Issue Nepal is Facing

Issue Nepal is Facing

Issue Nepal is FacinAlthough we hear “encouragement” of ECD from a seemingly confident government, on the ground their intentions have not matched outcomes. While some regions in Nepal may appear to have access to ECD centres the reality is that many regions lack the qualified teachers and materials to run them efficiently. VIN first initiated a community based Early Childhood Development Centre (ECD) at Panchmane Community, Jitpur, Kathmandu. We have, on average, 16 to 20 children each year; between 4 to 6 years of age, benefiting from this program. We have constructed a 3 room building in partnership with the community and equipped it with child friendly furniture and materials. This centre has been established in partnership with the government District Education Office. Now VIN funds and runs over 30 Early Childhood Development centers (ECD) in the outskirt of Kathmandu, Okhaldhunga and Nuwakot.

Children in Nepal

Forty-two percent of the population in Nepal is under 18 years of age, making investments in children and adolescents especially important in shaping national development. Nepal has made remarkable progress in the last 40 years. In 1970, Nepal had the 12th highest Infant Mortality Rate (IMR) in the world where 250 infants out of 1000 died before they turned one. By 2010, only 48 infants out of every 1000 born were dying and Nepal had moved ahead of 50 other countries to reduce IMR rates by one-fifth.

In the 70s, one out of every fourth child born every year died before their fifth birthday. By 2010, that statistic had been dramatically reduced and less than 34,000 children out of a total of 730,000 births nationwide, died before turning five. Also, no new case of polio has been detected since 2010 and Nepal was declared polio-free along with Bangladesh, Bhutan, Democratic People´s Republic of Korea, India, Indonesia, Maldives, Myanmar, Sri Lanka, Thailand and Timor-Leste in 2014.

Only 1 out of every 4 school-aged children went to primary school then. Today, more than 90 percent of children (including girls) are enrolled in primary school. Also worth noting is that the country is on track to meet its Millennium Development Goals on drastically reducing under-5 and maternal mortality.

Nevertheless, Nepal ranks 157 out of 187 countries in the 2011 Human Development Index. Only seven out of ten children enrolled in grade 1 in Nepal’s schools reach grade 5, and more than half of them drop out of the school before reaching the lower secondary level. Approximately 620,000 children aged 5-17 are engaged in hazardous work while some 13,000 girls are being sexually exploited in Kathmandu. As many as one in every five Nepali women experience physical violence and one in 10 sexual violence. Nearly 1 in 10 adolescents aged 15-19 experience physical violence during pregnancy. Most often the violence is perpetrated by someone she knows, including by her husband or another male family member.

While overall poverty is decreasing, two thirds of the children are still deprived of at least one of seven basic needs. Inequity is especially evident in terms of geography, age, gender, ethnicity, language, education, HIV status, disability and income. Most of the children, adolescent and women being left out of Nepal’s progress are denied many of the same rights simultaneously. These deprivations diminish their potential to reach full capacity as adults, resulting in the transfer of the same deprivations to the next generation. 

UNICEF's country programme in Nepal seeks to address the inequities so that all children, adolescents and women have access to education, health care, nutrition, sanitation, hygiene, safe water, protection, information and other services necessary to fulfill their rights to survival, development, protection and participation.

Condition of child education in Nepal

No better is the situation of a large majority of children in this Himalayan country.As per the latest National Census of Nepal, total population of children below the age of 18 years is 11.5 million - of which over 2.6 million are estimated to be child labourers. It means that 22.61% of total Nepali children are involved in labour of one sort or the other. On top of that, about 306,115 children (See the table) are forced to get involved in the worst forms of labour, as described by the International Labour Organisation (ILO). The children in the worst forms of labour are meted out with the most hazardous work conditions and inhumane treatment. The child workers are not only deprived of food and other basic needs, but also of education needs.

The situation has worsened during the 10 years of armed Maoist insurgency. Despite the calls of human rights activists, international community and civil society, both of the warring parties were reportedly involved in violating child rights in various forms and at varying magnitudes. these years of politico-economic crisis.Many schools and educational institutions have been destructed in bomb and grenade blasts, or used as the government army or rebel camp. In other incidents of atrocities, many students have been abducted and forcefully recruited by rebels, while government forces have apprehended and harassed them and teachers on the pretentious charge of terrorist. The war has left thousands of children homeless and orphans.

