A Study on Role of Self-Finance in The

Education Sector of Nepal: A Case Study of

Province- 3, Nepal
Dev Chandra Manandhar, Ph. D scholar, Mewar University, Rajasthan

Dr. Pooja Gupta, Research Supervisor, Mewar University, Rajasthan, India

Prof Dr. Siddhi Prasad Koirala, Research Co- Supervisor, Mewar University, Rajasthan, India

(Corresponding author:manandhar0000@gmail.com)

Abstract

Education is the prime factors accompanying in the development history of every nations.
The world is gradually developing due to the research and digitalization changes this leading
by research initiatives and education system, which is upgrading its technics level and quality
year after year. Self-Finance or private sector are the key development partner of every
country. It mainly work to support the government in terms of support and facilitation. Self-
Finance played a vital role in the educational history of Nepal. This article outlined with a
role and result of self-finance in the education sector of Nepal, a case study, which took
places within the Province number 3 in between January to March 2019. A mixed method
approach applied in the private schools and four key respondents such as students itself,
parents, teachers and management committee has been chosen for the respondents of this
study.

The result revealed that the self-finance played a vital role in the development of school
sector in Nepal. It also played a role for the facilitation work as well as in the creativity effort
for the education sector in private sector; self-Finance likewise supported school to obtain
other knowledge for the students through various activity.

The result concluded as self-Finance is important in the development of education system in

Nepal, a review in education practice and national policy is important to obtain some more
good result. Digitalization practice is increasing awareness and monitoring mechanism in the
surveyed schools.

Key word: - Education, Self-finance, development, private school.

 INTRODUCTION

According to the history, the role of self-finance organizations in development is associated

with the failure of state to solve the development constrains of many global countries. Since
the end of World War II, globing countries have been following Western models of
development to gain positive economic change. However, compromise has never prevailed
on what development is or should be Since the 1950s.The phenomena gradually has
necessitated the role of Self Finance Organizations in the global development respectively
[ CITATION Mar97 \l 1033 ]

According to global education campaign (2016), Privatization of education can be realise as

the process by which a uplifting proportion of the education system is owned, funded, or
conducted by non-State actors. Another, narrower explaining of privatization by Belfield
(2002) is “the transfer of activities, assets and responsibilities from government/ public
institutions and organizations to private individuals and agencies”. Non-State or private
education includes a vast range of different types of schools, including community schools,
faith-based schools, for-profit schools as well as different models, where the public and
private provision are mixed, such as public-private partnerships [CITATION Act172 \p 4 \l
1033 ]. In this present study, the above perspectives linking the relation between private
sectors and development towards school education view privatization of school education
system respectively.

According to a report by [CITATION Act171 \l 1033 ], mentioned that private, non-profit

community-run schools and faith-based schools receive government support to a varying
degree in the form of subsidies, payment of teacher salaries, infrastructure etc. In addition, in
both types of schools, parents pay user fees and other expenses, and community-run schools
are often supported by community in-kind contribution in school construction etc., while faith
based schools obtain support on regular basis from private philanthropic institutes or
individuals. The for-profit schools also called private schools in common way, however it run
on user fees alone, and only in very few cases receive government subsidies. In Nepal, a least
funding goes to private schools in terms of scholarships to disregarded groups.

In context of Nepal, the primary education lasts for at least five years and secondary
education then comprises three cycles: three years lower secondary, two years upper
secondary, and two years of higher secondary education respectively. IN another hand, on
completion of upper secondary school, students sit for the School Leaving Certificate (SLC).
Sanskrit secondary level students sit for the Uttar Madhyama Certificate Examination,
gradually higher secondary level education has four streams: Humanities, Science,
Commerce, and Education.[CITATION Min051 \p 40 \l 1033 ]

A literature review by Ministry of Education (2005) revealed that at the end of the school
education level, students sit for the Higher Secondary Certificate. Technical education may
start after Grade 5 when pupils can study at Basic Technical Schools for three years to get a
Training Level Certificate. Nevertheless, higher secondary education has recently been
familiarised as an upward extension of secondary education and will be applied in a phased
manner[CITATION Min051 \l 1033 ].

