Pitfalls in Education System

Maheshwor Rijal

Equity in education is one of the catchphrases of many Nepali educators. Education inequality in Nepal has been increasing due to privatization and the widespread expansion of private schools. It is a reprehensible reality today that financially weak parents are forced to send their children to private schools even though the fees of private schools are increasing perversely. 

The ugly reality of the education sector today is that educational institutions are becoming profit-making companies, forgetting the true ethic of education as a social service.  These pitfalls in our education system make us pathetic as the state is turning a deaf ear to education policy strengthening. 

Policymaking

Nepalese educators and educationist are talking many times about equality and equity in education in different national and international forums. 

Even our parliamentarian tends to emphasize that education should be free, but it is never free. When going to the library of the university, we find that a lot of Ph.D. level dissertation research has been carried out there and recommended for policy change to minimize the educational gap between private and public schools.

Such kinds of research findings are never taken into consideration by the authorities while making the education policy.  Consequently, our school education policy never addresses issues of equality and equity, but rather promotes education business by creating a huge gap and conflict between haves and haves not people in society.

Authorities like our parliamentary leaders, education ministers, politically biased educationist, and owner of private schools are always motivated to establish education as a profit-making cottage industry.

They fail to address the spirit of the public. These are heinous issues deeply rooted in the past, present, and even continuing in the future in our education system. This shows we are heading toward a dark future.

Despite high fees, parents are attracted to admitting private schools as a magic remedy. I firmly believe that school education should be free, it’s the responsibility of the state, not the private sector as they are charging a high fee and earning the money. 

The first action should come from political leaders to stop sending their children to private schools. First, leaders should be accountable to the citizen. Enough is enough, it’s time to act wisely breaking the gap in the education system, from a policy level. 

Reality

Dreaming of a prosperous future for their children, economically poor parents are flocking to the Gulf countries every day to send kids to private English medium schools in cities.

Declaration achieving SDG 4 for ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.  This is difficult to fulfill what we committed in the international forum unless a huge disparity between public and private schools is resolved.

Many seminars were organized, many commitments were made and many research papers were presented in the national and international forums but reform in public schools is always narrowed.  It can never be improved unless high-class people send their children to public school.

Along with this, strong long-term political commitment is a must at the government level. Hence, it is an alarming time for the government should make the mandatory decision to reduce the education disparity among the people. 

Every year huge amounts of money are invested in ensuring the quality of government-funded schools. Education institutions are highly directed by the political ethos and appointment is based on political bias rather than meritocracy.

This indicates that political leaders have been lethargic towards the improvement of the education system. For an instance, the head of all constitutional and educational bodies has been appointed by the political parties, which is not a healthy practice. 

Of course, the politically appointed person hesitates to go beyond the interest of the political parties and is compelled to work as the cadres of parties. Citizen-centric transformation in education is significantly nominal.  Such kind of unwanted politics in the education sector is unacceptable. Who cares about this? 

We know that Nepal has committed to quality standards for education in the international forum. For an instance, the education movement including the education for all (EFA), school sector reform plan, and ongoing school sector development plan (SSDP) have invested huge amounts of money in better public schools. That is the way it is high time to improve and expand the public school free of charge.

School is not a business like a shop or private company.  Government must take quick action to eradicate such a vicious gap in education between private schools and government schools to achieve the vision of Prosperous Nepal and Happy Nepali. It’s an alarming time to make educational institutions the ideal model of learning ensuring equity and eliminating the disparities.

 

(Rijal is an M.Phil. researcher in Development Studies at Kathmandu University, School of Education.)

Published in The Rising Nepal, national daily  on Fri, 2 September 2022 

Present Scenario of Reconstruction of Home

Sep 14, 2017-

The mega earthquake of two and a half years ago hit the Sindhupalchok district particularly hard. Earthquake survivors have been living a miserable life as they don’t have safe and secure houses. Even though the reconstruction of houses destroyed by the disaster should have been the number one priority, rebuilding has been moving at the pace of a tortoise. Earthquake survivors are struggling to make permanent shelters. How can it be possible to think about a prosperous life in the absence of safe and strong houses?

