Kapil Dev Regmi
Dados Biográficos
| ID | 908429 |
|---|---|
| NOME | Kapil Dev Regmi |
| PRENOMES | Kapil Dev |
| SOBRENOME | Regmi |
| ASSINATURA | REGMI K D |
| AFILIAÇÕES | University of British Columbia |
| ORCID | 0000-0002-3130-0167 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 84 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Blended learning as innovation
Blended learning is increasingly becoming the new normal in higher education; however, few studies have explored how this pedagogical shift impacts technologically disadvantaged educational institutions. A “technologically disadvantaged university” typically refers to institutions facing challenges such as inadequate infrastructure, limited internet access, insufficient faculty training in technology, or a combination of these factors. This study…
Five decades of neoliberal developmentalism in “Least Developed Countries”
“Least Developed Countries” (LDCs) were identified by the United Nations (UN) in 1971 to consolidate international support measures to address development challenges related to poverty, health and education. Using neoliberal developmentalism and decolonisation as a theoretical framework, this paper analyses key policy documents produced by the UN from 1971 to 2021 to investigate the support measures taken by the UN and other international organiz…
Are “illiterate” adults irrational? Lifeworld, rationality, and an epistemically just theory of literacy
Decolonising meritocratic higher education
In the context of the global decolonial movement, this paper aims to identify major challenges faced by higher education institutions by following an integrative literature review as a methodological approach. A review of two main bodies of scholarly literatures – decolonisation of higher education and meritocracy in higher education – showed that higher education is a colonial project in which meritocratic logics have been used to justify social…
School principals, selection criteria, and responsibilities
Failure in implementing education policy affects not only school leadership practices but also the overall quality of public education. This study aims to investigate the implementation of educational policies made for (a) the recruitment of school principals and (b) guiding their responsibilities in community schools of Nepal. Drawing on interviews conducted with 12 principals and six teachers, we examine whether Education Regulation enacted by …
Political economy model of program planning
Programme planning models found in the current body of literature provide some practical strategies for developing effective adult education programmes, but how political and economic systems of a country shape the nature and scope of planning is missing. This paper aims to fill this theoretical void by bringing political economy perspective into scholarly discussion. The paper theorises that the state, the market, and the civil society are key c…
Deliberation and decisionism in educational policymaking
In the countries that receive aid from donor agencies, the educational policymaking process is not straightforward because the power and interest of donors contradict with national contexts. This qualitative study aims to investigate how educational policy decisions in Nepal, a country that receives foreign aid for its educational projects, are made. Drawing on the Habermasian conceptualisation of deliberative democracy, I theorise that education…
The rise of learning technology in an unequal world
Meritocratic lifelong learning
After the declaration of lifelong learning as the Sustainable Development Goal 4 in 2015, lifelong learning has become a new policy bandwagon. However, whether investment of time and resources needed for it should be the responsibility of marginalised adults or any other macrolevel institutions has remained elusive. Nested in the larger theoretical and scholarly debate on meritocracy, this paper analyses the World Bank’s policy documents and inte…
The international political economy of educational policy development in Nepal
The modern history of Nepal started after the Kingdom of Nepal was formed during the 1760s through a series of military battles, which is now known as a national unification campaign, led by Prithvi Narayan Shah. The history of mass education, however, started during the 1950s when a political uprising overthrew autocratic Rana regime that had ruled the country for more than a century. This paper aims to explore Nepal’s educational history by ana…
Decolonizing epistemologies of the global South
Decolonization has multiple meanings and interpretations which reflect not necessarily the arbitrariness of the concept but the complex history of colonialism and the struggles that colonized people have endeavoured to carry on. The level of oppression and subjugation may vary, but there is hardly any one living in the global South (i.e., marginalized communities of both developed and developing countries around the world) who are not affected by…
The Covid-19 pandemic, the Sustainable Development Goals on health and education and "least developed countries" such as Nepal
Social foundations of lifelong learning
The idea of learning rooted in behavioural psychology has become dominant in the field of teaching and learning for several decades. Even though it has been widely used in formal education it is inadequate for informing lifelong learning policies and plans. In this paper, first I critique the psychological foundation of learning and in the second part, drawing on Habermasian conceptualisation of three structural components of the lifeworld (cultu…
Literacy for self-reliance
Higher Education in Nepal
Educational governance in Nepal
In the context of educational globalisation, the role of supranational organisations in shaping the educational policy decisions, especially of aid-dependent countries, has increased. Using global governance as a theoretical framework and Critical Policy Sociology (CPS) as a methodological framework, this paper analysed key educational policy documents produced by the World Bank (WB) and the Government of Nepal (GON), as well as interviews conduc…
