Journal of Education and Research <p>A publication of Kathmandu University, School of Education. Full text articles available here and on its own <a title="JER" href="" target="_blank" rel="noopener">website</a>, too. Journal of Education and Research encourages online submissions on its own <a title="JER submissions" href="" target="_blank" rel="noopener">webpage</a>.</p> <p>Journal of Education and Research is included on <a title="DOAJ" href="" target="_blank" rel="noopener">DOAJ</a>.</p> Kathmandu University School of Education en-US Journal of Education and Research 2091-0118 Technical and Vocational Education for Social Transformation and Justice Suresh Gautam Tikaram Poudel Prakash Paudel ##submission.copyrightStatement## 2018-03-15 2018-03-15 8 1 1 5 10.3126/jer.v8i1.25474 Goal-Setting for TVET Reform: A Framework for Identifying the Ideal System in Nepal <p>Technical and vocational education and training (TVET) is a critical part of Nepal’s education system, both now and as the country continues to develop. The system has an opportunity to revise itself under the Constitution of Nepal (2015), which is implementing a new federal system of government. This paper identifies the best model for TVET in Nepal, based on the principles of permeability, quality, good governance, and education-employment linkage. Although the first two characteristics are well established, the latter two depend on local preferences. Based on a survey of TVET stakeholders in Nepal, we determine that a coordinated input-oriented governance model is best for Nepal. Through document analysis of the country’s TVET legal framework, we find that an occupation-driven style of education-employment linkage is the best fit. Both of these characteristics fit the country’s goals, but not necessarily its current situation, so the TVET system will have to change as it adapts to Nepal’s new Constitution.</p> Katherine Marie Caves Ursula Renold ##submission.copyrightStatement## 2018-03-15 2018-03-15 8 1 6 28 10.3126/jer.v8i1.25477 Understanding Education Decentralization and 'Sustained' Elite Capture – Explicating Cases From Two Public Schools <p>The paper aims at uncovering the practices of educational decentralization in Nepal that started after the restoration of democracy in 1990. Though decentralization in education in Nepal began with the aim of greater community participation and autonomy to the needs and priorities perceived by the local level functionaries in school, it has been subject to elite capture in its governance. Because of control in planning, organization, management, financial liability and different activities for the education system, the paper argues that practices of educational decentralization have been shaped by the local elites who capture the local resources and power to operate the school with their network and 'one-upmanship'. While arguing so, the paper is based on the ethnographic case study of two public schools located in the Mid-Western region of Nepal. Applying the Gramscian concept of hegemony, the paper narrates the process of a 'sustained' selection of the School Management Committee Chairpersons and shows how they negotiate and balance their power to sustain their capture.&nbsp; The paper concludes that the informal mechanisms of individual attributes such as trust and capital are playing an important role in their sustained elitism.</p> Sanjay Hamal ##submission.copyrightStatement## 2018-03-15 2018-03-15 8 1 29 45 10.3126/jer.v8i1.25478 Migrants’ Stories of Everyday Life: An Ethnographic Account <p>This article discusses migrants’ stories of everyday life. The migrants inscribe their different stories in the new contexts and social systems. After mirroring migrants’ first-hand stories, those stories are retold by migrants themselves and also by readers or audiences. The retelling of those stories reveals the reflections of individuals, groups, or on any social events or ceremonies. Against this background, this article aims at explicating how migrants coin their stories in the social worlds, which they practise in their everyday life. As a narrative ethnographer, I have attempted to knit the stories of two migrants from Bharse in Gulmi District, Nepal, who have been currently living in Kathmandu. Based on informal conversations and interactions with the migrants and observations of their everyday life, I have garnered their stories. The findings reveal that the changing socio-cultural contexts, over time and space, lead to the germination of new stories of the everyday life of the migrants. Moreover, the migrants engage in diverse social rules, regulations and value systems, as these attributes are required for behavioural change and social adaptation. Above all, the migrants embody multiple stories in their everyday life because of their knowledge and experiences of the places of their origin and destination.</p> Lal Bahadur Pun ##submission.copyrightStatement## 2018-03-15 2018-03-15 8 1 46 60 10.3126/jer.v8i1.25479 Constructivist Grounded Theory Practice in Accountability Research <p>This article offers the application of constructivist grounded theory in inquiring dimensions of accountability in education. The classical version of grounded theory, which was aligned with the positivist epistemology, has been well discussed in qualitative research. However, the constructivist version of grounded theorizing concerning education has not been adequately articulated in the existing literature. In response to this methodological gap, this paper discusses the canons of constructivist grounded theory in reference to inquiring school actors’ accountability for service delivery in education. The paper draws empirical evidence from the author’s study conducted in the context of community schools in Nepal. The paper argues that theory construction in constructivist grounded theory design is accomplished through the interaction of both data-indicated and extant theoretical concepts by integrating inductive, abductive and deductive reasoning during various stages of the inquiry. The paper also argues that, in constructivist grounded theory, it is not the data saturation as such but the level of researcher’s satisfaction where the grounded theorizing terminates. The paper concludes that the constructivist epistemology of grounded theorizing is useful in addressing the localized understanding of accountability in the decentralized context of education governance in Nepal.</p> Kul Prasad Khanal ##submission.copyrightStatement## 2018-03-15 2018-03-15 8 1 61 88 10.3126/jer.v8i1.25480 Predatory Journals: A Threat to Scholarly Publishing <p>Nowadays the world of scholarly publishing is in serious trouble because of the increasing number of predatory publishing. Besides, citation of articles from predatory journals is also unethical that undermines the quality of research papers. Because of ignorance of predatory publishing and/or compulsion of getting published in a limited time, scholars from Universities and young researchers become victim to predatory or hijacked journals. The purpose of this paper is to create awareness among authors, especially novice ones, about predatory publication. Research institutions should encourage their researchers to publish their articles &nbsp;in valuable journals indexed in Web of Science's Journal Citation Reports (JCR), Clarivate Analytics, formerly part of Thomson-Reuters) or other famous scientific databases such as Scopus, PubMed and MEDLINE. In this way, attention to the Thomson Reuters’ Journal Impact Factor (JIF) and Journal Ranking (JRK) and Scopus grade (Q1, Q2 and Q3) may be useful and necessary.</p> Jiban Shrestha Subash Subedi Behzad Shokati Amit Chaudhary ##submission.copyrightStatement## 2018-03-15 2018-03-15 8 1 89 101 10.3126/jer.v8i1.25482