Let’s take a look at the progress of recovery and reconstruction. According to the Housing Recovery and Reconstruction Platform, 75,304 beneficiaries in Sindhupalchok have enrolled in the Earthquake Housing Reconstruction Programme. Among them, 94 percent have received the first tranche of the housing grant amounting to Rs50,000. However, only 6,550 beneficiaries have received the second tranche, and a mere 169 have received the third tranche. This shows sadly the slow pace of reconstruction of homes in Sindhupalchok, and the most vulnerable ones have been hit the hardest.

Shelter is a basic right of the people. Who is responsible for ensuring this basic right? The constitution of Nepal guarantees the basic right of shelter to every citizen, but what a shame it is that people have been forced to live in temporary shelters that lack safety and security. This visible reality shows that the guarantee of social security as provided by our constitution is questionable. “Every person shall have the right to live with dignity.” Where is the dignity when people are obliged to live in such unsafe places in pain and suffering every day? I would not be wrong to say that it is the government’s responsibility to ensure safe and secure houses, therefore, we need to think about this issue seriously. 

Many youths are flying off to the Gulf with the hope of earning enough money to rebuild their houses. So, there is a shortage of manpower in the community. More specifically, unavailability of masons, construction materials, transportation and financial resources is the major problem being faced by the victims. I have seen that there is strong apathy among National Reconstruction Authority engineers to provide technical support in terms of monitoring and supervision. It is a serious matter that beneficiaries who have already laid the foundation have not got the second and third tranches of their grants because the construction has not been certified and supervised by its technicians. Those who have become eligible to get the second instalment should get the money without delay. 

I urge the government and humanitarian aid agencies to please speed up the reconstruction process. Two and 

a half years have passed since the earthquake, and people are still 

living in temporary shelters without safety and security. Let’s make every village a model village. The government should mobilise newly elected local bodies for post-earthquake recovery and reconstruction.

( Published in The Kathmandu Post  http://kathmandupost.ekantipur.com/printedition/news/2017-09-14/still-homeless.html )

Five Humanitarian Crises largely Overlooked in 2015

 By Anastasia Moloney

Women are screened for malnutrition at a joint UNICEF-WFP Rapid Response Mission (RRM), which delivers critical supplies and services to those displaced by conflict, in Nyanapol, northern Jonglei, March 3, 2015. REUTERS/Siegfried Modola

BOGOTA, Dec 16 (Thomson Reuters Foundation) - From civil war and urban gang violence to drought, some humanitarian crises around the world receive less media attention and donor funding than others and are less visible.

Below are the top five humanitarian crises of 2015, in no particular order, which aid agencies say deserve more attention on the world stage:

* CENTRAL AMERICA's HIDDEN DISPLACEMENT

Rampant gang violence, poverty and the lack of jobs push hundreds of people a month to leave the 'Northern Triangle' nations of El Salvador, Honduras and Guatemala and seek work and refuge in the United States and other Latin American countries.

In El Salvador and Honduras - which have the world's highest murder rates - entire city neighbourhoods are controlled by powerful street gangs, known as maras. They use extortion, sexual violence against girls and women, threats, killings and forced recruitment of children to exercise control.

"We have a situation that affects the lives of thousands of people because of widespread violence related to organized crime. What you have here is forced displacement," said Vicente Raimundo, head of the European Union humanitarian aid department (ECHO) regional office for Central America, Mexico and the Caribbean.

"Our concern is for those who are fleeing their homes because they are under threat, their relatives have been killed or they fear they are next on the list. They need to be protected. This is a big issue and we need to do more," he told the Thomson Reuters Foundation in a telephone interview from the Nicaraguan capital Managua.

To escape gang violence, families often first move from their homes to other neighbourhoods or cities within their own country, then seek refuge abroad, increasingly in Panama and Costa Rica.

