Technical and vocational education and training (TVET) is a critical part of Nepal’s education system, both now and as the country continues to develop. The system has an opportunity to revise itself under the Constitution of Nepal (2015), which is implementing a new federal system of government. This paper identifies the best model for TVET in Nepal, based on the principles of permeability, quality, good governance, and education-employment linkage. Although the first two characteristics are well established, the latter two depend on local preferences. Based on a survey of TVET stakeholders in Nepal, we determine that a coordinated input-oriented governance model is best for Nepal. Through document analysis of the country’s TVET legal framework, we find that an occupation-driven style of education-employment linkage is the best fit. Both of these characteristics fit the country’s goals, but not necessarily its current situation, so the TVET system will have to change as it adapts to Nepal’s new Constitution.
{"title":"Goal-Setting for TVET Reform: A Framework for Identifying the Ideal System in Nepal","authors":"K. Caves, Ursula Renold","doi":"10.3126/jer.v8i1.25477","DOIUrl":"https://doi.org/10.3126/jer.v8i1.25477","url":null,"abstract":"Technical and vocational education and training (TVET) is a critical part of Nepal’s education system, both now and as the country continues to develop. The system has an opportunity to revise itself under the Constitution of Nepal (2015), which is implementing a new federal system of government. This paper identifies the best model for TVET in Nepal, based on the principles of permeability, quality, good governance, and education-employment linkage. Although the first two characteristics are well established, the latter two depend on local preferences. Based on a survey of TVET stakeholders in Nepal, we determine that a coordinated input-oriented governance model is best for Nepal. Through document analysis of the country’s TVET legal framework, we find that an occupation-driven style of education-employment linkage is the best fit. Both of these characteristics fit the country’s goals, but not necessarily its current situation, so the TVET system will have to change as it adapts to Nepal’s new Constitution.","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":"86298555","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}
J. Shrestha, S. Subedi, B. Shokati, Amit Chaudhary
Nowadays the world of scholarly publishing is in serious trouble because of the increasing number of predatory publishing. Besides, citation of articles from predatory journals is also unethical that undermines the quality of research papers. Because of ignorance of predatory publishing and/or compulsion of getting published in a limited time, scholars from Universities and young researchers become victim to predatory or hijacked journals. The purpose of this paper is to create awareness among authors, especially novice ones, about predatory publication. Research institutions should encourage their researchers to publish their articles in valuable journals indexed in Web of Science's Journal Citation Reports (JCR), Clarivate Analytics, formerly part of Thomson-Reuters) or other famous scientific databases such as Scopus, PubMed and MEDLINE. In this way, attention to the Thomson Reuters’ Journal Impact Factor (JIF) and Journal Ranking (JRK) and Scopus grade (Q1, Q2 and Q3) may be useful and necessary.
由于掠夺性出版的日益增多，当今世界的学术出版界陷入了严重的困境。此外，引用掠夺性期刊的文章也是不道德的，会破坏研究论文的质量。由于对掠夺性出版的无知和/或强迫在有限的时间内发表论文，来自大学的学者和年轻的研究人员成为掠夺性或被劫持期刊的受害者。本文的目的是提高作者，特别是新手作者对掠夺性出版的认识。研究机构应该鼓励他们的研究人员在Web of Science的期刊引用报告(JCR)、Clarivate Analytics(前身为Thomson-Reuters的一部分)或其他著名的科学数据库(如Scopus、PubMed和MEDLINE)中索引的有价值的期刊上发表文章。因此，关注汤森路透的期刊影响因子(JIF)和期刊排名(JRK)以及Scopus评分(Q1、Q2和Q3)可能是有用和必要的。
{"title":"Predatory Journals: A Threat to Scholarly Publishing","authors":"J. Shrestha, S. Subedi, B. Shokati, Amit Chaudhary","doi":"10.3126/jer.v8i1.25482","DOIUrl":"https://doi.org/10.3126/jer.v8i1.25482","url":null,"abstract":"Nowadays the world of scholarly publishing is in serious trouble because of the increasing number of predatory publishing. Besides, citation of articles from predatory journals is also unethical that undermines the quality of research papers. Because of ignorance of predatory publishing and/or compulsion of getting published in a limited time, scholars from Universities and young researchers become victim to predatory or hijacked journals. The purpose of this paper is to create awareness among authors, especially novice ones, about predatory publication. Research institutions should encourage their researchers to publish their articles in valuable journals indexed in Web of Science's Journal Citation Reports (JCR), Clarivate Analytics, formerly part of Thomson-Reuters) or other famous scientific databases such as Scopus, PubMed and MEDLINE. In this way, attention to the Thomson Reuters’ Journal Impact Factor (JIF) and Journal Ranking (JRK) and Scopus grade (Q1, Q2 and Q3) may be useful and necessary.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85171114","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}
Technical and Vocational Education and Training (TVET) in Nepal has been envisioned to enhance skills and knowledge fitting in for the contemporary market needs and increasing employability. Countries like Nepal have often been labelled as poor in term of the income and employability of their people. In this broader perspective of TVET, we argue that technical and vocational education was the agenda of metropolitan cities and urban areas to increase skills, employability and income to maintain quality of life to mitigate poverty. This neoliberal thought limited the scope of the technical and vocational education in the human life in the age of metropolitan city. The paper questions the neoliberal approaches of technical and vocational education thereby making it more inclusive to address inequalities and promote social justice against the neoliberal orientation of skills and employability which the contemporary development has proved.