Through a comprehensive report by Ministry of Education (2005) shows that the main aim of
basic education is to develop the innate ability of each child through child-cantered
education. Its main aim is to produce citizens, who are faithful to the nation and democracy
and aware of their responsibility towards the social and natural environment. In addition, the
aim of secondary level education is to produce capable and healthy citizens who can
contribute to economic development and are familiar with national traditions, cultural and
social heritage, and to maintain the democratic values [CITATION Cur07 \l 1033 ].

According to a report by Ghafoor (1990) express that any educational activity organized
outside the recognised formal system weather functioning individually as a momentous
component of a broader activity and designed to serve identifiable custom and educational
objectives[CITATION Gha90 \t \l 1033 ].

According to a Literacy Watch Bulletin (2001) stated that, in the four districts of the Seti
zone (In 1981), the 'Chelibeti' program, concentrating on the education of female children
was developed. The Ministry of Education launched the primary education project in 1984
with a loan from World Bank. By the end of 1987, this program included non-formal
education components like as out-of-school programs, women's education programs, adult
education programs, school environment improvement programs, and a community-reading
centre respectively [CITATION Lit01 \l 1033 ]

In 1990, at the governmental level, the National Education Commission was formed to
strengthen the non-formal education sector. Subsequently, the National Non-Formal
Education Council was also formed.
Based on the review of many published, unpublished on line and library articles, the
phenomena found that the self-finance and education system are interrelated with each. As a
result of this relationship the basic objective was as below;-

a) To find out the role and result of self-finance organization in the education system of
the study area.

METHODOLOGY

Study area and its general background

There are 13 district comes under Province number 3, the study area is comes under central
Nepal where the majority of indigenous is high. Kathmandu is the capital city of the country.
Compare to other region Central Nepal or Province 3 is leading in terms of development and
education system due to presence of Kathmandu and its surrounding city. Despite the
development still there are many areas in the central area or province are in need of
immediate support for infrastructure and other sectoral development. Self-finance support in
Kathmandu, Lalitpur, Makwanpur and Chitwan district found higher for the education
support. So keeping this point on light the 4 consecutives district such as Makwanpur,
Chitwan, Kathmandu and Lalitpur were chosen for this study.

Sample size and Research Methods

A total of 12 schools all together were chosen for this study based on the strata set for the
research, 3 schools from each district were chosen to better analysis of survey data. Based on
the research design all 12 schools were selected which were private of community based
schools.

A mixed method were applied to conduct this research method. Primary data collection from
four key respondents were choose such as Student, Parents, Teachers and School
management as a part of primary respondents for this study.

In another hand various literature survey from library and on line reports, journal were the
best secondary methods of information to bring out the literature information for this study.
Therefore, concurrent methods with some observation methods including FGD and KII also
took place. A total of 12 FGD were conducted on which one from each schools were selected
as FGD questions with mixed respondents such as students, parents, locals and teachers were
the group members for FGD. A total of 8-10 people were prioritized for the FGD. Similarly,
a detail interview with District Education office, rural municipality, Different Ministry were
conducted as a Key Informant Interviews.

A questionnaire were set and tested as a validating testing and a Cronbach alpha value was
0.80, which is more reliable for this study. A pilot study was done near to the Makwanpur
district in Basamadi area to check the relevant variables and answer of the questionnaire were
set. After successful completion of pilot test the final questionnaire were again reviewed and
finalized, which were checked through pilot study method. Primary and Secondary data
collection took nearby three months in between January to march 2018.

Analysis of Data

Survey was conducted gathering quantitative as well as qualitative data. Quantitative data
was collected using a semi-structured questionnaire. Collected data were analysed using IBM
SPSS Vol 22 computer software package. The collected questionnaire were set through SPSS
in different variables and after data entry, it was analysed accordingly.

DATA ANALYSIS

In this section, the field data was further analysed and put into the table for the further
elaboration, in some part the FGD and KII along with empirical data was included to prove
the fact of the research.

