Mother tongue education in Nepal: a scoping review of research, policy, and budget priorities

This analysis reviews the evolution and current status of mother tongue (MT) education in Nepal, examining the interplay between policy, research, and budget allocations. Historically moving from a singular language policy to a constitutionally mandated multilingual approach, MT education faces increasing influence from English-medium instruction. A scoping review of 111 documents indicates scholarly discourse and policy support, but the extent of financial prioritization for MT education and preservation in national budgets remains to be fully detailed by the source text.

Why it matters

The shift in national language policy from a unilingual to a multilingual framework, alongside the growing influence of global languages, presents complex challenges for educational systems and cultural preservation. Understanding how these policies are supported by research and budget allocations is crucial for ensuring equitable access to education and maintaining linguistic diversity, impacting social cohesion and national identity.

Key insights

• Nepal's language policy has transitioned from an exclusionary 'one nation, one language' approach to a constitutional commitment to multilingualism.
• Mother tongue (MT) education is being positioned alongside the increasing prevalence of English-medium instruction.
• A scoping review of 111 documents, utilizing VOSviewer visualizations, mapped scholarly discourse on MT education and language policy.
• Government policy documents were analyzed to understand their support or planned support for MT education.
• Budget speeches from the Ministry of Finance (2016/2017 – 2026/2027) were reviewed to assess national financing priorities for MT education and preservation.
• The source indicates findings revealed a 'per' but does not complete the sentence, thus specific outcomes regarding budget prioritization are not fully stated.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1931390