‘Fellowship Model for Advancing Inclusive Education in Nepal’

The education system of Nepal has been facing the deep-rooted challenges of inequality, limited subject teachers’ availability, inadequate ICT based pedagogical practices particularly in remote or marginalized areas. Bridging these gaps demands a transformative approach that connects educational equity with leadership development. The structured ‘Fellowship Model’ that trains passionate fresh graduates to serve in under-resourced schools can serve as a powerful mechanism to advance inclusive, equitable, resilient high-quality education across Nepal.

Globally, fellowship model has demonstrated that young professionals can act as catalysts for change, improve students’ outcomes while developing future education leaders. In the Nepal’s context too, fellowship model could contribute well to national goals articulated in the School Education Sector Plan (SESP), the National Education Policy, Act relating to Free and Compulsory Education, 16th periodic plan, etc. which emphasize inclusivity, innovation and competencies.

The fellowship model is a cohort-based initiative, typically could be spanned for two years, in which motivated young graduates commit to teaching or support education in community schools. Fellows undergo intensive pre-service training that combines theoretical learning with hands-on practice. This model could cultivate educational leadership, diversity management, quality learning outcomes, community engagement, mitigate educational disparities, enhance soft skills, create employment opportunities and so forth.

While the duration & structure can vary based on institutional design, the overarching objectives could be to strengthen basic literacy & numeracy with innovation in community schools; promote educational equity and inclusion; develop leaders and changemakers in the education sector; embed practical learning experiences for young graduates and so forth.

Fellows serve in schools that experienced teachers’ shortages, particularly in English, Mathematics, ICT, Science or other necessary areas. These placements not only help children gain foundational literacy and numeracy skills but also foster soft skills or creativity, critical thinking, communication, collaboration or core competencies for the 21st century learners.

Fellowship model’s success depends on robust induction and continuous professional learning opportunities to fellows. A pre-fellowship or induction program should be intensive incorporating pedagogical competencies on foundational literacy and numeracy, differentiated (UDL) instruction, formative assessment, project-based learning, educational policies, planning knowhow or understanding of the School Improvement Plan (SIP), Local Education Plans (LEP), national frameworks or SESP endorsed by the Government of Nepal along with knowhow on ICT, respective subjects’ content knowledge, classroom management, children’s psychology and so forth.

The knowledge and skills on fellows to translate Gender Equality and Social Inclusion (GESI) policies-plans-strategies is necessary for addressing social barriers or diversity management. ICT Integration knowhow is very important to use digital tools for teaching and monitoring students’ progress. Child rights and safeguarding knowhow should be known to them for child rights protection, prevention of harassment and abuse, and establishment of safe learning spaces in schools where they serve. Most importantly, skills on fostering teamwork, conflict resolution, knowledge dissemination, community mobilization are necessary.
Such multi-dimensional induction trainings develop fellows’ capacity to respond to Nepal’s complex education realities, particularly in marginalized communities. Moreover, it strengthens resilience, adaptability and empathy which are essential for educators in resource-constrained environments of Nepal.

It is important to place fellows in community schools identified through collaboration among the host organization, local governments, schools or School Management Committees (SMCs). The placement should prioritize schools with teacher shortages or low learning outcomes, receptive leadership as well as supportive communities, regions with high educational inequities, remote or marginalized districts and so forth.

During the fellows’ service period, they can serve students from Grades 1–12, organize extracurricular activities, lead community-based learning projects however it depends upon the needs of a particular schools or communities. They can also engage with parents through school events, home visits or participate in other campaigns to promote inclusive-quality-resilient education and contributing ultimately to zero education poverty.

The fellowship could emphasize community integration where fellows live by building trust and co-developing local solutions to issues like early marriage, school dropout, gender-based violence, etc. This aligns with Nepal’s federal, provincial and local government’s educational priorities too.

Currently, Nepal does not have a distinct legal framework governing fellowship model. However, several existing laws provide the foundation for operationalizing such models. For example, ‘Labour Act, 2074 (2017)’ mandates that no person can be employed without a formal employment contract. Fellowship programs must therefore ensure that fellows receive appointment letters detailing duties, duration, remuneration, and benefits. It also distinguishes between regular, time-bound, and work-based employment where fellowship falls under time-bound employment. Likewise, ‘Chapter 4 of the Labour Act’ specifies provisions for trainees and apprentices, including maximum training periods and minimum labour standards, prohibiting discrimination, child labour, and forced labour.

