Localization of Education in Federalism

What kind of school, where the school is, what kind of education, how to manage the teachers, how to bear the financial burden of the school, everything was done from the community level. The school was opened under the leadership of the community. This process was conducted as a voluntary campaign. In this process, the relationship between the school and the parents was close. The school was owned by parents. The teachers lived together with the parents with the help of the parents. Teachers were respected as teachers who spread the light of education in the village.

Centralization of Community Education

Schools were being run as a community effort. But since 2018, the knot of centralization in education has been tightened. In 2018, a law was introduced that would make it illegal to open a school without the prior approval of the Department of Education. There was fear in the government that the community would open a school somewhere. The way to plan and control education became legal. This Act of 2018 gave the authority to form the school management committee to the headmaster and superintendent. School decision-making has gone too far. The new education plan that came in 2028 brought the school management authority to the District Education Committee. Not only did it centralize by taking away community leadership and autonomy, but the main purpose of centralizing the curriculum was to make the school a tool to fulfill the king's dream of producing subjects loyal to the Rajbhakt, Hinduization and Panchayat. The people initiated by that education are not only alive as experts, leaders, high-ranking people, but they are shamelessly advocating that the country was built by Mahendra.

At the same time, Khas Nepali language was also imposed for other language speakers. It was King Mahendra's theory that climate and education suited the country in particular. But the main aim was devotion to the king and the law. By teaching the Panchayat subject in the year 2024 itself, this can be clearly understood. Despite all the talk of new education, its main task was to nationalize community-owned schools. This completely reduced the community's role in school management to the donation of labor. The management authority of the school was transferred to the District Education Committee through the Superintendent, Badahakim. Teachers were hired by teachers. The teacher-parent relationship was excluded and made accountable to the District Education Committee. Somewhere in education, there was a need for a nationwide level, but with locality. Total centralization did not even see locality, the dozer ran very powerfully.

federalism, decentralization and education

Federalism had many hopes for Nepalese politics. One of the hopes was that after federalism, a campaign of extensive decentralization would be conducted within the framework of federalism and the right to community education would also reach the community level. But federalism managed a step forward. Devolved secondary education to local governments, excluding teacher management authority. Teachers are not under the jurisdiction of the local government. Even the teachers could not take it seriously, could not understand and analyze it. Teachers appointed from the community level were also centralized yesterday. Again, in federalism, teachers were made accountable to the center itself. Even federalism could not reconcile the teacher-parent relationship. Parents were kept outside the school. The vehicle of education did not advance according to the spirit of federalism. Yesterday's revered gurus were converted into charlatans by the Centre. The District Education Committee was made to run. Yesterday, when the teacher was sick, the parents took care. He was interested in the teacher's diet. But the teacher was made an agent of the center, the dignity and self-esteem of the teacher was also disturbed.

There are many schools under the same local government. Therefore, it is difficult for the local government to manage the school. Considering the school as a government unit, the way of making the management committee all-powerful in the facilitation of the local government should be taken. This is the basic purpose of federalism. The biggest interest, concern and future of anyone who is connected to the school is the parents of the students studying there. The more empowered and responsible parents are, the more likely it is that public schools will improve. Being a representative organization of parents, empowering the school management committee is the most important issue for now. Democratic practice also spreads at the local level. Managerially outside parents are within the managerial framework. As more people use their conscience, interest increases. So one way forward is to expand and give space to community leadership and autonomy. In Nepal, there is community activism in forests, drinking water, schools. The school management committee is active in volunteering. If the state has to pay for such activism, how much? Can the state afford such a process? Of course it can't. Community activism is also very important in terms of economy. Such community activism democratizes democracy.

in private, in community

With the change of 2047, there was a wave of private schools. In a country like ours, there is not much place for the importance of research. Let's start with a general question. Where did the sons and grandsons of the current cabinet members study, where are they studying? Where do the children of members of the National Assembly and the House of Representatives study? Where do the children of provincial MPs and government study? Where are the children of 753 city presidents, vice presidents and ward presidents studying? If you ask this question to the teacher, what will be the answer? How many public school teachers' daughters will study in private schools? There are no facts based on research. But it can be estimated that the majority of children are studying in private schools. There are also different types of private schools. Some are studying in five-star schools, some are studying in one-star schools, and some are studying in non-star private schools. Leaders were not interested in improving public schools after educating their children in private schools.

