COVID-19 response

Allocation: US$11 million

Years: 2020-2021

Grant agent: World Bank

Key documents:

The US$11 million grant supports:

  • safeguarding access and learning for all children - especially girls and children from the most marginalized groups - by using both high tech and low tech approaches
  • distance learning programs for all children through TV, radio, and the learning portal
  • additional disability inclusive content (e.g. captioning, interpretation, use of images and examples that are inclusive)
  • printing and distribution of learning kits for children from marginalized backgrounds with no access to technology
  • free bandwidth access to the learning portal through arrangements with telecom companies and internet providers
  • communication campaigns to promote the schedule of TV and radio programs; messages on the importance of education; disease prevention; and sensitization campaigns to prevent gender-based violence and teenage pregnancy
  • teacher/ head-teacher professional development opportunities to address students’ learning gaps post COVID-19
  • grants to schools with resource classrooms and special schools to address the education needs of children with disabilities – including remedial instruction
  • grants to local governments to ensure the safe re-opening of schools in areas most affected by COVID-19.

These initiatives are based on the Ministry of Education’s COVID-19 response plan.

In late March 2020, the UNICEF office in Nepal received a GPE grant of US$70,000 to support the Ministry of Education in its response to the pandemic. The grant was used to produce and distribute self-learning packets for Grades 0 to 3.

Education in Nepal

Nepal's School Sector Development Plan (SSDP 2016-2023) focuses on improving education quality and builds on the achievements of the previous School Sector Reform Plan (2009-2016) and the Education for All Program (2004-2009).

The SSDP is a seven-year plan, supported by a pooled funding mechanism, with a joint financing arrangement between the government and 8 development partners, with high donor coordination and use of the public financial management system.

Under the federal system, the provincial and 753 local governments are responsible for basic education provision. At the federal level, the Ministry of Education, Science and Technology (MOEST) serves as the executing agency for SSDP. A newly established Center for Education Human Resource Development is tasked with preparing annual work plans and budgets and the annual strategic implementation plans.

Nepal has made impressive gains in improving access and equity in education in recent years, demonstrated for example by the achievement of gender parity in basic and secondary education and the increase of Dalit students in schools.

Improving the quality of education is at the heart of SSDP, due to low learning levels and inequity in learning outcomes. To address this, activities include improvements in the learning environment, pedagogical practice, curriculum, textbooks and learning materials, student assessments and the examination system.

Close to 260,000 teachers work in the basic education system (public and private).

A large variety of stakeholders participate in the planning and monitoring of the SSDP, through a well-established and coordinated joint planning and review mechanism. Two joint sector reviews take place each year.

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Latest grant

Dipesh Nepali, 15, at Shree Mahendrodaya Higher Secondary School, Sindhupalchowk District, Nepal. Four years after the earthquake, and despite having lived and studied in makeshift structures, Dipesh is a good student and is always ranked first in his class.
Despite challenges Dipesh is at the top of his class
Dipesh Nepali, 15, at Shree Mahendrodaya Higher Secondary School, Sindhupalchowk District, Nepal. Four years after the earthquake, and despite having lived and studied in makeshift structures, Dipesh is a good student and is always ranked first in his class.
Credit: GPE/Kelley Lynch
The temporary learning center
The temporary learning center
Students at Shree Mahendrodaya Higher Secondary School play football in the open space in front of the temporary learning centers. Behind, the school's new building (with red roof) is under construction.
Credit: GPE/Kelley Lynch
Dipesh walks home from school
Dipesh walks home from school.
Credit: GPE/Kelley Lynch
Dipesh at home with his mother
Dipesh at home with his mother
Dipesh arrives home after school. His family’s house, located far above the valley floor, was destroyed during the 7.9 magnitude earthquake that struck Nepal on April 25, 2015. Less than a year ago his family moved into this new home. It is smaller than their old house, but safer because it is only one story.
Credit: GPE/Kelley Lynch
Dipesh is doing homework in his new home
Dipesh is doing homework in his new home
Dipesh studies after school at his new house. Without a desk, he improvises and kneels on the side of the bed: “I study like this because it feels like I’m sitting in school on a bench," he explains.
Credit: GPE/Kelley Lynch
A view from the Chautara, Ward 5, Sindhupalchowk District, Nepal
A view from the Chautara, Ward 5, Sindhupalchowk District, Nepal
Credit: GPE/Kelley Lynch
Construction of new and safer schools
Construction of new and safer schools
Principal Dhruba Lal Shrestha supervizes construction of the new building for Shree Krishna Ratna School in Chautara, Ward 5, Sindhupalchowk District, Nepal. Sindhupalchowk was among the hardest hit districts by the earthquake of April 25, 2015 as well as in the aftershock that occurred on May 12. The school, which had over 1,400 students, lost 44 of its 50 classrooms. “Thank God it happened on a Saturday,” says the school’s Principal Dhruba Lal Shrestha. “We cannot imagine what would have happened if we were in the classroom at that time.”
Credit: GPE/Kelley Lynch
A temporary learning center
A temporary learning center
Mathematics teacher and students at Shree Krishna Ratna School in Chautara. While the new school is being “built back better”, students have spent the last three years studying in classrooms made of corrugated sheeting.
Credit: GPE/Kelley Lynch
Matisha Napit at a temporary learning center
Matisha Napit at a temporary learning center
Matisha Napit, left, is in class 10 at Shree Krishna Ratna School in Chautara, Ward 5, Sindhupalchowk District, Nepal. “I’ll be happy to move to the new school,” she says. “This school is airy and it’s not too hot, but when it rains it’s very noisy, and the water just comes in. I’m looking forward learning in a proper classroom.”
Credit: GPE/Kelley Lynch
Matisha, her sister Alisha and mother Binita Napit outside their house .
Matisha, her sister Alisha and mother Binita Napit outside their house .
Though still in construction, the family has been able to go back in their house for a year. The stairs and the back of their house fell down the steep hillside during the earthquake.
Credit: GPE/Kelley Lynch
Development objective: Improve the quality, equitable access, and efficiency of basic and secondary education by supporting the government's School Sector Development Program
Allocation: US$24,200,000
Years: 2020-2022
Grant agent: WB
Utilization: US$15,521,893

