Intervention Strategies in Nepal’s School-Level Education Programs for the Country’s Socioeconomic Transformation

• Published in: International education studies 2024-09, Vol.17 (5), p.45
• Main Authors: Devkota, Jeevanath, Basyal, Devid Kumar
• Format: Article
• Language: English
• ISSN: 1913-9020; 1913-9039
• DOI: 10.5539/ies.v17n5p45

The deficiency in providing quality education is a significant challenge across many developing nations. This study examines the connection between the education system and the level of socioeconomic issues in the context of Nepal. The main argument is that Nepal's gender-related issues, the training gap among its populace concerning pro-environmental behavior, lateness habits, skill deficiency among the young generation, and unstable economic growth are directly or indirectly connected to the country's education system. Nepal's school-level educational programs and teaching methods are less practical for fostering human capital and economic progress than Japanese educational programs. Based on the context of Nepal, human capital theory, and research literature pertaining to educational programs, we propose a comprehensive intervention model composed of several non-academic programs, including physical education, community cleaning, and school textiles, designed to augment Nepal's social and economic development.