Students’ Equitable Participation in Education: Rethinking Academic Guardianship in Nepalese Public Schools

Abstract

This case study explores the ways to create supportive environment for the students of Nepalese public schools to ensure their equitable participation in school education. Through purposeful sampling, I interacted with 25 students, two principals, and a teacher using open ended long questions and phone call conversations. Additionally, I collected data from 240 students via open ended short questions. Creating themes and meaning units, I analyzed why the guardians are unable to involve in school activities and I drew a conclusion with the help of teachers and students’ experiences. The results show that only 30 % percent guardians are capable to support their children in learning. Furthermore, the subordinate guardians, schools, teachers, peers, and local agencies can work as the alternative guardians to manage learning environment of students by providing them proper guidance and support in their learning needs. This study is significant for guardians, schools, and teachers to play the role of guardians and assist learners to manage their learning. Moreover, it provides feedback to the policy makers to design the policy going beyond the traditional concept of guardianship to ensure the equitable participation of diverse learners.