DOCSLIB.ORG

Baseline Survey of Schools of Amar Secondary School Resource Center, Pakhapani Raghuganga Rural Municipality Myagdi

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Baseline Survey of Schools of Amar Secondary School Resource Center, Pakhapani Raghuganga Rural Municipality Myagdi A Report on Baseline Survey of Schools of Amar Secondary School Resource Center, Pakhapani Raghuganga Rural Municipality Myagdi Submitted to: Quality Education Nepal, Australia In cooperation with DEO,Myagdi By LEARN 24 th January- 3rd February, 2018 Acronyms B. Ed. Bachelors of Education COP Community Orientation Program DEO District Education Office DoE Department of Education ECD Early Childhood Development Govt. Government BS Basic School IA Intermediate of Arts I. Ed. Intermediate of Education NCED Nepal Council for Education Development NGO Non-Governmental Organization PCF Per Child Fund PTA Parents Teachers Association RC Resource Center RM Rural Municipality RP Resource Person SEE Secondary Education Examination SMC School Management Committee SS Secondary School TPD Teachers’ Professional Development Contents Executive Summary ................................................................................................................................................................ 1 Background of the Project Area .............................................................................................................................................. 2 Objectives of the Study ........................................................................................................................................................... 2 Details of Schools and Students .............................................................................................................................................. 3 Methodology ........................................................................................................................................................................... 6 Data Analysis .......................................................................................................................................................................... 7 Physical Facilities ............................................................................................................................................................... 7 Classroom Organization and Management ......................................................................................................................... 7 Teaching Learning Activities .............................................................................................................................................. 7 School Wise Teachers’ Profiles .......................................................................................................................................... 8 Learning Achievements/ Outcomes .................................................................................................................................... 9 Findings ................................................................................................................................................................................. 10 Suggestions and Recommendations ...................................................................................................................................... 10 Conclusion ............................................................................................................................................................................ 11 Annexes ................................................................................................................................................................................. 11 School Observation Form ................................................................................................................................................. 11 Classroom Observation Form............................................................................................................................................ 13 Data Collection Tools ....................................................................................................................................................... 