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Inequality of participation in Nepalese higher education

Inequality of participation in Nepalese higher education Purpose The purpose of this paper is to develop a conceptual model for examining the unique factors contributing to the gendered inequality of postsecondary educational participation in Nepal.Designmethodologyapproach This conceptualtheoretical paper aims to apply and potentially critique the dynamic model of educational inequality offered by Lynch and ORiordan to the context of Nepalese postsecondary educational inequality. The authors hope to use the current model, developed through an exploration of data from a developed country, to further understanding of the forces maintaining educational inequality in the developing world.Findings The constraints from Lynch and ORiordan's model are all important forces that impact educational persistence for girls and women in Nepal. However in order to fully examine the complexity of barriers imposed on girls in persisting through the Nepali educational system, the case has been made to add both geographic and political facilitatorsconstraints to the model. By creating a model that includes these forces, researchers and policy makers can proscribe change that is more holistic.Research limitationsimplications By constructing models that accurately reflect the real conditions present in developing countries, we can truly begin to find solutions to disparities in educational access and attainment.Originalityvalue This paper contributes both an examination of barriers and stratification in Nepal's higher education system while also developing a model for examining postsecondary education systems in developing nations. It also provides some understanding of why Nepal has fallen behind its peers. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asian Education and Development Studies Emerald Publishing

Inequality of participation in Nepalese higher education

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-3162
DOI
10.1108/20463161311321439
Publisher site
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Abstract

Purpose The purpose of this paper is to develop a conceptual model for examining the unique factors contributing to the gendered inequality of postsecondary educational participation in Nepal.Designmethodologyapproach This conceptualtheoretical paper aims to apply and potentially critique the dynamic model of educational inequality offered by Lynch and ORiordan to the context of Nepalese postsecondary educational inequality. The authors hope to use the current model, developed through an exploration of data from a developed country, to further understanding of the forces maintaining educational inequality in the developing world.Findings The constraints from Lynch and ORiordan's model are all important forces that impact educational persistence for girls and women in Nepal. However in order to fully examine the complexity of barriers imposed on girls in persisting through the Nepali educational system, the case has been made to add both geographic and political facilitatorsconstraints to the model. By creating a model that includes these forces, researchers and policy makers can proscribe change that is more holistic.Research limitationsimplications By constructing models that accurately reflect the real conditions present in developing countries, we can truly begin to find solutions to disparities in educational access and attainment.Originalityvalue This paper contributes both an examination of barriers and stratification in Nepal's higher education system while also developing a model for examining postsecondary education systems in developing nations. It also provides some understanding of why Nepal has fallen behind its peers.

Journal

Asian Education and Development Studies – Emerald Publishing

Published: May 24, 2013

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