Bringing children back to schools

The earthquakes and aftershocks which struck Nepal in 2015 had an enormous impact on the country’s poorest communities. The effect on Nepal’s children has been particularly severe. Although Nepal has made some progress on education in the past decade, the 2015 earthquake threatens to undo this work entirely. An estimated 28,000 schools have been damaged or destroyed by the earthquake; teacher absenteeism is set to soar, especially in the most remote districts; books, teaching equipment and other education resources have been permanently lost and there was a high probability that many students will never return to education.

Following a comprehensive field assessment, Pragya undertook a post-disaster education rehabilitation programme with the objective of restoring access to primary education, improving teaching standards and creating safe, supportive learning environments for over 1,000 children in 8 poor rural communities in Nepal. 

After consultations with teachers and School Management Committees (SMCs), a range of Teaching and Learning Materials (TLMs) were distributed in schools that had lost or damaged its stock in Dhading and Sindhupalchok. Basic TLMs included: blackboards, whiteboards, flipcharts, marker pens, wall clocks, globes, maps, atlases, dictionaries, alphabet boxes, shapes boxes, counting games, learning charts (animals, birds, human body, insects, flowers, etc.), story books (English and Nepali), crayon sets, drawing and colouring books, stationery sets, and scrabble games. Science and Mathematics Learning kits were also distributed that comprised: microscopes, slides, test-tubes, slides, bar magnets, stop watches, prisms, weighing machines, geometry sets, compasses, rulers, and a range of educational charts and table books.

The TLMs were distributed during a ceremony organised at each school in presence of representatives from Parents-Teachers Association, SMCs, teachers and students. In addition, teachers were given orientation to proper use of the learning materials to obtain maximal learning. Teachers were also trained for psychological and trauma counselling to support students affected by the disaster. The Teachers have expressed satisfaction that the material has helped them in teaching various new concepts to the children. They reported that with the help of the TLMs and TLAs, they are being able to upgrade the instructional quality of the school and increase the students’ learning and comprehension of the subjects, thereby improving their learning achievement and contributing to improved attendance and reduced drop-outs.

Women’s Vigilance Committees to prevent trafficking

Women living in Nepal’s poorest rural communities have suffered the most and the longest from the effects of the 2015 earthquake. The most vulnerable women and girls become victims of trafficking, and need support, care, awareness, resources and confidence for their safety. In response to the increase in VAWG and trafficking in the disaster-affected districts, Pragya worked with women’s groups to address the issue. 

Pragya carried out a scoping study on VAWG in rural Nepal with a particular focus on trafficking, examining the escalating risk that women and adolescent girls of rural families affected by the 2015 earthquake. 20 women’s protection groups and helplines were established in Nuwakot and Dhading districts by Pragya benefitting 202 women directly. 8 Women’s Vigilance Committees were formed in Nuwakot (in Thangsingh, Suryamati villages), each comprising 13-20 members. In Dhading district, two Women’s Vigilance Committees were formed in Gajuri and Gangajamuna after due consideration of vulnerable pockets. 

The Women’s Vigilance Committees were trained intensively by an expert with long experience on countering trafficking at the Nepal-India border. Inputs were provided on various forms of gender-based violence, surveillance of indicators for GBV and trafficking, case logging, effective psycho-social support to women to counter their vulnerability to trafficking and other gender-based violence, including preventive measures and provide safe spaces to them, and protect them from further harm. These committees have also been tasked with spreading awareness in the community on gender issues.

These Women’s Vigilance Committees were also provided with mobile phones to operate Women’s Helplines, and trained in the associated Protocols for assisting girls and women vulnerable to GBV or trafficking. The Helplines have been promoted in the area such that an estimated 505 women may be served by each Helpline. Linkages were provided with police and government departments as well as women’s protection centres in the districts, to enable them to alert these in case of trafficking.

Monthly support was provided to the Women's Groups and over one year 46 cases were reported to the Helplines set up by Pragya and acted upon by the women’s groups. Pragya continues to provide support to build the capacity of the helpline operators in effective psycho-social and support to women to counter their vulnerability to trafficking and other gender-based violence. 

Sanitation access in Nepal schools

Shree Panchakanya Secondary School, Kiranchowk 2, Gajuri Gaupalika of Dhading district, Nepal was completely damaged during the earthquake 2015. The school educates around 200 students from a range of ages from 4 to 18 years of age. There was no toilet in the school when it started functioning after the earthquake. For few months there was facility of temporary toilet but later on there was no any facility of toilet for the students. The open area somehow was used by the boys but due to lack of toilet in school the  attendance of girl students started dwindling.

After a site assessment by Pragya a toilet was constructed in the school. Now the school has 1 toilet block for boys and girls. The school authorities are happy. The attendance of the girls in the school increased after the construction of toilet. A school management committee has now been allotted to keep the toilet clean and safe for use. The students also lend a helping hand to clean the toilets by themselves before the school starts.