An agreement between Kathmandu University School of Arts and UNICEF Nepal has been signed on 18th February 2015. With this agreement a program called ‘Institutional Support to Enhance Research and Training Capacity on Disability’ has been implemented in Kathmandu University School of Arts. Under this agreement UNICEF Nepal agreed to support Kathmandu University financially and technically in the establishment of Disability Research Centre in School of Arts.
The agreement is seen as a watershed in Nepal’s disability research. It introduces a new aspect to national and international effort in mainstreaming disability agenda in Nepal’s development process
Project Summary Intersecting vulnerabilities of disability, low socio-economic status, marginalization and age indicate that children and young people with disabilities (adolescents) are likely to be uniquely affected by the COVID-19 pandemic. Yet, there has been limited research from low-and middle-income countries (LMICs) about the effect of the pandemic on adolescents. In order to capture their experience, it is important that they participate in the design of tools and methods to collect data.
We will conduct participatory action research in two rural areas of Nepal to:
CYPDs will pilot these tools and inform the development of training materials to increase the participation of adolescents in research about current and future public health emergencies.
Principal Investigator: Dr
Joanna Morrison
Partners: Institute of
Development Studies Sussex,
Kathmandu university,
Diverse Patterns
Location: Nepal
Funding: Arts and Humanities Research Council
Dr Joanna Morrison
Dr Niraj Poudyal, Kathmandu University
Mr Dipesh Khadka, Kathmandu university
Mr Sagar Prasain, Diverse Patterns
Dr Mary Wickenden, IDS Sussex
Ms Brigitte Rohwerder, IDS Sussex
Ms Sara Wong, UCL Institute tor Global Health
Please click here for Nepali and here for English version of the film made about the study
MICSIE project summary: The U.S. Agency for
International Development (USAID) has demonstrated a vested commitment to
supporting basic education for all learners globally, including learners with
disabilities. This commitment is reflected in the 2018 USAID Education Policy
(USAID, 2018b) and 2019–2023 Strategy on International Basic Education (USAID,
2018a). In line with this commitment, USAID has funded some projects and
programs that support early grade learning for students with and without
disabilities, such as those in Cambodia, Malawi, and Nepal.
It is against this backdrop that the
Multi-Country Study on Inclusive Education (MCSIE) aims to
generate evidence and lessons learned around the
implementation of inclusive early grade
reading (EGR) programs. The purpose of this
report is to describe findings to date in the case of
Nepal. The following executive summary describes
the background and purpose of the MCSIE
evaluation,
the methodology this evaluation utilizes, and some indicative findings from the
period following the MCSIE Inception Report. Data collection methods include
literature review,
PI: Dr. Valarie Karr
KU researchers: Dr. Niraj Poudyal, Prof. Mahesh Banskota, Mr. Dipesh Khadka, Dr. Santosh Adhikari
Partners: Inclusive Development Partners (IDP), Purdue University
Location: Cambodia, Malawi, and Nepal
Funding: USAID
October 20, 2022
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October 20, 2022
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October 20, 2022
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October 20, 2022
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October 20, 2022
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