top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 11 October 2021

Equal Opportunities in Learning in Diverse Groups in Nepal in the Pre-COVID Realm: Socioeconomic Status, Mathematics Learning, and the Diverse Groups

Sunita Shakya, Jari Metsämuuronen

RTI-International (Nepal), Finnish Education Evaluation Centre (Finland)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.04.370

Pages: 39-65

Keywords: Equity, Equality, Socioeconomic Status, Diversity, Gender, Mathematics Achievement

Abstract

The article discusses the diversity and equity issues behind the learning outcomes of mathematics in the pre-COVID context in Nepal. The article intends to give a baseline for the further studies on the effect of COVID-19 pandemic in the educational realm. Datasets from the national assessment of student achievement in Nepal at grades 3 and 5 and grade 8 are reanalyzed based on socioeconomic status (SES), gender, caste-ethnicity, language, and geographical variables. In Nepal, where the society is customarily highly structured, gender-biased, and poverty-driven, SES influences remarkably in mathematics achievement. The datasets show notable relationships between SES and mathematics achievement (r = 0.35, 0.27 and 0.30 in grade 3, 5 and 8, respectively). In lower grades, the difference between the highest and lowest SES in the achievement of girls is wider than boys and it is reverse in grade 8. Nepali speakers had high scores when they had high SES but, when SES was very low, the non-Nepali speakers performed better in all grades. The advantageous castes tended to always perform higher irrespective of their level of SES. Nevertheless, it is difficult to know with certainty when average and marginalized caste/ethnic groups perform better.

References

  1. Aasland, A. & Haug, M. (2011). Perceptions of Social Change in Nepal: Are Caste, Ethnicity, and Region of Relevance? Journal of Asian and African Studies, 46(2), 184–201. https://doi.org/10.1177/0021909610389133

  2. Acharya, D. R., Metsämuuronen, J. & Adhikari, H. (2013). Nepali Achievement in NASA 2011. In J. Metsämuuronen & B. R. Kafle (eds). Where Are We Now? Student achievement in Mathematics, Nepali and Social Studies in 2011 (pp. 113–170). Ministry of Education, Kathmandu, Nepal.

  3. Acharya, S. P., Metsämuuronen, J. & Koirala, S. (2013). Mathematics Achievement in NASA 2011. In J. Metsämuuronen & B. R. Kafle (eds). Where Are We Now? Student achievement in Mathematics, Nepali and Social Studies in 2011 (pp. 54–112). Ministry of Education, Kathmandu, Nepal.

  4. Acharya, S., Shakya, S., & Metsämuuronen, J. (2013). Diversity and Educational Equity in Nepal. In J. Metsämuuronen & B. R. Kafle, Where are we now? Student achievement in Mathematics, Nepali and Social Studies in 2011 (pp. 228–258). Ministry of Education, Kathmandu, Nepal.

  5. Ahearn, C., Childs-Bowen, D., Coady, M., Dickson, K., Heintz, C., Hughes, K., et al. (2002). The diversity kit: An introductory resource for social change in education. Brown University.

  6. Ahmar, F., & Anwar, E. (2013). Socio Economic Status and its Relation to Academic Achievement of Higher Secondary School Students. IOSR Journal of Humanities and Social Science, 13(6), 13–20. https://doi.org/10.9790/0837-1361320

  7. Altonji, J.G., & Blank, R.M. (1999). Race and gender in the labor market. In O. Ashenfelder & D. Card, Handbook of Labor Economics, Vol 3 (pp. 3143–3359). Elsevier Science B.V.

  8. APA (2007). Saegert, S. C., Adler, N. E., Bullock, H. E., Cauce, A. M., Liu, W. M., & Wyche, K. F. (2007). Report of the APA Task Force on socioeconomic status. The American Psychological Association.