14 Details of Teachers ........................................................................................................................................................... 20 Contacts ................................................................................................................................................................................. 24 Executive Summary LEARN completes more than 4 years of its journey executing its programs to promote quality education in Myagdi district of western Nepal. To reach its goal of ensuring quality education to every school going child in its project area, LEARN provides different packages of trainings to teachers, teaching learning materials to schools, promotes parenting education, capacitates SMCs and PTAs and so on. It is considered to play a supportive role to the governmental line agencies, like Ministry of Education, Department of Education and District Education Office. It is realized that in service trainings to teachers play a vital role for the betterment of education status in Nepal because of the fact that traditional methodologies of teaching learning are outdated and the modern times demand the innovative techniques and methodologies that enhance students’ productivity and creativity and foster their potentiality. Experiencing the successful implementation of previous teacher training programs, LEARN is enthusiastic to spread its active involvement in the new area. This is the baseline survey report of Pakhapani Resource Center that covers half of Raghuganga Rural Municipality of Myagdi district. The RC includes 18 community schools, out of which 4 secondary schools and the remaining, basic ones. There are altogether 118 teachers and 1239 students in these 18 schools, according to the academic year of 2017-2018. The report mainly outlines the current number of schools, number of students and teachers and learning achievement. It also describes the teaching learning strategies used in schools, community participation of community in school activities and so on. The report is prepared based on the survey forms, RC profile, school visits and interaction with stakeholders. 1 Background of the Project Area Myagdi is a mountainous district. It is situated in 4 Number Province of Nepal. The district is well known for its rich Himalyan Range and natural beauty making it one of the top tourist destinations via Pokhara. Mt. Annapurna and Mt. Dhaulagiri are the highest mountains in this region. The dominant inhabitants of Myagdi are Magar and the other castes include Brahmin, Chhetri, Thakali and Dalits. The total population of Myagdi is 113641, according to the Census 2011, out of which 62246 (54.77%) are female and 51395 (45.23%), male. The district is politically divided into 5 Rural Municipalities and 1 Municipality. There are 245 community schools in the district including 61 secondary schools and 184 basic schools. Raghuganga Rural Municipality is situated at the northern part of the district. The altitude ranges from 1588 meters to 2396 meters from the sea level. Pakhapani Resource Center covers ward no. 5, 6, 7 and 8 of Raghuganga Rural Municipality and there are 18 community schools in this resource center. There is one community learning center in this resource center. There are 17 ECD centers including two community based ones. There are 6 schools of class 1-3, 6 schools of class 1-5, 2 schools of class1-8 and 4 schools of class 1-10 in the resource center. 15 schools have started CAS system of assessing students. The remaining three are planning to do the same in near future. Objectives of the Study The major objectives of the baseline study are as follows: a. To find out the current situation of teaching learning activities of 18 targeted schools of Pakhapani Resource Center b. To find out the details of the beneficiaries of the project c. To prepare the database for further implementation of the project in the program impact areas 2 Details of Schools and Students There are 18 schools in the resource center, out of which 4 schools are secondary and 14 are basic ones. The details of schools and students in the resource center are stated below: 2073 2074 S.N. Name of School Class Boys Girls Total Boys