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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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<p> 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. </p>
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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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<p> 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.</p>
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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.<br>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.<br>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.<br>2031-01-01
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Baral, Ram Chandra. "Delivery of special education services in Nepal: A needs assessment." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187419.
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Since the establishment of a democratically elected multi-party government in 1990, the need for advancing a national educational program has been evident if Nepal is to rise above its present poverty status. This dissertation provides a description of the existing status, the needs, and future proposals concerning special education for exceptional students in Nepal. The purpose of this study was to conduct a needs assessment for the delivery of special education services in Nepal. Specifically, this study provides: (a) a national overview of the status of special education services in Nepal; (b) a description of the specific issues with which school administrators are faced in trying to serve exceptional children and youth, and (c) recommendations for the future. The review of the literature addresses the limited Nepalese data and information on: (a) prevalence of exceptional school-age population; (b) the legal status of special education; and (c) exceptional students being served. The major components of comprehensive special education programs were discussed including: (a) the purposes of special education; (b) the alternative kinds of special education services; and (c) the organization of special education services. The methodology for this study included a description of a conceptual model; unit of analysis; subjects selection; instrumentation, data collection methods; and data analysis procedures. The results described the current status and needs of special education services in all seventy five school districts of Nepal. Interviews and questionnaires were used to collect data from district education officers. These data presented the responses of the district education officers regarding the: types and numbers of children with exceptionalities identified, served, and not served; the kinds of personnel and programs provided; operating procedures; barriers; and administrators' suggestions for improving services. The recommendations from this study included: information about strong and weak areas in existing services and needs to improve the special education services; a new model for the delivery of services; and suggestions for effecting further action. This study concluded with comments on the feasibility of implementing a national plan, with particular attention to the establishment of a nationwide delivery procedure for Nepalese children with special education needs.
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Dhungel, Dhruba Prasad. "Factors Affecting Recogntion of Expriential Learning in Nepal." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/946.
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Access to opportunities for better life through education and training has been in debate among stakeholders of education and social scientists for a long time. This study has attempted to understand how recognition of individuals' prior experiential learning might be instrumental to widen the access to higher education. The perceptions, experiences, and opinions to recognition of prior experiential learning of stakeholders of the education system in Nepal have been the basis to understand the phenomena in this study. This is a descriptive study that used sequential mixed method design (QUAN emphasized). The purpose of the study was to identify factors affecting the implementation of a system for assessing RPEL in Nepal. A pragmatic paradigm guided the collection and analysis of data (survey and interview). A researcher-developed survey (.719, Chronbach alpha index) containing 20 statements facilitated data collection for the quantitative phase of the study followed by interviews of individuals for the qualitative phase. The population of the study was comprised of the stakeholders of the education sector in Nepal covering various strata that includes university teachers, Ministry of Education personnel, workers who have a skills certificate and want to move on to higher education, and personnel of international development agencies working on human resource development in Nepal. A total of 80 individuals responded to the survey questionnaire and six individuals were interviewed. Quantitatively, the survey results of the stakeholders of the education system in Nepal showed some factors were influential on implementing Recognition of Prior Experiential Learning (RPEL) in Nepal. There were no consensuses among the groups regarding the identified factors on degree of influence on recognition of prior experiential learning with the factors that emerged from the survey, thus indicating that there is a mixed attitude towards RPEL. Qualitatively four themes were identified during the course of data analysis: a) recognizing non-formal and experiential learning is not common practices in Nepal, b) there are no common factors that influence recognition of prior experiential learning, c) mechanism/procedures/structure for prior experiential learning are in infant stage, and d) policies regarding non-formal learning along with experiential learning are concerns of debate in education arena. The qualitative portion of the study provided categories that confirmed existing categories in the survey, which provided clarity and specificity to existing categories, as well as provided new categories. Participants had favorable attitudes towards RPEL regarding the widening the access to higher education.
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Shiwaku, Koichi. "Towards innovation in school disaster education : case research in Kathmandu, Nepal." 京都大学 (Kyoto University), 2007. http://hdl.handle.net/2433/137105.
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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(地球環境学)<br>甲第13423号<br>地環博第34号<br>新制||地環||6(附属図書館)<br>UT51-2007-Q824<br>京都大学大学院地球環境学舎地球環境学専攻<br>(主査)准教授 ショウ ラジブ, 教授 嘉門 雅史, 教授 小林 正美, 教授 岡田 憲夫<br>学位規則第4条第1項該当
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Dangi, Roshani. "Econometric Analysis of the Causes of the Deforestation in Nepal." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1235140613.
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Andersson, Johanna, and Johanna Lindkvist. "Education in Nepal : A study of Nepalese Teachers'Views on their School Situation." Thesis, Linköping University, Department of Educational Science (IUV), 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-793.
