KOICA marks 30 years in Nepal with $29 million grant agreement

The Korea International Cooperation Agency (KOICA) celebrated three decades of development partnership in Nepal with a commemorative event 'Together for 30 Years: A Journey of Trust and Cooperation' today in Kathmandu, with signing three agreements worth $29 million grant.

The most important session of the event was the signing of three major project agreements that mark KOICA’s strategic priorities for the years ahead, according to a press note issued by the KOICA. 

The first was the signing of a Memorandum of Understanding (MoU) signed between finance secretary Ghanshyam Upadhyaya and ambassador of the Embassy of the Republic of Korea in Nepal Park Tae-young for the establishment of the Gandaki Institute of Technology, a $9 million project to be implemented from 2025 to 2030.

It was followed by Record of Discussion (RoD) signings for two new projects. The Value Chain Development Project (Phase II) in Lumbini Province, with the budget of $10 million to be initiated from 2025 to 2031 signed between joint secretary of Ministry of Agriculture and Livestock Development Dr Hari Bahadur KC and country director of KOICA Mooheon Kong. Similarly, the establishment of the Sudurpaschim Polytechnic Institute -- with the budget of $10 million was also signed between joint secretary of Ministry of Education, Science and Technology Shiva Kumar Sapkota and country director of KOICA Mooheon Kong -- that is scheduled for implementation between 2025 and 2030.

On the occasion, KOICA Nepal Country Director Mooheon Kong emphasised KOICA’s enduring partnership with Nepal and its unwavering commitment to inclusive and sustainable development. He highlighted the agency’s focus on supporting local capacity building and fostering innovation across key sectors such as education, health, agriculture, and governance.

The joint secretary at the Ministry of Foreign Affairs Bhrigu Dhungana highlighted the long-standing friendship and cooperation between Nepal and the Republic of Korea, emphasising KOICA’s invaluable contributions in areas such as education, health, agriculture, and capacity building. He expressed appreciation for KOICA’s role in strengthening bilateral relations and supporting Nepal’s sustainable development goals. He also conveyed the ministry’s commitment to deepening this partnership in the future, envisioning even greater collaboration in advancing prosperity and resilience in Nepal.

Likewise, ambassador of the Republic of Korea to Nepal Park Tae-young, on the occasion, noted that KOICA’s 30-year journey in Nepal reflects the deep-rooted friendship and mutual trust between the two nations. He emphasised Korea’s continued commitment to supporting Nepal’s socio-economic development and highlighted the new project agreements as a symbol of shared progress and future cooperation.

Mayor of Pokhara Metropolitan City and Chief Guest of the event Dhana Raj Acharya congratulated KOICA on its milestone anniversary and praised its impactful contribution across diverse sectors. He commended KOICA’s strategic alignment with Nepal’s national development goals and reaffirmed the government's readiness to work closely with KOICA to expand the reach and sustainability of future programmes.

As KOICA reflects on its three decades of development engagement in Nepal, it renews its commitment to building a more inclusive, resilient, and prosperous future in close partnership with the government and local communities, according to KOICA.

Since 1991, the Government of the Republic of Korea, through KOICA, has been a key development partner of Nepal, supporting various sectors such as health, education, agriculture, vocational training, rural development, IT, and tourism. KOICA has dispatched 2,921 volunteers to government institutions across the country. Additionally, over 2,230 Nepali officials have participated in KOICA’s fellowship programmes.

KOICA collaborates with businesses, CSOs, universities, and foreign agencies to help Nepal achieve its SDGs. Since Nepal was designated a priority country for KOICA in 2010, support has significantly increased, and by 2025, KOICA’s total assistance surpassed $200 million. This progress has been further strengthened through a framework agreement on development cooperation, reinforcing the strong and growing friendship between the two nations.

Some 68,000 children affected by earthquake still need urgent assistance : UNICEF

After 100 days of a 6.4 magnitude earthquake in western Nepal (November 3, 2023), UNICEF is calling for continued support for 68,000 children and their families in the affected areas and appealing for $14.7 million in funding to help rebuild the lives of the affected children.  

The earthquake, with its epicentre in Jajarkot District of Karnali Province, killed 154 people and injured 366. Half the dead, 81, were children. The earthquake also damaged homes, schools, health facilities and water supply infrastructure, which disrupted critical services for children.  Around 200,000 people, including 68,000 children, many of whom spent a cold winter in temporary shelters, still need humanitarian assistance to rebuild their lives. 

“Three months on, following a harsh winter, thousands of children affected by the destructive earthquake in western Nepal continue to face daily hardships," UNICEF representative to Nepal Alice Akunga said. 

"They are still dealing with the trauma of losing loved ones. Their development is at risk as they lost their belongings, homes and schools, among others” Akunga said, adding that even as temperatures rise, the needs are still high as children require nutritious food, clean water, education and shelter. "One of the best ways to rebuild children’s lives and restore a sense of normalcy is to get them back to school and learning, so that they can play with their friends, learn and heal.”

Immediately after the earthquake, UNICEF was on the ground with the government and partners to provide children and their families with life-saving supplies such as tarpaulins, blankets, medical tents, recreational and educational kits, and hygiene materials.

The earthquake damaged 898 school buildings (294 fully damaged, 604 partially damaged), impacting education of around 134,000 school-aged children. Out of these, over 17,000 children have gone back to school, thanks to 223 temporary learning centres set up by UNICEF with support of the development partners.

In addition, transitional learning centres, which can withstand extreme weather conditions, are being set up so that children can continue their education until school buildings are fully repaired.

Furthermore, UNICEF, working with local governments and partners, also helped to repair 565 damaged toilets and construct 251 temporary toilets. Support was also provided for the government’s campaign to vaccinate children against deadly diseases such as measles, rubella and typhoid.     

