Relevant bibliographies by topics / Nepal and science education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nepal and science education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Nepal and science education"

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Dhamala, Man Kumar, Madan Koirala, Ram Prasad Khatiwada, and Rashila Deshar. "Bottlenecks in Expanding Science and Technology Education in Nepal: An Exploratory Study." Education Research International 2021 (August 16, 2021): 1–10. http://dx.doi.org/10.1155/2021/8886941.

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Higher education and research for socioeconomic development are well recognized in developed and developing countries. Studies have shown that a high participation rate in higher education with a high share of Science, Technology, Engineering, and Mathematics (STEM) education is critical for competitiveness in the global market. Nepal would not fulfill people’s aspirations for prosperity by perpetuating the status quo scenario of the education system. This study aimed at exploring and assessing the factors influencing science and technology education in Nepal and tried to assess the current status of science education and critically examine the factors affecting the development of science education in Nepal. The study used both primary and secondary data. The primary source of data is from interviews, observations, focused group discussions, and semistructured questionnaires. Secondary data were collected from National Examination Board, universities, colleges, and campuses. The study found a decreasing trend of student enrollment in science and technology (S&T) education in Nepal. In addition, the results revealed a decreasing trend of women students, so it should be taken as a matter of concern. Some key bottlenecks identified were insufficient and broken physical infrastructures (classrooms, laboratories, and libraries); inadequate and incapable human resources; and improper management practices. However, the study results show positive perceptions of society towards S&T education in Nepal. The study recommends developing modern infrastructures, building human resources, and improving management practices for better S&T education.
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Kanno, Nellie B., and Kalyanmani Acharya Dixit. "Patient Education in Nepal." International Quarterly of Community Health Education 6, no. 3 (October 1985): 253–56. http://dx.doi.org/10.2190/rd7u-phrf-b442-6fcj.

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Shankar, PR. "Challenges of Medical Education in Nepal." Janaki Medical College Journal of Medical Science 1, no. 1 (March 28, 2013): 1–2. http://dx.doi.org/10.3126/jmcjms.v1i1.7878.

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Simkhada, P., E. Van Teijlingen, T. Pokharel, B. Devkota, and RS Pathak. "Research Methods Coverage in Medical and Health Science Curricula in Nepal." Nepal Journal of Epidemiology 3, no. 3 (September 30, 2013): 253–59. http://dx.doi.org/10.3126/nje.v3i3.9185.

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Higher education institutions in Nepal have been offering different types of health sciences programmes over the last few decades. With the growing number of education institutions, the range of programmes has also increased. Currently, five higher education institutions – TU, KU, PU, PoU and BPKIHS are providing health sciences course at undergraduate and graduate level. TU being the leading university to offer most of health science programmes, there is observable influence in the curriculum contents and design of the remaining four institutions. However, a variation is observed in structure of curriculum within and between institutions. The curricula of Pokhara University are better designed and recent compared to other while the curricula of TU are less revised and comparatively old. Curricula in general health sciences are detailed and favourable to research methodology contents. DOI: http://dx.doi.org/10.3126/nje.v3i3.9185 Nepal Journal of Epidemiology 2013;3(3): 253-258
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Pokhrel, Rishi. "Medical Education in Nepal and Brain Drain." Medical Journal of Shree Birendra Hospital 16, no. 1 (August 21, 2017): 1–2. http://dx.doi.org/10.3126/mjsbh.v16i1.18076.

