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Social accountability in lacal governance: Examining the practices in selected municipalities of Kailali, Nepal
(2026) Shahi, Min Bahadur; Binod Pokharel
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This dissertation critically examines social accountability mechanisms and
deliberative decision-making practices within local governments in selected
municipalities of Kailali District, Nepal. The research is positioned within the context
of Nepal's decentralized local governance, which was established after the
promulgation of the 2015 Constitution and the implementation of the Local
Government Operation Act 201. Four local governments: Lamki Chuha Municipality,
Bhajani Municipality, Joshipur Rural Municipality, and Bardagoriya Rural
Municipality were selected based on purposive sampling method within Kailali
District for detailed analysis. The primary objectives of this research are to assess the
legal provisions, significance, and practical implementation of social accountability
(SA) mechanisms, and to examine their role on local governance outcomes and the
delivery of public services.
Grounded in theoretical perspectives of accountability and deliberative
democracy, the study adopts a pragmatic ontology with an explanatory sequential
mixed-methods design, integrating quantitative surveys and qualitative interviews.
The respondents in the survey comprised 42 elected representatives, 67 administrative
staff, 402 service receiver citizens, and 20 key informants. The research evaluates key
mechanisms such as public hearings, social audits, participatory planning, complaint
management, and citizen charters, all of which are mandated to promote transparency,
responsiveness, and inclusivity. Deliberative processes within local assemblies and
executive bodies are also scrutinized. The triangulation of both quantitative and
qualitative data facilitates a detailed analysis of the factors influencing SA practices in
local governance.
Findings reveal significant gaps between legal/institutional frameworks and
actual implementation of SA mechanisms. Although the constitutional and legislative
landscape strongly endorses social accountability, practical outcomes are undermined
by limited citizen awareness, insufficient institutional capacity, political interference,
and ethical concerns. Divergences in accountability perception between service
providers and recipients, hierarchical leadership, and lack of stakeholder engagement
further constrain the development of deliberative democratic culture. Executive and
assembly meetings are often procedural rather than genuinely deliberative, with
dominant party structures suppressing minority viewpoints and broader participation.
The study highlights the critical role of SA mechanisms in fostering effective
local governance and strengthening democratic practices. It addresses the persistent
disconnect between the theoretical significance of deliberative governance and its
pragmatic realization. Despite internal evaluations, including the Local Government
Institutional Self-Assessment (LISA), which suggest satisfactory outcomes, thirdparty
assessments highlight ongoing weaknesses in performance, although some
gradual improvements in governance indicators can be observed. The research,
therefore, emphasizes the necessity of integrating values such as transparency, the
rule of law, participation, inclusiveness, efficiency, and sustainability with strong
moral and ethical standards. The integration is pivotal for fostering accountability and
achieving effective governance.In conclusion, strengthening SA and deliberative
decision-making is imperative for enhancing local democracy and effective public
service delivery in Nepal. The findings inform policymakers and practitioners on the
critical need for capacity building, robust institutionalization of participatory
governance, and the reinforcement of ethical and regulative mechanisms at the
grassroots level.
Teachers' Experiences of Non-verbal Communication in English Language Teaching
(2026) Dangi, Prema; Priti Mandal
This thesis, entitled “Teachers' Experiences of Non-verbal Communication in English
Language Teaching,” examined the experiences of secondary-level English teachers
and its impact on and role in the ELT classroom regarding the use of non-verbal
communication in community schools of Dang district. This study used a qualitative
approach and a narrative inquiry as a research design. Three teachers from three
community schools of Dang district were purposively selected. The teachers were
selected by applying non-random sampling. The data were collected through semistructured
interviews and the interviews were analyzed and interpreted thematically. The findings
revealed that the teachers consider nonverbal communication an essential component
of teaching, primarily developed through classroom experience rather than formal
training. Gestures, facial expressions, eye contacts, postures, and movements were
employed to support comprehension, classroom management, student engagement,
and motivation, while also addressing emotional and cultural dimensions such as
reducing anxiety and supporting shy learners.
The study findings imply that improving the effectiveness of non-verbal
communication in ELT classrooms requires the coordinated efforts of policymakers,
institutions, teachers, and researchers. It suggests that policymakers and educational
institutions should incorporate structured training, resources, and supportive
environments to promote the systematic use of non-verbal strategies. Furthermore,
teachers need to consciously integrate and reflect on the use of gestures, facial
expressions, posture, and eye contact in a culturally responsive manner, while
ongoing research remains essential to examine learner perspectives, contextual
variations, and long-term pedagogical impacts.
Impact of Non-Performining loan on Profitability of Rasriya Banijya Bank
(2013) Sapana, Karna; Saroj Kumar Thakur
Not available