Acknowledgement Two of the goals of 'Education for All' program are directly related to life skill-based education. These are also emphasized in the EFA in Nepal. Various governmental agencies and partners are working in this area of education in Nepal. But the focused work in the life skills area is recent one. Provisions of life skill-based education are directly related to curriculum, teacher preparation and classroom process. These aspects and related issues have been covered in this study. A research team of Formative Research Project for EFA was involved to study in this area. On behalf of the research team I would like to express sincere gratitude to Mr. Hakon Bjornes, Ministry of Education and Research, Norway; Prof. Dr. Kristin Tornes, Technical Advisor, Norway; Prof. Dr. Hridaya Ratna Bajracharya, Executive Director, CERID; and Dr. Kishor Shrestha, Coordinator, Formative Research Project, CERID for entrusting the task of undertaking this study and providing necessary technical support to us. Advice and technical support given in connection with this study by Prof. Dr. Lars Monsen, Leelehammer College, Leelehammer, Norway, Prof. Dr. Ram Krishna Maharjan, Faculty of Education, Tribhuvan University, and Dr. Shreeram Lamichhane, CERID have been very useful to us. Comments and suggestions received from Dr. Tankanath Sharma, KU and FRAG members were also instrumental in bringing out this report in this shape. We express our heartiest gratitude to them all. Head teachers, teachers, students, parents and School Management Committees of the visited schools; District Education Officers, School Supervisors, Resource Persons, and trainers of the visited districts were also of great help in the process of going ahead with this study. We sincerely thank them all for their co-operation. More importantly we thank CERID family members for their prompt logistic support in the task of completing the study. July 2006 Ganesh Bahadur Singh Researcher
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Acknowledgement EFA National Plan of Action 2004-09 has been implemented in Nepal with a view to increase the access to primary education and meeting the learning needs of all children. The plan lays stress on decentralized strategies for planning, management and evaluation of the reform endeavors. To this end, attempts were made to strengthen the capacity of local communities to own and manage the schools. Institutional support and technical inputs are being provided to the schools through training and monitoring for school improvement plan, physical construction and maintenance. Moreover, amendments were made to the Education Act and Regulations for the purpose. The purpose of all this was to capacitate SMC, PTAs and other stakeholders of the local schools to persist in the reform endeavors, which assumed that the stakeholders would supervise and monitor the school affairs so that the primary school system could achieve as expected. This report is an outcome of the study on Effectiveness of School/Community-based Monitoring System. The study reviews different facets of monitoring, attempts to examine its effectiveness, and highlights the features of a successful school. I hope the findings of this report will prove useful for improving and strengthening educational planning and its implementation at the local level. I would like to express my sincere thanks to DOE and DEO staff members, SMCs, PTAs, teachers, members of local bodies, parents, and others for the kind cooperation they extended to me for this study. Special thanks go to CERID for giving me the opportunity to undertake this research. July 2006 Hari Prasad Upadhyaya Researcher
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Acknowledgement The government of Nepal has expressed its commitment to provide quality education to all school age children. However there is still a large number of school age children (about 19.6%) who have not been able to join schools. These children are mostly from the disadvantaged and deprived communities. Among them girls constitute a large proportion. EFA goal No. 5 and Millennium Development goal No. 3 are to promote the gender equality in education. The main thrust of these goals are to achieve the gender equality in education by 2015 with a focus on ensuring the girls' full and equal access to and achievement in the basic education of good quality by 2015. This study has been undertaken to find out particularly the various determinants which make the girls' and female teachers' friendly environment in schools. It is hoped that the situation of girls' participation in education would be improved if these determination can be maintained in the schools by the concerned authorities and institutions. For the success of this project many people have helped us during the field visit. We express our sincere thanks to DEOs, RPs, SMC and VDC members, head teachers, female teachers, students and parents of sampled districts. We also express our sincere gratitude to Prof Kristine Tornes, Technical Advisor of FRP and Prof Hridaya R Bajracharya, Executive Director of CERID/TU and all senior officials of MOES and other experts who participated in the consultative meeting for their valuable suggestions in order to finalize this study. 2006 Prof. Rukmini Bajracharya Researcher
