The Politics of Education Policymaking in Nepal

Abstract

I begin this editorial with an assertion that the contemporary public policymaking landscape in Nepal shows little citizens’ participation and thus education policymaking also bears a similar approach. Here, public policies refer to “the decisions and actions of government and the intentions that determine those decisions and actions” (Geurts, 2011, p. 6). Theoretically, governments across the globe in recent decades have committed for larger citizen participation in public policymaking. Therefore, I understand public policymaking as a phenomenon in which wider stakeholders engage in governmental decision-making processes aimed at addressing a public issue.

Global citizenship education in Nepal

“…For policymakers at a macro-level, there may well be advantages in framing a more Nepali articulation of bottom-up educational development solutions; a contrast with bureaucratised, top-down approaches and an imported one-size-fits-all Western language of global education (Dhakal, 2019;Parajuli, 2014). Many of the intentions of the 2007 NCF are progressive and well-meaning, but they sometimes feel derivative in the Nepali context and reflective of the significant interests of international political donors.…”

Decline in the Moral Foundations of Nepali Politics

“…I conclude this editorial with an affirmative note that "ethics in politics is possible -and it pays off" (Girardin, 2012, p. 10), so morality politics do exist. Although we may not expect morality politics from the existing heads of major political parties, revamping the party structures, meritocratic selection in the constitutional bodies, empowering the parliament, and strict adherence to the rule of law and 'evidence-informed policymaking' (Dhakal, 2019) will ensure that the lost morality in Nepali politics can be revived and rejuvenated.…”

Images of Undergraduate Mathematics Curriculum: A Critical Self-Reflection

“…Indeed, in the context of Nepal, a top-top and centralist approach are the present characteristics of the Nepali model of education policymaking (Dhakal, 2019). Thus, the school teachers and the local authorities might not get an opportunity to be involved in the education policy-making activities, curriculum development process, etc.…”