{"title":"Technical and Vocational Education for Social Transformation and Justice","authors":"S. Gautam, Tikaram Poudel, P. Paudel","doi":"10.3126/jer.v8i1.25474","DOIUrl":"https://doi.org/10.3126/jer.v8i1.25474","url":null,"abstract":"Technical and Vocational Education and Training (TVET) in Nepal has been envisioned to enhance skills and knowledge fitting in for the contemporary market needs and increasing employability. Countries like Nepal have often been labelled as poor in term of the income and employability of their people. In this broader perspective of TVET, we argue that technical and vocational education was the agenda of metropolitan cities and urban areas to increase skills, employability and income to maintain quality of life to mitigate poverty. This neoliberal thought limited the scope of the technical and vocational education in the human life in the age of metropolitan city. The paper questions the neoliberal approaches of technical and vocational education thereby making it more inclusive to address inequalities and promote social justice against the neoliberal orientation of skills and employability which the contemporary development has proved.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87090401","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 discusses migrants’ stories of everyday life. The migrants inscribe their different stories in the new contexts and social systems. After mirroring migrants’ first-hand stories, those stories are retold by migrants themselves and also by readers or audiences. The retelling of those stories reveals the reflections of individuals, groups, or on any social events or ceremonies. Against this background, this article aims at explicating how migrants coin their stories in the social worlds, which they practise in their everyday life. As a narrative ethnographer, I have attempted to knit the stories of two migrants from Bharse in Gulmi District, Nepal, who have been currently living in Kathmandu. Based on informal conversations and interactions with the migrants and observations of their everyday life, I have garnered their stories. The findings reveal that the changing socio-cultural contexts, over time and space, lead to the germination of new stories of the everyday life of the migrants. Moreover, the migrants engage in diverse social rules, regulations and value systems, as these attributes are required for behavioural change and social adaptation. Above all, the migrants embody multiple stories in their everyday life because of their knowledge and experiences of the places of their origin and destination.
{"title":"Migrants’ Stories of Everyday Life: An Ethnographic Account","authors":"L. Pun","doi":"10.3126/jer.v8i1.25479","DOIUrl":"https://doi.org/10.3126/jer.v8i1.25479","url":null,"abstract":"This article discusses migrants’ stories of everyday life. The migrants inscribe their different stories in the new contexts and social systems. After mirroring migrants’ first-hand stories, those stories are retold by migrants themselves and also by readers or audiences. The retelling of those stories reveals the reflections of individuals, groups, or on any social events or ceremonies. Against this background, this article aims at explicating how migrants coin their stories in the social worlds, which they practise in their everyday life. As a narrative ethnographer, I have attempted to knit the stories of two migrants from Bharse in Gulmi District, Nepal, who have been currently living in Kathmandu. Based on informal conversations and interactions with the migrants and observations of their everyday life, I have garnered their stories. The findings reveal that the changing socio-cultural contexts, over time and space, lead to the germination of new stories of the everyday life of the migrants. Moreover, the migrants engage in diverse social rules, regulations and value systems, as these attributes are required for behavioural change and social adaptation. Above all, the migrants embody multiple stories in their everyday life because of their knowledge and experiences of the places of their origin and destination.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89372201","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 paper aims at uncovering the practices of educational decentralization in Nepal that started after the restoration of democracy in 1990. Though decentralization in education in Nepal began with the aim of greater community participation and autonomy to the needs and priorities perceived by the local level functionaries in school, it has been subject to elite capture in its governance. Because of control in planning, organization, management, financial liability and different activities for the education system, the paper argues that practices of educational decentralization have been shaped by the local elites who capture the local resources and power to operate the school with their network and 'one-upmanship'. While arguing so, the paper is based on the ethnographic case study of two public schools located in the Mid-Western region of Nepal. Applying the Gramscian concept of hegemony, the paper narrates the process of a 'sustained' selection of the School Management Committee Chairpersons and shows how they negotiate and balance their power to sustain their capture. The paper concludes that the informal mechanisms of individual attributes such as trust and capital are playing an important role in their sustained elitism.
