2019 Volume 84 Issue 766 Pages 2563-2572
Education decentralization in Nepal was initiated by naming all government schools as ‘community school’ which encouraged community participation in management and funding. However, integration of school facilities with communities for informal learning has been less practiced. Therefore, this study on 45-community schools analyses decentralization patterns of education system constructed from the history of transformation seen in each school. Furthermore, school facility types were analysed based on their assignment of functions within the integration approach. Four transformation patterns and three integration approaches were identified and compared to clarify the prospects of integrated approach.
