The governments of Bangladesh, Bhutan, and Nepal are committed to achieving better education outcomes, and their National Education policies and strategic plans document their commitment to gender equality and social inclusion in education. However, school level interventions to address gender equality and social inclusion concerns in these countries, particularly those that build on children’s values and aspirations, are rare. This project aims to strengthen the ability of education systems in Bangladesh, Bhutan, and Nepal to teach gender equality and social inclusion, and enable children to actively contribute to shaping these values.

The project is focused on children’s valued capabilities: what they value as essential to living a good life and achieving their aspirations. The project carries out action research using a diagnostic tool for gender equality and social inclusion adapted to each country’s context. The needs identified through this tool then inform intervention plans to help shape children’s experiences of equity, inclusion, safety, and support at school. The study is generating evidence on the effectiveness and scalability of children’s valued capabilities to promote gender equality and social inclusion.