Rebat K Dhakal
Rebat Kumar Dhakal is an independent researcher, editor and writer. He is also the Managing Editor of a) Journal of Education and Research, and b) Social Inquiry: Journal of Social Science Research, both biannual peer-reviewed publications. He also serves as a research fellow and visiting faculty at Kathmandu University School of Education, Nepal. He lectures and conducts workshops widely on aspects of academic writing, publishing, and communication. He has published several scholarly articles on teacher education, educational technology, school governance, and English language teaching and learning. He has written, edited or contributed to more than 30 books and reports, including school level textbooks, proceedings and reports of international seminars, and national level research consultancy reports. He researches, writes and speaks about educational leadership, transformative education, inclusive governance, and evidence-informed policymaking. He is a life member of International Forum of Researchers in Education (IFORE), and member of the International Society of Managing and Technical Editors (ISMTE).
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Papers by Rebat K Dhakal
displaced Nepali workers in post-COVID-19 situations.
school attending days, now the challenge has shifted to addressing global competitions through quality enhancement, making safe, effective and responsible use of technological innovations, minimizing the number of Nepali student outflow overseas, promoting social and emotional intelligence, addressing the needs of changing job
market, making schools safer, raising the professional status of teaching, and so on. These challenges are going to make a marked impact on schools and the way they operate. As such demands and pressures on our educational institutions are growing, and everyone looks to educational leaders for solutions.
rural development, by far the most valuable things I have learned about transforming
rural people’s lives have come from simply listening to their voices since it is important
to bring about rural transformation from inside out. More often than not, the rural poor
have been depicted as 'voiceless' 'dumb', and 'silent'. Worse to it, these silent voices are
often neglected and unheard. So is the case with the rural academics. Prof. V. Chinapah
adds to this list stating that the North-Anglo Saxon dominance is making marginalized
academics “voiceless”, “silent” , “oppressed”, “suppressed”, “depressed” with yet
another dictum “You are lazy, You're stupid, Your English is unacceptable” (personal
communication, September 3, 2014). In this context, it is a timely action as I think to
initiate a dialogue on reengineering our education system and reimagining the process of
rural transformation.
Books by Rebat K Dhakal
all teachers are equipped with the knowledge and skills of using ICT tools in their everyday pedagogical practices in Nepal. This has put pressure on teachers to learn the ICT skills and also develop the aptitude to use them in their pedagogical instructions. Against this backdrop, this study has been conducted to identify the level of knowledge, skills and
motivation of basic level teachers to use ICT in pedagogical instructions.
This research, aimed at identifying the ICT literacy levels of basic level teachers, has been carried out by using a descriptive survey method in a small sample (9 community schools) from Bagmati, Gandaki and Karnali Provinces, followed by an intensive ‘case study’ of two schools (Gyanodaya Secondary School from Kathmandu Metropolis and Mirmee Basic School from Kaligandaki Rural Municipality).
displaced Nepali workers in post-COVID-19 situations.
school attending days, now the challenge has shifted to addressing global competitions through quality enhancement, making safe, effective and responsible use of technological innovations, minimizing the number of Nepali student outflow overseas, promoting social and emotional intelligence, addressing the needs of changing job
market, making schools safer, raising the professional status of teaching, and so on. These challenges are going to make a marked impact on schools and the way they operate. As such demands and pressures on our educational institutions are growing, and everyone looks to educational leaders for solutions.
rural development, by far the most valuable things I have learned about transforming
rural people’s lives have come from simply listening to their voices since it is important
to bring about rural transformation from inside out. More often than not, the rural poor
have been depicted as 'voiceless' 'dumb', and 'silent'. Worse to it, these silent voices are
often neglected and unheard. So is the case with the rural academics. Prof. V. Chinapah
adds to this list stating that the North-Anglo Saxon dominance is making marginalized
academics “voiceless”, “silent” , “oppressed”, “suppressed”, “depressed” with yet
another dictum “You are lazy, You're stupid, Your English is unacceptable” (personal
communication, September 3, 2014). In this context, it is a timely action as I think to
initiate a dialogue on reengineering our education system and reimagining the process of
rural transformation.
all teachers are equipped with the knowledge and skills of using ICT tools in their everyday pedagogical practices in Nepal. This has put pressure on teachers to learn the ICT skills and also develop the aptitude to use them in their pedagogical instructions. Against this backdrop, this study has been conducted to identify the level of knowledge, skills and
motivation of basic level teachers to use ICT in pedagogical instructions.
This research, aimed at identifying the ICT literacy levels of basic level teachers, has been carried out by using a descriptive survey method in a small sample (9 community schools) from Bagmati, Gandaki and Karnali Provinces, followed by an intensive ‘case study’ of two schools (Gyanodaya Secondary School from Kathmandu Metropolis and Mirmee Basic School from Kaligandaki Rural Municipality).