Almacen SSRP a Case of Nepal

7/31/2019 Almacen SSRP a Case of Nepal

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Presented by:


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Recent developments in Nepal Implementation of:

Education For All (EFA)

Secondary Education Support Program(SESP)

Teacher Education Project (TEP),

Food for Education (FFE)


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The EFA core document (2004-09) and

The Three Year Interim Plan (2007-09)

had clearly made reflections on the need

to moving from subsector to a moreholistic sectoral planning in education.


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Shift in focus and an approach that is a blend of

continuity and its break to address them.

Improving efficiency in education

Achieving EFA and Millennium Developmentgoals (MDG) goals

Achieving comfortable parity in gender and

inclusion,

Ensuring equity and quality in education.


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SSR Plan therefore builds on the best practices,

addressing peoples aspirations and current

inefficiencies. It is a forward looking plan as it

responds to the global and regional trends,making school education in Nepal relevant and

compatible with regional and international

practices.


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Nepal is a country of many extremes: a unique resilience and complexity of

cultures;

a startling juxtaposition of different terrainsand

a young and volatile democracy (April 2008)


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Nepal is also undoubtedly one of the poorestcountries in the world

Facing extreme hardship

Maoist insurgency and natural disasters Cheerful people delight in offering

hospitality.


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A Maoist insurgency, launched in 1996,gained traction and threatened to bring downthe regime.

In October 2002, the new king dismissed theprime minister and his cabinet for"incompetence" after they dissolved theparliament

Unable to hold elections because of theongoing insurgency.


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Maoist insurgency and corruption the king in February 2005 dissolved the

government

Declared a state of emergency Imprisoned party leaders, and assumed

power.

Mass protests organized by the seven-party

opposition and the Maoists Parliament reconvened on 28 April 2006.


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Peace agreement signed between the newlyestablished parliament and the Maoists inNovember 2006

Maoists joined the interim government inFebruary 2007

Unrest in the Terai regions minority groupsseeking a greater say in the government.

UN to monitor the arms management ofconflict and parliamentary elections plannedin November 2007.


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Nepal is among the poorest and leastdeveloped countries in the world

Almost one-third of its population livingbelow the poverty line.

Agriculture is the mainstay of the economy

Providing livelihood for three-quarters of thepopulation and accounting for 38% of GDP.


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High unemployment rate (42%) with manypeople working as subsistence farmers.

Industrial activities involves agriculturalproduce including jute, sugarcane, tobacco,and grain.

Nepals main export and import partner isIndia, 54% of all exported goods.

Exports include carpets, clothing, leathergoods, jute products, grain and electricity.


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Petroleum products, machinery andequipment, gold and fertiliser are imported,from India, China and Middle East.

Security led to a decrease in tourism, a keysource of foreign exchange

Visitors numbers improved since agreementat the end of 2006.

Nepal has scope for exploiting naturalresources for hydropower and tourism, areasof recent foreign investment interest.


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Prospects for foreign trade or investment inother sectors remain poor because of thesmall size of the economy, its technologicalbackwardness, its remoteness, its landlocked

geographic location and susceptibility tonatural disaster.


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Environmental concerns: deforestation (overuse of wood for fuel and

lack of alternatives);

contaminated water (with human and animalwastes, agricultural runoff, and industrialeffluents);

wildlife conservation and vehicular and brick

factory emissions especially in theKathmandu Valley.


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The total population of Nepal is estimated tobe 28,287,147 (July 2006) of which14,528,262 are males (51.4%) and13,758,885 are female (48.6%).

The population growth rate is 2.17%.

Life expectancy at birth is 60.43 years formen and 59.91 years for women (2006

estimate). 38.7% of the population is below14 years of age and only 3.7% above the ageof 65.


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Nepal was the only official Hindu state in theworld until change of Nepal to a secular statein 2006.

However, Hinduism is still the predominantreligion of 80.6%

Other religion: Buddhist, Muslim

Kirant and

Christian.


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47.8% of the population speak Nepali as a firstlanguage.

Ethnic groups speak Maithali and Bhojpuri(eastern region near the Indian border), Tharu

(Terai people), Newar (people living in theKathmandu valley), Magar (Tibeto Burmanlanguage), Hindu (near the Indian border) andmany others. 48.6% of Nepalis are literate

however there is inequality between malesand females, 62.7% of males are literatewhereas only 34.9% of females are.


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The political change of 1990 Restored multi-party democracy

Brought another phase in the history ofeducational policy in Nepal.

Education for All became a national sloganand

free school education became the national

policy.