Educating entrepreneurial citizens
Foundational Models of Development, Underlying Assumptions and Critiques
Several theories of development (mainly modernisation, dependency, world system and postcolonial) are found in the current body of literature. However, the similarities and differences of these theories are not clearly articulated. This article has reviewed key scholarly literature in this field and found that major theories of development stem from three foundational models: modernist, dependency and post-development. The modernist model assumes…
Modernisation theory, ecotourism policy, and sustainable development for poor countries of the global South
Despite its popularity as a strategy for sustainable development in the global South, ecotourism has had a mixed record in enhancing the socio-economic conditions of the rural populace. We argue that part of this failure lies in the fact that the theory and practice of ecotourism, like conventional mass tourism, has been guided by a modernisation approach to development. In this paper, we outline the historical evolution of ecotourism policy in N…
Habermas, lifeworld and rationality
Major supranational organisations such as the Organisation for Economic Cooperation and Development, the European Union, and the World Bank have used lifelong learning as a strategy to boost economic competitiveness both at individual and national levels. In the literature related to lifelong learning this is characterised as the economistic model of lifelong learning. The humanistic model of lifelong learning, which appears as an alternative of …
Critiquing Hegemony of Capitalism
In capitalistic society freedom of individuals for making profits and accumulating wealth is understood as a universal truth. Competition among people equipped with this limited notion of freedom is taken as an inevitable prerequisite for achieving prosperity. The current body of scholarship lacks proper explanation of what makes capitalism so hegemonic that it continuously shapes human beliefs and practices. The paper argues that this limited no…
World Bank in Nepal’s education
This paper critically analyses key educational policy documents produced by the World Bank mainly from the mid-1980s to 2010 with regard to implementing major educational projects in Nepal. Using critical policy sociology as a methodological tool, the paper explores how a small Himalayan nation with per capita income of about US$730 (2014) plunged into neoliberal world order during the early 1980s. The paper argues that Bank’s educational policy …
The political economy of 2015 Nepal earthquake
A massive earthquake of 7.6 magnitudes on 25 April 2015 and a major aftershock of 6.8 magnitudes on 12 May 2015 hit central Nepal. The earthquake took the lives of about 9000 people, injured about 24,000 and affected one-third of Nepal’s total population (28 million). Despite a huge amount of money (US$ 4.4 billion) pledged by the international community, reconstruction works could not take place on time. Using participatory approach to reconstru…
More Than Good Intentions
Karlan and Appel present a number of case studies carried out in economically poor countries such as Ghana, India, Kenya, and Bangladesh to examine the effectiveness of developmental projects launched to reduce poverty.This book is also about how individual philanthropists of the developed world can help people of low-income countries improve their socioeconomic conditions.The authors use the Randomised Controlled Trial (RCT) as a method for asse…
India
Lifelong learning
The political economy of 2015 Nepal earthquake
A massive earthquake of 7.6 magnitudes on 25 April 2015 and a major aftershock of 6.8 magnitudes on 12 May 2015 hit central Nepal. The earthquake took the lives of about 9000 people, injured about 24,000 and affected one-third of Nepal’s total population (28 million). Despite a huge amount of money (US$ 4.4 billion) pledged by the international community, reconstruction works could not take place on time. Using participatory approach to reconstru…
World Bank in Nepal’s education
This paper critically analyses key educational policy documents produced by the World Bank mainly from the mid-1980s to 2010 with regard to implementing major educational projects in Nepal. Using critical policy sociology as a methodological tool, the paper explores how a small Himalayan nation with per capita income of about US$730 (2014) plunged into neoliberal world order during the early 1980s. The paper argues that Bank’s educational policy …
Meritocratic lifelong learning
After the declaration of lifelong learning as the Sustainable Development Goal 4 in 2015, lifelong learning has become a new policy bandwagon. However, whether investment of time and resources needed for it should be the responsibility of marginalised adults or any other macrolevel institutions has remained elusive. Nested in the larger theoretical and scholarly debate on meritocracy, this paper analyses the World Bank’s policy documents and inte…
Higher Education in Nepal
Social foundations of lifelong learning
The idea of learning rooted in behavioural psychology has become dominant in the field of teaching and learning for several decades. Even though it has been widely used in formal education it is inadequate for informing lifelong learning policies and plans. In this paper, first I critique the psychological foundation of learning and in the second part, drawing on Habermasian conceptualisation of three structural components of the lifeworld (cultu…
Educational governance in Nepal
In the context of educational globalisation, the role of supranational organisations in shaping the educational policy decisions, especially of aid-dependent countries, has increased. Using global governance as a theoretical framework and Critical Policy Sociology (CPS) as a methodological framework, this paper analysed key educational policy documents produced by the World Bank (WB) and the Government of Nepal (GON), as well as interviews conduc…
Can lifelong learning be the post-2015 agenda for the Least Developed Countries
