Locating Public Finance Dynamics in Education in Nepal
|Lead Institution||Martin Chautari, Nepal|
|Partner Institutions||Kathmandu University, School of Education, Nepal
Aarhus University, Department of Education, Denmark
|Project Duration||January 2015 - December 2019|
|Funded by||Ministry of Foreign Affairs of Denmark|
|Total Grant||DKK 9,551,017|
|KU Budget||DKK 1,141,967|
About the Project
This project “Locating Public Finance Dynamics in Education in Nepal” is funded by the Danish Ministry of Foreign Affairs, and covers a period of five years (January 2015–December 2019). The main objective of this project is to enhance the understandings of the dynamics associated with the flows and usages of public finances within the school education sector in Nepal. It proposes a historically situated, grounded, multi-disciplinary study to understand how education institutions and their fiscal dimensions have been comprehended and appropriated in practice by differently situated social actors in a time of political transformation. The education sector, which receives the largest government and donor budgetary allocations and has undergone significant decentralization reforms, serves as a useful window through which public financial governance and the framing and understandings of corruption in Nepal can be understood during a protracted socio-political transition. The project is led by Martin Chautari (a nonstate research institution in Nepal) in collaboration with Kathmandu University, Nepal and Aarhus University, Denmark.
The main objective of this project is to enhance understandings of causes of corruption within school education sector in Nepal by analyzing the manner in which differently located social actors interpret meanings and measure moral and legal claims, practices and behaviors tied to corruption in the context of local standards and practices. Specific objectives include:
- Enhancing understandings of causes of corruption within the school education sector in Nepal;
- Providing policy recommendations to improve public fiscal governance in the education sector; and,
- Identifying and building local capacity for research by providing training and support of PhD students, enumerators, survey staff and in-house researchers.
Expected project outputs include four PhD dissertations, a number of journal articles, three edited volumes and four policy briefs. Outcomes include-generation of new empirical knowledge, enhanced engagement with policy community, and strengthen research capacity.