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<p>The purpose of this study is to find out what working procedures are used in Nepalese schools. We have also investegated teachers'views on how schools are organised and how the school system is structured in Nepal. Furthermore, we studied what kind of National Curriculum and other official documents that existed in Nepal, to support teachers when planning their teaching. In our study we used an ethnographic approach. </p><p>The literature review and our results show that the teachers in Nepal face several challenges in their profession. We believe that the central power of the government can in a future development be discussed in terms of de-centralisation of the school system. If so, it could be problematised how and what the teachers should teach and how the pupils'final School Leaving Certificate exam should look like.</p>
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Saunders, Kathleen. "Women and education in Nepal : findings from 1988 to the early 1990s." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569194.
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The effectiveness of educational policy in promoting equality of access to, and participation in, education and employment for girls and women in rural Nepal is investigated. Education in formal or non-formal sectors is considered necessary for the development of a country as people can learn skills which may contribute to social and economic development. The question of gender awareness in planning and implementing development programmes is raised. Through field work carried out in the five districts of Karnali (Dolpa, Humla, Jumla, Kalikot, and Mugu) between May 1988 and December 1990, the status of girls and women in rural areas and the effects of educational policy on them are identified. Questions concern the: " adequacy of steps towards equality of access and participation in education. " effects of the status of women on girls' and women's opportunities in education and employment. " impact of central decisions on girls' education in a remote area. " qualifications and training for teachers of formal and nonformal education. " awareness of gender in education planning. The research is focussed on 44 women trained as girls' nonformal education teachers, 29 of whom were also trained primary school teachers. Also participants in girls' nonformal classes are researched. Due to insufficient qualifications, trained women teachers were made redundant from their full-time posts and school leavers were unable to pursue primary teacher training courses. Traditional attitudes restricted women's access to tuition for the appropriate qualifications. Participation in part-time girls' non-formal classes was greater than in full-time formal school as the latter conflicted with girls' and women's economic roles in the home. Redundancies amongst women teachers raised questions amongst local people regarding the purpose of female education. Recommendations for girls' equal access to education and women's access to teaching posts or other employment are made. Empowerment of women is suggested as a means towards active involvement in the decisions which influence development in Nepal.
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Wicht, Ida. "Kvinnligt deltagande i DDR-processer : En jämförande studie mellan Liberia och Nepal." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-142404.
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Trots att medvetenheten om väpnade konflikters påverkan på kvinnor har ökat under de senaste åren är kvinnor fortfarande underrepresenterade i fredsprocesser, i vilka DDR-program är en viktig del av. Problemet idag är att många kvinnosoldater inte får delta i DDR-processer och lämnas utan återintegreringsstöd efter konflikt, vilket hindrar länders fredsbyggande. Denna studie syftar till att studera anledningar till lågt kvinnligt deltagande i DDR-processer i två konfliktdrabbade länder som genomgått DDR-processer under 2000-talet. Studien har utförts genom att bygga upp en egen analysram utifrån det teoretiska antagandet om att DDR-processer misslyckas att ta hänsyn till kvinnosoldaters olika behov och erfarenheter, vilket begränsar deras möjligheter att delta. Studien kommer fram till att den främsta anledningen till lågt kvinnligt deltagande i dessa DDR-processer var kvinnosoldaters rädsla för stigma att associeras med den väpnade konflikten. Rädslan för stigma grundar sig i samhällets konservativa syn på de traditionella könsrollerna. Eftersom att kvinnosoldaters roll i konflikten avviker sig från de könsrollerna kan de utsättas för stigmatisering.
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McDonough, Peter. "THE EFFECTS OF FOOD AID ON AGRICULTURAL PRACTICES IN JUMLA, NEPAL." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406675214.
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Pherali, Tejendra Jnawali. "Education and conflict in Nepal : impact of violence on schools and the role of education in peacebuilding." Thesis, Liverpool John Moores University, 2012. http://researchonline.ljmu.ac.uk/6125/.
