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Early Childhood Development Policies in Nepal: Achievements, Learning, and Implications

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Early Childhood Education Policies in Asia Pacific

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 35))

Abstract

Since the 1990s, Nepal has witnessed a continuous increase in investment to improve accessibility of children to quality education. Early Childhood Development (ECD) policy has been introduced to promote academic success and holistic development in young children. Based on the analysis of data obtained from the governmental agencies, this chapter examines ECD policy in Nepal through the “3A2S” framework (Li, Wang, Fong, Int J Chin Educ 3(2):161–170, 2014). The analysis indicates mixed results. The ECD guidelines are clearly defined to apply throughout the country, and institutions are established at different levels. To date, more than 35,000 Early Childhood Development Centers (ECDCs) have been established to benefit more than one million young children annually. However, universal coverage has yet to be achieved. Accessibility and affordability of ECDCs vary across socioeconomic groups. Children living in remote locations and from poor economic conditions often lack accessibility to quality ECDCs, and thus the problem of social justice still needs to be addressed. Accountability measures are scattered and sustainability provisions are less elaborated and poorly enforced. This chapter identifies geographical and socioeconomic variables that shape the process and outcomes of the ECD policy implementation and highlights areas for improvement to achieve a balance among accessibility, affordability, accountability, sustainability, and social justice of ECD in Nepal.

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Notes

  1. 1.

    In this chapter, the term Early Childhood Development Centers (ECDCs) refers to centers established and run to achieve the objective of Early Childhood Development. We have used ECDCs, ECD, and Early Childhood Education Development (ECED) interchangeably.

  2. 2.

    “Disadvantaged groups” here denote individuals and households who are economically poor and socially excluded on the basis of remoteness, caste, ethnicity, religion, and gender.

  3. 3.

    Ropani is local measurement for land used in the hills region of Nepal. One Ropani is equivalent to 5476 sq feet or 0.05 ha. Half a Ropani is equivalent to 2738 sq feet or 0.025 ha.

  4. 4.

    Kattha is local measurement of land used in the Terai (plain) belt of Nepal. One Kattha is equivalent to nearly 3724 sq feet or 0.034 ha.

  5. 5.

    Ward is the lowest administrative unit in Nepal. One Village Development Committees (VDC) consists nine wards.

  6. 6.

    However, the exact number of total facilitators throughout the country is not available.

  7. 7.

    According to DoE records, districts implementing integrated plans for ECDC are Jumla, Mugu, Dolpa, Kalikot, Jajarkot, Bajura, Bajhang, Achham, Rukum, Baglung, Rautahat, Mahottari, Parsa, Dhanusha, Saptari, Panchthar, Sarlahi, Siraha, Rupandehi, and Udaypur.

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Author information

Authors and Affiliations

  1. Ministry of Peace and Reconstruction, Government of Nepal, Kathmandu, Nepal

    Sanjaya K. Khanal

  2. Former Member, National Planning Commission, Government of Nepal, Kathmandu, Nepal

    Bimala Rai Paudyal

  3. Department of Educationas, Government of Nepal, Madhyapur Thimi, Nepal

    Sabita Dangal

Authors
  1. Sanjaya K. Khanal
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  2. Bimala Rai Paudyal
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  3. Sabita Dangal
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Corresponding author

Correspondence to Bimala Rai Paudyal .

Editor information

Editors and Affiliations

  1. Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong

    Hui Li

  2. Department of Early Childhood Education, Ewha Womans University, Seoul, Korea (Republic of)

    Eunhye Park

  3. Department of Early Childhood and Family Studies, Kean University , New Jersey, USA

    Jennifer J. Chen

Appendix: Full Names of the Terms and Their Acronyms

Appendix: Full Names of the Terms and Their Acronyms

Full names

Acronyms

Community-based organization

CBO

Department of Education

DOE

Early childhood development

ECD

Early childhood education

ECE

Early childhood education and care

ECEC

Early childhood development centers

ECDC

Gross domestic product

GDP

Government organization

GO

Government of Nepal

GON

Gender parity index

GPI

Human development index

HDI

International nongovernment organization

INGO

Kindergarten

KG

Local government institutions

LGI

Ministry of Education

MOE

Ministry of Federal Affairs and Local Development

MOFALD

Ministry of Health and Population

MOHP

Ministry of Women, Children and Social Welfare

MOWCSW

Midterm review

MTR

Nepal Children’s Organization

NCO

National Education System Plan

NESP

Nonformal education

NFE

Nongovernment organization

NGO

National Plan of Action

NPA

Production Credit for Rural Women

PCRW

Preprimary class

PPC

Resource Centers

RC

Small Farmers Development Program

SFDP

School Sector Reform Program

SSRP

United Nations Educational, Scientific and Cultural Organization

UNESCO

Village Development Committees

VDC

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Khanal, S.K., Paudyal, B.R., Dangal, S. (2017). Early Childhood Development Policies in Nepal: Achievements, Learning, and Implications. In: Li, H., Park, E., Chen, J. (eds) Early Childhood Education Policies in Asia Pacific. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 35. Springer, Singapore. https://doi.org/10.1007/978-981-10-1528-1_7

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  • DOI: https://doi.org/10.1007/978-981-10-1528-1_7

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