Session Summary

Role of Civil Society in SESP - Bagmati Province

Key Highlights:

The vision and goals of the School Education Sector Plan (SESP) focus on developing competent, creative, and value-driven citizens to achieve the national aspiration of "Prosperous Nepal, Happy Nepali." The plan emphasizes equitable access, inclusivity, and quality education for all children as essential components of the education system.

A review of the comparative education status over the past seven decades reveals significant improvements in enrollment and participation. However, persistent gaps in equity, inclusivity, and quality remain, highlighting the need for continued efforts to address these challenges effectively. The education sector faces several challenges, including disparities in access and participation, particularly for marginalized groups. Issues with teacher preparedness and curriculum alignment affect the quality and relevance of education. Additionally, schools often lack disaster-resilient, gender-friendly, and disability-friendly environments, which impacts safety and inclusivity. Governance remains another critical challenge, requiring stronger accountability and coordination among different government levels.

To address these issues, SESP outlines several strategies and objectives. These include expanding access to free and compulsory education for disadvantaged groups, improving infrastructure to create inclusive and safe learning environments, and introducing modern teaching methods integrated with ICT. The plan also focuses on strengthening teacher training, motivation, and accountability mechanisms while fostering lifelong learning opportunities through non-formal education. Financial management under SESP prioritizes local implementation, with over 90% of the budget allocated to provincial and local levels. Funding mechanisms such as result-based and program-based financing are being utilized to ensure effective resource use and accountability.

The expected outcomes of SESP include universal access to early childhood education, improved literacy and participation across all age groups, safe and inclusive school environments, and enhanced teaching quality supported by systemic governance.

Civil society plays a vital role in SESP by advocating for policy implementation at local levels, engaging in capacity building for marginalized communities, and monitoring to ensure accountability in education outcomes.

Localization of SESP in Bagmati Province

Key Highlights:

Localization in the context of SESP refers to strengthening local systems through locally-led reforms and practices. This approach empowers communities by fostering leadership, accountability, ownership, decision-making, funding, and implementation. Localization is considered essential for improving the education system across various sectors. The principles of Universal Design for Learning (UDL) are integrated into SESP to create accessible and empowering learning environments. These principles ensure that education caters to diverse learner needs, making it more inclusive and effective.

SESP covers four main subsectors in school education: Early Childhood Education and Development, Basic Education, Secondary Education, and Non-formal Education and Lifelong Learning. These subsectors collectively address the educational needs of learners across different age groups and contexts. The localization of SESP involves several approaches, including locally-led development, strengthening local systems and capacities, promoting inclusive development, and decentralizing power. Advocacy and leadership promotion at the local level are also key components of this effort.

A System Diagnostic Tool is employed to identify the root causes of educational issues, engage stakeholders with diverse perspectives, and predict unintended consequences. This tool also helps uncover intervention points, making it an essential part of systemic understanding and problem-solving.

To improve the education system, SESP recommends increasing local funding and partnerships, implementing diagnostic tools for better systemic understanding, and strengthening monitoring, evaluation, and research capabilities. These improvements are critical to ensuring that localization efforts are effective and aligned with the broader goals of SESP.

Group discussions/ Q&A

Gap between students enrolled and low number of graduates.

Sharda Gurung, Tewa: A large number of students are being enrolled in schools; however, the percentage of students successfully graduating is significantly low. The primary reason for this gap is the recruitment of teachers who work for minimal salaries, often recent graduates without a passion for teaching. This approach prioritizes cost-cutting over hiring dedicated and skilled educators.

Public and Private School

Nita Lama, Tewa: Children are enrolled in both public and private schools. Public schools often lack basic facilities and infrastructure, which discourages parents from choosing them. On the other hand, private schools, despite operating in smaller spaces, are perceived to provide better quality education and are generally preferred by parents.