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Role of Education in Social Inclusion of Muslims of Nepal
Full text linkThis study examines the social exclusion situation among the Muslim communities and
the role of education in their social inclusion in Nepal. In Nepal, the concept of social
exclusion and inclusion has gained prominence in public and development policy
discourse following its inclusion as one of four pillars of the Tenth Plan (2002-2007).
In recent years, the inclusion has become a policy agenda and the most populist
political agenda for development and social change among various groups in the
country.
Muslims are one of the highly disadvantaged, marginalized and excluded minority
groups with distinct religious and cultural identities in Nepal. They have been excluded
from social, economic, educational and political institutions; which, is reflected in their
low literacy and high poverty rates and low representation in the civil service, police,
military and other decision-making levels of the state. Historically, they have been
ignored by the state and excluded from mainstream development processes due to their
origin, religious minority status and territorial/regional identity.
Though, Muslims in general have themselves to blame for their low literacy rate and
the consequent exclusion from mainstream yet, it is a fact that the state has
substantially remained oblivious to the demands and requirements of the Muslim
communities.
Nepal’s social structure (i.e. Caste system), social discrimination, social inequality, the
government’s melting pot policy and non-recognition of Madrasa education has
become the most crucial impediments against inclusion. More importantly, the nature
of centralized state governance structures and other discriminatory practices in the
country have contributed to the exclusion of these communities in the past. During the
Rana regime (1848-1951), only family members and loyal supporters were entitled to
socio-economic opportunities; their power was further strengthened by social exclusion
in Nepal. During this feudal regime, any dissent, in the form of alternative ‘institutions’
or ideologies, was brutally suppressed, and the privileges of the dominant group were
further reinforced by the state.
After major political changes in 1951 there has been a centralization of power largely
within three caste/ethnic groups (hill Brahmins, Chhetris and Newars) who constitute
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only 35 percent of the population in Nepal. The minority Muslims have largely been
excluded from decision and policy making levels in the government. Therefore, they
have been deprived of the opportunity to articulate their needs and priorities through
forming government policy in their favor. Thus, due to their exclusion from decisionmaking
and policy making frameworks, they have remained poor, illiterate and
exploited in Nepal. The adverse effects of unequal opportunities and political power, on
development, are even more damaging because the educational, economic, social and
political disadvantages are reinforced repeatedly over generations.
Muslims have lower values in all the indicators of the Human Development Index
(HDI). The lower HDI for Muslims derives largely from their very low educational
attainment compared to other components of the HDI. Their low human development
or capability hinders their representation and participation, which, in turn, perpetuates
their low level of human development.
In the Muslim communities, women have higher illiteracy rate and lesser access to
higher education. Discriminatory attitudes or evident when we consider the rate of
attendance of boys and girls in the various schools. The majority of Muslim children
attends Madrasas rather than the government schools. In schools, the girl’s dropout
rate is higher than the boys. The main reasons of low literacy, high dropout and low
attainment of higher education among Muslims and particularly among girls is the
prevalence of poverty, religious orthodoxy, early marriage, lack of awareness,
conservative feelings and a general abhorrence towards mainstream education, lack of
accommodative syllabus and textual material on cultural aspects of the Muslims in
schools, lack of Muslim-friendly environment, lack of mother tongue education, lack of
incentives and scholarships in schools and lack of employment opportunities for
Muslims in the country.
In Nepal, Muslim children facing the cumulative impact of poverty, social
discrimination and social exclusion are severely restricted from enjoying their basic
rights including education. Poverty has pulled out many Muslim students from school
to work and/or compelled them never to enroll. Social exclusion has pushed them out
of their classrooms because of the culturally built-in caste or other types of taboos.
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In this context, the education system is unable to address the multiple challenges that
children bring to school. Many Muslim parents and children are not finding the current
education, curriculum, school environment relevant for them as per their needs. There
is no inclusive education system, no feeding provisions for hungry children, no social
exclusionary issue discussion forums in the school, no pedagogical practice to promote
the morals of the socially excluded children and no Muslim culture-friendly
environment in the school.
There is no provision in the local government to support the runaway and marginalized
children. In this situation, children themselves are responsible for their own and their
family’s survival. Poor quality and rigid education in this situation has no meaning. If
by chance these children enter education, they either end up in resource-poor schools or
Madrasas which still have not been fully recognized as an educational institution in
Nepal.
In the modern world, education is the basic source of knowledge and one of the main
agents/vehicles for social change and social inclusion in society. Educational
attainment influences other indicators of human development and opportunities in
many ways. It has been perceived as a force of enhancing the capability of the people in
terms of enhancing appropriate life skills, knowledge and experiential wisdom to
acquire economic and social prosperity. Realizing that fact, the Government of Nepal
has made a commitment to Education for All and Millennium Development Goals.
Social inclusion of Muslims and other minority groups is the major issue in the present
context of Nepal. However, the issues and problems of Muslims are still relatively
unheard and remain unresolved. In the given context, this study helps to understand the
socio-economic, political and educational situation of Muslims from the perspective of
social exclusion and inclusion. The study provides insight into the mindset of
minorities and the majority who have to deal with them directly or indirectly. The study
will also provide an opportunity for the minorities to reach out to the public creating an
atmosphere of goodwill and better understanding. Similarly, the study also helps policy
makers to formulate inclusive policies regarding education, government employment
and politics, which ultimately help to bring Muslims into the nation building and
mainstream development process of the country
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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