Educational disparity between public and private schools in basic education in Nepal: Teaching-learning activities based on the evidence

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K23304
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Aichi Shukutoku University (2021); Kwansei Gakuin University (2019-2020)
• Principal Investigator: Ezaki Naruho 愛知淑徳大学, 交流文化学部, 講師 (10844459)
• Project Period (FY): 2019-08-30 – 2022-03-31
• Keywords: 教育格差 / 教育の質 / 教授学習過程 / 南アジア / ネパール

Outline of Final Research Achievements

This study examined the factors that contribute to high academic achievement through a detailed analysis of the teaching-learning process in Nepal. The study analysed several aspects of ‘quantity’ and ‘quality’. Teacher background and qualification, which support quality of education, were also analysed. The result showed that the school with a high passing rate in the national standardised examination produced an extremely large amount of learning compared with that with a low passing rate. Moreover, the teacher from the school with a high passing rate thoroughly grasped the learning situation. Meanwhile, for quality aspects, a clear difference was observed only in non-learning activities, such as whispering with classmates. Furthermore, the finding implied that teacher qualification and final academic background did not have a great influence on the teaching-learning process.

Free Research Field

教育開発

Academic Significance and Societal Importance of the Research Achievements

ネパールを含む多くの開発途上国において「質の高い教育」を求める動きが発生する中、公立校における教育の質的改善が喫緊の課題となっている。しかしながら、開発途上国では様々なリスクと不便を伴うことから、教育の質を左右し、学習者の学力に直接的な影響を及ぼす要因である学校内プロセスに関する研究は乏しい。そのような中、本研究は教室の中まで踏み込み、そこでの学習活動に関する情報や学習者のノート等を一つ一つのエビデンスとして丹念に収集・分析し、ブラックボックス化している開発途上国の学校内プロセスに光を当てることができた。