Bridging the Gap Between Community Schools and Rural Communities in Nepal Using Participatory Action Research
Bibliographic record
Abstract
This paper explores the engagement of parents with out-of-school children through community-based participatory action research in a rural community in Nepal. This study addresses the connection gap between local communities and community schools, which has resulted in consequences such as inconsistent attendance among students and low educational expectations among parents. By investigating the processes of formulating an action plan by a parent-led action group and analysing its execution, the research aimed to understand how participatory action research can foster a stronger bond between community schools and parents, thereby enhancing parental involvement in children’s education. The study draws on Mezirow’s transformative learning theory, incorporating concepts from Habermas’s public sphere and Freire’s notion of conscientization. It specifically focuses on the action group’s monthly meetings held over nine months and the collaborative outcomes that resulted. By emphasising targeted interventions, collaboration and a departure from deficit-focused approaches, the findings propose effective strategies for bridging the gap between community schools and rural communities in Nepal.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.016 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.010 | 0.013 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.002 | 0.014 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".