perspectives on Inclusive Education in Nepal Mukti Prakash Thapaliya PhD Candidate University of Canterbury, New Zealand 01/08/2015 1
- 2. Research Context: Nepal * Basic Facts Population: 26,494504 Land Area: 147,181 Km2 Country Structure Geographic: 3 Regions Administrative : 5 regions, 14 Zones with 75 Districts Diversity 103 Ethnic languages 86% of Population – Village 14% of Population – City (CBS, 2011) Major earthquake 2015
- 3. * 3
- 4. Rationale for Research ▪World-wide, about 69 million school-age children not in school, 18 million in South Asia - UN, 2010 ▪Millennium Development Goals (MDG) no. 2 ▪Disabled people ranging from 10 to 13% of the total population of Nepal – NORAD, 2009 ▪More than 85% disabled children are outside school in Nepal- DoE, 2012 * 4
- 5. Development of Inclusive education in Nepal * 5 DoE, 2012
- 6. Number of schools by eco-belts in Nepal Eco-belts Primary level (Grades 1-5) Lower secondary level (Grades 6-8) Basic level (Grades 1-8) Mountain 4,173 1,579 4,203 Hill 17,418 6,570 17,504 Valley (KTM) 2,077 1,677 2,092 Terai 10,630 4,621 10,685 Total 34,298 14,447 34,484 6 Source: DoE, 2012
- 7. Theoretical framework * 7 Social constructionism ▪A critical stance towards taken-for-granted knowledge ▪Ways of understanding the world are culturally and historically specific ▪Knowledge is sustained by social process ▪Knowledge and action go together ▪Burr (1995)
- 8. Research questions 1. How do the government officers define inclusive education policy and practices? 2. How does the government plan to rebuild and reconstruct the schools and school system? 3. What barriers do the government encounter in implementing inclusive education in Nepal? * 8
- 11. Findings * 11 Barriers of Inclusive Education Home-related Outside school-related School-related ▪ No coordination among curriculum, curriculum and pedagogy ▪ Un-trained teachers ▪ Textbooks ▪ Poor infra-structure Karma Theory • Geographical condition • Unplanned houses and cities • School freedom of choice • Political instability • Lack of budget • Earthquake