Effectiveness and Scalability of Programs for Children Who Are Out of School and at Risk of Dropping Out in Bangladesh, Bhutan and Nepal
Project Abstract
This project explored how governments and education stakeholders in Bangladesh, Bhutan, and Nepal can address the challenges faced by children who are out of school (OOSC) or at risk of dropping out. Through a consortium-led initiative, the project implemented and evaluated targeted interventions such as extracurricular activities, parent–teacher engagement, and tailored programs for children with disabilities. These interventions were adapted to each country’s context and aimed to improve access, retention, and learning outcomes for marginalized children.
Evidence showed that community-led campaigns, experiential STEM education, and attendance tracking tools contributed to reduced absenteeism, improved enrollment, and enhanced academic performance. The project emphasized the importance of context-specific, scalable solutions and inclusive stakeholder engagement.
Project Details
Implementing Countries:
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Project Impacts: Policy and Practice
The project led to policy and practice changes across all three countries, with strong evidence uptake by local and national stakeholders.
Nepal
- Community action groups and parent-led campaigns resulted in a 20% decrease in OOSC and an 18% reduction in chronic absenteeism in the municipalities where it was implemented.
- Schools adopted regular extracurricular activities, improving student retention by 6.45% and academic performance by 7.45%.
- Local governments issued directives to form School Management Committees, enhancing parental involvement in school governance.
Bangladesh
- Introduction of Attendance Tracker Cards in schools catering to marginalized communities (slums) led to a 12% increase in student attendance.
- STEM education interventions improved learning outcomes and were adopted by these schools beyond the initial pilot.
- Parent–teacher meetings strengthened parental engagement, particularly in urban slum communities.
Bhutan
- Tailored interventions for children with disabilities led to improved cognitive, social, and vocational skills.
- Disability Equality Training (DET) was institutionalized for educators and CSOs.
- Collaboration between Special Education Needs (SEN) schools and CSOs enhanced resource sharing and inclusive education practices.
Across all three countries, success was driven by participatory action research, stakeholder co-creation, and sustained engagement with local education systems.
Updates and Activities
Research Outputs
