Decentralized Education Policy and Practice in Rural Nepal: Exploring Local Government Roles and Realities

Abstract

Nepal?s federal transition has shifted major responsibilities for basic and secondary education to local governments, including rural municipalities. This paper examines how they are using this mandate and what it implies for education equity. Using qualitative analysis of constitutional and legal texts, national sector plans, and municipal education policies and budgets, it focuses on three domains: governance capacity, fiscal capacity, and the alignment of policy and practice. Rural Municipalities (RMs) are beginning to institutionalize their role through education sections, local acts and annual plans, and, in some cases, substantial budget allocations to education. However, legal ambiguities, reliance on earmarked federal grants, limited administrative capacity and politicized teacher management restrict their room for maneuver. These constraints create a gap between rights-based commitments and everyday schooling, especially for disadvantaged children in remote areas, and highlight the need for clearer roles, stronger local capacity and more equitable, flexible financing and accountability.