Students of rural areas in Kavre

Introduction
Kavre is the nearest district to the main city of Nepal (Kathmandu, Bhaktapur, Lalitpur). Despite being
nearest district, many students of kavre are still not being able to go school regularly. While checking the
condition of education, schools and students on the main city areas of kavre, we cannot find any
problems/issues. But, the situation of education on the rural part of kavre can show the real struggle of the
students. The children who grow up there are hard working since their childhood. Every morning before
leaving for school, which is an hour’s walk, students complete all the household works, feed the animals
and gather firewood for their family.
Mostly the students of rural part of Kavre belongs to Tamang community. Tamang men mainly work in
field and women mainly work on household. The main income source of Tamang community is by selling
some crops which they grew in field and by selling homemade alcohol. This is true in most of the family
where children as young as five perform housework, look after younger siblings and cook before
beginning their school.
This might not be true on the case of urban area of kavre which is Banepa and Dhulikhel. The situation
of students of kavre can only know if we go on the remote part. There is many schools and education
institute on every part of kavre but student cannot uplift their education only by going to school twice a
week. The schools of Banepa and Dulikhel have since been rebuilt. However, many rural schools are still
waiting for assistance and continue to use temporary structures.
Literature Review
Nepal’s social divisions are reflected in its schools. The education of rural and is not as good as the
education of urban. Teacher quality and resources at state-run schools are poor compared with private
schools.
The condition for Nepali students in rural areas of kavre is severe. Children around kavre are receiving
subpar education in decrepit government classrooms from inexperienced and disinterested instructors.
Academic performance suffers, attendance is poor, and graduation rates are much worse. Many of these
young people in kavre leave the village in search of job in Kathmandu, India, or the Gulf. Even still, their
possibilities are limited, and they frequently find themselves locked in demanding conditions, earning less
than they planned. Some do not make it. Meanwhile, back in the place, illiterate young women are
burdened even more with agricultural maintenance and raising the next generation of rural children. The
men may return home once a year for the Dashain holiday, but even this isn't always possible. Rural
women have even fewer opportunities for advancement than the men, and lack the education or
empowerment to raise themselves out of the cycle of poverty.
Furthermore, rural schools have substandard equipment, low teacher-student ratios, a lack of awareness
about school conditions among parents and community leaders, a lack of experience on the part of
publicly appointed school overseers and poor overall accountability and monitoring.
Dropout rates are also comparatively higher in rural areas. Although the schools in rural areas are
government schools and they receive state funding, they often rely on families for additional support.
Parents are required to pay for books and study materials, school uniforms and admission and
examination fees. This is also one cause to make their children out of school or to encourage children to
drop out from the school and help them on housework.
Problem Statement
The education situation and the condition of students are comparatively poor in remote areas of Kavre.
The students are not getting proper education and facilities that every student should receive. The main
remote areas of Kavre are Koshidekha, Temal, Sarsyukharka, kot-temal etc. These areas are rural and less
developed while comparing to the major urban areas of Kavre. The students of this area are forced to
work and help to their families rather than going to school. Most of the families of that area do not have
good income source in order to fulfill daily basic needs. However, some NGO and INGO are helping with
the education system of that area but this would not be much effective for all the students who are living
there.
Methodology

 Research Design
The research design for research of students of rural areas in kavre can be a descriptive study. The
research can be conducted in a cross-sectional manner, and the data will be collected from different
schools and students in rural areas.

 Data Collection
Data collection for the research can be done through surveys and interviews. Since, kavre is the district
which is outside the valley, the data collected for this research has been done by online interview with the
principal of the school of respective area.
For the data collection, I have organized online meeting with the Principal of Shree Ram high school
which is located at Koshidekha Kavre.

 Data Analysis
The data collected through interview can be useful for this research. As we can know the real situation
and current condition of the respective area and also these data can be representing as the real time data
for this research.

 Limitations
The study and research may have some limitations, including the possibility of response bias, limited
generalizability due to the specific context of rural areas in Kavre and the possibility of limited access to
some areas due to geographical barriers.
Though we have taken an online interview with the principal of one school but there are other areas too
where the internet connection has not been established yet. Also, only interviewing to one
stakeholder/person cannot be considerable as 100 percent true data. As the students, parents and other
concerned person of respective area do not have proper facilities to take an interview, this can be the
limitation for the research.

 Findings
 Students are not regular on the school as they mostly involve on other household works.
 Many students do not go school regularly because of the distance of school.
 Lack of proper guidance and facility for the students.
 Local people are not well educated so, they also do not force their children to go school.
 School has the facility of lunch for the students but this has also been stopped due to low budget.
 The teachers and other staffs of school are also less as compare to the requirement.
  Conclusion
The research will provide insights into the educational aspirations and challenges faced by students in
rural areas of kavre. The findings will be useful in informing policies and interventions aimed at
improving access to education and enhancing the educational outcomes of students in rural areas of kavre.