Decentralized Governance and Inequality in Child Education Access in Nepal’s Federal System: A Policy Analysis

Abstract

Since Nepal passed its 2015 Constitution and adopted the federal structure, every facet of public services has been changed-more so for education than for any other. And the decision makers decided "let's transfer decision-making power to the local level", on the assumption that schools would improve and children all over the country would be treated fairly once the power was given to provinces and local levels. It sounds fine and logical, but it turns out to be really not so. Where children reside still makes a big difference, and the grand promises of reform often do not reflect classroom practices. This study examines the actual changes that took place to fairness of education in Nepal following decentralization, looking at resource allocations, capacities of local agencies and collaboration between stakeholders. Rather than relying solely on statistical analysis, it also uses primary information from official documents, international reports, and the latest research in the field. What does it find? The tale it tells is a chilling one; certain local authorities lack both the capacity to raise revenues and enforce regulations, and the ability to run schools. The implications are: children of different regions, cities versus rural villages, have unequal resources, quality teachers, and class environments. The study points to the phenomenon of "decentralization-induced inequality reproduction": reforms that were supposed to close the gaps widen the inequality if there is no safety net for failing localities or effective control. Decentralization does not bring the results in isolation.