Project title: Baseline Survey of Promoting Inclusive Education (PIE) Project
Supported By: Plan International Nepal
Duration: 15th Nov to 15th Jan, 2016
Study Area: Baglung, Myagdi, Parbat, Bardiya and Jumla
The prospect and power of most of the children belonging to economically poor families, geographically remote regions, socially discriminated groups and structurally marginalized households at large has often been suppressed by poverty, violence, exclusion and discrimination in Nepalese context.
The need for inclusive education in Nepal is immense at this point of time. Consequently, it is placed on the top of educational policy agendas given the recent paradigm shifts on social, economic and political domain. In addition, global and regional educational trends are also fueling this need. Historically, education system in Nepal has been punitive to the communities with low income, specifically to the children from Dalit groups and with physical disabilities both at structural and functional level.
Despite the various initiatives, inclusive education remains a distant dream in case of Nepal as many children and teenagers either do not get enrolled in school or dropout prematurely (MoE, 2009). Socio economic structure, caste based practices and exclusionary state policies along with the geo-spatial nature of the country have further aggravated the situation to this end. The emphasis of this component is to increase access to and participation in, promote equity and social inclusion in, and improve quality and relevance of basic education in Nepal.
Despite of the free basic education provision, the school enrollment rate of the children from poorest of the poor households and those with disabilities is very minimum owing to various other externalities such as sociocultural climate, state of infrastructure etc. Therefore in order to promote inclusive education, special provisions in line with the needs of school students from the Dalit communities and students with disabilities across the country must be introduced.
Furthermore, all schools must be equipped with minimum enabling conditions mainly physical and learning environments, suitable for the diverse needs of aforementioned category of students. A school’s physical environment includes the disability friendly school infrastructures, condition of school buildings, provision of adequate classrooms, separate toilets for girls and boys, drinking water facilities and a playground. . The learning environment includes availability of qualified and trained teachers, curriculum and textbook materials, teacher’s time on task, extra-curricular activities and so forth.
Provision of inclusive education opportunities will be the response to multiple realities providing bottlenecks to the agendas of transformation and development for immediate and long-term perspectives. The major objective of this study is to bring disadvantaged and disabled children to the mainstream of formal schooling. In Nepal, approximately 1.63% of the people are disabled and 68.2% of them are deprived of education.