The Sang Sangai – “Learning Together: Engaging Mothers and Energizing Communities to Support Girls’ Education in Nepal’s Terai” project supported education for 23,164 girls in Nepal’s most disadvantaged Terai region. The project was implemented in 4 core districts: Dhanusha, Mahottari, Sarlahi and Rautahat. This project gave girls an opportunity to gain basic literacy and numeracy skills, valuable health knowledge, and support to join the formal education system. The impact of these interventions on girls’ lives were accelerated by engaging their mothers through intergenerational activities, non-formal education, and Mithila arts. The mothers supported their daughters’ learning at home, enabled their daughters to join and persist in formal schooling, and motivated other members of the community to support girls’ learning. Sang Sangai – Learning Together worked with 300 schools to help them better meet the needs of girls entering the formal
education system. With this vision, Sang Sangai partner NGOs worked with parents, communities, local government and line agencies of the Ministry of Education to implement the project which enabled thousands of out-of-school girls to achieve basic learning outcomes through nonformal education and transition to school to gain access to formal education. Local governments and school communities have made commitments to support these girls as they continue to learn. These technical briefs share key strategies, results, and lessons learned from this girls’ education project that can contribute to the evidence base, inform policy and help enable girls from the most disadvantaged communities to achieve their full potential through education.
World Education is committed to improving the quality of early grade education in districts with poor educational outcomes. Under the Equity in Education in Disadvantaged Districts project funded by UNICEF, World Education implements programming to improve early grade reading and math achievement in four disadvantaged districts in Mid- and Far-Western Nepal: Achham, Bajura, Kalikot, and Mugu.
At the end of 2017, after only one year of programming, the project is showing impressive results, with students in intervention schools demonstrating greater learning gains than those in control schools. For more on the progress we’ve seen in Year 1, read our full summary brief:
Through a decade of sustained engagement with brick factory laborers, World Education has emerged as a leader in Nepal in combating exploitation in brick factories and has developed a proven, holistic model for expanding economic opportunity for financially insecure communities. The Building Better Futures initiative’s first and second phases built on past interventions that demonstrated substantial impact in reducing vulnerability to exploitative labor. World Education’s multidimensional strategy focused on imparting education, diversifying livelihoods and building the capacities of communities to be resilient in the face of financial shocks and natural disasters.
This publication presents the challenges created by exploitative labor practices in Nepal’s brick factories and World Education’s efforts to develop a successful model for mitigating the adverse impacts through the Building Better Futures initiative under the Naya Bato Naya Paila project. For a description of our approach as well as the outcomes from the first and second phases of the Building Better Futures initiative, read our brief: