Nepal

Interactive theatre for justice

We’ve trained young female community activists to lead interactive theatre groups, whose plays are tackling the issue of child marriage head-on. Drama workshops and performances give young people the space and confidence to share their stories and speak out against harmful customs, while asking power holders – including mayors, police chiefs and council members – what they can do to help prevent child marriage. Communities across Dhading, Lamjung, Parsa and Surkhet districts are now engaging with the issues and have reported increased awareness of the dangers of early marriage.

Using drama to challenge harmful social norms

Strengthening Access to Holistic, Gender Responsive and Accountable Justice (SAHAJ)

Our SAHAJ project is working to address gender-based violence (GBV) by challenging harmful traditional practices, improving access to services, and building the capacity of relevant institutions to support survivors. Over two years, we will work directly with 1,120 marginalised adults and 5,600 students, with an indirect reach spreading across 46 palikas.

Within households, we’re supporting young women to pursue their own income-generating activities, so liberating them from the control of male relatives and empowering them to become financially independent. In schools, we’re running workshops and debate sessions on gender issues, training drama groups to stage performances about GBV, and developing a network of youth clubs who will lead advocacy against harmful social norms. At the community level, we’re engaging religious and community leaders through targeted events, and promoting intergenerational discussions between elders and young people.

We’re also working to improve the capacity and accountability of the security and justice systems – including the police force – by training service providers in gender issues and positive social norms, delivering workshops on survivor-centred approaches, and developing links between different agencies to ensure a more joined-up response.

Our inclusive education programming in Nepal supports the most disadvantaged children to benefit from equitable and inclusive access to quality learning and skills development. Through a comprehensive ‘whole-system’ approach, we seek to contribute to a culture where parents, learners, teachers, and education managers are all actively engaged in their role in the education system – and where marginalised young people, especially girls, are empowered to participate fully both in the classroom, and in life after school.

Sisters for Sisters' Education

Now in its second phase, our Sisters for Sisters’ Education project is working to support 9,800 adolescent girls to transition successfully from primary to secondary education, whilst equipping them with the self-confidence and life skills they need to take control of their future after finishing school. Over three years, the first phase of Sisters for Sisters encouraged at-risk girls to stay in school by surrounding them with a holistic ‘web of support’ provided by volunteers at multiple levels – including individual peer mentoring from older ‘Big Sisters’, community engagement by adult champions, and specialist-led training for teachers.

We’re now building on the project’s successes so far, continuing to support the original cohort of girls through adolescence. Through a comprehensive suite of interventions including mentoring, teacher training, school capacity building and community-focused behaviour change, we’re empowering girls to make independent, positive choices regarding their health, employment and life post-school.
 

Equality in education for girls

Empowering a New Generation of Adolescent Girls with Education (ENGAGE)

In the Terai region, we’re supporting 2,660 marginalised and out-of-school girls – especially those living with a disability – to benefit from a quality education, develop the skills they need to earn a decent living, and become empowered to control their own sexual and reproductive health. Our ENGAGE project is addressing socio-cultural norms which don’t prioritise girls’ education, raising awareness of the support available for girls with disabilities, and building the skills and capacity of 100 practising teachers and 90 student teachers through training and ongoing mentoring.

We’re adapting the pioneering peer mentoring approach of our Sisters for Sisters project, so encouraging younger girls’ participation and developing their self-confidence, whilst supporting them to rejoin formal education via nine-month ‘bridge’ classes.