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Dr. Baburam Dhungana is a pioneering figure in inclusive and special needs education in Nepal. With a profound commitment to educational equity, he has dedicated his life to transforming classrooms and communities into more inclusive, empathetic, and empowering spaces for all learners.
He has served in pivotal roles across academic, governmental, and non-governmental sectors, leading innovative programs that bridge policy, practice, and pedagogy. His expertise spans inclusive curriculum development, teacher training, and community-based educational reform, making him a trusted voice in both national and international education circles.
Dr. Dhungana’s journey is rooted in a strong academic foundation, complemented by decades of field experience. He has authored several research papers and reports on inclusive education, and continues to mentor emerging educators, researchers, and changemakers who are passionate about creating an education system that leaves no child behind.
From leading transformative projects to influencing national policy dialogue, Dr. Dhungana’s work has significantly shaped how inclusion is understood and implemented in Nepal. His vision is clear: an education system where diversity is not just accepted but celebrated—where every learner finds belonging, support, and the opportunity to thrive
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नेपालमा ठुला विद्यालयको अभ्यासः वास्तविकता र यथार्थता
के हुन् – ठुला विद्यालय (Big school / large school)? शिक्षा व्यवस्थापनका सम्बन्धमा गरिएका अध्ययनले ठुला विद्यालय (Big or large school) भन्नाले साना बालबालिकालाई
हाइपेरिकम युरालम (Hypericum uralum) अर्थात उँडालु
हाइपेरिकम युरालम हरियो पात भएको एक प्रकारको चौडा पात भएको पात झर्ने प्रकृतिको झाडी (deciduous shrub) हो। चैत बैशाखमा यसमा पहेँलो फूल फुल्छ। यो
नेपालको प्रशासनिक अनिर्णयको मूल कारण : कानुनी अस्पष्टता र कार्यविधिको अभाव
पृष्टभूमिनेपालको ईतिहासमा धेरै पटक गरिएका आन्दोलनले सार्वजनिक प्रशासनमा सुधारका मुद्दा उठाए । बहुदलीय व्यवस्था अन्तर्गत बनेका सरकारले सञ्चालन गरेको सार्वजनिक प्रशासन हुन् वा देशव्यापीरूपमा
विश्वविद्यालय-सरकार साझेदारी: विद्यालय व्यवस्थापनलाई चमत्कारिक उचाइ दिने बाटो
पृष्टभूमि आजका दिनमा नेपालको विद्यालय तहमा सार्वजनिक शिक्षाको सुधारमा आमजनतामा चासो कम रहेको सन्दर्भमा आज म विद्यालय, विश्वविद्यालय र सरकारको सम्बन्धबाट विद्यालय शिक्षामा गरिएका
NEED BASED INCLUSIVE SCHOOL MODEL:
REDEFINING INCLUSION FOR CHILDREN WITH DISABILITIES IN NEPAL ABSTRACT Many countries, including Nepal, face challenges in providing equitable access to quality education for children
Challenges in the Development and Use of Educational Materials in Schools
Abstract This article critically examines the development and use of Teaching and Learning Materials (TLMs) in Nepalese schools, highlighting their pivotal role in enhancing
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Dr. Baburam Dhungana is a pioneering figure in inclusive and special needs education in Nepal. With a profound commitment to educational equity, he has dedicated his life to transforming classrooms and communities into more inclusive, empathetic, and empowering spaces for all learners.
He has served in pivotal roles across academic, governmental, and non-governmental sectors, leading innovative programs that bridge policy, practice, and pedagogy. His expertise spans inclusive curriculum development, teacher training, and community-based educational reform, making him a trusted voice in both national and international education circles.
Dr. Dhungana’s journey is rooted in a strong academic foundation, complemented by decades of field experience. He has authored several research papers and reports on inclusive education, and continues to mentor emerging educators, researchers, and changemakers who are passionate about creating an education system that leaves no child behind.
From leading transformative projects to influencing national policy dialogue, Dr. Dhungana’s work has significantly shaped how inclusion is understood and implemented in Nepal. His vision is clear: an education system where diversity is not just accepted but celebrated—where every learner finds belonging, support, and the opportunity to thrive