Embargo Period


Degree Name

MA in International Education

First Advisor

Melissa Whatley


As a strategy for improving the country’s education sector and meet national development initiatives, the government of Nepal has implemented decentralization measures. Similarly, the government has committed to the Sustainable Development Goal 4, the premise of which is ensuring by 2030 all Nepalese school aged boys and girls have access to quality education. Decentralization, as defined, is the transfer of authority over school management to local governments, the private sector, and local communities. Decentralization, however, is not a panacea for all and when incorrectly implemented the consequences can be deleterious.

Therefore, this study sought to answer this research question: In the context of a decentralized education system, what is the quality of primary and secondary education in private schools in Kathmandu, Nepal?

The research was conducted on-site at a private school in Kathmandu, Nepal. The researcher utilized primary data gathered from semi-structured interviews conducted with five primary education teachers, one administrator, and four secondary education teachers. The collected data was thematically analyzed, and findings presented according to the themes of administrative inputs, pedagogical practices, and school infrastructure. The findings of the study indicate that school environments lacking proper administrative leadership, teacher support, educational resources, and professional development opportunities compounded with poor classroom environments negatively impacts the quality of education schools provide. This study’s implications suggest that Nepal must mandate Fundamental School Quality Levels in all private schools to accomplish its target goal by the year 2030.

Keywords: Decentralization, Democracy, Federalism, Neoliberalism, Quality Education, Sustainable Development Goals


International and Comparative Education


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