Children in the remote mountain areas of Nepal do not have access to sufficient teachers, and those that are employed are often poorly trained and not using child friendly approaches that engage children in learning. Additionally, the school system is less accessible for vulnerable groups of children such as girls and children with disabilities, due to a limited understanding of gender and disability among schools and community stakeholders which impact on the inclusion and retention of children with disabilities in schooling, and the retention of girls to higher education levels.
TTQIEP and TTQEP projects aim to ensure students, school management committees, parents, and teachers in the target regions of Solukhumbu (TTQIEP), Taplejung, Kavre, Dhadhing, Rupandehi, Palpa, Kapilvastu, Bajhang, Laliptur, Bajura, Sindhupalchok, and Okhaldhunga (TTQEP) have access to inclusive, high quality primary education. To achieve this, the projects will implement a multi-faceted approach that targets the capacity and access to education of a wide range of stakeholders. It will seek to increase public awareness on the importance of education and change attitudes towards discriminatory practices that function as barriers to education. The project will empower communities and parents, through knowledge and engagement, to bridge gaps between school and families for a more supportive and enabling learning environment both at school and at home.
These projects are carried out by REED Nepal with the assistance of numerous development partners including: the Department of Foreign Affairs (Australia); the Australian Himalayan Foundation; Himalayan Trust UK; the Nepal Australian Friendship Australian; Friends of Himalayan Sherpa People; the Cambridge Hong Kong Operation for International Children’s Education; Woord En Dad, Strive2Thrive, Grande Social Foundation, BMZ. The TTQIE/TTQE projects will implement key activities to support the realization of these outcomes including: teaching training and mentoring; capacity building of school management and the local RM education offices; provision of alternative, remote education during emergencies; and awareness-raising on safeguarding, SGBV, suicide prevention, GEDSI and disability inclusion. Mechanisms will be strengthened at schools for improved identification and reporting of incidents and issues related to abuse, exploitation, harassment, and psychosocial health.