U.S. Aid to Education in Nepal: A 20-Year Beginning

摘要

Primary education is alive, if struggling, in Nepal. This report measures the impact of A.I.D.'s educational projects in Nepal over a 20-year period (1954-75). After briefly describing the genesis of Nepal's education modernization program, to which A.I.D. has been the only major donor, the authors evaluate the program's successes and shortfalls. Successes include dramatic increases in the numbers of primary schools (PS) (from 321 to 8,708), PS students (0.9-59% of that age group), PS teachers (640-17,728), secondary schools (11-2,809), secondary school enrollment (0.15-24%), an increased literacy rate (2%-17%), and development of a cadre of 310 trained educational administrators (a key area of A.I.D. assistance), a totally Nepali curriculum, and a superior textbook production and distribution system. Nevertheless, severe problems remain. Stressing quantitative expansion has led to low quality and levels of learning (especially in writing and mathematics), a 50% rate of student dropout before functional literacy is attained, and schools that are isolated (in rural areas), over-crowded (in urban areas), and unhealthy. Due to advancement opportunities for trained teachers--the largest area of A.I.D. assistance--and increases in the number of PS's, qualified teachers are still in short supply. The vocational training (VT) system has failed due to insufficient training levels, lack of employment incentives, and student use of the system as a springboard to college. At the same time, as in other countries, the development of basic education in Nepal has impacted positively on economic and agricultural development, fertility rates, health, and women's role and societal status and has generated attitudes conducive to overall development. The success of A.I.D.'s assistance, which should motivate further A.I.D. education assistance efforts, demonstrates that significant impact is possible when consistent support is given over a sufficient period of time and when local as well as U.S. costs are financed. Other lessons learned include the need to develop innovative educational approaches and to improve VT programs by correcting the above deficiencies. Appendices include a 61-item bibliography (1954-80).