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Restoration of multi-party democracy(modelled on the British system)

Political leadership unable to move ahead

Successive governments have not delivergoods and services to society.

Education still remains the primary aspirationof the people

People are generally prepared to financiallyinvest in their childrens education.


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Government schools lack managementefficiency

Private schools established on a massivescale

Huge discrepancy between governmentschools and private schools;

In terms of the pupils they attract and the SLC

exam results (School Leaving Certificate)


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Education therefore, remains a centralpolitical concern,

Has become a battleground for the MaoistsPeoples War.

The Maoists, whose insurgency began in1996, demanded a complete reform of thegovernment school system

Closure of private schools accusing them ofcharging exorbitant fees.


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Direct action against private schools forcingmany to close down.

Since the Peace agreement, these schoolshave now been reopened

But the discrepancy between government andprivate schools remain.


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The objectives of the reform can be bestunderstood as:

structural and functional integrationof education

system, and harmonization of policy functionsin the

Ministry of Education (MoE).


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Within these broader objectives, the keyreform agenda as articulated in the SchoolSector Reform (SSR) Core Document ispresented in the following themes: SchoolStructure; Governance and Management,Access and Quality, Gender and Inclusion,Monitoring and Evaluation, Capacity

Development, Financing, and InstitutionalArrangement..


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An integrated school system with grades 1-12with two major rungs:

Basic Education with grades 1-8, and

Secondary Education with grades 9-12.A separate stream of technical and vocation

education is offered in selected schools at

secondary level.


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In sparsely populated areas provision ofMulti-grade school is proposed.

The SSR Plan has stressed the need forrecognition of traditional modes ofeducation and harmonization of alternativeand open learning.

Provision of a regulatory framework has

been made for the operation of institutionalschools.


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Empowerment and delegation to local governmentand school community.

Education Desk Officer to facilitate educationgovernance and management functions in each

Village Development Committee (VDC)/Municipality.

Education Desk Officer, in coordination with theDEO, provided technical backstop to the

VDC/Municipality to plan and implement educationprograms and activities in their respectivejurisdiction.


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Access to basic education to deprived studentsand penalty for those that inhibit access.

Free and compulsory basic education.

Free basic education includes tuition and fees,textbooks, and examination fees.

Support programs for the promotion of

compulsory education is in the place to

encourage local governments adopt this policy.


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Strategies for quality control: a framework ofnational standards and targets are set centrally,and the local governments are made responsible toset the strategies for reaching and maintaining

those standards at the local level. Quality management focused on key elements:

enabling conditions, curriculum and textbooks,instructional process, teacher management anddevelopment, head teacher management anddevelopment, and certification and examinations


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Making schools girls friendly

Local government responsible for assuring that

the factors affecting girls school attendance

such as: sanitary facilities, personal safety, andsexual harassment, are addressed.


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Major strategies adopted to achieve inclusionare:

introduction of multi-lingual education

targeted interventions with local level flexibilityand

provision of differentiated treatment for

facilitating the process of integration to the

marginalized groups including people livingwith HIV/AIDS.


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Compliance monitoring, progress monitoring,and impact evaluation

Compliance monitoring will assess compliance with acts and regulations

progress monitoring

assessesment of progress against milestones andtargets;

Evaluating the impact , policies and strategies

on sector goals and objectives.


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Overall conceptual framework that crosscutsdelivery, management and governance of

capacity at institutional, organizational, and

individual levels.

Accommodation of capacity needs at the central,

district and at the community and school level,

addressing sectoral and crosscutting needs.


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Capacity development with focus on local levelcapacity enhancement.

Address systemic issues such as improving

financial management, delivery and reporting as

well as monitoring in schools


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Interventions for enhancing school levelcapacity for promoting good practices suchas accountability and transparency, socialaudit, financial management including

accounting and book keeping etc.


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Establish financing in education as a sharedresponsibility between the governments(national and local) and school community.

Mobilization of resources at the local level is

critical in assuring adequate funding ineducation.

Increased commitment of government,partnership arrangements with private sectorand cost sharing with local governments andthe community.


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Such a multi pronged approach to driveresources for fund raising but also to ensurethat accountability and ownership is sharedamongst all the key stakeholders.

Joint Financing Arrangements (JFA) provided aframework for resource mobilization,harmonization and TA management.Likewise, credible criteria pave the way forresource allocation including Per CapitaFunding (PCF), upon attaining the thresholdlevel of resourcing.


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New institutional arrangements to complementimplementation. Institutions are: Education Policy Committee for policy harmonization and

coordination

Technical Board for integration of technicalfunctions and for approval of norms andstandards

National Examinations Board (NEB) for integrationof school level examination functions and

certification Review Office for systemic auditing based on

national standards and norms.


