NFE-MIS report 2013-14 - UNESDOC Database - Unesco

ACHIEVING LITERACY FOR ALL:

NFE-MIS REPORT

2013-14 Government of Nepal Ministry of Education Non-Formal Education Center Sanothimi, Bhaktapur Nepal September 2014

Government of Nepal United Nations Educational, Scientic and Cultural Organization

Achieving Literacy for All: NFE-MIS Report 2013-14

1

Published by : UNESCO Ofce in Kathmandu Sanepa-2, Lalitpur, PO Box: 14391 Email : [email protected] Tel : +977-1-555 4396 Fax : +977-1-555 4396 www.unesco.org/kathmandu www.facebook.com/unescokathmandu

© UNESCO 2015 All rights reserved ISBN 978 9937 8932 1 3 ISBN 978-9937-8932-1-3 Design/Layout by Jagadamba Press Printed by Jagadamba Press 2


Acknowledgements This report has been prepared by Gambhir Man Tandukar, Ram Balak Singh and Sambedan Koirala in consultation with many other stakeholders. We express our sincere appreciation to the UNESCO Office in Kathmandu for entrusting us with the responsibility to prepare this report on Achieving Literacy for All: NFE-MIS Report 2013-14. We are grateful to Ministry of Education and its instsitutions, NonFormal Education Center (NFEC), the six pilot District Education Offices (DEOs) and relevant Community Learning Centers (CLCs) of Dhankuta, Makwanpur, Chitawan, Nawalparasi, Bardiya and Surkhet, related village development committees (VDCs), schools and local non-governmental organizations (NGOs) for their involvement in undertaking and implementing programmes and activities to achieve literacy for all. During the process of preparing this report a number of people and organizations have contributed in various ways. Briefly, this report is the result of collaborative efforts of NFE-MIS team of NFEC, UNESCO Office in Kathmandu, education officials of regional education directorates (REDs), DEOs, CLCs, RCs and schools at national, regional, district and sub-distraict levels. Participants of workshops in

Biratnagar, Bharatpur and Nepalgunj deserve special thanks for their constructive contribution with regard to data collection, entry and processing to develop the report. Invaluable support is provided by NFEC in view of organizing consultative meetings to sharing the report and providing suggestions for its completion. Our sincere thanks go to school teachers, head teachers, resource persons, school supervisors, CLC coordinators and education officials for their involvement in NFE-MIS, planning and monitoring, and their valuable suggestions and inputs for the improvement of the report. Finally, we would like to acknowledge the cooperation of Tap Raj Pant, education specialist at UNESCO Office in Kathmandu, Dinesh Ghimire, deputy director and Baburam Poudel, director of NFEC for their constant encouragement and remarkable support in providing suggestions and insight and coordinating endevours to complete the report.

The Study Team


3

Foreword

The World Declaration on Education for All (EFA) held at Jomtien, Thailand in 1990 was based on the assumption that literacy programme promotes Human Resource Development (HRD) at the mass level, contributing to increased investment in education and improved outputs per worker. In the year 2000, 164 governments, together with partner organizations from around the world, made a collective commitment at the World Education Forum in Dakar, Senegal, to considerably expand educational opportunities for children, youth and adults by 2015. Participants of the Forum endorsed a comprehensive vision of education, anchored in human rights, affirming the importance of learning at all ages and emphasizing the need for special measures to reach the poorest, most vulnerable and most disadvantaged groups in society.

4


Being a signatory at the Forum, Nepal adopted the goals of EFA as the goals of education in the country. In line with the above spirit, Government of Nepal has accorded top priority to primary and basic education as a major means of eradicating illiteracy and poverty, promoting human rights and good governance at all levels. The country has been mobilizing the support of both governmental and non-governmental organizations as well as national and international agencies for expanding non-formal education (NFE) and literacy programmes. In this context, NFE in Nepal is seen as cross-sectoral and complex in nature, taking place within and between different development sectors. Therefore for the effective service delivery without duplication and overlapping and also for proper monitoring of the NFE programme, it has

long been acknowledged that timely and reliable data are essential for relevant education policy and planning. Thus, Non-formal Education Center, in close collaboration with the UNESCO Office in Kathmandu, has taken a first step towards building a sound information base for NFE for systematic monitoring and planning. A comprehensive review of the methodology of NFE data collection, analysis and its use has been undertaken. As a result, a set of data collection tools and guidelines for the development of NFE indicators as well as for data analysis has been prepared. Corresponding software for producing a computerised NFE database has also been developed. The newly developed system has been piloted in six districts. This report contains the analysis of information collected from six pilot districts.

In the process of preparation of this report many people and organizations have contributed in various ways. In general, this report is the result of collective and collaborative efforts of NFE-MIS team of NFEC, UNESCO Office in Kathmandu, REDs and DEOs officials including CLCs at grassroots level. Finally, I am grateful to all organizations and individuals who have contributed significantly to the preparation of this report. Any suggestion and feedback for its improvement is highly appreciated.

Babu Ram Poudel Director Non-formal Education Center


5

Table of Contents CHAPTER 1 DEVELOPING A NON-FORMAL EDUCATION MANAGEMENT INFORMATION SYSTEM (NFE-MIS) 1.1 INTRODUCTION 1.2 METHODOLOGY/PROCESS OF PREPARING THE REPORT 1.3 EXISTING STATUS OF NFE-MIS 1.4 LESSONS LEARNT 1.5 KEY FINDINGS

8 9 10 ... 12 13

CHAPTER – 2 STATEMENT OF POLICIES, OBJECTIVES AND TARGETS 2.1 NFE CONCEPTUAL FRAMEWORK 2.2 NON-FORMAL EDUCATION 2.3 LITERACY 2.4 LIFE SKILLS 2.5 EDUCATION POLICIES/COMPREHENSIVE POLICIES ON EDUCATION 2.6 STATUS OF EDUCATION POLICIES 2.6.1 Education for All National Plan of Action (2002-2015): 2.6.2 School Sector Reform Plan (2009-2015): 2.7 PROVISION OF LITERACY PROGRAMMES 2.8 NFE/LITERACY PROGRAMMES CONDUCTED BY NFEC 2.8.1 Alternative Schooling Programme 2.8.2 Adult Literacy Program 2.8.3 IG Skills Training 2.8.4 Soft Skills Training 2.9 ACHIEVEMENTS IN TERMS OF EFA INDICATORS 2.10 IMPLEMENTATION STRATEGIES

14 14 15 15 16 17 17 18 19 20 20 20 21 21 22 22 22 25

6


8

CHAPTER - 3 ANALYSIS AND INTERPRETATION OF DATA 3.1 POPULATION AND DEMOGRAPHY 3.2 RESOURCE ALLOCATION 3.3 NFE PROVIDERS 3.4 NFE PROGRAMMES 3.5 TARGET GROUPS PARTICIPANT FACILITATOR RATIO (PFR)

26 26 27 29 30 32 35 41

CHAPTER - 4 OUTPUTS (MONITORING PROGRESS) 4.1 DELIVERY MECHANISM 4.2 KEY RESULTS 4.3 POLICY DIRECTIONS 4.4 INSTITUTIONAL ARRANGEMENT 4.5 STRATEGIC INTERVENTIONS 4.6 TARGET GROUPS 4.7 CONCLUSION ANNEXES

42 42 43 43 44 44 44 45 45

ANNEX – 1 ANNEX – 2

47 57

46


7

1 Chapter

Developing a Non-Formal Education Management Information System (NFE-MIS)

8


conducted by the Central Bureau of Statistics (CBS) of the National Planning Commission (NPC).

1.1 Introduction Ensuring quality of education through both formal and non-formal provisions of education has been the most crucial challenge towards achieving the Education for All (EFA) goals1 in Nepal. Equally challenging has been to systematically monitor progress towards EFA goals and strategies2 at the local (school, village, municipality and district), regional and national levels. The Department of Education of the Ministry of Education (DOE/MOE) publishes the Flash Report I, the Flash Report II and the Consolidated Report of School Level Educational Statistics of Nepal each year. While these reports include detailed information with regard to core EFA indictors related to school education from early childhood development and pre-primary education (ECD/PPE) to secondary education (from Kindergarten to Grade 12) through formal means of education, it lacks information with respect to non-formal education (NFE) and literacy related activities, thus leaving a huge gap in data on formal and non-formal education provisions in the country. For data related to NFE and literacy, policy makers, planners and managers of education depend upon the population censuses and household surveys

This Report is an attempt to fulfill this gap with an aim to establishing and strengthening an integrated Education Management Information System (I-EMIS) with adequate information regarding both formal and non-formal education, including literacy. In order to design this system, it is essential to develop, promote and sustain a Non-formal Education Management Information System (NFE-MIS), contributing to monitor, assess and evaluate the progress and achievements made in the field of NFE and literacy, thus paving ways for achieving the goals of comprehensive school education and universal literacy through a particular focus on alternative and flexible schooling, adult and youth literacy and life skills. This system will be primarily housed at the Non Formal Education Center (NFEC), with viable and systematic linkages relating to the EMIS in the Department of Education, Sanothimi, Bhaktapur, Nepal. This Non-Formal Education Management Information System (NFE-MIS) is designed to serve several purposes. At the national level, the NFE-MIS aims at providing policy-makers, planners and service providers with reliable, relevant and timely data to allow for informed decision making, realistic planning and effective delivery of NFE and literacy programmes and activities. In addition, it would assist in monitoring and evaluation of the overall development of NFE and literacy for all in Nepal.

1 The Education for All (EFA) Dakar Framework of Action (DFA) included six goals - early childhood care and education (ECCE), universal primary/basic education (UPE/ UBE), appropriate learning and life skills, literacy, social equity and gender equality and quality of education. In addition, because of its enormous language diversity, Nepal added a seventh goal with regard to teaching and learning in mother tongue. The Nepal EFA National Plan of Action 2001-2015 states this as “Ensuring the rights of indigenous people and linguistic minorities to basic and primary education through mother tongue.”

The DFA included twelve strategies, of which the strategy 11 stated “Systematically monitor progress towards EFA goals and strategies at the national, regional and international levels”.

2


9

The NFE-MIS also endeavors to provide information about learners, which is appropriate/suitable and useful for studies in order to assess how their acquired knowledge and skills are used, and have impacted upon their quality of life. Finally, when extensively disseminated to the critical mass and potential learners, the information available on NFE and literacy opportunities generated by the NFE-MIS help to raise interest and encourage participation in NFE programmes.

1.2 Methodology/Process of Preparing the Report The process of preparing the report encompasses a bottom-up approach that follows from local level, including school, Community Learning Centers, village, municipality and district to sub-national i.e. regional (eastern, central, western, mid-western

Figure: 1 Map showing NFE-MIS pilot districts

and far-western development regions) and ecozones (mountains, hills and terai/plain) to national level, acknowledging that the development of NFE information system is an incremental process and is based on a vision of its production in every region, district, village and municipality, contributing to the consolidation of all sub-national NFE-MISs at the national level. n Activities

relating to this report are co-ordinated by the NFEC’s Monitoring and Education Management Information System (EMIS) section consisting of a five-member Core Team headed by the Director of NFEC. n It is assumed that the methodology adopted in this report will assist policy makers, planners and programme managers to build a sustainable, relevant and reliable information database for NFE for systematic monitoring and planning with the ultimate goal of improving access to, and quality of, non-formal education, thus contributing to the achievement of EFA, and the education related goals of MDGs. The information presented in this report includes data from CLCs, VDCs and schools in six pilot districts, including Dhankuta, Makwanpur, Chitawan, Nabalparasi, Bardiya and Surkhet of Nepal. NFE-MIS pilot districts are shown in the map below:

Surkhet

Bardia Nawalparasi

Chitwan Makwanpur DhanKuta

Legend Pilot Districts

10


n

Questionnaires on relevant data collection were finalized through extensive consultations with key stakeholders involved in NFE and literacy at national, regional, district and sub-district levels. n Guidelines about how to complete the questionnaires were provided to the concerned agencies along with questionnaires and instructions to DEOs/REDs to ensure quality and accuracy of data through monitoring, verification and validation at CLCs and RCs by CLC Facilitators, Resource Persons, School Supervisors and District Education Officers. n The data was entered in excel sheets at grassroots level, later the data was consolidated in the software developed on the PHP 5 (Pretext Hypertext Pre-processor) platform with the back-end support by the MySQL database. The software enabled data entry, processing and standard outputs generation. n All six districts were able to install the NFE and literacy related Software by themselves in their own office. They entered the data into software locally and delivered to DEOs and literacy

n

n

n

n

database at NFEC through emails or FTP (File Transfer Protocol). A workshop on capacity development in regard to entering and reporting data for two education officials of each of six districts was organised. Data entry into the computer began with verifying and updating codes of CLCs and other concerned agencies by DEOs. Information and analyses are presented, mainly, with regard to schools, I/NGOs, CLCs and VDCs in each of six districts. The detailed information with respect to each district is provided in the technical tables/annexes for further reference. Relevant data on population are taken from the publications of the Ministry of Population (MOP) and the Central Bureau of Statistics (CBS). For the NFE-MIS process, following timeline and schedule are suggested for each year.

