As part of a drive to improve the quality of education, ActionAid International Nepal in partnership with 20 civil society rganisations, has carried out an education survey.
Nine districts and 18 Village Development Committees in mid and far western Nepal were examined, with 35 schools and 2 madrasas being assessed.
The main goal was to encourage debate in local communities about education policy in order to strengthen or build Education For All movements at all levels, ranging from local and district up to national.
70 researchers, 10 of whom were from ActionAid International Nepal and 60 partner staff, including Reflect facilitators, took part in the process, which was coordinated and administered by a Western Resource Centre team led by Mr. Navin Subedi.
The study used tools and process based on the Rights Respecting Schools (RRS), which is now called Promoting Rights in Schools (PRS) as an overarching study framework.
Key figures involved in the process included teachers and students at schools; members of School Management Committees, parents and the wider local community.
The study has shown the following major outcomes:
Improved school governance and accountability
Increased involvement of parents, students and School Management Committees in regular school monitoring that has helped teachers and students become more accountable and regular in schools.
The CER process is regarded as a good tool for school assessment, monitoring and improvement.
Communities, schools, policy makers and the media have acknowledged and appreciated the CER process for its in depth analysis and application of an empowering methodology.
There has been improved teacher accountability in schools
The child club members in Sitapur National Lower Secondary School in the working community of the Social Development Path Nepal in the Dhanusha District, have begun to monitor the teacher and student attendance.
For this they developed a form in which they recorded the time each and every teacher entered and the amount of time they spent in their class.
The teacher's attendance is monitored and approved based on this form and their salaries are paid accordingly. A teacher’s daily diary has also been set up by the students in the schools of Bhumeshwar Community Development Organisation’s working areas, in the Baitadi district of far western Nepal.
Here the students maintain the diary of their teacher to monitor their regularity and activities.
These initiatives have enhanced the teacher’s accountability and regularity and thus improved learning in the schools.