Barriers to Quality Education in Community Schools of Ramgram Municipality, Nawalparasi West, Nepal

Abstract

Quality education in Nepal’s community schools remains challenging, especially in rural and semi-urban areas. Community schools in Ramgram Municipality, Nawalparasi West, face several barriers that affect students’ learning outcomes. This study aimed to explore the major factors affecting quality education in community schools of Ramgram Municipality through the experiences of teachers, students, parents, and school administrators. A qualitative research design was used. Data were collected through interviews, focus group discussions, school observation, and document review. The information was analyzed thematically. The study found that inadequate infrastructure, limited teaching-learning materials, shortage of qualified and trained teachers, weak parental involvement, poverty, irregular student attendance, limited ICT use, and political or administrative interference were major barriers to quality education. Traditional rote-based teaching also reduced students’ practical learning and critical thinking. Improving education quality requires joint effort from local government, school management committees, teachers, parents, and communities. Investment in infrastructure, teacher training, inclusive support, technology integration, and transparent school governance is essential.