The NFEC/MOE aims to publish this report on six pilot districts of the country with a view to presenting different non-formal education statistics to facilitate the planning and monitoring activities of the School

Figure: 2 Time line for NFE and Literacy data collection End of Jestha (June 14)

15 Asadh (June 29)

End of Asadh (July 16)

End of Shrawan (August 16)

Bhadra (September 16)

Bhadra (September 16)

Collection of data from all service providers in the district by DEOs

Compiling, processing and forwarding data to REDs and NFEC

Compilation and processing of data of all districts by NFEC

Sharing and publication of the NFE-MIS Report

Dissemination of report at central, district, and local levels

Planning for the next year


11

Sector Reform Plan (SSRP) 2009-015. The purpose is to furnish a national and district level current non-formal education and literacy status with their brief analyses in terms of access and equity, quality and efficiency, and management related indicators of the SSRP. According to Nepal Living Standards Survey – III, 2010/113, the contribution of NFE in the educational attainment of children, adolescents, youths and adults in Nepal is nearly 4.15 percent, with 3.9 percent for males and 4.95 percent for females. This publication on the provisions and situation of NFE and literacy is based on the collection of data with regard to NFE and literacy provisions in six pilot districts – Dhankuta, Makwanpur, Chitawan, Nabalparasi, Bardiya and Surkhet. It is expected that based on the experiences and lessons learnt in these districts, this will be expanded to all seventy five districts from next year. The overall purpose of NFE-MIS is to monitor progress in the context of non-formal education and literacy with a view to promoting NFE and literacy programmes of a good quality, equivalent to formal education through cost-effective alternative/flexible ways to those who were deprived of opportunities for formal schooling and literacy for various reasons. Further, it aims to promote evidence-based planning and monitoring for second chance education and learning to the dropouts and those children, adolescents, youths and adults who had received education but relapsed into illiteracy due to several reasons.

1.4 Lessons Learnt n

The districts were able to demonstrate constant progress in timely reporting and also in verifying and validating the data by themselves. This capacity enhancement was made possible with the installation of user-friendly and technically sound database management system developed in Excel/software by the NFEC. n The competence of schools, CLCs, RCs and DEOs needs to be further strengthened in most aspects of NFE and literacy activities, multiple service providers, targeted population groups and targeted age groups by establishing and constantly improving the NFE-MIS at all levels. n It has been felt that districts lack competent human resources and adequate logistic support for producing quality data and disseminating accurate and timely information to key stakeholders at the local (school, CLC, VDC, RC and district) level that might contribute to enhanced ownership, accountability, adherence to results and facilitate informed/evidence-based decision-making at all levels. n As a new initiative for the establishment and strengthening of NFE-MIS in each district, the NFEC needs to develop and implement a capacity development plan with a view to producing capable human resources at all levels, especially at local level. It is suggested that the NFEC should develop a time-series NFE and Literacy Database, which would assist and enable the DEOs to verify and assess the consistency, reliability and validity of the data of each service providing agency.

Central Bureau of Statistics (CBS), 2011. Nepal Living Standards Survey – III, 2010-2011, Thapathali, Kathmandu, Nepal

3

12


1.5 Key Findings A comparison between formal and non-formal education provisions is not significant in terms of numbers of beneficiaries, however, from the viewpoint of providing opportunities to children, youths and adults who were deprived of formal education and had lost opportunities due to whatever reasons is most significant as it provides second chance education to those who had dropped out without completing school education and/or those who had been deprived of such opportunities and now an attempt is being made to undo the injustice perpetuated by the neglect of not implementing the right to education from human rights perspectives. n The total number of Community Learning Centers (CLCs) in six districts reached 130, contributing to the capacity development and empowerment of local people, especially women and the disadvantaged in improved earning and decision making. n Overall, 142,099 persons in six districts became literate and 11,918 were provided post literacy programme in the year 2013/2014, of whom women comprised 75.66% in basic and 95.46% in post literacy, contributing to improve the percentage of women literacy and reduce the gap compared to the literacy of men. n Literacy programmes were provided through mother tongues. In addition to Nepali, literacy materials were developed and delivered in 16 mother tongues, contributing to provide literacy through mother tongue on community demands. n Literates were capacitated with enhanced knowledge and skills to accessing information and make rational choices, contributing to improved earning and livelihood. n

n Almost 3,343 facilitators were trained, contributing

to improved system capacity and institutional learning.

n Over 40,000 youths and adults attained life skills

training and engaged in income generation activities through post literacy and continuing education.

Based upon the lessons learned from the past endeavors, it is suggested that the system being developed should be comprehensive so that it can deliver accurate, relevant and timely information to policy makers, planners, implementers and practitioners at various levels of administrative hierarchy. In this connection, progress made in relation to the establishment of NFE-MIS in six districts should be retained as much as possible with necessary revisions in tools and methodologies, and eventually in the NFE-MIS software. Systematic data and information on the situation of education and literacy goals is essential to locate problem areas, plan and monitor properly with a view to assessing progress towards EFA. As stated before, the Department of Education has established Flash reporting system with regard to the Education Management Information System (EMIS) for school level education statistics of Nepal. A similar system with regard to the non-formal education management information system (NFE-MIS) for non-formal education and literacy needs to be set up, srengthened and sustained at NFEC in order to support evidence-based planning, implementation and monitoring of NFE and literacy related programmes and activities in Nepal.


13

2 Chapter

Statement of Policies, Objectives and Targets

14


2.1 NFE Conceptual Framework

The Non Formal Education Center (NFEC) has made substantial progress with regard to monitoring and evaluation of non-formal education and literacy related programmes and activities through various ways of data collection, compilation, processing, analysis, reporting and dissemination. More informative data have been identified and are available in the NFEC, however proper uses of the collected data still need to be strengthened for evidence based planning, resource allocation, programme implementation, monitoring and evaluation. Since its establishment in 1999, NFEC has conducted various programmes such as (a) literacy campaign for people deprived of education opportunities, (b) skills training programmes for neo-literates, (c) school outreach programme (SOP) for children of the isolated settlements, (d) flexible schooling programme (FSP) with condensed course for out- of-school children, (e) open school programmes for primary, lower secondary and secondary school dropouts, and (f) women’s education programmes for adult women deprived of literacy and school dropouts. Moreover, the NFEC has established and promoted Community Learning Centers4 (CLCs) in different parts of the country to help NFE learners continue their learning. In this connection, it is imperative to design a holistic conceptual framework with regard to non-formal education, including literacy.

A conceptual framework serves as the basic element for the design of methodology and software required to map and monitor NFE in different contexts. Before going to further detail, it is essential to define NFE and some relevant technical words for the purpose of forging consensus and developing common understanding. The conceptual framework consists of four key components in relation to NFE-MIS: n

Classification of types of NFE activities, n Types of NFE providers, n Types of NFE target groups, and n Target age groups. Based on these core components, it is imperative to identify and interpret the data on NFE-MIS in the six districts5 in order to assess their performance vis-àvis the implementation of non-formal education and literacy programmes. Distinctive national definitions with regard to non-formal education and literacy related concepts are presented in the following paragraphs:

2.2 Non-formal Education Any organized and sustained educational activities that do not correspond exactly to the definition of formal education, non-formal education takes place within and outside educational institutions, and caters to persons of all ages. Depending on the country context, it may cover educational programmes to impart literacy for youth and adults,

The total numbers of CLCs in Nepal are 2199 across the country. The six districts are Dhankuta, Makwanpur, Chitawan, Nabalparasi, Bardiya and Surkhet.

4 5


15

primary and secondary education for out-of-school and drop out children, life skills, work skills and general culture. Non-formal education programmes do not necessarily follow the ‘ladder’ system and may have different durations, and may or may not confer certification of the learning achieved6. The definition implies that: n NFE is cross-sectoral and therefore provided by a great diversity of actors; n The types of activities and learning contents of NFE courses are very diverse and correspond to the learning needs of different target groups and target ages; and n Target groups range from socially and economically marginalized population groups due to their location (ie. urban vs rural), people living in remote, rural areas, disadvantaged castes and ethnic groups, people belonging to the poorest households and people of different ages, including young children, youths and adults. Education is an individualizing as well as a socializing process, implying that it unfolds the potentialities of each individual, enabling him/her to contribute for the overall development of society. It focuses on effective teaching and learning of each child, adolescent, youth and adult at each level of education, for instance, pre-primary, primary/basic and secondary education through both formal and non-formal means of education. Irrespective of where and how learning takes place, education is a lifelong process, assuming different forms, of which formal schooling is only one form. As distinct from hierarchically structured and chronologically graded formal education system, an accepted definition of Non-formal education is:

NFE is a form of education which consists of variety of organized and semi-organized educational activities operating outside the regular structure and routines of formal system, aims at serving a great variety of learning needs of different subgroups of population, both young and old. It is accepted that some non-formal education programmes cater to the same learning needs as the schools provide through alternative channels of education which cannot be covered by formal schooling. While the non-formal approaches have room for flexibility and innovation, their efficacy and wide acceptance is dependent on maintaining quality and standards. Those children who cannot or do not get enrolled in primary schools, those who drop out from schools, the adolescents who relapse into illiteracy or those young and adult people who have never benefited from any schooling would forever remain in darkness unless some non-formal opportunities are opened up for their education. NFEC took initiatives to design programmes to cater to the needs of these segments of the population and engages CLCs, NGOs, VDCs and schools on contract to impart non-formal education for primary, lower secondary and secondary education as well as literacy, post literacy, life skills and income generation activities.

2.3 Literacy The 1971 census of Nepal defined a literate person as one who can read, write and comprehend in one’s own language. This definition continues to serve as the accepted norms.

UNESCO. 1997. International Standard Classification of Education ISCED 1997. Paris: UNESCO.

6

16


Looking at UNESCO’s definition ‘literacy refers to a context-bound continuum of reading, writing and numeracy skills, acquired and developed through processes of learning and application, in schools and in other settings appropriate to youth and adults’ (EFA Global Monitoring Report, 2006, p. 30). This definition basically recognizes the functional dimension of literacy which enables an individual to engage in all those activities that need to be performed in one’s daily life, group and community.

2.4 Life Skills EFA core document (2004-2009) made it specific that learning generic skills such as information gathering, problem solving, critical thinking, teamwork, negotiation, interpersonal skills, self awareness, living in harmony and peace with neighbors as key aspects of life-skills. EFA/NPA (2001-2015) discusses three categories of life skills, such as; survival skills; generic skills or key competencies and transferable skills.

2.5 Comprehensive Education Policies Education policies in Nepal are scattered in various documents, some of which are discussed below: The Interim Constitution of Nepal 2007 enshrines the right to education for all children up to secondary level with a provision of teaching in mother tongue in basic education, which is a major breakthrough/step forward towards the holistic development of education in the country. The SSRP and Higher Education Project aim at achieving equitable participation of all students, ensuring quality education and developing institutional capacity at all levels.

Three Year Interim Plans (TYIP 2007/8-09/10; TYIP 2010/11-2012/13) have been implemented. The interim plan reflects the spirit of the political change – inclusive democracy - which is to ensure social justice, social inclusion, and meet the educational needs of vulnerable communities. The national education policies and plans are implemented through a system of schools, higher education institutions, universities and non-formal education provisions. Nepal has been a signatory to many international commitments related to education, including the Human Rights Declaration, Convention on the Rights of Children, Millennium Development Goals and Education for All. Adhering to these, Nepal has adopted the right to education approach in its various education plans and programmes from pre-primary to higher education. Despite significant efforts with regard to policy development and implementation, there is still a need of a comprehensive and holistic education policy encompassing early childhood development and pre primary, primary/basic, secondary and tertiary education through formal as well as non formal means of education. There are several acts and regulations with regard to school education, for example, the Education Act 1971, the Higher Secondary Education Act 1994 and the Technical and Vocational Education Act 1998 along with policy implementation guidelines, which need to be comprehensive, including both formal and non-formal education provisions. Similarly, there is a need to have a comprehensive higher education act to facilitate the participation of the disadvantaged population groups and quality of teaching and learning in higher education. Equally important is to formulate an education sector plan based on a comprehensive education policy.


