National Report of Nepal (2004) states the students of the marginal and disadvantaged groups have multi-religious and cultural backgrounds. However, the “available educational opportunities cannot address the diversities”. There are several issues in Nepalese education. Mainly, it can be categories in three major issues in Nepalese education. They are as follows:
1) Different
epistemological discourses.
2) Quality in education
3) Gender equality in
education.
- Nepalese educational discourse is influenced from the
western epistemology which is not applicable for Nepalese society.
- Influenced curriculum is the main problem for Nepalese
minorities and indigenous children.
- Nepalese education is
mono-cultural based mainstream but multi-variate culture there.
2) Quality in education: The word quality is not specified itself, what is the criteria of the
quality? Quality
education focuses on equity and diversity. Many indicators reflect quality of
education including investment of the government on education. However, some indicators must be meet for
quality education. Following indicators can be discussed:
a) Curriculum and learning materials:
- Nepalese curriculum is De-contextualized.
- Education planner and curriculum makers are unfamiliar
to communities.
- Content and medium of
instructions are mostly decided based.
b) Medium of instruction:
- Main factor of drop out of school level child is
language.
- Lack of trained and experienced teachers.
- Lack of strong physical infrastructures in the school.
- The language which use children in their home and
communities is not use in the class room.
- Not proper provision for
marginalized children.
3) Gender equality: Gender equality is also a major issue for Nepalese education. Following
concepts and domains effect the gender equality:
- Female dominated Nepalese culture.
- Male pre-dominant society.
- Girls are treated from lower class and caste
communities.
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