The objective of the School Sector Reform Program (SSRP) Project for Nepal is to increase access to and improve quality of school education, particularly basic education (Grades 1-8), especially for children from marginalized groups. There are three components to the project. The first component of the project is basic education. The primary objective of this component is to ensure equitable access and quality of basic education for all children in age group 5-12, prepare pre-school-age children through Early Childhood Education and Development (ECED) for basic education and deliver basic numeracy and literacy to youths and adults, especially women and marginalized groups. The second component of the project is secondary education. This component aims to improve equitable access to secondary education by financing: (i) the expansion of physical facilities, including classroom construction and rehabilitation, library and laboratory construction, and the construction of schools for children with special needs (CWSN), and (ii) targeted scholarship schemes for dalits, marginalized groups, disabled, girls and children from poor households. The third component of the project is institutional capacity strengthening. The objective of this component is to improve the capacity of SSRP implementation agencies and its partners to enhance delivery and monitoring of educational services and products. In addition, this component also covers program management costs, excluding government staff salaries, which are incurred as part of program implementation.
Detalhes
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Data do documento
2009/08/26
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TIpo de documento
Documento de avaliação do projeto:
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No. do relatório
50157
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Nº do volume
1
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Total Volume(s)
1
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País
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Região
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Data de divulgação
2009/09/24
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Disclosure Status
Disclosed
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Nome do documento
Nepal - School Sector Reform Program Project
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Palavras-chave
Governance and Accountability Action Plan;Environmental and Social Management Plan;economic and financial analysis;annual per capita income;community participation in education;Early childhood education;children with special need;vocational education and training;service delivery chain;village development committee;marginalized group;school level;community and school;Student Learning Assessment;people with disability;access to asset;community learning center;quality and efficiency;national literacy program;secondary school teacher;good governance practices;social and environmental;achievement in school;Demand For Education;grants to school;community base;exchange rate;Exchange Rates;readiness for implementation;independent third party;commitment to education;private sector player;primary school cycle;economic growth targets;resource mobilization strategy;child with disability;equity in access;school sector;financial management reporting;Basic Education;quality and relevance;
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