Discussion Points Group 5 India 6; Nepal 1; Bhutan 2 5 absentees

Issue: Need for Constructive Community Engagement –India : Improving school accountability for learning outcomes through strengthening community’s stake in a well functioning school. Building capacity of community to question schools on quality parameters; and hold it accountable –Nepal When communities invest for infrastructure development, government allow for opening/up gradation of a school; communities which can afford to build infrastructure gets schools; low awareness levels in community –Bhutan Community not ready to send girls to residential schools Limited capacity to question and control quality in schools Literacy and awareness needed in community

Issue: Gender Mainstreaming –India Sex disaggregated data looked at for attainment, gender orientation done for teachers training done, targeting educationally backward blocks, residential schools like KGBVs started in Educationally backward blocks, in minority dominated areas, Women Teachers – 50% in policy but has not yet translated into this level; need more support to reach the target. National Curricular Framework recognizes the need and provides a framework for transformative approach; needs to be translated on ground Conceptual understanding around what are gender sensitive schools needs to be understood across levels, pre-service teacher training needs to address this;; –Nepal : Gender issues need to be well understood by stakeholders Children’s performance – gender is not seen as a variable –Bhutan : Girls perform poorly at secondary level, thiis needs to be researched to understand why this happens. School Management does not note gender issues, therefore schools are not responsive

Bhutan : Data around Children With Special Needs not there to be able to respond to it.

Institutional Mechanisms India and Nepal: In both cases policy and intent is there; some measures have been taken ( different in both contexts) but delivery mechanisms needs strengthening to achieve the objectives of gender sensitive schools.

Good practices Targeting for universal access and addressing high priority areas through residential schools ( KGBV) and NPEGEL with additional resources ( Has implications for Nepal) Mahila Samakhya – creation of an enabling environment All parent engagement with schools ; real stakeholders are engaged on issues of equity and quality – eg; Community Seminars CARE’s program, MS Transformative Curriculum – NCF 2005, Nirantar, Udaan Bhutan :Women focused adult literacy program – basic and functional literacy

Priorities Bhutan: Gender sensitization at community level; developing a deeper understanding on gender Nepal: Increase girls’ participation for hard core groups and mainstreaming madrassas, gumba, ashram India – Making block level planning a reality, system strengthening; engaging with states and districts for translating NCF and customizing it for curriculum and textbook reform and making classroom processes reflect transformative education.