Anushka Shrestha | 1st February 2025
Nepal is a nation rich in culture and resilience but grappling with deep-rooted challenges, including child poverty. In my role as Project Coordinator for the research project “Promoting Gender Equality and Social Inclusion in Schools, Building on What Children Value and Aspire to Do and Be”, funded by the International Development Research Centre (IDRC) and the Global Partnership for Education Knowledge and Innovation Exchange (GPE-KIX), I have witnessed firsthand the critical role that community schools can play in addressing these challenges.
Child Poverty in Nepal: A Persistent Challenge
According to a recent report by UNICEF, in Nepal, it can be surmised that nearly 7 million children are estimated to be poor, and many more face multidimensional poverty (UNICEF. 2020, September 17). This stark reality manifests in limited access to education, nutrition, and healthcare, perpetuating a cycle of disadvantage. Community schools, which serve a significant proportion of the country’s children, particularly in rural and marginalized areas, are uniquely positioned to address these gaps. However, the potential of these schools as centers for distributing basic needs remains largely untapped. Girls, in particular, are more vulnerable than boys from a Gender Equality and Social Inclusion (GESI) perspective. Even moreso, in marginalized communities, they face compounded challenges due to socio-economic constraints, cultural norms, and safety concerns. Prioritizing girls in interventions is crucial to ensuring equitable access to education and well-being.
Community Schools: More Than Just Education
My work with civil society, educators, local governments, GESI focal points, and parents has broadened my understanding of community schools. These schools are not just places of learning; they are community hubs that can address critical needs like nutrition, hygiene, and emotional well-being. Through the research project, we will document the scaling processes of various interventions and systematically reflect on the role of schools in creating inclusive environments. This work can potentially reinforce the idea that community schools can be a gateway to basic services for children living in poverty. For instance, school mid-day meal programs not only provide nutritional support but also incentivize attendance, especially for girls and children from disadvantaged backgrounds. Similarly, initiatives to distribute hygiene kits and provide mental health support in schools have shown promising results in improving students’ overall well-being.
A Personal Perspective: Why This Matters to Me
One of the reasons I returned to Nepal after studying abroad in the US was my deep interest in contributing to the development sector in Nepal. My academic background in Economics gave me analytical tools to understand systemic challenges, while my MBA equipped me with strategic thinking skills to address them. Leadership roles in Toastmasters honed my ability to communicate and collaborate effectively, skills that are invaluable when working with diverse stakeholders in Nepal’s complex educational landscape. What has struck me most in this journey is the resilience and resourcefulness of local communities. Despite limited resources, parents, teachers, and local leaders come together to create a better future for their children. This collaborative spirit has inspired me to see community schools as more than educational institutions; they are platforms for social transformation.
Lessons from the Research Project
As we approach the completion of the first year of the research project, it has illuminated several key insights:
- Community Engagement is Key: Schools need to actively involve parents and local stakeholders in decision-making processes that are more effective in addressing the needs of children.
- Gender Equality and Social Inclusion (GESI): Addressing gender and social disparities is crucial. Schools can be platforms for promoting GESI through targeted programs and inclusive policies.
- Sustainability through Scaling: Scaling processes could lead to successful initiatives that can be replicated and adapted to other contexts, amplifying their impact.
A Call to Action
To truly harness the potential of community schools as centers for distributing basic needs, we need coordinated efforts:
- Policy Advocacy: Advocate for policies that recognize and support the multi-faceted role of community schools.
- Resource Allocation: Ensure adequate funding for school-based programs that address nutrition, health, and mental well-being.
- Capacity Building: Train teachers and school administrators to implement inclusive and holistic approaches to education.
Addressing child poverty must remain a priority as Nepal navigates its path toward sustainable development. Community schools, with their reach and connection to local communities, can play a pivotal role in breaking the cycle of poverty and creating opportunities for all children to thrive. This research emphasizes the importance of participatory approaches, where communities actively contribute to school development. Mobilizing local champions, such as GESI focal points, has been effective in fostering ownership and sustainability.
Community schools are more than academic institutions; they are platforms for social transformation. By addressing the immediate needs of children and fostering an inclusive environment, these schools can break the cycle of poverty and pave the way for a more equitable society. The aspirations of children, parents, and educators remain central as we continue to refine our interventions. After all, creating just and inclusive spaces in schools is not merely a project goal, it is a moral imperative. Through sustained efforts and collaboration, we can transform community schools into beacons of hope, ensuring every child in Nepal has the opportunity to flourish.
