Effect of Educational Values and Cultural Tradition in Access to School

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This paper describes the relationship between the perception and the reality about the values of education in national and local level. It is found that Dukka ‘hardship’ and Sukha ‘well-being’ which is deeply rooted in Nepalese social values. No education means life of hardship, dirt and living with blind eyes where as; education means life of well-being, clean and guaranteed future. Specifically, it argues that access to school learning is encountering problems in Nepal for 3 reasons: 1) National values with superficial action 2) Common values with traditional action 3) Loaded values with no action. These were found not to differ significantly in perception from those of the national to the local level . However slow pace in action found. Study findings challenged common assumptions about lack of awareness of parents towards education, question the effectiveness of existing efforts to move to action and argue for stronger, more explicitly educational orientation on values linked with individual and social development lead to a situation where development effors can truely be enhanced the illiteracy eradication revolution.

Keywords: Nepal, Educational Values, National Values, Theory of Development, Common Values, Theory of Relativism, Loaded Values, Theory of Experiential, Assumption, Lack of Awareness, Illiteracy Eradication Revolution
Stream: Equity, Social Justice and Social Change; Community, Culture, Globalisation
Presentation Type: Paper Presentation in English
Paper: , Effect of Educational Values and Cultural Tradition in Access to School

Saraswoti Bharati

Student, Agriculture Economics and Agribusiness
The United Graduate School of Agriculture, Ehime University

Matsuyama, Ehime Prefecture, Japan

Before coming to Japan for further studies, I worked as a University Assistant Lecturer in Tribhuvan University, Nepal. In addition, worked as an educational researcher (as a freelancer) at JICA, DANIDA and World Education. While being engaged on different researches, I myself found necessity of higher degree to accomplish the responsibilities for further development of the country. I felt, education is the basic infrastructure necessary for Nepal which can lead the country out of poverty. I’m interested in how to get access to primary school considering local context which I found alienated from the present development interventions. On above, providing literacy to all the people in the world is my motto. There is no word to describe the value of education for individual and social development. With the support of Japanese Government Scholarship (Monbusho) perused Master Degree and continuing Doctoral Degree in second year here in Japan.

Ref: L09P0871