The Role of Educational Institutions in Peacebuilding and Social Cohesion in Nepal

Author : Narayan Paneru (M. Phil.)

Nepal, renowned for its breathtaking landscapes and rich cultural diversity, has a complex history marked by significant challenges and prolonged conflicts. The decade-long Maoist insurgency from 1996 to 2006 and the subsequent political transitions have made Nepal’s path to stability arduous and ongoing. Despite these difficulties, educational institutions have emerged as crucial players in fostering peace and social cohesion. Schools and universities in Nepal, are actively contributing to creating a more harmonious and inclusive society. This article explores how these educational institutions are making a positive impact, from promoting inclusive education and integrating peace education into curriculums to fostering civic values and addressing social inequalities. By focusing on these initiatives, Nepal’s educational sector is helping to bridge divides and build a foundation for lasting peace and unity in the nation.

Understanding Nepal’s Conflict History

Nepal’s recent history is marked by the Maoist insurgency, a decade-long conflict from 1996 to 2006 (Adhikari & Lawoti, 2024). This insurgency stemmed from deep-seated issues such as social inequality, economic disparity, and political exclusion, affecting millions of Nepalese across the country. The insurgency was characterized by intense violence, human rights abuses, and significant disruptions to daily life, ultimately leading to substantial loss of life and property. The conflict officially concluded with the signing of the Comprehensive Peace Agreement (CPA) in 2006, a landmark event that paved the way for the abolition of the monarchy and the establishment of a federal democratic republic (Bhattarai, 2024).

Despite this formal end to hostilities, the legacy of the conflict continues to influence Nepal’s socio-political landscape. Achieving lasting peace and true unity remains a complex and ongoing process. Post-conflict challenges include addressing the grievances that fueled the insurgency, such as poverty, social injustice, and lack of political representation for marginalized groups. These issues necessitate continuous efforts in reconciliation, socio-economic development, and political reform.

In this context, educational institutions have emerged as vital agents in the peacebuilding process. By promoting inclusive education and fostering an environment of mutual respect and understanding, schools and universities play a crucial role in healing the divisions of the past. Through peace education programs, civic education, and community engagement, these institutions are instrumental in shaping a generation that values harmony and democratic principles. Thus, education is not merely about academic learning but also about cultivating the values necessary for a peaceful and cohesive society. The contribution of educational institutions to this ongoing journey is indispensable, as they equip individuals with the knowledge, skills, and attitudes required to sustain peace and unity in Nepal.

Schools as Catalysts for Social Change

Embracing Inclusive Education

Inclusive education is essential for building a peaceful and cohesive society. In Nepal, schools are increasingly adopting practices that ensure all students, regardless of their background, have equal access to education. This approach is about more than just policies; it’s about creating an environment where diversity is celebrated and every child feels valued.

For example, the School Sector Development Plan (SSDP) aims to improve access to quality education for marginalized groups, including girls, children with disabilities, and those from remote areas (Government of Nepal, Ministry of Education, 2016). By leveling the educational playing field, these initiatives help to dismantle the barriers that have historically divided Nepali society.

Implementing Peace Education

Peace education is another critical area where schools can make a significant impact. The goal is to teach students how to resolve conflicts peacefully and promote a culture of non-violence. Various organizations in Nepal are working to integrate peace education into the school curriculum.

The National Centre for Educational Development (NCED) has been at the forefront of this effort, developing training programs for teachers on peace education. These programs emphasize conflict resolution, tolerance, and critical thinking. By instilling these values in young minds, schools are laying the groundwork for a more harmonious future.

Fostering Civic Education and Democratic Values

Civic education is essential for nurturing a sense of citizenship and democratic values among young people. Schools in Nepal are increasingly recognizing the importance of teaching students about their rights and responsibilities, the workings of democratic institutions, and the value of civic participation.

By educating students about democratic principles and encouraging active community involvement, schools are helping to cultivate a more informed and engaged citizenry. Activities like student councils and school-based clubs offer young people a taste of democratic decision-making and leadership, preparing them to be responsible and active citizens.

Overcoming Challenges and Seizing Opportunities

Tackling Inequality and Exclusion

Despite significant strides in promoting inclusive education, many challenges remain. Social and economic inequalities still prevent many children in Nepal from accessing quality education. Issues like poverty, gender discrimination, and geographic isolation are persistent barriers.

