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    Knowledge, Attitudes, and Practices of Parents from Private and Public Schools on Violence Against Children in Nepal: A Comparative Study
    (Kathmandu University School of Education, 2026-03) Puri, Peshal Kumar; Prof. Prakash Chandra Bhattarai, PhD
    Violence against children (VAC) is still a critical global issue, with implications for their physical, emotional, and cognitive development. In Nepal, despite recent constitutional provisions and policies prohibiting corporal punishment, however the national data show a high prevalence of violent disciplinary practices in all provinces and areas of Nepal. This study tries to address a gap in literature by conducting a comparative analysis of the Knowledge, Attitudes, and Practices (KAP) about VAC among parents of both private and government schools in Arjundhara Municipality, Jhapa. This research is grounded in the Theory of Planned Behavior (TPB), the research investigates how sociodemographic factors and school type influence parental feelings and disciplinary behaviors towards children. A cross-sectional research survey design was administered, collecting data from 400 caregivers (180 from government schools and 220 from private schools) of children in grades 3-5, considering the age of the children between 8-11 years. Participants for the interview were selected using a multi-stage random sampling technique. A structured self-centered questionnaire, which is digitalized via Kobo Toolbox, and measured demographic variables with TPB constructs—knowledge, attitudes, subjective norms, perceived behavioral control, intentions, and practices. Data analysis involved descriptive statistics, independent t-tests, ANOVA, bivariate regression, and Structural Equation Modeling (SEM) to examine differences and predictive relationships as per the research questions' requirements. The analysis found significant disparities between the two groups i.e. parents from private and government schools. Parents from private schools proved significantly higher mean scores in knowledge, attitudes favoring non-violent discipline, subjective norms, and perceived behavioral control. Structural Equation Modeling (SEM) analysis showed that perceived behavioral control was the strongest predictor of intention to avoid VAC for both groups of parents, but its influence was more pronounced among private school parents. This research finally discussed that there are clear differences in parental KAP about VAC between private and government school settings in Nepal. The TPB creates a strong basis for understanding the differences between the parent populations of private schools and public schools and indicates that there is a need to enhance parents perceived control over using non-violent methods of discipline, as well as modify subjective norms in communities. Suggestions that could be put into practice include developing interventions that target school type and that give parents of children enrolled in public schools more control over the ways they parent through skill building and access to resources, and that utilize the progressive attitudes present in private schools to enhance and support peer led advocacy. Providing school based services to parents and ensuring compliance with child protection laws, are among the ways policymakers may help create a safe school environment for all children.
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    Output, stock returns and political uncertainty the Nepali evidence
    (Kathmandu University School of Management, 2010-11) Adhikari, Madhusudan; Radhe Shyam Pradhan
    This study examines the effects of political uncertainty on stock returns in the Nepali stock market over a period 1994 to 2010. The secondary data (NEPSE index and stock indices of ten industries registered in stock market of Nepal) as well as responses of 116 individual investors and 42 officials of listed companies, have been used to analyze the effects by using descriptive, causal-comparative, and co- relational research designs. Results suggest that there is a strong relation between the political uncertainty and stock returns in the Nepali stock market and that ruling political parties have effects on stock returns. The Nepali Congress Party government under the prime minister-ship of Mr. Girija Prasad Koirala remained favorable to stock returns, whereas, at the times of other governments the effects were not significant. The national elections affected stock returns, but there were no clear patterns of movement of stock returns before and after the elections. It is concluded that stock returns are affected by important political events with the impact of varying degree at across to different industry groups. It is found that negative volatility matters, specifically output decreases with increase in negative stock market volatility. One unit decrease in negative volatility was matched with the 1.8% decrease in industrial productivity. Hence it can be concluded that volatility and industrial production has relation in Nepalese stock market. As political uncertainty is not good for stock returns, political parties need to work to avoid such uncertainty and try to form stable governments. Investors need to carry thorough analysis of the effect of the event on specific industries or firms as they plan to invest in stocks.
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    Firm size, earning yield, book to market ratio, cash flow yeild and stock returns: the napali evidence
    (Kathmandu University School of Management, 2010) Gupta, Dev Prakash; Radheshyam Pradhan
    This study examines the relationship between four company fundamental variables (viz. size (market capitalization), book equity to market equity ratio, earning yield and cash flow yield) and equity returns in Nepali stock market. Alternative statistical specifications and various estimation methods are applied to a comprehensive, high-quality secondary data set of 92 listed firms in Nepal Stock Exchange that extends from July 2000 to July 2010 and primary data by taking opinion of investors, brokers and executives of listed companies through a structured questionnaire. The study also relates cross-sectional differences in returns on Nepalese stocks to the underlying behavior of four variables: earnings yield, size, book to market ratio, and cash flow yield and investigates whether the inclusion of any one or more of these fundamental variables can better explain cross sectional variations in equity returns in Nepal than the single factor CAPM. The study has found a statistically significant relationship between four company fundamentals: size (market capitalization), cash flow yield, book to market ratio and earning yield and stock returns in Nepal over the study period. This implies that a strong size effect, cash flow yield effect, and value effect existed in Nepali capital market during the study period. Since the results are not in support to the findings of the major studies done in the developed economies, this further implies that Nepali capital market is still in developing stage and investors needs to be very cautious while investing. The study finds that Fama French three factor model (viz. market risk premium, size premium and value premium) explains cross sectional variations in equity returns in Nepal in a much better way than the single factor CAPM. These results have important implications for market efficiency, asset pricing and market microstructure issues in Nepali stock market. Keywords: Stock Returns, Size Effect, Cash Flow Yield Effect, Value Effect
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    Understanding of leadership and factors associated with ledership success from Nepali perspective: grounded theory study
    (Kathmandu University School of Management, 2010) Mishra, Ajay Kumar; Subas KC
    The uniqueness in culture, as Hofstede (1998), among others, emphasized, would affect perception and practices of leadership. Nepali culture is different from those of India and rest of the South Asian countries. There are relatively few publications, which brings forth the South Asian perspectives. There is even limited literature available on leadership, which encompasses Nepali perspective on leadership. This qualitative, grounded theory study focuses on Nepalese perspective on leadership. The study explores conceptualizations of leadership as well as the skills required to be an effective leader in Nepalese context. The question this study explores is, "How leadership as a social phenomenon is understood in Nepal and what are the factors that are associated with leadership success? The literature review encompasses readings on leadership and cross-cultural leadership. The review of leadership includes a brief history and development in the field of leadership as a foundational base. Data collection consisted of open-ended interviews and survey with 18 research participants. Individual interviews were conducted with randomly selected participants. Data analysis followed the grounded theory, a constant comparative method that allows themes to emerge directly from the data through text analysis. Findings were compared across. A wide range of ideas emerged from the interview. From the study a theme "leaders must have ability to achieve the objective and must have ability to show the direction" emerged. To the most of respondents, general understanding about leaders was that they (leaders) should be affiliated to some political parties. Traits varied from honesty to visionary, from stating the objective clearly to driving the country in the right direction which suggests that Nepalese people consider "Charismatic Inspirational Leadership" as effective leadership prototype. From the study, it is found that "Leadership emerges through one's own characteristics like sacrifice, education, knowledge, character (charitra), behavior, experience, team work" and "Leadership emerges through time, circumstances and situation".
