World Bank2015-02-262015-02-262014https://hdl.handle.net/10986/21540Nepal is a partner to the international commitment to achieve the goals of Education for All (EFA) and Millennium Development Goals (MDGs) by 2015. Efforts have been made through the EFA National Plan of Action 2003-2015 and School Sector Reform Program (SSRP) to achieve the EFA goals and the MDGs. Over the last few years, Nepal has demonstrated progress in some of the indicators related to children s participation in school. The Department of Education (2012) has reported that the primary education Net Enrolment Rate (NER), Grade 1 Net Intake Rate (NIR), Grade 5 Survival Rate (SR), and Dropout Rate (DR), are 95.3, 91.2, 84.1, and 5.2 percent respectively. However, it will be difficult to close the bigger gaps of 4.7, 8.8, 15.9, and 5.2 percent of the NER, NIR, SR, and DR respectively by 2015. The challenge lies in the large number of school-aged children who do not attend formal primary schooling. Likewise, a significant number of students repeat grades and those promoted may have low achievement. Realizing this bleak educational scenario, Nepal has been focusing more on access to quality education for the children of economically marginalized people through equity measures (scholarships and incentives). These children belong to the poorest groups (Wagley, September 2013, The Himalayan Times), such as the disadvantaged and the deprived communities of urban squatter settlements. Many reasons have been identified for the phenomenon of out-of-school children, including poor family economic conditions, an unfavorable school environment, socio-cultural beliefs and traditions, parents not recognizing the importance of education, inaccessible schools for children with disabilities, parents unwillingness, corporal punishment and children s domestic responsibilities (Scheuermann 2013). Other factors listed as contributing to primary level dropout are violence in school such as corporal punishment by teachers (Nepal, DoE 2010), children s domestic responsibilities, and an unfavorable school environment (Nepal, DoE 2012). In this context, in particular, children in urban squatter settlements face more severe adversities and risks as most are deprived of government services because of a lack of official national identification.en-USCC BY 3.0 IGOACADEMIC ACHIEVEMENTACCESS TO CHILDRENACCESS TO EDUCATIONACCESS TO QUALITY EDUCATIONACCESS TO SERVICESADOLESCENTSADVOCACYAGE OF EIGHTEENAGEDBASIC NEEDSBASIC SERVICESBROKEN FAMILIESCHILD LABORCHILD LABOURCHILD PROTECTIONCHILDREN OF SCHOOL-GOING AGECHILDREN WITH DISABILITIESCLASSROOMCOMMUNITY DEVELOPMENTCOMMUNITY SCHOOLSCOMPULSORY EDUCATIONCRIMECURRICULAR ACTIVITIESDEPRESSIONDISABILITIESDISASTERSDISCRIMINATION AT SCHOOLDOMESTIC WORKERSDROPOUT RATEDROPOUT RATESDROPOUTSEARLY MARRIAGESEDUCATION FOR ALLEDUCATION FOR CHILDRENEDUCATION GOALSEDUCATION POLICIESEDUCATION POLICYEDUCATION SERVICESEDUCATION SYSTEMSEDUCATIONAL ACCESSEDUCATIONAL ACHIEVEMENTEDUCATIONAL PROCESSESEDUCATORSEMOTIONAL SUPPORTENROLLMENTENROLMENT RATEEQUAL OPPORTUNITYEQUITABLE ACCESSEQUITABLE EDUCATIONETHICSETHNIC GROUPSEXAMSFAMILIESFAMILY MEMBERSFAMILY RELATIONSFORMAL PRIMARY SCHOOLINGFORMAL SCHOOLINGFORMS OF DISCRIMINATION AGAINST WOMENFREE BASIC EDUCATIONFREE EDUCATIONFREE PLAYFREE PRIMARY EDUCATIONFREE PRIMARY SCHOOLINGFREE TEXTBOOKSGIRLSGLOBAL EDUCATIONHEADACHESHEADMASTERSHEALTH CAREHEALTH SERVICESHOME LEARNINGHUMAN RIGHTSHUMAN RIGHTS INSTRUMENTSHUMAN RIGHTS VIOLATIONSHYGIENEILLITERACYINCLUSIVE EDUCATIONINFORMED CONSENTINJURIESINTERVENTIONLEARNINGLEARNING CONTEXTLEARNING ENVIRONMENTLEARNING MATERIALLEARNING MATERIALSLEARNING OPPORTUNITIESLEARNING OUTCOMESLEISURE TIMELIBRARIESLIFE SKILLSLIFE- SKILLSLITERACYLIVING CONDITIONSMARIJUANAMENTALMENTAL HEALTHMENTAL VIOLENCEMIGRATIONMORAL SUPPORTNEEDS ASSESSMENTNEGLIGENT TREATMENTNERNET ENROLMENTNET ENROLMENT RATENET INTAKENET INTAKE RATENUMBER OF STUDENTSORPHANOUT-OF-SCHOOL CHILDRENPARENTAL SUPPORTPARENTINGPARTICIPATION RATESPEER RELATIONSHIPSPHYSICAL INFRASTRUCTUREPHYSICAL PUNISHMENTPOLLUTIONPRIMARY EDUCATIONPRIMARY LEVELPRIVATE SCHOOLPRIVATE SCHOOLSPROBLEM SOLVINGPROMOTION OF CHILDPUBLIC SCHOOLSQUALITY OF LIFERAPEREADERSREADINGREADING ENVIRONMENTRECREATIONAL ACTIVITIESREFUGEESREGULAR SCHOOL ATTENDANCEREPETITION RATESRIGHT TO EDUCATIONRIGHTS OF CHILDRENRISK FACTORSRURAL AREASSANITATIONSCHOOL ENVIRONMENTSCHOOL EXPENDITURESCHOOL HEADMASTERSSCHOOL INFRASTRUCTURESCHOOL LEVELSCHOOL MANAGEMENTSCHOOL MANAGEMENT COMMITTEESCHOOL SUPPLIESSCHOOL-GOING AGE CHILDRENSCHOOLSSCIENCE LABORATORIESSELF-ESTEEMSEXUAL ABUSESEXUAL EXPLOITATIONSLAVERYSOCIAL DEVELOPMENTSOCIAL SERVICESSOCIAL STUDIESSOCIAL SUPPORTSOCIAL WELFARESQUATTER SETTLEMENTSSUBSTANCE ABUSESUPPORTIVE LEARNING ENVIRONMENTSURGERYTEACHERTEACHER MANAGEMENTTEACHER PREPARATIONTEACHERSTEACHINGTUITIONVIOLENCEWAGESWASTEWORKERSYOUTH10.1596/21540