But much more needs to be done to support children and their families. So far only 7 per cent of UNICEF’s $15.7 million appeal has been funded, a large proportion of which includes financing from the UNICEF Global Humanitarian Thematic Fund, the most flexible form of funding allowing for rapid and strategic responses by UNICEF to humanitarian crises, as well as support from UNICEF National Committees.

UNICEF is calling for $14.7 million in additional funding to continue providing life-saving support to children.

"UNICEF thanks all our donors and supporters who have provided the much-needed resources. However, additional efforts are required to help restore lives and give children hope for the future,” added Akunga. “UNICEF is committed to working with the Government of Nepal, partners and donors to help children and young people in desperate need of support. We are calling for investment from donors and partners so that we can continue to provide life-saving supplies and services to help children survive and thrive."

Government and World Bank sign $120 million concessional loan financing agreement and $19.7 million grant agreement to strengthen school sector

The government and the World Bank today signed a financing agreement for $120 million concessional loan from the International Development Association (IDA) and a grant agreement for $19.7 million from the Global Partnership for Education for the School Sector Transformation Programme (SSTP) Operation, which support the implementation of the government’s flagship School Education Sector Plan.

The agreement was signed by finance secretary Arjun Prasad Pokharel and the World Bank country director for Maldives, Nepal, and Sri Lanka Faris Hadad-Zervos at the Finance Ministry.

The operation focuses on improving foundational skills by implementing the national integrated curriculum in early grades, a press note issued by the World Bank reads. "The operation supports the government’s programme through the development and implementation of the Recovery and Accelerated Learning Plan to address learning losses as a result of school closures due to Covid-19 and other disasters, strengthening teaching and learning in the classrooms, construction of green and resilient classrooms, ensuring minimum enabling conditions such as qualified teacher, child-friendly taps and seating, and toilets in the early childhood education development centers, and strengthening digital teaching and learning materials, among others," it reads, adding that the operation also envisions improving the equity of the school sector by supporting girls, disabled students, and those of lower socio-economic status, through targeted scholarships programmes.

“I am hopeful that the reform agenda envisioned in the School Sector Transformation Programme will be instrumental in increasing equitable access and improving the quality of education, which are critical for human capital development,” said finance secretary Pokharel after signing the agreement.

“The School Sector Transformation Programme operation supports the government of Nepal’s Green, Resilient, and Inclusive Development (GRID) agenda by investing in quality and equitable access to education, which is key to developing human capital and fostering inclusive and resilient growth,” said World Bank country director for Maldives, Nepal, and Sri Lanka Faris Hadad-Zervos, after signing the pact.

Nepal to receive $200 million concessional loan from ADB

Nepal and Asian Development Bank (ADB) today signed a concessional loan agreement amounting to $200 million (equivalent to Rs 26.51 billion) for supporting the first five years of the School Education Sector Plan (SESP-2022–2030) and a grant agreement of $12 million to implement the Strengthening Systems to Protect and Uplift Women Project.

According to a press note issued by the Finance Ministry, the project will benefit survivors of gender-based violence (GBV) across Madhesh, Lumbini, and Sudurpaschchim provinces through the establishment of long-term rehabilitation centers, development of survivor-friendly facilities for the Women, Children and Senior Citizen Service Centers within selected district and area police offices and strengthening of survivor-friendly services in these provinces. "The project will also build a new national long-term rehabilitation center in Bhaktapur," it adds.

Joint secretary at the ministry Ishwori Prasad Aryal, and ADB Officer-in-Charge for Nepal Saugata Dasgupta signed the agreements on behalf of their respective institutions. The proposed assistance is expected to support the implementation of the government’s School Education Sector Plan in a sector-wide approach supported by eight development partners, including ADB under the Joint Financing Arrangement.

“The programme will enhance learning provisions for basic and secondary schools, strengthen teaching and learning skills in schools, accelerate the recovery from learning losses caused by the Covid-19 pandemic, and improve the capacity of local governments in education planning, monitoring and reporting,” the press note reads.

"Nepal has done significantly in terms of improving access to education in the past decades however, much more needs to be done to further improve equity of access and the quality of education," said Aryal after signing the agreement. The programme will be crucial to operationalising Nepal’s holistic approach in improving the overall learning outcomes."

"The agreement is a key part of ADB’s overall efforts to help Nepal accelerate reforms and transform the country’s education system to develop human capital, reduce social inequity, and attain sustainable growth," Dasgupta is quoted as saying, "The plan is designed towards eliminating inequities in access and participation in school education, and improving quality and resilience of school education."

UNICEF and Finland continue their partnership to support the education sector of Nepal

 Finland and UNICEF have signed a partnership agreement for the years 2023-2027. Finland is committing 4.2 million euros (approximately Rs 590 million) to UNICEF’s efforts in Nepal to enhance quality services for children, according to a press note issued by UNICEF.

Finland and UNICEF have been collaborating in the education sector in Nepal since 2019, and the agreed support is a continuation of this partnership.

At a ceremony held in Kathmandu today, the ambassador of Finland to Nepal Riina-Riikka Heikka and  UNICEF representative to Nepal Usha Mishra signed the partnership agreement for the years 2023-2027, on behalf of their respective institutions.

Finland is committing 4.2 million euros for the enhancement of quality services for children in Nepal, the press note reads, adding that Finland and UNICEF have been collaborating in the education sector since 2019 – the agreed support is a continuation of this partnership. “With the signed agreement, the partners reaffirmed their aspiration to strengthen inclusion and quality education for children in Nepal.”

The renewed partnership will focus on strengthening school readiness, foundational learning and inclusive education models, targeting particularly the most vulnerable children. “It also addresses those children who have been particularly hit by the Covid-19 pandemic or other disasters eg floods, in terms of their access to education participation and learning outcomes,” it claims, adding that the partnership also supports the new School Education Sector Plan (SESP) of the government of Nepal, to which both Finland and UNICEF are contributing.

