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Winning People’s Will For Girl Child Education: Community Mobilisation for Gender Equality in Basic Education-A Case Study
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Nepal’s approach to education is changing and recent developments towards increasingly child-friendly education, and inclusive schooling are encouraging. The growth in NFE initiatives has allowed for greater access to education for many people traditionally excluded, or beyond the reach of formal education. Nepal’s Tenth National Development Plan (2002-2007) focuses on the need for poverty alleviation and looks upon education as a pivotal factor in this initiative. There is a very real need for such an approach in a country where 19% of school age children do not attend school. That figure jumps to 40% at secondary level (MOES school based data, 2003).‘Children’s access to school and their achievements in the classroom are affected by poverty,disability, ethnic minority and gender’ DFID, Reaching the Poor- the Costs of sending children to school. As six country comparative study (2002). School enrolment rates in Nepal steadily increased from 1980, but have slowed down in recent years (EFA: National Plan of Action, 2003). This implies that there is an unreached section of society yet to be affected by national broad-spectrum initiatives,and that requires a different approach. The WPW project was designed to achieve the EFA goals after UNESCO identified the need for grass roots community mobilization for gender equality in basic education. To increase the school enrollment rate in some of the worst affected areas the task of sensitizing community leaders, elders, parents and the girls to the importance of female education needed to be addressed. Identification of problems and needs related to school attendance prior to the start of the academic year in April would be a key factor in the success of the project. In order to achieve this a six month integration phase was devised, beginning in December 2004 and running through May 2005. Contact with key community leaders and extant groups would be the first step in the process. Through discussion and Participatory Rural Assessment (PRA) determining factors influencing the enrollment of girls would be identified, and subsequently addressed (where possible) through open dialogue and structured support.
#ChildFriendlyEducation #EFAGoals #EducationalDevelopment
UNESCO ,   (2005 )
Type / Script:
Progress Report in English
Thematic Group:
 UNESCO : Educational, Scientific and Cultural
11.01.00  -  Educational Policy And Planning
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