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 |
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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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