Girls Total ECD 3 7 10 4 4 8 Hari Basic School, 1 7 3 10 3 3 6 1 Raghuganga 6, Pakhapani 2 2 3 5 6 1 7 Aul 3 3 2 5 3 1 4 Total 15 15 30 16 9 25 1 3 3 6 0 5 5 2 1 3 4 5 3 8 3 0 4 4 1 5 6 4 2 3 5 0 5 5 Ritung Secondary 5 4 1 5 2 6 8 2 School, Raghuganga 8, 6 9 10 19 9 10 19 Dulekharka 7 9 12 21 9 13 22 8 8 9 17 9 13 22 9 14 5 19 11 8 19 10 12 15 27 16 5 21 Total 62 65 127 62 73 135 ECD 5 3 8 5 2 7 Gaurav Basic School, 1 5 1 6 4 2 6 3 Raghuganga 5, 2 5 2 7 6 0 6 Phuldanda, Jhin 3 2 6 8 3 5 8 Total 17 12 27 18 9 27 1 5 7 12 5 7 12 2 5 6 11 5 6 11 3 9 9 18 9 9 18 4 7 9 16 7 9 16 Mahendra Secondary 5 13 14 27 13 14 27 4 School, Raghuganga 6, 6 13 12 25 13 12 25 Jhin 7 14 13 27 14 13 27 8 15 14 29 15 14 29 9 15 15 30 15 15 30 10 13 12 25 13 12 25 Total 109 111 220 109 111 220 3 1 2 0 2 2 2 4 2 3 0 3 2 0 2 Janasundar Basic School, 3 3 0 3 3 0 3 5 Raghuganga 8, Patlekharka 4 2 2 4 2 0 2 5 2 2 4 2 2 4 Total 12 4 16 11 4 15 ECD 4 5 9 6 7 13 1 4 3 7 1 3 4 2 1 2 3 1 2 3 Sundara Basic School, 6 Raghuganga 8, Duwadi 3 3 3 6 1 2 3 4 1 4 5 3 3 6 5 2 2 4 1 4 5 Total 15 19 34 13 21 34 ECD 11 15 26 11 14 25 1 7 12 19 6 9 15 2 6 8 14 7 9 16 3 5 6 11 4 9 13 4 10 6 16 11 11 22 Amar Secondary School, 5 12 12 24 9 5 14 7 Raghuganga 7, Chimkhola 6 11 15 26 12 13 25 7 9 16 25 13 14 27 8 10 19 29 7 12 19 9 10 10 20 10 15
Load more

Recommended publications
  • Volume 3 Volume 6 Monitoring and Evaluation
    Feasibility Report 4 Task 3 – Resettlement Policy Framework Detailed Feasibility Studies:Draft Transmission Feasibility Study Report Line ProjectsTransmission in Nepal Projects in Nepal Volume 3 Volume 6 Monitoring and Evaluation MCC-15-BPA-0032, MCC-16-CL-0002 Prepared for: March 2017 Millennium Challenge Corporation 1099 14th Street NW, Suite 700 Washington, DC 20005-3550 MCC-16-CL-0002 Prepared by: 1320 North Courthouse Road, Suite 600 Arlington, VA 22201 Tel 703.387.2100, Fax 703.243.0953 December 6, 201 Feasibility Study: Nepal Priority Transmission Line Projects Volume 3 (Report) Resettlement Policy Framework Prepared for: Millennium Challenge Corporation 1099 14th Street, NW Washington, DC 20005 MCC-15-BPA-0032 -MCC-16-CL-0002 Prepared by: Tetra Tech ES, Inc. 1320 N. Courthouse Road, Suite 600 Arlington, VA 22201 March 2017 Consultants Team David Keith BPA Program Manager Tetra Tech Rakesh Kumar Goyal Project Manager Tetra Tech Terri Stiffler Task Leader Tetra Tech Rabin Dhakal Team Member Tetra Tech Apsara Chapagain Team Member Tetra Tech Bill Crowley Team Member Tetra Tech Anna Murphy Team Member Tetra Tech Mark Fobert Team Member Tetra Tech Sara Kreisel Team Member Tetra Tech Mike Betteker Team Member Tetra Tech Hope Herron Team Member Tetra Tech Dr. Gandikota Ananda Team Member Tetra Tech Kripa Tiwari Team Member Tetra Tech Milan Wagle Team Member Tetra Tech Bikash Gelal Team Member Tetra Tech Ritu Pradhan Shrestha Team Member Tetra Tech Rishi Koirala Local Consultant Contents EXECUTIVE SUMMARY .................................................................................................................................
    [Show full text]
  • Rahughat Hydroelectricity Project Boosting Cross Border Electricity Trade in BBIN/M Region: Dialogue Leading to Actions, 19 Jan 2018, New Delhi
    A Case Study Rahughat Hydroelectricity Project Boosting Cross Border Electricity Trade in BBIN/M Region: Dialogue Leading to Actions, 19 Jan 2018, New Delhi Dikshya Singh Research Officer South Asia Watch on Trade, Economics and Environment BACKGROUND • Nepal's energy imports from India (2016- 17): 2,175.04GWh (22.35 pc growth) • Power Trade Agreement 2014 between Nepal and India not limited to trading of electricity, it specifically encourages investment between the two countries in power sector • Indian promoters hold 85 pc of total licenses issued • Three export-oriented projects in pipeline: 900 MW Arun III (PDA completed); 900 MW Upper Karnali; 600 MW Upper Marshyangdi II 2 Contd… • Objective: To assess the overall socio-economic benefits or costs accrued to the local community brought about by energy cooperation • Rationale for selecting Rahughat HEP Energy cooperation: debt financing Ex-ante study so project under construction necessary 3 SALIENT FEATURES OF THE PROJECT* Installed • 2x20 MW • Myagdi district, 300km from capacity Location Kathmandu; 100 km from Pokhara Airport Transmission • LILO of 220KV transmission line from Dana substation to Kusma at Line PH gantry 600m Affected • Myagdi district: Dangnam, Jhi, Rakhupiple, Patlekhet, Ghatan; VDCs Parbat district: Mallaj Majhphant Access road • 12.5 km • Galeshwor, Mauwaphant, Dagnam, Affected Bagaincha, Bukla, Goluk, settlements Dharkharka, Jhi, Bhirkuna and Project Cost • US$ 84 million Nepane villages Total annual Land • 29.39 hectare energy • 247.89 GWh acquired generation
