Flash I REPORT 2074 (2017-018)

Grade wise composition of enrolments at basic level

GOVERNMENT OF NEPAL

MINISTRY OF EDUCATION DEPARTMENT OF EDUCATION Sanothimi, Bhaktapur

2017

Foreword

The Educational Management Information System (EMIS) in Nepal has been gradually evolving and

demonstrably improving from the perspective of information collection, interpretation, presentation and

application. Especially, EMIS has been used to derive the Flash Reports I and II.

This report (Flash I 2017-018) provides a snapshot of schools, enrolments, internal efficiency including

promotion, repetition, drop out and survival rates of students at all levels of the school education system

in disaggregated forms by province, Local Level and districts. Furthermore, this report analyses the

indicators set in the SSSDP and assesses their targets based on the achievements to see how well

schools are supplied with basic support from DEOs. Such measures give an indication of the

effectiveness of the education system. EMIS helps to identify whether the education system is

functioning well and indicates special areas where greater attention is needed. This kind of information

with regards to school performance has been instrumental for evidence-based educational planning

and monitoring at district, regional and national levels.

In the process of preparation of this report many people and organizations have contributed in various

ways. In general, this report is the result of collective and collaborative effort of EMIS core team of

DEO, REDs and DEOs officials. The constructive suggestions and feedback of the Development

Partners have played the significant roles in this process. I am grateful to all organizations and

individuals who have contributed significantly to the overall process of this report and, thus, would like

to extend gratitude for their contribution. Any suggestion and feedback for its improvement is highly

appreciated.

Babu Ram Poudel Director General Department of Education

i

Table of contents

Table of contents i-iii

List of tables and figures iv-viii

Acronyms ix

SECTION I 1-11

1.1 Introduction 1-2

1.2 Process of preparing the report 2-3

1.3 Methodology 3-4

1.4 Data reliability 4-5

1.5 Lessons learnt 5-6

1.6 Flash I Report 2017-018 (2074) Key findings 7-9

1.7 Overall Progress Status on SSDP KPIs 9-11

SECTION II 11-20

2.1 Early Childhood Development and Pre-Primary Classes (ECD/PPCs) 11-16

2.2 Dalit and Janajati children enrolled in ECD/PPCs 16-18

2.3_A Percentage of new entrants in grade 1 with ECD/PPC experiences 18-19

2.3_B Number of ECD/PPCs teachers by sex, Dalit, Janajati, Others, qualification and percentage of training 20

SECTION III 21-81

3.1 School education 21-97

3.2 Basic Education 21-71

3.2.1 Number of schools 21-26

3.2.2 Enrolment 26-51

(1) Total number of enrolments at primary, lower secondary and basic levels 26-30

(2) Dalit and Janajati enrolments at primary, lower secondary and basic levels 30-32

ii

(3) Percentage of girls and boys and gender parity indexes in enrolment at primary, lower secondary and basic levels by social groups 33-35

(4) Enrolment at primary, lower secondary and basic levels by disadvantaged Janajati 35-36

(5) Enrolment by major types of disabilities at primary, lower secondary and basic levels 36-37

(6) Gross Intake Rate (GIR) and Net Intake Rate (NIR) in Grade One 37-40

(7) Gross and Net Enrolment Rates, and Gender Parity Index (GER, NER and GPI) at primary, lower secondary and basic levels 40-43

(8) Scenario of out-of-school children based on the 2011 National Census 43-44

(9) The scenario of out-of-school children based on the house-hold survey in five districts as per the equity indexes, 2015-016 44-48

(10) Internal efficiency at primary level 49-50

(10_A) Internal efficiency at lower secondary level 50-51

(10._B) The Quality of Basic Education based on the Findings and Recommendations of “National Assessment of Student Achievement (NASA) 2011, 2013 for grade 8, and for grades 3 and 5 in 2012 and 2015”..……………...……………………………………….............…51-58

(10._C) A Thematic analysis on Determinants of Promotion for Grade One Students in Jumla and Dang Districts, 2016-017.........................................................................................58-61

10_C.1 Some key findings of the analysis......................................................................58-60

10_C.2 The conclusion of the analysis...........................................................................60-61

3.2.3 Teachers information at primary, lower secondary and basic levels 61-71

(1) Total reported number of teachers by sex at primary, lower secondary and basic levels in all types of schools 61-65

(2) Percentage of teachers and the gender parity indexes in all types of schools 66

(3) Percentage of teachers by Dalit and Janajati 66-67

(4) Teacher training 67

(5) Student Teacher Ratios 68-71

(5)-1 Student Teacher Ratio in all types of schools 68-69

(5)-2 Student Teacher Ratios in community schools 69

(5)-3 Student Teacher Ratios in community schools based on the approved teacher positions 70-71

3.3 Secondary Education 72-93

3.3.1 Number of schools 72-75

3.3.2 Enrolment 75-84

(1) Total number of enrolment at secondary level 75-76

(2)Total number of Dalit and Janajati enrolment at secondary level 76-78

iii

(3) Total number of enrolment at secondary level by school types 78-80

(4) Enrolment at secondary level by disadvantaged Janajati 80- 80-81

(5) Enrolment by major types of disabilities at secondary level 81-82

(6) Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) at secondary level 82-84

3.3.3 Teachers’ information at secondary, higher secondary and secondary levels 84-92

(1) Distribution of teachers by sex at secondary, higher secondary and secondary levels 85-87

(2) Percentages of teachers and Gender Parity Indexes in all types of schools by levels 87-88

(3) Percentage of Dalit and Janajati teachers 88-89

(4) Teacher training 89

(5) Teacher Ratios 90-92

(5)-1 Student Teacher Ratio in all types of schools 90

(5)-2 Student Teacher Ratio in community schools 90-91

(5)-3 Student Teacher Ratio in community schools on approved teachers 91-92

(6) Internal efficiency at secondary level 92-93

SECTION IV 94-97

4.1 Availability of textbooks at primary, lower secondary and secondary levels in community schools 94-95

4.2 Number of classes with transitional language support at primary level 95-97

Annexes:

iv

List of Tables

Table1.1 Summary of the SSDP Key Performance Indicators (base year status, progress status and targets) 10 Table 2.1: Total number of ECD/PPCs by types and province 13 Table 2.2: Total enrolments and enrolment and share girls in ECD/PPCs by province 14 Table 2.3: Percentage of 4 year's population, total enrolment and enrolment rates in ECD/PPCs by province 16 Table 2.4: Number of Dalit and Janajati children in ECD/PPCs 17 Table 2.5: Number of children by major types of disabilities in ECD/PPCs 18 Table 2.6: Number and Percentage of new entrants in Grade One with ECD/PPC experiences by province 19 Table 2.7: Number of ECD/PPCs teachers by sex, Dalit, Janajati, qualification and percentage of

training 20 Table 3.1: Number of schools by province (in units and levels) 22 Table 3.2: Number of schools by units (running by grades) 23 Table 3.3: Number of schools by levels and types (Excluding religious schools) 24 Table 3.4: Distribution of religious schools by unit and levels 24 Table 3.5: School Student Ratios by province and levels 25 Table 3.6: Trends of total number of enrolments at primary, lower secondary and basic levels 27 Table 3.7: Total number of enrolments at primary, lower secondary and basic levels by sex in 2017-018 28 Table 3.8: Grade-wise composition of enrolment at the basic level 28 Table 3.9: Number of students’ enrolment by types of schools and levels 29 Table 3.10: Shares of enrolments by types of schools and levels 30 Table 3.11: Percentage of Girls and Boys in total enrolments by types of schools and levels 30 Table 3.12: Dalit enrolments at primary, lower secondary and basic levels 31 Table 3.13: Percentage Dalit enrolments at primary, lower secondary and basic levels in total enrolment 31 Table 3.14: Janajati enrolments at primary, lower secondary and basic levels 32 Table 3.15: Percentage Janajati enrolments at primary, lower secondary and basic levels in total enrolment 32 Table 3.16: Percentages of students by sex and Gender Parity Index (GPI) in total enrolment 33 Table 3.17: Percentages of students by sex and Gender Parity Index (GPI) in Dalit enrolment 33 Table 3.18: Percentages of students by sex and Gender Parity Index (GPI) in Janajati enrolment 34 Table 3.19: Number of enrolment by extremely disadvantaged Janajati at primary level 36 Table 3.20: Number of enrolment by endangered and extremely disadvantaged Janajati at lower

secondary level 36 Table 3.21: Total number of students by major types of disabilities at primary, lower secondary and

basic levels 37 Table 3.22_ Gross Intake Rate (GIR) in Grade One, 2017-018 38 Table 3.23: Net Intake Rate (NIR) in Grade One, 2017-018 39 Table 3.24: Gross Enrolment Rate (GER) by levels 42 Table 3.25: Net Enrolment Rate (NER) by levels 42 Table 3.26: Based on the projection of National Population and Housing Census 2011, the percentage

