The Issue in Brief

As countries seek to position themselves favorably in the new global economy, policymakers have realized the importance of seriously developing their country's human capital. It is essential to raise the basic education and literacy levels of all people in order to compete in today's world marketplace. This includes providing access to education for the rural poor and women, groups that have traditionally been underserved but can no longer be ignored. Basic skills training is a prime tool in development work as it improves basic education and literacy levels while at the same time addressing many local health and economic needs.

Literacy rates for women worldwide are lower than for men, and the disparity is most extreme for rural populations. Since mothers' literacy and education levels are often the key to children's attainment and health, long-range and country-wide strategies for economic progress must address women's literacy. Therefore, program developers target women and young girls in their efforts to raise literacy levels and increase the economic viability of their countries in the global marketplace.

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The Context in Nepal

Nepal has been described as "a country of villages, " with 95% of the population living in rural and remote mountain regions. A 1991 survey stated that most of the people of Nepal live throughout their short lives with illiteracy, poverty, and disease. There have been a number of governmental attempts to alleviate these problems, but it is the people themselves who will have to overcome them by fully participating in the developmental activities within their respective villages (read an article about a group of students who started a nonformal education program in a village in Nepal).

The basic education of adult women in the Seti River region was fostered through a related initiative of the project. Adult education classes were held in the evenings with strong learner input as to course themes and materials so that the most pressing needs that the villagers felt should be addressed actually were. The women felt they had learned many ways to directly improve the conditions of their everyday lives. These included basic skills like building latrines and garbage pits to developing a new stove with an enclosed chimney for better smoke ventilation to more complex issues like learning how to mix rehydration solutions for sick children and how to prepare food suitable for children.

Because women do so much of the work of the villages, developmental success is largely dependent on improvements in their education and economic prospects. Yet, although the Nepali Constitution provides equal political rights to men and women, in practical terms the National Code is inconsistent with this provision since gender biases in the law appear in the form of inheritance rules, and dictates regarding marital status, unwanted pregnancy, divorce, and land ownership. In addition, there is a persistent gender gap in education which constrains women's lives.

The government of Nepal asked UNESCO to pilot this project. It was implemented by the government and UNESCO, with funding aid from the United Nations Development Program, Unicef, and various NGOs.

To look at an overview of the project, project activities, or project outcomes and implications, click on the corresponding heading.

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