Goal: 20 School
Raised: 40 School
Progress: 200 %
Because of political instability and a decade long conflict, Nepal achieved an adult literacy rate (15 years and above) of only 56.5 percent with huge variation between men (71.6 percent) and women (44.5 percent). There are noticeable differences in literacy rates based on gender, caste and ethnicity, location and income of people.
With adult literacy at only 51 percent (men 67 percent versus female 39 percent) the people living in rural areas are far behind their urban counterparts with literacy rates at 76 percent (men 87 percent versus women 66 percent). The most miserable situation prevails for the poorest 20 percent of population compared to the richest 20 percent of population with an enormous literacy gap of more than 40 percentage points.
In some of the poorest and remote districts of Nepal, the above figure drops to less than 25 percent with literacy rates for adult women even lower. Adults without basic education are more likely to be extremely poor, malnourished, and are less likely to know about basic human rights or how to protect them. The children of illiterate are more likely to die before seeing their fifth birthday and have higher rates of malnutrition which hampers their mental, emotional and physical development.
The Government of Nepal (GoN) has made significant progress over the last decade in getting children into primary school. According to the GoN’s Ministry of Education the current net enrolment rate for children in primary school is 94.5 percent with gender parity almost achieved. The GoN has been particularly effective at increasing the number of girls in school. The Flash Report 2010 showed that the participation of girls improved significantly. The gender parity index in primary, lower secondary and secondary education in net enrolment rate is 0.98 at all levels.
However, more progress to improve internal efficiency still needs to be made. Drop out and retention rates for children in primary school are worrisome with only 66 percent of children completing primary education (grade 8). About 27.1 percent of students’ complete secondary education (grade 12). There are large disparities between the enrolment and completion rates in rural areas and urban areas. Children from marginalized communities and those living in rural areas often receive poor quality education. Rural schools struggle to find and keep good teachers. Many schools have poor infrastructure facilities. In some schools there are no desks or toilets for children.
Nepal has prioritized both basic/primary and secondary education as an important contribution to the national goal of poverty reduction. GoN should more focus on improving all children’s access to education, enhancing the quality of public school education.
Contributing to the above mentioned scenario, Aasaman Nepal focused on education and implemented below mentioned programs under its education theme.
Aasaman Nepal is implementing the project “Promoting Quality Education for Girls and Marginalized Children of Dhanusha, Terai Nepal”in collaboration with The Royal Norwegian Embassy as a lead consortium partner among other two being Public Awareness Campaign (PAC) and Education’s Journalist Group. The quality of learning of the students at each grade (as per Government Standard)…Read More
‘Strengthening Local governance for inclusive quality Education’ is being implemented in the five districts of Terai (Dhanusha, Mahottari, Saptari, Rautahat, and Parsa). The project focuses to build the capacity of the government at district and VDC/municipality level as well as the civil societies associated and accountable for ensuring inclusive quality education. It primarily aims to…Read More
Context: Teaching to Learn aims to improve learning outcomes for marginalized children in Nepal by developing teachers training and early grade literacy and numeracy of grades 1,2 and 3. The project is carried out in 16 schools of two districts Jumla and Jajarkot from March, 2014 till December, 2016 and is funded by European Union…Read More
It is widely recognized that improving access to, and quality of, girls’ education brings about positive socio-economic outcomes, for example improving health, diversifying and sustaining livelihoods and promoting economic growth. 55% of Nepal’s population are affected by ‘extreme poverty’, and girls and women, especially in rural areas, are disproportionately affected. The Government’s School Sector Reform…Read More
On the completion of EFA program in 2009, the government launched the School Sector Reform Program (SSRP), aimed at achieving the EFA goals. It also adopted a new policy to extend the period of basic education from five to eight years, combining five years of primary education with three years of lower secondary education. The…Read More
The project “Improving the quality of primary education and training for youth in Nepal” is being implemented by Aasaman Nepal in Baglung and Saptari districts of Nepal in collaboration with Aide et Action; a French International Non-Governmental Organization. The project is targeted towards empowering the primary school children through quality education by improving their fundamental…Read More