Group D

Socio-Economic
Status of the
Family and
Educational Status
of the Children in
Luwang Ghalel
 SUBMISSION OF Research Report

Course Title: Basic Research Methods in Social Science

Submitted to: Dr. Ananta Raj Dhungana & Dr. Ram Prasad Aryal
Research Title: Socio-Economic and Demographic & Educational
Status of the Children in Luwang Ghalel
WE CERTIFY THAT THIS REPORT IS OUR OWN ORIGINAL WORK AND MATERIALS HAVE NOT
BEEN COPIED FROM ANY OTHER WORK (PUBLISHED OR OTHERWISE) WITHOUT
ACKNOWLEDGEMENT IN THE TEXT. WE ARE FULLY AWARE OF THE PENALTY OF
PLAGIARISM.

Name Signature Roll no.

Sagar Sunuwar 28
Roshan Ghimire 27
Rojina Karki 26
Rekha Baral 24
Rabina Lamichhane 23
Rabina Thapa 25
Prabha Tiwari
Amar Poudel
Aastha GC
Bibek Lamsal
Ayush Jung Karki
Sandip Thakuri
Archana Subedi
Barsha Khatiwada
Date of Submission:

Abstract

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This study aims to explore the socio-economic and demographic and educational status of
the children in Luwang Ghalel. It utilizes the data obtained from the questionnaire method.
There were 22 respondents in the survey. The participation of the male and female was equal
whereas in this research Janjati and Dalit has the highest participation. It was found that
most of the people in Luwang Ghalel are engaged in agriculture and business (homestay).
The people who were doing business had high income than those of the agriculture. It was
found that most of the Dalit student were studying in government school contrary to the
Janjati student who were studying in Private Schools. It was also found that most of the
parents were satisfied with the education of their children and school. It was also seen that
most of the parents were giving every type of support to their children.

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 Social, Economic and Demographic And Educational Status of The Children
in Luwang Ghalel

