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Papers by Shak Bahadur Budhathoki
Molung Educational Frontier
In the last two decades, Nepal’s community (public) schools have been preparing, Implementing and... more In the last two decades, Nepal’s community (public) schools have been preparing, Implementing and reviewing School Improvement Plans (SIPs) periodically. Schools submit SIPs to the Local Government (LG) to get disbursed school funds annually. One of the components of SIP includes learning outcomes (MoE, 2017).In this context, there is a general lack of research on the process of making Sips and its effects on learning outcomes. To fill the existing lack of knowledge in this field, this research aims to answer two interrelated questions. First, what is the policy process of preparing SIP and how it is practiced? Second, what are the effects of teaching and learning process as envisioned in the SIPs on students ‘learning outcomes? This research applies qualitative methods, analysing content of selected Sips of three community schools of Kailali district from the far western region, especially focusing on the plans to improve learning outcomes. Building on these findings, case studies ...
Molung Educational Frontier
The Commission for the Investigation of Abuse of Authority (CIAA) annual report points out that c... more The Commission for the Investigation of Abuse of Authority (CIAA) annual report points out that complaints related to the education sector for financial misuses occupy the largest share consistently in the past few years. In this context, the paper aims to draw on types and patterns of educational corruption in Nepal in the context of education decentralization since 2000. Further, it interprets how it takes place and its associated factors. Undertaking the qualitative content analysis of annual reports of CIAA and Office of the Auditor General (OAG) of Nepal between 2010 and 2015, this article portrays financial irregularities taking place consistently under construction work, teacher salary, and student-related grants - showing or allocating more funds, releasing additional teacher salary and inflating student numbers. The existing literature on education decentralization and corruption entails various factors for financial mismanagement - lack of local capacity, elite capture of ...
In this paper, we focus on the various impacts that the entry of private schools can have in area... more In this paper, we focus on the various impacts that the entry of private schools can have in areas/communities that until recently relied exclusively on public schools. Our aim is not to assess why or how private schools are more effective than their public counterparts in terms of the quality of teaching and learning but to understand why they have become the universally preferred choice of schooling. We argue that this preference largely stems from the impression created by private schools that they are inherently superior to their public counterparts and can expand the life chances and opportunities of those who attend them. This, in turn, is based on the increased formalization of the curricula and co-curricula in private schools that further underpins their claim of all-round development of the child. This supposed superiority of private schools also stems from the fact that public schools are responding by becoming like “boarding schools” (please see footnote 3 for an explanation of this term). However, these public school responses to private school expansion should be seen more as individual than systemic due to a lack of systematic engagement of national policy-makers with private schooling. This points towards a need to deconstruct the state discourse, or lack thereof, around private schooling. Finally, this research challenges the notion that parents or communities participate less in public schooling because of their ignorance or lack of awareness, and points towards the possibility of formalizing parent—teacher interactions around the educational progress of the child in the public school, rather than merely in the management of the school.
Teaching Documents by Shak Bahadur Budhathoki
This is the first draft of a bibliography of works done by Indian scholars on themes related to N... more This is the first draft of a bibliography of works done by Indian scholars on themes related to Nepal. We started with a short bibliography prepared by Pratyoush Onta while he was researching the status of area studies in India during the year 2000 and enlarged it through new research and compilation. Sources consulted included relevant books, edited volumes, academic journals published from India, Nepal, and elsewhere, occasional paper series published by various research centers and universities, and relevant dissertation databases. We also did research at the Tribhuvan University Central Library (TUCL), and the libraries of the Centre for Nepal and Asian Studies (CNAS) and Martin Chautari. We consulted the online catalogs of the US Library of Congress (catalog.loc.gov) and World Catalog (www.worldcat.org) and did research in the online archives of JSTOR (www.jstor.org/) and Google Scholar (scholar.google.com). We also contacted several individuals and asked for lists of their relevant publications and details about dissertations that had been completed in their universities. This bibliography is incomplete in several ways. First, relevant entries in the theme covered are missing simply because we did not have access to that information. This might especially be true for MA, MPhil and PhD dissertations done by Indian scholars on subjects related to Nepal in universities in India, elsewhere in South Asia and beyond. Also we had access to a limited number of journals published from India and it is possible that more writings by Indian scholars on Nepal have been published in other Indian journals. Second, this bibliography mostly covers work done since India gained its independence in 1947. Hence, works that were done in earlier periods are missing. Third, our focus has been on core social science disciplines. So, works written from disciplines in the humanities are missing. Perhaps even some other social science disciplines might have been under‐represented in this bibliography. Based on this draft bibliography, we can say that Indian scholarship on Nepal is quite substantial in volume. Hundreds of books, edited volumes, journal articles and occasional papers have been published in the last 65‐70 years. The themes that have dominated Indian scholarship related to Nepal include political history, Indo‐Nepal diplomatic and trade relations, trans‐border migration, challenges of regional cooperation, and hydro‐related politics. There is very little engagement with the substantial amount of social science writings (especially anthropological) available on Nepal by non‐South Asian scholars in Indian scholarship on Nepal. Research by Indian sociologists and anthropologists on Nepal is virtually absent. All efforts have been made to ensure the accuracy of the entries given herein. However there might still be inadvertent errors in them. We would appreciate suggestions regarding any corrections that need to be made in the entries given here and additions of relevant items missing in this edition of the bibliography. Such suggestions should be sent to us at either library.asst@martinchautari.org.np or sinhas@mos.com.np. Relevant and correct additional information will be incorporated in revised editions of this bibliography in future.
