The armed conflict started from the year since 1996 to 2006 against the Nepali state by the Maoist party in Nepal. No any Nepalese is free from the conflict and its effect, affected all aspects of livelihood and dominion (Pherali, 2006). The armed conflict in Nepal has left a legacy of some 15,000 dead (INSEC, 2007), and more than 1,300 missing (ICRC, April 2009).
According to Shrestha, (2004) he has acknowledged that the armed conflict also destroyed human life and physical infrastructures as well. Similarly, Pherali (2011)states that children from rural people to the urban, being abduct from their home, and killing of innocent children and people, people being homeless, people being internally and externally displaced, the big number of children being orphan and homeless were the regular phenomena in that period.
However, ten years armed conflict with the political aim has been the longest ever conflict witness in the past of Nepal. Ten years since then, the conflict has overcome almost 70 out of 75 districts, making it a problem of Nepal in many sectors like health, education etc .Therefore it can be said that Ten years conflict has a profound effect on children development negatively.
Table of Contents
1. Introduction
2. Armed conflict and Children Involvement
3. Armed Conflict and Children Education
4. Post Conflict Situation and Children Reintegration On Education
5. Conclusions
Research Objectives and Themes
This paper aims to examine the profound impact of the decade-long armed conflict in Nepal (1996–2006) on children, specifically focusing on their involvement in warfare, the disruption of their education, and the challenges faced during post-conflict reintegration processes.
- Involvement of children in armed groups and the factors influencing recruitment.
- The degradation of the education sector due to school closures, violence, and ideological threats.
- Psychological trauma and the loss of educational opportunities among displaced and orphaned children.
- Analysis of post-conflict reintegration efforts and the limitations of short-term support programs.
- The necessity for long-term policy frameworks to support the livelihood and educational recovery of conflict-affected youth.
Excerpt from the Book
Armed Conflict and Children Education
The conflict that becomes known out of socio-economic and political problem has affected the education sector most, Pherali (2007). In some illustrations, revolutionary party and Government security man have threatened on the pupils and their teachers to support their cause from two sides. Similarly Pyakurel (2006) has stated that rebels have even threatened the school custodians to implement the 'Janavadi Sikchhaya', the Maoists curriculum and stop the government system. If the students and teachers had failed to listen, they also were threatened of their lives or are killed. Alike the Maoist party initially targeted and closed private schools across the country but more recently the Maoists appear willing to tolerate private school, possibly because the schools represent important sources revenue. And according to Sharma and Khadka (2006), the government security men, on the other hand also constantly harassed the teachers and students for supporting the rebels or for sheltering those overnights and providing food to them. Those students and teachers are thus, the losses of the two ideological conflicts. They are sufferers of the conflict, which is fought for supremacy between two military parties (State and Maoist). Education in Nepal is thus, under serious dilemma. Bombs go off, dozens killed, hundreds injured, school closed, exams cancelled and so on make headlines almost every day in media (Thapa & Sijapati, 2004)..So thinking the interplay between education and conflict, we can analyses the nexus of the ‘Ten years armed conflict’ and education in Nepal and shows how education served indirectly as one of the main causes of the violent conflict.
Summary of Chapters
1. Introduction: This chapter provides an overview of the 1996–2006 Nepalese armed conflict, detailing the scale of human loss and its wide-ranging negative effects on children’s development and social infrastructure.
2. Armed conflict and Children Involvement: This section explores how children were coerced or motivated to join armed groups, highlighting the violation of their rights and the trauma resulting from their exposure to violence.
3. Armed Conflict and Children Education: This chapter analyzes how educational institutions became sites of conflict, suffering from school closures, targeted threats against staff, and the subsequent deprivation of children's right to education.
4. Post Conflict Situation and Children Reintegration On Education: This section discusses the peace processes and the challenges associated with the reintegration of child victims, noting that existing support programs were often insufficient and short-term.
5. Conclusions: The final chapter summarizes that while policies exist, the implementation of long-term support for conflict-affected children remains inadequate, necessitating increased funding and comprehensive rehabilitation strategies.
Keywords
Armed conflict, Nepal, Children, Education, Maoist, Recruitment, Reintegration, Peace process, Trauma, Human rights, Child soldiers, Infrastructure, Socio-economic, Displacement, Rehabilitation.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper examines the impact of the ten-year armed conflict in Nepal on the lives and education of children, analyzing both their involvement in the conflict and the long-term challenges regarding their reintegration into society.
What are the central themes discussed in the work?
The central themes include child recruitment in armed groups, the disruption of the educational sector by warring parties, the psychological trauma suffered by children, and the efficacy of post-conflict support and rehabilitation programs.
What is the main research objective?
The objective is to understand how the decade of conflict negatively impacted child development and to evaluate whether current reintegration efforts adequately address the long-term needs of these children.
Which methodology is utilized in this paper?
The paper utilizes a literature review and situational analysis, synthesizing existing reports, studies, and agreements to provide a qualitative overview of the conflict's impact on children in Nepal.
What is addressed in the main body of the work?
The main body covers the forced and voluntary involvement of children in the conflict, the systematic targeting of schools by both state and rebel forces, and the post-conflict difficulties children face due to lack of sustainable long-term support.
Which keywords best characterize this research?
Key terms include Armed conflict, Child soldiers, Education, Nepal, Reintegration, Trauma, and Peace process.
How did the Maoist party and government security forces specifically impact the education system?
Both sides threatened teachers and students, used school buildings as training camps, and disrupted curricula, forcing many schools to close and creating an environment of fear that deprived children of their right to learn.
What does the author suggest is the main failing in current reintegration efforts in Nepal?
The author highlights that existing programs are too focused on short-term material aid and lack the necessary long-term psychological and educational support required to help victims fully reintegrate into society.
What is the "ladaku" label and how did it affect the children?
The term "ladaku" was used by the government to describe war-affected children; the author notes that this label led to self-stigmatization and societal hesitation, complicating the children's psychological recovery.
- Citar trabajo
- Shree Prasad Devkota (Autor), 2014, Nepal: Ten years Armed Conflict and educational Impact on Children, Múnich, GRIN Verlag, https://www.grin.com/document/274904