{"title":"Understanding Education Decentralization and 'Sustained' Elite Capture – Explicating Cases From Two Public Schools","authors":"S. Hamal","doi":"10.3126/jer.v8i1.25478","DOIUrl":"https://doi.org/10.3126/jer.v8i1.25478","url":null,"abstract":"The paper aims at uncovering the practices of educational decentralization in Nepal that started after the restoration of democracy in 1990. Though decentralization in education in Nepal began with the aim of greater community participation and autonomy to the needs and priorities perceived by the local level functionaries in school, it has been subject to elite capture in its governance. Because of control in planning, organization, management, financial liability and different activities for the education system, the paper argues that practices of educational decentralization have been shaped by the local elites who capture the local resources and power to operate the school with their network and 'one-upmanship'. While arguing so, the paper is based on the ethnographic case study of two public schools located in the Mid-Western region of Nepal. Applying the Gramscian concept of hegemony, the paper narrates the process of a 'sustained' selection of the School Management Committee Chairpersons and shows how they negotiate and balance their power to sustain their capture. The paper concludes that the informal mechanisms of individual attributes such as trust and capital are playing an important role in their sustained elitism.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78200141","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 study examines the relationship between social capital and women’s involvement in a community development project; assesses the relationship between rural women literacy level and social capital leverage, and determines the interaction effect of literacy level and social capital leverage on rural women involved in community development projects. This research was conducted in Southwestern Nigeria using a descriptive survey research design followed by qualitative methods for in-depth analysis. A multi-stage sampling procedure was used to select 720 rural women from randomly selected three states in Southwestern Nigeria. Moreover, we also conducted in-depth interviews with 12 women (6 each of literate and non-literate) who had indicated participation in community development projects and conducted a focus group discussion in each of the three selected states. The findings reveal that the most significant predictors of rural women involvement in community development are: participation in adult literacy programme; literacy level; strong interaction with people; membership of community development committees; participation in the decision making process and discussion of development issues with friends. Moreover, the number of literate women who made use of social capital to participate in community development is high. The study, therefore, concludes that the relationship between literacy and social capital is strong.
{"title":"Literacy Education and Social Capital: A Study of Women’s Involvement in Community Development Projects in Southwestern Nigeria","authors":"Adejoke Clara Babalola, T. Fasokun","doi":"10.3126/jer.v9i1.28827","DOIUrl":"https://doi.org/10.3126/jer.v9i1.28827","url":null,"abstract":"The study examines the relationship between social capital and women’s involvement in a community development project; assesses the relationship between rural women literacy level and social capital leverage, and determines the interaction effect of literacy level and social capital leverage on rural women involved in community development projects. This research was conducted in Southwestern Nigeria using a descriptive survey research design followed by qualitative methods for in-depth analysis. A multi-stage sampling procedure was used to select 720 rural women from randomly selected three states in Southwestern Nigeria. Moreover, we also conducted in-depth interviews with 12 women (6 each of literate and non-literate) who had indicated participation in community development projects and conducted a focus group discussion in each of the three selected states. The findings reveal that the most significant predictors of rural women involvement in community development are: participation in adult literacy programme; literacy level; strong interaction with people; membership of community development committees; participation in the decision making process and discussion of development issues with friends. Moreover, the number of literate women who made use of social capital to participate in community development is high. The study, therefore, concludes that the relationship between literacy and social capital is strong.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72670020","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 paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling). The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05). The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).
