Activities Accomplished

S.N. Activity Title Date Report
1 CPECP Progress Report June-Dec 2017


Child Nepal in partnership with We World Onlus initiated the project "Community Participation for Education and Child Protection (CPECP)" in four VDCs(Bhotechaur,Mahankal, Echok and Kuel) and Melamchi Municipality of Sindhupalchok district of Nepal. The project works as a recovery entity for education and child protection in the targeted areas of the district.


To contribute in quality education and child protection as per government strategy


To create participatory management and good governance, child friendly physical infrastructure, and participatory, interactive and joyful teaching learning environment in 11 schools of Sindhupalchowk


The project aims to benefit 2600 children studying in basic level, 522 members of SMC/PTA/VEC, four Resource Persons (RPs), 204 ECD facilitators, 566 teachers, 2068 child club members, 990 mothers and 110 VCPC members as direct beneficiaries and 15,000 community people as indirect beneficiaries.


Result 1: Improved child friendly classrooms and learning environment in ECD and primary level in 11 schools of Sindhupalchok, Nepal in a post-earthquake situation

The earthquake 2015 demolished 11 schools of Sindhupalchok where CN had been implementing its education project with We World Onlus. The schools lack child friendly classrooms and space for them to learn which the pre-requisite is and foundation for teaching/learning. It is prominent with regards to Early Childhood Development (ECD) and primary level since children are small and immature. Without a child friendly classroom, quality education cannot be ensured in basic level that ultimately affects the outcome of higher level. Thus, the project focuses to support in schools reconstruction of four mostly affected schools of Sindhupalchok.

R1.A1. Support schools/classroom reconstruction/maintenance in four community schools of the project area

The project plans to support the reconstruction of four community schools of Sindhupalchok. A coordination meeting was done with DEO Sindhupalchok in order to finalize the reconstruction plan based on with a planning meeting was organized by CN among 11 schools that gave a way-out for the reconstruction support to the most affected four schools of Sindhupalchok throughout the project year . The project plans to support the reconstruction of the school focusing on the primary level with at least eight rooms and even extend the support to secondary level based on the needs of the schools.

The reconstruction of schools is proposed based on the interaction with school representatives (SMC chairperson and head teacher) in presence Resource Persons. The reconstruction focuses to construct the classrooms targeting basic levels (grade 1 to 8) in following schools:

  1. Shree Shivashankeshor Primary School, Thakle
  2. Shree Jalapadevi Hr. Secondary School, Baunipati
  3. Shree Setikadevi Sec. School, Bhotechaur
  4. Shree Bhumeshori Hr. Sec. Schoo, Kuel

The reconstruction package includes four rooms construction in Shivashankareshor Primary School and eight rooms construction in remaining three schools (Jalapadevi, Setikadevi and Bhumeshori). In addition, it includes four rooms renovation (maintenance of Truss building) at Bhumeshori Hr. Secondary School.

Moreover, the reconstruction design adopted by Department of Education (DoE) will be highly considered with initiating the reconstruction package. For the approval of reconstruction from DoE, CN collects request letter from school along with the decision of School Management Committee (SMC) for reconstruction support followed by the recommendation letter from Resource Center (RC), a DEO entity in community level and submits to DEO and DoE for approval. The project avoids duplication while finalizing the reconstruction package and coordinates with existing development partners of the project area in this regard.

R1.A2. Support child-friendly classroom set-up and furniture in 4 schools of primary level

Child friendly classroom set-up enhances children's learning process. The set-up encourages children to come regularly in the school and pursue the day to day learning in a friendly environment. Thus, the project plans to support the child friendly classroom set-up in primary level from grade one to three which includes carpet, PV form, cushions book corners,and other materials. The support will be done in annual basis for three consecutive years so as to make child friendly classroom set-up up-to grade five in 11 schools of Sindhupalchok.

The furniture in 11 schools of Sindhupalchok turned into rubble after the devastating earthquake of April 2015 due to which children are in difficult situation to pursue their day to day learning. In addition, those which left afters earthquake are not in a condition to be reused. There is the need of furniture that could help children to continue their day to day learning process. Thus, the project plans to support child friendly furniture helps children to learn in an easy and feasible way. The furniture will be supplied in the four schools where reconstruction is done by CN/We World. In the first year, the project supplies furniture targeting to grade one, for grade two in second year and for grade three in the third year.