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It has been four decades since the beginning of undergraduate medical education in Nepal and more than three decades of postgraduate medical education.1 Currently, Institute of Medicine of Tribhuwan University and Kathmandu University are major institutions providing medical education in Nepal with the help of their affiliated medical colleges. Two other deemed universities, B P Koirala Institute of Health Sciences and Patan Academy of Health Sciences also have major contributions in producing medical doctors in Nepal. National Academy of Medical Sciences (NAMS) provides postgraduate and super specialty training for doctors. Nepal Medical Council is the regulatory body that lays down the guidelines, provides accreditation and supervises to ensure that the regulations are being followed.2 It also conducts licensing examination for medical doctors.Educationalists worldwide vary in their opinions on the aim of education3-8 but Salomon precisely includes almost all of them as “The aim (of education) is to equip the learner with portable chunks of knowledge, skill, and understandings that can serve in other contexts.”9 Adkoli has analyzed migration of health workers in south Asia 10 and found that there was no systematically collected data regarding the extent of migration of healthcare workers and its possible impact on health care in Nepal. Nepal government spends a significant chunk of its financial resources to train doctors but many students who avail this benefit of ‘scholarship’ take part in the migration described in the article. Ironically, many doctors who are currently serving their motherland were either trained overseas or the ones who did study within Nepal but without availing any support from the government. When the first medical school was established in Nepal, the idea was to develop doctors who can prevent, diagnose and treat medical ailments prevalent in Nepal (Community based curriculum) and the career planning was designed in such a way that doctors were inevitably retained in Nepal. The philosophy of this system was contrary to the definition laid down by Salomon9 but it did benefit the society and the country in the long run11. Things changed gradually over time and currently the doctors produced by oldest and state funded medical colleges of Nepal are ideal for health job markets of first world countries. This suitability coupled with adverse socieo-economic and political factors of our country has led most students who become doctors by state funding opting to serve in first world countries like United States, United Kingdom, Australia and Canada.Brain drain in Health sector is a global phenomenon12, 13, but developing countries like Nepal receive maximum brunt. Lately, Nepalese medical education sector has been receiving a fair share of attention from all including media. However, it is saddening that this issue of ‘brain drain’ is something that had not gained any attention. Coming back to Adkoli’s work, we don't even have a data on how many doctors we are losing every year?10 There have been certain restrictions and bondages but these sorts of legislations have been seen to work contrarily. What is found to be lacking is the sense of belonging and development of the feeling that ‘I am important to this society and I must work for its betterment’. Most young doctors have a feeling that ‘there is no one taking me seriously anyway and it doesn't really matter weather I stay or Leave’.It is high time policy makers ensure that the medical doctors that we produce from the common men’s hard earned money serve the country. In addition to the legislations in the form of bondage, we should be able to install the feeling of belonging and sense of importance in the hearts and minds of these young doctors. To begin with, it would be a good idea if we start maintaining the database of the medical graduates that were and will be produced from Nepalese medical colleges; taking examples from many colleges from other countries that are doing it currently.14-16 Zimmerman’s study cited earlier provides an interesting insight that medical students with pre-medical education as paramedics were twice as likely to be working in Nepal and 3.5 times as likely to be in rural Nepal, compared with students with a college science background.11 We can also include into the undergraduate medical curriculum the concepts of social ethics, moral values, social justice and the long-term benefits of serving the society and the country that has invested so much for their education.
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Dixit, Hemang. "History of Health Professional Education in Nepal." Journal of Kathmandu Medical College 6, no. 4 (June 18, 2018): 161–66. http://dx.doi.org/10.3126/jkmc.v6i4.20122.

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The introduction of Western medicine in Nepal took place during Jung Bahadur’s time as Prime Minister and was slowly disseminated during the tenure of subsequent Rana Prime Ministers Bir, Chandra, Bhim and Joodha. The provision of healthcare in the country was taken as a form of charity provided to the people by the rulers. Whilst the first two government hospitals were started at Kathmandu and Birgunj, others followed as would be rulers were banished to places such as Dhankuta, Tansen or Doti. It was only after the dawn of democracy in 1950 that the Department of Health Services was established. During the past 67 years more hospitals and academic centres for teaching health sciences have come up in different parts of Nepal. Strides have made in the delivery of health care and health sciences education. Much more needs still to be done.Journal of Kathmandu Medical College, Vol. 6, No. 4, Issue 22, Oct.-Dec., 2017, Page: 161-166
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Neupane, Sujaya. "Using Inexpensive Technology and Multimedia to Improve Science Education in Rural Communities of Nepal." Notes from the Field 49, no. 3 (October 8, 2015): 697–706. http://dx.doi.org/10.7202/1033554ar.

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This article explores an ongoing project that promotes science education in rural communities of western Nepal by using affordable technology. With the advent of inexpensive technology and multimedia resources, teaching materials for science education can be accessed with a much smaller budget than was previously possible. A preliminary survey done in two schools of Baglung district in Nepal found a significant lack of funding for science education. Using affordable computing technology such as Raspberry Pi and open-source electronic library contents, including those provided by Khan Academy and Wikipedia, this project will help foster the currently underutilized talent that exists in the country by making communities less dependent on external educational aid and hence promote ownership and progress of online educational platforms.
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Bhatta, Ramesh, Rashmi Shrestha, Sanjaya Kumar Shah, Rajesh Karki, Anil Chaudhary, Rajesh Kumar Gupta, and Kabita Aryal. "E-learning among health science students of Nepal." International Journal Of Community Medicine And Public Health 5, no. 12 (November 24, 2018): 5041. http://dx.doi.org/10.18203/2394-6040.ijcmph20184775.

