Inclusive Quality Education lies at the heart of
REED-Nepal's mission. By empowering teachers, engaging communities, and
fostering innovative learning methods, the organization is committed to lifting
children out of poverty and illiteracy. Through partnerships with local
governments and schools, REED-Nepal is working tirelessly to create an
inclusive and empowering educational environment. Children in the remote mountain areas of Nepal do not have access to
sufficient teachers, and those that are employed are often poorly trained and
not using child friendly approaches that engage children in learning.
Additionally, the school system is less accessible for vulnerable groups of
children such as girls and children with disabilities, due to a limited
understanding of gender and disability among schools and community stakeholders
which impact on the inclusion and retention of children with disabilities in
schooling, and the retention of girls to higher education levels.
TTQIEP and TTQEP projects aim to ensure
students, school management committees, parents, and teachers in the target
regions of Solukhumbu (TTQIEP), Taplejung, Kavre, Dhadhing, Rupandehi, Palpa,
Kapilvastu, Bajhang, Laliptur, Bajura, Sindhupalchok, and Okhaldhunga (TTQEP)
have access to inclusive, high quality primary education. To achieve this, the
projects will implement a multi-faceted approach that targets the capacity and
access to education of a wide range of stakeholders. It will seek to increase
public awareness on the importance of education and change attitudes towards
discriminatory practices that function as barriers to education. The project
will empower communities and parents, through knowledge and engagement, to
bridge gaps between school and families for a more supportive and enabling
learning environment both at school and at home.
These projects are carried out by REED
Nepal with the assistance of numerous development partners including: the
Department of Foreign Affairs (Australia); the Australian Himalayan Foundation;
Himalayan Trust UK; the Nepal Australian Friendship Australian; Friends of
Himalayan Sherpa People; the Cambridge Hong Kong Operation for International
Children’s Education; Woord En Dad, Strive2Thrive, Grande Social Foundation,
BMZ. The TTQIE/TTQE projects will implement key activities to support the
realization of these outcomes including: teaching training and mentoring;
capacity building of school management and the local RM education offices;
provision of alternative, remote education during emergencies; and
awareness-raising on safeguarding, SGBV, suicide prevention, GEDSI and
disability inclusion. Mechanisms will be strengthened at schools for improved
identification and reporting of incidents and issues related to abuse,
exploitation, harassment, and psychosocial health.