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Barriers to Equity in Education: An Exploratory Case Study on Nepal

  • Education is widely believed to be a key to the development of individuals and society. However, it is also clear that core global political commitments aiming at universality as included in the Millenium Development Goals and the right to education can only be achieved if policy efforts start addressing systematically disadvantaged parts of society. This is the topic of the present paper on sociodemographic barriers to equity in education in Nepal. So far, many policy efforts to enhance educational opportunities are based on a one dimensional assessments of the most disadvantage population groups. They assume, for instance, that girls are generally more disadvantaged than boys or that people living in rural areas are more disadvantaged than those living in urban areas. In her paper, Ann-Kathrin Scheuermann goes further and explore s which combinations of sociodemographic attributes impede equity in education in Nepal in terms of access to education and attainment. She is able to use unique data, the Nepal Living Standards Survey 2010/11 compiled by the World Bank and the Nepalese Central Bureau of Statistics as well as qualitative participatory assessments in the field. She finds that the most influential attributes established in the literature – wealth, geography and gender – do matter, but that culture specific group characteristics are at least as relevant. Poverty remains a major barrier to equity in education. The effect of geography is two dimensional, impeding equity in both rural and urban areas, but for different reasons. In rural areas disadvantages are related to infrastructural aspects, e.g. distance to the nearest school, whereas in urban areas income generation alternatives impede educational opportunities. Gender differences have decreased with regard to access over time, but girls remain disadvantaged when it comes to higher attainment. When looking at inequity regarding geography, gender and wealth jointly, poor boys (not girls!) in urban are among the most disadvantaged. These finding s have great policy -¬‐ relevance. In order to reach the most marginalized population groups policy analysis must go beyond a one dimensional analysis of attributes but look at them in combination. Moreover, socio -¬‐ cultural barriers related to caste, religion and disability can be highly impeding factors which need to be addressed explicitly when designing policies in Nepal. More generally, policies can be tailored more effectively by identifying the most marginalized population groups in order to improve their educational opportunities and achieve universal political commitments and true equity in education.

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Metadaten
Document Type:Master's Thesis
Language:English
Author(s):Ann-Kathrin Scheuermann
Referee:Markus JachtenfuchsORCiD
Publisher:Hertie School of Governance
Place of Publisher:Berlin
Hertie Collections (Serial Number):Hertie School Student Paper Series (06/2013)
Publication year:2013
Publishing Institution:Hertie School
Granting Institution:Hertie School
Thesis date:0013/01/03
Number pages:68
Release Date:2017/02/03
Confidentiality:0
Licence of document (German):CC BY-NC-SA 3.0
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