17

To this, the Literate Nepal Mission briefly addressed as LINEM is the government’s proclaimed policy to eradicate illiteracy from Nepal by 2015. It is a campaign, which aims at mobilizing all organs of the State to develop knowledge and skills required to achieve minimum standards of literacy among all people deprived of literacy opportunities.

2.6 Status of Education Policies For more than half a century, the government of Nepal has been conducting adult education for adults deprived of education opportunities as the only scheme for reducing illiteracy in the country. Keeping in view the need to expand the scope of adult education, the government replaced the word adult education by non-formal education in the Education Regulation (2002) and expanded the scope of the programmes by including the following activities: (a) Basic literacy programme, (b) Post-literacy programme, (c) Income generation activities and (d) Alternative schooling programme, including primary, lower secondary and secondary education. The NFEC, as a technical agency of the MOE at the central level, has evolved to deal with the expanded concept of conventional adult education. Provision has been made to form a Non-formal Education Council at the central level and District Non-formal Education Committees at the district level. These changes with regard to definition, scope and adoption of non-formal education have enabled the government to adopt expanded and accelerated nonformal education programmes across the country. Although the government has not yet come up with a comprehensive policy on education, including both

18


formal and non-formal education, however, a number of statements of the government relating to nonformal education are found in various documents, which give an indication of policies on non-formal education. The following policy statements have been extracted from government publications, which throw light on NFE policies (MOE, 2005). n

n

n

n

n n

n

n

Ensure effective support to Education for All for providing NFE services to the 6-45 years’ age group population. Expand the NFE programmes to reach un-served and under-served groups including women, the disadvantaged, deprived and marginalized castes and ethnic groups so as to reduce the existing disparities in the basic and secondary education sub-sectors. Conduct mass literacy campaign along with intensive programmes for children, youths and adults who have not been able to have access to formal education. Link adult education programmes with national development efforts geared towards improving the quality of life. Provide post literacy and continuing education for neo-literates in primary and adult education. Mobilize participation of other agencies including GOs, NGOs and INGOs in a coordinated manner for the promotion of non-formal education programmes. Implement non-formal education programmes based on the national campaign, ensuring the active participation of national and international NGOs and community based organizations for adults, out-of-school children and school dropouts of 6-14 years. Strengthen Community Learning Centers progressively as a permanent organizational structure for NFE programmes.

n

Provide income generating programmes for poverty stricken, deprived and disadvantaged dalit women.

2.6.1 Education for All National Plan of Action (2001-2015):

The Tenth Plan (2002-2007) also specified the non-formal education and literacy policies of the government. Following are the policy statements in the 10th Plan.

The targets by 2015 are to achieve youth literacy (15-24 years), 6+ and 15+ adult literacy rates of 95%, 90% and 75% respectively by 2015. The policy strategies taken by the government in this direction are:

n

n

The NFE programmes would prioritize women, disadvantaged ethnic groups and dalits for inclusion. n Literacy rate will be increased by effectively implementing the adult literacy programmes. n Basic literacy, post literacy and continuing education programmes will be implemented in an integrated way in order to achieve the objectives of relevant education.

n

n

n

Similarly, the EFA National Plan of Action (2001-2015) underlines the following: n

A Non-formal Education Council (NFEC) should be established as an organization with representation of stakeholders rather than an administrative unit. n Achieving universal literacy and providing opportunities for continuing education for neo-literates by 2015. n Promoting critical awareness of participants about literacy. n Developing life-related literacy programmes.

n

n

Literacy campaign for eradicating illiteracy, Expanding access to schooling so that the upcoming generation of adults gets better educated - Alternative school as a flexible extension of educational access to-out-of-school youths, Operating non-formal and alternative education for facilitating out-of school children and youths to join school, Providing various forms of non-formal education programmes, particularly focused on female adults, for example, literacy for women’s empowerment and functional literacy for women, Providing facilities for continuing education to upkeep learning abilities relevant to the changing context-- Literacy education as an educational/ skill training support for local income generation needs, and Developing Community Learning Centers (CLCs) as the community based physical provisions for learning resources and activities – venue and support system for literacy activities, continuous/ lifelong learning, community-based educational forums and income-generating activities.

Apart from MOE, the concerned line agencies, like health and agriculture departments and other nongovernmental agencies are also producing and implementing their own learning materials among the target groups with the provision of follow-up. The government has been implementing women’s


19

literacy programmes with specific objective of increasing their literacy rates and the quality of their life. Different kinds of readers, primers and continuing education materials have been developed, tested and used for many years. Currently efforts have been to connect literacy graduates to income generation skills development activities.

2.6.2 School Sector Reform Plan (2009-2015): Policy Directions n

The Non-formal Education Policy4 focuses on decentralization, empowerment and partnerships with the private sector and I/NGO’s as strategies to achieve the goals for adult literacy. n Literacy and lifelong learning programmes will be consolidated and expanded utilizing the knowledge and experience of partnerships at national and local levels for the attainment of EFA goals. Moreover, the local level planning will be strengthened for literacy/ post literacy and lifelong learning interventions.

Main Objectives n

Provide out-of-school and drop out children, youths and adults with educational activities that meet their needs and interests. n Supplement formal schooling of disadvantaged children, youths and adults (such as conflict affected children, internally displaced persons (IDPs) due to disasters, internal or external conflicts, HIV and AIDS affected children, etc.) with contents/subjects relevant to their protection, well-being and psychosocial needs.

20


2.7 Provision of Literacy Programmes The national definition of NFE refers to any learning activities that take place outside formal educational settings, suitable to learner’s time and serve persons of all ages. It covers various programmes that aim to bring about positive changes in people’s quality of life. In this sense, NFE is not only concerned with merely imparting literacy skills, but it covers short-term awareness programme, IG skills trainings, alternative basic education for out-of-school children and school dropouts, life skills and all such programmes that contribute to lifelong learning. Realizing the fact that government’s initiatives alone may not be sufficient to address such a vast and complex area/s, various policy documents have stressed on networking and collaboration among development partners, key stakeholders and CBOs. The Non-formal education policy and strategy (NFEC, 2007) categorically stressed on mobilizing participation of other agencies, including GOs, NGOs and INGOs in a coordinated manner for the promotion of non-formal education progammes.

2.8 NFE/Literacy Programmes Conducted by NFEC Following paragraphs briefly describe the specific programmes with regard to NFE/Literacy implemented by government organizations. These programmes mainly relate to two major categories Alternative Schooling and Literacy:

2.8.1 Alternative Schooling Programme School Outreach Programme (SOP): This is 3 years programme for 6 to 8 years age groups children who are not able to attend schools due to geographic remoteness and various socio-economic reasons. Here curriculum and textbooks as well as assessment systems are similar to public/community schools. As such, after completion of the programme the child transits to grade 4 in a formal school. With the enormous expansion of primary schools for every household to reach the nearest primary school within half an hour distance7 , this programme is now terminated. Flexible Schooling Programme (FSP): This programme serves children of 8 to 14 years’ age groups who are out of school for many reasons, such as poverty, locations - rural/urban, eco-zones (mountains, hills and terai), development regions (eastern, central, western, mid-western and farwestern regions) and works in the factory, agriculture farm or bricks-making, disadvantaged castes and ethnicity, street children, children whose parents are in prison, children affected by HIV and AIDS, and children affected by conflicts (both internal and external). Children complete primary education (grades 1-5) in three years through condensed courses. On completion of the programme, children are entitled/encouraged to transit to grade 6 in formal schools. Open Schooling Programme (OSP): This is two years’ programme, targeting the school dropout children and the neo-literates with an objective to provide lower secondary level education through

contact sessions. On completion of the programme, participants are qualified to appear in the district level grade 8 examinations and transit to grade 9. Adult Non-formal Schooling: The objective of the programme is to educate adults, especially girls and women who could not continue their education earlier due to various reasons. It is a fast-track scheme in which participants are provided one year course to prepare at School Leaving Certificate (SLC) Examination at the end of grade 10. After passing through the examination, children are awarded certificates equivalent to formal schooling of grade 10 and entitled/encouraged to join higher secondary education (grade 11 -12). Similarly, the University Grants Commission (UGC) has been endeavoring for the provisions of higher education through Open University.

2.8.2 Adult Literacy Programme The programmes designed for the illiterate adults of 15 years and above are linked to national development efforts and geared towards providing literacy opportunity to make them literate, contributing to their empowerment and improving their quality of life and livelihood. Following paragraphs deal with various types of literacy programmes conducted by the government. Basic Literacy Programme: The programme was initiated in respect to the National Literacy Campaign since the year 2009/10 with a target to eradicate illiteracy from the country within two years of timeframe. However, the target has not been

CBS. (2011). Nepal Living Standards Survey (NLSS-III), 2011, Thapathali, Kathmandu, Nepal

7


21

achieved due to various reasons. The progammme continues and is associated with the “Literate Nepal Mission” (LINEM, 2012 – 2015), with a target of reaching more than 4 million illiterates throughout the country within 3 years. This programme contains sessions of minimum 150 hours spread over a period of three months. In general, classes are conducted for two hours a day and 6 days a week. Post Literacy Programme: This is the continuation of programme for those who have completed basic literacy with a view to providing them higher literacy courses in order to make them functionally literate. The programme aims at sustaining literacy gains and imparts functional skills to neo-literates through continuing education. The target group of this programme is neo-literates who became literate through basic literacy programme. The classes are conducted two hours a day, 6 days a week for three consecutive months, consisting of 150 hours.

2.8.3 IG Skills Training The IG programme aims to support the poor segments of population who are undertaking or have completed the post literacy course with a view to equipping them with knowledge and skills for improving their capacity

22


to raise their income and earn their livelihood to lead a decent life. Depending upon the nature of skills required, participants are provided training for certain period of time to acquire entrepreneurship skills so that they can start their own micro-business in a group.

2.8.4 Soft Skills Training The programme is designed to impart life skills and professional skills for those who participate in the literacy class on regular basis. The duration of the training is 12 days.

2.9 Achievements in terms of EFA Indicators Although the country is still behind the set targets, progresses made with respect to youth and adult literacy are noticeable. It appears adult literacy (Goal 4, 15 years and above) remains far from the set target; however, youth literacy (Goal 3) target relating to 15-24 years’ age group has enhanced enormously. The table 1 below lists the indicator-wise progress towards achieving the EFA goals in relation to literacy from 2001 to 2012 in view of the targets set for 2015.

Table: 1 Achievements on literacy indicators by gender, 2001-2012, % Achievements (in years)

Indicators

EFA

2001 (Population Census 2001)

2006/07 (NDHS)

2008 (NLFS-II)

2012/13 (AHS)

Targets 2015

-- Age Group 15-24

T-70.1 M-80.6 F-60.1

-

-

T-84.7 M-92.7 F-78.9

95

-- Age Group 6+ years

T-53.7 M -65.1 F- 42.5

T-63.0 M-76.9 F-51.2

T-63.2 M-74.7 F-53.1

T-67.2 M 77.5 F 58.4

90

T- 48.2 M-62.2 F-34.6

T-52.2 M-69.3 F-38.2

T-55.6 M-70.7 F-43.8

T-62.2 M 75.2 F 51.9

75

0.56

0.55

0.68

0.69

1.0

16 Literacy Rate

17 Adult Literacy Rate (15+ years)

18 Literacy Gender Parity Index (15+ years)

Source: District Level Literacy Rates, 2001 (Women in Nepal: Some Statistical Facts (CBS), 2005); NLSS -II (Nepal Living Standards Survey 2003/04; Nepal Demographic and Health Survey (DHS) 2006/07; and AHS (Annual Household Survey) 2012/13.

The data of 2001 and targets for 2015 are from the Population and Housing Census 2001 and the EFA NPA Nepal (2001-2015) respectively. The data on literacy for 6 years and above, and 15 years and above for 2001 and 2012 are from the Population Census 2011 and the Annual Household Survey 2012/13 respectively by the CBS 20148 . The data on youth literacy is estimated based on NLSS – III, 2011 by the CBS. The above table shows that the EFA literacy status of Nepal, though not close to the target, has improved tremendously. It appears men with literacy rates of 93 percent and 75 percent with regard to youth and adult literacy rates have achieved the set trageets at national level; however women with lieracy rates

of 79 percent and 52 percent respectively have not achieved the set targets and are far behind their men counterparts, with gaps of 14 and 23 percentage points respectively. It calls for more concerted and targeted interventions for the remaining period of EFA by 2015 as well as beyond it by 2030. The Annual Household Survey 2012/13 shows that Literacy among population aged 6 years and older is 67.2 percent and among population aged 15 years and older is 62.2 percent. In both cases, the gap continues to be wide between male and female, urban and rural, and among different consumption quintiles. Literacy rates of urban and rural and consumption quintiles by gender are given in the Table – 2 below.

