Reframing School Governance under Federalism: A Critical Review of Local Government Roles in Educational Service Delivery in Nepal

Abstract

This paper explores the concept of school governance through federalism in Nepal and how the local governments play a role in the delivery of educational services. Based on the PRISMA model, 20 studies were included in the research, using a qualitative research methodology and a critical review design. The thematic analysis procedure was used to analyze information. The findings indicate that decentralization has reorganized governance by having the local governments plan, administer, and execute education services. Although the success of such transformation is still inconsistent because of the institutional capacity gaps, finances, role ambiguity, and the lack of intergovernmental coordination. It identifies five major themes, which include the decentralized structures of governance, increasing the local roles, institutional limitations, participatory governance, and educational equity and quality outcomes. Although federalism has increased the responsiveness and innovation of local areas, there are still persistent differences and accountability issues that limit its efficacy. It was concluded that the capacity building, role definitions, and fair distribution of all resources are essential to enhancing the delivery of educational services in Nepal. It is declared that the study creates value for the policy of federal structure in Nepal after the decentralization under the constitution of 2015.