Nepal: Multiple Pathways to Learning

The Let Us Learn program in Nepal
UNICEF/C. Schneider
Let Us Learn - a Global Initiative for Education

Let Us Learn in Nepal continues to focus on three equity pillars:

  • reaching out-of-school children
  • expanding girls’ education
  • improving learning outcomes

In the first phase of LUL, UNICEF used a multi-pronged approach to get more children into school, keep them in school and improve their learning outcomes. Multiple pathways to learning ensured out-of-school children had the opportunity to learn basic literacy and numeracy and transition to formal schools. In Phase II, Let Us Learn will expand its best practices in multiple pathways to learning.

Several key achievements from Phase I for children in Nepal include:

Getting children, especially girls, into school and keeping them in school:

  • 10,320 out-of-school children have accessed alternative education (80% are girls)
  • In one of the most successful alternative education initiatives, the GATE (Girls Access To Education) program in Saptari district, 2316 girls were enrolled in school for the first time.
  • Children in 280 schools in remote Nepal participated in reading strengthening activities
  • 20,428 students benefited from improved child- friendly teaching and learning
  • 333 ECD facilitators were trained and 150 ECD centres were provided with quality teaching and learning materials for 3500 pre-primary children.
  • 9,873 parents and caregivers from poor and disadvantaged backgrounds received information for improved childcare practices in the homes and communities.

We have learned that because of the success of the non-formal education program, some employers and parents believe it can replace formal schooling. Currently, there is a 47% transition rate to schools from the GATE (Girls Access To Education) program; however, there must be a specific strategy to link the non-formal programs to a transition to formal school to ensure retention. The very successful after-school programs for girls can contribute to the retention of girls transitioning from non-formal education programs. There are also opportunities to better connect older GATE graduates with vocational and other training programmes offered by the government and partners.