CBS, 2014, Annual Household Survey 2012/13, CBS, Thapathali, Kathmandu, Nepala

7


23

Table: 2a Literacy rates by urban and rural and consumption quintiles, 2012-13 Literacy 6 years and above (%)

Literacy 15 years and above (%)

Urban/Rural Male

Female

Total

Male

Female

Total

Urban 90.4

76.5

83.1

90.5

74.0

81.6

Rural 74.7

54.7

63.9

71.6

47.1

57.8

Lowest (First) 60.4

41.6

50.3

55.0

28.9

40.5

Second 70.4

51.0

60.1

65.2

40.5

51.3

Middle 77.2

55.8

65.7

72.6

47.4

58.6

Fourth 83.1

62.8

72.0

81.1

57.1

67.5

Highest (Fifth) 93.6

78.2

85.4

93.7

75.9

83.9

Nepal 77.5

58.4

67.2

75.2

51.9

62.2

Consumption Quintiles

Source: CBS. (May 2014). Annual Household Survey 2012/13

The above table shows that out of total population of 15 years and older, literacy is higher in men (75 percent) than in women (52 percent). Literacy is clearly linked to consumption ability of a household, and it is also related to locations in which people are residing. Literacy in the households of lowest

24


consumption quintile (40.5 percent) is less than half of literacy in the highest consumption quintile (83.9 percent). Literacy in urban areas is 81.6 percent, whereas in rural areas it is only 57.8 percent. Urban and rural gap in literacy is also observed to be much wider in female literacy.

Table: 2b Literacy rates by age groups and districts, 2012-13, % 5 years and above Literacy Rates

15 years and above Adult Literacy Rates

15-24 years Youth Literacy Rates

Total Male Female Total Male Female Total Male Female

Nepal

65.9% 75.1% 57.4% 59.6% 71.7% 48.8% 84.7% 89.9% 80.2%

Dhankuta

74.4% 82.4% 67.4% 73.5% 79.1% 69.4% 96.3% 97.1% 95.7%

Makwanpur

67.9% 75.4% 60.6% 61.8% 72.1% 52.1% 89.7% 92.3% 87.3%

Chitwan

77.0% 83.9% 70.7% 72.2% 81.1% 64.5% 94.5% 95.5% 93.7%

Nawalparasi

70.8% 79.9% 62.8% 63.7% 75.6% 54.0% 90.3% 94.2% 87.1%

Bardiya

65.4% 73.5% 57.9% 56.5% 67.3% 47.1% 89.1% 93.3% 85.6%

Surkhet

73.1% 82.0% 64.9% 67.0% 79.5% 56.1% 92.8% 96.4% 89.7%

Source: National Population and Housing Census 2011, Volume 05, Part III, (2014)

Table – 2(b) above shows that among 6 districts, Dhankuta, Chitwan and Surkhet have higher literacy rates in all age groups. Relatively, Bardiya, Makwanpur and Nawalparasi have lower literacy rates.

2.10 Implementation Strategies While the provision of free and compulsory quality basic education for all is a priority for policy makers, planners and service providers, non-formal education is considered to complement and strengthen the efforts towards achieving universal basic education and literacy for all. Most of the formal classes are organized in schools, whereas non-formal classes are organized at CLCs, in refugee and IDP camps, etc. Following are some of the implementation strategies with regard to non-formal education and literacy related activities.

n

Prepare a framework of non-formal education, including literacy according to the nature and demands of the community in view of children not/never in schools and drop-out children for a defined period. n Provide guidance to CLCs, local bodies (VDC, Municipality and DDC), civil-society organizations and schools on the conduct of non-formal education programmes. n Include organizing sports and recreational activities in NFE curriculum. n When setting up non-formal activities, education providers should consult with children, youths and adults as well as their parents and different community groups. n Education providers should develop a plan for raising interest in, and pilot testing, the proposed non-formal education and literacy related activities. n Education providers should develop a system of monitoring and evaluation. Achieving Literacy for All: NFE-MIS Report 2013-14

25

3 Chapter

Analysis and Interpretation of Data

26


3.1 Population and Demography

This Chapter gives an overview of inputs, especially in relation to programmes and activities and literacy providers, including facilitators, implemented in six districts namely, Dhankuta, Makwanpur, Chitawan, Nawalparasi, Bardiya and Surkhet of Nepal. These programmes were provided by the Non Formal Education Center of the Ministry of Education. The literacy programmes are generally designed to provide basic literacy, post literacy and income generation activities aiming to develop knowledge and skills with regard to vocations and occupations for earning and raising the standards of living. Further, equivalent programmes such as flexible schooling, open school and adult non-formal education (Grihini Shikchha) related to school education with regard to basic and secondary education are designed and provided by NFEC in association with CDC and NCED. An attempt is made to view these developments in terms of their relationship with the formal school system. The discussion is organized under separate headings derived from the indictors as well as output analysis.

The size, structure, distribution and growth of population have a direct impact on the various aspects of life in a country. Population structure is one of the most basic demographic characteristics and plays a vital role in the effective service delivery of NFE/ Literacy. Age and sex are two important components of population structure. This section aims to provide the latest facts and figures which are estimated based on 2011 census data. The facts and figures presented here are expected to be useful for an informed decision making process and complements the analysis of subsequent chapters. The population distribution by age and sex groups is presented in Table 3 (a) and Table 3 (b) below. Among five-year age groups in Nepal, population peaked in the group of 10-14 years age group, indicating a boom in child birth some ten to fifteen years ago. The birth rate since then has declined very slightly. On average, sex ratio (number of males per hundred females) is estimated to be 89 in the country. However, sex ratio is very different in different areas of residence, and also in different age groups. Of the five year age groups, the youngest three age groups, 0-4, 5-9 and 10-14, have sex ratio of more than 100. This shows that there is a clear gender imbalance in children born in recent years.

There are 75 districts in Nepal.

9


27

Table: 3a Population projection in six districts by sex Population 2011

Annual growth rate Total Male Female Nepal 26,494,504 12,849,041 13,645,463

1.36

Population 2014 Total Male Female 2,7588,572 13,379,631 14,208,941

Dhankuta 163,412 76,515 86,897 -0.19 162,503 76,089 86,414 Makwanpur 420,477 206,684 213,793 0.69 429,219 210,981 218,238 Chitwan 579,984 279,087 300,897 2.08 616,943 296,872 320,071 Nawalparasi 643,508 303,675 339,833 1.35 669,881 316,121 353,760 Bardiya 426,576 205,080 221,496 1.09 440,712 211,876 228,836 Surkhet 350,804 169,421 181,383 1.97 371,987 179,651 192,336 Source: Estimated based on census data, 2011

Table: 3b Population projection in age groups among six districts by sex Demography 5 Plus Population 2014

Total

Nepal

15 Plus Population 2014

Male Female

Total

15-24 Population 2014

Male Female Total Male Female

24,914,567 12,010,374 12,904,193 17,958,428 8,470,176 9,488,252 5508499 2589878 2918622

Dhankuta

148,106

68,783

79,323

110,598

50,061

60,537

33283

14977

18306

Makwanpur

390,215

191,111

199,104

281,780

136,194

145,586

88977

41455

47522

Chitwan

571,414

273,052

298,363

435,038

202,871

232,166

136018

64486

71532

Nawalparasi

611,992

286,187

325,805

446,604

201,815

244,788

139019

62678

76342

Bardiya

400,468

191,285

209,184

289,068

134,981

154,088

95960

43216

52744

Surkhet

330,324

158,181

172,143

228,790

106,292

122,498

77265

35558

41707

Source: Estimated based on census data, 2011

28


3.2 Resource Allocation The state mobilizes and allocates public funds for the administration, management and implementation of NFE and literacy programmes in the country. In general, Based on the ceiling provided by the National Planning Commission (NPC), MoE proposes programmes in accordance with the plans prepared to achieve the set targets with regard to non-formal education and literacy. Besides, the SSRP also allocates funds for Literacy/NFE, particularly for post literacy

and IG programmes. Nevertheless, the amount is too small to achieve the objectives and targets10. On average, expenditure on non-formal education and literacy is around 1.5% of the total education budget. The following table presents the NFEC’s budgetary provision allocated for the fiscal year 2013-14 for its literacy/NFE programme. However, the figures below are exclusive of the budget allocated through SSRP by the Department of Education. The budget allocation by programmes/activities and physical targets for the six districts is given in the Table – 4 below.

Table: 4 Targets and budget allocation by programmes/activities (NRs. in ‘000) IG Group

CLC

Total Allocated District District Allocated Allocated Allocated Budget Code Name Targets Budget Targets Budget Targets Budget Basic Literacy

01

Nepal

07

Dhankuta

31 35 48

1697538 828557.5

2199

125620.3

5050

15150 969327.7

13973

7123.3

21

1531.3

50

150

8804.6

Makwanpur 53960

25423.2

19

1319.0

90

270

27012.1

49415

23280.0

24

1749.7

80

240

25269.7

Nawalparasi 28816

13718.6

27

1818.2

80

240

15776.8

Chitwan

58

Bardiya

45089

21241.2

20

1375.1

50

150

22766.3

59

Surkhet

28950

14382.0

19

1219.0

60

180

15781.0

Source: NFEC, Annual Programme and Budget (2013/14)

Table – 4 above shows that the total budget allocated for fiscal 2013-14 for NFE/Literacy programmes for the country is Rs. 969.3 millions. Out of which, more than 85 percent has been allocated for basic literacy programme under the

Literate Nepal Mission (LINEM), nearly 13 percent allocated for CLC and rest 2 percent is allocated for monitoring and supervision of IG programme. However, matching grants for IG groups is funded separately by DoE under the SSRP.

Source: A 10-Year Literacy/NFE Policy and Programme Framework, 2006, UNESCO Kathmandu, pp. 7- 8).

10


29

Figure: 3 Budget Allocation for NFE/Literacy by Districts (in ‘000) 30000.0

27012.1

25269.7

22766.3

25000.0 20000.0

15781.0

15776.8

15000.0 10000.0

8804.6

5000.0 0.0

Dhankuta Makwanpur

Chitwan

Nawalparasi

The Figure – 3 above reveals that among the six districts, largest amount is allocated for Makwanpur followed by Chitwann and Bardiya. Because these districts have targeted more illiterates to become literate from basic literacy programme compared to other three districts, namely, Surkhet, Nawalparasi and Dhankuta.

3.3 NFE Providers Information about NFE providers and the activities that they implement is very important from policy perspective. First step is to know about the providers while expanding and consolidating literacy and lifelong learning by “utilizing the knowledge and experiences of partnerships at national and local levels” (MOE, 2009, p. 29). Secondly, partnership being one of the main strategies of SSRP to meet the learning needs of diverse population groups, it is more pertinent to identify the providers and the types of programmes that they offer to initiate the partnership.

30


Bardiya

Surkhet

In all six districts information about NFE providers (implementing agencies) were collected. Although there were many NFE providers involved in providing NFE and literacy programmes in these districts, the collection of data in these districts focused on programmes and activities provided by the government i.e. NFEC as the major NFE provider in all six districts. The interpretation of data showed that NFE programmes were distributed to potential providers by NFEC through DEO in keeping with the quota provided to the district. In other words NFEC/DEOs do not directly implement the programme. Regarding universal adult literacy in the context of Literate Nepal Mission (2012-2015), policy has been to provide quotas to local level institutions such as VDCs, municipalities, CLCs and schools. Therefore in six districts all programmes provided by these providers were from the quotas of adult literacy programmes handed down by NFEC through DEOs.

Table: 5 Number of NFE Providers in Six Districts 2013/14

District Code

District Name

CLCs

01

07

Dhankuta

27

5 4

0

0

31

Makwanpur

23

14 2

7

10

35

31

0

1

5

48

32

0 0

0

4

58

Bardiya

21

1

0

0

6

59

Surkhet

21

0

0

0

13

Nepal

Schools Local Bodies

Chitwan Nawalparasi

Table – 5 above reveals that there are quite a number of schools, local bodies, CBOs and local I/ NGOs, which participated in the delivery of NFE/ Literacy programmes in six districs. Details of NFE/ literacy providers and programmes they provided

CBOs

I/NGOs

14

in six districts are given in annex – 2 at the end of report. Among the six districts, Makwanpur found to be able to mobilize more institutions followed by Chitwan. Number and type of NFE/Literacy providers by district is shown in the Figure - 4 below.

