Teachers at the heart of change

Abstract

Development paradigm is seen to have shifted from narrow focus on economic progress, infrastructure and agricultural innovations to an approach incorporating a greater emphasis on social and political issues. So development is taken as an intervention. It is a process involving major changes in the social structure, popular attitudes and natural institutions as well as the acceleration of economic growth, reduction of inequality, and eradication of poverty. Education is regarded as one of the most responsible factors for the change. How much education and development are tied to each other is therefore an issue of study. Planners of Nepal do claim that both development and education plans have been responding to each other. Ideally speaking, the contemporary documents reiterate this claim. This article tries to assess the education and development trends of Nepal together with comments over the claims by bringing the theories and philosophies together to beer the relevance. It also sheds light on how to make education and development responsive to each other.