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Promoting Quality and Inclusive Education for Out of Reach Children in Nepal (2010-2014)
Purna Kumar Shrestha
Lead Adviser- Education
VSO International
@purnashrestha @vso_intl
European Education Practitioners’ Network
2 June 2015, Brussels
KailaliSurkhet
Baglung
Rupendehi
Kathmandu (Central)
Kaski
Myadi
Where do we work in the project?
• 6 Districts
• 101 schools
Objective: •To improve the quality and inclusion of education for out-of-reach children from the most marginalised and disadvantaged communities in Nepal.
Specific objectives:• Access and retention for out-of-reach children from marginalised and disadvantaged communities to basic education• Provision of quality, inclusive and child centred learning in the focus schools• Implementation of an inclusive education policy at all levels of the community• Sufficient capacity of Education Managers at all levels to be able to implement the School Sector Reform Plan
Out-of-reach children from marginalised and disadvantaged communities, particularly (girls,
Dalits and children with disabilities) are enrolled in school
Schools in target districts are providing quality, inclusive and child centred learning
Education policy and its implementation are inclusive of the community at all levels
Education managers at all levels have the capacity to implement the School Sector Reform
plan for basic education
Focus areas of the project
Change dimensions in the project
DEO staff, SSs, RPs, HTs, SMCs/PTAs, Teachers Central level (MoE, DoE, AIN & NCEN)ALFs & Community members
Accelerated learning
classes
Advocacy and
influence
enrollment
campaigns
Bridge class
programs
Bridging policy &
practice gaps
Strengthening
management
(SIP)
Establishing child
friendly classrooms
Gender awareness Enrollment
Campaign
Creating Agents of Change : VSO’s Approach to
Mentoring and Coaching
20
Primary education advisers
18Education management advisers
15ECD specialists
1Livelihood adviser
1Gender Adviser
Implementation modality of the project
VSO Nepal programme staff
Ministry of education
Department of education
District education offices
School clusters
Implementation and resource partners
Communities
VSO International Volunteer experts
(IVE’s)
IVE’s are recruited as per the needs of
the project
Skills sets:
• Education management
• Teacher trainers
• Education policy advisers
• Gender specialists
• Advocacy specialists
• Livelihood Linkage
Improving
the learning
outcomes of
the children
Networks, campaigns and advocacy initiatives
Management of the
education system is
strengthened
Teachers and school
administrators are better
equipped to deliver
modern child centred
education services
Communities and parents
are better able to support
learners and hold
education institutions
accountable
Agents of Change : VSO’s approach to mentoring and coaching
296training events
29,565Children reached
816teachers were
mentored
15,000parents and community
members mobilised
2059Education managers and
teachers trained
•Community awareness raised via training for 491 SMC members and 331 PTA members regarding- disability, anti-discrimination, girls’ right to education•School Improvement Planning•Teaching and Learning Monitoring•Inclusive and safe school environments
Empowering PTA and SMC members
•
•75 providers received development alongside ECD specialist volunteers•Colourful and child friendly methods were introduced•Marginalised children were brought into education earlier•The production of high quality teacher guides and attractive low cost but educationally effective resources
Improving learning environment and empowering teachers
Impacts • 12 out of 14 partners (85%) reported they scored 3 or above in one or more area on the quality scale•1,023 out of school children (506 males and 507 females) in these schools, including 75 children who were admitted via bridge classes•37 separate ECD classes have been set up where they were previously integrated with Grade 1•Regular attendance of children from 60-70% at the start of the programme in 2009 to 90% in 2014•Good Practice guides Toolkits, manuals and handbooks , DVD on Good Practice and other lasting resources
•Chandraman is 5 years old. He attends a government primary school in Naudanda, Kaski district. He comes to school most days, more or less on time. He is smiling, happy, and ready to try his best. And although he finds learning difficult, so far he is coping with Class 1.•Chandraman manages despite some big barriers. His family is Dalit. Like many Dalit families they are amongst the poorest people in the village. Chandraman's father has mental health problems, and cannot work. He is often not at home – his illness causes him to roam around the district, shouting and behaving strangely. His mother works when she can, paid as a daily labourer for other families. Chandraman lives with his mother and 3 older sisters in one room, which was the animal shed for another house.•A VSO Early Childhood volunteer began working with the ECD teacher at the same time as Chandraman started in the class. The active learning methods she introduced, which the teacher has followed, meant that Chandraman was able to take a full part in the class, and to learn letter sounds and numbers as the basis for the Year 1 curriculum – reducing the risk that he will drop out of school.
•VSO's implementing partner NNDSWO worked with Chandraman's mother to encourage her to send all her children to school regularly. And they helped her with stationery and school uniforms – so that the children feel included at school.•Chandraman represents a large number of children in Nepal that faces threats to their basic needs on a daily base while attempting to retain in public education. He is also the proof that the linkage between the education program and the health- and livelihood program needs to be strengthened in order to be able to support these children and families in suitable ways.
A story of Chandraman
Learning and Reflections Support at all level of education
Co-production of the project design with NGO partners and involvement of government (all stakeholders own the process) – sustainability
Different types of volunteering with clear roles and responsibilities
Use of NGOs/CSOs supporting community and VSO supporting schools and DEOs help bridge the gaps between schools and community
Depth cluster model with clear need analysis, intervention logics resulting expected outcomes
Learning and ReflectionsStrong M&E (having baseline help to attribute
VSO’s impact) Pilot on the focus districts to scaling up – in the
middle of the project time, rolled out to additional districts Learning cycle – project adopted its approaches
throughout the project cycle – based on the feedback
Field staff in the communities
Working together!
Thank you!