Figure: 4 Numbers and Types of NFE/ Literacy Providers in Six Districts 35 30

32

31 27

25

23

21

21

20 14

14

15 10 5 0

13

10 5

Schools

7 4 00

Dhankuta

2 Makwanpur

CLCs*

5 0

1

Chitwan

4

6

Local Bodies CBOs

000

100

000

Nawalparasi

Bardiya

Surkhet

I/NGOs


31

3.4 NFE Programmes The available data reveals that major programmes of NFE included adult literacy, alternative schooling, IG and skill development training programmes in all six districts. Alternative school programmes were second largest programme, literacy being the first. IG programmes for women have been in operation for quite a long time in Nepal. Those who complete Post Literacy course are entitled/encouraged to form IG groups. Government provides an amount of NRs.

10 thousand as the start up matching grants to these women groups. At present there are approximately 410 IG groups out of 5,050 such groups at national level across 75 districts, excluding those formed and assisted by NGOs in Nepal. These IG groups are regularly provided skills development trainings. In this situation the data about IG, skills development, and savings and credit training generated by NFEMIS is incomplete. Targets and participants by programmes/activities is given in the Table 5 (a) and Table 5 (b) below.

Table: 5a Targets and Participants by Programmes/Activities, 2013/14 IG Group

CLC

Basic Literacy

District District Participants Participants Code Name Targets Targets Participants Male Female N/A Total Male Female Total Nepal 1697538 5050

07

31

35

48

58

59

Dhankuta

13973

1785

8071

-

9856

167 2764

2931

50

437

Makwanpur 53960

4403

19690

-

24093

183 1787

1970

90

1063

49415

3104

31714

-

34818

80 1943

2023

80

-

Nawalparasi 28816

2168

22338

-

24506

58 2959

3017

80

720

3853

9315 17787 30955

53 1924

1977

50

179

Chitwan

Bardiya

45089

Surkhet 28950 1487 16384 - 17871 - -

Source: Annual Programme and Budget (NFEC, 2013/14), NFEMIS (2014)

32


-

60

-

Table – 5 (a) above shows that out of total 220,203 adult illiterates targeted for basic literacy programme in six districts, only 142,099 (64.5 %) participated in the programme. Compared to the targets, highest numbers of participants (85.0%) were in Nawalparasi followed by 70.5% in Dhankuta and Chitwan. The lowest participation rate (44.6%) was found in Makwanpur. Number of participants catered by various NFE providers is given in the annex – 3. Table – 5 (a) above also reveals that compared to males, there are more female participants in both basic and post literacy programmes. Female participants are found to be 75.7 percent in basic literacy and 95.5 percent in post literacy programmes.

The gender gap in literacy rates observed in six districts is commonly found in all other districts of Nepal. Due to wider gaps between women’s and men’s literacy rates, emphasis has been given to enhance women’s participation in literacy, alternative schooling and income generation activities. Higher level of female participation in NFE programmes in these districts is attributed to the education sector’s concerted efforts to achieve universal literacy and increase overall educational attainment of women. The comparison of participation rate in basic literacy programme in six districts is shown in the Figure – 5 below.

Figure: 5 Participation of women in basic literacy programme in six districts, % 85.0%

90.0% 80.0% 70.0% 60.0% 50.0%

70.5%

75.5%

68.7%

61.7%

64.5%

44.6%

40.0% 30.0% 20.0% 10.0% 0.0% Dhankuta Makwanpur Chitwan Nawalparasi Bardiya

Surkhet

Total


33

Table: 5b Number of participants by programmes/activities, 2013/14 SOP

OSP

Non-formal Adult School

District District Participants Participants Participants Code Name Male Female Total Male Female Total Male Female Total 01 Nepal - - - - - - - - 07 Dhankuta - - - - - - - - 31 Makwanpur 10 13 23 56 67 123 - - 35 Chitwan - - - - - - - - 48 Nawalparasi - - - - - - - - 58 Bardiya - - - - - - - - 59 Surkhet - - - - - - - - -

Table 5 – (b) above reveals that only Makwanpur district implemented programme pertaining to SOP and and OSP in 2013/14. None of other five districts had such programmes in operation. SOP class running in the Makwanpur district would also be phased-out since the next fiscal year.

34


3.5 Target groups SSRP has set a goal to develop life skills and facilitate continuous learning for all with particular focus on women and disadvantaged population groups. However, NFEC does not have provision of allocating literacy quotas explicitly for Dalits, Janajatis and other marginalized groups. Nevertheless, learner assessment can complement the information provided by NFE-MIS.

Table: 6a Basic literacy: Participants by caste and ethnicity Other District District Dalit Janajati Code Name Male Female N/A Total Male Female N/A Total Male Female N/A Total 07 Dhankuta 141 653 - 794 1332 5669 - 7001 312 1749 - 2061 31 Makwanpur 193 944 - 1137 3714 15389 - 19103 496 3357 - 3853 35 Chitwan 374 3443 - 3817 1941 16785 - 18726 789 11486 - 12275 48 Nawalparasi 463 3179 - 3642 729 8752 - 9481 976 10407 - 11383 58 Bardiya 233 633 1166 2032 362 1318 915 2595 3258 7364 15706 26328 59 Surkhet 421 3690 - 4111 280 3537 - 3817 786 9157 - 9943

Table 6 (a) above presents the status of participation of disadvantaged castes, such as dalits, ethnic groups and other socially more advantaged castes in the basic literacy programme. It shows the focus of literacy provisions on the disadvantaged and marginalized groups, contributing to improve their

knowledge and skills to the extent that they are able to read and write with understanding and do simple arithmetic in their everyday life. Figure – 6 (a) below exhibits overall participation rates by ethnic groups in the basic literacy programme in six districts.

Figure: 6a Overall participation in basic literacy programme by ethnic groups, % Janajati 10.9%

Dalit 46.3%

Other 42.7%


35

Figure – 6 (a) above reveals that out of total 142,099 participants in basic literacy programme in six districts, on average Dalit, Janajati and other ethnic groups’ participation are found to be 46.3 percent, 10.9 percent and 42.7 percent respectively. Table 6 (a) above and 6 (b) below present the status of participation and involvement of disadvantaged castes i.e. dalits, ethnic groups and

other educationally, economically and socially more advantaged castes in the basic literacy programme. It shows literacy provisions have targeted and focused on the disadvantaged and marginalized groups, contributing to continue their learning, improve their educational attainment and achieve literacy for all. Figure – 6 (b) below presents the district- wise participation rates by castes and ethnicity.

Figure: 6b

23.0% 21.4%

11.0%

10.0%

4.7%

20.0%

8.1%

30.0%

16.0%

20.9%

40.0%

14.9%

35.3%

50.0%

6.6% 8.4%

60.0%

38.7% 46.4%

53.8%

70.0%

55.6%

79.3%

71.0%

90.0% 80.0%

85.1%

Basic literacy programme: District wise participation by castes and ethnicity, %

Dalit Janajati Other

0.0% Dhankuta

Makwanpur

Chitwan

Nawalparasi

Bardiya

Surkhet

Figure – 6 (b) above reveals that among six districts, dalit’s participation in basic literacy is highest (23.0%) in Surkhet and lowest (4.7%) in Makwanpur. Janjati’s participation is highest (79.3%) in Makwanpur and lowest (8.4%) in Bardiya. Participation of other groups is found to be highest (85.1%) in Bardiya. It indicates that even economically and socially more advantaged castes in Bardiya were deprived of educational opportunities in the past.

data shows that out of six districts, one district, namely Surkhet did not conduct post literacy class. Out of total 11,918 participants in the post literacy programme, Dalit’s participation is found to be 7.9%. Likewise, participation of Janajati and other ethnic group is found to be 45.8% and 46.3% respectively. It is interesting to note that in all ethnic groups, female participation is found to be much higher compared to their male counterparts.

Table - 6 (b) below presents the status of participation in post literacy programme in six districts. Available

Out of total 11,918 participants, 11,377 are females and male participants are only 541.

36


Table: 6b Post literacy: Participants by caste and ethnicity Post literacy: Participants by caste and ethnicity District District Dalit Janajati Other Code Name Male Female Total Male Female Total Male Female Total 07 Dhankuta 20 217 237 118 1773 1891 29 774 803 31 Makwanpur 7 74 81 139 1182 1321 37 531 568 35 Chitwan 15 202 217 39 975 1014 26 766 792 48 Nawalparasi 11 320 331 21 1179 1200 26 1460 1486 58 Bardiya 77 77 28 28 53 1819 1872 59 Surkhet - - - - - - - - Total 53 890 943 317 5137 5454 171 5350 5521

Available data shows that in total 11,918 participants benefitted from the post literacy programme in five districts. Nawalparsi has the highest number of participants in the post literacy programme,

while Makwanpur has the lowest number of participants. Table 6 (c) below presents the number of participants of post literacy programme in five districts by gender.

Table: 6c Post Literacy: Overall participation in five districts by gender District

Male

Female

Total

Dhankuta

167

2764

2931

Makwanpur

183

1787

1970

Chitwan

80

1943

2023

Nawalparasi

58

2959

3017

Bardiya

53

1924

1977

Total

541

11377

11918


37

Figure: 6c Post literacy programme: Number of participants by district 3000

2959

2764

2500 2000

1943

1787

1924

1500 1000 500

167

183

80

58

0 Dhankuta

Makwanpur

Chitwan

Similar to the above context, Table 7 below suggests that once disadvantaged groups enter into the nonformal education system, they tend to continue, pursue their learning and eagerly engage in income-

Male

53

Nawalparasi

Female

Bardiya

generating activities that have a great bearing for their empowerment, decision-making and involvement in democratic activities as citizens. Non-formal education, hence, serves as a positive alternative and is often a crucial protection strategy.

Table: 7 IG Programmes: Number of IG groups and participants by district Post literacy: Participants by caste and ethnicity District District Total Dalit Janajati Other Code Name groups formed Male Female Total Male Female Total Male Female Total 07 Dhankuta 50 - 18 18 - 311 311 - 108 108 31 Makwanpur 122

-

43 43

1

607 608

1

411 412

35 Chitwan - - - - - - - - - 48 Nawalparasi 80

-

77 77

-

58

-

-

-

Bardiya 20

-

281 281 5

5

-

362 362

-

174 174

59 Surkhet - - - - - - - - - -

38


An analysis of the composition of CLC Management Committee and involvement of CLC members in non-formal education and literacy programmes and activities demonstrate the lower participation of women and dalits. Consequently, children, adolescents, youth and adults belonging to the disadvantaged groups become much more vulnerable to hazardous situations and engage in illegal activities.

This impacts upon the fair representation of diverse population groups in the conduct of Community Learning Centers, affecting the learning and employment opportunities of the extremely poor and the disadvantaged. Composition of CLC management committee by gender and ethnicity is presented in the table 8 below.

Table: 8 Proportion of CLC management committee members by sex and ethnicity Total share of (%) District Code District Name Male 07 Dhankuta 66 31 Makwanpur 53 35 Chitwan 56 48 Nawalparasi 69 58 Bardiya 82 59 Surkhet 58

Table 8 above shows that the proportion of male participation in CLC management committee is higher in all districts. However, in the case of Makwanpur and Chitwan districts, female participation in CLC management committee is found to be fairly good compared to other districts. But while looking at participation by ethnicity, dalit’s participation in CLC management committee is very low in all districts.

Female

Total share of (%) Dalit

Janajati

Other

34

2

62

36

47

3

52

45

44

7

21

72

31

4

39

57

18

6

37

57

42

6

8

86

Table 9 below shows data with regard to training and education of CLC members are uneven and incomplete. It appears the status of training and education of CLC members varies greatly by district. For instance, CLC members of Chitawan, Dhankuta and Makwanpur are almost trained and their level of education is much higher compared to other districts. However, whether this has implications on the performance of the district needs further investigation and analysis.


39

Table: 9 CLC management committee members by training and level of education, % Training status

Level of education

District District Bachelor Code Name Trained Untrained N/A Literate SLC Intermediate and above

07 Dhankuta 100 - 11 31 33 31 Makwanpur 31 69 - 18 11 20 35 Chitwan 100 - - - - 48 Nawalparasi - - 72 2 6 10 58 Bardiya - 100 100 - - - 59 Surkhet 9 91 65 - 3 11

The available data for four districts (Table – 10 below) demonstrate that a tremendously large percentage of facilitators are females i.e. 91.2 percent. Out of total 3,343 facilitators, 3,050 are females and a very small number i.e. 293 are males. Numbers of female facilitators exceed male facilitators in all districts. It is because priority is given to women when hiring literacy facilitators, IG social mobilizers, CLC coordinators, and non formal primary education (flexible schooling) facilitators.

