Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569194
Title: Women and education in Nepal : findings from 1988 to the early 1990s
Author: Saunders, Kathleen
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 1999
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Abstract:
The effectiveness of educational policy in promoting equality of access to, and participation in, education and employment for girls and women in rural Nepal is investigated. Education in formal or non-formal sectors is considered necessary for the development of a country as people can learn skills which may contribute to social and economic development. The question of gender awareness in planning and implementing development programmes is raised. Through field work carried out in the five districts of Karnali (Dolpa, Humla, Jumla, Kalikot, and Mugu) between May 1988 and December 1990, the status of girls and women in rural areas and the effects of educational policy on them are identified. Questions concern the: " adequacy of steps towards equality of access and participation in education. " effects of the status of women on girls' and women's opportunities in education and employment. " impact of central decisions on girls' education in a remote area. " qualifications and training for teachers of formal and nonformal education. " awareness of gender in education planning. The research is focussed on 44 women trained as girls' nonformal education teachers, 29 of whom were also trained primary school teachers. Also participants in girls' nonformal classes are researched. Due to insufficient qualifications, trained women teachers were made redundant from their full-time posts and school leavers were unable to pursue primary teacher training courses. Traditional attitudes restricted women's access to tuition for the appropriate qualifications. Participation in part-time girls' non-formal classes was greater than in full-time formal school as the latter conflicted with girls' and women's economic roles in the home. Redundancies amongst women teachers raised questions amongst local people regarding the purpose of female education. Recommendations for girls' equal access to education and women's access to teaching posts or other employment are made. Empowerment of women is suggested as a means towards active involvement in the decisions which influence development in Nepal.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.569194  DOI: Not available
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