Social Audits in Nepal's Community Schools : Measuring Policy Against Practice

Nepal s publicly-funded schools have been managed by community-level stakeholders since 1950 when Nepal first adopted a demo¬cratic system of government. Subsequent changes to legislation and policy have further devolved school management to the com¬munity level, including the provision of financial resources to support decision making by school-level committees. In addition to these reforms, each community school is now required to conduct an annual social audit. Community School National Network (CSNN), a national Nepali NGO with expertise in social accountability approaches, conducted a pilot of 60 schools in three districts (Kaski, Dolakha, and Nawalparasi) to assess gaps in the implementation of social audits by schools as specified in the Guidelines for the Social Auditing of the Schools issued by the Ministry of Education (MoE) of the Government of Nepal. In each of the three districts studied, 70 80 percent of the entire school budget is community-funded. Approximately 83 percent of community schools conducted social audits in the academic year 2008 09. Their implementation varied between the three districts but gaps were usu¬ally due to poor capacity and lack of information about community-level responsibilities. CSNN led a capacity-building initiative at the national, district, and community levels that included a training program for master trainers and facilitators who, in turn, strength-ened the capacity of the social audit committees (SACs) to collect data at the school level. CSNN also developed two templates to simplify data collection and monitor social audit implementation. The findings of this gap analysis and training program were disseminated through one national-level and three district-level workshops with the objective of influencing policy. A subsequent assessment of 20 schools in one of the pilot districts revealed that one iteration of the training effort has significantly improved community-level capacity to monitor and improve 22 of the 39 indicators in the Guidelines.

Bibliographic Details

Main Authors:	Prasad Kafle, Agni, Patel, Darshana, Agarwal, Sanjay
Format:	Brief biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2012-01
Subjects:	ACADEMIC PERFORMANCE, ACADEMIC YEAR, ACCESS TO EDUCATION, ACHIEVEMENT SCORES, ALTERNATIVE EDUCATION, ATTENDANCE RATES, AUTONOMY, BASIC EDUCATION, CLASSROOM, CLASSROOM ENVIRONMENT, CLASSROOM TEACHING, CLASSROOMS, COMMITMENT TO EDUCATION, COMMUNITY PARTICIPATION, COMMUNITY SCHOOL, COMMUNITY SCHOOLS, CONSTRUCTION OF BUILDINGS, COUNSELING, CURRICULA, CURRICULUM DEVELOPMENT, DECISION MAKING, DISTRICT EDUCATION, EDUCATION ADMINISTRATION, EDUCATION BUDGET, EDUCATION DIRECTORATES, EDUCATION FOR CHILDREN, EDUCATION MANAGEMENT, EDUCATION OFFICES, EDUCATION PLANNING, EDUCATION POLICY, EDUCATION PROGRAMS, EDUCATION QUALITY, EDUCATION SECTOR, EDUCATION SYSTEM, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL ACTIVITIES, EDUCATIONAL DEVELOPMENT, EDUCATIONAL EXPENDITURES, EDUCATIONAL FACILITIES, EDUCATIONAL INSTITUTIONS, EDUCATIONAL MANAGEMENT, EDUCATIONAL POLICIES, EDUCATIONAL RESEARCH, EDUCATIONAL SYSTEM, EFFECTIVE LEARNING, ENROLLMENT, ENROLLMENT RATE, ETHNIC GROUPS, FINANCIAL AUDITS, GENDER, GENDERS, GIRLS, GRADE TEACHERS, HEAD TEACHER, HEAD TEACHERS, HEARING, HEARINGS, HIGHER LEARNING, HUMAN DEVELOPMENT, INDIGENOUS COMMUNITIES, INDUCTION TRAINING, INFORMAL EDUCATION, INSTRUCTION, INSTRUCTIONAL MATERIALS, LEADERSHIP, LEARNING, LEARNING ACHIEVEMENT, LEARNING DIFFICULTIES, LEARNING ENVIRONMENT, LEARNING MATERIALS, LEARNING OUTCOMES, LITERACY, LITERATURE, LOWER SECONDARY LEVEL, MANUALS, MENTAL HEALTH, MINISTRY OF EDUCATION, MINORITY, MOVEMENT, MOVEMENTS, NATIONAL ASSESSMENT, NATIONAL CURRICULUM, NATIONAL EDUCATION, NATIONAL EDUCATION SYSTEM, NUMBER OF SCHOOLS, NUMBER OF TEACHERS, OPEN SCHOOL, OUT-OF-SCHOOL CHILDREN, PARENT-TEACHER ASSOCIATION, PARTICIPATION IN SCHOOLS, PEDAGOGY, PHYSICAL ENVIRONMENT, PRIMARY LEVEL, PRIMARY SCHOOL, PRIVATE SCHOOLS, PUBLIC EXPENDITURE, QUALITY OF EDUCATION, QUALITY OF TEACHING, REGIONAL EDUCATION, REGULAR TEACHER, REMEDIAL CLASSES, REMOTE SCHOOLS, RESOURCE CENTERS, SANITATION, SCHOLARSHIPS, SCHOOL ACTIVITIES, SCHOOL ADMINISTRATION, SCHOOL BUILDING, SCHOOL BUILDINGS, SCHOOL CHILDREN, SCHOOL COMMITTEES, SCHOOL DATA, SCHOOL DAYS, SCHOOL DEVELOPMENT, SCHOOL GOING, SCHOOL GOING CHILDREN, SCHOOL GOVERNANCE, SCHOOL LEVEL, SCHOOL LEVELS, SCHOOL MAINTENANCE, SCHOOL MANAGEMENT, SCHOOL MANAGEMENT COMMITTEES, SCHOOL PROGRAMS, SCHOOL RECORDS, SCHOOL SERVICE, SCHOOL STAFF, SCHOOL STUDENTS, SCHOOL SUPERVISORS, SCHOOL SUPPLIES, SCHOOL SUPPORT, SCHOOL SYSTEM, SCHOOL TEACHER, SECONDARY SCHOOL, SECONDARY SCHOOLS, SOCIAL DEVELOPMENT, SPORTS, STUDENT ACHIEVEMENT, STUDENT BODY, STUDENT ENROLLMENT, STUDENT LEARNING, STUDENT PERFORMANCE, STUDENTS WITH LEARNING DIFFICULTIES, SUBJECT AREAS, TEACHER, TEACHER ATTENDANCE RATES, TEACHER PERFORMANCE, TEACHER SALARIES, TEACHERS, TEACHING, TEACHING METHODS, TECHNICAL SUPPORT, TEXTBOOKS, TRAINING FOR TEACHERS, TRAINING MATERIALS, YOUNG PEOPLE,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/19905380/nepal-social-audits-nepals-community-schools-measuring-policy-against-prctice http://hdl.handle.net/10986/20178
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