"This is a hidden and urban phenomenon that is invisible and difficult to see. But it doesn't mean it doesn't exist," Raimundo said.

The United Nations refugee agency (UNHCR) said in October it had recorded a nearly five-fold increase in asylum seekers arriving in the United States from the Northern Triangle since 2008.

* SOUTH SUDAN REFUGEE CRISIS

South Sudan, which gained independence from Sudan in 2011, plunged into civil war in December 2013 when a political crisis triggered fighting between forces loyal to President Salva Kiir and rebels allied with his former deputy Riek Machar.

The conflict has reopened ethnic faultlines that pit Kiir's Dinka people against Machar's ethnic Nuer. A peace deal was signed in August but the two sides have repeatedly accused each other of violations and clashes continue.

Two years of civil war have killed more than 10,000 people, forced 1.6 million to flee their homes, some hiding for long periods in the bush and swamplands to escape fighting, and 185,000 to seek shelter in U.N. bases.

Nearly 650,000 have fled to neighbouring countries, according to U.N. figures.

The world's youngest nation also faces hunger. An estimated 2.4 million people are severely hungry, and in Unity state, some 30,000 people are at risk of famine, largely cut off from aid that can only reach them by air drops.

"South Sudan is very difficult for several million people facing food insecurity and conflict. But it gets very little in terms of international spotlight," said Shaheen Chughtai, deputy head of humanitarian policy and campaigns at aid agency Oxfam.

South Sudan's refugee crisis is also one of the world's most under-funded humanitarian crises. As of December, only 19 percent of a $659 million U.N. appeal for a South Sudan regional refugee response plan including Kenya, Uganda and Ethiopia, had been funded, the fourth least funded U.N. appeal.

* CENTRAL AFRICAN REPUBLIC CONFLICT

The Central African Republic (CAR), a former French colony, descended into chaos in early 2013 when mainly Muslim Seleka rebels seized control in the majority-Christian nation, where its abuses led to reprisals by Christian anti-balaka militias.

Thousands of people have been killed in the ensuing inter-religious violence in the capital Bangui and across the country.

"The recent visit of the Pope put CAR on the map for an instant but few people know the name of its capital or where it is. The international community isn't interested in CAR," said David Cantero, head of the medical aid group Doctors Without Borders (MSF) for Spanish-speaking countries in South America.

An estimated 2.7 million people - over half the population - need food, drinking water, health services and medicine, the U.N. Office for the Coordination of Humanitarian Affairs says.

The number of people forced to flee their homes within the country to escape fighting has risen by nearly 20 percent, to 447,500 in November from 378,400 in September, the UNHCR says.

In addition half a million people have left the country, around half of them fleeing to neighbouring Cameroon.

Many of the internally displaced people are trapped in enclaves, beyond the reach of state authorities and French and U.N. peacekeepers, some in fiefdoms controlled by warlords.

On Dec. 13 voters braved fighting and intimidation by armed groups to cast their ballots in a constitutional referendum seen as a crucial step toward ending the violence. Two days later a Seleka leader declared an autonomous state in his northeastern stronghold.

 * YEMEN'S WORSENING HUMANITARIAN CRISIS

Yemen has been unstable since a 2011 revolt toppled veteran president Ali Abdullah Saleh, and plunged into civil war last year when the ex-leader joined forces with the Houthis to seize power, triggering a Gulf Arab military intervention.

The warring parties are expected to observe a ceasefire and start U.N.-sponsored peace talks in Switzerland on Dec. 15 in a bid to end months of fighting that has killed nearly 6,000 people.

"Yemen has struggled to get the kind of attention it deserves in the mainstream western media," said Oxfam's Chughtai.

Saudi-led warplanes began bombing positions of the Houthis and their Yemeni army allies in March. The U.N. says at least 5,800 people, nearly half of them civilians, have been killed since the air strikes began, and aid agencies say the humanitarian situation has got worse.

More than 21 million people in Yemen require some kind of humanitarian help to survive - about 80 percent of the population, including 2.3 million people who have been uprooted.