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Background: E-learning is a method of teaching and learning using electronic media. It is also called web-based learning, online learning, distributed learning, computer-assisted instruction and internet-based learning. With the development of information technology, the use of e-learning has rapidly increases. E-learning is becoming omnipresent in higher education and increases the student’s motivation and satisfaction in learning.Methods: The descriptive cross sectional study was conducted at three different health science colleges among bachelor level students of Public Health, Pharmacy and Nursing at Kathmandu, Nepal. Total 135 respondents were randomly selected. The self administered questionnaire was used for the data collection and the obtained data were analyzed by using SPSS version 16.Results: Study shows that majority of respondents were from 19-22 years and 71.9% were female. All the respondents use electronic devices for learning and majority (97.8%) believes that electronic device influence the academic performance of students. Laptop is the commonly used electronic device followed by smart phone. Among the respondents only 63.7% follow the correct posture. Similarly, majority (80.7%) of the respondents spent 1-4 hours on electronic device for learning purpose that is mainly used for searching clinical guidelines, reference drug guidelines and journal articles.Conclusions: The use of electronic device is common among the health science students for learning. The uses of such devices have positive effect on their education since they get updated information quickly as needed. However necessary guidance is necessary to get appropriate sites and for limiting excessive use such devices.
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Dixit, Sanjaya Mani, Eurek Ranjit, and Hemang Dixit. "Post-graduation in medicine and allied health sciences in Nepal." Journal of Kathmandu Medical College 7, no. 3 (December 31, 2018): 114–25. http://dx.doi.org/10.3126/jkmc.v7i3.22681.

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The history of education in modern medicine in Nepal is not very long. The article tracks development right from the inception of education in modern medicine to various advanced degrees offered in medicine and allied health sciences in Nepal. With the establishment of different provinces and the setting-up of various hospitals and teaching institutions within the country, one can be certain that the objective of training Nepali citizens within the country and providing healthcare to people within Nepal will soon be a reality. An attempt has been made to sum up what already exists in the present scenario within the country so that appropriate action can be taken in the coming years to ensure sufficient human resources for health will be available to meet the World Health Organization’s 2018 slogan of Universal Health Coverage in near future. It also tries to highlight the much needed issue of integrating the professionals from allied health sciences into the existing healthcare system for its further development. There are specialists from different allied professions in the country; their expertise should expand out of academic sector to other sectors as well. The lack of integration of such expertise in patient care seems to be hindering the new developments in the field of healthcare.
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Banerjee, Indrajit, Akhilesh Chandra Jauhari, Ajay Chandra Johorey, Sudesh Gyawali, and Archana Saha. "Student’s Accreditation of integrated Medical Education in Nepal." Asian Journal of Medical Sciences 2, no. 1 (May 15, 2011): 49–52. http://dx.doi.org/10.3126/ajms.v2i1.3592.

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Objective: Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers in education ministry without consulting the students for whom it is made. Student’s Accreditation of curriculum may be useful in further modification of teaching & learning methods. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree is going on for more than two decades, until now no Accreditation has been done as to what type of Doctors we are producing. The aim of the study was to find out whether integrated teaching or classical medical studies produce better doctors. Material & Methods: The study was conducted from November 2009 to February 2010 at Manipal college of Medical Sciences, Pokhara, Nepal. The present study was done to asses the teaching/learning and evaluation procedures adopted by getting Accreditation from students of 2nd, 3rd and 4th semester A structured questionnaire was prepared and a pilot study consisting of 10 students from each batch (randomly selected) was done. Results were analyzed and discussed by the authors before undertaking the main study. Later in the main study accreditation of 186 medical students was collected by same multigraded questionnaire and analyzed for the benefit of further modification of medical education by universities and medical colleges in Nepal in particular and general elsewhere. Results: All the results of the study were discussed in detailed one by one in discussion .Out of them for example one of the result of the study was that subjects like Pathology, Microbiology & Pharmacology should be reduced or not at all taught in first 2 semesters and should be continued till 7th semester like community medicine when the students attend clinical subjects for better understanding of medicine and producing better doctors. Conclusion: Overall the results were alarming & may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future. Key Words: Medical Education; Multigraded Questionnaire; Bachelor of Medicine & Bachelor of Surgery DOI: 10.3126/ajms.v2i1.3592 Asian Journal of Medical Sciences 2 (2011) 49-52
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Dissertations / Theses on the topic "Nepal and science education"

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Dongol, D. B. "Radicalization of science education in Nepal : Development of an innovation." Thesis, University of Nottingham, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234585.

