Locating Public Finance Dynamics in Education in Nepal
InfoStart date: 1 January, 2015 End date: 30 June, 2021 Project type: South-driven projects (prior to 2017) Project code: 14-P01-NEP Countries: Nepal Thematic areas: State building, governance and civil society, Lead institution: Martin Chautari (MC), Nepal Partner institutions: Aarhus University (AU), Department of Education, Denmark Kathmandu University (KU), Department of Education, Leadership and Development Studies, Nepal Project website: go to website (the site might be inactive) Policy Brief: Homepage of Martin Chautari Project coordinator: Lokranjan (Ramesh) Parajuli Total grant: 9,551,017 DKK
The main objective of this project is to enhance understandings of the causes of corruption within the school education sector in Nepal by analyzing the manner in which differently located social actors interpret meanings and measure moral and legal claims, practices and behaviors tied to corruption in the context of local standards and practices. The education sector, which receives the largest government and donor budgetary allocations and has undergone significant decentralization reforms, serves as a useful window through which public fiscal governance and the framing and understandings of corruption in Nepal can be understood during a protracted socio-political transition.
The project proposes a historically situated, grounded, multi disciplinary study to understand how education institutions and their fiscal dimensions have been comprehended and appropriated in practice by differently situated social actors in a time of political transformation. It will generate robust ethnographic and historical data on fiscal behavior in the education sector that is expected to engage several theoretical views on corruption and enable better grounded understandings of the implications of policy-making and implementation in countries undergoing such transitions as Nepal. The project will be led by Martin Chautari, a nonstate research institution located in Nepal in collaboration with Kathmandu University, Nepal and Aarhus University, Denmark.
While the final results in relation to the project objectives and outcomes are still being evaluated and synthesized, this section details the outputs of the various components of the project. The school sector governance survey report tells a great deal about the governance mechanism of the school sector in Nepal. As part of this project, four PhD dissertations are being written—one already completed; draft versions of another two ready—that would tell a lot about the school sector governance dynamics. The three research/policy briefs and the one and half dozen academic articles that have been published shed further light on the politics of governing public education. Several other papers are at various stages of writing (see Annex 2C for details). Apart from the research capacity of four PhD students, research capacity of junior staff based at participating institutions have been enhanced through training and through their immersion in the research enterprise.