of out-of-school children by single age 44 Table 3.27: Total Number of Out Of School Children by Gender and age groups 45 Table 3.28: Out of total Out Of School Children number by caste/ethnic groups 46

iv

Table 3.29: Percentage of Out Of School Children by caste/ethnic groups in total number of OOSCs 46 Table 3.30: Of the total OOSC the percentage of children dropped out of school (by class that they

have dropped out) 46 Table 3.31: Percentage of Out Of School Children by types of reasons for drop out 47 Table 3.32: Percentage of out-of-school children from Dalit, Janajaties and Disadvantaged communities by single age 48 Table 3.33: Internal efficiency at primary level 49 Table 3.34: Internal efficiency at lower secondary level 51 Table 3.35: Subject wise learning achievements of students in Grade 8, NASA 2011 and 2013 54 Table 3.36: Subject wise learning achievements of Students in Grade 5, NASA, 2012 and 2015 55 Table 3.37: Subject wise learning achievements of Students in Grade 3, NASA, 2012 and 2015 55 Table 3.38: Average scores of students by subject and grade, Flash II 2014-15&2015-16 57 Table 3.39: Average scores of students by level, Flash II 2015-16&2016-17 57 Table 3.40: Total number of teachers by levels (based on reporting) in all types of schools 61 Table 3.41: Shares of teachers by sex and GPI in all types of schools and levels 62 Table 3.42: Total number of teachers in institutional schools by levels (based on reporting) 62 Table 3.43: Shares of teachers by sex and GPI in institutional schools and levels 63 Table 3.44: Total number of teachers in all types of community schools by levels (based on reporting) 63 Table 3.45: Shares of teachers by sex and GPI in community schools of all types of teachers and levels 64 Table 3.46: Total number of teachers in all types of community schools by levels (hired by the community/schools including PCFs) based on reporting) 64 Table 3.47: Total number of teachers in all types of community schools by levels (based on approved positions) 64 Table 3.48: Shares of teachers by sex and GPI in community schools of approved and rahat teachers

and levels 65 Table 3.49: Total number of teachers by service types in all types of community schools by levels

(based on reporting) 65 Table 3.50: Percentage shares of Dalit and Janajati teachers in total teachers by levels 66 Table 3.51: Status of TPD programme at all types of community schools at basic level, 2016 67 Table 3.52: Student teacher ratio in all types of schools by level 68 Table 3.53: Student Teacher Ratios in all types of community schools (based on reporting) 69 Table 3.54: Student Teacher Ratios in community schools (based on the approved positions of teachers) 70 Table 3.55: Distribution of schools by province by units at secondary level 72 Table 3.56: Distribution of schools by unit (running by grades) at secondary level 73 Table 3.57: Distribution of secondary schools (Excluding religious schools) by types and levels 74 Table 3.58: Distribution of religious schools by units and levels at secondary level 74 Table 3.59: School Student Ratios by province at secondary level 74 Table 3.60: Total number of enrolment at secondary level 75 Table 3.61: Percentage of Girls and Boys in all schools by levels 76 Table 3.62: Dalit enrolment at secondary level 77 Table 3.63: Share of Girls in Dalit enrolment and the share of Dalit enrolment in total enrolment at secondary level 77 Table 3.64: Janajati enrolment at secondary level 77 Table 3.65: Share of Girls in Janajati enrolment and the share of Janajati enrolment in total enrolment at secondary level 78 Table 3.66 Enrolment in Institutional schools at secondary and higher secondary levels 78 Table 3.67: Percentage of Girls and Boys in institutional schools by levels 79

iv

Table 3.68: Enrolment in Community schools at secondary and higher secondary levels 79 Table 3.69: Percentage of Girls and Boys in community schools by levels 79 Table 3.70: Share of enrolment in community and institutional schools in total enrolment by gender at secondary level 80 Table 3.71: Total number of enrolment by extremely disadvantaged Janajati in Grades 9-10 (Secondary level) 81 Table 3.72: Total number of enrolment by extremely disadvantaged Janajati in Higher secondary level 81 Table 3.73: Total number of students by major types of disabilities at secondary level 82 Table 3.74: Gross Enrolment Rate (GER) at secondary level 83 Table 3.75: Net Enrolment Rate (NER) at secondary level 84 Table 3.76: Distribution of total teachers at secondary level (based on reporting) 85 Table 3.77: Number of teachers in institutional schools by levels (based on reporting) 86 Table 3.78: Distribution of teachers in all types of community schools at secondary level (based on reporting) 86 Table 3.79: Number of teachers in all types of community schools by levels (based on approved positions) 87 Table 3.80: Total number of teachers by service types in all types of community schools by levels (based on reporting) 87 Table 3.81: Percentage shares of teachers in all types of schools at secondary level 88 Table 3.82: Percentage shares of teachers in all types of community schools at secondary level 88 Table 3.83: Shares of Dalit and Janajati teachers in total teachers in all types of schools 89 Table 3.84: Status of teacher training based on TPD programme in all types of community schools at secondary level, 2017 89 Table 3.85: Student teacher ratios in all types of schools at secondary level 90 Table 3.86: Student Teacher Ratios in all types of community schools (based on the reported number of

teachers) 91 Table 3.87: Student Teacher Ratios in community schools (based on the approved positions of

teachers) 92 Table 3.88: Internal efficiency at secondary level 92 Table 4.1: Availability of textbooks at primary, lower secondary and secondary levels by grades 94 Table 4.2: Number of classes with transitional language support at primary level 95 Table 4.3: Summary of transitional local languages by number of schools, languages, and students 96 Table 4.4: Number of local language/s used in the schools 97

iv

List of Figures

Figure1: Time line for Flash Data collection through the Flash I and II school census 4 Figure 2.1: Number of ECD/PPC Centers by types and province 13 Figure 2.2: ECD/PPCs and Children ratios by eco-belts 14 Figure 2.3: Share of enrolment in total enrolments in ECD/PPCs 15 Figure 2.4: Percentage of 4 years'children in ECD/PPCs 16 Figure 2.5: Percentage of Dalit and Janajati in total children in ECD/PPCs 17 Figure 2.6: Percentage of new entrants in Grade One with ECD/PPC experiences 19 Figure 3.1: Number of schools by province (in level) 22 Figure 3.2: Percentage distribution of schools by province and levels in total levels 23 Figure 3.3: Distribution of schools by level 24 Figure 3.4: School Student Ratios by province and levels 25 Figure 3.5: Trends of total number of enrolments at primary and lower secondary levels 27 Figure 3.6: Grade wise composition of enrolments at basic level 29 Figure 3.7: Shares of enrolments by types of schools and levels 30 Figure 3.8: Percentage of Dalit and Janajati enrolments in total at basic level 32 Figure 3.9: Level wise Gender Parity Index (GPI) in enrolments 34 Figure 3.10: Gross Intake Rate (GIR) in Grade one, 2017-018 38 Figure 3.11: Net Intake Rate (NIR) in Grade One, 2017-018 39 Figure 3.12: Gross Enrolment Rate (GER) by levels 43 Figure 3.13: Net Enrolment Rate (NER) by levels 43 Figure 3.14: Percentage of out-of school children from Dalit,Janajaties and Disadvantage communities

by single age 48 Figure 3.15: Internal efficiency at primary and lower secondary level 51 Figure 3.16: Total number of teachers by levels (based on reporting) in all types of schools 62 Figure 3.17: Total Number of teacher in all types of community schools by level (based on approved positions) 65 Figure 3.18: Percentage share of Dalit and Janajati teachers in total teachers by types of schools 66 Figure 3.19: Student teacher ratio in all types of schools 68 Figure 3.20: Student Teacher Ratios in all types of community schools (based on reporting) 69 Figure 3.21: Student Teacher Ratio in community schools (based on the approved positions of

teachers) 70 Figure 3.22: Distribution of schools by eco-belts at secondary level 72 Figure 3.23: Percentage distribution of schools by province at secondary level 72 Figure 3.24: School Student Ratio by eco-belts at secondary level 75 Figure 3.25: Share of enrolment at secondary and higher secondary levels by types of schools 80 Figure 3.26: Gross Enrolment Rate (GER) at secondary level 84 Figure 3.27: Net Enrolment Rate (NER) at secondary level 84 Figure 3.28: Distribution of total teachers at secondary level (based on reporting) 85 Figure 3.29: Percentage of Dalit, Janajati teachers in total teachers at secondary level 89 Figure 3.30: Student teacher ratio in all types of schools at secondary level 90 Figure 3.31: Student teacher ratios in all types of community schools (based on the reported number

of teachers) at secondary level 91

iv

List of Maps

Map 1: Number of School and Community based ECD/PPCs, 2074 15 Map 2: Percentage of children in Grade 1 with ECD/PPC experiences 20 Map 3: Basic level School Student Ratios, 2074 26 Map 4: Percentage of girls at primary level in total enrolment 34 Map 5: Percentage of girls at basic level in total enrolment 35 Map 6: Net Intake Rate (NIR) in grade one, 2074 40 List of Annex Tables

v

Acronyms:

BS Bikram Sambat (Nepali Calendar)

CBS Central Bureau of Statistics

CRC Camera Ready Copy

DOE Department of Education

ECD Early Childhood Development

EFA Education for All

EMIS Education Management Information System

ESAT Education Sector Advisory Group

GPI Gender Parity Index

HT Head Teacher

INGO International Non-Government Organization

MOES Ministry of Education and Sports

MOPE Ministry of Population and Environment

NGOs Non-Government Organizations

PHP Pretext Hypertext Pre-processor

PPC Pre-Primary Classes

PTA Parent Teacher Association

RCs Resource Centres

SESP Secondary Education Support Program

SIP School Improvement Plan

SMC School Management Committee

STR Student Teacher Ratio

UNESCO United Nations Educational, Scientific and Cultural Organization

UIS UNESCO Institute of Statistics

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SECTION I

1.1 Introduction

The Department of Education (DOE) has prepared the Flash Report I, 2017-018 with a view

to presenting different education statistics to facilitate the planning, programming, resource

management, plan implementation and monitoring activities of the School Sector

Development Plan (SSDP) 2016-023, which has been implemented as a follow up on the

SSRP 2009-016. The SSDP aims at achieving results and achievements based on the lessons

learned in view of the effective implementation of previous education plans and programmes

such as; the Education for All National Plan of Action (EFA NPA 2002-2015), the Basic and

Primary Education Programme (BPEP 1999-2004), the Education for All Programme (EFAP

2004-2009), the Secondary Education Support Programme (SESP 2003-2009) and, above all,

the School Sector Reform Plan (SSRP 2009-2016).

Overall, after the SSRP the Government of Nepal has implemented the School Sector

Development Programme (SSDP 2016-017 to 2022/023) with the aims to shape and achieve

the Sustainable Development Goal on Education to “Ensure inclusive and equitable quality

education and promote lifelong learning opportunities for all.” Towards this, it entrusts

MOE/DOE with the leadership, co-ordination and monitoring of the Education 2030 agenda,

especially with regard to agreed performance indicators of school education. It calls upon the

EMIS/DOE to provide independent monitoring and reporting of the SDG on Education (SDG

4), and on education with regard to other SDGs, for the next fifteen years.

The 2017-018 edition of the Flash Report provides valuable insight to governments and

policy makers to implement monitor and accelerate progress towards SDG 4, building on the

indicators and targets of SSDP, with equity and inclusion as measures of overall success. This

Flash Report I 2017-018 is the first report that presents the data in line with the federal

structure that has been established in the country as per the direction provided in the 2015

constitution. As such, the flash reports present the data disaggregated by 7 provinces and 753

municipality levels of local government entities.

This Flash Report I is the twenty seventh edition in the series of Flash Reports produced by

the DOE. This report has focused, largely, on providing information to the following main

areas of school education in order to achieve results with regard to SDG4:

Early childhood development (ECD) and pre-primary classes (PPCs),

Number of schools by types of schools (community, institutional and religious),

Student participation by gender, Dalit, Janajati, disadvantaged Janajati and disabilities,

Teacher details by types of schools,

GIR/NIR in Grade One and GER/NER by level of education and gender,

Internal efficiency by grade, level and gender,

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Student-teacher ratios by level of school education,

Student-school and teacher-school ratios by level of school,

Delivery of free textbooks to schools within two weeks of the beginning of the school year,

Number of schools with transitional language support at primary level, and

A thematic analysis based on the individual students' information of Electronic-based School Level IEMIS.

Since the school year 2009-010, the Flash Reports have included information in line with the

SSRP core document comprised of basic education (grades 1-8) and secondary education

(grades 9-12) in order to monitor and assess SSDP indicators in line with the SDG 4.

Accordingly, this report presents disaggregated information on these two levels: basic and

secondary education with regard to SSDP indicators.

The information presented in this report includes, unless stated otherwise, facts and figures

from all schools running in the country: all types of community schools (community aided,

community managed and community unaided), institutional schools (private) and religious

schools by level: ECD/PPCs, primary, lower secondary, secondary and higher secondary.

1.2 Process of preparing the report

The Education Management Information System (EMIS) Core Team headed by the Director, Planning and Monitoring Division of DoE coordinated all activities of this

report.

The School Level Electronic-based IEMIS were updated through wider consultations with central, regional/provincial, district and municipal/ward level education

personnel and implemented in all types and levels of schools. Based on the newly

emerged federal structure, these consultations will be undertaken at province,

municipality and sub municipality level at the next round of EMIS collection.

Feedback and suggestions received from key stakeholders, including development partners were incorporated to improve the School Level Electronic-based IEMIS.

The updated Flash Software along with its implementation guideline was sent to District Education Offices (DEOs) in the last week of February 2017 to generate the

School Level Electronic-based IEMIS from the Flash Software to distribute to all

schools.

Guidelines to complete the School Level Electronic-based IEMIS were provided to all schools and separate instructions were sent to the DEOs/REDs to ensure quality and

accuracy of data by monitoring of data verification and validation at schools and RCs

level by Resource Persons, School Supervisors and District Education Officers.

The computer software based on the PHP5 (Pretext Hypertext Pre-processor) platform with the back-end support by the MySQL database was developed, updated and used

to process the Flash data. The software enabled data entry, processing and standard

output generation. A provision has been made in the software to generate additional

output tables on the basis of specific user requirements. Some revisions were made in

the last year's software to accommodate requirements at the school, district,

municipal, and province level, focusing on both existing and emerged needs at those

levels related to decentralized planning and implementation.

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All DEOs were able to install the Flash Software by themselves. Data were managed into software locally and delivered the district Flash database to the DOE by email or

FTP (File Transfer Protocol).

Data management and entry into computer began with verifying and updating school codes given to all schools by DEOs.

Since the beginning of the Flash Reporting system, the DOE has been initiating different

mechanisms for the improvement of the school level EMIS. Those initiations are:

standardized school census forms, standardized EMIS software to establish the electronic

database, time-bound tasks, provisions to approve the data/information by different personnel

from the schools to district education offices, building an individual school's time series

database, systemic verification by the Resource Persons, School Supervisors, District

Education Officers and other stakeholders, linked in the school education planning, resource

management, supports, monitoring and evaluation system, Systemic Independent Verification

of EMIS by third parties and others.

With the expansion of the ICT infrastructure in the schools, the original records of the

schools have been captured and converted into the electronic-based School Level IEMIS

since the school year 2071 and expanded to all 753 Local level Governments in the school

year 2074 to strengthen the Flash Reporting System. By the end of the second week of July

2017, of the total 35,222 schools in the last school year 100% schools were able to complete

their electronic-based IEMIS and submitted to the respective RCs. The current Flash Report

I, 2017-018 is prepared based on the electronic-based School Level IEMIS database reported

by the Schools to RCs, RCs to DEOs and DEOs to DOE.

1.3 Methodology

This report is prepared based on the information gathered during the prescribed time line of the Flash I School Census 2074 covering all levels and types of schools – pre-

primary to higher secondary (community aided, community unaided, community

managed, private or institutional schools, religious schools and alternative schools)

running in the country on the reference date of Jestha 7, 2074 (21 May 2017).

However, out of total 35,222 schools with all levels in the previous school year, the

data show that 165 schools were closed or merged by the end of the school year 2016-

017. For the current school year 2017-018 the data show that nearly 544 (including

386 new institutional schools) new schools were opened so that in total 35,601

schools are recorded in the current school year.

This is the first report prepared based on the new Government System of Federal Democratic Republic of Nepal. Information and analyses are presented, mainly, in

relation to seven provinces based on the change context of the country. The detailed

information of the specific indicators with respect to the provinces and local level

(Municipality/Rural municipalities) is provided in the annexes for further information

and references. For the additional annexes of all information presented in the

analytical tables are posted into the DOE web-site: www.doe.gov.np.

The population used for the calculation of enrolment rates in this Reports is based on the National Population Census Report 2011 and the projected population by the

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Central Bureau of Statistics (CBS) 2011 National Population Census. Up to the Flash

I Report 2012-013 the school age population was used based on the Population

Projection for Nepal 2001-2021 publication, jointly published by the CBS and the

Ministry of Population and Environment (MOPE) in the year 2003.

Similarly, for the current Flash Report I, 2017-018, based on the population data received from CBS (Central Bureau of Statistics, National Population Census 2001

and 2011), the 753 local level wise single age group population was calculated by

using the Sprague multiplier co-efficient from a given five-year age group population

data. After obtaining local level single age group population, the compound growth

rate formula was applied to estimate the district level population for single year (i.e.

for the year 2017-2018).

