Many communities still consider menstruation as a taboo, and thus various restrictions are imposed on menstruators during their menstruation. Despite their challenges, the totally blind menstruators, too, are not spared from the restrictions. This paper presents the findings of a study on menstrual experiences of five totally blind menstruators in Kathmandu, Nepal. Managing their menstruation independently amidst the social and cultural restrictions is far more difficult for blind menstruators because of their needs in terms of support from the family members and physical infrastructures like bathrooms and toilets. The restrictive practice of keeping them in isolation away from their families, whom they rely upon for their day-to-day activities, for up to 22 days during their menarche (first period) not only snatches away their comforts and convenience but also makes them insecure and causes emotional trauma. Ensuring safe and dignified menstruation for blind menstruators needs wider awareness on the realities of menstruation in society, understanding and supportive role of the family, particularly the non-menstruating members, and the appropriate physical infrastructures.
{"title":"Menstrual Experiences of Totally Blind Menstruators in Kathmandu","authors":"Poonam Pant","doi":"10.51474/jer.v11i2.560","DOIUrl":"https://doi.org/10.51474/jer.v11i2.560","url":null,"abstract":"Many communities still consider menstruation as a taboo, and thus various restrictions are imposed on menstruators during their menstruation. Despite their challenges, the totally blind menstruators, too, are not spared from the restrictions. This paper presents the findings of a study on menstrual experiences of five totally blind menstruators in Kathmandu, Nepal. Managing their menstruation independently amidst the social and cultural restrictions is far more difficult for blind menstruators because of their needs in terms of support from the family members and physical infrastructures like bathrooms and toilets. The restrictive practice of keeping them in isolation away from their families, whom they rely upon for their day-to-day activities, for up to 22 days during their menarche (first period) not only snatches away their comforts and convenience but also makes them insecure and causes emotional trauma. Ensuring safe and dignified menstruation for blind menstruators needs wider awareness on the realities of menstruation in society, understanding and supportive role of the family, particularly the non-menstruating members, and the appropriate physical infrastructures.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81671720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Writing Your Journal Article in Twelve Weeks: A Guide to Publishing Success","authors":"Samikshya Bidari","doi":"10.51474/jer.v11i2.561","DOIUrl":"https://doi.org/10.51474/jer.v11i2.561","url":null,"abstract":"","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74797470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The discourse of employability revolves around the mitigation of mismatch between educational outcomes and the job market demand. This discourse is pertinent in engineering education as it is dedicated to producing human resources with the required employability skills. In this context, the students - to whom employability is transformed - are in the central focus. Their perceptions about their abilities in demonstrating and performing in the world of work require attention to connect education and their work. Considering this, the level of perceived employability of the engineering students studying in their final year was measured by using a self-constructed scale in a representative sample of 314 students of Kathmandu valley. The finding shows that the graduating students’ perceived employability was not consolidated and optimised to reflect on their behaviour and practices. It is at the level of ‘emergence’ and ‘presence’, which is thus not enough to see in their abilities to perform better. Therefore, the students were not able to perform as per the expectation of the market. The key implication of this study is that the gap of work-study transition stipulated to be minimised for the employability of the graduates with their exposure in the world of work.
