1. MDA Theme: Reaching the Un-reached Equal Access to Quality Education

2. Analysis seeks good practices: What were the most common achievements in terms of quality and equality, if any, since the year 1990 and especially in the last 5 years? Goals and targets set by the national EFA action plan National Education Sector Development Plan What actions and benefits reached the main intended target groups? What groups benefited most from these achievements? What policies, resource inputs and contextual factors facilitated these successes?

3. Analysis seeks to solve problems: What were the most common gaps in progress in terms of quality and equality? Do traditionally-disadvantaged groups benefit much from the achievements? Which groups benefited least or not at all? What policies, resource inputs and factors facilitated and what factors obstructed reaching the targets and resolving the issues - the inclusion of un-reached groups in sharing the benefits of the past efforts with regard to this particular Goal? What still need to be achieved and what are still missing to address?

4. Focus Focus on distribution of quality education across sub-national target groups Disparities in access to different levels of quality education across various strata and groups in the society:  Gender  Persons with disabilities  Religious, linguistic, racial and ethnic groups  Castes, classes and other social stratifications  Residents of remote areas/border regions  Undocumented people, non-citizens, non-registered residents  Migrants, refugees, displaced persons and their children  The extremely poor

5. Analysis of Implementation of EFA Policy and EFA Goals Policy Cycle/ indicators ECCEUPE UBE SkillsLiteracyGenderQuality Governance, policy, agencies coordination Resource mobilization and allocation Courses, programs, facilities Quality & equity outcomes Impact assessment Gov Coord Resource Inputs Courses, Outputs Quality Equity Impact

6. Analysis of Differential Impact on disadvantaged and un-reached groups Who are left behind? What knowledge, skills? How to increase access? Cost-effective delivery? How to decrease disparities? Contextual indicators analysis, eg. contextual gender analysis. Early childhood Formal Basic education NFE Out-of- school youth & adults Women and girls ??? People with disabilities ??? Ethnic minorities ??? Linguistic minorities ??? SES, Classes, Castes ??? Rural inhabitants ??? Migrants and displaced persons ??? People without legal status (birth registration, citizenship) ??? Etc. list relevant neglected groups ???

7. Analysis: follow through stages of implementation targeted on the disadvantaged groups Policy Cycle/ indicators Women & girls CW Disabi- lities Lang- guage minorities Extre- mely poor Migrants, Refugees displaced Undocu -mented Etc. targeted policy, agencies coordination Ear-marked resource mobilization and allocation Adapted courses, programs, facilities Quality & equity outcomes Impact assessment

8. Sources of data for assessment School-based statistics population and housing census, household surveys, labour force surveys, household income and expenditure surveys, etc. MICS Case studies, especially in areas where standard statistics are not available and inadequate (eg. gender equality, literacy, life-skills, etc) The structure and process of implementation, to identify how the policies were differently implemented with regard to the different target groups

10. Nepal Literacy Rate by Caste, Urban-Rural Residents and Sex Hill Brahmin & Chetri Literate=61% Male Literate=76% Female Literate=48% Urban Literate=93% Rural Literate=75% Urban Literate=87% Rural Literate=45% * Source: 2004 NLSS all ages; 2001 Population Census is 54% for population ages 6 and above

11. % of population age 6+ who can read letters in Nepal, NLSS 2004

12. Considering Considering disparities Which children are not in school/ learning centres? What inhibits their full participation? Who should be targeted as a priority? How can we improve quality and equality?