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This study is concerned with the interaction between education and conflict in Nepal. It examines the contentious role of education in the emergence and growth of the 'People's War' in 1996 and investigates the impact of the uprising on Nepal's school education. Then, the study identifies various implications of the decade-long civil war for the post-conflict educational reconstruction. The study was carried out employing narrative inquiry as a research approach, in eight schools selected from six different geopolitical districts of Nepal including, Doti, Rolpa, Kapilvastu, Kathmandu, Udaypur and Sankhuwasabha. The data was primarily collected from June to October in 2008 in the form of stories of the participants' experiences during the conflict by using interviews, focus group discussions and narrative writing tasks with a total of 427 research participants including teachers, head teachers, children and their parents. The study reveals that education in Nepal played a complicit role in conflict, primarily benefitting the traditionally privileged social groups in Nepali society and hence, perpetuating the existing structural inequalities, which were the major causes of the civil war. During the conflict, schools were trapped in the middle and teachers and children were abducted and maimed by both the Maoists and security forces. Schools also became prolific sites for political campaigns and recruitment for the Maoists. It was found that the violent conflict had caused a significant loss of teachers' professional motivation and increased their loyalty to political parties instead of the government that ostensibly failed to provide for their personal as well as professional security during and after the conflict. It was also found that educational processes such as teacher recruitment and redeployment, school upgrading, and selection of school management committees were often politicised whilst symbolising community schools as the political entities. The study finally highlights that the post-war political transition has offered an immense opportunity to restructure the education system by recognising the cultural and social diversity of Nepal and addressing the problematic role of education in reproducing the social order. It is recommended that the post-conflict reconstruction should adopt a 'conflict- sensitive' approach to address the structural issues of educational inequity, social exclusion, and political hegemony of the privileged social groups. Hence, the study suggests that peacebuilding involves a process of social transformation in which education can play a significant role by promoting social and political structures that nurture peace with social justice.
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Peldon, Deki. "Nationalism and Regional Relations in Democratic Transitions: Comparing Nepal and Bhutan." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1528153330677979.
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McIlhenny, Alan J. "Secondary education of expatriate children through internationally supported self-study : theory and practice." Thesis, University of Surrey, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236992.
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Ghimire, Himamshu. "An Assessment of the Environmental Problems in the Kathmandu Valley of Nepal." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1221252415.
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Regmi, Narayan Prasad [Verfasser], and Annette [Akademischer Betreuer] Leonhardt. "Inclusive education in Nepal : from theory to practice / Narayan Prasad Regmi ; Betreuer: Annette Leonhardt." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2017. http://d-nb.info/1127528009/34.
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Basnet, Lila Dhoaj. "Gender discrimination and children's right to education in Nepal : Perspectives of parents and children." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23748.
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Gender discrimination is considered as problematic issues for promoting equality and attainment of universal rights of children especially, in south Asia. In Nepal, where a patriarchal system of social relations predominates, parental preference inclines to the male child and is reflected in the socio-cultural practices, status and economic potentiality associated. Yet, such preference tends to negatively influence the girls' educational right, welfare, health and survival opportunities. This study focuses on how boys and girls receive different allocation of resources within the family based on existing socio-cultural practices in Sarlahi district. It explores the impact of prevailing cultural values and gender discourses in schooling of children together with intra-household resource allocation from children’s and adult’s perspectives. Furthermore, the study examines the implications of the socio-cultural perspective of child work combined with schooling in the rural parts of Nepal. The study is drawn on the theoretical perspectives of the new social studies of children and childhood viewing children as independent, competent social actors having their own rights and perspectives. Qualitative fieldwork was carried out among the children of diverse socioeconomic backgrounds involving multiple methods of data collection: observation, interview, essay writing and focus group discussion. Research participants primarily included 20 children (10 boys and 10 girls) of 12-16 years age. In addition, 5 parents and 5 teachers between 37-52 years old were also included as adult participants. The empirical materials were analyzed qualitatively. The study found out that young girls were more disadvantaged in comparison to their male counterparts. These disadvantages encompass all aspects of their life including intra-household resource distribution in terms of health and nutrition, pocket money, play and entertainment. However, the study also reveals that girl’s rather inferior position in resource allocation is shaped by such factors as age, and birth order within siblings. With reference to schooling, young girls were mainly discriminated against quality of education. It means all the children (both boys and girls) attended school but the discrimination was magnified in terms school they enrolled and the quality of education they received. Boys attend boarding schools that of superior quality than the government schools, where most girls were enrolled. Parental education and attitudes had negative impact on girls schooling. Gender discrimination against girls in schooling was mainly affected by the sociocultural factors such as pro-male bias, household work burden, unequal access and expected returns in the labor market, educational costs, accessibility and proximity to the school and religious factors. Yet, children continue to make significant contribution in the family livelihoods with routine and non-routine forms of household tasks beside their schooling activities.
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Mitchell, C. "A narrative inquiry of women's lives in Mugu, Nepal : identities, power relations and education." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579756.
