The Illusion of Autonomy: How Local Managers Navigate a Flawed Federal Design in Nepal’s School Education Management

The federal governance system has a substantial impact on educational development through the decentralization of authority. However, conflicting policy understandings, inadequacies, and the persistence of a centralized approach among policymakers obstruct the effective implementation of decentralized educational policies and the achievement of sustainable educational goals. This study investigates the perceptions, practices, and challenges faced by educational managers in implementing school education policies within Nepal’s federal structure. Employing a qualitative case study within an interpretive paradigm, the study focuses on three purposively selected local levels in one rural district, of Nepal. Data were collected through interviews and observations with 12 key educational managers, including mayors, rural municipality chairs, and education officers, to understand their experiences in applying the Constitution of Nepal (2015) and the Local Government Operation Act (2017) in school management. Thematic analysis revealed that policy inadequacies and a centralized mind-set among implementers often led to confusion and hindered decentralized policy execution. Notably, local initiatives like developing education acts and teacher capacity showed promise. Challenges included budget constraints, human resource management issues, political interference, and poor stakeholder coordination. These findings underscore the need for clear, Constitution-aligned policies to support the federal transition and ensure sustainable school management.