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Nepal
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NepalCARE’s Udaan/SOAR (Strengthening Opportunities for Adolescent Resilience) program provides new learning opportunities to formerly out-of-school adolescent girls through an accelerated learning approach. This accelerated learning program goes beyond traditional catch-up programs, which focus on academic subjects such as literacy, math, and science, and uniquely adds the development of critical life and leadership skills. CARE is working with education officials to streamline this curriculum for use with girls beyond the schools where CARE directly works. 2,482 out-of-school adolescent girls from marginalized communities have gone through the accelerated learning program, with an 88% transition rate for girls to go back to school since 2013. The purpose of this grant is to support the implementation and scale-up of CARE’s Udaan/SOAR programming in Madesh and Karnali Provinces of Nepal.
In this project, CARE Nepal’s work takes place at two levels: the first is direct support to adolescent girls who are attending the Accelerated Learning Centers (SOAR/Udaan centers); this direct engagement provides a platform for continued refinement of the Udaan/SOAR ‘package’, as well as engagement with education officials for broader buy-in and future scaling of the model. The second level of work is at a systemic level, where CARE will work with Ministry officials to adopt this accelerated curriculum for broader scaling within the country. Besides these interventions, CARE’s Bezos SOAR scale-up project will work closely with public schools for the agency building of adolescent girls, including system-level intervention for creating an enabling environment in public schools.
This initiative will focus on delivering the accelerated learning curriculum developed in collaboration with the CEHRD. Implementing partners need to collaborate with all relevant stakeholders to bring quality results through this project. Implementing partners need to ensure a strong professional relationship with the provincial education directorate, ministry of social development at the province, EDCU at the district, and education unit in the local government, as well as other like-minded agencies. CARE Nepal will be providing on-site coaching and mentoring support to enable delivering the project; however, the overall lead role should be of the implementing partner throughout the project cycle.
Care Nepal
15 May 2023 to 15 May 2026
Bhagwanpur Rural Municipality, Sakhuwanankarkati Rural Municipality, Narha Rural Municipality, and Dhangadimai Municipality of the Siraha district
1. Improved access and retention in education for 550 adolescent girls from marginalized communities in Madhesh and Karnali.
2. Provincial and local governments have the systems and resources in place to scale up the UDAAN accelerated learning (AL) curriculum in local municipalities.
The proposed intervention will work with the provincial and local government, including the formal schools, community learning centers, and other stakeholders having similar aims in the education sector. The overall responsibility of APEC at ground level project intervention includes the establishment of the UDAAN centers, identifying the out-of-school girls (school-aged), identifying and engaging the facilitators in delivering the UDAAN curriculum, coordinating with the education unit within the local government, organizing the monthly meetings of the parents, delivering the life skills sessions to the out-of-school adolescent girls, establishing the GHM at schools and its functionalization, conducting dialogues with the school management committee, parents teachers association including the teachers, organizing Masters Training of Trainers (MToT) program for Community Learning Centre (CLC) facilitators and model parents, conducting SAA sessions with parents of marginalized girls, implementing Community Scorecard in relation to the key performance indicators identified by the local government, developing a municipal level GBV referral and response map, and organizing an annual dialogue between representatives from security units, judicial committee, health facility, elected representatives, representatives from the education unit and women’s and children unit of the local government, SMC, child club members, etc.
Expected Output: Bezos FF working in 4 outcomes with different outputs which are mentioned below.
OUTCOME 1: UDAAN curriculum is reviewed, updated, and accredited by CEHRD and CDC for wider scaling up.
Output 1.1: Improved access to formal education for 375 OOS girls in Madhesh province through the accelerated learning program.
Output 1.2: Increased life skills development for adolescent girls at risk of dropping out of school.
Outcome 2: Families and local communities take action to improve equitable access to education for girls.
Output 2.1: Families and community members have improved knowledge and attitudes of equitable education for girls.
Outcome 3: Girls have a safe, secure, and equitable learning environment in school and home and are well protected from all forms of violence, exploitation, and harmful practices.
Output 3.1: Teachers, school administrators, and adolescents take action to address school-based GBV with child clubs.
Output 3.2: Functional GBV referral and response structures are implemented at the community level.
Outcome 4: Provincial and local governments have the systems and resources in place to scale up the UDAAN accelerated learning (AL) curriculum in local municipalities.
Output 4.1: Improved capacity of sub-national governments to scale up the Udaan AL curriculum.
In the first year, operated 9 Udaan Learning Centers in the working area. 210 out-of-school girls graduated from the condensed curriculum 11-month cycle, and 191 girls enrolled in formal school.
In the 2nd cohort, to increase access to formal education for 262 adolescent girls aged 10 to 16 who have been out of school for various reasons in four project-implemented municipalities, 11-month-long "Udaan" classes are being conducted at 11 Udaan Learning Centers. These classes are run by trained female facilitators, using Level 1 and Level 2 curricula developed by the Center for Education and Human Resource Development under the Ministry of Education, Science, and Technology, Government of Nepal, as part of the non-formal and alternative education program.
In both cohorts, in four project-implemented municipalities, 250 adolescent girls from grades 6, 7, and 8 who are at risk of dropping out of school are participating in 5-month-long remedial classes and life skills sessions. These classes are being facilitated by 50 mentors, with one mentor assigned to support five students.
In both cohorts, in four project-implemented municipalities, sessions on social analysis action (SAA) are being conducted by trained model parents for the parents of 250 adolescent girls from grades 6, 7, and 8 who are at risk of dropping out. These sessions aim to increase parental awareness and support for improving access to education for their daughters.
In both cohorts, in four project-implemented municipalities, 33 weekly sessions on Adolescents Social Analysis Action (SAA) are being conducted in 12 secondary schools to support the improvement of the educational environment and change social norm behaviors. These sessions are led by trained mentors in collaboration with student child clubs formed in the schools and include various programs and activities.
In the 12 secondary schools of the four project-implemented municipalities, programs are being conducted to support the improvement of the educational environment through community scorecards. These programs focus on identifying key issues and implementing advocacy efforts to address them to wash support.
Municipality-level programs are being conducted to support quality education for girls, with active participation from local representatives and relevant stakeholders, and support them to municipality-level education plans.
In the project area, across four palikas, 515 girls from grades 7, 8, 9, and 10 in 12 secondary schools received a 2-day self-defense training. This initiative aimed to reduce gender-based violence and support continued education, helping to prevent school dropouts caused by safety-related risks.