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Program for preparatory works for SSRimplementation has been budgeted in the FY2008/09 programs, which augmentedimplementation of the SSR activities in the

three model building districts and supportedcapacity building in the remaining districts.From 2009/10 to date, SSR was implementedthroughout the country, focusing on

integration and consolidation of basiceducation (grades 1-8) and the process willbe completed by 2012.


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Model building for secondary educationstarted in 2009/10 and will continue through2012/13 and beyond. Restructuring ofsecondary education started with the

academic session this year, 2012, in a phasedmanner throughout Nepal. Restructuring ofsecondary education will be completed at theend of year 2015.


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Increase access to and improve quality of schooleducation, particularly basic education (Grades 1-8), especially for children from marginalizedgroups.

There are three components to the project. The first component of the project is basic

education.

Primary objective is to ensure equitable access and

quality of basic education for all children in agegroup 5-12, prepare pre-school-age childrenthrough Early Childhood Education.


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Ministry of Education Department of Education

Curriculum Development Center

National Centre for EducationalDevelopment

District Education Offices

School Management Committees


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Peoples Aspiration

Political Environment

Global Commitment

Institutional Capacity


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Consolidation and Expansion of BasicEducation

Integrating Basic and Secondary

Education Quality and Relevance

Ensuring Participation and Inclusion

Decentralizing Educational Management Financing and Financial Management


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World Bank

ADB

AusAid

Finland


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Nepal is a non-linked country, locatedbetween China and India, and is characterizedby significant geographical and socialdiversity. Its 27 million people come from

more than 100 case/ethnicity groups andspeak more than 90 languages and dialects.In an approximate rectangle 800 kilometersby 250 kilometers, there are three distinct

eco-zones-the mountains, the hills and thetarai plains running north to south and fiveeast to west development regions.


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Nepal is a relatively poor country with nearlyone-third of the population living below thepoverty line (NLSS II, 2003/04).

Nepals annual per capita income is about

US$ 470 (FY2008/9), making it among thepoorest countries in the region, despite abroad trend showing the poverty ratedeclining by one percentage point per annum

even during the conflict period.


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Significant political transformation in therecent past, and is beginning to emerge froma protracted period of instability and internalstrife.

Having emerged from a long period ofinternal conflict, it has recently transitionedfrom being a constitutional monarchy to arepublic state and elected a Constituent

Assembly (CA) that is primarily tasked todrafting a new Constitution.


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The Communist Party of Nepal (Maoist)emerged as the single largest party, butwithout a clear majority, following the 2008CA elections and formed the coalition to head

the Government. However, the Maoist ledgovernment stepped down from office in May2009 and a new coalition Government hasbeen formed led by the United Marxist

Leninist (UML) party and supported the NepaliCongress and other parties. The currentpolitical environment and the peace processremain volatile.


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Political transformation is interlinked with adesire for social change very high up on thepolitical agenda.

Nepal has a highly stratified social set-up,

Historically many communities and ethnicgroups in Nepal have been marginalized andexcluded from a development process.

Spatially, development has been largelyKathmandu-centric.


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Emphasis or decentralization and thedevelopment of a federal structure as part ofthe new constitution is a reflection of thisdesire for greater inclusion.

Social change is very strong demand foreducation in post-conflict Nepal.

Strong political support for education, cuttingacross party lines.

GON prioritization of education to increaseddemand for education services.


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The budgets for the past two years,articulates the priorities of new Nepal, with akey feature of the budget being the emphasison the development of the countrys human

resources as a cornerstone of the countrysdevelopment strategy. This can be viewed asa continuation of the commitments made bythe successive Nepali governments towards

facilitating improved access to, and thequality of education in the county.


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SSRP is the final program in a 15 yearEducation for All-National Program of Action(EFA-NPA).

Government focused on the education sector

since the early 1990s through series ofnational programs, such as the Basic PrimaryEducation Projects (BPEP I, 1992-1998 andBPEP II, 1999-2004), and Community School

Support Program (CSSP,2003-2008),Secondary Education Support Program(SESP,2003-2009), and Education For AllProgram (EFA,2004-2009).


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The Net Enrolment Rate (NER) at the primarylevel has nearly reached 92 percent in 2008,an increase from 67 percent in 1995.

Gender Parity has been achieved at the

primary and lower secondary3 level with a GPIof 0.98 and 0.96.

These two indicators alone suggest that theprogress has been quite remarkable throughthis sustained effort over the past twodecades.


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Thank you very much.

Almacen SSRP a Case of Nepal

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