The specified age groups for students in ECD/PPC, primary, lower secondary, basic, secondary, higher secondary and comprehensive secondary levels are 4, 5-9, 10-12, 5-

12, 13-14, 15-16 and 13-16 years respectively.

Schools are counted according to the level/levels of education and as a unit by the total grades they offer. For example, level-wise, a higher secondary school offering

grades 1-12 is counted as having four levels of education – as primary, lower

secondary, secondary and higher secondary level respectively and also for unit it

counts as an one school.

The electronic-based School Level IEMIS was implemented as per the time line of Flash I and II School Censuses, which are mentioned as below.

Figure1 Time line for Flash Data collection through the Flash I and II School Censuses

1.4 Data reliability

In the Flash reporting system, responsibilities for each agency/level are well defined in order

to ensure the uniformity, consistency and quality of data. At the school level, Head Teachers

Beginning of the school year census

End of the school year census

Flash I

Flash II

School level

Electronic based

IEMIS generate at

DEOs for Flash I

End of March

Flash I census

May 21st

School level

IEMIS

at DEOs

June 15th

DEOs submit

School level

IEMIS

to DOE

July 15th

School level

IEMIS

collection at

RCs

May 24th

School level

Electronic based

IEMIS generate at

DEOs for Flash II

End of March

Flash II

census

April 5th

School level

IEMIS

at DEOs

April 28th

DEOs submit

School level

IEMIS

to DOE

June 15th

School level

IEMIS

collection at

RCs

April 8th

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(HTs) are responsible to complete the Electronic-based School Level IEMIS and obtain

approval from School Management Committee (SMC) Chairpersons and School

Supervisors/Resource Persons on time. Likewise, SMC Chairpersons and School

Supervisors/Resource Persons are responsible for assessing and approving the schools' data

before these are submitted to the DEO. Also, several measures are taken to verify the data by

cross checking the accuracy and consistency of the data.

In order to minimize the reporting errors and prevent inconsistency in data entry, necessary

validation rules have been incorporated into the Flash data entry software. Furthermore, the

DOE has been providing continuous technical support to the district personnel through visits

as well as through telephones and emails, which, to a large extent, has helped in improving

the data quality. In addition, trainings and on-the-job orientations to the DEO personnel

involved in data processing activities have been provided to enhance their capacity with a

view to enabling them to ensure the quality, reliability and validity of data.

In addition to the above efforts to maintain reliability, validity and consistency in the data

management at school level and improve the reporting process, the DOE has initiated the

following mechanism:

With a point of view to improve the school record keeping and reporting system, the DOE

has established the electronic-based records of each school, which captures the original

records of individual student, teacher and other related information. This mechanism is

compatible with the current Flash Software System, which has been used since the school

year 2004. Each school manages detailed information of an individual student, teacher and

other relevant information in the school level IEMIS software and reports detailed data within

the given time-frame of the school census.

Moreover, this mechanism provides an opportunity to the schools, RCs and DEOs to track the

progress of the students, teachers and other related information and the schools can easily

update their information based on the profile of an individual student, teacher and other

information at the end of the school year (i.e. except new students in the current school year,

the schools do not need to re-enter the previous school years' data in the electronic based

School Level IEMIS). Overall, this new system has contributed to improve the current Flash

Reporting System. However, the issue of assuring data-quality is also related to how schools

use their data for SIPs, other school level activities and decision making. In addition to this,

there is a provision of at least 3 rounds of independent third-party verification of EMIS in the

SSDP implementation, where the first round of an independent third-party verification of

EMIS has completed in FY 2016-017. It is observed that the electronic-based school level

IEMIS captures the original records of the schools by individual students, teachers and other

necessary details, contributing to make relevant changes in improving more consistent and

reliable data than in the previous manual procedures.

1.5 Lessons learnt

Based on the experiences in the Flash reporting system over the last two decades and considering the upcoming reforms to ensure that EMIS remains fully operational

through adapting it in to the federal context, further efforts are needed to ensure

schools can directly upload EMIS data and download profiles from the Electronic-

based School Level IEMIS. For this, the current EMIS dataset is to be migrated to a

server that is linked to a web-based portal, which can directly be accessed by

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education stakeholders at all levels and where EMIS data can be uploaded. For this,

the EMIS section under the Ministry of education, Science and Technology will

continue its efforts to apply the simplified Electronic-based school level data

management and reporting and explore ways with the Ministry of Federal Affairs and

General Administration.

Over the past years, the DEOs have been demonstrating a steady progress in timely reporting, verifying and validating the data by themselves at the district level.

Installation and proper use of user-friendly and technically sound database

management software developed by the DOE contributed to enhance the systemic

capacity. However, the transition to a federal structure also means also an institutional

transition that is accompanied with needs to strengthen the capacity of the staff and

entities that have been made responsible for the collection, compilation and reporting

into the IEMIS database.

As such, the capacity of schools, and responsible officers at Rural Municipality and Municipality level need to be further strengthened in most aspects of EMIS activities

such as establishing the standardized school record keeping system at all schools,

adequate logistic support for producing quality data and disseminating accurate and

timely information to key stakeholders at the local (school, community, local

government and district) level, contributing to better accountability, adherence to

results and informed decision-making at all levels.

Building on the progress made under the Data Must Speak (DMS) initiative, the developed School, VDC and District Profiles for the establishment of two-way data

flow system need to be integrated in the EMIS portal, based on which the web-based

EMIS that is expected to be developed in the FY 2018-19 with the support of the

Technical Assistance facility to support the SSDP. The School, VDC and District

Profile includes main SSDP indicators (including the equity indexes) that will be

helpful to the schools to access comparable and relevant data, and based on this,

prepare their SIPs and review their progress.

The DOE has also developed a time-series Flash Database that has assisted the DEOs to check the consistency, reliability and validity of the data by assessing the data of

each school. In addition to this, in line with the SSDP, the first of three rounds of

independent third-party verification of EMIS have been completed in FY 2016-017,

validating EMIS’ credibility as it showed no significant differences between the

information of students, teachers and text-books records of the schools and the same

information reported to the DEOs.

The recommendations of the independent verification along with the priorities in relation to (i) the adaptation of EMIS to the federal context, (ii) meeting the targets

against the agreed reforms under the SSDP including the establishment of a web-

based EMIS and (iii) further integration and linkage of EMIS with other relevant

information management systems and its ability to report against globally committed

indicators, such as SDG4 have all been reflected in a joint EMIS strengthening action

plan that also allows the mapping of available/identified TA from Development

Partners to ensure greater coordination and alignment.

The new EMIS data collection and compilation timelines will also inform the revision of the timeline and frequency of the Flash reporting. In addition to this, the

structure of the Flash report might be further revised to fully serve the needs and

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expectations of the implementers and stakeholders that rely on it to inform

monitoring of progress and planning.

1.6 Flash I Report 2017-018 (2074) Key findings

Flash I Report 2074 (2017-018) Key findings:

Overall numbers

Number of Institutions: Total Community Institutional Religious Remarks

ECD/PPCs: 36,568 30,448 6,120

Schools:

Total in Units 35,601 27,914 6,566 1,121

Primary Levels 35,211 27,792 6,298 1,121

Lower Secondary Levels 15,632 11,293 4,264 75

Basic Levels 35,393 27,974 6,298 1,121

Secondary Levels 9,416 6,230 3,186 31

Higher Secondary Levels 3,783 2,719 1,084 6

Secondary Levels 9,416 6,230 3,208 31

Students: Total Girls Total Girls Total Girls Total Girls

ECD/PPCs 958127 452259 607369 303616 350758 148643

Primary Levels 3970016 2009314 3312062 1704666 657954 304648 77009 34075

Lower Secondary Levels 1866716 943410 1544661 802724 322055 140686 6434 2827

Basic Levels 5836732 2952724 4856723 2507390 980009 445334 83443 36902

Secondary Levels 970720 501388 778822 418163 191898 83225 4487 2132

Higher Secondary Levels 584072 315012 427261 246960 156811 68052 1107 634

Secondary Levels 1554792 816400 1206083 665123 348709 151277 5594 2766

Teachers: ECD Primary L_Sec. Basic Sec. H_Sec Sec.

