Basic Schools Classroom Size Debate in Nepal: Policy and Practice Landscape
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Abstract
Class size and seating arrangements are critical components of effective classroom delivery, often debated among educationists and policymakers. While smaller class sizes are believed to enhance learning outcomes by enabling more individualized teacher attention, their implementation faces significant challenges, including financial constraints and limited stakeholder support. This paper reviews the current government policies and observes class size and seating arrangement in Nepal's Basic Schools, while also exploring the global discourse surrounding class size reduction and its theoretical underpinnings. The central objective of this study is to assess whether classroom sizes in Nepal's Basic Schools align with the provisions outlined in national and international educational policy documents. To achieve this, present study first conducts a comprehensive review of Nepal's policies on class size and seating arrangement, critically analyzing their alignment with global educational standards and their practical implementation in school settings. In the second phase, classrooms of 30 Basic Schools in the districts of Kathmandu, Bhaktapur, and Lalitpur were observed using purposive sampling. The findings of this study indicate that while Nepal's educational policies clearly advocate for smaller class sizes, proper classroom space and effective seating arrangements, the actual implementation reveals a significant gap. Further classroom observations reveal that many schools face infrastructural and logistical challenges, such as inadequate space and insufficient seating arrangements, which hinder the effective implementation of the learner-centered pedagogical practices. Despite notable progress in policy development, a persistent disconnect between policy and practice remains. Addressing these infrastructural deficiencies is essential to fully realizing the benefits of class size reduction and improved seating arrangements in Nepal's Basic schools.