[{"bbox": [96, 152, 1135, 234], "category": "Text", "text": "equity and inclusion. These grants to CSO will be implemented through this support measure. The complementarity of the different implementing modalities will reinforce the EU policy dialogue at federal, provincial and local level with the support of the technical assistance and in partnership with the CSO."}, {"bbox": [96, 243, 1135, 299], "category": "Text", "text": "This measure will complete the support provided by Education Out Loud funded by the Global Partnership for Education (GPE) that in Nepal is empowering the CSOs to improve accountability of the education system."}, {"bbox": [85, 325, 341, 356], "category": "Section-header", "text": "## 2.2 Problem Analysis"}, {"bbox": [96, 370, 1135, 610], "category": "Text", "text": "There is a huge gap between the Nepal legal commitments to provide universal free and quality education and the reality of ensuring such quality education for all the Nepali children. It is particularly poor and marginalised groups that are denied quality education, such as children whose families live in poverty; girls due to gender discrimination; ethnic or linguistic minorities; children with disabilities or those who are forced to work. Many Nepali children and adolescents at the age of being in secondary school have not come further than primary school and school does not guarantee learning. There are many causes for this, such as lack of trained teachers, inadequate learning materials, poor school facilities or the lack of social policies for the poorest families which means that children risk to meet up in school sick, tired from child labour or hungry, which impede them to pay attention in class and to actually learn."}, {"bbox": [96, 621, 1135, 782], "category": "Text", "text": "Children social discrimination takes also place inside the schools that directly exclude or indirectly push marginalised or discriminated children and adolescents out of school. This may impact on groups such as pregnant adolescent girls, refugees, certain ethnic groups, children with disabilities, homosexual adolescents, or those children or adolescents that come from poor families Therefore it is essential to have civil society that can strengthen the voice of underprivileged and marginalised groups in order to address structures and policies that increase societal inequality."}, {"bbox": [96, 793, 1135, 1086], "category": "Text", "text": "The participation of civil society can include: i) Participating in policy dialogues which provide information about the advances and weaknesses in the implementation of the education policies. National CSOs have the possibility to raise concerns related to the impact of the policies on the marginalised groups' education situation in the country; ii) National CSOs are particularly important when they are representative of the marginalised and therefore have stronger legitimacy to talk on their behalf. CSOs can contribute with valuable information and arguments for shaping the education policies in favour of the poorest and most marginalised population groups; iii) CSOs can also advocate for monitoring that the learning goes beyond traditional reading and writing skills and to promote life skills for children; iv) CSOs often have closer contacts with communities, and they can be the bridge so that student, parent or teacher concerns about the quality of education services reach policy makers; v) CSOs are also well placed to generate data and evidence through data collection from communities and analysis, research and evaluation activities in their respective communities."}, {"bbox": [96, 1097, 1135, 1311], "category": "Text", "text": "The Nepali civil society is playing a key role contributing to close this gap by offering support, constructive critique and knowledge for the government to ensuring education for all. However, in order to be able to fulfil these roles, the Nepal CSOs need to be able to operate and they need to be strong and well-prepared with knowledge on technical topics, such as public education budgets. The EU's support aims at strengthening the organisations and enabling them to participate with constructive critique, proposals and knowledge in policy discussions on education; fulfil an important social accountability role and advocate for improvements in the education system. With the support, it is expected that the CSO's together can help moving the national education policies closer to reaching the goal of fulfilling the right to education for all and not leaving any child or adolescent behind."}, {"bbox": [96, 1324, 426, 1349], "category": "Section-header", "text": "### Identification of main stakeholders:"}, {"bbox": [96, 1362, 1135, 1494], "category": "Text", "text": "The Nepali Federation of NGOs is a stable network covering a large number of Nepali non-governmental organisations (NGOs). The Association of International NGOs (AIN) is an important network and has 12 working groups including 27 CSOs working in the education working group. AIN is part of the Local Education Group (LEG) and it is full associated to the education sector wide approach (SWAP) in particular sector policy dialogue and coordination."}, {"bbox": [96, 1507, 1135, 1642], "category": "Text", "text": "Other stakeholders (non-exhaustive list): i) National NGOs and community based organisations (CBOs) representing minorities and marginalized groups (the Nepali Federation of Indigenous Peoples, the national Federation of the Disabled Nepal, the Nepal Disabled Women Association, the Nepal National Dalit Social Welfare organization and the Feminist Dalit Organization, to name a few); ii) the government of Nepal in particular: The Ministry of Education, Science and Technology (MoEST) in charge of sector policy, planning and"}, {"bbox": [1037, 1680, 1144, 1705], "category": "Page-footer", "text": "Page 5 of 12"}]