"The suffering that this conflict is inflicting on people is heartbreaking. I hear first-hand accounts of it whenever I speak with women, children and elderly people who have made the perilous crossing to reach Djibouti, Ethiopia and Somalia," Claire Bourgeois, UNHCR's regional refugee coordinator for Yemen, said earlier this month.

* GLOBAL IMPACT OF EL NINO

From Ethiopia, Malawi, Papua New Guinea to Honduras and Haiti, tens of millions of people around the world are suffering the impacts of a strong El Nino weather pattern.

El Nino - a warming of sea-surface temperatures in the Pacific - affects wind patterns and can trigger massive floods and devastating droughts in different parts of the world, reducing harvests and making it hard for people to feed themselves.

As the impact of El Nino is so dispersed across the world and has affected regions in different ways, it is difficult to capture and understand its true scale, aid agencies say.

Experts say the impact of the current El Nino, which will intensify into 2016, could be the worst on record since 1997-98.

Up to 50 million people across the world will face water and/or food shortages related to El Nino in 2016, Oxfam says.

"In reality this is not one crisis but many," Oxfam said in a briefing paper published earlier this week. "The current international focus is understandably on hardest-hit countries but the international response needs to go much further to ensure other countries do not follow suit."

Around 2.3 million people in Central America, mostly subsistence farmers and their families, will need food aid because of widespread damage to crops and rising food prices due to a prolonged drought made worse by El Nino, according to the U.N. World Food Programme (WFP).

More than 10 million Ethiopians, one in 10 of the population, will not have enough to eat next year due to the effects of a crippling drought made worse by El Nino, the charity Save the Children says.

In Southeast Asia, El Nino is typically associated with drought and has helped fuel wildfires in Indonesia, among the worst on record. Other southeast Asian countries, particularly India and Sri Lanka, face severe flooding caused by heavy rains in 2016, the U.N. says.

(By Anastasia Moloney, editing by Tim Pearce.; Reuters Messaging: Please credit the Thomson Reuters Foundation, the charitable arm of Thomson Reuters, that covers humanitarian news, women's rights, trafficking, corruption and climate change. Visit www.trust.org)

Source: Source: http://www.trust.org/item/20151216112508-7bf0k/?source=fiHeadlineStory

Reflecting the Year 2015:)

Reflection the Year 2015

Maheshwor Rijal

The year 2015 is going to end, and let’s welcome New Year 2016 as an avenue for progressive changes and transformations in the history of our nation. As the youth citizen, I am scrutinizing my dream where my country would be the ideal model to be followed in the international community. For this, harmonious political mechanism is mandatory, where every citizen can enjoy their rights and pursuit of happiness. And, my desire is to serve the nation wholeheartedly doing the things as best as I can.  But this is bad omen that we are still living under the great political deadlock, and transitional phase, and situation is being really traumatic as there is no

Many things have been severely affected due to earthquake. Several houses including archaeological monuments have been collapsed. It is obvious that people are still struggling to get back to their normal life and livelihood and chilling cold, now, is challenging Dwelling under the CGI sheet and Tarp is very difficult as there is no insulation and warm. The quake-survivors are having many challenges due to poor living condition and lack of hygiene and sanitation.  This should be urgent priority of government. Therefore, many things are yet to be done, improving all this urgent issues.

The outflow of money should be minimized prioritizing local products. Let’s stop massive flow of well skilled human resources and culture of brain drain in the foreign land and equally avoid the unquantifiable pain of Nepalese workers in the Arabian land. And such kind of unwanted outcomes are to be addressed soon forming the apt mechanism from concerned authority from this New Year. Hope this is the year for favorable environment for investment in hydroelectricity, and other industry, and for the healthy environment of employment for youth.  Because of massive unemployment rate, there is the frustration and alienation among youth circle, and hope government will rectify these critical realities implementing employment packages immediately

.

Let’s make this year as the year of improvement in education mechanism, where the role of government is to reduce the gap of haves and haves not group in Nepalese society, today, strengthening the standard of public schools and minimizing attraction toward private ones.