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This study questions assumptions around universal understandings of gender and education. Using a narrative inquiry approach it focuses on the life-narratives of five women from the remote Himalayan district of Mugu, Nepal. It aims to examine the complexities of lived experience by gaining insight into how understandings of education are embedded in women's multiple and uniquely intersecting identities, and in doing so, it challenges singular definitions of gender and education. Influenced by postcolonial feminist theory, this inquiry applies an intersectional analysis to consider how identities (including gender, ethnicity, caste, position in the family, role in the household, age and economic status) interlock to create unequal power relations, and how the meanings and values that the women attach to education are embedded in these relations. As a narrative analysis this study foregrounds the five women's voices and experiences, challenging assumptions about whose experiences are valued and whose voice can be heard. Other voices have been interwoven with the women's stories and presented as a multi-layered narrative; these include the local expressive tradition of 'deuda' singing, interviews with educational stakeholders, and reflexive journaling. In keeping with narrative inquiry approaches, I use a more personal voice to reflect on concerns about power dynamics and ethical challenges involved in the research process. Issues of representation, as well as struggles relating to voice and positionality, are at the core of the study and reflexively considered throughout. By using a narrative inquiry approach; taking a postcolonial feminist perspective; and applying an intersectional analysis, this study refuses to rely on essentialist and homogenising constructions of women. It attempts to be an example of ethical and respectful research and claims to increase understanding of how identities, power relations and education intersect in women's lives in Mugu, Nepal.
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Poudel, Lekha Nath. "Power, knowledge and pedagogy : an analysis of the educational exclusion of Dalits in Nepal." Thesis, Canterbury Christ Church University, 2007. http://create.canterbury.ac.uk/12118/.
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This thesis examines the educational exclusion of Dalits in Nepal. It analyses the extent to which the hierarchical caste system and educational policies and practices create exclusionary pressures upon Dalits. This analysis is based on the data obtained from literature and documents, autobiographical exploration and the ethnographic fieldwork conducted at Basipur village and Gauripur School in a Tarai District of Nepal. This thesis is an attempt to listen to Dalit voices and experiences about educational exclusion as a part of the process of including the excluded. This representation of Dalit agency is richly contextualised within the changing political, cultural and socioeconomic context of Nepal. The thesis seeks to challenge and contest the pathological stereotypes of Dalits. It contributes to the literature concerned with understanding culturally specific issues of educational inclusion and exclusion in Nepal. This thesis analyses how schooling in Nepal has reproduced structural inequality and discrimination. Such exclusionary practices have been exacerbated by ambivalent policy texts. Indeed, the increased support for private schooling has maintained Dalits’ exclusion from education and society. On the other hand, public schooling has also played a significant role in challenging the hierarchical caste structure and discriminatory discourses within society. Through developing a ‘schooled identity’, Dalit children build relationships with non-Dalit children. Such relationships have the potential to challenge and contest discriminatory ideologies for both Dalit and non-Dalit children. This thesis suggests that developing inclusion involves a process of understanding and changing exclusionary and discriminatory power relations. This process of change involves a continuous political and social struggle.
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Treese, Donn. "Cross-cultural program evaluation of Nepali architecture course through qualitative research of alumni." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/785.
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McVittie, Janet Elizabeth. "Literacy, science, and science education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0028/NQ51900.pdf.
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Panjsheri, Saiqa. "Child health: mother knows best the association between child malnutrition and maternal education in Nepal /." CONNECT TO ELECTRONIC THESIS, 2007. http://hdl.handle.net/1961/6769.
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Labiesse, Christiane. "Éducation et culture : le système éducatif des enfants réfugiés tibétains vivant au Népal." Aix-Marseille 1, 1997. http://www.theses.fr/1997AIX10018.
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Des que le dalai lama se fut refugie en inde en 1959 avec des milliers de tibetains, il montra un grand interet pour l'education des enfants ainsi deracines. Un systeme educatif original fut mis sur pied, systeme qui serait capable de combiner harmonieusement la modernite et la tradition. L'objectif de base etait de donner un ensemble de connaissances modernes et une bonne comprehension de la langue, de la religion et de la culture tibetaines. Afin d'analyser l'impact de ce systeme educatif sur les enfants des refugies tibetains vivant au nepal, nous etudierons dans quelle mesure leur education transmet la culture tibetaine et contribue a sauvegarder leur identite en situation de changement culturel<br>As soon as the dalai lama, with thousands of tibetans, took asylum in india in 1959, he expressed his great concern for the uprooted children's education. An inventive system of schooling was set up, a system which would be able to ensure a fair blending of modernity and tradition. The basic objective was to provide both a modern curriculum and a deep understanding of tibetan language, religion and culture. In order to analyse the impact of this educational system on the tibetan refugees' children living in nepal, we will study how far their schooling is passing on tibetan culture and contributing to safeguarding their identity in this situation of cultural change
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Adhikari, Radha. "From aspirations to 'dream-trap' : nurse education in Nepal and Nepali nurse migration to the UK." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/6199.
