The Educational Resilience of Children in Urban Squatter Settlements of Kathmandu

Nepal is a partner to the international commitment to achieve the goals of Education for All (EFA) and Millennium Development Goals (MDGs) by 2015. Efforts have been made through the EFA National Plan of Action 2003-2015 and School Sector Reform Program (SSRP) to achieve the EFA goals and the MDGs. Over the last few years, Nepal has demonstrated progress in some of the indicators related to children s participation in school. The Department of Education (2012) has reported that the primary education Net Enrolment Rate (NER), Grade 1 Net Intake Rate (NIR), Grade 5 Survival Rate (SR), and Dropout Rate (DR), are 95.3, 91.2, 84.1, and 5.2 percent respectively. However, it will be difficult to close the bigger gaps of 4.7, 8.8, 15.9, and 5.2 percent of the NER, NIR, SR, and DR respectively by 2015. The challenge lies in the large number of school-aged children who do not attend formal primary schooling. Likewise, a significant number of students repeat grades and those promoted may have low achievement. Realizing this bleak educational scenario, Nepal has been focusing more on access to quality education for the children of economically marginalized people through equity measures (scholarships and incentives). These children belong to the poorest groups (Wagley, September 2013, The Himalayan Times), such as the disadvantaged and the deprived communities of urban squatter settlements. Many reasons have been identified for the phenomenon of out-of-school children, including poor family economic conditions, an unfavorable school environment, socio-cultural beliefs and traditions, parents not recognizing the importance of education, inaccessible schools for children with disabilities, parents unwillingness, corporal punishment and children s domestic responsibilities (Scheuermann 2013). Other factors listed as contributing to primary level dropout are violence in school such as corporal punishment by teachers (Nepal, DoE 2010), children s domestic responsibilities, and an unfavorable school environment (Nepal, DoE 2012). In this context, in particular, children in urban squatter settlements face more severe adversities and risks as most are deprived of government services because of a lack of official national identification.

Bibliographic Details

Main Author:	World Bank
Format:	Publications & Research biblioteca
Language:	English en_US
Published:	Washington, DC 2014
Subjects:	ACADEMIC ACHIEVEMENT, ACCESS TO CHILDREN, ACCESS TO EDUCATION, ACCESS TO QUALITY EDUCATION, ACCESS TO SERVICES, ADOLESCENTS, ADVOCACY, AGE OF EIGHTEEN, AGED, BASIC NEEDS, BASIC SERVICES, BROKEN FAMILIES, CHILD LABOR, CHILD LABOUR, CHILD PROTECTION, CHILDREN OF SCHOOL-GOING AGE, CHILDREN WITH DISABILITIES, CLASSROOM, COMMUNITY DEVELOPMENT, COMMUNITY SCHOOLS, COMPULSORY EDUCATION, CRIME, CURRICULAR ACTIVITIES, DEPRESSION, DISABILITIES, DISASTERS, DISCRIMINATION AT SCHOOL, DOMESTIC WORKERS, DROPOUT RATE, DROPOUT RATES, DROPOUTS, EARLY MARRIAGES, EDUCATION FOR ALL, EDUCATION FOR CHILDREN, EDUCATION GOALS, EDUCATION POLICIES, EDUCATION POLICY, EDUCATION SERVICES, EDUCATION SYSTEMS, EDUCATIONAL ACCESS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL PROCESSES, EDUCATORS, EMOTIONAL SUPPORT, ENROLLMENT, ENROLMENT RATE, EQUAL OPPORTUNITY, EQUITABLE ACCESS, EQUITABLE EDUCATION, ETHICS, ETHNIC GROUPS, EXAMS, FAMILIES, FAMILY MEMBERS, FAMILY RELATIONS, FORMAL PRIMARY SCHOOLING, FORMAL SCHOOLING, FORMS OF DISCRIMINATION AGAINST WOMEN, FREE BASIC EDUCATION, FREE EDUCATION, FREE PLAY, FREE PRIMARY EDUCATION, FREE PRIMARY SCHOOLING, FREE TEXTBOOKS, GIRLS, GLOBAL EDUCATION, HEADACHES, HEADMASTERS, HEALTH CARE, HEALTH SERVICES, HOME LEARNING, HUMAN RIGHTS, HUMAN RIGHTS INSTRUMENTS, HUMAN RIGHTS VIOLATIONS, HYGIENE, ILLITERACY, INCLUSIVE EDUCATION, INFORMED CONSENT, INJURIES, INTERVENTION, LEARNING, LEARNING CONTEXT, LEARNING ENVIRONMENT, LEARNING MATERIAL, LEARNING MATERIALS, LEARNING OPPORTUNITIES, LEARNING OUTCOMES, LEISURE TIME, LIBRARIES, LIFE SKILLS, LIFE- SKILLS, LITERACY, LIVING CONDITIONS, MARIJUANA, MENTAL, MENTAL HEALTH, MENTAL VIOLENCE, MIGRATION, MORAL SUPPORT, NEEDS ASSESSMENT, NEGLIGENT TREATMENT, NER, NET ENROLMENT, NET ENROLMENT RATE, NET INTAKE, NET INTAKE RATE, NUMBER OF STUDENTS, ORPHAN, OUT-OF-SCHOOL CHILDREN, PARENTAL SUPPORT, PARENTING, PARTICIPATION RATES, PEER RELATIONSHIPS, PHYSICAL INFRASTRUCTURE, PHYSICAL PUNISHMENT, POLLUTION, PRIMARY EDUCATION, PRIMARY LEVEL, PRIVATE SCHOOL, PRIVATE SCHOOLS, PROBLEM SOLVING, PROMOTION OF CHILD, PUBLIC SCHOOLS, QUALITY OF LIFE, RAPE, READERS, READING, READING ENVIRONMENT, RECREATIONAL ACTIVITIES, REFUGEES, REGULAR SCHOOL ATTENDANCE, REPETITION RATES, RIGHT TO EDUCATION, RIGHTS OF CHILDREN, RISK FACTORS, RURAL AREAS, SANITATION, SCHOOL ENVIRONMENT, SCHOOL EXPENDITURE, SCHOOL HEADMASTERS, SCHOOL INFRASTRUCTURE, SCHOOL LEVEL, SCHOOL MANAGEMENT, SCHOOL MANAGEMENT COMMITTEE, SCHOOL SUPPLIES, SCHOOL-GOING AGE CHILDREN, SCHOOLS, SCIENCE LABORATORIES, SELF-ESTEEM, SEXUAL ABUSE, SEXUAL EXPLOITATION, SLAVERY, SOCIAL DEVELOPMENT, SOCIAL SERVICES, SOCIAL STUDIES, SOCIAL SUPPORT, SOCIAL WELFARE, SQUATTER SETTLEMENTS, SUBSTANCE ABUSE, SUPPORTIVE LEARNING ENVIRONMENT, SURGERY, TEACHER, TEACHER MANAGEMENT, TEACHER PREPARATION, TEACHERS, TEACHING, TUITION, VIOLENCE, WAGES, WASTE, WORKERS, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2014/01/23992412/educational-resilience-children-urban-squatter-settlements-kathmandu http://hdl.handle.net/10986/21540
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