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Searching with a thematic focus on Education in Nepal

Showing 21-30 of 38 results

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  • Document

    Service delivery in difficult environments: the case of Nepal

    Department for International Development, UK, 2004
    This report, produced by the DFID Nepal Office, Asia Policy Regional Policy Unit and DFID Policy Division, describes different approaches development agencies have used to support service delivery in Nepal and highlights key areas for future support. It explains how agency involvement in the delivery of basic services has evolved in response to the conflict in Nepal.
  • Document

    Why eat green cucumbers at the time of dying?: women’s literacy and development in Nepal

    Education Sector, UNESCO, 2000
    This book looks at two case studies of women’s literacy classes in Nepal. Using extensive field notes, and quotations from class participants, the author attempts to explore the women’s own perceptions of their involvement in literacy classes, against the perceptions and aims of the organisations delivering the programmes.
  • Document

    Education for all: teacher demand and supply in South Asia

    Education International, 2003
    This working paper examines the place of teachers in the primary education systems of Bangladesh, India, the Maldives, Nepal, Pakistan and Sri Lanka.
  • Document

    The SWAP: one financial strategy for educational development in Nepal

    Current Issues in Comparative Education, Teachers College, Columbia University, 2001
    This paper examines the use of a sector wide approach (SWAP) as a relatively new type of external educational funding in Nepal.Findings include:the Nepalese government assumed primary responsibility for funding formal and non-formal educational programs during the early 1950sby the mid 1950s, the influence of foreign money, in terms of specific 'projects,' significantly altered the
  • Document

    Poor return on investment? Why are literacy programmes failing to reach the poor?

    id21 Development Research Reporting Service, 2002
    Has the Education for All debate overshadowed literacy? What is the relationship between literacy and poverty? Should literacy programmes be carried out for their own sake or as part of a wider livelihood programme? What are the impacts and trade-offs between literacy and formal education? What are effective entry points for literacy programmes? How can success be measured?
  • Document

    The missing 65 million: getting girls into school

    id21 Development Research Reporting Service, 2002
    Is there any prospect of achieving one of the key Millennium Development Goals (MDGs) – getting equal numbers of girls and boys into school by 2005? Could educating girls be the key to ending world poverty? What must be done to achieve universal primary education (UPE) by 2015?
  • Document

    Adolescent girls literacy initiative for reproductive health (A GIFT for RH)

    Centre for Development and Population Activities, 2003
    This paper reports on a study that examines the impact of a health-focused literacy class in Nepal that combines reproductive health knowledge along with literacy training.
  • Document

    Throwing away the primer: the 'real literacies' approach to adult literacy

    id21 Development Research Reporting Service, 2002
    What do we mean by 'illiterate'? Are we being misled by UNESCO rhetoric that literacy is the key to development? What happens when we herd into class individuals who may have nothing in common except for the fact they have been labelled 'illiterate'?
  • Document

    A fresh start for teacher resource centres?

    id21 Development Research Reporting Service, 2002
    Do teacher resource centres (TRCs) help to improve learning in schools? Do they result in better quality teaching and learning in the classroom?
  • Document

    Power to primary education: is there a role for NGOs?

    id21 Development Research Reporting Service, 2002
    Primary education is the cornerstone of successful international development. Investing in children's abilities to read, write, and do basic maths is key to an improved quality of life and to poverty alleviation. There are proven links between successful primary or basic education for all and a country's economic growth, equity, and the health of its population.

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