FINANCING PRIMARY EDUCATION IN NEPAL FROM AN EQUITY PERSPECTIVE AND ITS ROLE IN SOCIAL CHANGE

Abstract

The main purpose of this thesis entitled "Financing Primary Education in Nepal from an Equity Perspective and its Role in Social Change" is to assess the impact of financing policies in primary education from an equity perspective and to explore their implications on the social change process. It also explores the relationship between equity in financing policies and education in terms of progresses. A mixed methods research design has been employed in this study, where the findings are drawn from both quantitative and qualitative analyses, using both primary and secondary data sources. As evident from the analysis, the overall status of education in Nepal has improved over the years. However, this improvement has not been consistent for different groups of people and across all geographic regions. Inequities are visible in terms of inputs (access to schooling facilities, and access to resources), processes (student teacher ratio, school student ratio, and per child allocation) and in outcomes (enrolment, participation and learning achievements). Structural inequities in the education system have been found rooted in the society and public policies have seen to be inadequate in breaking the vicious circle of inequality in access to resources and other opportunities that remain prevalent. Hence, the presence of public policies can be seen as insufficient to ensure equitable benefits to all, irrespective of peoples’ social, economic or cultural diversity. The rationale behind allocation of public resources in education remains unclear among many policy makers and planners in the education sector in Nepal. For example, children of all Dalit families receive the same amount of scholarships regardless of the economic status of the households. There is no provision in response ii to indirect and opportunity based costs to the poorer groups. Due to the absence of an integrated equity framework, the resource allocation and its distribution tend to vary from time to time as the authorities follow incremental approach and their own judgment in making decisions on resource allocation and distribution. In terms of three dimensions of equity – horizontal, vertical and equality of opportunities – the country has hardly seen the use of the later two concepts in its resource allocation. Equitable financing policies play major roles to create an equitable situation for all to succeed in the education system. Education being considered an inevitable component in the development process can be seen in Nepal as well. The visible changes in the society and social indicators that are observed, showing a gradual movement of the society, can be seen as a social change generated through education. Sustainable change in the society gradually occurs because of the increased level of awareness among people, in combination with technological advancement. Alternatively, radical changes are often caused through externally induced interventions. It is seen that there is a strong relationship between equitable education policies and quality education. Furthermore, the interrelationship between equitable financing policies, quality education and social change is evident.