“UNICEF is one of Finland’s long-term partners in Nepal,” Finland’s ambassador Riina-Riikka Heikka said, after signing the agreement. “The good relations are based on mutual understanding, common goals, common commitment and joint efforts to promote sustainable development in Nepal,” she said, adding that education is one of the key pillars of Finland’s Country Programme for Development Cooperation in Nepal. “We need strong partnerships in order to jointly strive for inclusive quality education.”

The strong and strategic partnership with Finland over the previous years has allowed us to continue supporting the Government in their pursuit of expanding access and improving the quality of public education in Nepal, so as to serve the children of the country, especially those left behind,”  UNICEF representative Usha Mishra said, after signing ceremony.

India to assist Nepal construct three projects

Indian government is helping Nepal construct three more projects.

The Embassy of India and Ministry of Federal Affairs and General Administration today signed Memorandum of Understandings (MoUs) for undertaking three High Impact Development Projects (HICDP) projects in Nepal under the grant assistance of government of India, one each in Education, Health Care and Drinking Water Sectors, according to a press note issued by the Indian Embassy in Kathmandu.

These three projects, construction of Shree Janata Belaka Secondary School Building in Udayapur District; construction of Ngonga Thenchowk Chholing Meditation Centre in Soulukhumbu Distirct and construction of Lisnekhola Tikasung Dangchet Jharlang Water Supply Project in Dhading District is estimated to cost of Rs 101.79 million, the press note reads, adding that the construction of these projects will provide better education facilities, better health care facilities and safe drinking water facilities for the local community and improve the quality of life for people in Nepal.

Since 2003, India has taken up over 532 HICDPs in Nepal and has completed 476 projects in the areas of health, education, drinking water, connectivity, sanitation and creation of other public utilities across all seven provinces of Nepal at the grassroots level.

As close neighbours, India and Nepal share wide-ranging and multi-sectoral cooperation. “The implementation of these projects reflects the continued support of the India in bolstering the efforts of Nepal in uplifting its people, adds the press note.

ADB approves $200 million loan to strengthen education system in Nepal

The Asian Development Bank (ADB) today approved a $200 million concessional loan to help Nepal strengthen the equity, quality, and resilience of its school education.

The programme will assist the implementation of the first 5 years of the government’s School Education Sector Plan 2021–2030 in a sector wide approach supported by eight development partners, including ADB, according to a press note issued by the multilateral development partner. “The programme will enhance learning provisions for basic and secondary schools; strengthening teaching and learning in schools; accelerate the recovery from learning losses caused by the Covid-19 pandemic; and improve capacity of local governments in education planning, monitoring, and reporting,” it reads.

“Nepal has done significantly well in terms of improving access to education, however, there is still a need to address remaining equity issues to access and importantly to take a holistic approach to address persistent challenge in improving learning outcomes,” ADB Principal Social Sector Specialist for South Asia Rudi Van Dael said, adding that the programme will help accelerate reforms and transform the country’s education system to develop human capital, reduce social inequity, and attain sustainable growth.

Selected secondary schools will be upgraded to increase opportunities to study science education in grades 11–12, especially for girls. The pro-poor scholarship scheme will be expanded from grades 9–12 to grades 6–12 to improve retention.

To mitigate learning loss from the Covid-19 pandemic, a recovery and accelerated learning program will be jointly implemented with community and civil society organisations. “To prepare schools against future learning disruptions, more and better accessible e-resources will be made available through the Sikai Chautari online learning portal,” ADB Senior Project Officer (Education) for South Asia Smita Gyawali said, adding that the programme will further strengthen local government’s capacity to deliver education in the federal system.

ADB will provide an additional $1 million technical assistance grant from its Technical Assistance Special Fund and administer equivalent of $600,000 grant from the Government of Norway to support capacity building activities, strengthen programme management and coordination, and improve the monitoring and reporting capability of the Ministry of Education, Science, and Technology.

Growth of private schools fails to close widening gap between richer and poorer students

According to a report, increase in private educational institutions in Nepal has failed to bridge the gaps between the richest and poorest.

The report launched today at an event at Institute for Integrated Development Studies (IIDS) in Kathmandu also provides a comprehensive and invaluable analysis of the role of non-state actors in the education system of Nepal, and across South Asia. Produced by UNESCO’s Global Education Monitoring Report and Institute for Integrated Development Studies (IIDS) Nepal, the study ‘Who Loses, Who Chooses,’ reveals the inequalities in education experience and learning outcomes which have resulted from a rapid growth in the private education sector.

There has been rapid growth in access to education in Nepal in recent decades. If late enrollment is included, 95 per cent of children reached the last year of primary school, meaning Nepal almost achieved universal primary completion within a generation. As across the whole of South Asia, where private education has grown faster than any other region, much of this expansion has been in privately provided schools. Half of children in pre-primary and one quarter of students in primary and secondary education in Nepal attend privately funded schools, according to the report.

But the report warns that education quality is suffering. Learning levels are growing more slowly in South Asia than in the rest of the world, it reads, adding that only 39 per cent have minimum proficiency skills in reading by the end of grade 5 in Nepal. The report also calls for greater oversight of the quality of all schools by the government, whether schools are state or non-state provided. It notes the prevalence of unregistered madrasas and Buddhist and Hindu schools in Nepal. “Up to 3,000 madrasas may be operating unregistered,” it adds.

“Governments need to collaborate with the range of private and other non-state schools and universities in Nepal to ensure fruitful regulations and financing across the full system,” GEM Report senior policy analyst Priyadarshani Joshi, said on the occasion.

The report acknowledges that Nepal and India prohibit profit making in education in the country. However, it notes that the rise of private education has increased financial burdens on households all the same. Household incomes currently account for 63 per cent of total spending in pre-primary education. Due to stigma regarding the quality of state education, individuals are more likely to invest in and support private industries. The report finds that in two districts, even the ‘best’ public schools struggled to attract students from wealthier backgrounds.