Bibliographies by Shak Bahadur Budhathoki
Molung Educational Frontier
In the last two decades, Nepal’s community (public) schools have been preparing, Implementing and... more In the last two decades, Nepal’s community (public) schools have been preparing, Implementing and reviewing School Improvement Plans (SIPs) periodically. Schools submit SIPs to the Local Government (LG) to get disbursed school funds annually. One of the components of SIP includes learning outcomes (MoE, 2017).In this context, there is a general lack of research on the process of making Sips and its effects on learning outcomes. To fill the existing lack of knowledge in this field, this research aims to answer two interrelated questions. First, what is the policy process of preparing SIP and how it is practiced? Second, what are the effects of teaching and learning process as envisioned in the SIPs on students ‘learning outcomes? This research applies qualitative methods, analysing content of selected Sips of three community schools of Kailali district from the far western region, especially focusing on the plans to improve learning outcomes. Building on these findings, case studies ...
Molung Educational Frontier
The Commission for the Investigation of Abuse of Authority (CIAA) annual report points out that c... more The Commission for the Investigation of Abuse of Authority (CIAA) annual report points out that complaints related to the education sector for financial misuses occupy the largest share consistently in the past few years. In this context, the paper aims to draw on types and patterns of educational corruption in Nepal in the context of education decentralization since 2000. Further, it interprets how it takes place and its associated factors. Undertaking the qualitative content analysis of annual reports of CIAA and Office of the Auditor General (OAG) of Nepal between 2010 and 2015, this article portrays financial irregularities taking place consistently under construction work, teacher salary, and student-related grants - showing or allocating more funds, releasing additional teacher salary and inflating student numbers. The existing literature on education decentralization and corruption entails various factors for financial mismanagement - lack of local capacity, elite capture of ...
In this paper, we focus on the various impacts that the entry of private schools can have in area... more In this paper, we focus on the various impacts that the entry of private schools can have in areas/communities that until recently relied exclusively on public schools. Our aim is not to assess why or how private schools are more effective than their public counterparts in terms of the quality of teaching and learning but to understand why they have become the universally preferred choice of schooling. We argue that this preference largely stems from the impression created by private schools that they are inherently superior to their public counterparts and can expand the life chances and opportunities of those who attend them. This, in turn, is based on the increased formalization of the curricula and co-curricula in private schools that further underpins their claim of all-round development of the child. This supposed superiority of private schools also stems from the fact that public schools are responding by becoming like “boarding schools” (please see footnote 3 for an explanation of this term). However, these public school responses to private school expansion should be seen more as individual than systemic due to a lack of systematic engagement of national policy-makers with private schooling. This points towards a need to deconstruct the state discourse, or lack thereof, around private schooling. Finally, this research challenges the notion that parents or communities participate less in public schooling because of their ignorance or lack of awareness, and points towards the possibility of formalizing parent—teacher interactions around the educational progress of the child in the public school, rather than merely in the management of the school.
This is the first draft of a bibliography of works done by Indian scholars on themes related to N... more This is the first draft of a bibliography of works done by Indian scholars on themes related to Nepal. We started with a short bibliography prepared by Pratyoush Onta while he was researching the status of area studies in India during the year 2000 and enlarged it through new research and compilation. Sources consulted included relevant books, edited volumes, academic journals published from India, Nepal, and elsewhere, occasional paper series published by various research centers and universities, and relevant dissertation databases. We also did research at the Tribhuvan University Central Library (TUCL), and the libraries of the Centre for Nepal and Asian Studies (CNAS) and Martin Chautari. We consulted the online catalogs of the US Library of Congress (catalog.loc.gov) and World Catalog (www.worldcat.org) and did research in the online archives of JSTOR (www.jstor.org/) and Google Scholar (scholar.google.com). We also contacted several individuals and asked for lists of their relevant publications and details about dissertations that had been completed in their universities. This bibliography is incomplete in several ways. First, relevant entries in the theme covered are missing simply because we did not have access to that information. This might especially be true for MA, MPhil and PhD dissertations done by Indian scholars on subjects related to Nepal in universities in India, elsewhere in South Asia and beyond. Also we had access to a limited number of journals published from India and it is possible that more writings by Indian scholars on Nepal have been published in other Indian journals. Second, this bibliography mostly covers work done since India gained its independence in 1947. Hence, works that were done in earlier periods are missing. Third, our focus has been on core social science disciplines. So, works written from disciplines in the humanities are missing. Perhaps even some other social science disciplines might have been under‐represented in this bibliography. Based on this draft bibliography, we can say that Indian scholarship on Nepal is quite substantial in volume. Hundreds of books, edited volumes, journal articles and occasional papers have been published in the last 65‐70 years. The themes that have dominated Indian scholarship related to Nepal include political history, Indo‐Nepal diplomatic and trade relations, trans‐border migration, challenges of regional cooperation, and hydro‐related politics. There is very little engagement with the substantial amount of social science writings (especially anthropological) available on Nepal by non‐South Asian scholars in Indian scholarship on Nepal. Research by Indian sociologists and anthropologists on Nepal is virtually absent. All efforts have been made to ensure the accuracy of the entries given herein. However there might still be inadvertent errors in them. We would appreciate suggestions regarding any corrections that need to be made in the entries given here and additions of relevant items missing in this edition of the bibliography. Such suggestions should be sent to us at either library.asst@martinchautari.org.np or sinhas@mos.com.np. Relevant and correct additional information will be incorporated in revised editions of this bibliography in future.