Journal of Education and Research

Paradoxes in School Educational Policies and Practices: Equity in Chaos
Raj Kumar Gandharba 1 * , Ram Gaire 2
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1 Voluntary Service Overseas (VSO), Kathmandu, Nepal2 National Campaign for Education Nepal, Kathmandu, Nepal* Corresponding Author
Original Article

Journal of Education and Research, Volume 11, Issue 2, 2021, 53-73, https://doi.org/10.51474/jer.v11i2.558

Publication date: Jan 18, 2022

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How to cite this article
APA
In-text citation: (Gandharba & Gaire, 2021)
Reference: Gandharba, R. K., & Gaire, R. (2021). Paradoxes in School Educational Policies and Practices: Equity in Chaos. Journal of Education and Research, 11(2), 53-73. https://doi.org/10.51474/jer.v11i2.558
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Gandharba RK, Gaire R. Paradoxes in School Educational Policies and Practices: Equity in Chaos. Journal of Education and Research. 2021;11(2):53-73. https://doi.org/10.51474/jer.v11i2.558
AMA
In-text citation: (1), (2), (3), etc.
Reference: Gandharba RK, Gaire R. Paradoxes in School Educational Policies and Practices: Equity in Chaos. Journal of Education and Research. 2021;11(2), 53-73. https://doi.org/10.51474/jer.v11i2.558
Chicago
In-text citation: (Gandharba and Gaire, 2021)
Reference: Gandharba, Raj Kumar, and Ram Gaire. "Paradoxes in School Educational Policies and Practices: Equity in Chaos". Journal of Education and Research 2021 11 no. 2 (2021): 53-73. https://doi.org/10.51474/jer.v11i2.558
Harvard
In-text citation: (Gandharba and Gaire, 2021)
Reference: Gandharba, R. K., and Gaire, R. (2021). Paradoxes in School Educational Policies and Practices: Equity in Chaos. Journal of Education and Research, 11(2), pp. 53-73. https://doi.org/10.51474/jer.v11i2.558
MLA
In-text citation: (Gandharba and Gaire, 2021)
Reference: Gandharba, Raj Kumar et al. "Paradoxes in School Educational Policies and Practices: Equity in Chaos". Journal of Education and Research, vol. 11, no. 2, 2021, pp. 53-73. https://doi.org/10.51474/jer.v11i2.558
ABSTRACT
This paper explores the paradoxes inherent within the intentions of Nepal’s public education policies and their actual implementation in local communities. It looks specifically at Nepal’s Constitutional Right to equitable quality education for socio-economically disadvantaged children. It highlights paradoxes in four major areas: 1) free and compulsory education, 2) equity and inclusion, 3) localizing education policies, and 4) the use of language in education, in the federal context of Nepal. To analyse school education policies and documents, we used participatory methods to generate data under the interpretive paradigm. More specifically, we held FGDs and interviews with women, Dalits, people with disability, indigenous groups, local governments, parents, teachers and students. The results show a number of significant paradoxes between the educational policies and the lived experiences of those in the local communities. The education policies deviate from the spirit of the Constitution and implementation is unsuccessful in delivering equitable education for all. A policy on paper does not guarantee equitable quality education and there are a number of questions that the government needs to consider to achieve the equity agenda.
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