Private schools have not only educated their children for free, they have also paid for election expenses. That is why leaders love private schools. There is no shame in being lean in public schools. Private schools will definitely have a role in the management of election expenses by the parties. It has been a long time since private school administrators have gone to parliament based on party influence.

Counting from 2074 till now, one million students have been enrolled in public schools. Schools are in the process of merging. The school is again reaching far beyond the village. The school itself is reaching far when there is a debate about quality education. But there is no public debate. So now it is too late to make a rule. There is a need for the provision that the children of all the representatives who represent politically, from the ward members and above, should study in public schools. If children want to be educated in private schools, it is necessary to make a provision that such persons cannot be elected members of any party at any level. The teacher even taught the children in a private school which is not suitable in any way. Therefore, now there should be a mandatory arrangement for the children of people's representatives, government employees, police, army, and teachers to study in public schools. Only then will the public school become an interest and priority and be upgraded. Currently, private schools have become customers for selling shoes, socks, paper, pens, and clothes for the market as well. The market is booming. The commission game for bookstores is still on. With the support of the market and the state, private schools are flourishing, public schools are shrinking and in some places they have reached the point of closure. Not only should the political leadership and people's representatives, staff teachers not teach children in private schools, there should be no provision to open private schools either directly or indirectly. This provision is also necessary to adjust the rhythm of the education sector to the constitution.

Financial management of community schools

In Nepal, the 'popular' slogan of free education has been in front of everyone for a long time. But free education has not been implemented, it is only being said for popularity. Now when it comes to investing in education, social justice should be the basis. Local government should take the lead in financial management. The local government should take special initiatives if the government funds alone are not enough. Local governments should be able to classify households based on a specific school. Keeping in view the economic situation, some incentive allowance is administered to the very weak marginalized to come to school. Some people only do it for free. It is necessary to arrange some incentive money for someone who comes to study by classifying households. Free education should be provided to some. Those who can contribute to the school, have the money. Although his children did not study there. If the economy of the public school is done from these three angles, the relationship will also be tightened.

The local government can also mandate educational assistance to certain households that have sent their children to private schools, i.e. there is no one who attends public schools. Those whose children do not study, can make their community school proud by contributing. Such a concept and process of social justice will also read community involvement.

Local Government and Localization of Education

The purpose of education in the Panchayat era was mentioned in the upper section of this article. What is the purpose of current education? Why are students studying? Why are parents teaching? Our education is designed in such a way that even after completing 12th standard, children cannot think and analyze what the differences are in their village. What is produced in your village, how it is produced, when it is produced, does not matter. Because there is no study on this subject. What kind of herbs are there in your village, what is your pride, what is the original and nutritious food of your village, there is no education. Even after passing the 12th standard, the old mother looks after the son of the tenant. You don't have to be ready to say, "I'll pay the rent too, mother." Now the local government needs to conduct additional classes in the village not from people who are burdened with formal education about herbs, agriculture, language-culture, food, and civilization, but from experts who have learned from local practice. It is not difficult for the local government and only the local government can do it.

It is necessary to have a school, a garden and a farm management to connect students with labor, to mix with local knowledge. Students themselves bring fruit plants, plant them, grow them. They plant and grow vegetables themselves in a large vegetable garden. They take the skills learned at school home. The school should not be a tool to maintain the status quo, but a means of social transformation. Especially, the more education is localized, the more students are exposed to their society, the natural resources around them and their reality. Can analyze their own and draw a path for future progress. Only such a path can make the life of the student easier.