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The migration of nurses is stimulating international debate around globalisation, ethics, and the effects on health systems. This thesis examines this phenomenon through nurses trained in Nepal who migrate to the UK. Since 2000, increasing numbers of Nepali nurses have started crossing national borders to participate in the global healthcare market, particularly in the affluent west. By using qualitative multisited research and in-depth interviews with key stakeholders in both Nepal and the UK, this thesis explores why nurses aspire to migrate, how they fulfil these aspirations, and their experience of living and working in the UK. The thesis begins by examining the historical development of nurse training in Nepal, particularly from the mid 1950s. This period saw profound socio-political transformations, including in the position of women in Nepali society and in the perception of nursing in Nepal. Previously, many families were very reluctant to send their daughters into nursing. By the late 1990s, middle-class women and their families were increasingly attracted to nursing, both as a vocation and as a means to migrate. The thesis explores the rise of private training colleges to meet the increased demand for nurse training, and the new businesses that have grown up around the profession to facilitate nurse recruitment and migration. Around one thousand nurses have migrated to the UK since 2000, and the second part of the thesis presents their experiences of the migration process and of working and settling in the UK. Nurses have faced complex bureaucratic and professional hurdles, particularly after UK nurse registration and work-permit policies changed in 2006. The thesis also highlights how highly qualified nurses with many years of work experience in Nepal have become increasingly deskilled in UK. Frequently sent to rural nursing-homes by recruiting agencies, they create and join new diasporic support networks. Further, many have left their loved ones behind, and experience homesickness and the pain of family separation. Often, they plan for their husbands and children to join them after several years, and the research explores this and the issues faced by their families, as they relocate and adapt to life in the UK. Finally, the thesis makes some important policy recommendations. For Nepal, these relate to greater regulation of nurse training and the brokering of nurses abroad. In the UK, they relate to increasing the flexibility of registration and visa regulations to assist in supporting Nepali nurses' work choices, and to value and utilise their professional skills in the UK better.
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Timsina, G. "Educational participation of girls in Nepal : an ethnographic study of girls' education in a rural village." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10429/.
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In this thesis I explore the extent to which women and girls are disadvantaged within the Nepalese education system. I attempt to investigate the barriers to, and opportunities for, participation by women and girls in the formal education system, including those who are doubly discriminated against because of gender and caste. I attempt to explore the issues in three ways: through an examination of my own experience growing up in Nepal as a member of a Brahmin family, and employed within the Ministry of Education in Nepal; through an exploration of the relevant literature within and outside Nepal; and through an ethnographic case-study of a village community. I spent about four months as a participant observer in the village engaging in unstructured in-depth interviews, as well as recording conversations and reflections in a research diary. Although the village is situated only 15 kilometers from Kathmandu, it exhibited a pattern of life that has changed very slowly in the fifty-two years since the end of the 50s. I report the extent of changes in the experiences of women and girls in the village, through their own reflections on their social position and the value of education to them, and their involvement and attendance at public, including religious, occasions. I report, too, on both the changing attitudes of men and their resistance to them. I pay particular attention to the present position of girls, through a detailed account of a public secondary school, situated at the centre of the village. I report on my observations in the classroom, conducted interviews with the girls, inside and outside school, and read their diaries in which they wrote down reflections about their experiences in school and at home. I selected, as key informants, a group of Dalit and Non-Dalit girls and boys, who were studying in Bhagawati School, as well as a group of girls who had stopped attending school. The activities of these key informants were observed in their schools, and outside as well. Interviews were also conducted with their parents, teachers and members of the different communities in the village. These opinions were supplemented with views about the education of girls, in general, and Dalit girls, in particular, and from discussions with Dalit activists and NGO workers. I consider how the value of education for girls is revealed, and affected, by competition from private schools, where boys predominate. I build a picture of the differences in educational participation of Dalits and non-Dalits, males and females and Dalit and non-Dalit girls. I also examine the role of NGOs in the village, and the extent to which they influence participation of women in education. I incorporate concepts of inclusion and exclusion into Bourdieu’s theory of cultural reproduction, as grounds for understanding how discrimination towards girls and Dalits is perpetuated in education. I also borrow the concept of cultural production theory, in order to examine how the schooled children resist traditional beliefs and prejudiced attitudes, about gender and caste, where the school offers a forum for the creation of a new counter-culture. I also draw on a Freirean approach to analyse how to increase the self-awareness of the excluded about their own exclusion. I provide an analysis of the case-study material, and a consideration of what these add to the literature and my own autobiographical reflections. I follow this with a critical analysis of how girls, and disadvantaged children, have experienced change in their educational participation, as a result of the efforts made by the government to implement its educational policies. I conclude that discrimination against girls in education persists, despite some changes, and is exacerbated by the interaction between gender, caste and poverty. The patriarchal value system and prejudices towards girls’ education, are still creating major barriers to girls’ opportunities for education, with low caste disproportionately increasing discrimination towards girls, compared to boys. The growth of private education is an added force for discrimination, with boys far more likely than girls to be supported by their families at private schools. I suggest that ways of combating discrimination need to be reviewed, within the relatively new context of a Nepalese democratic republic. This will require a redirection of policy-making and administration, from personal careers and patronage, towards a determined effort to put into practice the ideals of the Education for All programme in Nepal, without regard to gender, caste or ethnic background.