Growing competition in the labour market has also resulted in an increase in the demand for private tutoring, adds the report, citing that the positive example in Nepal of regulations on tutoring for other countries in the region, including the quota for tutoring for marginalised groups, the caps on fees and the necessity of a government permission for private tutoring classes to be established. Nonetheless, as with tutoring across the whole region, the report warns about the practice continuing to widen education gaps between the richest and poorest.

The also recommended five policies to enhance the quality and equity of education in South Asia:

1. Fulfil the commitment to make 1 year pre-primary and 12 years primary and secondary education free. Most countries in the region are not nearly reaching the necessary minimum funding to ensure free access to education.

2. Set quality standards that apply to all state and non-state education institutions and improve state capacity to ensure their implementation. Governments should work to establish universal standards for quality of education in both state and non-state schools to promote more equitable outcomes for all learners. Governments should dedicate funding to frequent school inspections and assessments to ensure parity across sectors.

3. Establish common monitoring and support processes that apply to all state and non-state institutions through a system of clear and standardised regulations on teacher training, curriculum, and testing. This will help to ensure that students in all education systems receive a more equitable education.

4. Facilitate the spread of innovation through the education system for the common good.

Mistrust between governments and non-state actors has negatively impacted both standardisation and student performance. Governments should recognise good practices used by non-state actors and work to incorporate them into public education systems.

5. Maintain the transparency, inclusivity, and integrity of public education policy processes. Open communication between all actors should be prioritised, with the common goal of increasing education quality and access of all learners at the heart of discussions.

Japan helps construct new classrooms at Shree Himalaya Secondary School

Ambassador of Japan to Nepal Kikuta Yutaka signed a grant contract with president of NPO Nepal Volunteer Social Service Lakpa Nurbu Sherpa for building new classrooms in Sankhuwasabha District.

The signing ceremony was held at the Embassy of Japan in Kathmandu today, according to a press note issued by the Japanese Embassy in Kathmandu. “The project is funded under the Grant Assistance for Grassroots Human Security Projects (GGP) of the Japanese government and involves a grant of $185,971 (approximately Rs 23.2 million),” the press note reads, adding that tt is aimed to enhance the educational environment by constructing eleven classrooms. “This project will help students who previously had to study in deteriorated school buildings.”

Shree Himalaya Secondary School was established in 1960, and nowadays more than 380 students study at this school. The condition of the current school buildings is unsafe as there are cracks in the wall and leaks in the roof. These dangerous and worn-out classrooms cause difficulties for students to focus on their studies. The project will be managed by NPO Nepal Volunteer Social Service.

The Embassy of Japan in Kathmandu said that it believes the project will provide a safe and pleasant learning environment for students and will improve the students’ quality of education. “We hope that this assistance to the educational institute will further enhance the friendship between the peoples of Japan and Nepal now and for future generations, the Embassy added.

Repeated school closures due to Covid-19 leading to learning loss and widening inequities in South Asia : UNICEF

 School closures have led to alarming inequities in learning opportunities for children in South Asia, despite significant efforts by governments and partners to expand remote learning, according to UNICEF research conducted in India, the Maldives, Pakistan and Sri Lanka.

School closures in South Asia due to the Covid-19 pandemic have interrupted the learning of 434 million children. According to UNICEF’s research, a substantial proportion of students and their parents reported that students learnt significantly less compared to pre-pandemic levels. In India, 80 per cent of children aged 14-18 years reported lower levels of learning than when physically at school. Similarly, in Sri Lanka, 69 per cent of parents of primary school children reported that their children were learning 'less' or 'a lot less'. Girls, children from the most disadvantaged households and children with disabilities faced the biggest challenges while learning remotely.

"School closures in South Asia have forced hundreds of millions of children and their teachers to transition to remote learning in a region with low connectivity and device affordability,” UNICEF regional director for South Asia George Laryea-Adjei said, adding that even when a family has access to technology, children are not always able to access it. "As a result, children have suffered enormous setbacks in their learning journey."

Despite significant efforts from governments, low connectivity and access to digital devices have severely hampered efforts to roll out remote learning. In India, 42 per cent of children between 6-13 years reported not using any type of remote learning during school closures. In Pakistan 23 per cent of younger children didn’t have access to any device that could support remote learning. Poor and disadvantaged households have been the worst hit, with many families struggling to afford even a single device.

Even when devices are available, UNICEF’s research indicates that they are often underutilised and that children’s access to them is often limited. For example, in Pakistan, among children with access to devices, only about 24 per cent could use them when they wanted to.

The research found that student-teacher engagement, when regular and reciprocal, is a strong predictor of success in children’s learning, especially for younger students. However, the surveys found that most students had little or no contact with their teachers after schools closed. In Sri Lankan private primary schools, 52 per cent of teachers reported contacting their students five days a week, but this number dropped to only 8 per cent for teachers from public primary schools.

“The safe reopening of schools must be considered an utmost priority for all governments," George Laryea-Adjei said, adding that parallelly, investing in teachers will ensure that teachers and schools can adapt to all situations. "The more teachers are trained, equipped and supported on distance and blended learning, the better they will be able to reach all their students."

“This is a critical investment we need to make for children as the region gears up for future waves of Covid-19," George Laryea-Adjei, said, "We need to build systems which can weather any storm and keep children learning, no matter the circumstances." 

