Inclusive education is the approach where equitable access to quality education for all, including individuals with physical, sensory, intellectual, and developmental disabilities, is ensured by integrating them into mainstream settings with necessary support, fostering equal opportunities, skill development, and overall well-being. Nepal’s Constitution of 2015, the Compulsory and Free Education Act, 2075 has devised several provisions pertaining to inclusive education. In the backdrop, this article at first discusses the key policy provisions, then it presents progress in line with the policy and program and points out key challenges and finally offers a way forward.
Policies to promote inclusive education
Nepal’s Constitution of 2015, under Article 31, upholds the right of every citizen to accessible and equitable education, ensuring compulsory and free education up to the basic level and free education up to the secondary level. It reinforces inclusivity by mandating free higher education for individuals with disabilities and those from economically disadvantaged backgrounds. Recognizing diverse learning needs, the Constitution guarantees visually impaired students’ access to free education through Braille script and ensures that students with hearing or speech impairments receive education in sign language. Furthermore, it safeguards linguistic inclusivity by affirming the right of every Nepali community to receive education in their mother tongue and establish educational institutions to promote their language and culture.
Similarly, Article 40 guarantees free education with scholarships for Dalit students from primary to higher education, along with special provisions for their access to technical and professional fields. The Compulsory and Free Education Act, 2075, aligns with the Constitution to ensure that all public school students receive textbooks through local-level distribution, while also guaranteeing free higher education for economically disadvantaged, disabled, and Dalit citizens. Section 27 of the Act requires private schools to operate early childhood and basic education with a focus on public welfare, mandating at least 10 to 15 percent student reservation based on school size.
Other policy provisions that talks of the inclusive education are national policy and plan of action on disability (2006), special education policy (1996), equity strategy (2014), international commitment on MDGs (2016-2030), Incheon conference in Spain ( 2015), all the national plans after 10th plan has prioritized the inclusive education.
Implementation status of the inclusive education in Nepal
Nepal has made significant efforts to promote inclusive education through a variety of initiatives. A case study jointly conducted by the Education Journalists Group (EJG) and British Council covering select schools in three districts namely Nawalparasi, Syanja and Palpa reveals that some schools in the districts have started giving due attention to inclusive education. The study mentions that Chandeshwari Mavi Gudar in Kawasoti, Nawalparasi, has comparatively improved access to education for the Majhi, Musahar, and Bote communities in Kawasoti-15. This improvement was achieved through a door-to-door campaign, awareness-raising activities, scholarship support, and the creation of a child-friendly school environment, among other initiatives.
To address educational disparities, the Curriculum Development Center (CDC) has developed a sample curriculum for 26 mother tongues, published reference books in four, and created children's learning materials in 15. In grades 1–3, the local curriculum is taught five times a week with 100 full marks and 160 teaching hours per year, while in grades 4–8, it is taught four times a week with 100 full marks and 128 teaching hours per year. This apart, various scholarships have been provided to marginalized groups, including students with disabilities, Dalits, girl students, children from endangered castes, children of martyrs, and those from Karnali.
Furthermore, Girls’ Scholarship Programs (GSP) support girls and children from marginalized communities to promote education and reduce dropout rates. GSP also provides special scholarships for students in Karnali Province. Similarly, since 2019, Karnali Province has implemented the ‘Bank Khata Chhoriko Suraksha Jiwan Bhariko’ program to promote gender equality and financial security for girls. Under this initiative, a bank account is opened for girls born after July 2019, with an initial government deposit of Rs 1,000, followed by a monthly deposit of Rs 500 until they turn 20. However, thes program has been affected lately.
Madhes Province launched the ‘Beti Padhau Beti Bachau’ (Educate Daughter, Save Daughter) campaign in 2019 to improve girls’ education across eight districts. The program provides school-going girls with bicycles for easier travel and social connections. Additionally, baby girls born on or after 15 Jan 2019, are insured under the program, receiving Rs 125,000 upon obtaining their citizenship certificate to support their education.
Likewise, informal, open, and home education programs have been implemented alongside formal education, and disability-friendly school infrastructure has also been prioritized. Religious educational centers, such as Madrasas and monasteries, have also been recognized as formal education institutions, with budget allocations. Teacher recruitment processes have been made more inclusive, and training programs have been offered to equip educators with the skills to support diverse learners. “Some schools have started identifying different types of disabilities, grouping students accordingly, and using appropriate teaching methods”, the case study report mentions. Teachers have become more sensitive to disability issues and have adapted their teaching approaches to support these students effectively.
Initiatives like the Midday Meal program have also been implemented to support student nutrition and improve attendance. Furthermore, some schools now provide free sanitary pads to support girls’ education and reduce dropouts during menstruation. The Sanitary Pad Distribution and Management Procedure, 2019 ensures free sanitary pads in public schools as part of a broader campaign for “dignified menstruation,”. “There are many positive changes in terms of addressing issues from inclusivity perspective with the support from the British Council Nepal”, the case study mentions.
Challenges
Despite legal and institutional support, mother tongue education has struggled due to a lack of textbooks, trained teachers, and a mindset that sees it as difficult. Most local governments are unwilling to invest in the necessary infrastructure, and even declared multilingual schools fail to teach in languages other than Nepali.
Bullying is another hindrance to the progress of inclusive education. The case study revealed that an 8th-grade girl student at Chandeshwori Secondary School in Gudar, Nawalpur, suddenly stopped coming to school. After a thorough inquiry by the teacher, it was discovered that she had quit school due to bullying from her classmates, who would tease her for her dark complexion and being born to a Majhi family.
Furthermore, Nepal’s remote regions, plagued by poverty, superstition, and religious and cultural bigotry, have created environments where marginalized groups struggle to access education. The lack of comprehensive policies addressing the educational needs of children from nomadic communities, such as the Raute, further compounds the issue. Despite the push for girl-friendly and disability-friendly schools, efforts have failed to yield meaningful results. Corruption has also affected the true spirit of some initiatives. For example, despite the positive intentions behind Madhes’s ‘Beti Padhau Beti Bachau’ campaign, the initiative has faced criticism over alleged fund mismanagement, particularly concerning the allocation for bicycle purchases.
Way forward
To advance inclusive education in Nepal, focus should be on improving teacher training to equip educators with skills for diverse student needs, particularly those with disabilities. Anti-bullying measures and stigma reduction must be prioritized to create supportive learning environments. Expanding resources and infrastructure for marginalized and remote communities, including disability-friendly facilities, is essential. Strengthening policy implementation and addressing corruption will ensure transparency in educational programs. Additionally, promoting multilingual education through resources and teacher training is crucial for equitable access to education for all. These steps will help ensure every child in Nepal has equal opportunities for quality education.
