Community Schooling in Nepal: A Genealogy of Education Reform since 1990

Carney and Bista examine the recent developments of community schooling in Nepal and present a poststructuralist approach to understanding the apparent convergence of educational policy in the developing world practices. The actual trajectory of education reform in Nepal at this time followed the pr...

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Bibliographic Details
Published in:Comparative education review 2009-05, Vol.53 (2), p.189-211
Main Authors: Carney, Stephen, Bista, Min Bahadur
Format: Article
Language:English
Subjects:
Communities
Community schools
Developing countries
Education
Education history
Education policy
Educational administration
Educational reform
Government bureaucracy
LDCs
Parents
Reforms
Teachers
World Bank
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Summary:Carney and Bista examine the recent developments of community schooling in Nepal and present a poststructuralist approach to understanding the apparent convergence of educational policy in the developing world practices. The actual trajectory of education reform in Nepal at this time followed the prescriptions set in the donor-funded Basic and Primary Education Master Plan. The plan served as a platform for the consolidation of the ministry's influence and control over the sector, albeit via the deeper engagement of relatively autonomous foreign development agencies. From the overall vision of a democratic, inclusive society contained in the 1991 master plan, education reform in Nepal took form as a series of technical interventions aimed at improving attendance, achievement, and managerial capacity. Along the way, however, issues of local involvement, choice, and even privatization were signaled as legitimate alternatives to state-driven education.
ISSN:0010-4086
1545-701X
DOI:10.1086/597394