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Bhatta, Tirth Raj. "CONTRIBUTION OF SMOKING BEHAVIOR TO EDUCATIONAL DIFFERENTIAL IN ACTIVE LIFE EXPECTANCY IN NEPAL." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280862961.
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Kolbel, Andrea. "Youth, aspiration, and mobility : young people debating their potential futures in Nepal." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:b3eeb020-7e1a-41ed-b6aa-f4c64c69a373.
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This study is centrally concerned with young people's capacity to identify and realise promising educational and occupational pathways. Whilst it is now well established among social scientists that young people have agency, much less is known about what types of agency young people might demonstrate. Based on field research conducted in 2011-2012 with a group of young people studying, working, and living in Nepal's capital city, Kathmandu, the present study scrutinises Western-inspired approaches prevalent in the scholarship on youth which equate agency to resistance and individuality. It does so, by bringing the literature on youth agency into conversation with theoretical work on the concepts of aspiration and mobility. Through an in-depth analysis of young people's time-space-strategies, the thesis contributes to existing literature in three ways: First, it shows that young people may grow in power as they learn to fulfil social obligations and foster stronger relationships with other people. Second, it illustrates that young people's agency may not only take the form of observable practices, but may also reside in young people’s active efforts to think through their options for improving their own and other people's situation. Third, it highlights the importance of young people's spatial mobilities and immobilities in negotiating various social pressures and in developing a sense of themselves as competent, educated, and successful people. The findings of this thesis are, therefore, of relevance to the interdisciplinary field of youth studies as well as to emerging debates in geography about the apparent need to produce 'aspirational citizens' and about the meanings attached to spatial (im)mobility in contemporary societies.
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Sharma, Dhiraj. "The Impact of Financial Incentives on Academic Achievement and Household Behavior: Evidence from a Randomized Trial in Nepal." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300977995.
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Dhakal, Narayan. "Socio-economic evaluation of donor harmonization : a case of basic and primary education program-2 in Nepal." Kyoto University, 2007. http://hdl.handle.net/2433/136086.
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Khanal, Damodar. "The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html.
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This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively disadvantaged communities. It looks, in particular, at the example in Nepal of children from the Dalit communities, a group known to be disadvantaged and often marginalized within the formal education system. In particular, the study attempts to investigate the barriers that prevent the educational access, participation and progress of these students at the secondary level. This theme was investigated using an ethnographic approach, which examined people's life experiences and culture in natural settings (within schools and in their communities) using data collected through a series of interviews, and observations. It also involved an analysis of the relevant literature and policy documents. What was found is that the reasons for children from the Dalit community being disadvantaged are many and complex. Broadly, they can be summarized as being, first of all, about the difficulties of implementing national policies, particularly in terms of making resources available and providing effective monitoring, even though these policies are very positive about the inclusion of these children. Secondly, it is about the expectations and attitudes amongst the various Dalit communities as to what they want for their children and young people, which are to do with tradition and culture, life styles and economic circumstances. Thirdly, these two sets of factors together put pressure on the schools, which have to find a way of dealing with the challenge of diversity and various expectations. In this way, this research provides some new understanding of the issues that bear on the education of Dalit children. The knowledge gained through this research has practical implications for stakeholders: policy makers, teachers, and Dalit community members and social workers. It is argued that this would help to foster the improvement of policy initiatives and their effective implementation. It could also help to bring changes in the existing attitudes of teachers and Dalit communities that may have a positive impact on Dalit children's integration into education. Most importantly, it has brought a new way of looking at these issues that can be used to inform public debate. The study illustrates the use of a methodology that might usefully be adopted by researchers carrying out research around similar themes in other developing countries. It might also be the case that the barriers that have been identified in Nepal would represent useful starting points for such research.
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Jackson, Mary A. "Process and Emergence| A Topographic Ethnography of the Embodiment of Place and Adventure Tourism in Khumbu, Nepal." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277933.