{"title":"Level of Perceived Employability of Engineering Students in Kathmandu Valley","authors":"Amrita Sharma","doi":"10.51474/jer.v11i2.559","DOIUrl":"https://doi.org/10.51474/jer.v11i2.559","url":null,"abstract":"The discourse of employability revolves around the mitigation of mismatch between educational outcomes and the job market demand. This discourse is pertinent in engineering education as it is dedicated to producing human resources with the required employability skills. In this context, the students - to whom employability is transformed - are in the central focus. Their perceptions about their abilities in demonstrating and performing in the world of work require attention to connect education and their work. Considering this, the level of perceived employability of the engineering students studying in their final year was measured by using a self-constructed scale in a representative sample of 314 students of Kathmandu valley. The finding shows that the graduating students’ perceived employability was not consolidated and optimised to reflect on their behaviour and practices. It is at the level of ‘emergence’ and ‘presence’, which is thus not enough to see in their abilities to perform better. Therefore, the students were not able to perform as per the expectation of the market. The key implication of this study is that the gap of work-study transition stipulated to be minimised for the employability of the graduates with their exposure in the world of work.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73768396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School on Trial: How Freedom and Creativity Can Fix Our Educational Malpractice","authors":"Sanam Maskey","doi":"10.51474/jer.v11i1.503","DOIUrl":"https://doi.org/10.51474/jer.v11i1.503","url":null,"abstract":"","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86540085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. H. Gilliam, Simon Pratt-Adams, Mark J. P. Kerrigan
This research analyses the reflections of post-graduation Nepalese Business Studies undergraduate and postgraduate graduates from UK universities. It follows their return to Nepal, where the graduates were facing a scarcity of employment opportunities. The primary research was undertaken at a time when UK universities were facing increasing competition to recruit international students and numbers of Nepalese students choosing the UK were decreasing. The mixed methods research was based primarily on semi-structured interviews in Nepal with twenty-three Nepalese graduates, their Nepalese employers and Nepalese education consultancies. Data were analysed using the five systems model of Bronfenbrenner (1979) and Trompenaars and Hampden-Turner’s (2012) Intercultural Awareness Profiling. Although the overall expectations of Nepalese students and employers towards UK higher education remained positive, results indicated a lowering estimation of the quality and reputation of UK universities and increasing Nepalese University and regional competition. The outcomes make a further contribution to the knowledge of why Nepalese students choose overseas higher education but why Nepalese employers are struggling to see clear benefits from employing UK educated Nepalese business graduates.
本研究分析了来自英国大学的尼泊尔商科本科和研究生毕业后的思考。在他们回到尼泊尔之后，毕业生面临着就业机会的短缺。这项初步研究是在英国大学招收国际学生的竞争日益激烈，选择英国的尼泊尔学生数量正在减少的时候进行的。混合方法研究主要基于在尼泊尔与23名尼泊尔毕业生、他们的尼泊尔雇主和尼泊尔教育顾问进行的半结构化访谈。使用Bronfenbrenner(1979)和Trompenaars and Hampden-Turner(2012)的跨文化意识分析的五系统模型分析数据。尽管尼泊尔学生和雇主对英国高等教育的总体期望仍然是积极的，但结果表明，对英国大学质量和声誉的估计有所下降，而尼泊尔大学和地区竞争日益激烈。研究结果进一步有助于了解为什么尼泊尔学生选择海外高等教育，但为什么尼泊尔雇主很难看到雇佣在英国受过教育的尼泊尔商科毕业生的明显好处。
{"title":"Re-Examining the Value of UK University Business Studies Courses for Post- Graduation Nepalese Graduates","authors":"P. H. Gilliam, Simon Pratt-Adams, Mark J. P. Kerrigan","doi":"10.3126/jer.v10i2.32719","DOIUrl":"https://doi.org/10.3126/jer.v10i2.32719","url":null,"abstract":"This research analyses the reflections of post-graduation Nepalese Business Studies undergraduate and postgraduate graduates from UK universities. It follows their return to Nepal, where the graduates were facing a scarcity of employment opportunities. The primary research was undertaken at a time when UK universities were facing increasing competition to recruit international students and numbers of Nepalese students choosing the UK were decreasing. The mixed methods research was based primarily on semi-structured interviews in Nepal with twenty-three Nepalese graduates, their Nepalese employers and Nepalese education consultancies. Data were analysed using the five systems model of Bronfenbrenner (1979) and Trompenaars and Hampden-Turner’s (2012) Intercultural Awareness Profiling. Although the overall expectations of Nepalese students and employers towards UK higher education remained positive, results indicated a lowering estimation of the quality and reputation of UK universities and increasing Nepalese University and regional competition. The outcomes make a further contribution to the knowledge of why Nepalese students choose overseas higher education but why Nepalese employers are struggling to see clear benefits from employing UK educated Nepalese business graduates.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79531708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School education is largely universalised in Nepal, but schools are not yet free from different challenges like violence. This study aimed to explore how adolescents are experiencing school violence, how it affects the school life, and how Nepali public schools are responding to such violence. Exploring these aspects, as the theoretical basis, I used the idea of cultural violence (Galtung, 1990), critical theory of othering (Kumasiro, 2000) and some of the locally practiced perspectives.