This paper discusses what approaches to ‘lifelong learning’ should guide the post-2015 education agenda for the Least Developed Countries (LDCs) which refers to a group of 49 countries that are off-track in achieving most of the Millennium Development Goals (MDGs) and the Education for All goals. Reports prepared by major consultation groups such as the High Level Panel established by the United Nations and Global Thematic Consultation Group have…
Habermas, lifeworld and rationality
Major supranational organisations such as the Organisation for Economic Cooperation and Development, the European Union, and the World Bank have used lifelong learning as a strategy to boost economic competitiveness both at individual and national levels. In the literature related to lifelong learning this is characterised as the economistic model of lifelong learning. The humanistic model of lifelong learning, which appears as an alternative of …
Deliberation and decisionism in educational policymaking
In the countries that receive aid from donor agencies, the educational policymaking process is not straightforward because the power and interest of donors contradict with national contexts. This qualitative study aims to investigate how educational policy decisions in Nepal, a country that receives foreign aid for its educational projects, are made. Drawing on the Habermasian conceptualisation of deliberative democracy, I theorise that education…
The rise of learning technology in an unequal world
The Covid-19 pandemic, the Sustainable Development Goals on health and education and "least developed countries" such as Nepal
Decolonising meritocratic higher education
In the context of the global decolonial movement, this paper aims to identify major challenges faced by higher education institutions by following an integrative literature review as a methodological approach. A review of two main bodies of scholarly literatures – decolonisation of higher education and meritocracy in higher education – showed that higher education is a colonial project in which meritocratic logics have been used to justify social…
Literacy for self-reliance
Foundational Models of Development, Underlying Assumptions and Critiques
Several theories of development (mainly modernisation, dependency, world system and postcolonial) are found in the current body of literature. However, the similarities and differences of these theories are not clearly articulated. This article has reviewed key scholarly literature in this field and found that major theories of development stem from three foundational models: modernist, dependency and post-development. The modernist model assumes…
Critiquing Hegemony of Capitalism
In capitalistic society freedom of individuals for making profits and accumulating wealth is understood as a universal truth. Competition among people equipped with this limited notion of freedom is taken as an inevitable prerequisite for achieving prosperity. The current body of scholarship lacks proper explanation of what makes capitalism so hegemonic that it continuously shapes human beliefs and practices. The paper argues that this limited no…
Lifelong learning and post-2015 educational goals
Can lifelong learning be the post-2015 agenda for the Least Developed Countries
This paper discusses what approaches to ‘lifelong learning’ should guide the post-2015 education agenda for the Least Developed Countries (LDCs) which refers to a group of 49 countries that are off-track in achieving most of the Millennium Development Goals (MDGs) and the Education for All goals. Reports prepared by major consultation groups such as the High Level Panel established by the United Nations and Global Thematic Consultation Group have…
Lifelong learning
Critiquing Hegemony of Capitalism
In capitalistic society freedom of individuals for making profits and accumulating wealth is understood as a universal truth. Competition among people equipped with this limited notion of freedom is taken as an inevitable prerequisite for achieving prosperity. The current body of scholarship lacks proper explanation of what makes capitalism so hegemonic that it continuously shapes human beliefs and practices. The paper argues that this limited no…
World Bank in Nepal’s education
This paper critically analyses key educational policy documents produced by the World Bank mainly from the mid-1980s to 2010 with regard to implementing major educational projects in Nepal. Using critical policy sociology as a methodological tool, the paper explores how a small Himalayan nation with per capita income of about US$730 (2014) plunged into neoliberal world order during the early 1980s. The paper argues that Bank’s educational policy …
The political economy of 2015 Nepal earthquake
A massive earthquake of 7.6 magnitudes on 25 April 2015 and a major aftershock of 6.8 magnitudes on 12 May 2015 hit central Nepal. The earthquake took the lives of about 9000 people, injured about 24,000 and affected one-third of Nepal’s total population (28 million). Despite a huge amount of money (US$ 4.4 billion) pledged by the international community, reconstruction works could not take place on time. Using participatory approach to reconstru…
More Than Good Intentions
Karlan and Appel present a number of case studies carried out in economically poor countries such as Ghana, India, Kenya, and Bangladesh to examine the effectiveness of developmental projects launched to reduce poverty.This book is also about how individual philanthropists of the developed world can help people of low-income countries improve their socioeconomic conditions.The authors use the Randomised Controlled Trial (RCT) as a method for asse…
Modernisation theory, ecotourism policy, and sustainable development for poor countries of the global South
Despite its popularity as a strategy for sustainable development in the global South, ecotourism has had a mixed record in enhancing the socio-economic conditions of the rural populace. We argue that part of this failure lies in the fact that the theory and practice of ecotourism, like conventional mass tourism, has been guided by a modernisation approach to development. In this paper, we outline the historical evolution of ecotourism policy in N…