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<p> Adventure is a relic of imperialism and the European romanticization of place. It has evolved from quests for domination of place and people (colonialism), to spiritual or consumeristic escape from the modern world, to an attempt to return or reconnect to nature. This paradigm implies that if humans must reconnect to nature, there is an inherent disconnect or a separation. This reconnection is rooted in romantic notions and Cartesian duality of man and nature. However, approaches towards adventure and tourism apart from such dominant Western mountain traditions focus on the critical and contextually based aspects of adventure experiences. These approaches, informed by indigenous meanings of place, traditional ecological knowledge, and ecofeminism, decenter human experience. Likewise, a feminist new materialist approach towards understanding place and materiality also allows for an awareness of entanglements and intra-active relationships of human and more-than-human to emerge, as did this research. </p><p> This dissertation examined place in the context of adventure trekking tourism in the upper Solukhumbu District, Nepal through a walking ethnography of the trails in and around Mount Everest base camp. This research was based on the following questions: 1. How can the future of development of Nepali Himalayan adventure tourism industry move forward ethically and with reciprocity towards the interconnectivity of mountains and people; 2. How can the adventure tourism industry consider the complexities of influence on a place—from both a direct impact and that of greater anthropogenic impacts? This research was grounded in the background and orientations of Everest tourism, which developed within discourse and materiality of Khumbu, shifting with local identities and meanings of place. Tourism in this context mangles in the edges of local and global cultures looming within immanent threats of the Anthropocene. Discourse composed and idealized from outside the mountain boundaries contributes to motivations for traveling to the Khumbu and perceptions of this place, in turn shaping the expectations of the tourist. In these contact zones mountains are sacred, a business venture, a personal challenge, place of revelation and spirituality, imperial conquest, neocolonial stomping ground, to scientific object of study. Within these complexities, this dissertation examined the concept of place and how meaning and agency develop in relation to adventure tourism experiences in Khumbu and the Anthropocene. A reciprocity develops in which human amongst more-than-human becomes embedded and inseparable. Shifting an anthropocentric gaze that privileges and sets matter apart as isolated and constrained by boundaries determined by humans, demonstrated the vibrant agential reality of more-than-human intimacies such as forgotten landscapes, rocks, dirt, glaciers, and altitude. Nature is not a passive object upon which humans descend, but rather an entangled subjectivity. This awareness allows for a rethinking of human enactments of Anthropocene and complicit behaviors of this epoch, reframing approaches to adventure. The conclusions of this research found that mountains—more-than-human—have agency and meaning and are not passive or in the background of human experience. This applies to a practical application of the research through a praxis tool for new materialist research and the adventure industry, in turn decentering the human/anthropocentrism and identified practices of tourism that are both sustainable and more inclusive of the entanglements of people and place.</p>
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Ghimire, Anupama. "Nepal and Bhutan two similar nations with different strategic approach towards their big neighbors-India and China." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177158.
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There have has been instances when a powerful neighboring countries are observed as being difficulty for the smaller ones. Moreover, the phenomena of subjugation roots back to imperialism era and its loitered notion of superiority is still practiced by most of the developed and sturdy countries. But the most vital thing here to be considered is the other nations’ (or smaller nations’) action against the dominance, which sometimes is demonstrated either in a resilient fashion or completely in submissive manner. In the era of globalization where nations’ relationship is intricate in a complex web of dependency, the nations with limited resources, weak diplomacy and instable politics are mostly compelled to succumb itself in front of relatively huge powers. And if the powerful states happens to be the immediate neighbors than the things might get more complex. In addition to this, the situation can be worse if the nation is a Least Developed Country (LDC hereafter) and also Land Locked States like Nepal and Bhutan. This research paper intends to analyze situation of such two nations, namely Nepal and Bhutan that are squeezed between China– a rising global power and India- an aspiring regional power. The interfering and controlling nature of these giants, at times, through diplomatic and coercive tactics has been evident in both the nation. But, despite the similarities these two small countries are seen to have adopted different strategies while dealing with their neighbors. If we look at Nepal we can see that it has developed bilateral relation with its both neighbors. And Bhutan has bilateral relation only with India and still has not welcomed China in its friendship zone, and this puzzle drives the research paper. The paper attempts to understand the situation from the lens of realism, as the theory implies that the nation is the nucleus and whatever action it undertakes is based on the advantage and mostly concerned in their individual power growth. It believes that any nation’s behavior does not involve the utopian notion but functions solely on the self-indulgence manner. Furthermore, the paper has tried to make an analysis with the help of inductive theory. The research finds that realism along is to sufficient to understand the small country’s perspective. There are many other factors that have contributed in making the strategic choices that these small countries have opted in order to establish a certain kind of relationship with their neighbors. Along with this the area of study needs to be broadened in order to comprehend the situation completely.
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Parker, Sara Louise. "Reflecting on REFLECT in Sikles, Nepal : a dialogical inquiry into participation, non-formal education and action-oriented research." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5659/.
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Philpot, Cindy Johnson. "Science Olympiad Students' Nature of Science Understandings." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/20.
