2016年-世界发展银行全球_Nepal_Engaging_the_Private_Sector____________in_Education___SABER_Country_Report_2016_44页_662kb

Summary of the SABER Country Report: Engaging the Private Sector in Education - Nepal

Core Content

This report evaluates the effectiveness of Nepal's current policies in engaging the private sector in basic education, using the SABER-Engaging the Private Sector (SABER-EPS) framework. It outlines the current status of private school engagement in Nepal, identifies key challenges, and proposes policy options to improve access, quality, and equity in education.

Main Policy Goals and Their Status

1. Encouraging Innovation by Providers

• Institutional Schools (Private):

  • The central government sets minimum standards for teachers, curriculum delivery, and class sizes.
  • Schools have full authority to appoint, deploy, and dismiss teachers, and to set teacher salaries within central guidelines.
  • No restrictions on teacher salary levels.
  • Status: Established for most indicators.

• Community Schools (Government-funded Private):

  • The central government sets minimum standards for teachers, curriculum delivery, and class sizes.
  • Authority to appoint and manage teachers is divided between central authorities and schools.
  • Schools have autonomy in managing operating budgets within central guidelines.
  • Status: Established for most indicators.

2. Holding Schools Accountable

• Institutional Schools:

  • Government sets standards for student learning, with annual board exams.
  • Schools are required to undergo standard term inspections, but no standard report format exists.
  • Sanctions include additional monitoring, fines, and school closures.
  • Status: Established for most indicators.

• Community Schools:

  • Government sets standards for student learning, with annual board exams.
  • Schools are required to undergo standard term inspections and to report on the use of public funds.
  • Sanctions include additional monitoring, fines, and school closures.
  • Status: Established for most indicators.

3. Empowering All Parents, Students, and Communities

• Institutional Schools:

  • Regular information on standardized exam results is provided to parents.
  • Interviews with students or parents are conducted during inspections.
  • No tax subsidies or cash transfers are provided by the government, but private schools are legally required to provide subsidized education services for low-income students through scholarships.
  • Status: Established for most indicators.

• Community Schools:

  • Regular information on standardized exam results is provided to parents.
  • Interviews with students or parents are conducted during inspections.
  • Schools are allowed to select students based on academic performance or geography.
  • Parental choice is restricted by voluntary monetary contributions.
  • Status: Established for most indicators.

4. Promoting Diversity of Supply

• Institutional Schools:

  • Certification standards not linked to education outcomes restrict market entry.
  • Registration guidelines are publicly available.
  • The government allows various organizational types (community, not-for-profit, faith-based, and for-profit) to operate schools.
  • Schools can pay two to three types of fees.
  • Status: Established for most indicators.

• Community Schools:

  • Certification standards not linked to education outcomes restrict market entry.
  • Registration guidelines are publicly available.
  • The government allows community, not-for-profit, and faith-based providers to operate schools.
  • Schools can pay only one type of fee.
  • Academic operating budgets are not equivalent to per-student amounts, and start-up funding is not available.
  • Status: Established for most indicators.

Key Challenges in Nepal's Education System

• Access to Post-Primary Education: Despite progress in primary education, access to lower secondary and secondary schooling remains low, especially in rural and mountainous regions.
• High Dropout and Repetition Rates: In 2013, over 7% of children dropped out after grade 1, and 17.5% repeated a grade. The overall primary school dropout rate was nearly 4.7%.
• Equity Issues: Poor students face significant barriers to education due to limited access and financial constraints. The difference in years of schooling completed between the poorest and wealthiest households is 3.2 years.
• Lack of Systematic Learning Measurement: Nepal has not participated in international learning assessments, and its national assessments show weak student performance.
• Impact of the 2015 Earthquake: The disaster caused widespread destruction and economic slowdown, continuing to affect the education sector.

Policy Recommendations

1. Improve the Regulatory Environment: Support the establishment of more post-primary schools in underserved areas.
2. Strengthen Accountability Measures: Regularly collect and disseminate comparable information on school performance while increasing school autonomy.
3. Provide Additional Support to Marginalized Students: Offer financial assistance or incentives to poor and marginalized students attending independent and post-primary schools.

Conclusion

Nepal has made significant strides in primary education, particularly in terms of enrollment and gender parity. However, challenges remain in ensuring equitable access to post-primary education, improving learning outcomes, and systematically measuring educational achievement. The SABER-EPS framework provides a valuable tool for evaluating and improving the engagement of the private sector in education, with the ultimate goal of enhancing learning outcomes for all children.