To ensure that children keep learning, UNICEF is calling on:  

• Governments to prioritize the safe reopening of all schools, while also ensuring that children are able to pursue quality learning remotely if necessary 

• Teachers to assess children’s learning levels and ensure catch up is enabled through a 'learning recovery' period 

• Governments to prioritize the vaccination of teachers to support the safe reopening of schools  

• Governments to train and equip teachers to better reach children and adolescents with limited or no access to technology through a combination of modalities including mobile devices, TV, radio, and printed materials 

• Governments and donors to protect and expand investments in education, including critical pre-primary and foundational literacy and numeracy 

• Private sector and civil society organizations to work with governments in improving connectivity and creating high-quality, multilingual remote learning content tailored to students’ needs 

• School administrators and education officials to provide more guidance to teachers to engage with their students and use different types of learning techniques  

• Parents and caregivers to receive adequate support and guidance to continue home-based learning 

School closures in South Asia have compounded a situation which was already precarious. Even before the pandemic, almost 60 per cent of children in South Asia were unable to read and understand a simple text by the time they are 10 years old. In addition, 12.5 million children at the primary level and 16.5 million children at the lower secondary level were out of school, it said.

Government, World Bank sign $60 million agreement to improve higher education sector

The government and the World Bank signed a $60 million financing agreement for the Nurturing Excellence in Higher Education Programme today to improve the quality of Nepal’s higher education, scale up online learning, and expand access to academic institutions for underprivileged and vulnerable students.

"Investing in human capital is a key priority of the government to help young people in Nepal realise their development potential,”  finance secretary Madhu Kumar Marasini said, adding that the project supports the government’s focus on recovery from the Covid-19 pandemic by strengthening the higher education sector and ensuring students all across Nepal including those from disadvantaged groups have access to quality education amid the pandemic’s challenges.

The Nurturing Excellence in Higher Education Programme builds on Nepal’s successful higher education projects supported through results-based financing. It will help the government align its higher education sector with labour market needs, boost collaborative research and entrepreneurship, improve governance, and access to quality higher education, especially for disadvantaged students. The Covid-19 pandemic has created strong incentives to expand online platforms and blended learning, which the programme will help scale up across Nepal’s universities.

The programme will also expand targeted scholarships to help disadvantaged students pursue labor market-driven academic programs and support equity grants to higher education institutions in needy and disaster-affected areas in Nepal.

"An important aspect of Nepal’s recovery efforts from the pandemic is to ensure that quality higher education is accessible, inclusive, and relevant to the demands of the labour market,” World Bank country director for Maldives, Nepal, and Sri Lanka Faris Hadad-Zervos said, adding that it is key to helping Nepal build back better and strengthen its resilience. "The World Bank is committed to support Nepal in this effort."

World Bank approves $60 million to strengthen higher education

 The World Bank’s Board of executive directors today approved $60 million to improve the quality of Nepal’s higher education, scale up online learning, and expand access to academic institutions for underprivileged and vulnerable students.

The Covid-19 pandemic has highlighted the critical importance of building back better (BBB) and prioritising human capital development,” World Bank country director for Maldives, Nepal, and Sri Lanka Faris Hadad-Zervos said, adding that improving access to quality higher education and helping students acquire the skills that are in demand in the labour market will contribute to Nepal’s Covid-19 recovery and strengthen its resilience.

The Nurturing Excellence in Higher Education Program builds on Nepal’s previous successful higher education projects supported through results-based financing. It will help the government of Nepal align its higher education sector with labor market needs, boost collaborative research and entrepreneurship, improve governance, and access to quality higher education, especially for disadvantaged students, a press note issued by the World Bank, reads. "The Covid-19 pandemic has created strong incentives to expand online platforms and blended learning, which the programme will help scale up across Nepal’s universities."

"A key priority of the programme is to promote the inclusion of disadvantaged students, including those facing economic hardship due to Covid-19,”  World Bank’s Programme Task team leader Mohan Aryal said, adding that the programme will expand targeted scholarships to help disadvantaged students pursue labor market-driven academic programmes and support equity grants to higher education institutions in needy and disaster-affected areas in Nepal."

The World Bank, one of the largest sources of funding and knowledge for developing countries, is taking broad, fast action to help developing countries respond to the health, social and economic impacts of Covid-19. It includes $12 billion to help low- and middle-income countries purchase and distribute Covid-19 vaccines, tests, and treatments, and strengthen vaccination systems. The financing builds on the broader World Bank Group Covid-19 response, which is helping more than 100 countries strengthen health systems, support the poorest households, and create supportive conditions to maintain livelihoods and jobs for those hit hardest.

Nepal ranks 114 in 2020 Prosperity Index

Of the total 167 countries, Nepal ranks 114th – with 50.4 score – in the overall Prosperity Index rankings of this year.

Since 2010, Nepal has moved up the rankings table by 15 places, and one spot up compared to last year's ranking, according to the Global Prosperity Index 2020 published by London-based Legatum Institute. “Nepal performs most strongly in Personal Freedom and Safety & Security but is weakest in Natural Environment.”

Though, the biggest improvement compared to a decade ago came in Safety and Security has improved Nepal's ranking by one spot, some of the pillars including Natural Environment (with 45.97 score and at 145th position), market access and infrastructure (with 35.54 score and at 134th position) and living condition (51.08 score and at 128th position) are the poor performers.

The indicators used in the Index are organised into 12 pillars, which are grouped into three domains essential to prosperity including Inclusive Societies – Safety and Security, Personal Freedom, Governance, and Social Capital – Open Economies which has Investment Environment, Enterprise Conditions, Market Access and Infrastructure, and Economic Quality; and finally Empowered People that includes Living Conditions, Health, Education, and Natural Environment. “Using the Prosperity Index framework, nations around the world can assess their strengths and weaknesses in order to determine the economic and strategic choices that need to be made to drive greater levels of prosperity,” a press note from the London-based Legatum Institute reads. 

The Legatum Prosperity Index analyses the performance of 167 nations across 66 policy-focused elements, measured by almost 300 country-level indicators, it reads, adding that the Index enables to construct a thoroughly comprehensive picture of prosperity, across its institutional, economic, and social dimensions. “It is the ambition that leaders around the world will use the Index to help set their agendas for growth and development, and that it will enable others to hold them to account.”

