Perinatal Death Surveillance and Response: A Secondary Analysis of Nepal’s Efforts

This paper presents Nepal’s experience regarding perinatal death surveillance and the country’s response in reducing preventable perinatal deaths. In developing this paper, evidence of perinatal mortality in Nepal is brought from secondary sources, mainly the assessment report of Maternal and Perinatal Death Surveillance and Response (MPDSR) system. As of 2019, this initiative has been implemented in 77 hospitals across Nepal. Challenges and barriers in implementing the MPDSR system need to be brought to attention, as the system is being scaled up to 110 hospitals. Data from the Perinatal Death Review revealed that 72% of the maternal deaths occurred during the post-partum period, due to (i) post-partum haemorrhage, (ii) hypertensive disorder, (iii) pregnancy-related infections, and (iv) non-obstetric causes. In 70% of the cases such deaths could have been prevented. Majority of perinatal deaths, at 71%, were stillbirths, mainly due to low child weight of less than 2500 grams. In conclusion, there is urgent need for the national guidelines for MPDSR system to be amended, additional and continued training provision to the health workforce, improvement in the coordination and feedback mechanism, and strengthening of the information management system

A Comparative Study of Islamic and Existentialist Paradigms of Education

The purpose of this study was to find out the characteristics of both the Islamic and existentialist paradigms of education and it was also aimed to find out the commonalities and differences between both the paradigms. The nature of this study was narrative and comparative. Data was collected from the primary and secondary sources. The Holy Quran and Sunnah were the basic sources for the Islamic paradigm of education. This study will open a new dimension of research in paradigms of education and will also introduce a comprehensive comparison between the Islamic and Existentialist paradigms of education. It will also provide opportunity to all those who have an interest in understanding both the Islamic and existentialist paradigms of education. It has also potential to guide educational philosophers and curriculum developers to decide whether only the existentialist paradigm of education can fulfil the educational needs of the modern era, or the Islamic paradigm of education has also potential to meet the educational needs of the modern era. This study declared that there were more differences than commonalities between both the paradigms. The Islamic paradigm of education was broader than the existentialist paradigm of education; because existentialism was learner centered paradigm and its focuses were only on the individual. The Islamic paradigm of education placed it focuses on the whole education system rather than any single element. According to existentialist paradigm of education, the whole education should be revolved around the need, interest and ability of the students. But in the Islamic paradigm of education all components are important, especially the role, status and responsibilities of the teacher are very important along with the status, role and responsibilities of the student. The existentialist paradigm of education preferred student centered teaching methods more, but the Islamic paradigm of education suggested to use all effective teaching methods. Basic religious education was compulsory in the Islamic paradigm of education and all other fields of education were elective. The existentialist paradigm of education placed more emphasis on humanities as compared to other subjects. Comparative Analysis of Management Styles Used by Public And Private School Heads at Secondary