Jameela Khatun is the only Muslim woman to run a school in the municipality where she lives in Nepal, and the first to pass the teaching exams. For her entire life, she has been fighting for education, first her own, and now that of her students.

She lives in the Saptari District in southeastern Nepal, on the border with India. One of the poorest areas of the country, the region is culturally and economically diverse and rural. It stands as a microcosm of the country’s educational and developmental challenges.

Decentralization brings education management closer to school communities

The Shree Janata Rahstriya Primary School, however, is a place where these challenges are faced head on by Khatun and the local officials to ensure children get the quality education they need to thrive.

Since being promoted to principal, Khatun has been working with the parent-teacher association and local officials to make improvements to the school, including building new classrooms and ensuring teachers are well trained.

In 2015, Nepal embarked on a monumental shift towards federalization, decentralizing its education management from 75 district education offices to 753 local governments across seven provinces. This move aimed to improve education governance, empowering local administrators to determine what is best for their communities.

Atesh Kumar Singh, Mayor of the Bode Barsain Municipality, sharing his insights on the benefits of decentralization, highlighted speed and efficiency.

However, the transition has not been without difficulties, as municipalities have to put in place the processes and structures to make education improvements, including procurement, teacher training and deployment.

Supporting government priorities to unlock transformation at scale

Amidst these challenges, the GPE $20 million system transformation grant emerges as a critical support to Nepal. As outlined in its partnership compact - one of the first developed - Nepal is committed to enhancing the quality of learning and teaching and addressing persistent inequalities, often resulting from factors such as income, location, ability or gender.

With GPE's support, Nepal also aims to bolster local and provincial governments' capacities to ensure the availability of trained, competent and motivated teachers. It seeks to elevate early childhood centers to meet quality standards, ensuring children's school readiness and foundational development.

Additionally, the initiative aims to make schools more gender-sensitive and socially inclusive by ensuring there are adequate water and sanitation facilities, enough trained and motivated female teachers, and parents’ and community involvement to ensure girls go to school and learn.

Addressing the challenges of early learning and teacher training

The journey to enhance early learning centers in Saptari is marked by significant challenges. As of June 2023, not a single pre-primary classroom in Saptari met all the criteria of a quality center, underscoring the urgent need for infrastructural and pedagogical improvements.

Furthermore, few teachers in the region have received the necessary training to deliver quality early childhood education - a gap that severely impacts the effectiveness of early learning initiatives.

This innovative approach is hindered by the lack of adequately trained educators and the necessary resources to implement such methodologies effectively.

In addressing the critical need for quality teacher training, Bibha Kumari Yadav, a teacher at Shree Janata Primary School in Saptari, where rote teaching remains prevalent, reflects on the evolution of teaching methods. "Despite numerous training sessions, applying new methods in the classroom remains a challenge. However, the shift towards more engaging and demonstrative educational materials has significantly increased children's eagerness to learn," she notes, highlighting the gradual progress in pedagogical practices.

Community commitment and understanding of the value of education

Despite these challenges, the commitment to education within the Saptari community is profound, reflecting that of Nepal as a whole.

Reflecting on the advantages of decentralization, Ram Sagar Yadav, Education Officer at Bode Barsain Municipality in Saptari, comments, "With the empowerment of local governance, we've been maximizing available opportunities and working collaboratively to effect change."

This sentiment is shared across the community, highlighting a collective effort to improve educational outcomes and nurture a generation equipped to lead Nepal towards a brighter, more inclusive future.

Yadav poignantly articulates the transformative power of education, and GPE’s hope for children across partner countries: “Schools are a microcosm of our society. Children from different communities, religions, cultures and households, and with different abilities, all come together in their nearest schools. If we are able to provide them improved, quality education, we would be contributing to developing good citizens and future leaders of the country. This would ensure that Nepal has the kind of human capital that is flexible to change, adapted to the modern world, that can lift the country to greater heights and achieve sustainable development and prosperity. This can only start from the grassroots, from the community, from schools.”

The path forward for Saptari District, and Nepal at large, is paved with both promise and perseverance.

As the country navigates the complexities of decentralization, the concerted efforts of local governments, educators, international partners like GPE, and communities are essential.

Together, they are forging an educational landscape where quality, inclusivity, and accessibility are not just ideals but realities for every child in Nepal.