Addressing these challenges requires a concerted effort from the government, civil society, and educational institutions. Scholarships for disadvantaged students, building schools in remote areas, and engaging communities in educational initiatives can help close the gap and ensure every child has the chance to succeed.

Investing in Teacher Training and Capacity Building

The impact of educational institutions in promoting peace and social cohesion largely depends on the quality of their teachers. Teachers are the frontline agents of change in schools, and their ability to deliver inclusive and peace-oriented education is crucial. Continuous professional development and capacity-building for teachers are therefore essential.

Training programs that focus on inclusive teaching practices, conflict resolution, and peace education can empower teachers to create a positive and inclusive learning environment. Supporting teachers with the necessary resources and recognition can further enhance their effectiveness in fostering social cohesion.

Encouraging Community Involvement and Collaboration

Schools do not operate in isolation; they are part of the larger community. Building strong partnerships between schools, families, and communities is vital for promoting peace and social cohesion. Involving community members in school activities and decision-making processes can enhance the relevance and impact of educational programs. School Management Committees (SMCs) and Parent-Teacher Associations (PTAs) are excellent platforms for community involvement (Government of Nepal, Ministry of Education, 2009). By actively engaging parents and community leaders in educational initiatives, schools can ensure that their programs are culturally sensitive and meet the specific needs of the community.

Leveraging Technology for Education

In today’s digital age, technology offers new opportunities to promote peace and social cohesion through education. E-learning platforms, online courses, and digital resources can improve access to quality education, especially in remote and underserved areas (Government of Nepal, Ministry of Education, 2013). Technology also facilitates the sharing of best practices and collaboration among educators and institutions (Hol & Aydin, 2020).

The COVID-19 pandemic highlighted the potential of technology in education, as many schools in Nepal turned to online learning platforms to continue education during lockdowns. This experience showed how technology can bridge educational gaps and promote continuous learning. Moving forward, integrating technology into the education system can expand the reach and impact of peace education initiatives.

Conclusion

Educational institutions in Nepal are central to the country’s efforts to promote peace and social cohesion. By fostering inclusive education, incorporating peace education into their curricula, promoting civic values, and addressing challenges of inequality and exclusion, schools and universities can significantly contribute to shaping a more harmonious society. However, achieving lasting peace and unity is a complex, ongoing process that requires the collective efforts of educators, students, communities, and policymakers. Educators play a critical role in imparting not only academic knowledge but also values of tolerance, respect, and democratic participation. Students, as future leaders, are essential in embracing and spreading these values, influencing their communities positively. Likewise, policymakers and government officials must provide the necessary frameworks and resources to support these educational initiatives. By prioritizing inclusive and peace-oriented education policies, they can help create an environment conducive to these programs’ success. Overall, the combined efforts of educators, students, communities, and policymakers are crucial for achieving lasting peace and social cohesion in Nepal. Despite the challenges, their collective dedication can guide the country towards a brighter, more inclusive future. Through education, Nepal can cultivate a generation equipped to sustain peace, embrace diversity, and contribute to the nation’s ongoing development.

References

Adhikari, P., & Lawoti, M. (2024). Nepal. In An Introduction to South Asian Politics (pp. 149-172). Routledge.

Bhattarai, P. (2024). The Road to the Comprehensive Peace Agreement. In Nepal’s Peace Process (pp. 9-27). Routledge.

Government of Nepal, Ministry of Education. (2009). School sector reform plan 2009-2015, Nepal, 128. https://planipolis.iiep.unesco.org/sites/default/files/ressources/nepal_school_sector_reform_2009.pdf

Government of Nepal, Ministry of Education. (2013). Information & Communication Technology (ICT) in Education Master Plan 2013-2017, Nepal, 52. https://nepalindata.com/resource/Information-&-Communication-Technology–ICT-in-Education–Master-Plan-2013-2017/

Government of Nepal, Ministry of Education. (2016). School sector development plan 2016/17-2022/23. Nepal, 184. https://www.globalpartnership.org/content/nepal-school-sector-development-plan-2016-2023

Hol, D., & Aydin, I. (2020). Is technology in our classrooms? EFL teachers’ beliefs and engagement with technology in the classroom. Journal of Educational Issues, 6(2), 38-58. https://doi.org/10.5296/jei.v6i2.17326