摘要：The immortality of prejudice after the school management transfer has not been judged. This makes communities to take responsibility for schools further by compelling the government to mandate amendments of Community Managed Schools (CMS) Directives. The purpose was to explore the CMS enduring Ubuntu against immorality of prejudice, through participation and involvement. Three community schools were selected. Interviews were conducted with school professional community. Data triangulation was done for validation. The results suggest that management transfer of public schools was mainly initiated in deprived rural areas. Most government teachers are appointed to urban areas, while the community members were mostly farmers and street vendors. The uneven distribution of government teachers has resulted in inequality. The School Management Committees are given the authority to appoint teachers by the CMS Directives, but the Educational Act guards against this. Teachers were appointed by SMCs despite the fact that the Act does not allow this.
关键词：Prejudice in educational settings; Ubuntu; community schools; school management; inequality and injustice in education; community action; social values; social marginalization; social stigma; Nepal
