EDUCATION IN NEPAL
Our education project in Nepal focuses upon infrastructure for childhood education, development and public health and is supported by long term project work as described below in the overall projects sustainability plan. In support of our long term work and objectives, we are aiming to raise funds to improve local education facilities, including improving learning environments, equipment and materials, providing access to clean drink water and ablution blocks, support the construction of a school produce garden and implement a waste disposal system.
The project supports the local partners and community to strengthen the education of 80 children per year, and the initiatives above will improve attention, the health and the safety of the children and teachers and ultimately education attendance (especially in young girls).
We focus on community led initiatives driven by our local partners and the local communities. Our partners in Pokhara have identified challenges around the need to improve educational facilities and educational capacity. In line with this, we collaborate with local community members to ensure we are able to contribute to a more sustainable empowerment and development plan.
Our other supporting initiatives locally include women’s empowerment and gender equality, with a focus on human rights including education, health and income generation for girls and women.
Upskilling and empowering local project partner staff and members of the local community including children and with a focus on education for women.
As outlined by the SDG4 Quality Education we aim to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
– Support local schools with curriculum implementation with a focus on English, maths, and health topics.
– Support local childcare settings with programs to enhance early childhood development.
– Increase learning opportunities for women leading to opportunities for further education and/or employment.
– Increase community awareness of preventative health practices.
– Support partners to review and develop health and safety practices in schools and learning centers.
– Provide relevant training and opportunities to expand the knowledge and experience of local adults.
– Increase the skills and responsibilities of locals in operational and management areas.
– Increase awareness in the community about engagement and ownership of projects building capacity of community members to be more active stakeholders.
The sustainable goals of this project are:
– Local staff are able to support English programs in schools, NGOs, and small businesses.
– Workshops targeting skill development for women continue and are led by local community members.
– Partner schools and local businesses to have effective health, safety, and hygiene practices in place including ongoing monitoring.
– Support and learning programs and structures are in place to further develop these skills.
We will apply a combination of phasing down and phasing over in the sustainability process. Our ongoing monitoring and evaluation of the project will be crucial in informing the timing and detail of the exit. We will remain flexible based on community needs however, the main timeline will remain.
Phasing down relates to those projects or aspects of projects which have met their objectives. An example may be a targeted group completing a series of workshops.
Phasing over involves aspects of the project that can be managed by the local community, NGOs, or individuals going forward. The project will continue but with minimal ongoing input. The community has the skills and resources to continue.
Ongoing Sustainability Support
Once phased over, the collaborating partners will continue working together and employ the transition strategy provided by GVI Charitable Programs, which will be employed to allow continued contact and ongoing advice/support as required. The original project will be evaluated by GVI Charitable Programs after 6 months, and 1, 2, and 3 years after phasing over is complete. This will be done via inspection of data sets, interviews with stakeholders, and collaborative partner meetings.
Phase 1- Years 1 to 3
This is the initial stage where the project is established.
– Conducting a needs analysis in the identified area.
– Establishing objectives of the project as a whole as well as objectives with specific projects.
– Identifying initial project partners.
– Establishing a network of collaborative stakeholders.
– Assessing and identifying the strengths of the needs of collaborating partners in relation to the objective.
Once the objectives and project focuses are identified the project can be implemented which includes:
– Ensuring key stakeholders have relevant training.
– Action-based on planned objectives and processes.
– Implementing the agreed data collection.
– Collating, monitoring, and analyzing data and feedback.
– Ensuring ongoing training to enable local stakeholders to develop skills.
– Communicate achievements to project partners and relevant stakeholders through meetings and reports.
– Ensuring effective reporting to donors and other relevant stakeholders.
Phase 2- Years 3 to 8
– Expanding the network of local partners to ensure greater reach of project objectives.
– Ensuring new partners are onboarded based on their identified needs with all support and training in place.
– Ongoing project evaluation.
– Continue to build the capacity of local partners to deliver projects.
– Monitoring the needs of the community and ensuring projects are set and delivered at the appropriate level.
Phase 3 – Years 9 and 10
Partners assume primary responsibility for project delivery and we move to a support role.
– Ongoing objectives are monitored.
– Exit plans are continuously reviewed and a ‘phase-out’ or ‘phase over’ plan is established.
– Any additional training and mentoring for stakeholders is put into action.
– Clear agreements are documented regarding the phase over/phase-out process.
– Plans are established for ongoing support including a clear communication process going forward.
ON THIS PROJECT:
provides infrastructure construction equipment.
provides the paint to allow 1 classroom to be refurbished.
allows a desk to be built locally for 3 students.
provides the materials for 1 rooftop vegetable garden to help improve children’s health
Provides training for local staff in sustainable construction methods
Project Target: 12,300 USD
Raised so far: 4,203 USD
Funds still needed: 8,097 USD
IMPROVING SCHOOL FACILITIES
Our project strives to support schools to improve their learning environments. This includes refurbishing rooms, building furniture, and improving bathroom facilities.
EMPOWERMENT IN NEPAL,
We work collaboratively with local partners to upskill and empower members of the local community, increasing opportunities for further learning or for employment.
EDUCATION & PUBLIC HEALTH
Collaborate with a community in Dawasamu, focusing on gender equality initiatives, global public health, and early childhood development.
ANTI-POACHING & WILDLIFE CONSERVATION IN SOUTH AFRICA
Protect South Africa’s fauna and flora in Limpopo, supporting the conservation of wildlife including rhinos, big cats, and large game.
TURTLE & RAINFOREST CONSERVATION IN COSTA RICA
Support for the conservation of of a biodiversity hotspot including tropical rainforest and a globally important sea turtle nesting area.