Hope the year 2016 will be the best year for historic changes. This is really weakness of government as there is no adequate focus on most Earthquake affected population where victims are died due to extreme chilling cold. As a humanitarian and development activist, I want to urge that government should develop integrated utilizing the reconstruction strategies to ensure the living place.

This is the time to see the possibility of change from the ground where there no possibilities, in terms of education, finance, industry and commerce and more the healthy politics.  I HOPE YEAR 2016 will be the shining star to address the voice of voiceless people particularly Earthquake affected region. 

Now, it’s time to learn from the failure to reach in success appreciating what Winston Churchill said Success is the ability to go from failure to failure without losing your enthusiasm.  Therefore, it’s time that political leaders to act wisely, lets welcome all helping hands for the progress of nation to see the ultimate delight and happiness.

HAPPY NEW YEAR 2016J

BE HAPPY ALWAYS

Research Proposal कसरी तयार पार्ने?

-  By Prof. Mana Prasad Wagely, PhD

थेसिसको प्रोपोजल लेख्ने क्रममा केही बिद्यार्थीहरुमा देखिएको तनाव स्वाभाविक हो/ यसलाई तनावको रुपमा ग्रहण नगर्न र निर्माणात्मक प्रक्रियाको रुपमा बुझ्नु उचित हुन्छ/ वास्तवमै यो कठिन कार्य हो तर जब तपाईं आफ्नो प्रोपोजलमा सफल हुनुहुन्छ तपाइंको थेसिसको झन्डै ५० प्रतिशत काम फत्ते भएको महशुस गर्नु हुनेछ/ प्रोपोजल तयार पार्दा धेरैलाई के मा रिसर्च गर्ने भन्ने नै टाउको दुखाइ हुन्छ/ जुन क्षेत्रमा आफ्नो बलियो पकड छ त्यसैलाई पकड्न सक्नु भयो भने Topic पत्ता लगाउन सजिलो हुन्छ/ यदि तपाईं माध्यमिक बिद्यालयमा बिज्ञान पढाउनु हुन्छ भने तपाइंको Topic माध्यमिक विद्यालयको बिज्ञान संग सम्बन्धित समस्यामा आधारित गराउन सके तनाव स्वाट्टै घट्न सक्छ/ त्य

सपछि कुन समस्या लिने भन्नेमा जानोस/ पाठ्यक्रम पाठ्यपुस्तक वा शिक्षण सिकाइ वा मूल्यांकन वा कक्षा व्यवस्थापन वा तपाइले महशुस गर्नु भएका अन्य कुनै समस्या/ त्यसपछि तपाइंको थेसिसले उक्त समस्यामा अनुसन्धान गरेर कस्ता कस्ता प्रश्नको उत्तर खोजेको हो बिचार गर्नुहोस/ ती प्रश्ननै तपाइंको Research question हुन्/ उदाहरणको लागि यदि तपाइँ माध्यमिक तहको बिज्ञान बिषयमा किन बिद्यार्थी बढी असफल हुन्छन भन्ने पत्ता लगाउन चाहनु हुन्छ भने तपाइको एउटा Research question " What are the reasons behind students' failure in secondary school science subject?" हुन सक्छ/ यो quantitative research को नमुना भयो/ Qualitative गर्नु हुन्छ भने त्यसैलाई अलि परिमार्जन गरेर बिज्ञान बिषय प्रति विद्यार्थीले आफ्नो धारणा कस्तो बनाएका रहेछन त भनेर "How do students perceive the learning of science in secondary schools?" भनेर अगाडि बढ्न सक्नु हुन्छ/ (क्रमस:)

Lesson 2 (How to write a topic of research?)