R1.A3. Support indoor/outdoor playing and learning materials in 11 schools of the project area.

The earthquake 2015 damaged the indoor/outdoor playing materials in the schools of Sindhupalchok supported by CN/We World by its previous project. These materials play a vital in enhancing learning achievement of children in the classroom. Also, it facilitates teachers in delivering the day to day classroom activities and achieving the objectives of chapters/lessons in a creative way. Thus, the project plans to support (i) indoor and outdoor play materials, (ii) stationery and ECD kits in 11 schools of the project area. The support will be provided for three years. It helps to ensure child friendly teaching/learning in ECD and primary level.

R1.A4. Support science lab materials

CN plans to support science lab materials in two schools of the project area based in need basis. These materials will be helpful for students to pursue their practical classes of science. Science lab materials in most of the schools have been damaged due to earthquake so the project plans to support the most needy schools of the project area in third year of the project.

Result 2: Enhanced capacity of ECD facilitators, teachers, SMC/PTA, V/MEC, Resource Centers, mothers in child friendly teaching methodology, school management and monitoring the education quality.

ECD facilitators, teachers, SMC/PTA/V/MEC, parents, child clubs play a prominent role in setting a strong foundation for quality education. However, their fragile capacity tends to fail in school management and making the school child friendly. Therefore, it is vital to enhance the capacity of these pillars in strengthening the indicators of quality education and child protection. Therefore, the project prioritizes in building the capacity of these stakeholders in the recent issues concerning quality education and child protection.

R2.A1. Training on teaching materials production to ECD facilitators and teachers of grade one

Learning in the classroom can become interactive and effective through the use of various teaching learning materials. Unfortunately many schools don’t have sufficient teaching materials in the classroom and the ECD facilitators/teachers are not trained to develop teaching materials as expected by curriculum. In this context, material production trainings is fundamental as it will strengthen the capacity of grade teachers to develop educational learning materials by using waste and local materials available. Thus, the project organizes three days basic training on materials production to ECD facilitators and teachers of grade one in the second year. 12 ECD facilitators and 11 teachers will be directly benefited from the support.

R2.A2. Organize resource center based ECD facilitators' refresher training

The project plans to create a model ECD in 11 targeted schools. In this regard, the learning of the model ECD will be limited within these schools only. The project tries to scale up the learning of the ECD practices of 11 schools to other neighboring schools of the project area. Thus, the project coordinates with four resource centers and organizes Resource Center based ECD refresher trainings to all the ECD facilitators of catchment schools of the project area. Four trainings are planned to be organized every year which benefits 90 ECD facilitators by the end of the project. In addition, the project supports in making the portfolio of teachers, in collaboration with Resource Center, to access the learning achievement of children in the school. Altogether, 6 trainings will be organized throughout the project period.

R2.A3: Facilitate Municipality level Education Committee meetings (MECs), Revise the School Improvement Plan (SIPs) and support in organizing Social Audit in schools.

CN/We World facilitates in organizing the regular meetings of V/MECs in quarterly basis in the project areas in collaboration with resource centers. Meetings of Melamchi MEC will be organized by the project. The key objectives of such meetings are to institutionalize V/MEC and enhancing the initiatives of V/MEC in preparing Municipality level Education Plans (MEP). The project plans to facilitate 12 V/MEC meetings, organize 3 days V/MEP finalization workshop and publish at least one MEP throughout the project period. In addition, the project supports to revise the SIPs of 11 schools and make it in line with MEP. Moreover, the project facilitates the social audit of schools that portrays the financial transaction done along with the progress made in school.

R2.A4: Support the campaign "Teachers can make a difference" in resource center level

Teachers are the pillars for quality education. They are teachers who engage day to day with children in delivering education and their performance directly enhances children's learning process. Thus, teachers are catalyst who can make a difference in education if they have strong will power and commitment. However, there are also such teachers who lack commitment in their profession and have very low will power for change. Thus, a national level campaign have been initiated namely "Teachers can make a difference" which is being organized in district level. It is a gathering of teachers where their problems, challenges and opportunities are shared. The prominent educationists and bureaucrats in the Education sector would address the issues and motivate the teachers on the difference they can make in educating a child and to touch their lives. These events will follow the standards and guidelines from the government. The project supports the campaign in resource center level and organizes 4 events in supporting the campaign throughout the three project year.