Table of Contents

Page #

1. Introduction 4
2. Data and Methods 5

3. Results and Demographic Analysis 5

a.Social, Economic and Demographic Analysis 5

b. Educ

ational Status of The Children in Luwang Ghalel 6

4. Conclusion 11
5. Further Research 11
6. References 12

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Introduction:
Education means raising knowledge or brings internal potentialities and abilities of learners.
In other words, Education means the acquisition of knowledge, understanding, intelligence,
conscience, wisdom and so forth (Rana, 2007). Many people think education is the process
that takes place in school, but it is not confined to schooling. People can acquire education
everywhere, in every moment of life without the bound of age. They can get education from
every source such as schools, parents, society, colleagues, mass media, events, nature and so
forth. More specifically, there are three types of education formal, informal and non formal
education (ibid.). However, we are only concerned with the formal education provided by the
schools. Formal education is most planned form of education which is divided in general
grades tied up with the age level and teaching learning activities held with the help of
predetermined curriculum. Schools are the medium which transfers knowledge to the pupils
in a formalized manner. Schools are the miniature society, where child learn the process of
socialization (Rana, 2007) which follows some policy, regulations and rules prepared by the
state for the welfare of the students and nation as a whole.
Education is important for everybody, whether they are learning new facts, skills, or trades.
Having the opportunity to learn always benefits the individual.
In Nepal, the condition of education is very poor. There is a huge difference between literacy
rate in rural and urban in Nepal. The literacy rate in rural is 72 % whereas the literacy rate in
urban is 89.1% (Population Monograph of Nepal,2014). 
Nepal’s rural communities over the years are facing poverty, deprivation and
ignorance. Education and skills for life are particularly important to combat rural
poverty and deprivation by developing capacity of rural people to take advantage of
available opportunities for reducing economic and non-economic poverty
Nepal’s rural communities over the years are facing poverty, deprivation and
ignorance. Education and skills for life are particularly important to combat rural
poverty and deprivation by developing capacity of rural people to take advantage of
available opportunities for reducing economic and non-economic poverty
Nepal’s rural communities over the years are facing poverty, deprivation and
ignorance. Education and skills for life are particularly important to combat rural
poverty and deprivation by developing capacity of rural people to take advantage of
available opportunities for reducing economic and non-economic poverty
Nepal’s rural communities over the years are facing poverty, deprivation and ignorance.
Education and skills for life are particularly important to combat rural poverty and
deprivation by developing capacity of rural people to take advantage of available
opportunities for reducing economic and non-economic poverty.
It has already been more than half decade that public schools started imparting the education
in the country. Public schools are criticized for not being able to provide quality education
(Timsina, 2008). Though in percentage terms, public schools constitute around 80 percent of
these schools and private schools only 20 percent (Thapa, 2011) but the quality or the
performance of the public schools are still unsatisfactory. Many strategies, policies, plans
have been changed for many times still the public schools are considered to be ineffective
schools. Government is investing about 11.64% of total budget in education system (MOE,
2020) at present but the output is not good as enough as compared to the private schools. As
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compared to the private school, the public school could not produce desired results in
academic achievement (The World bank, 2001 as cited in Timsina, 2008). Along with
government, other Non Government organization, community, parents, donor agencies and so
forth have invested both money and efforts for the betterment of the public schools. However,
public schools have not given the quality according to the investment done by various
sectors. Is it not necessary to find out the factors that are responsible for the poor
performance of public schools? As the gap between the pass rates in SLC between public and
private is widening where private have the majority contribution. Public schools account for
only 15 percent of students securing GPA 3.60 to 4, or A+, while they make up a whopping
92 percent of those securing GPA 2.00 to 2.40, or C, or below.  (Republica Nepal, June 2018,
2019).
Furthermore, the government school in rural area lacks the basic infrastructure and the quality
of education provided by these schools are also poor. Many public schools in remote areas
lack basic amenities like school buildings, class room infrastructures and toilets. A
government record of last year showed that over 72 per cent of Grade V students in public
schools were poor in mathematics. Moreover, around 32 per cent of such students were
taught only five per cent of the total course in an academic year. A survey made public by the
government in May showed that around 21 per cent of students in public schools dropped out
of schools by the time they reached Grade VIII and the number doubled when they reached
Grade X.

Data and Method:

The data used in this paper is obtained from the research done on Luwang ghalel village
through questionnaire (structured and open-ended). The research was done on the 22
households of this village. In this research, cross-sectional, exploratory and descriptive
research design was adopted. All the collected quantitative data was edited, filtered and
entered in SPSS for the analysis. Descriptive statistic was used for further anlaysis.

Results and Discussion:

Part A: Social, Economic and Demographic Analysis:
There were 22 respondents in our research. Among 22 respondents, there were 11 males
and 11 females respectively. The mean age of the respondents was 48.77 years. We found
that 21 ( 95.5%) respondents were married whereas 1 (4.5%) respondent was widow. We
found that 81.8% of the respondents were Hindus and 18.2% of the respondents were
Budhhist.
Caste/Ethinicity:

Frequency Percent
Brahmin 1 4.5
Chhetri 1 4.5
Janajati 10 45.5
Dalit 10 45.5
Total 22 100.0
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There were 10 Janjati and 10 Dalit whereas Brahmin and Chettri were 1.
Education
Frequency Percent
Illiterate 8 36.4
Informal 4 18.2
Education
Basic 4 18.2
Secondary 6 27.3
Total 22 100.0
36.4% of the respondents were illiterate. 18.2% of the respondents have attained informal
education. 18.2 have completed their basic education whereas 27.3% of the respondents have
completed secondary education.
Occupation

Major Occupation of the

Family
Frequency Percent
Agriculture 12 54.5
Business 7 31.8
Service 2 9.1
Others 1 4.5
Total 22 100.0
54.5% of the respondent’s family was involved in agriculture. 31.8% of the respondents were
involved in business (specifically homestay business). 9.1% of the respondents were engaged
in service (specifically government job) and 4.5% of the respondents were involved in
foreign employment.

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We have also found that most of the Dalits were engaged in agriculture in contrast to the
Janjati who were mostly engaged in business.

