Asian Journal of Research in Social Sciences and Humanities
Year : 2013, Volume : 3, Issue : 1
First page : ( 195) Last page : ( 202)
Print ISSN : 0000-0000. Online ISSN : 2249-7315.

Policy context in educational aid in Nepal

Dangal Megh R.

Assistant Professor, Kathmandu University, Executive Board Member, Nepal Administrative Staff College, Nepal.

Abstract

This article focuses on the aid phenomenon in Nepalese education. It reveals the aid management scenario particularly in relation to how aid has been utilized for the development of education in Nepal in consonance with addressing various challenges and issues in educational aid that are inherent in access, equity and quality dimensions. Development partners and the government both were convinced with the quantitative progress in basic and primary however beneficiaries expected to achieve more qualitative progress on each of the four pillars of education- access, equity, quality and relevance. Hence, mutual proximity, clarity, understanding and sharing with emphasis on empowered cooperation between development partners and receiving countries should be the guiding force for generating effective meanings and results from the aid. The point worth internalizing is that educational aid policy should address the role of development partners as a contributor and facilitators for rescuing the educational difficulties.

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