    [Show full text]
  • Food Insecurity and Undernutrition in Nepal
    SMALL AREA ESTIMATION OF FOOD INSECURITY AND UNDERNUTRITION IN NEPAL GOVERNMENT OF NEPAL National Planning Commission Secretariat Central Bureau of Statistics SMALL AREA ESTIMATION OF FOOD INSECURITY AND UNDERNUTRITION IN NEPAL GOVERNMENT OF NEPAL National Planning Commission Secretariat Central Bureau of Statistics Acknowledgements The completion of both this and the earlier feasibility report follows extensive consultation with the National Planning Commission, Central Bureau of Statistics (CBS), World Food Programme (WFP), UNICEF, World Bank, and New ERA, together with members of the Statistics and Evidence for Policy, Planning and Results (SEPPR) working group from the International Development Partners Group (IDPG) and made up of people from Asian Development Bank (ADB), Department for International Development (DFID), United Nations Development Programme (UNDP), UNICEF and United States Agency for International Development (USAID), WFP, and the World Bank. WFP, UNICEF and the World Bank commissioned this research. The statistical analysis has been undertaken by Professor Stephen Haslett, Systemetrics Research Associates and Institute of Fundamental Sciences, Massey University, New Zealand and Associate Prof Geoffrey Jones, Dr. Maris Isidro and Alison Sefton of the Institute of Fundamental Sciences - Statistics, Massey University, New Zealand. We gratefully acknowledge the considerable assistance provided at all stages by the Central Bureau of Statistics. Special thanks to Bikash Bista, Rudra Suwal, Dilli Raj Joshi, Devendra Karanjit, Bed Dhakal, Lok Khatri and Pushpa Raj Paudel. See Appendix E for the full list of people consulted. First published: December 2014 Design and processed by: Print Communication, 4241355 ISBN: 978-9937-3000-976 Suggested citation: Haslett, S., Jones, G., Isidro, M., and Sefton, A. (2014) Small Area Estimation of Food Insecurity and Undernutrition in Nepal, Central Bureau of Statistics, National Planning Commissions Secretariat, World Food Programme, UNICEF and World Bank, Kathmandu, Nepal, December 2014.
    [Show full text]
  • European Bulletin of Himalayan Research 27: 67-125 (2004)
    Realities and Images of Nepal’s Maoists after the Attack on Beni1 Kiyoko Ogura 1. The background to Maoist military attacks on district head- quarters “Political power grows out of the barrel of a gun” – Mao Tse-Tung’s slogan grabs the reader’s attention at the top of its website.2 As the slogan indicates, the Communist Party of Nepal (Maoist) has been giving priority to strengthening and expanding its armed front since they started the People’s War on 13 February 1996. When they launched the People’s War by attacking some police posts in remote areas, they held only home-made guns and khukuris in their hands. Today they are equipped with more modern weapons such as AK-47s, 81-mm mortars, and LMGs (Light Machine Guns) purchased from abroad or looted from the security forces. The Maoists now are not merely strengthening their military actions, such as ambushing and raiding the security forces, but also murdering their political “enemies” and abducting civilians, using their guns to force them to participate in their political programmes. 1.1. The initial stages of the People’s War The Maoists developed their army step by step from 1996. The following paragraph outlines how they developed their army during the initial period of three years on the basis of an interview with a Central Committee member of the CPN (Maoist), who was in charge of Rolpa, Rukum, and Jajarkot districts (the Maoists’ base area since the beginning). It was given to Li Onesto, an American journalist from the Revolutionary Worker, in 1999 (Onesto 1999b).
