Effect of Educational Values and Cultural Tradition in Access to School
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
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