Similarly, ‘Civil Code, 2074 (2017)’ emphasizes fairness in employment contracts, ensuring that any service bond (e.g., two-year commitment) remains reasonable and non-exploitative. Thus, fellowship model in Nepal can operate under a hybrid structure where fellows as trainees with a stipend and learning focus, while maintaining compliance with labour and contract laws. Legal clarity ensures both protection for fellows and accountability for institutions.

To ensure transparency, accountability and impact, there should have the independent selection committees where evaluation panels with representation from academia, civil society, and local government could ensure impartial recruitment. Structured selection process with multi-stage assessment including application review, competency-based interviews, and community recommendations helps in the diversity or inclusion targets as well whereas representation of women, Dalit, Janajati, Madhesi, and persons with disabilities get chance to promote educational equity.

In fellowship program, codes of conduct & safeguarding mechanisms are necessary for zero tolerance toward harassment, discrimination or abuse. The legal MoUs or agreements among host organization, local governments, and schools specifying roles, responsibilities, and logistical arrangements are necessary in this model. Institutional partnerships between local governments, universities, and host organization can help to sustain and scale fellowship initiatives.

Fellowships should be non-exploitative & provide fair compensation aligning with living standards in assigned areas. Fellows should receive monthly stipends, travel allowances, insurance, accommodation or housing support in rural placements, psychosocial safety support mechanism, opportunities for professional growth through quarterly review workshops, mentorship, alumni networking, etc. These provisions not only attract talented youths but also ensure their well-being and motivation throughout the program. Fellows’ reflections, journals, and performance assessments should feed into continuous program improvement to make it more successful.

A clear MEAL framework is also crucial to measure fellowship model effectiveness and social impact. Indicators like learning outcomes or improvement in foundational literacy and numeracy; leadership growth or fellows’ personal and professional development; community engagement or level of parents’ participation and local ownership; systemic impact or school improvement or alumni contribution to education reform, etc. can be kept. Both quantitative indicators (e.g., test scores, attendance rates) and qualitative tools (case studies, reflective journals, focus group discussions) can be used. Annual reviews, independent evaluations, and dissemination of findings could foster transparency and replication across other regions.

In fellowship model, Gender Equality and Social Inclusion (GESI) mainstreaming is non-negotiable. Fellowship outreach must actively target underrepresented groups and provide scholarships or additional support for fellows from disadvantaged backgrounds; accessible materials and environments for persons with disabilities; gender-responsive communication materials; safe and inclusive living and working spaces; training on intersectionality, inclusivity, safeguarding, etc. are necessary. These measures ensure that the fellowship embodies Nepal’s constitutional commitments to equity, non-discrimination, and inclusive education for all children.

Fellowship programs are not merely short-term service initiatives rather they are leadership pipelines. Alumni should continue to engage through professional networks or continuous peer learning, joint projects, and mentoring of new fellows. There should be seed funding or research grants to encourage alumni-led innovations in educational equity. The representation in governance or voices in advisory boards or decision-making structures of different tiers of government is equally important. Ongoing capacity building workshops, leadership retreats, exposure visits, etc. to expand professional horizons are necessary to make this model more successful. This lifelong engagement sustains the momentum for educational transformation and nurtures a community of reform-minded educators and social innovators.

Implementing fellowship model in Nepal might have several challenges too, for example, resource constraints and uneven living conditions in remote areas; ambiguities in legal status between ‘trainee’ and ‘employee’; ensuring host schools’ readiness and community acceptance; and avoiding program elitism by ensuring diversity and local participation. These challenges can be mitigated through strong institutional partnerships, transparent communication, legal compliance and contextual adaptability.
In a nutshell, adopting a ‘Fellowship Model’ in Nepal’s education system is both feasible and transformative. It can address critical gaps in educational quality, leadership development, and educational equity while inspiring a new generation of education leaders.

With robust legal frameworks, institutional partnerships, and GESI integration, fellowship model can become a cornerstone for inclusive, equitable, and quality education. By creating a bridge between academic learning and field practice, fellowship model can nurture reflective, inclusive and resilient educators committed to “Education for All”—a vision deeply aligned with Nepal’s constitutional and global commitments to equity and justice. In essence, a well-structured, inclusive, and ethical fellowship model can serve as a strategic national investment in human capital, social justice and educational transformation.
By: GSB