    [Show full text]
  • Impact of CBET on Livelihoods and Gender in Nepal and Bhutan
    IRADe-SARI-17 (2018) Impact of CBET on Livelihoods and Gender in Nepal and Bhutan About SARI/EI Over the past decade, USAID’s South Asia Regional Initiative/Energy (SARI/E) has been advocating energy cooperation in South Asia via regional energy integration and cross-border electricity trade in eight South Asian countries (Afghanistan, Bangladesh, Bhutan, India, Pakistan, Nepal, Sri Lanka and the Maldives). This fourth and the nal phase, titled South Asia Regional Initiative for Energy Integration (SARI/EI), was launched in 2012 and is implemented in partnership with Integrated Research and Action for Development (IRADe) through a cooperative agreement with USAID. SARI/EI addresses policy, legal and regulatory issues related to cross-border electricity trade in the region, promote transmission interconnections and works toward establishing a regional market exchange for electricity. About USAID The United States Agency for International Development (USAID) is an independent government agency that provides economic, development, and humanitarian assistance around the world in support of the foreign policy goals of the United States. USAID’s mission is to advance broad-based economic growth, democracy, and human progress in developing countries and emerging economies. To do so, it is partnering with governments and other actors, making innovative use of science, technology, and human capital to bring the most profound results to a greatest number of people. About IRADe IRADe is a fully autonomous advanced research institute, which aims to conduct research and policy analysis and connect various stakeholders including government, non-governmental organizations (NGOs), corporations, and Prepared by academic and nancial institutions. Its research covers many areas such as energy and power systems, urban SARI/EI Secretariat development, climate change and environment, poverty alleviation and gender, food security and agriculture, as well as the policies that aect these areas.
    [Show full text]
  • Nepal EGRP-RFP-FY19-P006
    Request for Proposal (RFP) - Nepal EGRP-RFP-FY19-P006 Amendment #1 Commodity/Service Required: Endline Assessment of Early Grade Reading Program (EGRP) Type of Procurement: One Time Purchase Order Type of Contract: Firm Fixed Price Term of Contract: December 01, 2019- April 15, 2020 Contract Funding: AID-367-TO-15-00002 This Procurement supports: USAID’s Early Grade Reading Program (EGRP) Submit Proposal to: The Selection Committee RTI- USAID Early Grade Reading Program House no. 46/64, Uttar Dhoka, Lazimpat, Kathmandu, Nepal Original Date of Issue of RFP: Tuesday, July 23, 2019 Date Questions from Supplier Due: Wednesday, July 31, 2019 11:00 a.m. Nepal Standard Time email [email protected] Note:- Q&A will be posted on RTI website Pre-submission conference on RFP Thursday, August 01, 2019, 10:00 to 11:00 AM at EGRP meeting hall, Lazimpat. Date Proposal Due: Thursday, August 22, 2019, 11:00 a.m. Nepal Standard Time Approximate Purchase Order effective date to December 01, 2019 Successful Bidder(s): Method of Submittal: Hard Copy of proposal along with the soft copy in a CD or pen drive. Proposal documents should be submitted in a closed envelope with wax seal (laah chhap) and clearly marked with the solicitation number to the following address: The Selection Committee RTI-USAID Early Grade Reading Program House no. 46/64, Uttar Dhoka, Lazimpat, Kathmandu, Nepal. Bidder’s quote must be printed on the organization’s letterhead, signed, stamped, dated and must include all items and/or services. In addition, each and every pages of the proposal documents needs to be signed and stamped by the authorized person in order to be considered for evaluation.
    [Show full text]
  • CHITWAN-ANNAPURNA LANDSCAPE: a RAPID ASSESSMENT Published in August 2013 by WWF Nepal
    Hariyo Ban Program CHITWAN-ANNAPURNA LANDSCAPE: A RAPID ASSESSMENT Published in August 2013 by WWF Nepal Any reproduction of this publication in full or in part must mention the title and credit the above-mentioned publisher as the copyright owner. Citation: WWF Nepal 2013. Chitwan Annapurna Landscape (CHAL): A Rapid Assessment, Nepal, August 2013 Cover photo: © Neyret & Benastar / WWF-Canon Gerald S. Cubitt / WWF-Canon Simon de TREY-WHITE / WWF-UK James W. Thorsell / WWF-Canon Michel Gunther / WWF-Canon WWF Nepal, Hariyo Ban Program / Pallavi Dhakal Disclaimer This report is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Kathmandu Forestry College (KAFCOL) and do not necessarily reflect the views of WWF, USAID or the United States Government. © WWF Nepal. All rights reserved. WWF Nepal, PO Box: 7660 Baluwatar, Kathmandu, Nepal T: +977 1 4434820, F: +977 1 4438458 [email protected] www.wwfnepal.org/hariyobanprogram Hariyo Ban Program CHITWAN-ANNAPURNA LANDSCAPE: A RAPID ASSESSMENT Foreword With its diverse topographical, geographical and climatic variation, Nepal is rich in biodiversity and ecosystem services. It boasts a large diversity of flora and fauna at genetic, species and ecosystem levels. Nepal has several critical sites and wetlands including the fragile Churia ecosystem. These critical sites and biodiversity are subjected to various anthropogenic and climatic threats. Several bilateral partners and donors are working in partnership with the Government of Nepal to conserve Nepal’s rich natural heritage. USAID funded Hariyo Ban Program, implemented by a consortium of four partners with WWF Nepal leading alongside CARE Nepal, FECOFUN and NTNC, is working towards reducing the adverse impacts of climate change, threats to biodiversity and improving livelihoods of the people in Nepal.