Education * Caste_Ethnicity Crosstabulation

Count
Caste_Ethnicity
Brahmin Chhetri Janajati Dalit Total
Education Illiterate 0 0 2 6 8
Informal 0 0 3 1 4
Education
Basic 0 0 2 2 4
Secondary 1 1 3 1 6
Total 1 1 10 10 22
We have found that most of the Dalit (8 Dalits) were illiterate and 2 Janjatis were illiterate. 3
Janjati have received informal education and 1 Dalit have received informal education. 2
Dalit and 2 Janjati have received Basic Education whereas 1 Brahmin, 1 Chhetri, 3 Janjati
and 1 Dalit have received secondary education.

Monthly Income of the Family (in Rs):

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 Std.
Minimum Maximum Mean Deviation
Monthlyincome 1000 50000 18772.7 14651.28
The mean monthly income of the family was Rs 18772.73. The maximum monthly income
was Rs 50000 whereas the minimum monthly income was Rs 1000. We have also found that
the mean monthly income of the Dalit was Rs 15800 whereas the mean of monthly income of
the Janjati was Rs 20500. We have found that the mean of monthly income of the illiterate,
informal education, bsic education and secondary education respondents was Rs 11750, Rs
16250, Rs 20,000 and Rs. 29000. The mean of monthly income of the respondent who was
engaged in Agriculture was Rs. 11583.33 , Business was Rs 30000 and Service was Rs.
27,000.
Family Type and Household Size

68.2% of the respondent’s family were nuclear family whereas the 32.8% of the respondent’s
family were joint family.
The mean household size of the respondents was 5.32. The maximum household size was 15
whereas the minimum household size was 3.
Household assets of the Family:
22.7% of the respondents have radio. 40.9% of the respondents have the internet. 45.5% of
the respondents have the TV. 4.5% of the respondents have the computer. 81.8% of the
respondents have the mobile. 9.1% of the respondents have the motorcycle. None of the
respondents have telephone and car.
Part B: Educational Status of the Children:

Minimum Maximum Mean Std. Deviation

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Time taken by the 5 120 16.59 26.538
Child to go School (in
minutes)
The mean time by the child to go school (in minutes) was 16.59 minutes. The maximum time
taken was 120 minutes whereas the minimum time was 5 minutes.

Minimum Maximum Mean Std. Deviation

members 1 7 2.00 1.447
We have found that there were total 44 members of the family who go to school. Among 44,
24 were boys and 20 were girls. The mean members of the family who go to school was 2.
The maximum members was 7 and the minimum members was 1.
Type of School in which respondent’s child goes:

31.8% of the respondent’s children go to private school whereas 68.2% of the respondent’s
children go to government school.

school * Caste_Ethnicity Crosstabulation

Count
Caste/Ethnicity
Brahmin Chhetri Janajati Dalit Total
school Private School 0 0 5 2 7
Public/Government 1 1 5 8 15
School
Total 1 1 10 10 22

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5 children of the Janjati goes to Private school whereas only 2 children of the Dalit goes to
the private school. 1 and 1 children of Brahmin and Chhetri goes to the government school
whereas 8 children of Dalit goes to government school.

63.6% of the respondents considered their children’s performance as average as compared to

their colleagues, 27.3%% of the respondents considered their children’s performance as
good/excellent as compared to their colleagues and 9.1% of the respondents considered their
children’s performance as poor as compared to their colleagues
Attendance: 100% of the respondents stated that their children mostly attend to the class at
school.
Perception towards the quality of the education provided by the school:
63.6% of the respondents stated that the quality of the education provided by the school was
good whereas 36.4% of the respondents stated that the quality of the education provided by
the school was satisfactory.