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Wallenius, Todd J. "Challenging gender roles through STEM education in Nepal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259120.

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Science, Technology, Engineering, Mathematics (STEM) education programs are currently being introduced and expanded across “developing” nations. STEM programs often conflict with hegemonic gender norms, for example by targeting girls and women in male dominated societies. However, given the cultural complexity of STEM for girls, implementing educators are rarely asked their point of view on programs from abroad. This study explored the perceptions of educators in Nepal who participated in the Girls Get STEM Skills (GGSS) program, a program funded through the U.S. Department of State for 2015/2016. The 8-month program reached 254 girls across three government schools and included the donation of 30 laptops. In August, 2016, the researcher conducted one-on-one interviews and focus groups with 18 participants at GGSS school sites in Pokhara, Nepal. Qualitative data was gathered on educators’ perceptions of teacher roles, Nepal as a developing nation, gender imbalance in STEM, and the GGSS curriculum. The study argues that educators viewed educational topics through the lens of bikas, the Nepali word for development. This suggests that the principal impact of STEM programs—as part of larger development initiatives—may be the creation and reinforcement of new social meanings rather than the tangible impacts of the projects themselves.

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Maharjan, Ramesh. "Climate change and the importance of empowering citizens : Science teachers' beliefs about educational response in Nepal." Thesis, Linköpings universitet, Tema vatten i natur och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90451.

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Educational response to climate change is one of the measures to prepare people to combat climate change. This thesis explores the lived experiences of secondary Science teachers from Kathmandu Valley on the perception of climate change, the way they handled climate change issues in the classroom setting, the problems and challenges they came across in climate change communication in the classrooms and the relevance of existing secondary Science curriculum in relation to climate change. The thesis is built upon the study of secondary Science curriculum, relevant literature on climate change education and the interviews with secondary Science teachers, teaching Science at secondary level in different schools of Kathmandu Valley.  The results showed that the teachers were convinced and concerned on the ongoing climate change and stressed on knowledge for climate change actions; they were found to introduce climate change issues contextually and relating to the topics like greenhouse effect, ozone layer depletion they teach; lack of resources, exclusion of climate change in the secondary Science curriculum, their own limited knowledge on climate change, the unpractical theory and marks oriented educational system, and shifting of the responsibilities by the students hindered effective climate change communication in the classroom settings. The findings have been discussed in relation to social learning theory and relevant literature.
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Madelene, Henriksgård. "Leave No One Behind in Education: Advocating for disability rights in Nepal." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22656.

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Despite international regulations such as the Convention of the Rights of the Child andthe Convention on the Rights of Persons with Disabilities and the global SustainableDevelopment Goals in Agenda 2030, everyone does not have the same rights toeducation. Children with disabilities are the most marginalised and excluded groups insociety and also overrepresented among those who are not in school. Disability rightsadvocates are advocating for children with disabilities having the right to education anddiscovering new ways of making their voices heard through digital media. This degreeproject explores how these advocates act as change agents in the Nepal disability rightsmovement, with a focus on communication and the role of media.Through the lens of communication for development and social change, the theoreticalframework outlines advocacy communication for social justice, and social movementsas ‘experience movements’. The material was collected during a two months field studyin Nepal between March and May 2019. A qualitative study was conducted withinterviews as the primary method (semi-structured and focus group discussions) andfield observation as secondary.The findings suggest that advocacy communication was used by all advocates and thatdigital media and information communication technology provided the potential toreach new audiences, without replacing the public sphere. Language and voice werehighlighted as invaluable for effective communication. The movement was not limitedto special education, rather advocated for equity, access and participation in qualityeducation for all children. Digital, policy and behavioural changes were seen; peoplenow talk about children with disabilities and inclusive education. Challenges for themovement (i.e. budget, human resources, collaborations, voice, defined target group(s),data collection) still persisted, nevertheless improved collaborations between thegovernment and the disability people's organisations outlined a will for improvement inparticipation and empowerment.
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Shakya, Lokesh Ratna. "Student dropouts and non-attainment prevention in Nepal using GIS." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10089498.