R2.A5: Support laptops to Resource Persons

Resource Persons play a prominent role in the effective implementation of the project. Their capacity determines in achieving the goals and objectives of the project. However, DEO has not such capacity building plan of resource persons. In this regards, it is also the responsibility of development partners in building their capacities. In addition, we need regular support and cooperation from resource persons while implementing the project. Thus, CN/We World plans to support four resource persons with laptops in first project year that support in keeping the documentation of the project activities and make their communication effective and efficient.

R2.A6: Organize mother groups and support their regular meetings

Parents play a prominent role in ensuring quality education of children. It is important to ensure the meaningful participation of parents in schools. So, CN in collaboration with We World Onlus have been promoting meaningful participation of mothers. It help parents, especially mothers, to know about the progress made by their children and indirectly monitors the activities of teachers in the school. They can observe whether students are properly cared or not, teachers are attending school on time and can suggest the administration and School Management Committees. Thus, CN forms mother groups in 11 schools of the project area and supports to organize 12 meetings (once every three months) by the end of the project.

R2. A7. Pilot Child Saving Program

CN/We World Onlus plans to pilot child saving program in one of the schools of the project area. CN selects the school based on the performance of the school and recommendation from resource persons for it. Under this program, CN supports goats to the 20 members of mother groups and collects certain amount (NPR 100) for their children from them every month. In addition, the collected amount will be saved in the Bank by opening separate bank account in the name of children. CN/We World supports NPR 1000 as a seed money in the name of 20 children. It will continue throughout the project period. The key objective behind the support is to ensure the regular attendance of chilren in school, control school dropout, control unnecessary migration and enhance the economic condition of parents. It will be started from the mother groups of ECD in the school. Moreover, the mothers have to make commitment in giving the kids born from the supported goat to the members of new mother groups formed in new academic year.

Result 3. Initiated child protection mechanisms in School/VDC/district level and ensured meaningful participation of children in areas of their concern

Nepal is a party to the UN Convention on the Rights of the Child (CRC) and should therefore ensure that to every child are guaranteed with his/her basic rights to grow, to learn and to play in a peaceful environment.

In the present scenario, to ensure that children are guaranteed with their rights to protection an appropriate protection mechanism for students needs to be set up in schools. Thus, the project is forming and strengthening child protection committees in school, capacity building of child clubs and community sensitization programs on child protection that fulfils the child protection and child participation indicators of Child Friendly Local Governance (CFLG).

R3.A1.Formation and orientation of School Child Protection Committee (SCPC) as child protection mechanism as per SZOP guideline

In May 2011 the Government of Nepal endorsed a directive declaring all schools, including school buses, as Zones of Peace. This Schools as Zones of Peace (SZOP) directive was issued to ensure that schools remain a safe haven for children, where teaching and learning could continue unhindered in an atmosphere free of violence and interference. The government has created guideline called National Framework Implementation guidelines for SZOP. In this guideline, there is provision to form different level Child Protection Committee (CPC) and formulate code of conduct at school level. Based on this Guideline, School based Child Protection Committee will be formed in all the beneficiary schools. This will be one of the important steps on the creation of child friendly and safety net environment for all students in schools. The project will be supporting the application of National framework implementation guideline for SZOP in 11 schools through creation and orientation of CPCs during the first year of the project..

R3.A2. Organize training on child rights/child club management to members of child clubs

CN in collaboration with We World Onlus plans enhance the capacity of child club members about child rights ,child club management and child protection issues like trafficking, child marriage, abuses etc.. It assists to continue the child club members efficiently and make the child club movement in the project area effective. Thus, the project supports to organize training on child rights and child club management in all three years. These trainings directly benefits 66 members of child clubs of the project area.

R3.A3. Support on the declaration of School as Zone Of Peace (SZOP)

Schools as Zones of Peace (SZOP) is an approach to guarantee the right of children to access school in conflict and crisis-affected areas and to ensure that education can continue and is not affected by violence. Besides the development of Codes of Conduct, one of the central elements of the SZOP initiative is to make the concerned parties like school authority, political parties, conflict groups unite together around key principles that protect the right of children to education. Thus, after the formulation of code of conduct and setting up Child protection committees in schools, the school will be declared as School Zone of Peace under the presence of political parties and school authorities.

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