आज फेरी topic कै बारेमा कुरा गरौँ/ हिजो हामीले topic छान्ने बारे केही भनेका थियौं/ सकभर आफ्नो रुची र लगाव भएको टपिक छान्दा राम्रो भनेर/ अर्को एउटा उदाहरण लिउँ है/ यदि तपाईं कम साक्षर वा कम शिक्षित मानिसका समुहका बारेमा किन उनीहरु अरुको तुलनामा कम्जोर भए भन्ने अनुसन्धानमा रुची राख्नुहुन्छ भने तपाइंको topic के होला? एउटा यस्तो हुन सक्छ "Meaning of education to the marginalized group: An ethnography of Raute in Nepal" यो उदाहरण यहाँ किन ल्याइएको हो भने topic मा के के कुरा उल्लेख भए राम्रो होला भनेर हो/ जस्तो यो topic ले marginalized group को शिक्षामा एउटा ethnography गर्छु भन्छ र त्यसको location नेपाल देखाउंछ/ अर्थात मूल बिषय (marginalized group को शिक्षा ) + अनुसन्धान बिधि (ethnography) + स्थान (नेपाल)/ Topic मा यसरीनै ३ वटा कुरा प्रष्ट पार्न सके अगाडिको बाटोमा अल्झिरहनु पर्दैन/ यसैमा अरु बिधि पनि लागू गर्न सकिन्छ/ तपाईं case study पनि गर्न सक्नु हुन्छ/ यो qualitative research title को नमुना हो/ Quantitative गर्नु पर्दा topic मा Independent variable+dependent variable +method + location खुलाउँदा राम्रो/ जस्तो "Factors influencing education of the marginalized group:A survey of Raute in Nepal".

Lesson 3 (Research question)

हिजोको छलफलमा हामीले topic कसरी लेख्ने भन्ने बारे केहि भन्यौं/ बास्तवमा टपिक भनेकै तपाइंको Research Problem हो / हिजोको topic मा Ramesh Chaulagain र Kamal Gurung Smile ले quantitative research को लागि बनाउनु भएको research questions को लागि धेरै धेरै धन्यबाद/ दुबैको प्रश्नमा अनुसन्धानको दम छ/ 
Qualitative research का लागि भने बेग्लै research question बनाउनु जरुरी हुन्छ/ किनभने quantitative research ले बाहिर समाजमा जे छ त्यो नै सत्य मानेको हुन्छ भने qualitative research ले मानिसका भावना, विचार, सोचाइ फरक फरक हुने हुनाले सत्य एउटै हुन सक्दैन र फरक मान्छेका लागि सत्य पनि फरक हुन्छ भन्ने बिस्वास गर्छ/ बास्तवमा research question भनेको तपाइंले छान्नु भएको topic ले कस्तो उत्तरको अपेक्षा गर्छ र त्यसले अहिले भैरहेको ज्ञान मा के नयाँ कुरा थप्न चाहन्छ भन्ने संकेत हो / त्यसैले research question एकदम प्रष्ट, विशिष्ट, र समस्या संग प्रत्यक्ष गाँसिएको हुनु जरुरी छ/ त्यसैले हिजोको topic "Meaning of education to the marginalized group: An ethnography of Raute in Nepal" मै qualitative research को यस्तो research question हुन सक्छ/ तर यो भन्दा फरक हुनु हुँदैन भनेको चाहिं होइन है/ यो एउटा Example मात्रै हो ;
1. How do Raute people construct the meaning of "Education"?
2. How do they relate the meaning of "Education" to their cultural context?
3. What value of "Education" do they see in their daily life?अब तपाईं पनि एउटा research problem बिचार गर्नुस, त्यसैमा एउटा topic बनाऊनुस र research question लेख्ने अभ्यास गर्नुस/ संका लागे मलाइ लेखी पठाउनुस फेरी छलफल गर्न सकिन्छ/ (क्रमस:)

Lesson 4 ( Introduction Chapter)

