A study of equality of educational opportunity in Nepal using logistic regression analysis

PurposeWhile privatisation in education is expanding, the number of children transferring from public to private schools seeking high-quality education has increased. This study examined equality of educational opportunity, focussing on the attributes of individual children and their familial backgrounds. The target country is Nepal, which has been facing an educational disparity problem between public and private schools.Design/methodology/approachThis study performed a logistic regression analysis with the objective variable as the binary capability to attend a private school and analysed the differences between children who attended public versus private schools. Semi-structured interviews with subjects and teachers and home-visit surveys were conducted to collect and confirm data.FindingsThis study revealed that particular children were excluded from seeking high-quality education in form of attending private schools. These children's characteristics correspond to lower economic status, illiterate mothers, being only children and female. Moreover, the study observed changes in awareness due to the modernisation and globalisation of Nepali society and growing enthusiasm for education, amongst others.Originality/valueResearch on privatisation and access to quality education, which has attracted scholarly attention in recent years, requires a broader scope regarding target countries and more in-depth analyses. This study focussed on Nepal since, in the country, the phenomenon of children leaving public for private schools is prominent and little research has been conducted on this context. Additionally, since the study gathered extensive data on individual children and did not rely on secondary data, it was possible to perform an in-depth analysis and accurately portray the real situation faced by Nepali children.

The empty form of fairness: Equality of educational opportunity as an instrumentalizing force in education

The article investigates the instrumentalizing and ontological effects of the concept of equality of educational opportunity (EEO). Starting with the Coleman report ( Coleman et al., 1966 ), through the democratization of secondary and tertiary education, and reading it in light of the recent debate on educationalization of social problems ( Smeyers and Depaepe, 2008 ), the text inquires what has become of education under the influence of this powerfull concept. The evolution of this becoming is shaped by the paradox of equal treatment and selection, two fundamental principles on which the EEO ideal is based. ( Dubet, 2008 ). The objectivity of evaluation and comparability of results that this ideal implies sets EEO as one of the most important bases for the development of quantitative evaluation and testing, thus transforming the curriculum and shaping educational practices ( Stańczyk, 2013 ; Terrail, 2002 ). Moreover, the EEO principle brings the educational system to legitimize social inequalities: since it means treating students equally while they have to be ranked and come out segregated, the belief in inequality of intelligence is being reinforced, and inequalities are educationalized instead of being alleviated. Finally, the research shows that EEO policy and the EEO concept is pedagogically empty, mainly serving as an expression, or allegory of our concern with social inequalities ( Labaree, 2008 ; Rancière, 2002 ), with no real educational means serving this concern. The good news here is that such emptiness leaves room for practices of pedagogical equality being invented and introduced into the school.