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Acknowledgement Studies on Early Childhood Development (ECD) under the Formative Research Project (FRP) funded by the Norwegian government have been conducted by CERID for few years. This is the third one on ECD under FRP, which presents a comparative picture of CBECD centres and SBECD centres in terms of formation of MC; mutual relationship between the community, parents and ECD centres; environment of ECD centres; and activities undertaken in ECD centres. Similarly, this study assesses the effectiveness of the present NGOs/INGOs partnership in the implementation of the ECD programme. Moreover, a new mode of NGOs/INGOs partnership for the effective implementation of the ECD programme has been proposed. Hence, it is believed that the findings of this study help the concerned stakeholders to form active Management Committees in the ECD centres, to strengthen the relationship between the community, parents and the ECD centres, to create stimulating environments in the ECD centres, to carry out activities in an effective way, and to develop an appropriate mode of NGOs/INGOs partnership for the effective implementation of the ECD programme. We in the research team are grateful to CERID for providing us an opportunity to conduct this study. We would like to extend our hearty thanks to Prof. Dr. Hridaya Ratna Bajracharya, Executive Director of CERID, Dr. Shree Ram Lamichhane, Associate Professor, Dr. Kishor Shrestha, Coordinator of FRP, and Prof. Dr. Kristin Tornes, Technical Advisor to FRP, Norway for providing us valuable comments and suggestions right from the beginning of the study. Our sincere thanks go to the members of FRAG Committee and reviewers for their valuable comments. Similarly, we would like to thank Mr Veda Nath Regmi for looking over the language of this report. Lastly, but not the least, we extend our hearty thanks to Mr. Surya Bahadur Mulmi, Deputy Administrator of CERID, for the administrative support he provided. July, 2006 Prakash Man Shrestha Researcher
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Acknowledgement Inclusive education enables children to learn without making any discrimination between them in terms of ethnicity, caste, handicap, minority or impairment or whatever of that kind. It educates all types of children together, respecting their right to receive quality education as per their need. Inclusive education is a new concept introduced in 2001 as a pilot project in Nepal. From the very beginning of EFA, inclusive education has been treated as part of the regular education program. Appropriate classroom environment and teacher’s capability are the most important elements of inclusive education. The government of Nepal has made an attempt to familiarize the teachers on the basis of inclusivity in primary school. We, the member of the research team express our gratitude to Dr. Kristin Tornes, Formative Research Technical Advisor/Norway for entrusting the research study to us. We also express our sincere thanks to Dr. Hridaya Ratna Bajracharya, Executive Director of CERID and Dr. Kishor Shrestha, Coordinator of the Formative Research Project/CERID for their moral as well as technical support for the study. Thanks must also go to Padam Raj Bhatta and Ganesh Prasad Paudel, of Inclusive Education Section of the Department of Education for the valuable support. Special thanks are due to Dr. Basu Dev Kafle, Professor of Inclusive Education/T.U. and to Arjun Bhandari, Executive Director of NCED for their valuable comments on the report. We are thankful to Mr. Veda Nath Regmi for looking after the language of the report. We sincerely thank all the community leaders, parents, teachers, students, School Management Committee members, District Education Office personnel, school supervisors, resource persons and communities of the sample districts for their participation in different meetings and for the information they supplied to us at the field level. Finally, we thank the CERID family for providing the research team with the logistic, administrative and other supports. July 2006 Narendra Phuyal Researcher
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Acknowledgement The government of Nepal has been implementing the various plans and programs to universalize the basic and primary education from the last 5 decades. In response to various endeavors taken by MOE/s, several infrastructures of the educational opportunities have been raised. The population census 2001 shows that out of 19.25 millions (6 years and above aged population) are still illiterate. Among them Special focus Group (SFG) population is prominent, which constitutes the hard core. The Muslim population is one of the SFGs. The Muslim community of Nepal has its own educational institution based on the religious learning on a traditional style. All the previous plans and programs of the government accepted the contribution of the Madrasas in spreading literacy in the Muslim community, but up till the recent past neither GO, nor INGO took any initiative to mainstreaming the Madrasa. At present the MOE/s has made a strategy to link the Madrasa with the mainstream of education to achieve the goal of EFA. There are a large numbers of issues and challenges in mainstreaming the Madrasa which needs an indepth study to formalize this system. This case study is a minor effort in this regard. On behalf of the research team I would like to express my gratitude to Dr Kristin Torners, Technical advisor to FRP, Dr H. R. Bajracharya, Executive Director of CERID, and Dr Kishore Shrestha FRP, Co-ordinator for providing me the opportunity to conduct this research. I would like to express my gratitude to Dr Shreeram Lamichhane for his conceptual and technical suggestion and support to conduct this study. I am also very grateful to my team colleague Mr S P Rana, without whose support it would have been impossible to complete this study. 2006 Hafiz Mohammad Zahid Parwez Researcher
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CERID Newsletter 2014...
Within the no-cost extension of Formative Research Project (FRP) 2004-2009, following major activities were undertaken ...
With the support of UNICEF Nepal
Content and Age Validation for Early Learning and Development Standards
With the ...