The nation's socio-economic crisis has also failed Nepal in investing and spending in social sectors like child education, health and welfare. All hese developments have increased the need for providing various types of assistance and support to the children-at-risk.

research in Nepal of child education

A research indicates that, the ignorance of and failure to correct utilization of locally available resources by the people is directly responsible for slow rate of development in the developing countries, which is also the main cause of increasing poverty in the countries like Nepal. Children living in poverty will not only have physical disturbance but also have to tolerate physiological problems. As saying demands ‘when poverty in, love and happiness fly out of windows’, where love and peace does not exist life will encounter so many vex.

The under-5 year’s child mortality rate in Nepal exceeded 1 in 10 in 1996. 48% of the children suffer from malnutrition and nearly 10,000 young children die every year from preventable or easily treatable diseases; immunization coverage is estimated at 43%. These facts indicate that food and health services are desperately required on humanitarian grounds alone.

Education and awareness is the main factor to recognize the pragmatic approach of the society whilst increasing the rate of development but Nepal has a very low literacy status with only 40% of whole people being literate. The literacy rate for male is 55% and 25% is for female respectively. Although the government of Nepal has declared compulsory free education in the primary level, still 60% of the children are unable to go to school. As a result there is still implementation of the above declaration is not all satisfactory and fail to implement.

From our research we found that even though there is high percentage of 80% registration in schools from the age group of 6-10, above 70% drop the schools. This is due to the parents’ ignorance and illiteracy, child marriage, poverty where children has to look after household works, conservative society etc.

Keeping in view of the consideration we found out that a huge homework should be done to educate them. We have to start right from the bottom level, only policy development won’t be effective. We have to spread the messages right from the grassroots level.

Also we welcome the experts from all over the world to come forward and place your valuable advices how we can uplift these children and make them better people in the society. We know it’s not possible without the help of generous individuals, institutions and organization to tackle this ambitious project. Hence, we are looking aspirants, generous and spirit individuals, organizations and institution to join in hand with us to carry out this ambitious project.

Children's Right for Education

Education is an essential right, which permits each person to receive instruction and to blossom socially. The right to an education is vital for the economic, social and cultural development of all societies.

Education: an important apprenticeship

Education permits one to acquire basic knowledge

Education entails that its subjects acquire a variety of knowledge. It begins with the acquisition of elementary knowledge—that is to say, literacy—on the part of the youngest members of society. At this stage, children learn to read and write thanks to primary instruction and parental oversight.

This is an essential stage which will permit the child to pursue his/her education by integrating secondary and post-secondary instruction.

Education also consists of a form of learning that is necessary for the development of one’s personality and identity, as well as his physical and intellectual capabilities. Education permits, notably, the transmission of common principles to new generations, and the conservation and perpetuation of social values. It also contributes to the flourishing of individuality through the enhancement of social and professional integration.

Education has as its ultimate objective the improvement of a person’s quality of life. It offers to underprivileged adults and children a chance to escape from poverty. It is thus an essential tool for the economic, social and cultural development of all populations around the world.

The Right to an Education: a fundamental and universal right

Education must be accessible to all children

Education is a human right which ought to be accessible to everyone, without any discrimination. All children must be able to go to school, and thereby benefit from the same opportunities to build a future. Additionally, educational instruction must be equally gratuitous so that children from disadvantaged environments will be able to enjoy their right to an education.

Educational instruction must be of an excellent quality

Beyond the question of accessibility, the right to an education also supposes that the objectives of learning will be attained. This means that all children have the right to benefit from a quality education adapted to their needs. Moreover, professors must be trained in techniques of teaching which combine pedagogy and play for the purpose of arousing children’s interest.

It is the responsibility of countries to guarantee each child’s right to an education. They must focus their efforts on primary instruction so as to make schools accessible and free for all children and thus enable them to learn to read and write.

Education for children

Education is the road that children follow to reach their full potential in life.

Yet many children in need around the world do not get a quality education where they can learn and develop. To advance learning, Save the Children supports education programs for children in the classroom and at home.

