ABSTRACT
This chapter examines the consequences of COVID-19 in the education sector in Nepal. In absence of minimal e-learning infrastructure and preparation, most schools and universities are unable to adopt a full-fledged online mode of learning. This paper reports an analysis of teachers, educators and policymakers’ experiences of pandemic impacts on education deferring the implementation of sustainable development goals. While teachers at community schools did not get adequate support from government agencies to manage teaching and learning in the lockdowns, they collaboratively created, limited though, online and distance learning, particularly in urban areas. The lack of students’ access to ICT and teachers’ digital competencies were major challenges to implementing remote learning. The limited practice of online teaching and learning has substantially widened pre-existing inequalities, indicating important implications for achieving equitable quality education in Nepal.