{"title":"Ethnography of School Violence: A Cultural Perspective","authors":"Rajendra Dhungana","doi":"10.3126/jer.v10i2.32725","DOIUrl":"https://doi.org/10.3126/jer.v10i2.32725","url":null,"abstract":"School education is largely universalised in Nepal, but schools are not yet free from different challenges like violence. This study aimed to explore how adolescents are experiencing school violence, how it affects the school life, and how Nepali public schools are responding to such violence. Exploring these aspects, as the theoretical basis, I used the idea of cultural violence (Galtung, 1990), critical theory of othering (Kumasiro, 2000) and some of the locally practiced perspectives.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"191 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73929703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Editorial Board and the publisher of the Journal of Education and Research would like to express their appreciation to the following colleagues for their time and effort in reviewing manuscripts submitted to the JER. Their contribution helped us bring out Vols. 8-9 (issues 1-2).
{"title":"Acknowledgement of Reviewers’ Contribution","authors":"Journal Kusoed","doi":"10.3126/JER.V9I2.30469","DOIUrl":"https://doi.org/10.3126/JER.V9I2.30469","url":null,"abstract":"The Editorial Board and the publisher of the Journal of Education and Research would like to express their appreciation to the following colleagues for their time and effort in reviewing manuscripts submitted to the JER. Their contribution helped us bring out Vols. 8-9 (issues 1-2).","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76128606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This literature-based paper has concentrated on the transnational work migration of Nepali youths. The high poverty, minimum opportunities and shifting nature of the profession of the country and desired options, income differences and feeling of the secured mentality of the migrants have been analysed through the perspective of push and pull model and its continuity through the lens of network theory. Concurrently, the remittances have become a prominent resource for the country and its total share of gross domestic product (GDP) has reached more than 29 per cent. Increasing remittance itself clarifies that the out-migration of Nepali youths is towering and consistent. Escalating abroad migration for work has become a contemporary issue and buzzword. At the same time, foreign employment is amplifying the educational gap. Accordingly, government initiation towards the sector has centralised highly even though it is not sufficient. The fear of ‘brawn drain’ as well as 'brain drain' is broadening and deepening in a rapid pace in general, and the adverse impact of it in the country to some extent is reverberating in particular. Nevertheless, comparatively less work has been done to utilise the achieved skills of the migrated youths.
{"title":"Transnational Work Migration of Nepali Youths: The Changing Phenomena and the Context of Achieving Education","authors":"D. Adhikari","doi":"10.3126/jer.v9i2.30464","DOIUrl":"https://doi.org/10.3126/jer.v9i2.30464","url":null,"abstract":"This literature-based paper has concentrated on the transnational work migration of Nepali youths. The high poverty, minimum opportunities and shifting nature of the profession of the country and desired options, income differences and feeling of the secured mentality of the migrants have been analysed through the perspective of push and pull model and its continuity through the lens of network theory. Concurrently, the remittances have become a prominent resource for the country and its total share of gross domestic product (GDP) has reached more than 29 per cent. Increasing remittance itself clarifies that the out-migration of Nepali youths is towering and consistent. Escalating abroad migration for work has become a contemporary issue and buzzword. At the same time, foreign employment is amplifying the educational gap. Accordingly, government initiation towards the sector has centralised highly even though it is not sufficient. The fear of ‘brawn drain’ as well as 'brain drain' is broadening and deepening in a rapid pace in general, and the adverse impact of it in the country to some extent is reverberating in particular. Nevertheless, comparatively less work has been done to utilise the achieved skills of the migrated youths.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"91 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86554232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social media is a technology, which came into existence out of curiosity for social interaction to connect people but has evolved to become an influential tool for teaching and learning globally. However, despite its usefulness and relevance to learning, the perception, Ease of Use (EoU), Perceived Usefulness (PU), Self-efficacy (Se), and intention to integrate social media into learning by postgraduate students have not been substantially established. Therefore the objectives of this study were to: (i) identify the social media used by postgraduate students; (ii) investigate postgraduate students’ PU, EoU, Se and intention to use social media for learning; (iii) investigate the relationships among postgraduate students’ PU, EoU, Se, and the intention to use social media for learning; (iv) examine the influence of postgraduate students’ gender on their PU, EoU, Se, and intention to use social media for learning; and (v) determine the influence of postgraduate students’ discipline on their PU, EoU, Se, and the intention to use social media for learning.