  9. Aristotle, Nicomachean Ethics, in The complete works of Aristotle, ed. Jonathan Barnes. Princeton University Press.

  10. Aristotle, Politics, in The complete works of Aristotle, ed. Jonathan Barnes. Princeton University Press.

  11. Arneson, R. J. (2014). Basic Equality: Neither Rejectable nor Acceptable. In U. Steinhoff (Ed.), Do All Persons Have Equal Moral Worth? On 'Basic Equality' and Equal Respect and Concern, Oxford University Press. https://doi.org/10.1093/acprof:oso/ 9780198719502.003.0003

  12. Banks, S. (2012). Ethics and Values in Social Work.Practical Social Work. 4th Edition. Palgrave MacMillan.

  13. Blau, F. D., Ferber,. M. A., & Winkler, A. E. (2010). The Economics of Women, Men, and Work, 6th Edition. Prentice Hall.

  14. Bowden, M. P., & Doughney, J. (2010). Socio-economic status, cultural diversity and the aspirations of secondary students in the Western Suburbs of Melbourne, Australia. Higher Education, 59, 115. https://doi.org/10.1007/s10734-009-9238-5

  15. Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic Status and Child Development. University of Arkansas at Little Rock.

  16. CBS (2012). Nepal in figures. Central Bureau of Statitstics, Government of Nepal.

  17. CBS (2013). Nepal in figures. Central Bureau of Statitstics, Government of Nepal.

  18. CBS (2019). Environment Statistics of Nepal 2019.Central Bureau of Statitstics, Government of Nepal.

  19. CEHRD (2020), Flash I Report 2076 (2019-20). Centre for Education and Human Resource Development, Government of Nepal.

  20. CERID (1998). Performance Level of Grade V Students. CERID in Association with MOE/PEDP.

  21. Chmielewski, A. K. (2019). The Global Increase in the Socioeconomic Achievement Gap, 1964 to 2015. American Sociological Review, 84(3), 517–544. https://doi.org/10.1177/0003122419847165

  22. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2ndEdition. Erlbaum.

  23. Crawford C. & Cribb J. (2013). Reading and maths skills at age 10 and earnings in later life: a brief analysis using the British Cohort Study. Centre for Analysis of Youth Transitions (CAYT) Impact Study: REP03. Institute for Fiscal Studies & CAYT.

  24. Dawadi, S. Giri, R. & Simkhada, P. (2020). Impact of COVID-19 on the Education Sector
    in Nepal. Challenges and Coping Strategies. Sage Submissions. Preprint.
    https://doi.org/10.31124/advance.12344336.v1

  25. DoE (2013). Flash I report 2070 (2013-14). Department of Education, Government of Nepal.

  26. EDSC (1999). National Assessment of Grade 5 Students. Educational and Developmental Service Centre.

  27. EDSC (2008). National Assessment of Grade 8 Students. Educational and Developmental Service Centre

  28. EQUIP2 (2012). Examining the Role of International Achievement Tests in Education Policy Reform: National Education Reform and Student Learning in Five Countries: Policy Paper. USAID/Educational Quality Improvement Program2.

  29. FBC & CHIRAG (2008). A final report on national assessment of grade-V students. Fulbright Consultancy & Cooperative Hands in restoration (CHIRAG). Government of Nepal. Ministry of Education and Sports. Department of Education.

  30. Field, S., Kuczera, M., & Pont, B. (2007). No More Failures: Ten Steps To Equity In Education. OCED Publishing.

  31. FINEEC (2021). Goman, J., Huusko, M., Isoaho, K., Lehikko, A., Metsämuuronen, J., Rumpu N., Seppälä, H., Venäläinen, S., & Åkerlund, C. (2021). Impacts of the exceptional teaching arrangements on the realisation of equality and equity at different levels of education. Part III of the evaluation project: Summary and recommendations of the national evaluation. [With English Abstract] Publications 8:2021. Finnish National Education Evaluation Centre. https://karvi.fi/wp-content/uploads/2021/04/ KARVI_0821.pdf

  32. Gurung, H. (2005). Social exclusion and Maoist insurgency. Paper presented at National Dialogue Conference on ILO Convention 169 on Indigenous and Tribal Peoples, Kathmandu, 19–20, January 2005.