Lesson 3 मा हामीले research questions बारे छलफल गर्यौं/ अब Introduction Chapter कसरी लेख्ने भन्नेमा छलफल गरौँ/ यो Chapter ले खास गरी तपाईंको अनुसन्धान समस्यालाई परिचय दिने काम गर्दछ/ पाठकले के थाहा पाउनु जरुरी हुन्छ भने तपाइंको अनुसन्धान को मुख्य एजेन्डा के हो (General Introduction), तपाइंले प्रयोग गर्नु भएका terminology ले के अर्थ राख्छ; topic ले भन्न खोजेको कुरा के हो; topic को संग सम्बन्धित छ; उनीहरुको अहिलेको अवस्था कस्तो छ; उनीहरुको अवस्था बारे मुलत: कस्तो कुरा उठिरहेको छ; आदि = (Background); किन तपाइंलाई त्यही अनुसन्धान गर्नु पर्यो? = (Rationale); त्यो अनुसन्धानले कस्तो knowledge को अपेक्षा गर्छ? =(Purpose and Research Questions); तपाइंले छान्नु भएको टपिक र research questions त्यस क्षेत्रको कस्तो knowledge gap बाट तानिएका हुन्? = (Statement of the Problem); तपाइंको अनुसन्धान ले उक्त टपिक अन्तर्गत कति मात्रै अध्ययन गर्न सक्छ? = (Delimitation) / Chapter को अन्तमा एउटा Summary लेख्दा राम्रो हुन्छ जसले तपाइंको Introduction Chapterमा मुख्य रुपमा छलफल भएका बिषयबस्तुलाइ सारमा उल्लेख गर्छ/ 
तपाइंले Background ५०० शब्दको, Rationale ३०० शब्दको, Purpose २ वाक्यमा , Statement of the Problem २०० शब्दमा, Research Questions ३ वटा, र Delimitation २०० शब्दमा लेख्ने प्रयास गरे पुग्छ, धेरै लामो लेख्नु जरुरी छैन/ तर एउटा कुरा के बिचार गर्नु जरुरी छ भने Literature Review दोस्रो Chapter मा लेख्ने भएता पनि, Literature Review तपाइको पहिलो काम हुन्छ/ Literature Review नगरी knowledge gap थाहा हुँदैन र यो थाहा नपाइ न त topic नै छान्न सकिन्छ, न त Statement of the Problem र research questions नै बनाउन सकिन्छ/ (क्रमस:)

Lesson 5 (Literature Review)
गएको ४ वटा खण्डमा हामीले मोटामोटी रुपमा Introduction Chapter कसरी लेख्ने भन्ने बारे कुरा गर्यौं / आज Literature Review बारे केही कुरा गरौँ/ खासगरी थेसिस लेख्नेहरुका लागि यो खण्ड एकदमै महत्वपूर्ण छ/ Literature Review बाट प्राप्त गरेकै ज्ञानको आधारमा सम्पूर्ण थेसिसमा सकारात्मक बल प्राप्त हुन्छ/ पुस्तक, जर्नल, थेसिस, शिलालेख, डायरी, नीतिगत दस्ताबेज जस्ता लेखोट; मूर्ती, तस्बीर, धार्मिक र सांस्कृतिक महत्वका बस्तुहरु जस्ता artifacts; भिडिओ, अडियो, जस्ता मिडिया र तपाईंको अनुसन्धान संग सम्बन्धित अन्य कुराहरु Literature Review का लागि सामग्री हुन सक्छन/ सबभन्दा पहिले आफ्नो थेसिससंग सम्बन्धित सामग्री पहिल्याउनु पर्ने हुन्छ र त्यसलाई राम्रो संग अध्ययन गर्नु पर्छ/ अध्ययन गर्दै जाँदा तपाइंको थेसिस संग मिल्ने कुराहरु वा तपाईंको थेसिसलाइ सहयोग पुग्ने कुराहरु नोट गर्ने गर्नु पर्छ/ नोट गर्दा दुइवटा कुरामा ध्यान दिनुहोस 
१. घत लाग्दा र साना साना बाक्यहरु हुबहु सारेर inverted coma भित्र राखी त्यो कुन स्रोतबाट झिकिएको हो पेज नम्बर सहित कोष्ठमा वा फुटनोटमा जनाउनु पर्ने हुन्छ/
२. धेरै लामा परिच्छेदहरु हुबहु सार्न मिल्दैन/ त्यस्ता परिच्छेदहरु हुबहु सारेको पाइएमा त्यसलाई plagiarism अर्थात् बौद्धिक चोरी गरेको ठहरिन्छ र तपाइंको थेसिस अस्वीकृत गरिन्छ/ त्यसैले त्यस्ता परिच्छेद आफैंले पढ्ने, अर्थ बुझ्ने अनि आफ्नै किसिमले लेख्ने गर्नु पर्दछ जसलाई paraphrasing भनिन्छ/ paraphrasing गर्दा पनि कोष्ठमा वा फुटनोट मा उक्त सामग्री कहाँ बाट प्राप्त भएको हो वा कसले लेखेको हो भन्ने कुरा उल्लेख गर्नु पर्छ/ 
अर्को lesson मा हामी Literature Review गर्दा के के गर्ने र कसरी गर्ने भन्ने बिषयमा केन्द्रित हुनेछौं/ (क्रमस:)