Last year, Nepal ranked 115 and was the 22nd poorest out of the 29 countries in Asia-Pacific ranking, according to the Legatum Institute’s 2019 Prosperity Index. 

India builds Shree Laxminiya Janata Secondary School in Dhanusha

 The new building of Shree Laxminiya Janata Secondary School at Kumhrauda in Dhanusha District – built with the Government of India’s financial assistance of Rs 26.24 million – was jointly inaugurated by representative of the Embassy of India in Kathmandu, Department of Urban Development Building Construction, Federal Project Implementation Unit in Dhanusha at Janakpurdham, School Management Committee and local representatives today. 

The Indian government grant – under ‘Nepal-Bharat Development Cooperation’ – was utilised for construction of three floor school building, including 15 class rooms and sanitation facilities, according to a press note issued by the Indian Embassy in Kathmandu. “The project was taken up as a High Impact Community Development Project (HICDPs) under an agreement between Government of India and Government of Nepal,” it reads.

India has already completed 428 HICDPs in Nepal, of which 45 are in Province 2, including 10 in Dhanusha District, it reads, adding that some 21 government of India funded projects are under various stages of completion and implementation in Province-2, including 9 in Dhanusha district. “The most recent project memorandum of understanding was signed on March 16 for construction of Baidyanath Devnarayan Public Higher Secondary School at Tulsiyahi in Dhanusha. Nepal has appointed Mukhiyapatti Musarniya Gaunpalika as the Implementing agency for the project and is it yet to complete the tendering process,” the press note further reads.

Shree Laxminiya Janata Secondary School was established in 1956 in Kumhrauda in Dhanusha District. The school has 1,107 students, and more than 50 per cent of them are girls. The newly built infrastructure of the school is expected to boost learning environment for students. The project is a reflection of India’s development partnership with Nepal and complements effort of government in augmenting infrastructure in the field of education, the press note adds.

India builds Bhimsen Adarsha Higher Secondary School in Nawalpur

 The new building of Bhimsen Adarsha Higher Secondary School built with Indian financial assistance of Rs 25.83 million – under the Nepal-Bharat Maitri Development Cooperation – was jointly inaugurated via video-conferencing today by representatives of the Embassy of India in Kathmandu, District Coordination Committee (DDC), School Management Committee and local representatives, including students and faculty of the school.

According to a press note issued by the Embassy of India in Kathmandu, the school located in Devchuli-07 of Nawalpur district was established in 1969 and offers classes till 10+2. “Over 55 per cent of the students of the school are girls,” it reads, adding that the construction of the school building, funded by India and implemented by Nawalparasi DCC, has three floors and includes 16 classrooms, labs, administration and staff rooms, meeting hall, canteen, medical room and sanitation facilities. “The new school building, constructed under the long standing High Impact Community Development Projects, earlier known as Small Development Projects (SDP), is another example of robust cooperation between India and Nepal in the education sector.”

The action complements the efforts of the government to improve physical infrastructure for learning, particularly in public schools, the press note reads.

JICA Nepal signs grant assistance for Education

JICA Nepal today signed grant assistance agreements for the School Sector Development Programme (SSDP) as the Government of Japan extended grant assistance of 300 million Japanese yen (approximately Rs 335million) to Nepal for the 5th year of the ‘School Sector Development Programme (SSDP).
Japanese ambassador to Nepal Masamichi Saigo and finance secretary Sishir Kumar Dhungana – on behalf of their respective governments – signed and did the Exchange of Notes (E/N) for the assistance. Pn the same occasion, the grant agreements for the SSDP were signed and exchanged between joint secretary at the Finance Ministry Shreekrishna Nepal and chief representative of Japan International Cooperation Agency (JICA) Nepal Yumiko Asakuma.
The SSDP started implementation from July 2016 aims at consolidating gains from previous reform programmes and continue crucial reforms needed in the school education sector through the SWAp modality. The overarching mission of the SSDP is to produce the needed human resources to elevate the country’s status from a least developed country by 2022 and to reach the goal of achieving the status of the level of the middle-income country by 2030.
Purpose of the SSDP is to improve the equity, quality, efficiency, governance and management of the education sector. SSDP focuses on capacity and knowledge enhancement of both students and teachers by developing relevant teaching and learning methods and materials that ensures quality development.  Lately, SSDP also focuses on strengthening school-level disaster management and resilience to develop school as a conflict free zone.
As present education policies and sector plan (SSDP) of Nepal target to meet Sustainable Development Goal 4: ‘Ensuring inclusive and equitable education and promote lifelong learning opportunities for all’. It targets to ensure that all girls and boys complete free, equitable and quality of education leading to relevant and effective learning outcomes, while adhering to tackling disparities in remote area.
Development of Education sector in Nepal is one of JICA’s top priorities and it assures to continue its support to this sector for effective implementation and output. Considering the current situation of Covid-19 and its possible impacts to education sector, the government may explore necessary flexibility and develop a common understanding with all development partners to best utilise the available resources in addressing the emerging needs of the school education.

