국제개발개이론 (Education and International Development) Access to primary school for Dalit in Nepal

소개글

영국 석사 대학원 국제개발 전공 리포트 입니다.
네팔의 카스트 제도 아래에서 어떻게 불가촉 천민(달릿)의 아이들이 기본교육인 초등교육에 접근 할 수 있는가에 대해 인적자본이론과 인권의 관점에서 쓴 리포트 입니다.
이 리포트는 영어로 작성되었습니다.

목차

1. Introduction

2. The history of the Caste system in Nepal

3. Importance of Primary Education

4. The Dalit’s situation in Nepal: Low literacy rates and school enrollment

5. Rights based approach - Right to education

6. Analysis of the issues in the Rights-Based Approach perspective: Caste hindrance for access to school
1) Caste discrimination in schools
7. The 4a frame work
1) Availability
2) Accessibility
3) Acceptability
4) Adaptability

8. Human capital theory

9. Human Capital Theory and access to primary education for the Dalit children in Nepal

10. Human rights based approach and human capital theory compared

11. Conclusion

12. References

본문내용

Introduction
Nepal has a caste system despite its legal prohibition since 1963. As a result discriminations between the different castes are prevalent. However, the caste system was made illegal, but despite this breach of law, caste discrimination still persists. Nepal is a land-locked country which is located between India and China. The Nepalese population maintains the tradition of Hinduism. (Thapaliya, 2007).
Most Dalit’s who are outside of the caste system socially and politically, are discriminated against by their social and caste status. This is particularly, in the Nepalese education sector whereby discrimination is a wide spread problem. This is because most teachers belong to the higher caste level. This is turn means that they do not want the Dalit’s in the classrooms with them, despite there being no schools in the Dalit community. As a consequence, the Dalit’s are relatively excluded from education by other caste groups (Chunu, 2010) and Dalit children struggle to acce

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