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 Dukha ‘hardship’ and Sukha ‘well-being’ is deeply rooted in Nepalese culture. 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 finding challenged common assumptions about lack of awareness of parents towards education, questioned the effectiveness of existing efforts to move to an action. It argues for stronger, more explicitly educational orientation on values linked with individual and societal developement lead to a situation where development efforts can truely be enhanced the poverty reduction.
|Keywords:||Nepal, Educational Values, Poverty Reduction|
Student, Agriculture Economics and Agribusiness, The United Graduate School of Agriculture, The United Graduate School of Agricultural Sciences, Ehime University, Matsuyama, Japan
The United Graduate School of Agricultural Sciences, Ehime University, Japan
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