{"title":"Perception of Postgraduate Students on the Integration of Social Media in Learning in South-West, Nigeria","authors":"M. Odewumi","doi":"10.3126/jer.v9i2.30467","DOIUrl":"https://doi.org/10.3126/jer.v9i2.30467","url":null,"abstract":"Social media is a technology, which came into existence out of curiosity for social interaction to connect people but has evolved to become an influential tool for teaching and learning globally. However, despite its usefulness and relevance to learning, the perception, Ease of Use (EoU), Perceived Usefulness (PU), Self-efficacy (Se), and intention to integrate social media into learning by postgraduate students have not been substantially established. Therefore the objectives of this study were to: (i) identify the social media used by postgraduate students; (ii) investigate postgraduate students’ PU, EoU, Se and intention to use social media for learning; (iii) investigate the relationships among postgraduate students’ PU, EoU, Se, and the intention to use social media for learning; (iv) examine the influence of postgraduate students’ gender on their PU, EoU, Se, and intention to use social media for learning; and (v) determine the influence of postgraduate students’ discipline on their PU, EoU, Se, and the intention to use social media for learning.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75722470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article offers the application of constructivist grounded theory in inquiring dimensions of accountability in education. The classical version of grounded theory, which was aligned with the positivist epistemology, has been well discussed in qualitative research. However, the constructivist version of grounded theorizing concerning education has not been adequately articulated in the existing literature. In response to this methodological gap, this paper discusses the canons of constructivist grounded theory in reference to inquiring school actors’ accountability for service delivery in education. The paper draws empirical evidence from the author’s study conducted in the context of community schools in Nepal. The paper argues that theory construction in constructivist grounded theory design is accomplished through the interaction of both data-indicated and extant theoretical concepts by integrating inductive, abductive and deductive reasoning during various stages of the inquiry. The paper also argues that, in constructivist grounded theory, it is not the data saturation as such but the level of researcher’s satisfaction where the grounded theorizing terminates. The paper concludes that the constructivist epistemology of grounded theorizing is useful in addressing the localized understanding of accountability in the decentralized context of education governance in Nepal.
{"title":"Constructivist Grounded Theory Practice in Accountability Research","authors":"K. P. Khanal","doi":"10.3126/jer.v8i1.25480","DOIUrl":"https://doi.org/10.3126/jer.v8i1.25480","url":null,"abstract":"This article offers the application of constructivist grounded theory in inquiring dimensions of accountability in education. The classical version of grounded theory, which was aligned with the positivist epistemology, has been well discussed in qualitative research. However, the constructivist version of grounded theorizing concerning education has not been adequately articulated in the existing literature. In response to this methodological gap, this paper discusses the canons of constructivist grounded theory in reference to inquiring school actors’ accountability for service delivery in education. The paper draws empirical evidence from the author’s study conducted in the context of community schools in Nepal. The paper argues that theory construction in constructivist grounded theory design is accomplished through the interaction of both data-indicated and extant theoretical concepts by integrating inductive, abductive and deductive reasoning during various stages of the inquiry. The paper also argues that, in constructivist grounded theory, it is not the data saturation as such but the level of researcher’s satisfaction where the grounded theorizing terminates. The paper concludes that the constructivist epistemology of grounded theorizing is useful in addressing the localized understanding of accountability in the decentralized context of education governance in Nepal.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75798352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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