    [Show full text]
  • Life Members of Pun Samaaj UK
    Life Members of Pun Samaaj UK M/No Full Name Thar Add in UK Add in Nepal Remarks 001 Maj Santa Purja Pun MBE Swindon Shikha 002 Mr Sher Bdr Armaja Pun Northolt Lopre 003 Mr Ati Parsad Pahere Pun South Harrow Kuwapani 004 Mr Tilak Pahere Pun Swindon Histan 005 Mr Birkharam Purja Pun Basingstoke Shikha 006 Mr Janga Bdr Buduja Pun Basingstoke Ghorepani 007 Mr Kamal Purja Pun Winchester Dana 008 Mr Ram Bdr Tilija Pun Bracknell Banduk 009 Maj Ratna Purja Pun Brunei Khibang 010 Maj Bishnu Garbuja Pun Salisbury Ramche 011 Mr Dil Bahadur Pahare Pun Basingstoke Shikha 012 Mr Cham Bdr Garbuja Pun Hounslow Kaphaldanda 013 Capt. Chandra Pahere Pun Reading Histan 014 Lt. Padam Bdr Purja Pun Basingstoke Begkhola 015 Lt. Raju Sherpuja Pun Northolt Paudwar 016 Mr Kamansing Purja Pun Northolt Okhareni 017 Mr Deuman Garbuja Pun Feltham Doba 018 Mr Khum Bdr Garbuja Pun Ruislip Khibang 019 Mr Bal Bahadur Pahere Pun Sudbury Histan 020 Mr Deujit Tilija Pun Swindon Ramche 021 Mr Chalak Buduja Pun Camberley Ghorepani 022 Mr Man Bahadur Paija Pun Plumpstead Shikha 023 Mr Om Parsad Purja Pun Colchester Banduk 024 Mr Chandra Bdr Pahere Pun Reading Shikha 025 Mr Jas Bahadur Paija Pun Aldershot Paudwar 026 Mr Nardev Tilija Pun Ashford Shikha 027 Mr Hom Bdr Phagami Pun Basingstoke Gharamdi 028 Mr Maniram Phagami Pun Basingstoke Shikha 029 Mr Hemchandra Paija Pun Basingstoke Thotneri 030 Mr Dhanbir Buduja Pun Basingstoke Ghorepani 031 Mr Tek Bahadur Garbuja Pun Basingstoke Shikha 032 Mr Khakka Bdr Purja Pun Basingstoke Shikha 033 Mr Rajendra Paija Pun Basingstoke Shikha 034 Mr Om Bahadur Khorja Pun Basingstoke Ulleri 035 Mr Sunil Khorja Pun Basingstoke Ulleri 036 Mr Yogendra Purja Pun Basingstoke Begkhola 037 Mr Gyan Bdr Paija Pun Basingstoke Shikha 038 Mr Hom Bdr Garbuja Pun Feltham Dandakateri 039 Capt.
