Previous Activities and impacts
EJG has successfully undertaken different programs in partnership with the World Bank Nepal, Danish International Cooperation, Action Aid Nepal, UNICEF, Department of Education, HMG/N, and Finish Embassy.
Major previous activities and the impact and outcome of the activities are as follows
Interaction:
The contribution made by EJG is well recognized by the governmental organizations. EJG has successfully undertaken interaction programs in multitude of educational issues including the current and new issues in debates to influence the policy and its implementation. EJG has organized around 40 interactions each year at the central level. Whatever activities it has taken, interactions have been important tools to reach the unreached. The interactions have focused on the way out from the strikes and its impact in education. The group undertook a major work through a regular series of interaction when the seventh amendment of the Education Act of the government was in the parliament among Minister, Members of parliaments, educationists, and stakeholders. Similarly, after the Seventh Amendment of the Education Act, follow up interactions were also held. The efforts of EJG to bring All Nepal National Free Student Union (Revolutionary), a student wing of Communist Party of Nepal, Maoist, into the forum of discussion and interaction programs for conflict free education, is worth mentioning. In addition to central interaction, there were many interactions at the local level as well. While EJG implemented different programs at the sites, interactions were a transparent medium to collect the perception of the people. After the Seventh Amendment of Education Act, four regional interactions were held in each development region except in the central one. Interaction discussed on the strengths and weaknesses of the Act and identified the challenges of implementation. Reports are being made and submitted to different organizations including the government. Regional interaction Reports were also given to government.
Studies:
Education Journalists' Group undertook a study for building positive image of community schools on Transfer of School Management to the Communities in 2003. It has exchanged information and shared lessons between personalities associated with the education sector, local stakeholders and guardians on the current program, disseminated the voices of those concerned persons in schools to masses through media, analyzed the shortcomings of the government policy and pointed out the suggestions made by concerned stakeholders for improving those drawbacks. EJG organized discussions at various levels for reforming school education and forwarded the suggestions arrived in the discussions to policy makers for necessary steps. Study found that local guardians have become active in their role towards schools wherever the management of schools have been transferred to the communities. SMC members have become pro-active in their roles towards reforming their schools. Teachers have taken the change positively and have become more regular to schools. Teaching— learning has gained some momentum. Community Management of Schools, 2004 study has identified the status of schools that are being run after the government decision to transfer the management responsibility of schools to community. Increasing the quality of education, providing information, and successes of community forestry were identified as factors behind community takeover of school management. Accordingly, local people have expressed that ownership feeling has been generated despite the transfer of schools management to the community. The survey study has identified perceived risks in community management schools. Negative aspects highlighted were biasness in transfer and teacher promotion and positive aspects highlighted were increasing students' number, parent teacher relation, etc.
EJG has commissioned a study in DACAW districts, to outline overall impact of activity for girls education as well as cases of success and failures. The study has reviewed the overall scenario relating to education, the status of girl child and quality education. The investigative reporting has been conducted in each of the five VDCs of Kavrepalanchowk, Saptari, Kapilvastu and Dadeldhura among DACAW districts. It has studied things to be done to provide educational access to all the children, best option that stops dropouts of the children before they complete school education, responsibility for not being able to provide female teachers in all the schools, kind of education discouraging children from leaving school, and productivity of scholarship provided to girls as inspiration. EJG has undertaken the study that has attempted to identify how the conflict has affected education sector. The major objectives of the study were to update the information from the field on impact of conflict in education sector so that a frame agenda for peace could be formulated and information could be provided for the purpose of the rehabilitation and reconstruction works. In fact, the study has updated the effects of the conflict in education, has assisted to reduce the impact of the conflict, and has provided some recommendations for the policy and strategy development. EJG has also studied the User fee issues on education and health. In preparing the National Action Plan for Education For All, EJG successfully facilitated through the organization of the discussion programs regarding Dalits, Ethnic groups and women education. EJG has also conducted a small study on non-formal education and Dalit issue.
Case Study reporting:
Journalists in the local level can effectively trace out the cases related to education. They can raise the issues based on the field observation in the real field situation. It has been experienced by the case study reporting undertaken by the EJG. In 2003, EJG undertook the case study reporting on the community management of schools after the seventh amendment of the Education Act. Success and failure stories, community initiations, and progress were covered by the case study reporting. Likewise, in 2003/4, case study reporting was done on the girl's education. Girl's education was highly prioritized in the media. Different policy makers, implementers, and stakeholders including the parents and guardians were benefited through the case study reporting as this was sufficient to raise the issues and discuss the, In fact, such case study reporting awared the community. These case study reports were the reference materials to be used for the central interaction.