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Highest Level of Education in the Family:

Frequency Percent
Valid Basic 7 31.8
Secondary 8 36.4
Higher 7 31.8
Education
Total 22 100.0
31.8% of the respondent’s family has basic education as the highest level of education in the
family. 36.4% of the respondent’s family has secondary education as the highest level of
education in the family. 31.8% of the respondent’s family has higher education as the highest
level of education in the family.
Support to the children for learning activities:
100% of the respondent’s stated that they give regular fee, khaja and dress to their children.
90.9% of the respondents stated that they give stationery materials to their children whereas
9.1% of the respondents stated that they don’t give stationery materials to their children.
72.7% of the respondents stated that they give encouragement for studies to their children
whereas 27.3% of the respondents stated that they don’t give encouragement for studies to
their children.
54.5% of the respondents stated that they give academic guidance to their children whereas
45.5% of the respondents stated that they don’t give academic guidance to their children.
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 Scholarship:

59.1% of the respondents stated that their children don’t have any scholarship whereas 40.9%
of the respondents stated that their children have scholarship.

Scholarship * Caste_Ethnicity Crosstabulation

Count
Caste_Ethnicity Total
Brahmin Chhetri Janajati Dalit
Scholarship No 1 1 9 2 13
Yes 0 0 1 8 9
Total 1 1 10 10 22

8 of the Dalit respondent’s children were enjoying scholarship whereas 1 Janjati respondent’s
children was enjoying scholarship. This is particularly due to the scholarship scheme under
Dalit quota.
Time given by the Child for the Study in the House:

Time given by the Child for the Study in the House (in minute):
Minimu Maximu Std.
N m m Mean Deviation
Time Given by the 22 30 480 162.27 131.146
Child in the Study
The average time given by the children in the house was 162.27 minutes. The maximum time
was 480 minutes whereas the minimum time was 30 minutes.

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Conclusion:
Majority of the respondents in this research was from 45-50 age group and were Dalit and
Janjati. Most of them were literate. Most of the respondents were involved in agriculture and
business. Most of the majority had nuclear family. The time taken by the respondent’s
children to go school was about 17 minutes. Most of the respondent’s were satisfied with the
education and quality of the education given by the school to their children. Most of the
respondents had given different supports to their children for education. Most of the children
were giving enough time to their study.

Further Research:
Although our study conducted in the Luwang Ghalel got some findings on Socio-Economic
and Demographic composition and Educational status of the children in Luwang Ghalel. On
the basis of our finding, a further research can be carried out:
1. Reason behind the low educational status of the Dalit people in Luwang Ghalel
2. Reason behind the less monthly income of the household who was engaged in
agriculture
3. Reason behind the low income of the Dalit people in Luwang Ghalel
4. Reason behind the higher involvement of the Dalit people in agriculture than in
business (homestay) Luwang Ghalel
5. Effect of Homestay business on the living standard of the household
6. Reason behind the higher involvement of the Dalit children in Government School in
Luwang Ghalel
7. Explore the type and reason of scholarship got by the Dalit children
References:
Adhikari, R. (2019, May 10). Private vs public schools. Retrieved from The Himalayan
Times: https://thehimalayantimes.com/...

Republica. (2019, June 28). Public schools fare badly in SEE results. My Republica.

https://myrepublica.nagariknetwork.com/news/public-schools-fare-badly-in-see-

results/

Bam, S. (2020, March 20). Types of Schools in Nepal. Edusanjal.

https://edusanjal.com/blog/types-schools-nepal/

Parajuli, D. R., & Dash, T. (2013). Performance of community schools in nepal: A macro

level analysis. INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY

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 RESEARCH, 2(7), 148–149. https://www.ijstr.org/final-print/july2013/Performance-

Of-Community-Schools-In-Nepal-A-Macro-Level-Analysis.pdf

Central Bureau of Statistics (CBS) [Nepal]. 1991. Population Census 2011. Vol. 2,

Kathmandu, Nepal: Central Bureau of Statistics.

Wikipedia contributors. (2021, March 19). Education in Nepal. Wikipedia.

https://en.wikipedia.org/wiki/Education_in_Nepal

Sharma, T. N. (2015). Education for Rural Transformation: The Role of Community

Learning Centers in Nepal. Journal of Education and Research, 4(2), 87–101.

https://doi.org/10.3126/jer.v4i2.12391

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