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This single-case study was to explore how Geographical Information Systems (GIS) could contribute to reducing dropout and non-attainment rates in Nepal’s secondary school system. GIS specialists analyzed information collected from parents on why their school-age children either dropped out or otherwise did not attain a secondary school education. The sample size in this study was eight, which included five sets of parent(s) whose children ages 13 to 16; either dropped out or otherwise did not attend a secondary school system, and three GIS specialists. Economics, teachers, and government were three themes that emerged from the parents’ interview. Interviews with GIS specialists reveled that GIS could assist in addressing dropout and non-attainment issues. In the context of Nepal, GIS is a still a new technology. The Government of Nepal lacks adequate infrastructure in areas of human resources, training and technical resources, and the central data repository system required for the proper use of GIS. GIS specialists recommended augmenting Nepal's information technology infrastructure by implementing a sustainable Enterprise GIS, and an Educational Management Information System. This research work recommends that identification of strategic solutions for student retention issues will require a concerted effort by not only governmental leadership, but also policy-makers, and non-government community leaders. The Government of Nepal may need to play vital role in overcoming existing economic and political barriers to improve IT infrastructure. GIS technology is certain to emerge as an important tool for making a difference in the planning process for minimizing dropout rates and enhancing enrollment ratios across the country. The recognition of both a need for change and the changes required are two important themes that emerged from the research study.

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Pradhan, Uma. "Ethnicity, equality, and education : a study of multilingual education in Nepal." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:e51ff352-41ff-456f-90dc-533e745fdab2.

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This thesis explores the issue of ethno-linguistic identity through an examination of everyday practices in two mother-tongue schools in Nepal. While language and ethnicity have remained highly politicised subject in Nepal, the everyday cultural politics of language use inside minority language school has received very limited academic attention. In this thesis, I focus on the ways in which different people understand, experience, and interpret mother-tongue education in their everyday life. Drawing on Bourdieu's notion of social field, I argue that mother-tongue instruction not only concerns the introduction of minority languages in education, but also constitutes an 'arena of struggle', where the idea of an 'educated person' is (re)imagined, and the social positions of ethno-linguistic groups are negotiated. To explain this further, I show that minority language education function as a subfield within the larger social field of national education. On the one hand, everyday language practices in the schools display inward-looking characteristics through the everyday use of mother tongue and the construction of unified ethnic identity within the subfield of minority language education. On the other hand, there were outward-looking dynamics of actively engaging with the national education system. The salience of these processes is the simultaneous membership to multiple groups, claims over public spaces and in the spaces of nationalism, hitherto associated with Nepali. Using the idea of 'simultaneity', I show that social actors in minority language education might not necessarily select between subfield and social field, but instead thrive in their tense intersection. In this process, ethno-linguistic groups are able to construct their own subjectivities by negotiating what it means to be educated in a minority language. This emerging narrative of minority language education may help us to understand the issues of language and ethnicity in a more open-ended way and appreciate the multiple scales in which identities are expressed.
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Shrestha, Sheel Manju. "Historical analysis of vocational education in Nepal." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38618.

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The purpose of this research was to analyze the vocational education plans of Nepal through an historical study by identifying their successes and failures. The specific objectives of the study were (a) to provide an historical background of general education and vocational education, (b) to analyze the strengths and inadequacies of the vocational education systems implemented in Nepal since 1950, (c) to review vocational education components implemented in other developing countries, and (d) to provide implications for Nepal's vocational programs. Relevant historical documents were the basis of this research. The publications of the Ministry of Education of Nepal, Tribhuvan University of Nepal and its numerous colleges, international organizations, and authors knowledgeable in the Nepalese education field served as primary and secondary sources. The development of formal vocational education in Nepal was traced, beginning with its origin in the traditional occupational and social structure. Descriptions, salient features, and objectives of three different education plans implemented since 1950, namely, (a) the basic education system, (b) the multipurpose education system, and (c) the national education system, were compiled. Each 'of these systems increasingly emphasized vocational education and produced many significant results, yet each of these systems was abandoned because of its limited successes. The strengths and weaknesses of these systems were identified and analyzed. Aspects of female education were separately studied because of their special relevance to vocational education in developing countries. The reasons behind the adoption and the failure of these systems were also discussed. External influence in the formulation of the programs, dependence on foreign financial assistance, ambitious expansions, lack of qualified teachers and educational materials, and the lack of coordination among different agencies were identified as the main problems.
Ed. D.
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Karki, Shrochis. "Education and employment : transitional experiences in Nepal." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:a377a317-50ec-471e-9979-46bba882b3d5.

