Results from GPE KIX project Effectiveness and Scalability of Programs for Children Who Are Out of School and at Risk of Dropping Out in Bangladesh, Bhutan, and Nepal

25 September 2024

Credit: UNICEF Nepal/Laxmi-Prasad-Ngakhusi

In South Asia, one of the significant challenges to achieving inclusive and equitable quality education for all (Sustainable Development Goal 4) is the large number of children who are out of school or at risk of dropping out. While the governments of Nepal, Bangladesh, and Bhutan have been offering different educational programs to combat this challenge, a key knowledge gap has been in understanding the effectiveness and scalability of these programs. The GPE KIX project Effectiveness and Scalability of Programs for Children Who Are Out of School and at Risk of Dropping Out in Bangladesh, Bhutan, and Nepal, operating from May 2021 to December 2023, implemented and evaluated select educational interventions chosen and adapted to each country’s contexts. The project contributed to an understanding of how these educational programs work, factors that determine their success, cost-effectiveness, and scalability.   

Outcomes

This project not only generated actionable new knowledge and evidence but also strengthened the capacity of schools and communities on interventions for out-of-school children and those at risk of dropping out. For example, in one District of Nepal, noting the lack of meaningful parent and community involvement and extra-curricular activities, the project introduced and facilitated interventions to include these in intervention schools. Within a year of introducing these activities, the result was an estimated 20% decrease in out-of-school children, 18% decrease in chronic absenteeism, and improved academic performance by an average of 7.45%. In Bangladesh, a combination of project activities such as public advocacy campaigns, distribution of leaflets and posters highlighting importance of education and school attendance, training teachers and students to use ICT for learning, and supplementary tuition support has resulted in a reduction of up to 13% dropout rate in the treatment schools compared to the control group. In Bhutan, public advocacy, and coordination among key stakeholders such as parents, schools, and civil society organizations, and case studies of children with disabilities such as cerebral palsy, and down syndrome show that with tailored and targeted interventions can help them learn appropriate skills despite the resource-constrained settings.

The project’s cost-effectiveness analysis showed that the costs of preventing both dropout and chronic absenteeism are well within the willingness-to-pay threshold, and that investment in such programs have the potential to generate returns of 6- to 15-fold increases in future earning capacities for students.

The project brought together diverse stakeholders and strengthened their capacity to address the challenge of out of school children in their respective countries. Workshops and trainings for teachers, students, parents, and civil society organizations addressed creating equitable, inclusive, and accessible school environments and positive learning environments at home. For example, training teachers to use ICT and provide supplementary tuition to students at risk of dropping out in Bangladesh, students in intervention schools saw an average gain of about 7 percentage points in math and science compared to those that did not receive this support.

Overall, this project demonstrated how working with the some of the most vulnerable groups (urban and rural poor, children with disabilities) and focussing on a combination of interventions involving advocacy, stakeholder involvement, and targeted approaches at school, community, and district levels can be effective in reducing dropout rates while improving participation rates of both children and parents in the education.