Previous Activities and impacts
EJG has successfully undertaken different programs in partnership with the World Bank Nepal, Danish International Cooperation, Action Aid Nepal, UNICEF, Department of Education, HMG/N, and Finish Embassy.
Major previous activities and the impact and outcome of the activities are as follows
Interaction:
The contribution made by EJG is well recognized by the governmental organizations. EJG has successfully undertaken interaction programs in multitude of educational issues including the current and new issues in debates to influence the policy and its implementation. EJG has organized around 40 interactions each year at the central level. Whatever activities it has taken, interactions have been important tools to reach the unreached. The interactions have focused on the way out from the strikes and its impact in education. The group undertook a major work through a regular series of interaction when the seventh amendment of the Education Act of the government was in the parliament among Minister, Members of parliaments, educationists, and stakeholders. Similarly, after the Seventh Amendment of the Education Act, follow up interactions were also held. The efforts of EJG to bring All Nepal National Free Student Union (Revolutionary), a student wing of Communist Party of Nepal, Maoist, into the forum of discussion and interaction programs for conflict free education, is worth mentioning. In addition to central interaction, there were many interactions at the local level as well. While EJG implemented different programs at the sites, interactions were a transparent medium to collect the perception of the people. After the Seventh Amendment of Education Act, four regional interactions were held in each development region except in the central one. Interaction discussed on the strengths and weaknesses of the Act and identified the challenges of implementation. Reports are being made and submitted to different organizations including the government. Regional interaction Reports were also given to government.
Studies:
Education Journalists' Group undertook a study for building positive image of community schools on Transfer of School Management to the Communities in 2003. It has exchanged information and shared lessons between personalities associated with the education sector, local stakeholders and guardians on the current program, disseminated the voices of those concerned persons in schools to masses through media, analyzed the shortcomings of the government policy and pointed out the suggestions made by concerned stakeholders for improving those drawbacks. EJG organized discussions at various levels for reforming school education and forwarded the suggestions arrived in the discussions to policy makers for necessary steps. Study found that local guardians have become active in their role towards schools wherever the management of schools have been transferred to the communities. SMC members have become pro-active in their roles towards reforming their schools. Teachers have taken the change positively and have become more regular to schools. Teaching— learning has gained some momentum. Community Management of Schools, 2004 study has identified the status of schools that are being run after the government decision to transfer the management responsibility of schools to community. Increasing the quality of education, providing information, and successes of community forestry were identified as factors behind community takeover of school management. Accordingly, local people have expressed that ownership feeling has been generated despite the transfer of schools management to the community. The survey study has identified perceived risks in community management schools. Negative aspects highlighted were biasness in transfer and teacher promotion and positive aspects highlighted were increasing students' number, parent teacher relation, etc.
EJG has commissioned a study in DACAW districts, to outline overall impact of activity for girls education as well as cases of success and failures. The study has reviewed the overall scenario relating to education, the status of girl child and quality education. The investigative reporting has been conducted in each of the five VDCs of Kavrepalanchowk, Saptari, Kapilvastu and Dadeldhura among DACAW districts. It has studied things to be done to provide educational access to all the children, best option that stops dropouts of the children before they complete school education, responsibility for not being able to provide female teachers in all the schools, kind of education discouraging children from leaving school, and productivity of scholarship provided to girls as inspiration. EJG has undertaken the study that has attempted to identify how the conflict has affected education sector. The major objectives of the study were to update the information from the field on impact of conflict in education sector so that a frame agenda for peace could be formulated and information could be provided for the purpose of the rehabilitation and reconstruction works. In fact, the study has updated the effects of the conflict in education, has assisted to reduce the impact of the conflict, and has provided some recommendations for the policy and strategy development. EJG has also studied the User fee issues on education and health. In preparing the National Action Plan for Education For All, EJG successfully facilitated through the organization of the discussion programs regarding Dalits, Ethnic groups and women education. EJG has also conducted a small study on non-formal education and Dalit issue.
Case Study reporting:
Journalists in the local level can effectively trace out the cases related to education. They can raise the issues based on the field observation in the real field situation. It has been experienced by the case study reporting undertaken by the EJG. In 2003, EJG undertook the case study reporting on the community management of schools after the seventh amendment of the Education Act. Success and failure stories, community initiations, and progress were covered by the case study reporting. Likewise, in 2003/4, case study reporting was done on the girl's education. Girl's education was highly prioritized in the media. Different policy makers, implementers, and stakeholders including the parents and guardians were benefited through the case study reporting as this was sufficient to raise the issues and discuss the, In fact, such case study reporting awared the community. These case study reports were the reference materials to be used for the central interaction.