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This thesis explores the relationship between education and employment, particularly as it affects the socio-economic mobility of people from poor and marginalized communities in Nepal. I carry out a multi-sited, inter-generational analysis to investigate the aspirations, expectations, and experiences of young people. Based on ethnographic and participatory fieldwork in a village and a school in the outskirts of Lalitpur in 2012, this research grows organically to provide a detailed review of current schooling practices and their employment as well as wider implications in Nepal. Theoretically, this thesis investigates the experiences of the marginalized in terms of the relevance, level, and quality of their education. I examine the role of education as a socializing institution as well as its characteristics as a social and a positional good. I assess the outcomes of their education through internal measures (such as exam scores and pass rates) but also extend the analysis to include external ones (such as job opportunities and life trajectories). I focus on the deterministic life-stages model of transition to challenge the expectation that children go to school, acquire skills, obtain jobs, and become 'adults'. People have historically placed high hopes on education, but the potential for socio-economic mobility for the poor and marginalized are limited by the failures of the school system, sustained challenges to higher education access, limited relevance of education to employment opportunities, and continued prominence of social and cultural capital to secure jobs. Yet, their educational engagement has provided some benefits even as their expectations for gainful employment have not been met. Schooling has become an integral part of childhood, but foreign migration is emerging as a prominent alternative avenue for the aspirant youth. Further, the distinctions between children and adults are also blurred as students balance their transitions between school, work, and home to succeed within the system.
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Poudel, Madan Raj. "Tribhuvan University and its Educational Activities in Nepal." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331162/.

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The purpose of this study was to discuss the role of Tribhuvan University in the development of higher education in Nepal by examining the university's historical development and educational activities. Despite negligence and opposition to public higher education by the rulers of Nepal before 1951, Nepalese higher education began with the establishment of Trichandra College in 1918. From 1951 until the establishment of Tribhuvan University in 1959, several public as well as private colleges were also established. The establishment of the university in 1959 marked the beginning of the government-controlled system of higher education in Nepal. As the first and only national institution of higher education, Tribhuvan University has played a significant role in developing a system of higher education in the country. During its first ten years, Tribhuvan University did not operate as a comprehensive institute of higher education. The Tribhuvan University Act of 1971, however, altered the structure, organization, and functions of the university and gave it additional roles and responsibilitites. By the mid-1980s, Tribhuvan University had increased its number of colleges from 49 (1970) to more than 128. Moreover, these colleges have expanded their programs and levels of education. This dissertation's six chapters describe the demographic, cultural, and historical setting of Nepal, the educational activities of Nepal before the establishment of Tribhuvan University, and the university's educational activities from its establishment in 1959 through the mid-1980s. The study shows that the university, in a 26-year period, had expanded it activities significantly and had proven its role as an important factor in the development of higher education in Nepal. The study also indicates that various governmental and non-governmental agencies have been actively involved in determining the educational activities of Tribhuvan University in Nepal.
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Getson, Stephanie. "Cultural transmission in Tibetan refugee schools in Nepal." Thesis, Boston University, 2004. https://hdl.handle.net/2144/32865.

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Thesis (B.A.)--Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-01
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Books on the topic "Nepal and science education"

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Devkota, Prabodh M. Power, politics, and education: A system analysis of Nepal. Kathmandu: ActionAid Nepal, 2002.

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Sushan, Acharya, and Unesco Kathmandu Office, eds. Girls in science and technology education: A study on access, participation, and performance of girls in Nepal. Kathmandu: UNESCO, Kathmandu Office, 2005.

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Australia. National Office of Overseas Skills Recognition. Nepal: A comparative study. Canberra: Australian Government Publishing Service, 1992.

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Dimensions of education in Nepal. [Kathmandu]: Urmila Baniya, 2012.

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Baha, Social Science, ed. Geographical education and research in Nepal. Kathmandu: Social Science Baha, 2010.