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Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students’ understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students’ understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science – High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in Science Olympiad did not translate into informed understandings of NOS. There were implications that labs with a set procedure and given data tables did not contribute to informed NOS understandings, while explicit instruction may have contributed to more informed understandings. Exploring these high achieving, Science Olympiad students’ understandings of NOS was a crucial step to understanding what experiences formed these students’ understandings so that teachers may better their practices and help more students succeed in becoming scientifically literate citizens.
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Ivins, Tiffany. "Localization of Open Educational Resources (OER) in Nepal: Strategies of Himalayan Knowledge-Workers." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2616.
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This dissertation examines localization of Open Educational Resources (OER) in Himalayan community technology centers of Nepal. Specifically, I examine strategies and practices that local knowledge-workers utilize in order to localize educational content for the disparate needs, interests, and ability-levels of learners in rural villages. This study draws on insights from non-formal education (NFE) stakeholders in Nepal, including government, UN, international and national NGOs, local knowledge-workers, and learners from different villages. I specifically focus on a sample of seven technology centers to better understand how localization is defined, designed, and executed at a ground level. I illuminate obstacles knowledge-workers face while localizing content and strategies to overcome such barriers. I conclude by offering key principles to support theory development related to OER localization. This study is anchored in hermeneutic inquiry and is augmented by interpretive phenomenological analysis and quasi-ethnographic research methods. This qualitative study employed interviews, focus group discussions, observations, and artifact reviews to identify patterns of localization practices and themes related to localization of critical content in Himalayan community technology centers of Nepal. This dissertation provides valuable evidence not only why localization matters (a statement that has been hypothesized for the past decade); but also provides proof of how localization is executed and concrete ways that localization could be improved in order for OER to reap efficacious learning gains for more rural people in developing countries and in other rural communities across the globe. The full text of this dissertation may be downloaded for free from http://etd.byu.edu/
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Regmi, Ashok Raj. "The role of group heterogeneity in collective action a look at the intertie between irrigation and forests : case studies from Chitwan, Nepal /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274239.
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Thesis (Ph.D.)--Indiana University, School of Public and Environmental Affairs and the Dept. of Political Science, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 3130. Title from dissertation home page (viewed Mar. 28, 2008). Adviser: Elinor Ostrom.
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Phelan, Michelle P. "General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.
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<p> While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in general education contexts (Carter et al., 2016). This study was designed to investigate teachers’ experiences and perceptions with inclusion in general education science classrooms. While students with disabilities are generally included in general education science classrooms today, statistics show students with disabilities are graduating from high school unprepared to major in science-related fields or to enter the workforce in science-related careers (Brusca-Vega, Alexander, & Kamin, 2014). Therefore, the content area of science was targeted for the purposes of this study. Five similar school districts in southwest Missouri were selected for this study. Middle school science and special education teachers were interviewed to obtain perceptions concerning inclusion of students with disabilities in general education science classrooms. Information gathered was compared with the literature reviewed to identify themes, ensure validity, and ascertain conclusions. After analyzing the data, it was revealed all students benefit both academically and socially when effective inclusive practices are incorporated in general education science classrooms. These benefits are dependent upon teachers’ self-efficacy and attitudes and collaboration between and among special education and general education teachers. Paraprofessional support for students with disabilities can contribute to successful inclusion in general education science classrooms.</p><p>
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Kaya, Fatma. "HOW A SCIENCE METHODS COURSE CHANGES SECONDARY PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS ABOUT SCIENCE AND ENGINEERING PRACTICES." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594471533162242.
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Bewley, Samantha. "High School Computer Science Education." Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.
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<p> One of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.</p><p>
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Russell, Anthony. "Primary science education in Botswana." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019698/.
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McCann, Wendy Renee Sherman. "Science education and everyday action /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451961698.
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Benavides, Aerin Benavides. "Meanings teachers make of teaching science outdoors as they explore citizen science." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123698.
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<p> This descriptive case study examined the meanings public elementary school teachers (N = 13) made of learning to enact citizen science projects in their schoolyards in partnership with a local Arboretum. Utilizing Engeström’s (2001) framework of cultural-historical activity theory (CHAT), the Arboretum’s outreach program for area Title 1 schools was viewed as an activity system composed of and acting in partnership with the teachers. The major finding was that teachers designed and mastered new ways of teaching (expansive learning) and transformed their citizen science activity to facilitate student engagement and learning. I highlight four important themes in teachers’ expansive learning: (a) discussion, (b) inclusion, (c) integration, and (d) collaboration. Teacher learning communities formed when colleagues shared responsibilities, formed mentor/mentee relationships, and included student teachers and interns in the activity. This program could serve as a model for elementary school citizen science education, as well as a model for professional development for teachers to learn to teach science and Environmental Education outdoors.</p>
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Russo, Sharon. "Early childhood educators' attitudes to science and science education." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12079.
Full textAbstract:
It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.