  33. James, J. (2013). The Surprising Impact of High School Math on Job Market Outcomes. Economic Commentary, 2013–14. Federal Reserve Bank of Cleveland. URL: https://www.clevelandfed.org/newsroom-and-events/publications/economic-commentary/2013-economic-commentaries/ec-201314-the-surprising-impact-of-high-school-math-on-job-market-outcomes.aspx.

  34. Koirala, B. N. & Acharya, S. (2005). Girls in science and technology education: A study on access, participation, and performance of girls in Nepal. UNESCO.

  35. Levin, H. (2010). A Guiding Framework for Measuring Educational Equity. INES Network for the Collection and the Adjudication of System-Level Descriptive Information on Educational Structures, Policies and Practices, EDU/EDPC/INES/NESLI(2010)6, March 2010.

  36. Mathema, K. B., & Bista, M. B. (2005). Study on student performance in SLC. Ministry of Education and Sports; Education Sector Advisory Team, Nepal.

  37. Metsämuuronen, J. (2010). Osaamisen ja asenteiden muuttuminen perusopetuksen ensimmäisten vuosien aikana. [Changes in Mathematical achievement and attitudes during the first years in compulsory education.] In E. K. Niemi & J. Metsämuuronen (Eds.), Miten matematiikan taidot kehittyvät? Matematiikan oppimistulokset peruskoulun viidennen vuosiluokan jälkeen vuonna 2008. [Learning Outcomes in Mathematics after the grade 5 in 2008.] Koulutuksen seurantaraportit 2010:2. Finnish National Agency for Education. [In Finnish].

  38. Metsämuuronen, J. (2013). Pitkittäisaineistoon liittyviä menetelmäratkaisuja [Methodological Solutions of the Longitudinal Dataset]. In J. Metsämuuronen (Ed.), Perusopetuksen matematiikan oppimistulosten pitkittäisarviointi vuosina 2005–2012 (pp. 31–64). [Longitudinal analysis of the Mathematical Achievement in the Compulsory Education in 2005–2012.] Koulutuksen seurantaraportit 2013:4. Finnish National Agency for Education. [In Finnish, English Abstract].

  39. Metsämuuronen J (2017). Oppia Ikä kaikki. Matemaattinen osaaminen toisen asteen koulutuksen lopussa 2015. [Learning all my days. Mathematics achievement at the end of the upper secondary education 2015.] Publications 1:2017. Finnish National Education Evaluation Centre. URL: https://karvi.fi/wp-content/uploads/2017/03/KARVI_0117-1.pdf [In Finnish, English Abstract]

  40. Metsämuuronen, J. (2019). Educational Assessment and Some Related Indicators of Educational Equality and Equity. In: Education Quarterly Reviews, 2(4), 770–788. https://doi.org/10.31014/aior.1993.02.04.105.

  41. Metsämuuronen J. & Acharya S. P. (2013). Methodological Solutions in NASA 2011. In J. Metsämuuronen & B. R. Kafle (Eds). Where Are We Now? Student achievement in Mathematics, Nepali and Social Studies in 2011 (pp. 17–52). Ministry of Education, Kathmandu, Nepal.

  42. Metsämuuronen, J. & Ilic, J. (2018). Why some low resourced community schools in Nepal perform well in English. In D. Hayes, (Ed.) English Language Teaching in Nepal: Research, Reflection and Practice. Nepal: British Council. (pp.107–132). URL: https://www.researchgate.net/publication/323759197_Why_Some_Low_Resourced_Community_Schools_in_Nepal_perform_Well_in_English.

  43. Metsämuuronen, J. & Kafle, B. R. (Eds) (2013). Where Are We Now? Student achievement in Mathematics, Nepali and Social Studies in 2011. Ministry of Education, Kathmandu, Nepal.

