active · Education· Health
Girls Education Challenge
The project’s Theory of Change (ToC) posits that the inequity in education and learning achievement gaps for Nepal’s most marginalised girls can be addressed by ensuring equitable access to quality learning and skills development across the education continuum. Inefficiencies in Nepal’s education system and social, cultural and geographical barriers to access have led to poor learning outcomes for marginalised girls, which inhibit individual and community agency and leadership and ultimately hinder socio-economic improvements in the country. Transitioning girls forward, VSO’s SfS (GEC-1), Teaching to Learn and various International Citizen Service (ICS) education projects in Nepal have proven that increasing the engagement of local actors is a powerful pathway to change in contexts where the realisation of inclusive national policies fall short. Increased engagement through ‘people to people’ interventions transforms education system stakeholders from bystanders into actors who are inspired to participate and contribute to safer and healthier schools, better engaged learners, more skilled teachers, improved school management, increased government capacity and better networks and knowledge sharing. People to people interventions in SfS include big sister-little sister mentoring, peer learning support, teacher and District Education Offices (DEO) staff accompaniment and coaching, and community engagement through a wide variety of volunteering roles and expertise sharing from implementing partners and resource partners. Through working in partnership with DEOs and existing government education systems from school and community level to the Ministry level, the project will contribute to changes to school, community, district and national inclusive education policies and practices. We will be working in partnership with Global Action Nepal (GAN) and Aasaman Nepal as implementing partners, and British Council Nepal and Mercy Corps as resource and collaboration and partners, respectively.
Overview
About this project
The project’s Theory of Change (ToC) posits that the inequity in education and learning achievement gaps for Nepal’s most marginalised girls can be addressed by ensuring equitable access to quality learning and skills development across the education continuum. Inefficiencies in Nepal’s education system and social, cultural and geographical barriers to access have led to poor learning outcomes for marginalised girls, which inhibit individual and community agency and leadership and ultimately hinder socio-economic improvements in the country. Transitioning girls forward, VSO’s SfS (GEC-1), Teaching to Learn and various International Citizen Service (ICS) education projects in Nepal have proven that increasing the engagement of local actors is a powerful pathway to change in contexts where the realisation of inclusive national policies fall short. Increased engagement through ‘people to people’ interventions transforms education system stakeholders from bystanders into actors who are inspired to participate and contribute to safer and healthier schools, better engaged learners, more skilled teachers, improved school management, increased government capacity and better networks and knowledge sharing. People to people interventions in SfS include big sister-little sister mentoring, peer learning support, teacher and District Education Offices (DEO) staff accompaniment and coaching, and community engagement through a wide variety of volunteering roles and expertise sharing from implementing partners and resource partners. Through working in partnership with DEOs and existing government education systems from school and community level to the Ministry level, the project will contribute to changes to school, community, district and national inclusive education policies and practices. We will be working in partnership with Global Action Nepal (GAN) and Aasaman Nepal as implementing partners, and British Council Nepal and Mercy Corps as resource and collaboration and partners, respectively.
Progress
100%- Plan
- Implementation
- Outcomes
Alignment