The timely and proper education of all children, both boys and girls, particularly those under ten years of age, is unarguably the basis for the future of any country, no less Nepal. This final report of Nepal Multiple Indicator Surveillance on primary education in Nepal attempts to mirror the reality in communities and to indicate where attention should focus for improvements. This second cycle of the NMIS used the framework established for the first cycle, and again used the cross-design of methods characteristic of Sentinel Community Surveillance, allowing quantitative data to be combined with co-terminous qualitative data from representative sites throughout Nepal. Data collection took place from the 144 representative communities selected for the first cycle of the NMIS.Community-based data from this cycle of the NMIS can be compared with the target figures for the education sector in Nepal in the National Plan of Action. Literacy rates are lower than those aimed at for 1996, especially among women. This is despite efforts to run adult literacy classes. School enrolment rates are also below the target levels for 1996, with a large gender gap such that girls are notably disadvantaged. Key problems highlighted by this cycle are the gender gap of about 20% between boys and girls in school enrolment, the difficulties for poor parents in finding the money for the various school charges, the differing perceptions of parents and teachers for the reasons behind poor school attendance, and the relatively low level of training in teaching skills among the teachers. Pointers towards possible solutions are the positive effect of women teachers on class attendance and repetition rates and the positive, if modest, effects of the BPEP. The level of expenditure reported by parents on educational materials indicates the likely costs of possible government programmes to help parents who cannot afford education costs. In regional workshops, educational officers highlighted the need to improve the status of primary school teachers. Training of teachers could include consideration of what elements of style and teaching methods lead to the positive effects of women teachers. Local actions could include fostering constructive dialogue between parents and teachers about ways to increase school attendance. It was suggested by education officers that school management committees had an important role to play in this process. The community based data collected in this cycle of the NMIS allow a direct examination of the working of the educational sector in Nepal. Levels of adult literacy are below the targets set for 1996 in the National Plan of Action. The figure for females in particular is some way below the target. This is despite the provision of adult literacy classes. Future efforts may need to be concentrated in areas where the literacy of women is particularly low, as indicated in the eco-regional and District level results here.
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Publisher:
UNICEF, HMG NEPAL, THE NATIONAL PLANNING COMMISSION SECRETARIAT
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(1996
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Type / Script:
Progress Report
in English
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Keywords:
PRIMARY EDUCATION, EDUCATIONAL INDICATORS, LITERACY, SCHOOL ATTENDANCE, EDUCATIONAL FACILITIES, MULTILINGUALISM, DROPOUTS, TEXTBOOKS, SCHOOL MEALS, PRIMARY EDUCATION, EDUCATIONAL COSTS, TEACHING METHODS, TEACHERS, GENDER, GENDER GAP, ADULT EDUCATION, RURAL EDUCATION, TEACHER TRAINING, ACADEMIC ACHIEVEMENT, NON-FORMAL EDUCATION, EDUCATIONAL INSTITUTIONS
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Thematic Group:
UNICEF
:
Children Fund
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Thesaurus:
11.03.00
- Educational Systems
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Reference Link:
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