1. Group 4 Afghanistan, India, Nepal

2. Partners/Players Nepal – Not currently known as UNGEI – but players are converging ; – Network for Girls’ Education- NGOs and INGOs, research agencies – individual and collective efforts are taken up; sharing of efforts ( eg; providing scholarships etc); this has recently been initiated. – Basket funding approach – Gender equity working group initiated at state and district level – Potential players – World Education, CARE ( f India – SSA – Central, State level - NPEGEL and KGBV – Partnerships exist between different players, coming together for a common worked with many partners at decentralized levels; varies across states and districts; e.g.; state resource centre is being explored in UP ( SSA, MS, CARE, UNICEF) for state wide impact. – Mahila Samakhya – for NPEGEL and KGBV but also with larger agenda of women’s empowerment – Flagship of UNGEI ? Efforts operational in this direction with diverse partnerships – NCF – EGS – AIE – also addresses girls through varied strategies Afghanistan – TOR of a working group with government; invited partners (SCF, Human rights Commission, UNIFEM, CIDA, SIDA, AKF, CARE etc) – Small working group on situation analysis, ECD policy – Communication strategy for this issue

3. Added value of UNGEI Nepal – Added funds due to working together with others – Increasing awareness and commitment to girls’ education – Capacity building; knowledge sharing India ( not of UNGEI, more generic) – Models and methodologies - value of partnerships - eg; meena campaign, or transformative curricula, or back to school strategies – contribute to state and national plans – Events which examine good practices in girls’ education through a colloquium/reflective workshops with field practitioners of civil society, academics and government players; regular reviews of state level with other experts supporting Afghanistan – – Different members have been taking up an active role, pooling of resources and expertise; sharing of experiences and participation in workshops with experts ; participation at regional level ( eg, girl champions) – Role of inactive players in the network may be reviewed

4. Synergy Nepal India – National Resource group for MS and KGBV is a multi stakeholder group; others players are part of reviews from time to time Institutional synergies between non state players are weak. Afghanistan – Trying to synergize the girls education plan developed by AGEI is owned by government; see it becoming like a national resource group

5. What next Institutionalize national or/and state level UNGEI efforts Increase ownership to the issue of girls’ education and making collective efforts Strengthen synergy between UNGEI and GENIA Clear TOR and work plan for regional UNGEI to be shared with country members and partners; dissme