Exploring the barriers and opportunities of students’ mobility in Nepal’s community schools: A policy perspective on enhancing educational quality

Abstract

This study examines the key factors influencing student mobility from community schools to institutional schools or international education systems. The study employs a structured survey method, collecting primary data from students, teachers, and administrators across 87 community schools in Nepal. The methodology is designed with a combination of descriptive statistics, correlation analysis, regression modeling, and Structural Equation Modeling (SEM) to analyze academic expectations, infrastructure, teaching methods, IT integration, and job readiness. The findings indicate that weak educational quality, insufficient infrastructure, and inefficient pedagogical approaches substantially influence student mobility. Teaching methods and English-medium instruction are the most significant indicators of student retention whereas theoretical knowledge and academic expectations exert lesser influences. The conclusion highlights school governance, teacher training, and curriculum development to mitigate student mobility. Augmenting infrastructure, adopting contemporary pedagogical methods, and incorporating experiential learning into curricula can elevate the education’s quality in community schools. Practical implication encompasses augmented governmental funding, systematic monitoring frameworks, and enhanced public-private collaborations to guarantee access to education. Mitigating these problems can diminish dependence on private and international education, so fortifying Nepal’s domestic education system.