Resources

Category: Early Grade Reading

Results from Phase One of Sangai Sikaun, Sangai Badhaun: A Model for the Marginalized

World Education Nepal produced a series of technical briefs to share key strategies, results and lessons learned from various aspects of the Sangai Sikaun, Sangai Badhaun (Learning & Growing Together) project. The first phase of Sangai Sikaun, Sangai Badhaun worked in severely disadvantaged communities with poor educational outcomes from 2012 t0 2016 and aimed to build a holistic education model in Nepal that enables marginalized children to complete a quality education up to Grade 8. In pursuit of this, the project focused on increasing access to and participation in quality Early Childhood Development classes; improving early grade reading and numeracy skills; improving subject teaching and student persistence in Grades 4-8; and, improving parents’ abilities to support their children’s learning.

At project conclusion, activities had improved learning outcomes for 13,000 students enrolled in Early Child Development to Grade 10 classes in 27 community schools, across three Village Development Committees in Banke and Dang districts. Dropout rates fell dramatically and attendance increased. Each technical brief in this series highlights strategies, results and lessons learned from a different area of the Sangai Sikaun, Sangai Badhaun project’s first phase. Collectively, these contributions add to a growing evidence of approaches that should shape policies that will change outcomes for Nepal’s least advantaged children. We look forward to expanding upon the learnings reported on our technical brief series in phase two of the Sangai Sikaun, Sangai Badhaun project.

Sangai Sikaun, Sangai Badhaun (Phase One) Technical Brief Series: 

Early Grade Reading In Nepal

In Nepal, teaching and learning reading in the early grades remains a significant challenge,with most primary school students unable to read at grade level. Although enrollment in public schools is high, drop-out and grade repetition are common-place. Teachers often resort to rote instruction methods, resulting in memorization rather than actual reading. World Education and its partners are working to strengthen early grade reading in the weakest public schools through learning assessments, teacher training, and the introduction of grade-appropriate reading materials and activities for early learners.