{"title":"Factors Affecting Academic Achievement of Secondary School Students in Mauritius","authors":"S. Atchia, Vinayagum Chinapah","doi":"10.3126/jer.v9i1.28825","DOIUrl":"https://doi.org/10.3126/jer.v9i1.28825","url":null,"abstract":"This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling). The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05). The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86871055","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}
Biography is an important aspect of researching in education once one is planning for a narrative inquiry. Reading biography inspires me to think narratively. I am much interested in knowing and understanding the biography of the Dalai Lama not because of any religious footprints but because of his spiritual endeavours, which go beyond the humanist tradition of thinking. I have not canvassed any social research which questioned life before and after death. I do not have much interest in researching faith-based experience and the mystical experience of such a spiritual leader. I read a book from the sense of developing insights as a narrative inquirer.
{"title":"Reading Biographies for Developing Narrative Self","authors":"Sharmila Shyangtan","doi":"10.3126/jer.v9i1.28828","DOIUrl":"https://doi.org/10.3126/jer.v9i1.28828","url":null,"abstract":"Biography is an important aspect of researching in education once one is planning for a narrative inquiry. Reading biography inspires me to think narratively. I am much interested in knowing and understanding the biography of the Dalai Lama not because of any religious footprints but because of his spiritual endeavours, which go beyond the humanist tradition of thinking. I have not canvassed any social research which questioned life before and after death. I do not have much interest in researching faith-based experience and the mystical experience of such a spiritual leader. I read a book from the sense of developing insights as a narrative inquirer. ","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"163 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88452836","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 study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools curriculum implementation in East Wollega Zone was found to be low. However, efforts of the PTAs in having parents for planning and decision-making of curriculum implementation was high. The major challenges were inadequate school facility, inadequate training, parent’s lack of awareness, lack of good governance, and the unwillingness of teachers. To increase parental involvement, general secondary schools, woreda and zone education offices may train stakeholders, allocate adequate budget and schools should design an income-generating mechanism to fulfil school facilities and making parents active in curriculum implementation.
{"title":"Parental Involvement in Secondary School Curriculum Implementation: The Case of East Wollega Zone, Ethiopia","authors":"Dereje Mengistu Tuli, W. Tarekegne","doi":"10.3126/jer.v9i1.28821","DOIUrl":"https://doi.org/10.3126/jer.v9i1.28821","url":null,"abstract":"This study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools curriculum implementation in East Wollega Zone was found to be low. However, efforts of the PTAs in having parents for planning and decision-making of curriculum implementation was high. The major challenges were inadequate school facility, inadequate training, parent’s lack of awareness, lack of good governance, and the unwillingness of teachers. To increase parental involvement, general secondary schools, woreda and zone education offices may train stakeholders, allocate adequate budget and schools should design an income-generating mechanism to fulfil school facilities and making parents active in curriculum implementation.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91318703","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}
I begin this editorial with an assertion that the contemporary public policymaking landscape in Nepal shows little citizens’ participation and thus education policymaking also bears a similar approach. Here, public policies refer to “the decisions and actions of government and the intentions that determine those decisions and actions” (Geurts, 2011, p. 6). Theoretically, governments across the globe in recent decades have committed for larger citizen participation in public policymaking. Therefore, I understand public policymaking as a phenomenon in which wider stakeholders engage in governmental decision-making processes aimed at addressing a public issue.
我在这篇社论的开头断言，尼泊尔当代公共政策的制定很少有公民参与，因此教育政策的制定也采用类似的方法。这里，公共政策指的是“政府的决策和行动，以及决定这些决策和行动的意图”(Geurts, 2011, p. 6)。从理论上讲，近几十年来，全球各国政府都致力于让更多的公民参与公共政策制定。因此，我将公共政策制定理解为一种现象，在这种现象中，更广泛的利益相关者参与旨在解决公共问题的政府决策过程。
{"title":"The Politics of Education Policymaking in Nepal","authors":"R. Dhakal","doi":"10.3126/jer.v9i1.28787","DOIUrl":"https://doi.org/10.3126/jer.v9i1.28787","url":null,"abstract":"I begin this editorial with an assertion that the contemporary public policymaking landscape in Nepal shows little citizens’ participation and thus education policymaking also bears a similar approach. Here, public policies refer to “the decisions and actions of government and the intentions that determine those decisions and actions” (Geurts, 2011, p. 6). Theoretically, governments across the globe in recent decades have committed for larger citizen participation in public policymaking. Therefore, I understand public policymaking as a phenomenon in which wider stakeholders engage in governmental decision-making processes aimed at addressing a public issue.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89283470","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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