Ongoing Projects
The program is in implementation in collaboration with Poverty Alleviation Fund in 10 VDCs to improve livelihood of poor, marginalized, back warded communities. It also ensures and fulfill rights of women and children by conducting health, education, community development related activities including Social analysis, Social Mobilization, COs group formation, Saving & Credit, Leadership training, Account keeping training, Income generating activities, Skill development training and infra structure activities.
In all VDCs many VDC level, ward level, settlement level orientation were conducted to identify the social backward people. Further social mapping were done as a result this organization has formed 101 Cos for income generating activities and two federate Cos and one single CO for infra sub-project. This project has covered 4000 HHs among which more than 90% are female and social backward. Through income generating activities they are getting facility of creating employment opportunity. Around 1 crore amounts are revolving as revolving fund among all Cos and community base sub-project are under construction of amount 1.5 crore. Through this program CO member have capacitate in their personal as well as social development.
SODCC Parsa have regularly volunteered in national level program such as Polio, Vitamin A, Women’s Day, Children Day, HIV/AIDS and Condom Day Celebration, Child Right Day Celebration, Mobilization of Volunteers in Vaccination programme, Disabled Day Celebration, Minimization of disease caused to tobacco, welcome to school program and others. SODCC Parsa have actively participated and supported to achieve these Government initiatives.
With the support of Restless Development, SODCC Parsa is implementing Sambhav Zero Tolerance Program in Parsa district in 50 community school in 13 local levels since 2016 and currently it is ongoing.
Program Goal
- 1. Girls and boys, particularly from marginalized communities, are supported to transition into and remain in school, improve their learning, and become empowered members of their communities
- 2. Schools are safe spaces free of all forms of gender based violence, where girls and boys are able to equitably learn, complete primary and secondary education, and become empowered members of their communities.
Major activities of the program is, Young Champion Mobilization, Child Club Mobilization, Suggestion Box Setup, Homework Group formation, Life Skill Sessions Delivery, Extra-curricular and awareness raising activities, learning camps, Life Skill Camps, Sport activities, Teachers Training, Child Club Training, Learning Exposure Visit, Community Dialogue.
The program is in implementation in collaboration with Poverty Alleviation Fund in 10 VDCs to improve livelihood of poor, marginalized, back warded communities. It also ensures and fulfill rights of women and children by conducting health, education, community development related activities including Social analysis, Social Mobilization, COs group formation, Saving & Credit, Leadership training, Account keeping training, Income generating activities, Skill development training and infra structure activities.
In all VDCs many VDC level, ward level, settlement level orientation were conducted to identify the social backward people. Further social mapping were done as a result this organization has formed 101 Cos for income generating activities and two federate Cos and one single CO for infra sub-project. This project has covered 4000 HHs amongwhich more than 90% are female and social backward. Through income generating activities they are getting facility of creating employment opportunity. Around 1 crore amounts are revolving as revolving fund among all Cos and community base sub-project are under construction of amount 1.5 crore. Through this program CO member have capacitate in their personal as well as social development
Girls’ Access to Education (GATE) started in 2011, in order to provide alternative education to 10-14 years old girls in rural areas. Due to existing social norms, lack of understanding on the importance of education, gender inequalities, and restriction of mobility, many girls have limited access to education in rural Nepal. The curriculum includes basic literacy, basic numeracy, as well as topics to empower girls such as reproductive health, protection measures, hygiene education, and prevention of HIV/AIDS, etc. GATE has demonstrated successes evidenced by 90% out of the school girls completed full cycle of 9 months’ NFE classes of whom 60% girls are enrolled in formal school. The programme and approach has strong potential in order to contribute for education of all strategy and contribute governments school sector development programme SSDP.
Total completed 90 GATE class from 2014 to 2017 in which 2250 adolescent girls were enrolled and 2025 girls were graduated in which 1584 girls mainstreamed to formal education.
Currently in 2017/18, SODCC Parsa is technically supporting 36 Local Level in implementation of 420 GATE classes in 4 districts of central terai in which altogether 10500 adolescents’ girls were enrolled and are learning in GATE class. Further, we have planned to mainstream them in to formal education.
The purpose of this program is to sensitize and mobilize communities in support of early grade reading and to support community awareness and outreach efforts. The program focused on improving the quality of early grade reading instruction and creating a culture of reading by involving parents as key role players in their children’s learning activities. By promoting after-school early grade reading activities at homes, communities and schools and providing additional opportunities and time to practice reading, it is expected to achieve enhanced family and community engagement in early grade reading activities, which will help improve the early grade reading skills of young learners. Family and community engagement is also targeted for the betterment of the School Management Committees (SMCs). Furthermore, Parent Teacher Association (PTAs) to promote learning and a child friendly classroom reading environment is also a major implementation of this grant to ultimately Increase family and community support for Early Grade Reading. In 360 community base schools SCM activities are implementing out which 115 schools have selected as SMC grant schools among which 96 schools have already receive their first installment of SMC Grant application. Also, till February month 99 EGR sub sub-committee formation orientation have completed and 135 their first and second quarterly meeting have completed. Also, 82 A/SIP orientation, 97 SMC Grant application orientation, 203 PR training activities have completed through which the qualitative progress are 37 SMC and 26 PTA have formed through regular coordination from this organization whereas 6127 parents have received PE message for quality education deliver to their early grade children.
The purpose of this program:
Objectives
Reading for All aims to improve reading outcomes for children with disabilities in grades 1–3 in USAID-supported Early Grade Reading Program (EGRP) districts. Ministry of Education, Science & Technology (MOEST) has launched Early Grade Reading Program in the School Sector Development Plan (SSDP) as a core component to improve foundational skills of children, prioritizing learning and reading skills of children in early grades. However, the EGRP interventions and teaching strategies do not cover learning needs of children with disabilities. Thus, to minimize this gap and complement to the already implemented Early Grade Reading Program, the USAID’s Reading for All (RFA) program has been introduced.
Overall objective:
Emphasizing capacity building across all activities and technical areas so that teaching and curriculum development personnel have the skills to improve and sustain long-term educational outcomes for Children with Disabilities (CwDs) in Nepal, the project will work in close collaboration with the MoEST, Center for Education and Human Resource Development’s (CEHRD) and its concerned divisions, Curriculum Development Centre (CDC), the Education Review Office (ERO), relevant local government representatives (Gaunpalika/Nagarpalika/education focal person), USAID, and relevant Disabled People’s Organizations (DPO) partners.
Specific Objectives:
- Improve data quality on children with disabilities;
- Enhance institutional and technical capacity at various levels to deliver quality reading instruction and support to children with disabilities and
- Test inclusive instructional models that can be scaled for specific groups of children with disabilities.