Locating Public Finance Dynamics in Education in Nepal
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.
Midterm report 2017:
While it will be too early to say definitively about the results in relation to the project objectives and outcomes, this section details the outputs of the various components of the project.
As part of this project, four PhD dissertations are being written that would tell a lot about the school sector governance dynamics in Nepal. There are two policy papers currently under preparation—one on the school level scholarships and the other based on the school sector governance survey. Also, the survey report is due late 2018. There are a number of research articles and conference papers that have already been written about or presented at various foras. Several other papers are at the preliminary stages of writing (see Annex 2C for details).
Apart from the research capacity four PhD students, research capacity of junior staff based at participating institutions have been enhanced through training and through immersing them in the research enterprise.