Literacy in Nepal followed the Hindu Varnashramic caste line. Even the indigenous people (IP or ethnic groups) followed hierarchical values in imparting literacy education. This implies that the Nepali culture and the political system did not make an effort tointroduce mass education. The beginning of adult literacy programs in 1940 is also the continuation ofthe class education. In other words, literacy education in Nepal was introduced to prepare the Gorkha Army for British India. And it was the NNEPC that advocated for the adult literacy campaign for the first time in the history of Nepal. The planners assumed that the lack of knowledge would deter the citizens to fully exercise their rights granted by the newly instated democratic system. In order to utilize the right such as freedom of expression and participation in nation building activities, Nepal needed fully informed, knowledgeable and 'functional' citizens. Literacy was thus viewed as an appropriate means to achieve this. It was also assumed that the rural development initiatives delivered via oral and demonstration methods were slow to yield the desired results because of mass illiteracy (Ibid). Consequently adult literacy programs were designed to assist specifically the rural development initiatives to achieve their goals.
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Publisher:
UNESCO
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(2004
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Type / Script:
Publication
in English
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Keywords:
WOMEN EMPOWERMENT , HUMAN SECURITY, HUMAN RIGHTS, POLTICAL PARTICIPATION OF WOMEN, FREEDOM, GENDER EQUALITY, WOMEN DEVELOPMENT
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Thematic Group:
UNESCO
:
Educational, Scientific and Cultural
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Thesaurus:
11.01.00
- Educational Policy And Planning
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Reference Link:
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