Teach For Nepal to launch Radio Programme

The enforcement of lockdown to prevent the outbreak of Covid-19 has negatively impacted students with limited resources in the rural areas of Nepal. During this time of crisis, Teach for Nepal (TfN) has decided to commence a radio programme from July 20 - five days a week – in the nearby districts, where the Fellows have been placed. The main objective of the radio program is to continue the learning process of their students, according to a press note issued by the TfN.
TfN, since its establishment, has been placing Fellows as teachers in public schools located in the remote communities of the country. The vision to provide quality education to students, even during the time of the pandemic, has led TfN to announce an organizational radio programme ‘Ma Sikdai Chhu,’ during the soft launch event on Thursday.
“According to the survey conducted by our Fellows during the initial days of the lockdown, approximately 35.25 per cent and 60 per cent of students had access to cable television and radio at their houses, respectively,”  chief executive officer of TfN Swastika Shrestha, said, explaining “With the results presented by the rapid survey conducted right after the lockdown, our Fellows concluded that more than half of students have access to radios at their houses.”
Thus  a programme broadcasted through radio would be the most effective way to continue our students’ learning, she added.
As part of the pilot project, this eight-week programme will be on-aired through local FM stations in 7 districts, where TfN Fellows are placed. The programme will be broadcasted in Parsa and Southern Lalitpur in Radio Birgunj; Sindhupalchowk - Radio Melamchi; Dhanusha - Radio Janakpur; Lamjung - Radio Marshyangdi, Tanahu- Radio Damauli and Dang - Radio Prakriti.
”Every session of the radio programme is designed to be suitable for students from grade 5 to 10,” Ruma Maharjan, who is leading the radio project, said, adding that the learning content will be presented in a form of radio drama focusing on building foundational skills in English, Maths and Science, thus making the programme very interesting for students. “We have also recognised the emotional roller coaster that our students are going through at this time, which is why we have added a counseling session along with a platform for students to express themselves.”
The programme has given greater emphasis to subjects like English, maths, and science, along with psychosocial counseling and promoting lockdown diaries of students. It will eventually work as a remedial course to a lot of basic concepts that students in public schools usually have regarding English, science, and mathematics.
Since the lockdown, TfN Fellows have been reaching out to students through phone calls and social media for continuing the learning process in every way possible. The content of the programme has been designed by the TfN fellows in collaboration with British Council, Meeting Point, TfN Alumni led initiations like My Emotions Matter and Katha Express. The programme is produced in technical assistance of Radio Audio and The Record House.

Development Partners provide roadmap for safe reopening of schools

Four development partners – UNESCO, UNICEF, WFP and World Bank – have issued new guidelines on the safe reopening of schools amidst ongoing closures affecting nearly 1.3 billion students worldwide.
Warning that the widespread closures of educational facilities in response to the Covid-19 pandemic present an unprecedented risk to children’s education and wellbeing, particularly for the most marginalised children, who rely on school for their education, health, safety and nutrition, the guidelines offer practical advice for national and local authorities on how to keep children safe when they return to school.
“Rising inequality, poor health outcomes, violence, child labour and child marriage are just some of the long-term threats for children who miss out on school,” said UNICEF executive director Henrietta Fore. “We know the longer children stay out of school, the less likely they are to ever return,” Fore said, adding that unless we prioritise the reopening of schools – when it is safe to do so – we will likely see a devastating reversal in education gains.
The new guidelines note that while there is not yet enough evidence to measure the impact of school closures on disease transmission rates, the adverse effects of school closures on children’s safety and learning are well documented. Gains made in increasing access to children’s education in recent decades risk being lost and, in the worse cases, reversed completely.
“In the poorest countries, children often rely on schools for their only meal of the day,” WFP executive director David Beasley said, adding that with many schools now closed because of Covid, some 370 million children are missing out on these nutritious meals, which are a lifeline for poor families. “They are also being denied the health support they normally get through school.”
This could do lasting damage, so when schools reopen it is critical that these meal programmes and health services are restored, which can also help to draw the most vulnerable children back to school,” Beasley added.
The best interests of children and overall public health considerations – based on an assessment of the associated benefits and risks to education, public health and socio-economic factors – must be central to national and local authorities’ decisions to reopen schools, the guidelines read.
Schools must look at how they can reopen better – with improved learning and more comprehensive support for children at the school including health, nutrition, psychosocial support and water, sanitation and hygiene facilities.
As countries grapple with when to reopen schools, UNESCO, UNICEF, WFP and World Bank – as part of the Global Education Coalition – urge governments to assess the benefits of classroom-based instruction compared to remote learning, and the risk factors related to reopening of schools, noting the inconclusive evidence around the infection risks related to school attendance.
“While many students are falling behind in their learning journey because of prolonged school closures, the decision of when and how to reopen schools, while far from straightforward, should be a priority,” UNESCO director-general Audrey Azoulay said, adding that once there is a green light on the health front, a whole set of measures will need to be in place to ensure that no student is left behind. “These guidelines provide all-round guidance for governments and partners to facilitate the reopening of schools for students, teachers and families,” Azoulay added. “We share one goal: to protect and advance the right to education for every learner.”

The guidelines include:
• Policy reform: Policy implications address all dimensions of the guidelines, including clear policies for school opening and closure during public health emergencies, reforms needed to expand equitable access for marginalised and out of school children as well as strengthen and standardise remote learning practices.
• Financing requirements: Address the impact of COVID-19 on education and invest in strengthening education systems for recovery and resilience.
• Safe operations: Ensure conditions that reduce disease transmission, safeguard essential services and supplies and promote healthy behaviour. This includes access to soap and clean water for safe handwashing, procedures on when staff or students feel unwell, protocols on social distancing and good hygiene practices.
• Compensating learning: Focus on practices that compensate for lost instructional time, strengthen pedagogy and build on hybrid learning models such as integrating approaches in remote and distance education. This must include knowledge on disease transmission and prevention.
• Wellness and protection: Expand the focus on students’ well-being and reinforce the protection of children through enhanced referral mechanisms and the provision of essential school-based services including healthcare and school feeding.
• Reaching the most marginalised: Adapt school opening policies and practices to expand access to marginalised groups such as previously out-of-school children, displaced and migrant children and minorities. Diversify critical communications and outreach by making them available in relevant languages and in accessible formats.
“Once schools begin to reopen, the priority becomes reintegrating students into school settings safely and in ways that allow learning to pick up again, especially for those who suffered the biggest learning losses,” World Bank global director for Education Jaime Saavedra said, adding that it is a critical moment as it is the launching pad for a new normal that should be more effective and equitable. “To manage reopenings, schools will need to be logistically prepared with the teaching workforce ready.”
And they will need to have plans specifically for supporting learning recovery of the most disadvantaged students, Saavedra said. “The guidelines offer a framework for moving forward that the major UN agencies are aligned around.”

