Senior Citizen Education Policies and Practices in Nepal: A Critical Narrative Inquiry

Abstract

The research entitled Senior Citizen Education Policies and Practices in Nepal: A Critical Narrative Inquiry was chosen based on my curiosity about finding suitable programs for my mother, who insists that learning is beyond formal education. The research explores policies concerning educational opportunities for senior citizens in Nepal, focusing on the narratives of those responsible for implementing those policies and the challenges they face. The study inquired of senior citizens above 60 from various Community Learning Centers (CLCs) of Kathmandu and duty bearers from ministries, municipalities, CLCs, and INGOs. The study embraced narrative inquiry and three theories: the human rights-based approach, social justice theory, and distinctive learning theory. I rigorously studied the policies concerned with SCE in Nepal, gaining insights from both categories of participants. This helped me understand that these policies fail to address evolving needs, focusing on basic literacy and neglecting digital literacy and financial management. This neglect threatens senior citizens' participation in development. However, I understood that despite challenges, Nepal has seen positive developments in SCE, highlighting the need for effective policy implementation and collaboration with stakeholders like senior citizens, NGOs, and policymakers.