We train teachers to engage their students through more effective teaching practices.
We coach parents and caregivers to help their children learn early on, so they are prepared to enter school.
We offer ways for parents and community volunteers to get kids reading and doing math outside of school hours.
We introduce children to the power of artistic expression — drawing, painting, music, drama, dance and more — to help them heal, learn and do better in school.
We make sure that children don't stop learning during a crisis, and we help to keep kids healthy so they don't fall behind or drop out.
In 2013, 77% of our early education programs around the world met young children's cognitive (thinking skills), linguistic (language skills), physical and psychosocial (emotional and social) needs. We also reached 38,000 American children with early education and 150,000 children with literacy programs.

Child Education Advantage

The demands of the 21st century require a new approach to education to fully prepare students for college, career, and citizenship. Research, practice, and common sense confirm that a whole child approach to education will develop and prepare students for the challenges and opportunities of today and tomorrow by addressing students' comprehensive needs through the shared responsibility of students, families, schools, and communities.

All educators want to improve the work they do for students, their families, and the community. Whether it's instruction, school climate, leadership, family engagement, or any of the other issues schools face on a daily basis, all educators need tools to help them improve their actions and methods. A whole child approach, which ensures that each student is healthy, safe, engaged, supported, and challenged, sets the standard for comprehensive, sustainable school improvement and provides for long-term student success.

Launched in 2007, ASCD's Whole Child Initiative is an effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long term development and success of children. Through the initiative, ASCD helps educators, families, community members, and policymakers move from a vision about educating the whole child to sustainable, collaborative action. ASCD is joined in this effort by Whole Child Partner organizations representing the education, arts, health, policy, and community sectors.

Explore resources and opportunities for action here and on ASCD.org. Download indicators (PDF) of a whole child approach to education and community engagement and use the ASCD School Improvement Tool to assess your performance on those indicators. Join ASCD and our partners, and together we'll change the face of education policy and practice.

The Importance of Education to the Children

School an institution, a building, a safe haven, and a learning place bursting with education to teach our young people. With teachers who are devoting their entire life into providing a sound foundation and opening new horizons to broaden their minds with a world of knowledge.

School a place where parents or guardians send their most prized possession, their children, to learn. School alone cannot bring about the educational results we need, parents must take more responsibility and interest. All children are capable of learning and no child should be permitted to fail, as an old proverb said: "It takes the whole village to raise a child.” Together the results will be rewarding.

"Excellence in education is possible today if we teach our students to read, write, understand the written word, master standard English, appreciate hard work, have self-respect and respect for others, seek values, and shun crass materialism.” (Alexander, P4)

Learning is more than books, materials, and facts, it's a process that comes with time. Values are also important factors of learning and of life. Respect is one of those values. To understand that there may be more than one way to do something well. Respect is remembering that all living things are part of nature. Respect is honoring wisdom that comes with age. Respect is accepting differences in people. "Perhaps it is time to start swinging the pendulum back toward an emphasis on responsibility, and wisdom.” (Ebel, P1)

Our schools are competing with the outside world to make school interesting. There are many things that lure the attention away from schoolwork, such as, television, drugs, sex, computers, high-tech toys, and adolescent culture. Bruckner believes school should be a place where adolescents feel at home, a place that they might want to come to even if they didn't have to go. Bruckner has tried to accomplish this by harnessing non-traditional means to the raditional academic goals. The bright students have no ceiling on their ambitions to learn and to succeed. All the students bright, average, or below average, should have a strong basic curriculum available and a diversity of learning opportunities; which will allows them to learn at their own pace and all students regardless of race or religion should be treated equally.

"President Clinton stated "When I became president, one of the things that really bothered me was that our country was the only advanced economy in the world that didn't have an organized system to make sure that every student...who didn't go on to college at least had a chance to continue their education by blending school and work. We call it now school-to-work opportunities.” (Clinton, P1) Many students are not college bound, we need to get serious and direct them into vocations, which would be enjoyable to them and benefit our Nation.

"Teachers”, how do we describe this human being? He or she must be intelligent, personable, motivated, creative, dedicated, and gifted all rolled into one.

We as 2000 educators need to provide more than facts and figures we need to show compassion and love for our students. What we are and what we believe can make the difference in how we project ourselves