Don’t let children be the hidden victims of Covid-19 pandemic: UNICEF

Not only are children and young people contracting Covid-19, they are also among its most severely impacted victims. Unless nations act now to address the pandemic’s impacts on children, the echoes of Covid-19 will permanently damage our shared future.
According to the UNICEF, some 99 per cent of children and young people under 18 worldwide (2.34 billion) live in one of the 186 countries with some form of movement restrictions in place due to Covid-19. “60 per cent of all children live in one of the 82 countries with a full (7 per cent) or partial (53 per cent) lockdown – accounting for 1.4 billion young lives, a press note from the UNICEF reads.
 “We know that, in any crisis, the young and the most vulnerable suffer disproportionately,” it reads, adding that the pandemic is no different. “It is our responsibility to prevent suffering, save lives and protect the health of every child and we must also ensure that risk-informed decisions on Covid-19 control measures are made based on the best available evidence in order to minimize and prevent any collateral damage, and to provide mitigation measures so the damage is not lasting.”
It starts with resisting the temptation, in times of potential global recession, to deprioritise investment in our future, it adds. “Increased investments now in education, child protection, health and nutrition, and water and sanitation will help the world reduce the damage caused by this crisis and avoid future crises.”
The world will open up again, and when that happens, the resilience of the weakest health systems will be the gauge of how well we will do against future threats, it hopes.
Countries and communities around the world must work together to address this crisis. “As we have learned painfully in the past two months, until there is a vaccine, coronavirus anywhere is a threat to people everywhere, the UN arm said, adding that they need to act now to strengthen health systems, as well as other child-focused social services, to keep track with global development priorities, in every country around the world.
This week, UNICEF is launching its global agenda for action to protect the most vulnerable children from harm. The agenda has six pillars, Keep children healthy; Reach vulnerable children with water, sanitation and hygiene; Keep children learning; Support families to cover their needs and care for their children; Protect children from violence, exploitation and abuse; and Protect refugee and migrant children, and those affected by conflict.
Without urgent action, this health crisis risks becoming a child rights crisis, it adds. “Only by working together, can we keep millions of girls and boys healthy, safe and learning.”
In health, Covid-19 has the potential to overwhelm fragile health systems in low- and middle-income countries and undermine many of the gains made in child survival, health, nutrition and development over the last several decades. “But too many national healthcare systems were already struggling. Prior to the Covid-19 crisis, 32 per cent of children worldwide with pneumonia symptoms were not being taken to a health provider,” it states. “What will happen when Covid-19 hits in full force? We’re already seeing disruptions in immunisation services, threatening outbreaks of diseases for which there already exists a vaccine, such as polio, measles and cholera.”
Many more newborns, children, young people and pregnant mothers could be lost to non-coronavirus related causes if national healthcare systems, already under great strain, become completely overwhelmed. Likewise, many nutrition programmes are disrupted or suspended, as are community programmes for the early detection and treatment of undernourished children. “We need to act now to preserve and strengthen health and food systems in every country around the world,” the UNICEF adds.
Likewise, protecting ourselves and others through proper handwashing and hygiene practices has never been more important. But for many children, basic water, sanitation and hygiene facilities remain out of reach. Globally, 40 per cent of the population – some 3 billion people – still lack a basic handwashing facility with soap and water available at home, and this is as high as nearly three quarters of the population of the least developed countries (LDCs).
The UNICEF has also urged to ensure that every household, school, and health care facility has the means to a hygienic and healthy environment.
In education, an entire generation of children have seen their education interrupted. Nationwide school closures have disrupted the education of more than 1.57 billion students – 91 per cent – worldwide. The closure of schools also eliminates access to school-based nutrition programmes, driving malnutrition rates upwards. An entire generation of students could suffer damage to their learning and potential. “The socio-economic impact of Covid-19 will be felt hardest by the world’s most vulnerable children,” it adds.
Many already live in poverty, and the consequences of Covid-19 response measures risk plunging them further into hardship. As millions of parents struggle to maintain their livelihoods and income, governments must scale up social protection measures – providing social safety nets and cash transfers, protecting jobs, working with employers to support working parents, and prioritising policies that connect families to life-saving health care, nutrition and education.
The UN secretary-general has launched a Global Humanitarian Response Plan for Covid-19. 

India builds secondary school in Nuwakot

Government of India built Aiselubhume Secondary School in Kispang of Nuwakot, District as part of its post-earthquake reconstruction in Nepal.
The school was ceremonially inaugurated today by former Prime Minister and chairman of Nepal Communist Party (NCP) Puspa Kamal Dahal (Prachanda), according to a press note issued by the Indian Embassy in Kathmandu.
“Minister of Energy, Water Resources and Irrigation Barsaman Pun (Ananta) also graced the inaugural ceremony, where first secretary (earthquake reconstruction) Shuchita Kishore represented the Embassy of India,” the press note read, adding that the project was implemented by Central Level Project Implementation Unit of the Education Ministry.
Aiselubhume Secondary School was established in 1990 (2046 BS). The school is affiliated to National Examination Board and is providing quality education to nearly 637 students.
The newly built infrastructures constructed with the Government of India’s grant assistance of Rs 39.57 million, consist of three blocks – a three storied academic block containing six classrooms, a two storied academic block containing four classrooms along with furniture and separate sanitation facilities for boys and girls – reads the press note, expecting that the newly built infrastructure is expected to boost learning environment of students. “Government of India remains committed to continue collaborating with government and people of Nepal for completion of post-earthquake reconstruction projects in Nepal.”