Global Research Society Publisher
GRS Publisher Open Access Policy
Introduction
GRS Publisher is committed to advancing knowledge and fostering collaboration
through open access publishing. Our open access policy ensures that research is
freely accessible to all, promoting wider dissemination and engagement with
scholarly work.
Definition of Open Access
Open access (OA) refers to the practice of providing unrestricted access to
scholarly research outputs, including journal articles, books, and other
academic publications. All materials published under this policy are freely
available to read, download, and share, without financial, legal, or
technical barriers.
Mission and Vision
Our Mission
Our mission is to publish rigorous, peer-reviewed scholarly work that contributes to the
advancement of science, education, and society. We strive to maintain the highest
standards of integrity and quality in all our publications, ensuring that each piece of
research is a valuable resource for the academic community and beyond.
We envision a world where knowledge is freely accessible to all, empowering researchers,
students, and the general public to engage with and contribute to the global dialogue of
ideas. Our commitment to open access ensures that research can be disseminated widely,
promoting collaboration and discovery.
Our Vision
We envision a world where knowledge is freely accessible to all, empowering researchers,
students, and the general public to engage with and contribute to the global dialogue of
ideas. Our commitment to open access ensures that research can be disseminated widely,
promoting collaboration and discovery.
Indexing
Latest Article
4. Determinants of Public Education Expenditure in Nepal: A National-Leve...
3
Chittaranjan Pandey*, Ploy Sue...
PhD Scholar, National Institute of Development Administration, Bangkok, Thailand.
7-12
https://doi.org/10.5281/zenodo.21058607
This study examines the primary factors influencing public education spending in Nepal across various stages of schooling and expenditure categories in recent decades. Drawing on a multidimensional theoretical framework that integrates economic-demographic theory and Wagner’s Law, Keynesian counter-cyclical theory, decision-making (incrementalism) theory, and public-choice perspectives such as fiscal illusion and the political business cycle, the analysis employs ordinary least squares (OLS) multiple regression on national-level time-series data spanning twenty-two years (2000–2021). Six expenditure categories—total, current, capital, basic, higher, and vocational education expenditure—are estimated as functions of economic, demographic, decision-making, and political variables. The findings indicate that the lagged (incremental) expenditure variable is the single most consistent and powerful determinant across all six equations, confirming that budgetary decisions in Nepal are overwhelmingly shaped by the previous year’s allocation. Among economic variables, industrialization exerts a positive influence on total and higher-education spending consistent with Wagner’s Law, while inflation and unemployment display limited and largely pro-cyclical effects that contradict Keynesian expectations. Demographic and educational indicators are broadly neglected, with the number of teachers being the only variable exerting a significant influence, reflecting the dominance of salary obligations in recurrent spending. Among political variables, only the indirect-tax ratio is significant, and its consistently negative sign contradicts the fiscal illusion theory. The results portray Nepal’s education-financing process as predominantly incremental, supply-driven, and weakly responsive to demographic need.