Habermas, lifeworld and rationality
Major supranational organisations such as the Organisation for Economic Cooperation and Development, the European Union, and the World Bank have used lifelong learning as a strategy to boost economic competitiveness both at individual and national levels. In the literature related to lifelong learning this is characterised as the economistic model of lifelong learning. The humanistic model of lifelong learning, which appears as an alternative of …
Foundational Models of Development, Underlying Assumptions and Critiques
Several theories of development (mainly modernisation, dependency, world system and postcolonial) are found in the current body of literature. However, the similarities and differences of these theories are not clearly articulated. This article has reviewed key scholarly literature in this field and found that major theories of development stem from three foundational models: modernist, dependency and post-development. The modernist model assumes…
Higher Education in Nepal
Educational governance in Nepal
In the context of educational globalisation, the role of supranational organisations in shaping the educational policy decisions, especially of aid-dependent countries, has increased. Using global governance as a theoretical framework and Critical Policy Sociology (CPS) as a methodological framework, this paper analysed key educational policy documents produced by the World Bank (WB) and the Government of Nepal (GON), as well as interviews conduc…
Educating entrepreneurial citizens
Social foundations of lifelong learning
The idea of learning rooted in behavioural psychology has become dominant in the field of teaching and learning for several decades. Even though it has been widely used in formal education it is inadequate for informing lifelong learning policies and plans. In this paper, first I critique the psychological foundation of learning and in the second part, drawing on Habermasian conceptualisation of three structural components of the lifeworld (cultu…
Literacy for self-reliance
The international political economy of educational policy development in Nepal
The modern history of Nepal started after the Kingdom of Nepal was formed during the 1760s through a series of military battles, which is now known as a national unification campaign, led by Prithvi Narayan Shah. The history of mass education, however, started during the 1950s when a political uprising overthrew autocratic Rana regime that had ruled the country for more than a century. This paper aims to explore Nepal’s educational history by ana…
Decolonizing epistemologies of the global South
Decolonization has multiple meanings and interpretations which reflect not necessarily the arbitrariness of the concept but the complex history of colonialism and the struggles that colonized people have endeavoured to carry on. The level of oppression and subjugation may vary, but there is hardly any one living in the global South (i.e., marginalized communities of both developed and developing countries around the world) who are not affected by…
The Covid-19 pandemic, the Sustainable Development Goals on health and education and "least developed countries" such as Nepal
Meritocratic lifelong learning
After the declaration of lifelong learning as the Sustainable Development Goal 4 in 2015, lifelong learning has become a new policy bandwagon. However, whether investment of time and resources needed for it should be the responsibility of marginalised adults or any other macrolevel institutions has remained elusive. Nested in the larger theoretical and scholarly debate on meritocracy, this paper analyses the World Bank’s policy documents and inte…
School principals, selection criteria, and responsibilities
Failure in implementing education policy affects not only school leadership practices but also the overall quality of public education. This study aims to investigate the implementation of educational policies made for (a) the recruitment of school principals and (b) guiding their responsibilities in community schools of Nepal. Drawing on interviews conducted with 12 principals and six teachers, we examine whether Education Regulation enacted by …
Political economy model of program planning
Programme planning models found in the current body of literature provide some practical strategies for developing effective adult education programmes, but how political and economic systems of a country shape the nature and scope of planning is missing. This paper aims to fill this theoretical void by bringing political economy perspective into scholarly discussion. The paper theorises that the state, the market, and the civil society are key c…
Deliberation and decisionism in educational policymaking
In the countries that receive aid from donor agencies, the educational policymaking process is not straightforward because the power and interest of donors contradict with national contexts. This qualitative study aims to investigate how educational policy decisions in Nepal, a country that receives foreign aid for its educational projects, are made. Drawing on the Habermasian conceptualisation of deliberative democracy, I theorise that education…
India
The rise of learning technology in an unequal world
Five decades of neoliberal developmentalism in “Least Developed Countries”
“Least Developed Countries” (LDCs) were identified by the United Nations (UN) in 1971 to consolidate international support measures to address development challenges related to poverty, health and education. Using neoliberal developmentalism and decolonisation as a theoretical framework, this paper analyses key policy documents produced by the UN from 1971 to 2021 to investigate the support measures taken by the UN and other international organiz…
Political science (23 obras) · Sociology (20 obras) · Economics (17 obras) · Global Educational Policies and Reforms (17 obras) · Economic growth (16 obras) · Pedagogy (10 obras) · Politics (10 obras) · Law (9 obras) · Political economy (8 obras) · Lifelong learning (7 obras)