Aarambha

The Aarambha project supported 9,497 girls and was implemented by People In Need (PIN) in Nepal.

Madhesh province has the high illiteracy rate in Nepal. The Rautahat and Bara districts are ranked at the bottom as two of the least-performing districts within the Madhesh province in terms of development indicators, especially the ones relating to girls’ education and life outcomes. Cultural norms and traditions underpin community structures in the Mahesh province. Young girls are burdened with heavy household responsibilities from a young age and there is a lack of acceptance for them going outside, earning income, or engaging in income-generating work. Early marriage rates are high. Traditional thinking, and unwillingness to change have contributed to the perpetuation of these harmful social norms which negatively impact on girls’ education.

The Aarambha project supported some of the poorest and marginalised out-of-school adolescent girls. The project addressed the issue of girls’ low social status – the principal barrier impeding their safety, health and education – and improved their learning outcomes and life skills through formal and non-formal education methods. It also increased transition into formal education, vocational training, and safe employment helping girls lead healthy, safe and educated lives.

Main activities

• Establishing Community Learning Centres (CLCs) where girls were taught numeracy and literacy as well as sexual and reproductive health and rights, life/social skills, basic financial management, business planning and leadership skills for 9 to 10 months.
• Delivering Gender Transformative Workshops in schools and in communities which focused on tackling gender-based violence and socially harmful practices, such as child marriage, the dowry system, and other restrictive social barriers to a girl’s education
• Training community mentors and Change Champions to reduce community barriers and challenge harmful norms and practices such as early marriage and early school-dropout.
• Strengthening and expanding the work of the Girls and Inclusive Education Network (GIEN) at schools and local levels.
• Training teachers in Gender and Social Inclusion and the additional needs of married, out-of-school girls.

The project in numbers

Lessons learned

Sustained efforts are imperative to challenge deep-rooted gender norms and foster genuine financial autonomy and decision-making parity within households. Project data revealed that although girls are now financially independent, final financial decision remains with male members. This demonstrates that deep-rooted gender norms still affected the decision-making processes, and the need for sustained efforts to challenge entrenched norms.

Engaging with community leaders, teachers, and parents, in the curriculum implementation was essential. Their support and involvement not only enhanced the credibility of the project but also contributed to its sustainability. These collaborations ensured that the curriculum offered by the project was aligned with community needs and perceived as a valuable resource.

Involving the wider community, including religious leaders and men, is key. Broadcasting public service announcements in religious places like mosques and temples regarding the importance of the girls’ education and harmful social norms was instrumental in reaching some parents and girls.

People In Need: https://www.clovekvtisni.cz/en/