40


25 51 10 21

Regarding qualifications, most of the facilitators have secondary (74.9%) and higher secondary (10.4%) level of education. A little more than 3 percent of facilitators possess Bachelor’s and above degrees, revealing their willingness and motivation to serve their community even on a little remuneration. It appears over 96 percent facilitators have received training to render their services as facilitators, enabling them to work for their community.

Table: 10 Number of facilitators by sex, level of education and training District District Total facilitators Educational status Training status Code Name Male Female Total < Higher Bachelor SLC SLC secondary and above Trained Untrained Total 07 Dhankuta 17 597 614 57 557 - - 614 - 614 31 Makwanpur 157 971 1128 77 923 96 32 1114 14 1128 35 Chitwan 10 1759 1769 133 330 - - 463 - 48 Nawalparasi 81 1057 1138 121 695 253 69 1019 119 1138 58 Bardiya - - - - - -

59

Surkhet

-

-

-

-

Participant Facilitator Ratio (PFR) The district wise data (Table 11 below) reveal that programme wise PFR is as per norm, implying that NFE programmes are not overcrowded. The analysis of data based on Table 9 and Table 6 (a) for four

Table: 11 Participant Facilitator Ratio (PFR) Number of Participants in Basic Literacy Table 6 (a)

-

-

- - - -

-

-

-

districts reveal that the PFR in basic literacy, the most common programme of literacy, is 1:28, signifying a satisfactory situation. However, the situation is most uneven across the districts. For instance, the PFR is as low as 1:16 in Dhankuta while it is as high as 1:21.5 in Nawalparasi district.

Total Facilitators (Table 9)

Districts Male Female Total Male Female Total Dhankuta 1785 8071 9856 17 597 614 Makwanpur 4403 19690 24093 157 971 1128 Chitawan 3104 31714 34818 10 1759 1769 Nabalparasi 2168 22338 24506 81 1057 1138 Total 4 Districts 11460 81813 93273 265 4384 4649

PFR

16.05 21.36 19.68 21.53 20.06

The general class/center size seems as per NFEC guideline. Generally in NFE programmes including grade 6 to 8 open schools the norm is 20 participants per class/center. For adult literacy programme it is 30 in Hill and Terai, and 20 in Mountain.But how many regularly attend the class is an issue that needs attention for monitoring and supervision. Achieving Literacy for All: NFE-MIS Report 2013-14

41

4 Chapter

Outputs (Monitoring progress)

42


4.1 Outputs/outcomes n

n

n

This chapter presents the outputs/outcomes in relation to non-formal education and literacy programme implementation in six districts. The School Sector Reform Plan (SSRP, 2009-2015) emphasizes on literacy and continuing education as the basis for lifelong learning for all youths (15 - 24 years of age) and adults (15 years and above). Literacy is highlighted as an enabling factor to develop the capabilities of illiterates/participants and neo-literates, engage them in lifelong learning, contributing to sustain their livelihood and participate in society. Current literacy initiatives comprise programmes for basic-and post-literacy and income generating activities, with particular focus on women. For the delivery of literacy and lifelong learning programmes, Community Learning Centers (CLCs) are employed as a major strategic intervention.

n

n

Community Learning Centers (CLCs) expanded and a greater coordination between CLCs and Resource Centers fostered. National and local level literacy campaigns undertaken, contributing to improved media coverage, with the purpose of sensitization and information sharing. Income generation programmes targeting women, Dalits, ethnic minorities and other marginalized groups provided along with literacy and life-long learning programmes through an integrated approach. Literacy tests conducted, and the ‘hard to reach’ target groups identified for more strategic interventions. Mother tongue based literacy programmes emphasized and relevant literacy materials developed, used and shared among key stakeholders at local and central levels.

4.2 Key Results n Overall,

142,099 and 11,918 persons in six districts received basic and post literacy programme respectively in the year 2013/2014, of whom women comprised 75.66% in basic and 95.46% in post literacy, contributing to improve the percentage of women literacy and reduce the gap compared to the literacy of men.


43

n

Literacy programmes provided through mother tongues. Besides Nepali, literacy materials developed and delivered in 16 mother tongues, contributing to provide literacy through mother tongue on community demands. n Literates empowered, with enhanced knowledge and skills to accessing information to make rational choices, contributing to improved livelihood. n Over 40,000 youths and adults attained life skills and engaged in income generating activities through post literacy and continuing education. n Almost 3,343 facilitators trained, contributing to improved system capacity and institutional learning. n Out of total 3,343 facilitators, 3,050 are females and a very small number i.e. 293 are males. Numbers of female facilitators exceed male facilitators in all districts. n Most of the facilitators have secondary (74.9%) and higher secondary (10.4%) level of education. A little more than 3 percent of facilitators possess Bachelor’s and above degrees, n Nearly 2,199 CLCs established and are operational throughout the country. Total 160 CLCs established and are functional in six pilot districts. n Male participation in CLC management committee found to be higher in all districts. However, in the case of Makwanpur and Chitwan district, female participation in CLC management committee found to be fairly good compared to other districts. But while looking at participation by ethnicity, dalit’s participation in CLC management committee found to be very low in all districts. It ranges from 2% in Dhankuta to 7% in Chitwan district.

44


4.3 Policy Directions In line with policy directions underpinned in the SSRP, the NFE policy focused on decentralization, empowerment and partnership with the local body, CLCs and NGOs as strategies to achieve EFA goals with regard to non-formal education and literacy. Focusing on community involvement and participatory approach, the local level planning was strengthened for basic literacy, post literacy and lifelong learning interventions. Local level plans such as the village education plan and the district education plan placed emphasis on remote, rural areas and targeted groups, such as women, marginalized population groups, Dalits, disadvantaged communities, internally displaced people, people with disabilities and people living with HIV and AIDS.

4.4 Institutional Arrangement A decentralized framework for implementing literacy and lifelong learning programmes was adopted in order to enhance community support and participation. Literacy providers, including local bodies were entrusted with the responsibility for overall planning and management functions, with accountability for showing results. Each of the six districts had clear targets for literacy according to their plan.

4.5 Strategic Interventions n

In line with the provisions of SSRP, local bodies such as village development committees, municipalities and district development committees, and district education offices

developed education plans (VEP, MEP and DEP), encompassing basic literacy, post-literacy and income generation programmes. The targeted interventions responded to diversity needs of the adults in regard to language, culture, vocational skills and economic context. Further, mother tongue literacy courses, utilizing the CDC experiences and resources were designed and delivered. n

Partnerships between local institutions such as VDCs, CLCs, RCs, schools and local NGOs formed the basis for implementing NFE and literacy activities as key strategies to achieve the goals of literacy and continuing education. n Post-literacy programmes such as life skills training and income generation programmes were targeted to disadvantaged groups. n National as well as local level education plans placed emphasis on targeted groups, including women, marginalized populations, Dalits, disadvantaged communities, internally displaced people, people with all sorts of disabilities, people affected by conflict, people living with HIV and AIDS, etc.

4.6 Target Groups Keeping in view the objectives to achieve 95 % (Youth literacy rate between 15-24 years’ age groups) 90% (6 years and above) and 75% (Adult literacy rate for 15 years and above) literacy by the year 2015, the target groups of people who benefited from the literacy/ NFE programme fell under the following categories. n

Literate and illiterate males and females for the age groups 15-24 years with regard to youth literacy.

n

Literate and illiterate males and females (6 years and above). n Literate and illiterate males and females for the age groups 15 years and above with regard to adult literacy. n Adult women for needs-based income generation programmes. Target groups of people are further split into the following categories: n

People living in remote areas and disadvantaged ethnic groups n Those who are very poor including children with the worst forms of child labour n People working in factories and industries n Children not in school i.e. out-of-school children and affected by the conflict n School drop-outs who have not completed primary education n People with disabilities

4.7 Conclusion It is important to acknowledge non-formal education as an essential part of the educational process and recognize the contribution that is made by nonformal educational organizations. Although it is difficult to measure the immediate results of nonformal educational activities, it might be possible to combine the process of monitoring and evaluation with the implementation of integrated NFE and literacy related activities that can present consistent progress made by the participants. Correspondingly, this should enable the capacity of participants of nonformal education to self-assessment/evaluation as a purpose of non-formal education and literacy for all.


45

Annexes

Outputs (Monitoring progress)

46


Annex: 1 Number of classes run by programme and agency type by district and VDC/Municipality District: Bardiya


Programme Type VDC Code VDC Name Agency Name Agency Type Basic Post Literacy Literacy IGP SOP OSP 58003 Baniyabhar Jaya Ma Durga Bhawani CLC CLC 9 58010 Gola Gola Clc CLC 5 58019 Manpur Tapara Manpur Tapara Community Learning Center CLC 10 58022 Neulapur Tribhuvan Community Learning Center CLC 10 58024 Pasupatinagar Clc Pashupatinagar CLC 5 58025 Patabhar Clc Patabhar CLC 10 CLC Total 29 20 58009 Dhodhari Ne Ra Uchha Ma V School 50 School Total 50 58002 Baganaha Tharu Mahila Uthhan Kendra I/NGOs 35 58005 Bhimapur Manpur Yuwa Samaj I/NGOs 35 58007 Deudakala Nari Kalyan Samiti I/NGOs 81 58008 Dhadhawar Dalit Sewa Sangh I/NGOs 50 58011 Gulariya N.P. Base Bardiya I/NGOs 104 58016 Mahamadpur Nari Kalyan Samiti I/NGOs 60 58020 Motipur Tharu Mahila Uthhan Kendra I/NGOs 35 58025 Patabhar Jogani Janasewa Club I/NGOs 50 58026 Rajapur Dalit Sewa Sangh I/NGOs 50 58027 Sanashree Tharu Mahila Uthhan Kendra I/NGOs 35 I/NGOs Total 535

Bardiya Total

585

29

20

47

48

District: Chitwan


Programme Type VDC Code VDC Name Agency Name Agency Type Basic Post Literacy Literacy IGP SOP OSP 35004 Bhandara Bhandara Community Learning Center CLC 14 35005 Bharatpur Janachetana Community Learning Center CLC 5 35005 Bharatpur Samajik Sewa Community Learning Center CLC 5 35010 Darechok Ichhakamana Community Learning Center CLC 15 35013 Gardi Gardi Community Learning Center CLC 16 35014 Gitanagar Gitanagar Community Learning Center CLC 30 10 35017 Jutpani Siddhi Kalika Community Learning Center CLC 27 35019 Kathar Kathar Community Learning Center CLC 89 35021 Kharahani Khairahani Community Learning Center CLC 91 35022 Korak Thakaltar Community Learning Center CLC 13 35023 Kumroj Kumroj Community Learning Center CLC 57 35024 Lothar Lothar Vdc CLC 22 35026 Mangalpur Mangalpur Community Learning Center CLC 81 35031 Piple Namuna Smriti Community Learning Center CLC 27 35033 Ratnanagar N.P. Jyotirmaya Community Learning Center CLC 12 5 35033 Ratnanagar N.P. Swarojgar Community Learning Center CLC 8 35034 Saradanagar Sarada Community Learning Center CLC 80 35035 Shaktikhor Shaktikhor Community Learning Center CLC 30 35036 Sibanagar Bishwojyoti Community Learning Center CLC 9 35037 Siddi Shaktikhor Community Learning Center CLC 27 CLC Total 617 56


Programme Type VDC Code VDC Name Agency Name Agency Type Basic Post Literacy Literacy IGP SOP OSP 35001 Ayodhayapuri Ayodhyapuri VDC LBs 40 35005 Bharatpur Bharatpur Municipality LBs 133 35011 Dibyanagar Divyanagar Vec LBs 9 35015 Gunjanagar Gunjanagar Vdc LBs 84 35016 Jagatpur Jagatpur Vdc LBs 53 35018 Kabilas Kabilas Vdc LBs 10 35020 Kaule Kaule VDC LBs 32 35025 Madi Kalyanpur Madi Kalyanpur VDC LBs 6 4 35027 Meghauli Meghauli Vdc LBs 85 35028 Padampur Padampur Vdc LBs 91 35029 Parbatipur Parbatipur Vec LBs 32 35030 Patihani Patihani Vdc LBs 74 35032 Pithuwa Pithuwa Vec LBs 67 Local Bodies Total 697 23 35002 Bachhyauli Jhuwani Community Library CBOs 40 35007 Chainpur Sahayogi Ma Sa Ki Krishi Sahakari CBOs 95 CBOs Total 135 35006 Birendranagar Nagarik Sachetana Kendra I/NGOs 80 35007 Chainpur Srijansil Tharu Samaj I/NGOs 14 16 35033 Ratnanagar N.P. Nari Jagaran Kendra I/NGOs 13 35033 Ratnanagar N.P. Sthaniya Swarojgar Kendra I/NGOs 43 4 35033 Ratnanagar N.P. Swastha Tatha Batabaran Bikash Samaj I/NGOs 16 I/NGOs Total 150 36 Chitwan Total 1599 115