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    A Postcolonial Rendition of Mathematics Education of Nepal: An Auto/ethnography Inquiry
    (Kathmandu University School of Education, 2026-07) Lamichhane, Basanta Raj; Prof. Bal Chandra Luitel, PhD
    The research issue emerged through my lived experiences. I have experienced that modern education had started by blaming the Nepali people as illiterate and uncivilized by creating a meta-narrative that they need to be educated and civilized. Likewise, it instigated the misconception that we have no onto-epistemic practices and no history of mathematics education (ME) worth including in the curriculum. In this context, three experiential metaphors, a winner-takes-all approach of curriculum, pedagogy as/for developing false consciousness, and assignment as/for instigating marginalization have guided me to formulate an overarching research question: How has the colonial legacy embedded in ME and how do my research participants and I construct visions for inclusive ME in Nepal? I have used postcolonial perspectives (Gandhi, 2019; Said, 1978; Young, 2016), knowledge constitutive interest (Habermas, 1972), and critical pedagogy (Freire, 1993, 2005) as theoretical referents. I have employed postcolonialism as a broadly connected and complex theoretical perspective that enables me to zoom out to the larger scenario of ME, not limited to the human kingdom, and explore the interdependence and coexistence of human beings and the rest of nature by incorporating strategic essentialism. The knowledge-constitutive interest (Habermas, 1972) and critical pedagogy (Freire, 2005) helped develop a vision of an inclusive curriculum, futuristic pedagogy, and transformative assessment by fostering the notion of collective well-being and autonomous responsible scholarship. The nature of my research issues demands a multi-paradigmatic research design. I have incorporated critical paradigm—taking a stand, interpretive paradigm—grounding in a context, postmodern paradigm—multiple representations, and integral paradigm—making holistic meaning. I have used a postcolonial auto/ethnography (Lamichhane & Luitel, 2023b; Toyosaki, 2017) to explore the colonial remnants in ME. Its dialectical and praxis-oriented approach allowed me to embrace writing as a process of inquiry, leading me to create layered writing. In so doing, narrative, poetic, metaphorical, and non-textual genres, as well as formal and informal conversations (dialogues) have been used to generate field texts. Likewise, the postcolonial auto/ethnography enabled me to adopt empathetic, inclusive and healing perspectives as an ethical responsibility of the researcher. In this inquiry, I have explored how the existing mathematics curriculum seemed irrelevant. It did not recognize learners' lifeworlds by endorsing an exclusive view of reality, promoting colonial ideology—consumerism, linguistic erasures, and the devaluation of onto-epistemic practices and scholarship. I have also revealed that pedagogy focused on developing magic/naïve consciousness, magnifying social/epistemic injustices, and concealing the glocal crises. In a similar vein, the existing assessment system used to validate epistemic injustices through the colonial numerological approach further promotes disciplinary egocentrism in ME and blames learners for their underachievement. In this context, I have offered an inclusive vision of ME. The mathematics curriculum incorporates the zoe, eco, and techno visions to raise awareness of the world's present crises and to realize a coexistence of human culture and the natural world for healing wounded humanity and the planetary earth. Likewise, it underscored the urgent need to teach children, not just mathematics, to cultivate spiritual consciousness and foster transformative praxis to create a peaceful, socially just, and sustainable future. To achieve these traits, my inquiry has suggested adopting an engaged pedagogy to enhance critical consciousness, encouraging learners to pay attention and make a possible contribution to planetary well-being and social and epistemic justice. Moreover, this study revealed that assessment in mathematics must be embedded in the learning process to enhance epistemic justice, enrich holistic learning, and cultivate healing praxis. It illuminates that education should not turn into a weapon for destruction but become a place in which righteous work, responsibility, forgiveness, benevolence, and spirituality are cultivated. Finally, this research contributes to the fields of postcolonial renditions of ME and postcolonial auto/ethnography, encouraging my readers to critically reflect on curriculum, pedagogy, and assessment practices to bring about transformation by opening new discourse in ME in the context of Nepal.