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Promoting Quality and Inclusive Education for Out of Reach Children in Nepal (2010-2014)

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Presentation by Purna Kumar Shrestha at the European Education Practitioner's Network seminar "Live & Learn: Exploring Education in Fragile Contexts" on the 2nd June in Brussels

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Promoting Quality and Inclusive Education for Out of Reach Children in Nepal (2010-2014)

  1. 1. 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
  2. 2. Kailali Surkhet Baglung Rupendehi Kathmandu (Central) Kaski Myadi Where do we work in the project? • 6 Districts • 101 schools
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 6. Creating Agents of Change : VSO’s Approach to Mentoring and Coaching 20Primary education advisers 18Education management advisers 15ECD specialists 1 Livelihood adviser 1Gender Adviser
  7. 7. 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
  8. 8. Agents of Change : VSO’s approach to mentoring and coaching 296 training events 29,565Children reached 816 teachers were mentored 15,000 parents and community members mobilised 2059Education managers and teachers trained
  9. 9. •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 •
  10. 10. •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
  11. 11. 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
  12. 12. •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
  13. 13. 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
  14. 14. Learning and Reflections  Strong 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
  15. 15. Working together! Thank you!

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