49

50

District: Dhankuta


Programme Type VDC Code VDC Name Agency Name Agency Type Basic Post Literacy Literacy IGP SOP OSP 07002 Ankhisalla Akhisalla CLC CLC 50 07003 Arkhaule Jitpur Jitpur CLC CLC 10 07005 Belhara Tamor CLC CLC 38 07007 Bodhe Mangaladevi CLC CLC 8 07009 Budimorang Budhimorang CLC CLC 23 07010 Chanuwa Chanuwa CLC CLC 9 07011 Chhintang Ghangharu CLC CLC 20 10 07013 Danda Bazar Dhwajedada CLC CLC 10 10 07015 Dhankuta N.P. Hile CLC CLC 10 07017 Falate Amar CLC CLC 10 07019 Hathikharka Kolbrikshya CLC CLC 9 07021 Khuwafok Sirjanshil CLC CLC 10 07022 Kurule Kurule Tenupa CLC CLC 24 10 10 07025 Marek Katahare Marekatahare CLC CLC 20 07029 Murtidhunga Jitpur CLC CLC 10 07030 Pakhribas Pakhribas CLC CLC 10 10 07032 Raja Rani Sikharpur CLC CLC 19 07033 Sanne Sanne CLC CLC 9 07034 Tankhuwa Ina CLC CLC 10 07035 Telia Okhre CLC CLC 19 10 CLC Total 200 138 50

Programme Type VDC Code VDC Name Agency Name Agency Type Basic Post Literacy Literacy IGP SOP OSP 07012 Chungwang Bharati Uchha Ma V School 9 07016 Faksib Sitadevi Ma V School 19 07020 Khoku Panchakrishna Ma V School 39 07024 Mahabharat Golkhadi Ma V School 28 07028 Muga Ram Uchha Ma V School 22 School Total 108 9 07001 Ahale Ahale VDC LBs 39 07006 Bhirgaun Bhirgaun VDC LBs 31 07015 Dhankuta N.P. Dhankuta Municipality LBs 18 07023 Leguwa Leguwa VDC LBs 31 Local Bodies Total 119 Dhankuta Total 427 147 50


51

52

District: Makwanpur


Programme Type VDC Code VDC Name Agency Name Agency Type Basic Post Literacy Literacy IGP SOP OSP 31004 Basamadi Paribartan Community Learning Center CLC 3 9 31005 Betini Jagaran Community Learning Center CLC 28 5 10 31008 Bhimfedi Jagriti Community Learning Center CLC 4 7 31011 Churiyamai Churiyamai Community Learning Center CLC 5 5 31016 Faparbari Naya Nepal Community Learning Center CLC 62 9 6 31018 Handikhola Handikhola Community Learning Center CLC 22 16 6 31019 Hatiya Nawa Pashupati Community Learning Center CLC 5 9 31020 Hetauda N.P. Dyanamik Nepal Community Learning Center CLC 7 5 31020 Hetauda N.P. Integrated Community Learning Center CLC 29 9 10 31020 Hetauda N.P. Pragatishil Community Learning Center CLC 32 8 31028 Makwanpurgadhi Gramin Mahila Community Learning Center CLC 3 8 31029 Manahari Darpan Community Learning Center CLC 12 6 31032 Namtar Namtar Community Learning Center CLC 78 5 7 31034 Padam Pokhari Adhunik Mahila Jagriti Community Learning Center CLC 6 31036 Raigaun Raigaun Community Learning Center CLC 44 6 8 31038 Sarkhet Palase Mahila Jagaran Community Learning Center CLC 8 6 31040 Shreepur Chhatiwan Samudayik Community Learning Center CLC 5 6 CLC Total 295 102 122

Programme Type VDC Code VDC Name Agency Name Agency Type Basic Post Literacy Literacy IGP SOP OSP 31004 Basamadi Nepal Japan Pra V School 3 31007 Bharta Punyadevi Dhuang Ma V School 21 31007 Bharta Punyadevi Sundarikali Pra V School 2 31011 Churiyamai Janajyoti Uchha Ma V School 4 31011 Churiyamai Suvakamana Pra V School 2 31018 Handikhola Sita Ma V School 9 31018 Handikhola Triratna Pra V School 7 31020 Hetauda N.P. Amar Ma V School 1 31020 Hetauda N.P. Gyanada Ma V School 4 31020 Hetauda N.P. Laxmi Ni Ma V School 2 31020 Hetauda N.P. Siddhrtha Ma V Open School School 1 31024 Kankada Janajoti Ni Ma V School 1 31025 Khairang Barahi Pra V School 1 31026 Kogate Ugen Chyoling Gumba School School 12 School Total 66 1 3 31021 Hurnamadi Harnamadi VDC LBs 34 31040 Shreepur Chhatiwan Shreepurhhatiwan VDC LBs 98 Local Bodies Total 132


53

54 Achieving Literacy for All: NFE-MIS Report 2013-14

VDC Code VDC Name Agency Name Agency Type 31003 Bajrabarahi Nispakchha Yuwa Samuha CBOs 31017 Gogane Him Shikhar Yuwa Club CBOs 31018 Handikhola Hitaishi Yuwa Club CBOs 31022 Ipa Panchakanya Sikshya Sarokar Mancha CBOs 31025 Khairang Hitaishi Yuwa Club CBOs 31029 Manahari Mahila Sasaktikaran Tatha Garibi Niwaran Samuha CBOs 31033 Nibuwatar Nari Sip Srijana Kendra CBOs 31040 Shreepur Chhatiwan Shreepurchattiwan VDC CBOs CBOs Total 31009 Budhichaur Gramin Sasaktikaran Ko Lagi Samajik Sikchha Nepal I/NGOs 31020 Hetauda N.P. Bikash Ka Lagi Aviyan Nepal I/NGOs 31020 Hetauda N.P. Chelibeti Bechbichan Niyantran & Mahila Sasakti Kendra I/NGOs 31020 Hetauda N.P. Dalit Sewa Sangh I/NGOs 31020 Hetauda N.P. Reach Nepal I/NGOs 31027 Kulekhani Dynamic Health Study And Consultation Center I/NGOs 31037 Raksirang Samudayako Lagi Bikash I/NGOs 31041 Sisneri Mahadevsthan Batabaran Chetanako Lagi Ekikrit Sanstha I/NGOs 31043 Thingan Samudaik Sasaktikaran Kendra I/NGOs 31044 Tistung Deurali Samaj Sudhar Tatha Samrakshyan Manch I/NGOs I/NGOs Total Makwanpur Total

Programme Type Basic Post Literacy Literacy

IGP SOP OSP

40 42 1 20 18 97 31 19 268 15 20 2 1 26 21 48 30 23 53 239 1000 102 122 1

3

District: Nawalparasi


Programme Type VDC Code VDC Name Agency Name Agency Type Basic Post Literacy Literacy IGP SOP OSP 48001 Agyauli Agyauli CLC CLC 66 10 48002 Amarapuri Namuna CLC CLC 10 48010 Bulingtar Dewasat CLC CLC 10 48013 Dedgaun Siddhartha CLC CLC 18 10 48015 Devachuli Pragatinagar CLC CLC 40 48017 Dhaubadi Shiva CLC CLC 29 48020 Dumkibas Arun Khola CLC CLC 40 10 10 48021 Gaidakot Gaidakot CLC CLC 90 10 48023 Guthi Parsauni Jagriti CLC CLC 47 48024 Guthisuryapura Kalika CLC CLC 28 48031 Kawaswoti Janajagaran CLC CLC 10 48031 Kawaswoti Kawasoti CLC CLC 38 48034 Kudiya Tribeni CLC CLC 10 48038 Makar Makar CLC CLC 47 10 48039 Manari Kolbrikshya CLC CLC 42 10 10 48041 Mukundapur Namuna CLC CLC 12 48042 Naram Nagdevi CLC CLC 15 48050 Pithauli Janajagaran CLC CLC 53 48051 Pragatinagar Pragatinagar CLC CLC 10 48052 Pratappur Pratappur CLC CLC 54 10

55


Programme Type VDC Code VDC Name Agency Name Agency Type Basic Post Literacy Literacy IGP SOP OSP 48056 Ramgram N.P. Ramgram Nandan CLC CLC 30 10 48058 Rampur Khadauna Kotahidevi CLC CLC 21 10 48059 Rampurwa Janajagriti CLC CLC 27 10 48060 Ratanapur Siddha Samudayik C LC CLC 10 48063 Sanai Sanai Nandan CLC CLC 42 48065 Shivmandir Shiva CLC CLC 10 48068 Sunwal Sunwal CLC CLC 103 10 10 48070 Tamasariya Tamsariya CLC CLC 49 10 CLC Total 879 152 80 48009 Bhujhawa Multi Objective Social Development Service I/NGOs 49 48048 Panchanagar Indreni Social Development I/NGOs 38 48056 Ramgram N.P. Multi Objective Social Development Service I/NGOs 12 48056 Ramgram N.P. Narep I/NGOs 23 48056 Ramgram N.P. Gramin Bikash Tatha Swabalamban Kendra I/NGOs 15 I/NGOs Total 137 Nawalparasi Total 1016 152 80

Annex: 2 Number of class run by programme and agency type by district and VDC/Municipality District: Bardiya Programme Type VDC Post Literacy Code VDC Name Agency Name Agency Type Basic Literacy Male Female N/A Total Male Female Total


57

58003 Baniyabhar Jaya Ma Durga Bhawani CLC 58010 Gola Gola Clc 58019 Manpur Tapara Manpur Tapara Community Learning Center 58022 Neulapur Tribhuvan Community Learning Center 58024 Pasupatinagar Clc Pashupatinagar 58025 Patabhar Clc Patabhar CLC Total 58009 Dhodhari Ne Ra Uchha Ma V School Total 58002 Baganaha Tharu Mahila Uthhan Kendra 58005 Bhimapur Manpur Yuwa Samaj 58007 Deudakala Nari Kalyan Samiti 58008 Dhadhawar Dalit Sewa Sangh 58011 Gulariya N.P. Base Bardiya 58016 Mahamadpur Nari Kalyan Samiti 58020 Motipur Tharu Mahila Uthhan Kendra 58025 Patabhar Jogani Janasewa Club 58026 Rajapur Dalit Sewa Sangh 58027 Sanashree Tharu Mahila Uthhan Kendra I/NGOs Total Bardiya Total

CLC CLC CLC CLC CLC CLC School I/NGOs I/NGOs I/NGOs I/NGOs I/NGOs I/NGOs I/NGOs I/NGOs I/NGOs I/NGOs

399 399 4 315 2 1112 204 15 1 892 891 18 3454 3853

1357 1756 1357 1756 59 1754 1817 1562 1877 102 2326 2430 2019 3131 1018 9267 10489 89 1434 1538 104 1641 1746 1457 2349 1385 2276 163 1365 1546 7958 17787 29199 9315 17787 30955

28 25 53

972 1000 452 477 500 500 1924 1977

53

1924 1977

58

District: Chitwan


Programme Type VDC Post Literacy Code VDC Name Agency Name Agency Type Basic Literacy Male Female N/A Total Male Female Total 35010 Darechok 35013 Gardi 35014 Gitanagar 35017 Jutpani 35019 Kathar 35021 Kharahani 35022 Korak 35023 Kumroj 35026 Mangalpur 35031 Piple 35033 Ratnanagar N.P. 35034 Saradanagar 35035 Shaktikhor 35037 Siddi 35001 Ayodhayapuri 35005 Bharatpur 35015 Gunjanagar 35016 Jagatpur 35020 Kaule 35024 Lothar 35025 Madi Kalyanpur 35027 Meghauli 35028 Padampur 35029 Parbatipur

Ichhakamana Community Learning Center Gardi Community Learning Center Gitanagar Community Learning Center Siddhi Kalika Community Learning Center Kathar Community Learning Center Khairahani Community Learning Center Thakaltar Community Learning Center Kumroj Community Learning Center Mangalpur Community Learning Center Namuna Smriti Community Learning Center Jyotirmaya Community Learning Center Sarada Community Learning Center Shaktikhor Community Learning Center Shaktikhor Community Learning Center CLC Total Ayodhyapuri VDC Bharatpur Municipality Gunjanagar Vdc Jagatpur Vdc Kaule VDC Lothar Vdc Madi Kalyanpur VDC Meghauli Vdc Padampur Vdc Parbatipur Vec

CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC LBs LBs LBs LBs LBs LBs LBs LBs LBs LBs

99 57 37 173 188 105 52 45 132 68 43 158 98 144 1399 62 96 39 67 141 113 146 130 64

151 235 621 1592 1374 2117 229 956 1724 623 257 1584 674 384 12521 767 3232 289 1076 551 170 100 1742 1769 680

250 292 658 1765 1562 2222 281 1001 1856 691 300 1742 772 528 13920 829 3328 328 1143 692 283 100 1888 1899 744

Programme Type VDC Post Literacy Code VDC Name Agency Name Agency Type Basic Literacy Male Female N/A Total Male Female Total


35030 Patihani Patihani Vdc LBs 35032 Pithuwa Pithuwa Vec LBs Local Bodies Total 35002 Bachhyauli Jhuwani Community Library CBOs 35007 Chainpur Sahayogi Ma Sa Ki Krishi Sahakari CBOs CBOs Total 35006 Birendranagar Nagarik Sachetana Kendra I/NGOs 35007 Chainpur Srijansil Tharu Samaj I/NGOs 35033 Ratnanagar N.P. Nari Jagaran Kendra I/NGOs 35033 Ratnanagar N.P. Sthaniya Swarojgar Kendra I/NGOs 35033 Ratnanagar N.P. Swastha Tatha Batabaran Bikash Samaj I/NGOs Chitwan Total District Name : Dhankuta 07002 Ankhisalla Akhisalla Community Learning Center CLC 07005 Belhara Tamor Community Learning Center CLC 07007 Bodhe Mangaladevi Community Learning Center CLC 07009 Budimorang Budhimorang Community Learning Center CLC 07010 Chanuwa Chanuwa Community Learning Center CLC 07011 Chhintang Ghangharu Community Learning Center CLC 07013 Danda Bazar Dhwajedada Community Learning Center CLC 07015 Dhankuta N.P. Hile Community Learning Center CLC 07017 Falate Amar Community Learning Center CLC 07019 Hathikharka Kolbrikshya Community Learning Center CLC 07021 Khuwafok Sirjanshil Community Learning Center CLC 07022 Kurule Kurule Tenupa Community Learning Center CLC

94 1356 87 1426 1039 13158 62 795 294 1706 356 2501 177 1529 54 569 16 569 51 500 12 367 310 3534 3104 31714 272 718 125 737 88 384 89 272 22 314 195 695 74 414

1450 1513 14197 857 2000 2857 1706 623 585 551 379 3844 34818 990 862 472 361 336 890 488

9 42 18 2 11 15

191 358 173 198 189 185

200 400 191 200 200 200

59


Programme Type VDC Post Literacy Code VDC Name Agency Name Agency Type Basic Literacy Male Female N/A Total Male Female Total 07025 Marek Katahare Marekatahare Community Learning Center 07029 Murtidhunga Jitpur Community Learning Center 07030 Pakhribas Pakhribas Community Learning Center 07032 Raja Rani Sikharpur Community Learning Center 07033 Sanne Sanne Community Learning Center 07034 Tankhuwa Ina Community Learning Center 07035 Telia Okhre Community Learning Center CLC Total 07012 Chungwang Bharati Uchha Ma V 07016 Faksib Sitadevi Ma V 07020 Khoku Panchakrishna Ma V 07024 Mahabharat Golkhadi Ma V 07028 Muga Ram Uchha Ma V School Total 07001 Ahale Ahale VDC 07006 Bhirgaun Bhirgaun VDC 07015 Dhankuta N.P. Dhankuta Municipality 07023 Leguwa Leguwa VDC Local Bodies Total Dhankuta Total

CLC CLC CLC CLC CLC CLC CLC School School School School School LBs LBs LBs LBs

33 69 967 106 143 193 49 491 107 98 33 89 327 1785

262 335 4131 274 651 651 371 1947 574 488 327 604 1993 8071

295 404 5098 380 794 844 420 2438 681 586 360 693 2320 9856

31 6 12 8 3 157 10 10 167

369 400 394 400 188 200 172 180 177 180 2594 2751 170 180 170 180 2764 2931

District: Makwanpur Programme Type VDC Post Literacy Code VDC Name Agency Name Agency Type Basic Literacy Male Female N/A Total Male Female Total


61

31004 Basamadi Paribartan Community Learning Center 31005 Betini Jagaran Community Learning Center 31008 Bhimfedi Jagriti Community Learning Center 31011 Churiyamai Churiyamai Community Learning Center 31016 Faparbari Naya Nepal Community Learning Center 31018 Handikhola Handikhola Community Learning Center 31019 Hatiya Nawa Pashupati Community Learning Center 31020 Hetauda N.P. Dyanamik Nepal Community Learning Center 31020 Hetauda N.P. Integrated Community Learning Center 31020 Hetauda N.P. Pragatishil Community Learning Center 31028 Makwanpurgadhi Gramin Mahila Community Learning Center 31029 Manahari Darpan Community Learning Center 31032 Namtar Namtar Community Learning Center 31034 Padam Pokhari Adhunik Mahila Jagriti Community Learning Center 31036 Raigaun Raigaun Community Learning Center 31038 Sarkhet Palase Mahila Jagaran Community Learning Center 31040 Shreepur Chhatiwan Samudayik Community Learning Center CLC Total 31004 Basamadi Nepal Japan Pra V School 31007 Bharta Punyadevi Dhuang Ma V School 31007 Bharta Punyadevi Sundarikali Pra V School 31011 Churiyamai Janajyoti Uchha Ma V School 31011 Churiyamai Suvakamana Pra V School 31018 Handikhola Sita Ma V School 31018 Handikhola Triratna Pra V School

CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC 2 151 12 1 29 16

45 307 58 202 105 400 97 1214 58 285 46 104 32 200 184

514 1119 539 472 847 1337 901 5729

559 1426 597 674 952 1737 998 6943 60 436 58 104 33 229 200

1 1 4 52 29 1 2 7 1 54 16 8 6 1 183

60 60 99 100 73 74 77 81 136 188 291 320 99 100 119 121 159 166 59 60 238 292 105 121 105 113 65 71 102 103 1787 1970


Programme Type VDC Post Literacy Code VDC Name Agency Name Agency Type Basic Literacy Male Female N/A Total Male Female Total 31020 Hetauda N.P. Gyanada Ma V School 31024 Kankada Janajoti Ni Ma V School 31025 Khairang Barahi Pra V School 31026 Kogate Ugen Chyoling Gumba School School School Total 31021 Hurnamadi Harnamadi VDC LBs 31040 Shreepur Chhatiwan Shreepurhhatiwan VDC LBs Local Bodies Total 31003 Bajrabarahi Nispakchha Yuwa Samuha CBOs 31017 Gogane Him Shikhar Yuwa Club CBOs 31022 Ipa Panchakanya Sikshya Sarokar Mancha CBOs 31025 Khairang Hitaishi Yuwa Club CBOs 185 31029 Manahari Mahila Sasaktikaran Tatha Garibi Niwaran Samuha CBOs 31033 Nibuwatar Nari Sip Srijana Kendra CBOs 31040 Shreepur Chhatiwan Shreepurchattiwan VDC CBOs CBOs Total 31009 Budhichaur Gramin Sasaktikaran Ko Lagi Samajik Sikchha Nepal I/NGOs 31020 Hetauda N.P. Bikash Ka Lagi Aviyan Nepal I/NGOs 31020 Hetauda N.P. Chelibeti Bechbichan Niyantran Tatha Mahila Sasaktikaran Kendra I/NGOs 31020 Hetauda N.P. Dalit Sewa Sangh I/NGOs 31020 Hetauda N.P. Reach Nepal I/NGOs 31027 Kulekhani Dynamic Health Study And Consultation Center I/NGOs 31037 Raksirang Samudayako Lagi Bikash I/NGOs 31041 Sisneri Mahadevsthan Batabaran Chetanako Lagi Ekikrit Sanstha I/NGOs 31043 Thingan Samudaik Sasaktikaran Kendra I/NGOs 31044 Tistung Deurali Samaj Sudhar Tatha Samrakshyan Manch I/NGOs I/NGOs Total Makwanpur Total

3 90 9 16 10 20 60 194 293 1229 93 499 342 2196 435 2695 96 754 249 756 120 270 394 402 2192 95 499 83 398 1230 5263 100 306 11 588 52 30 20 577 8 510 502 698 170 493 183 351 237 1169 1231 4774 4403 19690

579

93 25 30 254 1522 592 2538 3130 850 1005 390 2594 594 481 6493 406 599 52 30 597 518 1200 663 534 1406 6005 24093

183

1787 1970

District: Nawalparasi Programme Type VDC Post Literacy Code VDC Name Agency Name Agency Type Basic Literacy Male Female N/A Total Male Female Total


48001 48002 48010 48013 48015 48017 48020 48021 48023 48024 48031 48031 48034 48038 48039 48042 48052 48058 48059 48060 48063

Agyauli Amarapuri Bulingtar Dedgaun Devachuli Dhaubadi Dumkibas Gaidakot Guthi Parsauni Guthisuryapura Kawaswoti Kawaswoti Kudiya Makar Manari Naram Pratappur Rampur Khadauna Rampurwa Ratanapur Sanai

Agyauli CLC Namuna CLC Dewasat CLC Siddhartha CLC Pragatinagar CLC Shiva CLC Arun Khola CLC Gaidakot CLC Jagriti CLC Kalika CLC Janajagaran CLC Kawasoti CLC Tribeni CLC Makar CLC Kolbrikshya CLC Nagdevi CLC Pratappur CLC Kotahidevi CLC Janajagriti CLC Siddha Samudayik CLC Sanai Nandan CLC

CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC CLC

58 26 71 52 47 76 257 74 38 89 21 144 31 146 63 152 251

1139 313 1108 788 1090 2267 859 611 1010 957 1034 1003 399 1065 549 608 936

1197 339 1179 840 1137 2343 1116 685 1048 1046 1055 1147 430 1211 612 760 1187

12 4 2 1 5 5 1 2 3 6

427 187 199 249 200 194 195 198 199 197 150

439 191 201 250 200

199 200 199 201 200 156

63


Programme Type VDC Post Literacy Code VDC Name Agency Name Agency Type Basic Literacy Male Female N/A Total Male Female Total 48068 Sunwal Sunwal CLC CLC 48070 Tamasariya Tamsariya CLC CLC 48056 Ramgram N.P. Ramgram Nandan CLC CLC CLC Total 48009 Bhujhawa Multi Objective Social Development Service I/NGOs 48048 Panchanagar Indreni Social Development I/NGOs 48056 Ramgram N.P. Gramin Bikash Tatha Swabalamban Kendra I/NGOs 48056 Ramgram N.P. Narep I/NGOs I/NGOs Total Nawalparasi Total

116 2033 59 1053 76 705 1847 19527 222 1157 877 36 335 63 442 321 2811 2168 22338

2149 1112 781 21374 1379 877 371 505 3132 24506

11 6 58 58

190 201 199 205 175 175 2959 3017 2959 3017

District: Surkhet Programme Type VDC Post Literacy Code VDC Name Agency Name Agency Type Basic Literacy Male Female N/A Total Male Female Total


59009 Chhinchu Chhinchu Community Learning Center CLC 59029 Latikoili Latikoili Community Learning Center CLC 59044 Salkot Salkot Community Learning Center CLC 59051 Matela Matela Community Learning Center CLC CLC Total 59008 Chhapre Peace Nepal I/NGOs 59017 Ghoreta Dalit Jagaran Kendra I/NGOs 59020 Guthu Peace Nepal I/NGOs 59022 Jarbuta Saikshik Anusandhan Kendra I/NGOs 59023 Kaphalkot Mahila Sabalikaran Samaj I/NGOs 59026 Khanikhola Nepscon I/NGOs 59032 Lekhparajul Surakshit Samaj I/NGOs 59033 Maintada Ujjyalo Jivan I/NGOs 59036 Neta WAM Surkhet I/NGOs 59038 Pokharikanda Unesco Samaj I/NGOs 59043 Sahare Matribhumi Mahila Samaj I/NGOs 59045 Satakhani Hurec Nepal I/NGOs 59046 Taranga Coded Nepal I/NGOs 59050 Ranibas Garibi Nibaran Kendra I/NGOs I/NGOs Total Surkhet Total

28 24 52 142 351 36 17 135 57 108 119 40 236 52 142 1435 1487

350 927 243 1292 2812 574 958 942 201 918 886 823 2355 448 882 1074 832 1817 862 13572 16384

350 955 267 1292 2864 716 1309 978 218 1053 943 931 2474 488 1118 1074 884 1959 862 15007 17871

65

66
