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Educational accountability in post-conflict settings: A case study of Nepal

Pherali, T; (2017) Educational accountability in post-conflict settings: A case study of Nepal. UNESCO: Paris, France.

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Abstract

Historically, Nepali state has been exclusionary, centralized and unaccountable to the people. It has maintained a status quo by submitting to feudalistic power centres through vertical accountability but negating accountability towards the general public. This paper examines challenges around how to ensure accountability in the education sector in Nepal. I draw on political economy perspectives to discuss legacies of violent conflict and erosion of accountability. At the end, I provide some suggestions for educational reforms in Nepal.

Type: Working / discussion paper
Title: Educational accountability in post-conflict settings: A case study of Nepal
Publisher version: https://unesdoc.unesco.org/ark:/48223/pf0000259544
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: accountability, education, conflict, Nepal, political economy of education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10132213
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