Speaker
Description
Despite notable progress in expanding access to basic education in Nepal, with high net enrolment rates at the primary level, ensuring inclusive and high-quality learning remains a persistent challenge—particularly in remote mountain districts such as Solukhumbu District. Gender disparities, poverty, limited school resources, and weak community engagement continue to affect attendance, retention, and learning outcomes, especially for marginalized children. This study documents baseline educational conditions and community social support practices in Solududhkunda Municipality and Thulung Dudhkoshi Rural Municipality to inform targeted strategies that promote inclusive, child-friendly schools and stronger community participation.
A cross-sectional baseline survey was conducted in 50 public schools, 50 SAMVAD adolescent groups, 50 households affiliated with community-based organizations, and with representatives from two local governments. Data were collected through structured questionnaires at school, household, and individual levels, complemented by key informant interviews with school leaders and municipal education officials. Trained field researchers ensured data quality through systematic supervision, editing, coding, and processing.
Findings reveal wide disparities in infrastructure, governance, and classroom environments. Adolescents reported varied attendance, confidence, and engagement, with menstrual hygiene management contributing to absenteeism among girls. Household socio-economic conditions and parental involvement differed considerably. While community participation in school management exists, it is constrained by limited capacity and resources. The study identifies key barriers and opportunities to strengthen local systems and improve equitable educational outcomes.
