Child Centred Learning (CCL) was also promoted in schools. This helped to create a better learning environment and has also supported to reduce school drop outs. For instance, in slum communities, it has helped to enhance children’s regularities in schools. In Palpa, Jana Priya Basic School, which was about to be closed due to the smaller number of students has now increased the students from 19 to 48 after the reformation of school governance for quality education.
Further, since the government has provisioned for the establishment of Early Childhood Development (ECD) Center in all the primary schools, advocacy to ensure it is ongoing throughout the working areas.
School Enrolment Campaigns were organized throughout the working areas in coordination with District Education Office, SMC, PTA, child clubs, students and teachers. Different door to door sensitization programmes, broadcast of PSAs in local radio, wider use of IEC materials through ReFLECT etc. were done for the campaign. This not only helped to encourage new admissions but was also equally helpful to bring drop out students back to schools.
The child clubs on the other hand, were also successful to form a SMC in Sarada Secondary School, Palpa after registering their complaint in written. There was also a problem of not fulfilling the vacant position of teachers. The child club’s action led to the discussion among parents and SMC, which was later successfully addressed.
Tax power campaign was organized in different working areas like Doti, Kailali and Palpa followed by its orientations and trainings to the community leaders, teachers, child club members and youth. IEC materials were developed and advocacy through media was widely practiced by developing and broadcasting radio talk programmes, TV shows, radio jingles etc.
This helped them to understand the context with the realization of further advocacy on tax justice, especially in the newly introduced local government structure.
Similarly, the youth were also involved in community level ReFLECT circles to fight back existing injustices. They were mobilized in tax justice campaigns and were trained on RtI to make use of it and encourage communities. They were also encouraged to write academic journals on contemporary socio-cultural, political and economic contexts and they were published in a book, ‘Nepal Youth Journal’.
Further, the Global Action Week on Education was organized in the month of April. This year, the campaign had a theme, ‘Accountability for SDG 4 and Citizen’s Participation’. Various activities from federal to local level were carried out during the week long programme. The activities were from dialogue with Education Minister to Municipal Authority, position paper developed and handed over to the local government, letter from student to the Prime Minister, rally and protest programme etc.
A High-Level Education Commission was formed by the government to provide suggestions on new education policies that could fit in the nation’s recently formed federal structure. AAN and NCE Nepal submitted a suggestion booklet to the commission based on a yearlong research works. The booklet contained various suggestions highlighting education at different levels and early childhood education, school curriculum and textbooks, school governance and teachers’ minimum qualifications, M&E and DRR in schools.