Planning Education for Post 2015:

Priorities and Future Needs

Lava D Awasthi

JS/ MoE

16 August 2015

Content Outlines

• Nepal’s Priorities in Education

• Planning Education: Reducing Inequality

• Decentralization, Federalization

• Critical Issues

• Building Trust

• Priorities Beyond 2015

2

Nepal’s Priorities in Education

• On-going and Unfinished Agenda on

Education for All (EFA) and Beyond

– Learning and Cognition

• Post Earthquake Response

– Reconstruction and Recovery

• Response to Constitutional Architecture

– Federalism and Decentralization

3

Planning Education: Reducing Inequality

• Education appears to be perpetuating inequality

• Visible signs of reproduction, elite capturing

• Uneven development, need for redistribution

• Unplanned human resources, HRD projection

• Low level of learning and cognition

• Mass based pedagogy, ignoring individuals

• Weak links: education and employability

• Globalization, Education, Identity

• Low level of investment in children, youths

• How to prove the worth of education

Decentralization and Federalization

• Decentralization and federalism

• Federalism and education

• Nepal’s community based school culture

• Constitution making, agenda setting for ed

• Redefining ed: identity, cognition, livelihoods

• Contemporaneity: space, time, technology

• Securing space for local constructs

• Education: a blend of local-global realities

• Nepal’s unique ways to managing education

5

Critical Issues • Unfinished agenda of SSRP, Moving towards SSDP

beyond 2015

• GMR 2015 and Auditing of EFA achievements (end

year)

• ECD: Foundation for Development and Cognition

• Basic Education: Social distance and Basics of Ed,

costs and quality

• Secondary Education: integration, foundation for

further education, vertical-horizontal links

• Literacy and lifelong learning – competencies, post

literacy, quality of life

• Decentralization and federal architecture

Critical Issues 2 • University education – human capital, knowledge

creation, functioning of higher education institution

• Contemporaneity in curricula, assessment

• Weak links: Macro- Micro perspectives, inner unity

in sub-sectors, unit for coordination

• Under funded and uneven distribution of resources

• Sustaining gains and consolidation of services

• Open learning and easy access to education

• Vertical and horizontal links with formal- non-

formal, skills and higher education

7

Fragile Foundation for Marginalized

Children/ Adolescent Girls

Out of School Population (5-12 Yrs)

8

0

5000

10000

15000

20000

25000

30000

35000

Hill Districts Mountain Terai

Out of School Children (5-12 age)

Source: CBS projection for 2013

Valley

Building Trust • Building trust in public education

• Human agency and Structural relations

(inherent trust or accountability)

• Managerial skills of private institutions

• Creating space for learning and

innovation

• Children’s soft faculties, nutrition

• Critical role of Teacher

• Lessons learnt from post disaster response

9

Priorities Beyond 2015 (Leading to SSDP)

• Learning, Cognitive Development

– Out of school population, Equity, Inclusion, MoI

– ECD, cognition, nutrition

– Reading, learning (NASA)

– Multiple sets of materials

– Assessment reform

– Digitization, ICT application

• Management Reforms

– Redistribution of services

– Headships in schools (private school)

– Teachers’ engagement in class

– O&M of MoE Institutions

– Efficiency and effective delivery (completion, success)

10

Priorities Beyond 2015 (Leading to SSDP) 2

• Community-School collaboration (for

reconstruction of schools)

• Formula based funding through Local Gov

• ECD, 1-3, 1-5 at local levels

• Big schools (with residential, basic facilities)

• Data base, information, dissemination

• Work orientation, technical ed (life skills,

employability)

• Targeted, case by case interventions

11

Thank You

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