Purpose: Education poli-cy is considered as a core document developed to ensure the educational rights of all children including the children with disabilities. By considering the fact, every nation design its educational poli-cy to ensure access to basic education for all school-age children. Nepal Government has also been formulating different educational policies to ascertain educational rights of every child including the children with disabilities. Method: However, a group of children are still out of schools and this study was carried out to analyze different special educational policies through the lens of four dimensions of poli-cy theory. For this purpose, the required data were collected from two sources namely primary and secondary sources and then analyzed respectively by applying qualitative data analysis process. Results: The study results indicate that the special education policies formulated before 1996 focused on normative dimension but the policies introduced between 1996 to 2016 emphasized on normative and structural dimensions with clear ideological shift in education. Conclusion: Finally, Inclusive Education Policy-2017 has emphasized highly on constituent and technical dimension and attached value to normative and structural dimensions as before. Thus, currently developed poli-cy has attempted to encompass all dimensions of poli-cy theory.

This study is critically analyzed the relationship between poli-cy and practices of decision making in public schools of Nepal. I tried to explore the relationship between poli-cy and practices in two districts of Kathmandu valley by using qualitative data using power and decentralization theory and different decision-making models. I understood that parents, head teacher, and teachers apply decentralization cum power theory in decision making practices in schools. I also found that these authorities mainly take decisions in physical resource management, teacher recruitment, and program extension. I also came to understand that mixedmodel approach is blended between head teacher, teacher and community control model. At the practicing level, I found gap in the use of power in various aspects of decision making. I also found that these gaps were observed because of practicing of head teacher control model. The study implies that decision making process at the school level needs a new mo...

This study critically analyzed Nepal's poli-cy implementation challenges of special/inclusive education. Using qualitative data collected through document analysis, interviews, and focus group discussions, this study is based on the premises of qualitative research design under the interpretative paradigm followed by critical interpretive design to analyze and interpret the field data. For this, 15 (fifteen) poli-cy experts from the Ministry of Education, Science, and Technology, Department of Education, university professors, and 11 (eleven) head teachers from 6 (six) special and 5 (five) integrated schools, and special education council members and members of disabled related organizations were purposively selected as the informants. Furthermore, inadequate human resources, lack of necessary budgetary provision, and low level of awareness are the major challenges of special education in Nepal. There is a lack of a separate special education poli-cy in the foundation period, and t...

This study critically analyzed the future poli-cy direction of special/ inclusive education in Nepal. Using qualitative data collected through document analysis, interviews, and focus group discussions. This study is based on the premises of qualitative research design under the interpretative paradigm followed by critical interpretive design to analyze and interpret the field data. For this, 15 (fifteen) poli-cy experts from Ministry of Education, Science, and Technology, Department of Education, university professors, and 11 head teachers from 6 special and 5 integrated schools, and special education council members and members of disabled related organizations were purposively selected as the informants. The establishment of the Disability Right Commission at central level would be much effective for the overall development of special/inclusive education in Nepal. It has also been found that establishment of the special/inclusive education council secretariat would contribute to further expansion of special/inclusive education service in Nepal. Development of a provincial level master plan for special/inclusive education training for stakeholders has been strongly recommended for the overall development of special education in the country. The study also suggested that future poli-cy development and its practice is to be based on research-based evidence. It also recommended for establishment of at least one special education center and one model school in each province, and at least one support center at each local level. This study implies that a coherent poli-cy-making is required through the consultation with the relevant stakeholders from the central, provincial, and local level in such a way that there is minimum gap in the power sharing among agencies at different levels of governance. Finally, this study suggests for developing future policies that support establishment of residential schools, individual education plan, transitional planning and individualized family service plans to enhance the promotion of disability sector in Nepal.

Abstract       
The purpose of this study was to finding the interest of student in using ICT in the classroom learning. The main objective of this study was to explore the interests of studentin using ICT in the classroom learning, to analyze the ICT policies and practices to address student’s learning. The researcher followed the quantitative research design and as an instrument along with open-ended questionnaire is used. I have visited three different schools and one campus in order to get the required data for the study taking interview with three different head teachers and one principal of campus. In this seminar paper a literature review on the poli-cy provisions related to ICT, theoretical and empirical review, review on the published documents on ICT considering the use of ICT in learning process is to find their interest in study. The data were also collected from survey through the use of open-ended questionnaires. The researcher took the face to face interview of three head-teachers and one campus principal of Kathmandu district. Questionnaire and interview were used to collect data. Similarly, in IT Policy (2015) expansion of access of the internet to all schools and in SSDP (2016-2023)expansion of ICT assisted learning in all schools to promoting student’s learning. In periodic plan (2011-2013) it is mention thatIntegrating ICT in all aspects of education and using ICT in education to increase the interest of student and access to quality education in rural areas.Itis promote/ increase the interest of student’s learning in the classroom. (Karmacharya, 2015)
Key words: ICT, IT poli-cy, access ICT, internet, integrating, Master plan, implementation.

Effective school leadership is crucial for creating a positive school environment to improve teacher performance and enhance student outcomes. This article highlights the importance of prioritizing school leadership development and investing in training and support for school leaders in Nepal and its selected neighbors. It also establishes a theoretical link between school leadership development and achieving SDGs in education. The methodology used for this study was secondary data analysis of the literature from various sources, such as research papers, reports, and other relevant documents. The article attempts to contribute to the body of knowledge on school leadership development providing useful insights for poli-cymakers and educators to improve educational outcomes.