Lesson 6 (Literature Review continued...)

अगिल्लो पाठमा हामीले Literature Review का बारेमा परिचय लिने काम गर्यौं/ आज हामी Literature Review मा के के Review गर्ने भनेर छलफल गर्नेछौं/ खासगरी Literature Review मा ४ किसिमका Literature खोजेर Review गर्ने गरिन्छ/ ती हुन् 
१. Thematic Review: तपाइंको topic संग मेल खाने कुनै पनि बिषय बस्तु यसमा पर्दछन/ कुनै किताब, अनुसन्धानात्मक प्रकाशन, थेसिस, पिरियाडीकल्स जस्ता आफ्नो research problem र research questions संग मेल खाने (प्रत्यक्ष वा अप्रत्यक्ष) सामग्रीहरु तपाईंले Review गर्नु पर्ने हुन्छ/ 
२. Theoretical Review: खास गरी social science मा थेसिस लेख्नेहरुले कुनै न कुनै social theory को सहयोग लिने गर्छन/ यसो भनेको के हो भने तपाईं आफ्नो thesis लाइ कुन theory को आँखा बाट हेर्नु हुन्छ वा ब्याख्या गर्न चाहनु हुन्छ भन्ने हो/ जसलाई तपाइंको theoretical perspective पनि भन्ने गरिन्छ/ Theory नभई thesis बन्ने कुरै भएन किनभने थेसिस भनेकै भएका theory हरुमा नयाँ ज्ञान थप्नु हो वा नयाँ theory निर्माण गर्नु हो/ 
३. Empirical Review: यो भनेको तपाइंको thesis संग मिल्ने खालको research यस अगि अरु कसैले गरेको हुन सक्छ/ चाहे त्यो थेसिस को रुपमा होस् वा कुनै जर्नल आर्टिकल को रुपमा/ त्यो नेपालकै हुनुपर्छ भन्ने जरुरी छैन/ त्यस्ता previous research हरुले तपाइंले रोज्नु भएको अनुसन्धानको समस्याका बारेमा के भनेका रहेछन त? त्यो कुरा Literature Review मा अत्यन्तै आवस्यक ठानिन्छ/
४. Policy Review: कुनै पनि देशका आफ्ना नियम कानून हुन्छन/ तपाइंको थेसिस संग सम्बन्धित पक्षमा आफ्नो देश र अन्तर्राष्ट्रीय कानूनमा केही policy, rules and regulations तय गरिएका हुन्छन नै/ थेसिस ले त्यस्ता नियम कानूनको बारेमा तपाइंको ध्यान आकृष्ट गर्ने गर्छ/ तपाइंले आफू त्यसमा सुसूचित छु भन्ने प्रमाणको रूपमा त्यस्ता document हरु खोजी Review गर्नु पर्ने हुन्छ/
अर्को lesson मा Literature Review का लागि प्राप्त document हरु कसरी Review गर्ने भन्ने बारे छलफल गरिनेछ/ (क्रमस:)/