  44. Metsämuuronen, M., & Metsämuuronen J. (2013) A Comparison of Nepalese and Finnish Teachers´ Perceptions of Good Teaching. Asian Journal of Humanities and Social Sciences (AJHSS). 1(2), August. http://www.ajhss.org/pdfs-1/Comparison%20of%20Nepalese%20and%20Finnish.....pdf.

  45. Metsämuuronen, J. & Tuohilampi, L. (2014). Changes in Achievement in and Attitude toward Mathematics of the Finnish Children from Grade 0 to 9—A Longitudinal Study. Journal of Educational and Developmental Psychology, 4(2), 145–169. https://doi.org/10.5539/ jedp.v4n2p145

  46. MoE (2015). National Assessment of Student Achievement 2012 (Grade 3 and 5). Education Review Office. Ministry of Education, Nepal.

  47. MoEST (2018). Education in Figures 2017 [At a Glance]. Ministry of Education, Science & Technology, Nepal.

  48. MoEST (2020a). COVID-19 Education cluster contingency plan, 2020. Nepal Education Cluster. https://www.doe.gov.np/assets/uploads/files/54ba4942574885a514869a72a6b456cd.df. (Accessed 12.9.2021).

  49. MoEST (2020b). Student Learning Facilitation Guide, 2077. https://moe.gov.np/assets/uploads/files/%E0%A4%B5%E0%A4%BF%E0%A4%A6%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%B0%E0%A5%8D%E0%A4%A5%E0%A5%80_%E0%A4%B8%E0%A4%BF%E0%A4%95%E0%A4%BE%E0%A4%87_%E0%A4%B8%E0%A4%B9%E0%A4%9C%E0%A5%80%E0%A4%95%E0%A4%B0%E0%A4%A3_%E0%A4%A8%E0%A4%BF%E0%A4%B0%E0%A5%8D%E0%A4%A6%E0%A5%87%E0%A4%B6%E0%A4%BF%E0%A4%95%E0%A4%BE_%E0%A5%A8%E0%A5%A6%E0%A5%AD%E0%A5%AD_(3).pdf. (Accessed 12.9.2021). [In Nepali]

  50. MoEST (2020c). In the context of COVID-19. Framework of School Reopening 2020. https://www.unicef.org/nepal/media/10871/file/Government%20of%20Nepal%20School%20Reopening%20Framework%20-%20English.pdf. (Accessed 12.9.2021).

  51. NIRT (2017). Nepal Education Sector Analysis. National Institute for Research and Training
    (NIRT) & American Institute of Research (AIR). Kathmandu, Nepal. https://www.globalpartnership.org/sites/default/files/2019-05-nepal-education-sector-analysis.pdf (Accessed 12.9.2021).

  52. OCED (2011). Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States. OCED Publishing.

  53. OCED (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools. OCED Publishing.

  54. OECD (2013). PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II). PISA, OECD Publishing.

  55. OECD (2017). PISA 2015 Technical report. PISA, OECD Publishing. URL: https://www.oecd.org/pisa/data/2015-technical-report/

  56. OECD (2019). PISA 2018 Results. Combined Executive Summaries. Volume I, II & III. OECD Publishing. URL: https://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_ 2018.pdf

  57. Nathan, C. M. J. (2014). What is Basic Equality? In U. Steinhoff (Ed.), Do All Persons Have Equal Moral Worth? On 'Basic Equality' and Equal Respect and Concern. Oxford University Press. http://dx.doi.org/10.1093/acprof:oso/9780198719502.003.0001.