The US$24.2 million implementation grant, approved in March 2019, is made up a a regular allocation of US$9.2 million and a GPE Multiplier grant of US$15 million. The program’s objective is to improve the quality, equitable access, and efficiency of basic and secondary education by supporting the government's School Sector Development Program. The program provides additional financing to the existing World Bank Nepal School Sector Development Program (US$185 million).

The GPE grant follows the World Bank's program for results instrument, with a fixed part of 60% and a results-based portion of 40% with 10 targets supporting the areas of equity, efficiency, and learning.The GPE Multiplier grant is leveraged through an additional funding of US$163.86 million from the Asian Development Bank to support disaster risk reduction and comprehensive school safety, and US$3.5 million from USAID for inclusive education.

The GPE grant directly supports key SSDP results areas clustered into three result areas:

  1. Improved teaching-learning and student learning outcomes to improve early grade learning levels, textbooks and learning materials, student assessments and examination system, teacher/school management and accountability.
  2. Improved equitable access to basic and secondary education: Pro-poor interventions, such as preparation of a database on out-of-school children, provision of grants to learning centers and schools, provision of pro-poor and pro-science scholarships for poor and marginalized students.
  3. Strengthened education system, sector planning, management and governance: Enhanced fiduciary system, improving and operationalizing the grants management system, operationalizing a web-based EMIS and improving self-reported EMIS data by schools, integrating SSDP activities in local governments' annual plans and budgets and providing open data on conditional grants released to schools.

Grants

All amounts are in US dollars.

Grant type Years Allocations Utilization Grant agent  
COVID-19 2020-2021 11,000,000 0 WB  
Program implementation and multiplier 2020-2022 24,200,000 15,521,893 WB  
Program implementation 2016-2019 59,300,000 59,219,165 WB Completion report
2010-2014 117,760,473 117,760,473 WB  
Sector plan development 2019-2021 496,698 461,101 UNICEF  
2015-2016 387,608 387,608 UNICEF  
Program development 2018-2019 129,995 129,995 WB  
2014-2015 155,322 155,322 WB  
  Total 213,430,096 193,635,557    
Data last updated: October 04, 2021

As part of its investment in civil society advocacy and social accountability efforts, GPE’s Education Out Loud fund is supporting:

  • The National Campaign for Education Nepal (NCE-Nepal) for the 2019-2021 period. This builds on 11 years of Civil Society Education Fund (CSEF) support to national education coalitions for their engagement in education sector policy dialogue.
  • Girls Not Bride and Action Aid International to mobilize an advocacy alliance across multiple partner countries, including in Nepal, for the 2021-2023 period.

GPE had provided the National Campaign for Education Nepal (NCE-Nepal) with a grant from the CSEF to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.

Education sector progress

The graphs below show overall progress in the education sector in Nepal, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.

Primary completion rate

Lower secondary completion rate

Out-of-school rate for children of primary school age

Out-of-school rate for adolescents of lower secondary school age

Pre-primary gross enrollment rate

Gender parity index for out-of-school rate

Public expenditure on education as share of GDP

Students/trained teacher ratio

Teachers trained

Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

Last updated September 19, 2021