Context of Inclusive Education policies and practices in Nepal

Nepal is one of the most well-known countries in the world in terms of cultural diversity, geographic location, and many other important factors. Although Nepal is a small nation, it has a wide range of diversity due to its multi-cultural, multi-lingual, multi-ethnic, multi-religious, and multi-racial population. Culture is a way of life, influencing all elements of a person's life, including their cuisine, dress, and jobs (https://www.aroundthehimalayas.com/). Being a small developing country becomes more difficult when there are 128 castes and 121 languages across the country (Nepal census 2078). Providing people with good quality education where deeply rooted societal taboos exist can be more challenging.

Nepal does have laws and regulations to protect people from all the diversity and promote their standard of living. The Constitution of Nepal promises an inclusive society free from all forms of prejudice and inequality.  One of the objectives of Nepal's Federal Education Policy 2019 is to guarantee equal access to quality education for children with all types of disabilities and to prepare them as citizens who can lead disciplined lives and compete in every aspect of the global economy through lifelong learning (Federal Education Policy, Nepal, 2019, goal 8.7). 

In section 2 and article 3 of the Free and Compulsory Education Act Nepal 2018, it is made explicit that children with disabilities have the right to get an education using a special education approach. Children who are disabled, Dalits, and people living in poverty have the right to free education up to higher levels. 

According to the Department of Education of Nepal's Safe School Policy 2017, school buildings, services, and facilities should be kid-friendly, inclusive, and free of any kind of risk concerns.

Everyone must be treated equally before the law. No one shall be denied access to equal legal protection. General laws must be applied without discrimination on the basis of nationality, religion, race, caste, tribe, sex, physical or health condition, marital status, pregnancy, economic situation, language or area, ideology, or any other comparable ground. The State is prohibited from discriminating against its residents on the basis of their nationality, religion, race, caste, tribe, sex, economic standing, language, region, ideology, or any other comparable basis.

To really know about the situation of government schools in Nepal , knowing the responsibilities of headteachers might help us understand the structure and foundation of Nepal’s education system, especially in these government schools. There are 31 various roles, responsibilities, and authority outlined for school heads of instruction under the Education Act (7th and 8th amendment) and its accompanying rule (Education Regulation, 2059). The following three points serve as a summary of these duties: creating objectives through the creation of the school's annual, biannual, and monthly school plans and programs; creating a courteous, moral, and orderly educational atmosphere while sustaining cooperation between instructors, students, and parents; Support for teachers is provided by choosing and recommending instructors to the Education Branch of Local Government and the Education Development and Coordination Unit for training programs, as well as by giving them employment and responsibilities to the staff.

Although there are many policies that ensure inclusive education and equitable practice in Nepal, there are still many gaps in the implementation of these policies found in our survey conducted before the initial phase by Digital Learning Research Lab, Kathmandu University.

Here are some of the gaps found in our survey: In reality, teachers' growth in terms of inclusive education, pedagogical knowledge and abilities, ongoing professional development, managerial skills, etc., appear to be quite lacking. Although there are regulations that require mainstream schools to accommodate all students, including those with disabilities, school systems appear to be underprepared in terms of physically accessible buildings and teacher pedagogical skills. For instance, the government does not offer any training to teachers on inclusive education pedagogy and management.

The content and concerns surrounding the inclusion of Children With Disabilities (CWDs) and other minorities in School Improvement Plan (SIP) and School Development Plan (SDP) appear to have been stated out, but no specific interventions or resources have been assigned for the same (based on survey results and teacher responses to increase capacity as needed). Because of this, the involvement of C/PWDs and minority groups comes across as token. In every area of a government facility, there is a lack of assessment and evaluation of the access, involvement, and control of resources by disadvantageous groups of people (Dalits, CWDs, girls, and ethnic minorities). Because of this, it might be challenging to determine how these groups should be controlled, participated, and accessed.