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

Bajracharya, Jiwak Raj

doi:10.12691/education-2-11-14

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Due to the high fluctuation in the number of students studying at Tribhuwan University (T.U. ), massive change is observed in the total number of students since the fiscal year 2012/13 (Bajracharya, 2014;Dahal, 2013;Mainali, 2019;. The number of students in Tribhuwan University, which was 604,437 in the fiscal year 2012/13, reached 405,341 in the fiscal year 2013/14 recording a 32.94 percent reduction.…”

Section: Discussionmentioning

confidence: 99%

Higher Education Status in Nepal: Possibilities and Prospects

Acharya

Gyawali

2022

Educator J.

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Higher education is the key to the overall development of a country like Nepal, whose population is ephemeral through a demographic transition. Currently, 11 universities, four health academies and 1432 higher education institutions associated (constituent and affiliated) are providing mainstream higher education in Nepal. However, providing access to higher education to the increased number of the eligible population still remains a challenge, while on the other hand, the quality of higher education and its significance to local and national primacy has been a concern. In the meantime, planners, policymakers and researchers need timely and relevant data in order to meet the challenge faced in their relevant sectors. Despite having challenges in higher education in Nepal, Tribhuvan University, the oldest and leading university, is producing more Masters, MPhil, and PhD graduates for the nation’s overall development.

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Section: Discussionmentioning

confidence: 99%

Higher Education Status in Nepal: Possibilities and Prospects

Acharya

Gyawali

2022

Educator J.

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“…Given the transformative nature of ODL, it aligns well with changing educational paradigms. In the context of Nepal, where traditional educational models face challenges of accessibility and inclusivity, ODL has assumed a critical role in expanding academic horizons, particularly at the tertiary level (Bajracharya, 2014;Neupane, 2021). The motivation for joining ODL mode programs at the FOETU, Nepal, is influenced by a multifaceted interplay of factors.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivation for Joining the Open and Distance Learning Mode Program: Student’s Perspectives

Joshi,

Acharya,

Koirala

2024

OCEM-JMTSS

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The adoption of Open and Distance Learning (ODL) has gained considerable attraction as a transformative educational approach, offering unparalleled flexibility and accessibility to learners while accommodating a multitude of diverse commitments. In the context of Nepal, ODL presents itself as a powerful method to mitigate the persistent challenges of educational access and exclusivity. This research underscores to focus into the intricacies of motivation that drive students to enroll in ODL programs within the hallowed precincts of the Faculty of Education (FOE) at Tribhuvan University (TU). This study carefully examines the factors influencing students' motivation to choose ODL programs, providing insights for improving program design and support. The study applied a quantitative approach, collecting data through a structured Google Forms questionnaire and analyzing results using statistical tools. The study revealed key motivations for ODL enrollment, including a strong preference for independent online learning and recognition of ODL’s career and academic benefits. However, the results highlight lower perceptions of interaction within ODL classes. Findings further show that gender and caste/ ethnicity significantly affect motivation, reflecting disparities in access. On the other hand, demographics like provinces, religion, study programs, device used, employment status, and training involvement have limited impact on motivation. The results hold substantial significance in the discourse on ODL in Nepal’s education landscape. This research calls upon educational institutions to address interaction concerns and adapt strategies to diverse demographic motivations for effective ODL program delivery.

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Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal

Devkota

2021

Int Rev Educ

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Coronavirus disease (COVID-19) has triggered serious disruption in economic, social and cultural dynamics around the globe. Higher education has also suffered undeniable challenges as a result of the pandemic, with thousands of university students all over the world experiencing displacement, disconnect and disengagement from formal learning. In the Global South, online and distance education programmes tend to be concentrated in urban centres. In Nepal, students from rural areas, low socio-economic and gendered spaces, and those with low proficiencies in English and technological skills are experiencing inequalities in access to and participation in online and distance education. This article outlines how universities' shift to online teaching and learning modes due to the COVID-19 pandemic has reinforced social inequalities in Nepal. For the study presented here, the author collected data through netnographic research methods. These included online interviews with university executives, online focus group discussions (FGDs) with university teachers and students, observation of and participation in online classes and policy conferences and reviews of online documents. The article analyses three overriding mechanisms which are reinforcing social inequalities in higher education: (1) universities’ policy trajectories in shifting teaching/learning from face-to-face to online mode; (2) infrastructural limitations challenging effective implementation of online teaching/learning; and (3) a lack of strong pedagogic support for students from disadvantaged and marginalised spaces, including those with low proficiencies in English and technological skills. The author presents a number of tangible strategies for universities to implement in order to mitigate social inequalities. He recommends the adoption of policies and practices that optimise the inclusive use of online and distance education programmes for best effect, both now and in the post-pandemic era.

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

Cited by 3 publications

References 4 publications

Higher Education Status in Nepal: Possibilities and Prospects

Higher Education Status in Nepal: Possibilities and Prospects

Motivation for Joining the Open and Distance Learning Mode Program: Student’s Perspectives

Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal

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