Approved positions: total 100685 25687 126372 19517 5859 25376

Approved positions: permanent 55038 12016 67054 9845 - 9845

Approved positions: temporary 24478 4217 28695 2928 1918 4846

Rahat: 21169 9454 30623 6744 3941 10685

Reported in all types of schools: total 201075 56763 257838 42817 21420 64237

Reported in all types of schools: female 100556 16443 116999 8215 3804 12019

Reported in all community schools: total 150,870 42,494 193,364 26,562 16,741 7,299

Reported in all community schools: female 61,922 10,805 72,727 4,231 3,068 43,303

Reported in all institutional schools: total 50419 17095 67514 16255 4680 20935

Reported in all institutional schools: female 27964 7705 35669 3984 736 4720

Indicators:

ECED The overall outcome level achievements:

The total 36,568 (Compared to 36,093 in the last school year) ECD/PPCs in the country, 30,448 (84.4%) ECD centers are running as community-based ECD and community schools-based ECD/PPCs.

Equity The gender parity in school education has been achieved. The Gender Parity Indexes (GPI) in NER at primary, lower secondary, basic, secondary, higher secondary and secondary levels are 1.00; 0.97; 0.99; 0.98; 1.04 and 0.99 (0.99; 1.01; 1.00; 0.97; 1.01 and 0.98 in the last school year) respectively.

The girls’ enrolment constitutes 50.6% (50.4% in the last school year) at primary level, 50.5% (50.5% in the last school year) at lower secondary level, and 50.6 % (50.5% in the last school year) at basic level. Likewise, girls comprise 51.7% (51.8% in the last school year) at secondary level, 53.9% (54.5% in the last school year) at higher secondary level and 52.5% (52.7% in the last school year) at comprehensive secondary (grades: 9-12) level. This illustrates a higher degree of participation of

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girls in the school education system, pointing out that when admitted they tend to continue their education more than the boys.

The share of Dalit enrolment is 19.9% at primary, 16.0% at lower secondary, 11.1% at secondary and 6.5% at higher secondary level, which are higher than to the previous school year.

The share of Janajati enrolment is 36.8% at primary level, 40.9% at lower secondary, 33.8% at secondary and 23.3% at higher secondary level. Compared to their population share (37.2%), the participation of Janajati children in school education is reasonably balanced.

The total number of student enrolment by extremely disadvantaged Janajati (22 ethnic groups) is 89,216 (93,351 in the last school year) at primary level, 31,852 (31,733 in the last school year) at lower secondary level, 15,781 (15,585 in the last school year) at secondary level and 3,444 at higher secondary level, reflecting slightly increase in participation in upper levels of school education.

The proportions of female teachers by levels, in all types of schools, are: 44.6% (44.0% in the last school year) at primary level, 30.5% (28.9% in the last school year) at lower secondary level and 19.2% (18.3% in the last school year) at secondary level.

The proportions of female teachers in all types of community schools are: 41.0% (40.3% in the last school year) at primary level, 25.4% (22.2% in the last school year) at lower secondary level and 15.9% (14.8% in the last school year) at secondary level.

The proportions of Dalit teachers at primary, lower secondary and secondary levels are: 5.6%, 4.5% and 5.4% (5.3%, 4.3%, and 4.6% in the last school year) respectively.

The proportions of Janajati teachers at primary, lower secondary and secondary levels are: 32.8%, 24.8% and 19.5% (30.9%, 20.3% and 18.8% in the last school year) respectively.

Access Gross Intake Rate (GIR) and Net Intake Rate (NIR) in Grade One are 128.6 % (133.5% in the last school year) and % 95.9 (94.7% in the last school year) respectively.

The Gross Enrolment Rate (GER) at primary, lower secondary, basic, secondary, higher secondary and secondary levels are 132.3 % (133.6% in the last school year), % 108.0 (103.3% in the last school year), % 120.1 (122.4% in the last school year), 80.3% (79.0% in the last school year), 40.9% (40.4% in the last school year) and 60.6% (59.6% in the last school year) respectively.

The Net Enrolment Rate (NER) at primary, lower secondary, basic, secondary, higher secondary and secondary levels are 97.2 % (96.9% in the last school year), 87.4% (80.9% in the last school year), 92.3% (91.0% in the last school year), 65.9% (59.8% in the last school year), 22.0% (18.2% in the last school year) and 43.9% (38.9% in the last school year) respectively.

Quality The promotion and repetition rates in Grade One are 82.5% (80.9% in the last school year) and 13.9% (14.3% in the last school year) respectively.

The promotion and repetition rates in grade 5 are 92.9% and 4.1% respectively.

The promotion and repetition rates in grade 8 are 90.6% and 3.9% (90.0% and 4.3% in the last school year) respectively.

The overall survival rate to grade five is 88.3% with 89.3% for girls and 87.3% of boys (Compared to total 87.0%, with 86.6% for boys and 87.2% for girls in the last school year).

The overall survival rate to grade eight is 77.4% with 77.7% for girls and 77.1% of boys (compared to total 75.9%, with 75.2% for boys and 76.2% for girls in the last school year).

The overall survival rate to grade ten is 57.1%, with 56.5% for boys and 57.6% for girls.

According to the National Assessment of Student Achievement (NASA) report (2013), the average students’ learning achievements in Grade 8 are 35% in Mathematics, 48% in Nepali and 41% in Social studies subjects.

According to the NASA report (2012), the average students’ learning achievements in Grade 5 are 53.3% in Mathematics, 59.7% in Nepali and 53.6% in English subjects.

According to the NASA report (2015), the average students’ learning achievements in Grade 5 are 48.7% in Mathematics, 46.3% in Nepali and 46.8% in English subjects.

According to the NASA report (2012), the average students’ learning achievements in Grade 3 are 59.4% in Mathematics and 62.6% in Nepali subjects.

According to the NASA report (2015), the average students’ learning achievements in Grade 3 are 45.3% in Mathematics and 51.5% in Nepali subjects.

Based on the NASA reports (2011 and 2012), the districts - Achham, Bardiya, Jumla, Khotang, Mahottari, Rolpa, Saptari, Udayapur and also the Eastern- and Mid-Western development regions have low level of achievements. It is worth mentioning here that similar situations have been observed in these districts and regions with regard to their internal efficiency as demonstrated in the Flash I Report, 2016-017.

The student-teacher ratios (based on the approved positions of teachers) in community schools are 33:1 (34:1 in the last school year) at primary level, 60:1 (60:1 in the last school year) at lower secondary level and , 40:1 (39:1 in the last school

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year) at secondary level, highlighting the need of increasing teacher positions, especially at lower secondary level.

The average percentage of students who received the full sets of textbooks, within the second week of the academic year 2017-018, was 90.9% (87.6% in the last school year) at primary level, 91.3% (90.3% in the last school year) at basic level and 94.2% (91.7% in the last school year) at secondary level.

Altogether 69 local languages have been used in 7,955 schools in grade 1 classes, 7,221 schools in grade 2 classes, 6,357 in schools in grade 3 classes, 4,929 schools in grade 4 classes and 4,749 schools in grade 5 classes as the medium of instruction in the classroom teaching and learning activities at primary level.

Efficiency The overall Co-efficients of Internal Efficiency at Primary and Basic levels are: (81.3% and 74.8%in the last school year) correspondingly. The Cohort Graduation rates at Primary and Basic levels are: (80.6% and 69.6% in the last school year) respectively.

School and Student ratios 113, 1:119 at lower secondary, 1:166 at basic (Grades 1-8), 1:103 at secondary, 1:154 at higher secondary and 1:165 at secondary (Grades 9-12) levels

Number of students in different levels 3,970,016 at primary level, 1,866,716 at lower secondary level, 5,836,732at basic level,970,720 at secondary level, 584,072 at higher secondary level and 1,554,792 at secondary level respectively (last year the total numbers of students at primary, lower secondary and basic levels are 4,135,253, 1,859,359 and 5,994,612 respectively and also 958,502; 492,984 and 1,451,486 at secondary, higher secondary and secondary levels in the last school year) respectively.

Enrollment in public/private schools, last year Of the total enrolment at primary, lower secondary and basic levels, 83.4%, 82.7% and 83.2% (compared to 83.4%, 82.8% and 83.2% last year) in community schools respectively. Similarly, 16.6% (16.6% in the last school year), 17.3 (17.2% in the last school year) and 16.8% (16.8% in the last school year) are in institutional schools.

Of the total enrolment at secondary, higher secondary and secondary (grades: 9-12), 80.2% (80.1%, in the last school year), 73.2% (70.7% in the last school year) and 77.6% (79.9% in the last school year) are in community schools, whereas 19.8% (19.9% in the last school year),26.8% (29.3% in the last school year) and 22.4% (23.1% in the last school year) are in institutional schools.

1.7 Overall Progress Status on SSDP KPIs

The following table presents the overall progress based on the SSDP Key Performance

Indicators (KPIs) with the base year status and year wise achievements against the set targets

for the SSDP period 2016-017 to 2022/023. Overall, the analysis of the indicator wise

achievement against the targets for the SSDP’s first and second year shows that most of the

indicators continue to improve. Regarding the ECED related KPIs, the progress is in line with

the targets for the year FY 2017/18, except for the % of ECED/PPE teachers that have

received a one-month training. The access related KPIs in basic education also show solid

progress, with a number of indicators exceeding the targets set for FY 2017/18. Regarding the

retention, survival and completion rates in basic education, progress is continued but the

2017/18 achievements are lagging the targets set, especially regarding the grade 8 completion

rate. Further analysis of this is presented in the relevant chapters with focus on the

geographical disparities for these indicators to inform need based planning.

Regarding secondary education, access, retention and completion related KPIs show

significant progress, with all of them except the 9-12 GER exceeding the 2017/18 targets and

the survival rate to grade 10 even exceeding next year’s target by a significant margin. The

percentage of female teachers is also showing achievement beyond the target for 2017/18.

Regarding the percentage of the National budget that is allocated to education, the 2017/18

percentage has shown a decreasing trend away from the 15% target for the upcoming fiscal

year due to the overall steep increase of the national budget to accommodate the federal

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transition and restructuring and due to the changed budget structure and composition,

currently allowing only the federal budget to be reflected.

Table1.1: Summary of the SSDP Key Performance Indicators (base year status, progress status and targets)

Sub sector/thematic area

Baseline (2015/16)

3-year target

(to 2018/19)

Achievements (in 2016/19) 5-year target

(to 2020/21)

Achievements (in 2020/21)

7-year target (to 2022/23)

Achievements (in 2022/23)

Indicators 16/17 17/18 18/19 19/20 20/21 21/22

1. Early childhood education development/pre-primary education (ECED/PPE)

1.1 Gross enrolment ratio (GER) in ECED/PPE

81a 86 82.9 84.1 89.5 94

1.2

% of ECED/PPE teachers with required qualification

93.7a 95.5 93.8 94.2 97 100

1.3 % of ECED/PPE teachers with one month training

0 30 N.A. 4.7 65 100

1.4

% of grade 1 new entrants with ECED/PPE experience

62.4a 68.5 64.7 66.3 73 85

2. Basic education (grades 1–8)

2.1 Gross intake rate in grade 1

136.7a 130.5 133.5 128.6 127 115

2.2 Net intake rate in grade 1

93.9a 95 95.2 95.9 96 100

2.3 GER of basic (grades 1-5)

135.4a 130.5 134 132.3 125.5 115

2.4

Net enrolment ratio (NER) in basic education (grades 1-5)

96.6a 97.5 96.9 97.2 98.5 100

2.5 GER of basic education (grades 1-8)

120.1a 118 122 120.2 115 112

2.6 NER of basic education (grades 1-8)

89.4a 94 91.0 92.3 95 100

2.7

Gender parity index (GPI) in NER in basic education (grades 1-8)

1a 1 1.00 1.00 1 1

2.8 Survival rate for grade 8

76.6 86 75.9 77.4 92 97

2.9 Completion rate for basic education level

69.6a 78.5 68.4 70.7 85 90

2.1

% of out of school children in basic education (age 5-12)

10.6a 7.5 9.0 8.7 5 0

2.11.1 Students’ reading proficiency (%) in grade 3

27.2 42.2 27.2b

(per minute)

27.2b (per minute) 52.2 60

2.12.1 Students’ learning achievement scores (%) in grade 5

Maths: 48b

52 49b 49b 56 60

2.12.2 English:

47b 53 47b 47b 57 60

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Sub sector/thematic area

Baseline (2015/16)

3-year target

(to 2018/19)

Achievements (in 2016/19) 5-year target

(to 2020/21)

Achievements (in 2020/21)

7-year target (to 2022/23)

Achievements (in 2022/23)

Indicators 16/17 17/18 18/19 19/20 20/21 21/22

1. Early childhood education development/pre-primary education (ECED/PPE)

2.12.3 Nepali:

46b 54 46b 46b 59 65

2.13.1 Students’ learning achievement scores (%) in grade 8 (based on National Assessment for Student Achievements, NASA)

Maths: 35c 48 35c 35c 55 60

2.13.2 Nepali:

48c 52 48c 48c 57 62

2.13.3 Science:

41c 49 41c 41c 55 60

3. Secondary education

3.1 GER in grades 9-12

56.7 a 72 56.9 60.6 85 90

3.2 NER in grades 9-12

37.7a 45 38.9 43.9 53 60

3.3 Survival rate to grade 10

37.9a 50 45.2 57.1 65 75

3.4 Survival rate to grade 12

11.5 18 NA 17.2 25 31

3.5 GPI in NER in grades 9-12

0.99a 1 0.98 0.99 1 1

3.6 Number of model schools

0 600 240 196 1,000 1000

3.7

Number of students enrolled in technical subjects in grades 9-12

9,750a 72,540 15,445

Total:23415 (Agri_Scie=

10700 +Eng= 12645

&MusicEdu. =70)

102,600 126,600

4. Non-formal education and lifelong learning

4.1 Literacy rate 6 years+

78d 85 78d 78d 87 90

4.2 Literacy rate 15-24 years

88.6e 92 88.6e 88.6e 95 98

4.3 Literacy 15+ years 57f 70 57f 57f 75 80

5. Teacher management and professional development

5.1 % of female teachers in basic level

38.8 42 40.7 41.2 45 50

6. Sector finance

6.1 Education sector budget as % of national budget

12.04% 15% 11.09 9.91 17% 20%

a: DOE (2016); b&c: ERO (2016); d:NPC (2016); e: NPC(2014); f: CBS(2012); g: RTI(2014), h: ERO (2014)

- 12 -

- 13 -

SECTION II

2.1 Early Childhood Development and Pre-Primary Classes (ECED/PPE)

The early childhood education and development and Pre-primary education (ECED/PPE)

goal stipulated in the EFA National Plan of Action (2001-15) provides a basis for the

implementation of ECED/PPE in the SSDP 2016-023. In Nepal, the SSDP goal regarding the

Early Childhood Education Development (ECED) activities is in line with the Dakar

Framework for Action for EFA (2001-15). The Early Childhood Education Development /

Pre-Primary Education (ECED/PPE) is regarded instrumental for the physical, intellectual,

social and emotional development of children. Moreover, it helps to improve the internal

efficiency of primary and basic education. One of the main strategies taken to achieve the

EFA goals is to increase the number of ECED/PPE to ensure access for the most vulnerable

and marginalized children. There are various forms of ECED/PPE, which include school-

based ECED, community-based ECED/PPE and privately managed pre-primary education.

Schools give different names to these classes such as Nursery, Kindergarten, and Montessori

etc.

Based on the programme description in SSDP, the basic education will encompass school

readiness through the one-year provision of ECED/PPE to strengthen equitable access

through expansion of various models of ECED/PPE services. There will be the provisions of

better standardised, monitored and supported to improve the quality in both newly established

and existing ECED/PPE centres/classes. In line with the SSDP, the Government continues the

efforts to further improve the quality in early education by ensuring minimum quality

standards for ECED/PPE teachers and through a comprehensive plan to enhance the capacity

of existing ECED/PPE teachers, including the provision of performance incentives. In line

with the constitution, the main strategic quality reform under the SSDP is to ensure that all

ECED/PPE services are upgraded and fully integrated as part of the basic education school

structure. At the same time implementation modalities and clear guidelines for quality

standards have been developed for home-based, community-based, institutional school-based

and community school-based ECED/PPE centres. Moreover, the Government ensures that all

newly recruited ECD/PPE teachers must have passed the grade 10 exam, while existing

teachers with less than grade 10 qualification are continued to be encouraged to meet this

requirement. Simultaneously, a one-month intensive training and refresher training is being

provided to all ECED/PPEs teachers, envisioned to have been completed by all ECED/PPE

teachers by the end of the 7-year SSDP timeline.

Parental education programmes are being continued in the provinces, as well as orientation

programmes on ECED/PPE for local bodies as they are responsible for managing ECED/PPE

centres and need to be prepared to take on this responsibility that has emerged in the federal

context. In this context, the local governments need to play a greater stewardship role by

mobilizing the government, non-government and private actors in underserved areas, holding

SMCs accountable for the implementation of ECED/PPE programmes and investing more of

their resources in ECED/PPE. Based on the EMIS, the analysis of the status of ECD/PPE is

presented as follows.

Table 2.1 and figure 2.1 below show that out of the total 36,568 (Compared to 36,093 in the

last school year) ECD/PPCs in the country, 30,448 (84.4%) ECD centers are running as

community-based ECD and community schools-based ECD/PPCs. Accordingly, the rest

6,120 (16.7%) of the ECD/PPCs are operating under institutional schools (See Annex: I). The

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trend shows that there has been continuous increase in the ECD/PPCs facilities. Based on the

set targets regarding the ECD/PPCs’ GER (Table 2.1) and the Percentage of new children in

Grade 1 with ECD/PPCs’ experiences in the SSDP, the government has expanded the

ECD/PPCs as per the DEOs’ demand to provide ECD services to the un-served children.

Although the data shows a low involvement of the private (institutional schools-based PPCs)

sector in providing early childhood care and education services, the total number of

ECD/PPCs has increased by 1.3% as compared to the number 36,093 in the last school year.

This increase is particularly noticed in the institutional schools in the current school year.

Table 2.1 Total number of ECD/PPCs by types and province

Province Community Institutional Total

Province1 5,967 1,016 6,983

Province2 4,479 467 4,946

Province3 5,017 1,931 6,948

Province4 3,307 872 4,179

Province5 5,399 1,065 6,464

Province6 2,512 199 2,711

Province7 3,767 570 4,337

Total 30,448 6,120 36,568

Figure 2.1 Number of ECD Centers and Pre-primary Classes by types and province

In total 957,087 children (Table 2.2) are catered by 36,568 ECD/PPCs (Table 2.1) in the

current school year 2017-018. The present ratio of total children enrolled in the ECD/PPCs

and the existing number of ECD/PPCs is 1:26 which is lower than the last school year (1:27),

indicating a need for a considerable expansion and strengthening of the ECD/PPCs to

maintain the prescribed class size of ECD/PPCs and children ratio (i.e. 1:20). The analysis at

the schools and local-level data shows if we calculate the existing ECD/PPCs facilities and

number of students enrolled, there are 339 local levels the shortfall ECD/PPCs facility has

been observed. Of the total 339 local levels there are also 61 local levels, where there is no

one institutional pre-primary class has been exist. Based on this current student and

ECD/PPCs ratio of each local level there is a need of 6,625 additional ECD/PPCs to

maintained the standard class size of ECD/PPCs (See Annex: I).

5,967 4,479 5,017 3,3075,399

2,512 3,767

1,016467

1,931872

1,065

199570

6,983

4,946

6,948

4,179

6,464

2,7114,337

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

Province1 Province2 Province3 Province4 Province5 Province6 Province7

Community Institutional Total

- 15 -

Table 2.2 Total enrolments and enrolment and share girls in ECD/PPCs by province

Province Total enrolment Share of gender

Girls Boys Total Girls Boys GPI

Province1 75,044 79,996 155,040 48.4 51.6 0.94

Province2 57,424 64,640 122,064 47.0 53.0 0.89

Province3 97,827 111,695 209,522 46.7 53.3 0.88

Province4 46,469 52,944 99,413 46.7 53.3 0.88

Province5 99,552 114,059 213,611 46.6 53.4 0.87

Province6 25,944 27,058 53,002 48.9 51.1 0.96

Province7 49,520 54,915 104,435 47.4 52.6 0.90

Total 452259 505,868 958127 47.2 52.8 0.89

Figure 2.2 below shows the 1ECD/PPCs and children ratios by eco-belts. This indicator

presents the extent of each ECD/PPC’s capacity to accommodate the children. It shows, on

average, one ECD/PPC is serving 26 children. The highest ECD/PPCs and children ratio is in

the province 4 (1:40) followed by the province 3 (1:36) and the lowest is in the province 6

(1:20). Likewise, this analysis highlighting the need of more efforts to revisit the existing

ECDs facilities in the future to consolidate and build more effective and efficient ECD/PPCs

(See Annex: V) facilities to serve in the needy areas of the country. For this, each local level

needs to have an in-depth analysis of the current ward level ECD/PPCs population to address

the current unnerved targeted children in their coming planning process.

Figure 2.2

ECD/PPCs and Children Ratios by province

The Figure 2.3 below depicts the share of enrolment by gender in the school year 2017-018.

In total the share of girls is lower than the share of boys in total enrolment. Among the seven

province the province number 1 has the highest share of girls, where as the lowest share of

girls is in the province number 5 indicating that there is a need of extra efforts to increase the

girls enrolment and maintain the equity in participation.

1 This indicator is calculated by taking the total number of children enrolled in ECD/PPCs and the total number of ECD/PPCs recorded in

the Flash Reporting System in a specific academic year.

1:271:26

1:36

1:40

1:32

20

2426

Province1 Province2 Province3 Province4 Province5 Province6 Province7 Total

ECD/PPCs and Children Ratio

- 16 -

Figure 2.3 Share of enrolment in total enrolments in ECD/PPCs

The following map depicts the distribution of school- and community-based ECDs in the

school year 2074 (2017-2018) by districts, which are running from the financial and other

support of the government and other agencies as well.

Table 2.3 below shows the total number of 4-year age group population, total number of

enrolment of 4 years’ age children in ECD/PPCs with the percentage of children enrolled in

the ECD/PPCs compared with the 4 years’ age group population by province and sex. In

addition, the figure 2.4 below further elaborate them. Based on the targeted age focusing on

the one-year EED/PPCs programme for children of four years’ age group in the SSDP 2016-

023, the DOE has collected the ECD/PPCs enrolment by age/s through the Flash I, 2017

school census.

Based on the 4-year age enrolment data compared with the 4-year age population, the table

(2.2_B) below presents that the overall percentage of 4-year children enrolled in ECD/PPCs

is 84.1%, with 83.7% girls and 84.5% boys (Compared to total 82.9%, with 83.1% girls and

82.7% boys in the last school year) in the current school year 2017-018, revealing an increase

by 1.2% points than in the previous school year. Compared with the three years’ (2016-017 to

2018-019) set target of 86.0% of the SSDP, this achievement is very much impressive to

meet the target by 2018-019.

48.4 47.0 46.7 46.7 46.6 48.9 47.4 47.2

51.6 53.0 53.3 53.3 53.4 51.1 52.6 52.8

0%

20%

40%

60%

80%

100%

Province1 Province2 Province3 Province4 Province5 Province6 Province7 Total

Girls Boys

- 17 -

The analysis by province suggests that compared to other province the province 2 followed

by province 6 are far behind to meet the target by 2018-019. Although the effort made by the

government towards the expansion of ECD programme to cater the targeted children is more

encouraging, it is important to pay more attention to strengthening the programme for their

retention and transition to grade 1which is still low (66.3% table: 2.4 A) compared to the total

enrolment of the ECD/PPCs in the last school year 2016-017.

Table 2.3

Percentage of 4 year's population, total enrolment and enrolment rates in ECD/PPCs by province

Province 4-year age population

4-year age children enrolled in ECD/PPCs

% of 4 years’ children enrolled in ECD/PPCs

Girls Boys Total Girls Boys Total Girls Boys Total

Province1 42,819 42,680 85,478 38,766 39,294 78,060 90.5 92.1 91.3

Province2 67,582 69,042 136,622 47,864 50,751 98,615 70.8 73.5 72.2

Province3 42,400 44,816 87,200 39,706 41,824 81,532 93.6 93.3 93.5

Province4 23,298 24,244 47,532 22,452 20,044 42,491 96.4 82.7 89.4

Province5 51,955 53,297 105,249 43,044 45,413 88,458 82.8 85.2 84.0

Province6 22,653 22,590 45,238 17,390 17,821 35,211 76.8 78.9 77.8

Province7 30,306 31,142 61,447 26,060 28,087 54,147 86.0 90.2 88.1

Total 281,013 287,811 568,766 235,282 243,234 478,514 83.7 84.5 84.1

Figure 2.4 below shows the percentage of 4 year’s children in ECD/PPCs by province against

the 4-year age population. It shows that the highest enrolment rate is in the province 3

(93.5%) and the lowest is in the province 2 (72.2%). The province number 1, 4, 5, 6 and 7

have achieved by 91.3%, 89.4%, 84.0, 77.8% and 88.1% respectively. An analysis by local

level shows that out of the 753 local levels there are 131 local levels districts with a low

percentage of enrolment (less than 60.0%) with regard to 4-year age children in ECD/PPCs

(compared to the 84.1% national average) (See Annex: I).

Figure 2.4 Percentage of 4 year’s children in ECD/PPCs

2.2 Dalit and Janajati children enrolled in ECD/PPCs

Table 2.4 below shows that out of the total enrolment of 958,127 in 2017-018 in ECD/PPCs

18.0% are Dalit (17.5% in the last school year) and 39.1% are Janajati (39.0% in the last

83.7 90.570.8

93.6 96.482.8 76.8

86.084.5 92.173.5

93.382.7 85.2 78.9

90.2

84.191.3

72.2

93.5 89.484.0

77.888.1

0.0

20.0

40.0

60.0

80.0

100.0

120.0

Total Province1 Province2 Province3 Province4 Province5 Province6 Province7

Girls Boys Total

- 18 -

school year). Among the Dalit children enrolled, 18.4% are girls and 17.7% are boys.

Likewise, the Janajati 39.2% are girls and 39.1% are boys in the total enrolment. Children

enrolled by types of schools shows that the share of Dalit in Institutional schools is 16.3%,

whereas it is 45.4% for Janajati children. Likewise, this share in the community schools is

19.0% for Dalit and 35.6% for Janajati children, which indicates the access of Institutional

schools’ service is dependent on the socio-economic conditions of the parents. The GPIs for

ECD/PPC in total, Dalit and Janajati enrolment are 0.89, 0.93 and 0.90 which shows a lower

level of participation of Total girls in comparison to the Dalit and Janajati girls. Hence, the

data suggests that the gender situation needs to be improved in ECD/PPCs enrolment for all

social groups of population. Figure 2.5 below presents the percentage of children in

ECD/PPCs by social groups to the total children enrolled in ECD/PPCs (See Annex: I_A).

Table 2.4 Number of Dalit and Janajati children in ECD/PPCs

Province

Number of children in ECD/PPC Percentage share

in total children

Total Dalit Janajati Dalit Janajati

Girls Boys Total Girls Boys Total Girls Boys Total Total Total

Province1 75,400 80,378 155,778 11,088 11,587 22,675 38,971 42,121 81,092 14.6 52.1

Province2 57,547 64,819 122,366 12,144 13,144 25,288 7,912 8,112 16,024 20.7 13.1

Province3 97,827 111,695 209,522 7,882 8,726 16,608 57,121 64,603 121,724 7.9 58.1

Province4 46,469 52,944 99,413 11,701 12,872 24,573 20,416 22,785 43,201 24.7 43.5

Province5 99,552 114,059 213,611 19,459 21,643 41,102 41,312 46,913 88,225 19.2 41.3

Province6 25,944 27,058 53,002 7,893 7,994 15,887 3,820 4,151 7,971 30.0 15.0

Province7 49,520 54,915 104,435 13,174 13,439 26,613 7,934 8,928 16,862 25.5 16.1

Total 452,259 505,868 958,127 83,341 89,405 172,746 177,486 197,613 375,099 18.0 39.1

Figure 2.5 Percentage of Dalit and Janajati in total children in ECD/PPCs

Table 2.5 below shows the status of children with major types of disabilities in ECD/PPCs in

the school year 2017-018. Of the total number of children enrolled in ECD/PPCs the total

number of children by types of major disabilities is 2,010 (0.21%), which is almost constant

14.620.7

7.9

24.719.2

3025.5

18

52.1

13.1

58.1

43.5 41.3

15 16.1

39.1

0

10

20

30

40

50

60

70

Province1 Province2 Province3 Province4 Province5 Province6 Province7 Total

Dalit Janajati

- 19 -

with the previous school year. Of them (2,010 in total) 0.06%, 0.07%, 0.02%, 0.01%, 0.2%,

0.004% and 0.03 have a physical (disabilities on mobility of physical parts), intellectually

impaired (children with psychological difficulties, intellectual limitations and autism),

hearing impaired (children who are profoundly deaf and children with limited hearing and

also those who use sign language for conversation), blind (visually impaired or children who

are not able to see and make differences of size and color of any objects), low vision (with

limited vision or children who are not able to see and read the E-chart/Vision chart from 10

yard), deaf and blind (both visually and hearing impaired children) and vocal and speech-

related disability respectively in the school year 2017-018 (See Annex: I_B).

Table 2.5

Number of children by major types of disabilities in ECD/PPCs

Student

Major types of disabilities

Physical (affecting mobility)

Intellectually impaired

Hearing impaired

Visually impaired

Low Vision

Hearing and Visually impaired

Vocal and speech related

disabilities

Total Disabled

Girls 271 316 90 45 90 0 136 949

Boys 303 354 101 51 101 0 152 1061

Total 574 670 191 96 191 0 288 2010

% in total enrolment 0.06 0.07 0.02 0.01 0.02 0.00 0.03 0.21

2.3_A: Percentage of new entrants in Grade One with ECD/PPC experiences

The indicator “Percentage of new entrants in Grade One with ECD/PPCs experiences” is

instrumental for improving the learning of children in the early grades of primary education.

Further, it also helps to improve the internal efficiency of education system. (See in 10.C:

The thematic analysis on quality of grade 1 and 2 students based on their exam scores of

Jumla and Dang districts). The trend analysis of the percentage of new entrance in grade 1

with ECD/PPCs experiences against the trends of the Net Intake Rate in grade 1 and

Repetition and Dropout rates in grade 1 establishes the fact that the increasing number of

children in grade 1 with the ECD/PPCs experience has a significant impact in the retention

and progression of children in school education. For instance, there were 51.1% new children

with ECD/PPCs experiences with 29.5% repeaters in grade 1 in the school year 2010/011,

whereas there are 66.3% children with ECD/PPCs experiences with 13.9% repeaters in the

current school year.

The following Table 2.6 and figure 2.6 present the percentage of new children, with

ECD/PPC experiences in Grade One, which is 66.3% (Compared to 64.7% in the last school

year), higher by 2.4 percent points than the previous school year. As compared to the SSDP

target for improving this percentage to 68.5% by 2018/019, it shows the increasing trend of

grade 1 new enrolment with ECD/PPCs experiences would meet the target. Among the 7

provinces, the province 2 shows the highest intake (72.2%) of new children in Grade One

with ECD/PPC experiences followed by the province 7 at 68.4%, the province 3 by 65.7%,

the province 1 by 65.5%, the province 5 by 64.3%, the province 62.4% and the province 4 by

59.8%. Also, the variation in terms of the GER in ECD/PPCs and the percentage of new

children in Grade One with ECD/PPC experiences, especially in the urban areas shows that

the proportion of children with ECD/PPC experiences in Grade One is low compared to the

GER (See Annex: II_A).

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The availability of more Pre-primary classes in private institutions (e.g., Nursery, L.K.G, and

U.K.G.) helps increase the GER in the urban area. It has been observed that the increasing

trend of ECD/PPC experiences in Grade One has contributed to reduce the repetition rates

(i.e. from 29.4% in 2007 to 28.3% in 2008, 26.5% in 2009, 22.6% in 2010, 21.3% in 2011,

19.9% in 2012, 17.5% in 2013, 15.2% in 2014, 13.7% in 2015 and 14.3% in 2016 and 13.9%

in the current school year 2017); dropout rates (i.e. from 16.1% in 2007 to 12.1% in 2008,

9.9% in 2009, 8.3% in 2010, 7.9% in 2011, 7.7% in 2012, 7.1% in 2013, 6.5% in 2014, 4.8%

in 2015, 4.8% in 2016 and 3.6% in the current school year 2017) and increase the retention

rates for Grade One (See Table 3.24).

Table 2.6 Number and Percentage of new entrants in Grade One with ECD/PPC experiences by province

Province New enrolment in Grade One

New enrolment in Grade One with ECD/PPC experiences

% of new students in Grade One with ECD/PPC experiences

Girls Boys Total Girls Boys Total Girls Boys Total

Province1 57,683 58,369 116,052 37,736 38,241 75,977 65.4 65.5 65.5

Province2 83,001 80,231 163,232 59,340 58,501 117,841 71.5 72.9 72.2

Province3 69,327 70,045 139,372 45,906 45,678 91,584 66.2 65.2 65.7

Province4 31,996 32,097 64,093 18,806 19,499 38,305 58.8 60.8 59.8

Province5 74,389 75,983 150,372 46,683 49,976 96,659 62.8 65.8 64.3

Province6 37,151 36,583 73,734 22,948 23,027 45,975 61.8 62.9 62.4

Province7 50,663 51,375 102,038 35,135 34,671 69,806 69.4 67.5 68.4

Total 404,210 404,683 808,893 266,554 269,593 536,147 65.9 66.6 66.3

Figure 2.6

Percentage of new entrants in Grade One with ECD/PPC experiences

The Map 2, below, presents the overall percentage of new children in Grade One with

ECD/PPC experiences by districts. Out of 77 districts, there are 13 districts (Rolpa, Rukum,

Kapilbastu, Arghakhanchi, Nawalparasi_west, Baglung, Gulmi, Kaski, Manang, Gorkha,

Lamjung, Tanahu, and Kathmandu) show less than 60% of children are in grade 1 as the new

entrants with the ECD/PPCs experiences in the school year 2017-018.

65.9 65.471.5

66.258.8

62.8 61.869.466.6 65.5

72.965.2

60.865.8 62.9

67.5

66.3 65.5

72.2

65.7

59.864.3 62.4

68.4

0

20

40

60

80

Total Province1 Province2 Province3 Province4 Province5 Province6 Province7

Girls Boys Total

- 21 -

2.3_B: Number of ECD/PPCs teachers by sex, Dalit, Janajati, Others, qualification and percentage of training

Table 2.7 below shows the total number of ECD/PPCs teachers by sex, Dalit, Janajati,

Others, qualifications and their percentage of training. Overall, the total number of

ECD/PPCs te