(Table-1, A perception analysis about school performance)

Variables Agree % CV
1. Good Infrastructure 87.5 45.45
2. Well Management Committee 93.8 49.45
3. Good Learning Opportunity 93.8 39.14
4. Regular Classes 95.5 33.1
5. Extra classes for weak students 73.4 49.02
(Source: - Field Survey 2019)

In context of perception analysis about the school performance through respondent

perception, it was found that the (Table-1) school infrastructure was good (87.5 %) agreed
with some concreate structure was build and design was built as per the norms and guidelines
issued by NRA (Nepal Reconstruction Authority) that’s seems that the private schools are
serious about the building structure for the safety.

In another part, the management committee was also found sound in the education matters,
academic, experienced and from the different educational background, this illustrated that the
management consist of academic background which simple means a better educational
environment for the management perspectives.

Similarly, the learning opportunity, extra classes and regular classes were agreed in majority
due to high care of students for the study and utilization of the digital equipment such as LCD
monitor, projector, Sound system and cameras were installed for the better performance and
sound monitoring system.

The FGD also stated that the management committee care about the institute future and do
not fear for the investment for the betterment of the quality education.

(Table-2, A perception analysis of Competencies and Quality of the school system)

Variables Agree % CV
1. Regular excellent result 93.8 37.59
2. Regular interaction 90.6 48.05
3. Teaching Strategies 85.2 52.53
4. Evaluation System 68 35.61
5. Appropriate Lab Management 75 45.82
(Source: - Field Survey 2019)

In case of competencies and quality, the data revealed that the ongoing result performs
excellent figure (93.8 %), due to nothing but a quality education provided by the schools, in
addition the regular interaction is ongoing for the wider understanding with students-parents
and management person. Schools are using moreover the modern teaching strategies such as
uses of internet, intranet, survey and expert consultation for the quality education along with
modern digital kids.

The overall evaluation system and tracking system was also monitoring through digital
equipment as stated in Table-1, in addition the modern software introduced to overall monitor
the data base system of the school.

In addition, the modern lab apparatus and well-furnished labs were introduced for the quality
learning among the students, the all equipment and knowledge seems the quality of the
students were high.
The FGD also expressed that the-

“Result of this school is far better due to active care and hard work along with a quality
education system”

(Table-3, A perception analysis of extra curriculum activity of the school system)

Variables Agree % CV
1. Library with enough books 76.6 45.4
2. Extra-Curricular Activities 75 39.57
3. School Administration 89.1 49.99
4. Learning Achievement 93.8 34.68
5. About Tuition Fee 57.8 42.66
(Source: - Field Survey 2019)

In light of extra curriculum activity, the data signifies that the book sufficiency in Library is
sufficient (76.6 %), extra-curricular activity is also continue in order to refresh and orient the
innovative learning way, it was found that sports, nearby visit to the tourism sport, visit to the
local administration section to gain more knowledge of the nearby society. Many interaction
programme with different schools and organization were the additional way of learning as
part of the extra-curricular activities.

One-man decision system is always accepted for the decision-making process mostly
following in the private school. The school administration system is also following the one-
man system because of which the overall achievement always in the favour of systematic
manners. Learning achievement in also no doubt well accepted in the private school due to
the uses of digital equipment and its regular utilization helps to better understand the
knowledge.

Some 57.8 % respondents have agreed on a matter of tuition feed, which simply means that
the private school study cost is higher due to all sorts of facility provided compare to the
government and community level, therefore it is quite expensive.