    [Show full text]
  • C E N T R a L W E S T E
    Bhijer J u m l a Saldang N E P A L - W E S T E R N R E G I O N Patarasi Chhonhup f Zones, Districts and Village Development Committees, April 2015 Tinje Lo M anthang Kaingaon National boundary Zone boundary Village Development Comm ittee boundary Phoksundo Chhosar Region boundary District boundary Gothichour Charang Date Created: 28 Apr 2015 Contact: [email protected] Data sources: WFP, Survey Department of Nepal, SRTM Website: www.wfp.org 0 10 20 40 Rim i Prepared by: HQ, OSEP GIS The designations employed and the presentation of material in M I D - W E Dho S T E R N the map(s) do not imply the expression of any opinion on the Kilom eters part of WFP concerning the legal or constitutional status of any Map Reference: country, territory, city or sea, or concerning the delimitation of its ± frontiers or boundaries. Sarmi NPL_ADMIN_WesternRegion_A0L Pahada © World Food Programme 2015 Narku Chharka Liku Gham i Tripurakot Kalika K A R N A L I FAR-W ESTERN Lhan Raha MID-W ESTERN BJ a Hj a Er kRo It Surkhang Bhagawatitol Juphal D o l p a M u s t a n g W ESTERN Lawan Suhu Chhusang CENTRAL Gotam kot EASTERN Dunai Majhphal Mukot Kagbeni Sahartara Jhong Phu Nar Syalakhadhi Sisne Marpha Muktinath Jom som Tangkim anang Tukuche Ranm am aikot M a n a n g Baphikot Jang Pipal Pwang R u k u m Kowang Khangsar Ghyaru Mudi Pokhara M y a g d i Bhraka Sam agaun Gurja Ransi Hukam Syalpakha Kunjo Thoche W LeteE S T Manang E R N Chokhawang Kanda Narachyang Sankh Shova Chhekam par Kol Bagarchhap Pisang Kuinem angale Marwang Taksera Prok Dana Bihi Lulang Chim khola
    [Show full text]
  • Global Initiative on Out-Of-School Children
    ALL CHILDREN IN SCHOOL Global Initiative on Out-of-School Children NEPAL COUNTRY STUDY JULY 2016 Government of Nepal Ministry of Education, Singh Darbar Kathmandu, Nepal Telephone: +977 1 4200381 www.moe.gov.np United Nations Educational, Scientific and Cultural Organization (UNESCO), Institute for Statistics P.O. Box 6128, Succursale Centre-Ville Montreal Quebec H3C 3J7 Canada Telephone: +1 514 343 6880 Email: [email protected] www.uis.unesco.org United Nations Children´s Fund Nepal Country Office United Nations House Harihar Bhawan, Pulchowk Lalitpur, Nepal Telephone: +977 1 5523200 www.unicef.org.np All rights reserved © United Nations Children’s Fund (UNICEF) 2016 Cover photo: © UNICEF Nepal/2016/ NShrestha Suggested citation: Ministry of Education, United Nations Children’s Fund (UNICEF) and United Nations Educational, Scientific and Cultural Organization (UNESCO), Global Initiative on Out of School Children – Nepal Country Study, July 2016, UNICEF, Kathmandu, Nepal, 2016. ALL CHILDREN IN SCHOOL Global Initiative on Out-of-School Children © UNICEF Nepal/2016/NShrestha NEPAL COUNTRY STUDY JULY 2016 Tel.: Government of Nepal MINISTRY OF EDUCATION Singha Durbar Ref. No.: Kathmandu, Nepal Foreword Nepal has made significant progress in achieving good results in school enrolment by having more children in school over the past decade, in spite of the unstable situation in the country. However, there are still many challenges related to equity when the net enrolment data are disaggregated at the district and school level, which are crucial and cannot be generalized. As per Flash Monitoring Report 2014- 15, the net enrolment rate for girls is high in primary school at 93.6%, it is 59.5% in lower secondary school, 42.5% in secondary school and only 8.1% in higher secondary school, which show that fewer girls complete the full cycle of education.