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New horizons in education in Nepal. Kathmandu: Kishor Khaniya, 2007.

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Adhikari, Jagannath. Geographical education and research in Nepal. Kathmandu: Social Science Baha, 2010.

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Wood, Hugh B. Nepal diary, 1953-1962. Tillamook, Or: American Nepal Education Foundation, 1987.

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Shrestha, Pushpa. Educated women in urban Nepal. Delhi: B.R. Pub. Corp., 1995.

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Parvez, Md Zahid. Assessing quality of education in Madrasas of Nepal. Kathmandu: Tribhuvan University, Research Centre for Educational Innovation and Development (CERID), 2009.

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Book chapters on the topic "Nepal and science education"

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Almeida, Sylvia Christine, and Marilyn Fleer. "E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment." In International Perspectives on Early Childhood Education and Development, 161–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_10.

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AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.
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Maddox, Bryan. "A Community Literacy Project: Nepal." In Literacies and Language Education, 235–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_17.

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Maddox, Bryan. "A Community Literacy Project: Nepal." In Literacies and Language Education, 1–14. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_17-1.

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Ghimire, Laxman. "Language policies in education." In Multilingualism in Education in Nepal, 28–54. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003159964-3.

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Ghimire, Laxman. "Dynamics of multilingualism in education." In Multilingualism in Education in Nepal, 7–27. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003159964-2.

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Ghimire, Laxman. "Language situation in schools." In Multilingualism in Education in Nepal, 79–103. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003159964-5.

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Ghimire, Laxman. "Historical development of the policy." In Multilingualism in Education in Nepal, 55–78. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003159964-4.

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Ghimire, Laxman. "Policy appropriation in the local context." In Multilingualism in Education in Nepal, 104–27. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003159964-6.

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Ghimire, Laxman. "Assessment of the policy." In Multilingualism in Education in Nepal, 128–50. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003159964-7.

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Ghimire, Laxman. "Conclusion." In Multilingualism in Education in Nepal, 151–56. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003159964-8.

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Conference papers on the topic "Nepal and science education"

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Ghimire, Amogh, Peifen Zhuang, Anil Shrestha, Saima Ashraf Awan, Nokena Asanda Nicole, and Doan Ba Toai. "Situational Analysis of Belt and Road Initiative in Nepal." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.157.

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Chen, Lijin. "Economic Evaluation of the Upper Marsyangdi “A” Hydropower Station in Nepal in BOOT Model on One Belt and One Road." In Proceedings of the 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceiss-18.2018.59.

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Lombard, Antoinette, Hein Johan Wiese, and Jan Smit. "Economic Upliftment and Social Development through the Development of Digital Astuteness in Rural Areas." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3491.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] One of the key attempts towards a collective African vision is the New Economic Partnership for African Development (NEPAD). Barnard and Vonk (2003) report that “53 countries have been urged to implement ICTs in three crucial development arenas: education, health and trade”. While NEPAD and other initiatives have contributed to the provision of ICT infrastructure with positive results as seen in the growth of Internet uses, the disparities in development across Africa are enormous. The challenge to HEIs in Africa, has been summarised by Colle (2005): “central to creating digital resources and academic infrastructure is the question of universities' relevance to the world around them, and especially to the challenge of being an active player – ‘an anchor of a broad-based poverty alleviation strategy’ in an increasingly knowledge-based economy”. It can be inferred from Colle that the activities of HEIs in Africa ought to be geared towards contributing to the realisation of the Millennium development goals. In 2003, the World Summit on the Information Society (WSIS) adopted a declaration of principles aimed at enabling everyone to create access, utilise and share information and knowledge. In this declaration, member states affirmed their commitment to aggressive investment in ICT for social and economic development (Ngwenyama et al 2006).
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Bhattarai, Ram Prasad, and Raju Sharma Khatiwada. "Internet education in Nepal." In 2015 Forth International Conference on e-Technologies and Networks for Development (ICeND). IEEE, 2015. http://dx.doi.org/10.1109/icend.2015.7328535.

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Khotimah, Siti Nurul, and Dwi Ernawati. "Motivation on Early Detection of Cervical Cancer in Women of Reproductive Age: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.65.