(Table-4, Trend Analysis of Nepalese Education and Role of Private Schools)

Year GER NER Education Budget as Pass % in Pass % in Total
share of National Community Institutiona Pass %
Budget School l School In SLC
 National
Result
2008 AD 59.5 36.4 16.61 47 90 68.47
2009 AD 65.7 40.8 16.51 36.4 82.9 64.31
2010 AD 66.3 46.5 16.27 46 90 55.5
2011 AD 70.1 52.1 17.11 33 84 47.17
2012 AD 71.7 54.3 16.6 36 85 41.7
2013 AD 68.7 55 15.67 30 80 31.9
2014 AD 70.1 56.1 15.65 28 93 43.92
(Source: [CITATION DOE15 \l 1033 ])

According to Table-4, the trend of Girls Enrolment Rate (GER) is increasing year after year
whereas national budget shillings are decreasing trend, this clearly meaning that the private
school played a vital role in the educational development of Nepal. Self-Finance schools
played a vital role to increase the awareness (Table-1) and result of the schools are better due
to investment, extracurricular activity (Table-3) and due to educational awareness created by
the number of private and community schools respectively.

Hypothesis testing

Based on the above study a null hypothesis were set to prove the phenomena mentioned here
with-

H0: There is no significant role of private for the development of school education.

(Table:4, Multi-regression analysis of hypothesis set)

Std. Error ANOVA

Adjusted R Change Sig. F
Model R R Square of the F-value df
Square
Estimate
a
1 .965 .931 .735 9.318 4.729 23 .014
a. Predictors: (Constant), Role of private for the development of school education
b. Dependent Variable: Achievements of Private Schools

In contrast to the hypothesis testing the data shows, the model summary is found as the value
R = 0.965, which shows 96.5 % a linear relationship between two variables role of private for
the development of school education as well as the r2 value is the coefficient of determination
and is 0.931 which means that contributions of self-financed organizations and development
of educational system of school explain 93.1 % of the variation in total value of self-financed
organizations for the development of school education. The adjusted R2  value is 0.735, which
means that the independent variables contributed 73.5 % on the development of school
education. The remaining only 26.5 % was contributed by other factors, which are not
included in the section of this study.

Since the F statistic value is perfectly high, for testing a level of significance α = 0.05(5%),
F1/23 = Fc (critical value). Given that Fs (statistic value) = 4.729 ˃ 2.73Fc (critical value), so H0
is rejected.

Therefore, private school does have a significant influence on development of school

education for the significance level of 5 %. The P-value for this test is p ≤ 0.05, which is less
than α = 0.05. It means contribution of self-financed organizations have found highly
significant associated with development of educational system of school education. The result
concluded that self-financed organizations could play significant role on the development of
educational system of school education.

CONCLUSION

The study concluded as self-finance is incredibly important in the educational development of

Nepal in terms of Creativity and extra curriculum activity. In addition, self-finance
organization played a vital role in the educational development in Nepal for the learning and
education practices.

RECOMMENDATION

Based on the above study following recommendation have prepared for the future
perspectives mentioned herewith:-
  It is essential to involve the Self-Finance Organization in the development of School
education, which not only empowered the skills, and techniques of teaching practices.
 Less emphasis on the priority of self-Finance organization in the education sector, so
it is essential to involve the self-finance for the education development. In addition,
country policy do not sufficient to do promote the education system, a change in the
curriculum and in the education policy is essential in the Pallika, province level for
the betterment of education system.
 A future study on the sectoral development and role of self-finance in the rural
municipality is highly essential to the changing context of Provincial development in
Nepal is recommended.

(Abbreviation:-NGO- Non Government Organization, FGD-Focus Group Discussion, KII-

Key Informant Interview, MOES-Ministry of Education Studies, IBM-International Business
Machine, SPSS-Statically Package for Social science, SLC-School Leaving Certificate)

(Acknowledgement: - This research article is very important to use for the purpose of the
final submission of my doctoral degree. I am much thankful to my supervisors, respondents,
KII and FGD participants. I am very thankful to Dr. Bijaya Nepal and Dr. Raju Chhetri
(Mewar University graduates) who guided me on the various section to make my work
complete )

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Ghafoor, A. (1990). Non-formal education in Pakistan. Lahore: Academy of Educational Planning &
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Literacy Watch Bulletin. (2001). Innovation in lteracy and non formal education. Kathmandu:
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Martinussesn, J. (1997). Society,State & Market: A Guide to Competing Theories of Development.

London: Zed Books.

MOES, Nepal. (2005). National curriculam framework for school education in Nepal. Kathmandu:
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