From 2015 to 2017, World Education Nepal partnered with the World Food Programme
(WFP) to improve reading outcomes among Grade 1–Grade 3 students in 1,040 schools in six Far Western and Mid-Western food insecure districts that have generally poor educational outcomes. Results from the 2017 Early Grade Reading Assessment (EGRA) indicate that the collaborative effort to improve students’ ability to learn by addressing nutrition while simultaneously improving the quality of instruction has led to impressive results with a high return on investment: At baseline, only 1% of Grade 3 students could read at grade level; after two years, a majority of students can. This brief provides an overview of the project interventions and results.
View it here.
This technical brief shares results and lessons learned from World Education’s experience developing and piloting an early grade mathematics intervention and assessment in remote disadvantaged districts in West Nepal. Mathematics has been a neglected challenge in the education sector in Nepal, and that neglect shows in children’s poor learning outcomes. Yet, while much work remains to be done to ensure that all Nepali children have a chance to learn core mathematical concepts, the project has developed a strong foundation upon which future work can build. The lessons learned and recommendations stemming from this project should be of interest to policy-makers, program designers, and practitioners alike.
View it here.
World Education is pleased to share our annual report detailing our 2017 activities and impact. In 2017 alone, we expanded our programs to reach more people from Nepal’s least advantaged communities. We supported children with functional limitations, adults and children vulnerable to exploitation, migrant laborers, and flood affected communities, to name a few.
For more on our accomplishments over the last year, check out the full report: 2017 Annual Report
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: