Learning from Positive Cases - Parent and Community Mobilization for EGR in Nepal

• In Event: Learning Lessons from Positive Cases: Examining Enabling Conditions and Supports for Early-Grade Reading in Nepal

Proposal

This paper will discuss the approach that was used in the initial six ERP districts to establish parent/community groups to support EGR efforts in and out of school, called Tole Reading Groups (TRGs). The paper will also present findings from a small study being undertaken to examine the current status of the TRGs, including in-depth case study on those TRGs that have remained active two years later – which can provide valuable understanding about factors that can support sustainability.

During years 2 and 3 of the USAID-funded Early-Grade Reading Program, which provides technical assistance to the MOEST for its National Early Grade Reading Program, EGRP supported the establishment of local parent/community groups, TRGs, that could advocate for and carry out activities in the community to support early-grade reading in the first six, cohort 1, N/EGRP districts. These TRGs were established with the assistance of EGRP’s local NGO partners, and EGRP Community Mobilizers encouraged them to hold meetings and provided support for events and activities, such as reading festivals and competitions, parent peer education training, development of low-cost, locally-made reading materials, and reading camps. In addition, about 30% of the schools received a small SMC grant to carry out additional activities, including improving or establishing reading corners and print-rich environment in the early-grade classrooms.

After the first two years, when the program focus shifted to the second group of 10 districts (as per the original EGRP program design), the local NGOs were no longer able to directly support the Tole Reading Groups. Anecdotal evidence collected during field visits to the 6 cohort 1 districts since the direct support was ended have indicated that many, and perhaps most, of the Tole Reading Groups have ceased to function. At the same, during the same field visits, EGRP and its government partners have found that some school/communities still have active TRGs and that in some cases the function served by TRG was shifted to bodies associated with the school, such as the School Management Committee, or the school staff.

In order to help inform future support for parent/community mobilization, and to understand sustainability potential, EGRP is undertaking small-scale research to both document the extent to which TRGs have continued to function or the activities previously carried out by TRGs have shifted to other bodies and continue to be implemented. Once identified, 3-4 TRGs will be examined in more detail in order to better understand what factors may have enabled those bodies to continue functioning, and what lessons may be drawn for future initiatives. The presentation will share preliminary findings from this research and discuss implications for parent/community mobilization programing in Nepal, as well as lessons learned regarding documenting parent/community mobilization experiences and examples.

Author

• Yogendra Gandhari, RTI International