  58. Rawls, J. (1999). Theory of Justice. Revised Edition. Oxford: Clarendon Press; and Cambridge, Massachusetts: Harvard University Press. URL: http://www.univpgri-palembang.ac.id/perpus-fkip/Perpustakaan/American%20Phylosophy/ John%20Rawls%20-%20A%20Theory%20of%20Justice~%20Revised%20Edition.pdf

  59. Salmela-Aro, K. & Chmielewski, A. (2019). Socioeconomic Inequality and Student Outcomes in Finnish Schools. In L. Volante, S. V. Schnepf, J. Jerrim, & D. A. Klinger, (Eds.), Socioeconomic Inequality and Student Outcomes, Education Policy & Social Inequality 4. https://doi.org/10.1007/978-981-13-9863-6_91

  60. Shakya, S. (2014), Ethnography of Learning Diversity in Grade Eight in Nepalese Schools (Unpublished MPhil’s thesis). Kathmandu University.

  61. Shakya, S., Metsämuuronen, J., & Upadhaya, S. P. (2013). Achievement in Social Studies in NASA 2011. In J. Metsämuuronen & B. R. Kafle (eds). Where Are We Now? Student achievement in Mathematics, Nepali and Social Studies in 2011. (pp. 171–226.) Ministry of Education, Kathmandu, Nepal. URL:

  62. Shrestha, S., Haque, S., Dawadi, S., & Giri, R. A. (2021). Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal. Education and information technologies, 1–23. Advance online publication. https://doi.org/10.1007/s10639-021-10659-0

  63. Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417.

  64. Ukkola, A. & Metsämuuronen, J. (2019). Alkumittaus. Matematiikan ja äidinkielen ja kirjallisuuden osaaminen ensimmäisen luokan alussa. [First test. Achievement of mathematics and mother language at the beginning of the first grade] Publications 17:2019. Finnish National Education Evaluation Centre. https://karvi.fi/wp-content/uploads/2019/07/KARVI_1719.pdf. [In Finnish, English Abstract]

  65. Ukkola, A. & Metsämuuronen, J. (2021). Matematiikan ja äidinkielen ja kirjallisuuden osaaminen kolmannen luokan alussa. [Achievement of mathematics and mother language at the beginning of the third grade]. Publications 20:2021. Finnish National Education Evaluation Centre. https://karvi.fi/wp-content/uploads/2021/20/ KARVI_2021.pdf. [In Finnish, English Abstract]

  66. Ukkola, A., Metsämuuronen, J. & Paananen, M. (2020). Alkumittauksen syventäviä kysymyksiä [Deepening questions of zero-level measurement]. Publications 10:2020. Finnish National Education Evaluation Centre. https://karvi.fi/wp-content/uploads/2020 /08/KARVI_Alkumittaus.pdf. [In Finnish, English Abstract]

  67. UN (2020). Policy Brief. Education during COVID-19 and beyond. August 2020. United Nations. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/ 08/sg_policy_brief_covid-19_and_education_august_2020.pdf

  68. UNESCO (2011). Systematic Monitoring of Education for All. Training Modules for Asia-Pacific. UNESCO Bangkok. Asia and Pacific Regional Bureau for Education. Thailand. Retrieved from https://uis.unesco.org/sites/default/files/documents/systematic-monitoring-of-education-for-all-training-modules-for-asia-pacific-en.pdf (accessed Dec 05, 2019).

  69. UNESCO (1994). World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. Guidelines for implementing the World Declaration on Education for All. Third Printing. Adopted by the World Conference on Education for All Meeting Basic Learning Needs Jomtien, Thailand, 5-9 March 1990. UNESCO for the Secretariat of the International Consultative Forum on Education for All. Paris. URL: https://unesdoc.unesco.org/ark:/48223/pf0000127583

  70. Verhelst, N.D., Glas, C.A.W., Verstralen, H.H.F.M. (1995). One-Parameter Logistic Model OPLM. Cito, Arnhem.

  71. WEF (2014). The Global Gender Gap Report 2014. The World Economic Forum.

  72. WEF (2018). The Global Gender Gap Report 2018. The World Economic Forum.

  73. Willingham, D. T. (2012). Ask the cognitive scientists: Why does family wealth affect the learning? American Educator, 33–39. URL: https://www.aft.org/sites/default/files/ periodicals/Willingham.pdf

bottom of page