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ABSTRACT Background: Cervical cancer ranked the fourth most cancer incidence in women. WHO announced that 311,000 women died from the disease in 2018. Cervical cancer screening uptake remains low, especially in low- and middle-income countries. This scoping review aimed to investigate the motivation for early detection of cervical cancer in women of reproductive age. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ResearchGate, and grey literature through the Google Scholar search engine databases. The inclusion criteria were English-language and full-text articles published between 2010 and 2020. A total of 275 articles were obtained by the searched database. After the review process, twelve articles were eligible for this review. The quality of searched articles was appraised by Joanna Briggs Institute Critical Appraisal tools. The data were reported by the PRISMA flow chart. Results: Seven articles from developing countries (Jamaica, Nepal, Africa, Nigeria, Libya, and Uganda) and five articles from developed countries (England, Canada, Sweden, and Japan) met the inclusion criteria with cross-sectional studies. The selected existing studies discussed 3 main themes related to motivation to early detection of cervical cancer, namely sexual and reproductive health problems, diseases, and influence factors. Conclusion: Motivation for cervical cancer screening uptake is strongly related to the early detection of cervical cancer among reproductive-aged women. Client-centered counseling and comprehensive sexual and reproductive health education play an important role in delivering information about the importance of cervical cancer screening. Keywords: motivation, cervical cancer, screening, early detection, reproductive-aged Correspondence: Siti Nurul Khotimah. Health Sciences Department of Master Program, Universitas Aisyiyah Yogyakarta. Jl. Siliwangi (Ringroad Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: Sitinurulkhotimah1988@gmail.com. Mobile: +6281227888442. DOI: https://doi.org/10.26911/the7thicph.03.65
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"Analysis of China-related Reports in Nepal." In 2021 International Conference on Society Science. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001967.

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Dahal, Gangadhar. "THE CONTRIBUTION OF EDUCATION TO ECONOMIC GROWTH: EVIDENCE FROM NEPAL." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.032.

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Douglas, K., D. Ionescu, B. Mainali, and J. Petrolito. "Integrated Waste Management – Technology Transfer Between Australia and Nepal." In 2015 International Conference on Environmental Science and Sustainable Development (ICESSD 2015). WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814723039_0014.

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Hashibe, Mia, Bhola Siwakoti, Binay Kumar Thakur, Chin Bahadur Pun, Bhakta Man Shrestha, Zachary Burningham, and Amir Sapkota. "Abstract A84: Risk factors for lung cancer in Nepal." In Abstracts: AACR International Conference on the Science of Cancer Health Disparities‐‐ Sep 30-Oct 3, 2010; Miami, FL. American Association for Cancer Research, 2010. http://dx.doi.org/10.1158/1055-9965.disp-10-a84.

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Hoang, Ninni Kim Nhi, Mia Edvardsen, and Martina Keitsch. "Participatory Design and Environmental Education in Visitor Centers: A Case Study from Nepal." In Proceedings of NordDesign 2020. The Design Society, 2020. http://dx.doi.org/10.35199/norddesign2020.33.

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Reports on the topic "Nepal and science education"

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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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Oster, Emily, and Rebecca Thornton. Menstruation and Education in Nepal. Cambridge, MA: National Bureau of Economic Research, April 2009. http://dx.doi.org/10.3386/w14853.

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Metzger, Cheryn E., Samuel Rashkin, and Pat Huelman. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), November 2015. http://dx.doi.org/10.2172/1173025.

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Metzger, Cheryn E., Pat Huelman, Samuel Rashkin, and Anne W. Wagner. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1398230.

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Nicole Rourke and Jason Marcks. Nevada Underserved Science Education Program. Office of Scientific and Technical Information (OSTI), July 2004. http://dx.doi.org/10.2172/825601.

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Rosen, S. P., and V. L. Teplitz. Research facility access & science education. Office of Scientific and Technical Information (OSTI), October 1994. http://dx.doi.org/10.2172/448055.

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Montellano, B. O. de. Culturally relevant science: An approach to math science education for Hispanics. Office of Scientific and Technical Information (OSTI), November 1996. http://dx.doi.org/10.2172/503536.

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Lee, Rick. Advancing Pre-college Science and Mathematics Education. Office of Scientific and Technical Information (OSTI), May 2015. http://dx.doi.org/10.2172/1295811.

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Wagner, Thomas W. Satellite Direct Readout: Opportunities for Science Education. Fort Belvoir, VA: Defense Technical Information Center, February 1994. http://dx.doi.org/10.21236/ada276257.

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), January 1999. http://dx.doi.org/10.2172/307851.

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