    [Show full text]
  • A SOCIOLINGUISTIC STUDY of MAGAR (As Spoken in Myagdi District)
    A SOCIOLINGUISTIC STUDY OF MAGAR (As Spoken in Myagdi District) A thesis Submitted To The Central Department of Linguistics The Faculties of Humanities and Social Sciences Tribhuvan University In partial fulfillment of the requirements for The master's degree in Linguistics By Kasi Raj Gautam Second year exam roll no. 5638 T.U. Regd. No. 1765-99 Central Department of Linguistics Kathmandu, Nepal 2010 Letter of recommendation Date: 2067 This is to certify that Mr. Kasi Raj Gautam has completed this dissertation on the topic A Sociolinguistic Study of Magar (As Spoken in Myagdi District) under my guidance and supervision. I recommend this dissertation for evaluation. ___________________________ Mr. Lekhnath Sharma Pathak Lecturer Central Department of Linguistics Tribhuvan University Kathmandu, Nepal 2 Letter of Approval This is to certify that A Sociolinguistic Study of Magar (As Spoken in Myagdi District) a dissertation submitted by Mr. Kasi Raj Gautam in partial fulfillment of the requirements for the Master's degree in Linguistics has been duly approved for acceptance. ______________________ Dissertation Supervisor ______________________ External Examiner ______________________ Head of the Department Date: 2067 3 Acknowledgements First of all, I am profoundly indebted to my respected supervisor Mr. Lekhnath Sharma Pathak, Lecturer of Central Department of Linguistics, T.U., Nepal for his scholarly and insightful guidelines, constant encouragement, co-operation and constructive suggestions for successful accomplishment of the present thesis. I would like to extend my heartfelt gratitude and honor to Dr. Dan Raj Regmi, Head of Central Department of Linguistics. I am very much thankful to him for his valuable remarks, guidelines and insightful comments.
    [Show full text]
  • Mcpms Result of Lbs for FY 2065-66
    Government of Nepal Ministry of Local Development Secretariat of Local Body Fiscal Commission (LBFC) Minimum Conditions(MCs) and Performance Measurements (PMs) assessment result of all LBs for the FY 2065-66 and its effects in capital grant allocation for the FY 2067-68 1.DDCs Name of DDCs receiving 30 % more formula based capital grant S.N. Name PMs score Rewards to staffs ( Rs,000) 1 Palpa 90 150 2 Dhankuta 85 150 3 Udayapur 81 150 Name of DDCs receiving 25 % more formula based capital grant S.N Name PMs score Rewards to staffs ( Rs,000) 1 Gulmi 79 125 2 Syangja 79 125 3 Kaski 77 125 4 Salyan 76 125 5 Humla 75 125 6 Makwanpur 75 125 7 Baglung 74 125 8 Jhapa 74 125 9 Morang 73 125 10 Taplejung 71 125 11 Jumla 70 125 12 Ramechap 69 125 13 Dolakha 68 125 14 Khotang 68 125 15 Myagdi 68 125 16 Sindhupalchok 68 125 17 Bardia 67 125 18 Kavrepalanchok 67 125 19 Nawalparasi 67 125 20 Pyuthan 67 125 21 Banke 66 125 22 Chitwan 66 125 23 Tanahun 66 125 Name of DDCs receiving 20 % more formula based capital grant S.N Name PMs score Rewards to staffs ( Rs,000) 1 Terhathum 65 100 2 Arghakhanchi 64 100 3 Kailali 64 100 4 Kathmandu 64 100 5 Parbat 64 100 6 Bhaktapur 63 100 7 Dadeldhura 63 100 8 Jajarkot 63 100 9 Panchthar 63 100 10 Parsa 63 100 11 Baitadi 62 100 12 Dailekh 62 100 13 Darchula 62 100 14 Dang 61 100 15 Lalitpur 61 100 16 Surkhet 61 100 17 Gorkha 60 100 18 Illam 60 100 19 Rukum 60 100 20 Bara 58 100 21 Dhading 58 100 22 Doti 57 100 23 Sindhuli 57 100 24 Dolpa 55 100 25 Mugu 54 100 26 Okhaldhunga 53 100 27 Rautahat 53 100 28 Achham 52 100
    [Show full text]