Comparative Study of Dalit Education in Nepal

Bishwakarma, Mom

doi:10.2139/ssrn.1822163

Cited by 3 publications

(5 citation statements)

References 2 publications

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“…Social exclusionary practices in the society lead Dalit to face discrimination in schools which ultimately lead to underrepresentation of Dalit in higher education. Dalit students face caste-based discrimination in classrooms by peers, teachers, and administrators which led them to drop-out of schools (Bishwakarma, 2011). Subsequently, the higher drop-out rate of Dalit students may contribute to the under-representation of Dalit students in higher education.…”

Section: Social Exclusion In He Institutionsmentioning

confidence: 99%

“…The geographical location of people signifies the extent of their engagement in formal education (school, campus, university). The children who live far from school have lower enrollment as compared to the children who live nearby (Bishwakarma, 2011). Most Dalits live in a hilly area (Bishwakarma, 2011) with limited access to development opportunities; and subsequently have difficulty to attend formal education.…”

Section: Geographymentioning

confidence: 99%

“…The children who live far from school have lower enrollment as compared to the children who live nearby (Bishwakarma, 2011). Most Dalits live in a hilly area (Bishwakarma, 2011) with limited access to development opportunities; and subsequently have difficulty to attend formal education. Bhatta et al (2008) explain that geographical locations contribute significantly to the representation of children in school, and hence the rural areas have a very lower gross enrollment rate in Nepal.…”

Section: Geographymentioning

confidence: 99%

“…Bhatta et al (2008) explain that geographical locations contribute significantly to the representation of children in school, and hence the rural areas have a very lower gross enrollment rate in Nepal. Dalits live mostly in remote and hilly areas of Nepal (Bishwakarma, 2011) and have lower enrollment in school. Subsequently, Dalits are less likely to enter into university education.…”

Section: Geographymentioning

confidence: 99%

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Equity in higher education of Nepal

Gandhari¹

2021

Int. J. Educ. Admin. Pol. Stud.

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University education enables people to have better socio-economic return, engage in critical reflection of political affairs, social practices, and inequalities which subsequently strengthens democracy. The educational opportunities for disadvantaged people help them to break the vicious cycle of poverty, marginalization, and discrimination by enabling them to improve the social and economic status. The Government of Nepal has enacted the National Higher Education (HE) Policy, but it lags ensuring equitable opportunities for the marginalized community, particularly the Dalit community. Despite the constitutional commitment to provide equitable opportunities for educational development, Dalits who comprise above 13% population have been facing multitudes of exclusion in HE opportunities. Venanzi's social exclusion perspective has been used to analyze the underrepresentation of Dalits in HE. The ethnocentrism-historically developed ethnic perspective manifested by the National Code of Conduct of Nepal in 1854; the discursive formation-micro-stories that explained the derogatory origin of Dalits and the hegemonic discourse-subtle form of power perpetrated by non-Dalit in system implementation curtail Dalit's equitable participation in HE. Consequently, Dalits fail to move upward to the socioeconomic status which has impacted the overall development of the country. Mass advocacy and awareness campaign to deconstruct hierarchy-based caste system, data/evidence-based gender and social inclusion policy, increased participation of Dalits in decision-making positions, exploration of caste-related issues through periodic academic research and enactment of subsequent actions, inclusion of Dalit-related issues in HE curriculum, and arranging alternative education for geographically excluded Dalit community may enable Dalits to get HE.

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Section: Social Exclusion In He Institutionsmentioning

confidence: 99%

Section: Geographymentioning

confidence: 99%

Section: Geographymentioning

confidence: 99%

Section: Geographymentioning

confidence: 99%

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Equity in higher education of Nepal

Gandhari¹

2021

Int. J. Educ. Admin. Pol. Stud.

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“…Secondary school level scholarship for Dalit student began in 2003. Similarly government developed provision of scholarship for intelligent Dalit students and distributed through Dalit Bikas Samiti which developed the provision of Higher Education Scholarship for Bachelors and Master degree student and Technical students (Bishwakarma, April 25, 2011). Government launched multifarious type of plans and programs for increasing access to education of all.…”

Section: Efforts To Educate Dalitsmentioning

confidence: 99%

Historical Compensation: The Eye of the Beholders

Nepali¹,

Bhatta²

2016

Tribhuvan University Journal

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This article presents the subalterns' perspectives on government’s scholarship program in Badbhanjyang-1, Basundol, and Kathmandu. The information was analyzed and discussed using Spivak's (1988) subaltern theory to understand Dalit as special ability group and Bourdieu's cultural capital (1986) to know their different cultural assets at least in the field of education. This study showed that scholarship program was useful to educate and encourage the Dalit children to enroll in school. However, parents had to cover the additional expenses like exam fees, stationeries, and reference books. This additional financial burden to the parents had forced them to send their children for labor work rather than sending them to school. According to them, the scholarship program has not addressed the caste based social hierarchies rather it enforced them to feel themselves as inferior being ‘Dalit’ because it was given on the basis of the caste, as historical compensation to educate them.

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Entanglement of Higher Education and Strength of Open and Distance Learning in Nepal

Bajracharya¹

2014

EDUCATION

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The purpose of this paper was to investigate the major entanglement of Higher education in Nepal and to find out the strength of Open and distance learning in Nepalese context. This study was based on empirical literature review including previous research, national and international reports regarding higher education of Nepal, whichhad been studied to investigate the major hurdles and then, analyzed the strength of Open and distance learning to overcome those hurdles. This paper found six major hurdles as 1) Lack of enough educational institutions (universities and campuses) around the country, 2) Limited capacity of admissions at public institutions, 3) Geographical barrier, 4) Highly expensive fees at private institutions, 5) Lack of national educational budgets, and 6) Strikes. Based on the characteristic and application of Open and distance learning, this paper suggests that, those six hurdles could be removed with the appropriate application of ODL programs to increase the strength of higher education in Nepal.

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Comparative Study of Dalit Education in Nepal

Cited by 3 publications

References 2 publications

Equity in higher education of Nepal

Equity in higher education of Nepal

Historical Compensation: The Eye of the Beholders

Entanglement of Higher Education and Strength of Open and Distance Learning in Nepal

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