H9 Milestone Report pg. 1
2019 (Y3-Q4)
Rural Health Education and Service 
Trust (RHEST)
Stop Girl Trafficking (SGT) Program
27/06/2019 
H9: End Term Evaluation conducted: Identify and contract independent firm to design and 
conduct end-term evaluation; contractor conducts the end-term study and submits report.
H9 Milestone Report pg. 2
Disclaimer:
This report is sole responsibility of RHEST and does not necessarily represent the views of 
USAID and Government of Nepal. 
Caption of Cover Photos: 
Figure 1 Participants/Enumerators of End term evaluation training of SGT/USAID program 
are doing practice on checklists of evaluation; and facilitators of training are providing the 
necessary information in field checklists. 
Figure 2 Delivering role model in FGD questionnaires by participant/or enumerators of end 
term evaluation training
H9 Milestone Report pg. 3
Title Page
Program title : STOP Girl Trafficking (SGT) Program 
Grant Number : AID-367-F-16-00002
Program duration : 7th July 2016 – 7th July 2019
Program Location : Six Districts of Nepal (Bake, Bardiya, Kailali, Kanchanpur, 
Surkhet and Sindupalchowk)
Type of report : Narrative Training Report
Reporting period : Y3-Q4
Submitted to : Sumitra Manandhar, Democracy and Governance Specialist
United States Agency for International Development (USAID)
 
Submitted by : Rural Health and Education Service Trust (RHEST)
Contact person : Sabin Shrestha, Program Manager 
Contact details : RHEST
 Bishalnagar, Kathamandu 
 P.O Box No. 355
 Phone: +977-01-4227810, 4437371
 Fax: +977-01-4426925 
Legal Status: RHEST is a Non-Governmental and Non-Profitable Organization registered in 
District Administrative Office, Kathmandu, Ministry of Home affairs 
Registration number: 395/049/50
H9 Milestone Report pg. 4
ABBREVIATIONS
BSK Bikash Shrot Kendra 
EoI Expression of Interest
FGD Focus Group Discussion 
IDI In-Depth Interview
INGO international Non-Governmental Organization
KII Key Informant Interviews 
M&E Monitoring and Evaluation
MIS Management Information System 
NGO Non-Governmental Organization 
RHEST Rural Health and Education Services Trust 
SD Standard Deviation 
SEE Secondary Education Examination
SGT STOP Girl Trafficking 
SLC School Leaving Certificate 
ToR Terms of Reference 
USAID United States Agency for International Development
H9 Milestone Report pg. 5
Deliverables of the Milestone H9
Milestone Target for 
Completion
Means of Verification for 
payments
Amount 
for 
Milestone 
Payment
H9: End Term Evaluation 
conducted:
Identify and contract 
independent firm to design 
and conduct end-term 
evaluation; contractor 
conducts the end-term study 
and submits report.
Y3-Q4
One end term evaluation 
report produced by 
independent firm/consultant 
(20 pages excluding 
attachments), including 
evaluation findings and 
analysis, selection criteria for 
contractor, copy of contract 
with TOR
$30,000
H9 Milestone Report pg. 6
Table of Content
Disclaimer:............................................................................................................................................................... 2
ABBREVIATIONS .................................................................................................................................................... 4
Deliverables of the Milestone H9..................................................................................................................... 5
Table of Content..................................................................................................................................................... 6
List of Tables ........................................................................................................................................................... 8
EXECUTIVE SUMMARY ......................................................................................................................................... 9
Program implication and recommendations: ...............................................................................13
CHAPTER ONE: INTRODUCTION.................................................................................................................... 15
1. Background of the study ......................................................................................................................... 15
1.1. Selection Criteria for Contractor..........................................................................................16
1.2. Objective of the evaluation....................................................................................................17
CHAPTER TWO: RESEARCH METHODOLOGY............................................................................................ 18
2. Introduction................................................................................................................................................. 18
2.1. Study design .............................................................................................................................18
2.2. Study area................................................................................................................................. 18
2.3 Sample size and population........................................................................................................18
2.3. Data collection.........................................................................................................................19
2.4. Data processing and analysis................................................................................................20
2.5. Field supervision and monitoring .......................................................................................21
2.6. Ethical considerations............................................................................................................21
2.7. Limitation of the study...........................................................................................................21
CHAPTER THREE: FINDINGS........................................................................................................................... 22
3. Background.................................................................................................................................................. 22
3.1. Demographic characteristics of school girls......................................................................22
3.2. Demographic characteristics of Friday/support teachers and advocacy group 
members ...............................................................................................................................................23
3.3. SGT project supports ..............................................................................................................24
3.3.1. Educational materials support......................................................................................24
3.3.2. RHEST student selection procedure ..............................................................................25
3.3.3. Advocacy group activities for the community .............................................................26
3.4. Impact of SGT project.............................................................................................................26
H9 Milestone Report pg. 7
3.4.1. Reduced child marriage..................................................................................................27
3.4.2. Reduced girls trafficking ................................................................................................28
3.4.3. Perceptions towards social malpractices among school girls..................................29
3.5. SGT project approaches fight against girls trafficking ....................................................30
3.6. Advocacy groups activities at the community level .........................................................31
3.7. Impact from the SGT program in the school and community ........................................32
3.7.1. Change in community people’s attitude towards girl’s education...........................32
3.7.2. Increased number of girls in school..............................................................................34
3.7.3. Increased success rate of girls from disadvantaged population .............................35
3.7.4. Reduction in school absenteeism and dropouts..........................................................36
3.8. RHEST coordination and working practices......................................................................37
3.9. SGT working approaches in the community......................................................................38
3.10. Organizational capacity development............................................................................39
3.11. Issues and challenges faced by school girls ...................................................................40
3.11.1. Schools being far away....................................................................................................41
3.11.2. Poverty/poor economic condition of the family..........................................................41
3.11.3. Dis-functional family.......................................................................................................42
3.11.4. Lack of child friendly school environment...................................................................42
3.11.5. Negative and discriminatory attitudes of the teachers .............................................43
3.11.6. Abuse and violence ..........................................................................................................43
3.12. Source of information and reporting of violence..........................................................44
3.13. Suggestion and recommendation of SGT project for future improvement.............45
3.13.1. Key achievement/success ...............................................................................................45
3.13.2. Regular monitoring of the educational materials......................................................47
3.13.3. Counselling service to girls and parents ......................................................................47
3.13.4. Build on the capacity of Friday teachers......................................................................47
3.13.5. Extension of Friday teachers’ engagement..................................................................48
3.13.6. Review of availability of school facilities .....................................................................49
3.13.7. Review of current RHEST supported package .............................................................49
3.13.8. Include community awareness program .....................................................................50
3.13.9. Provision of review and sharing meeting ....................................................................50
CHAPTER FOUR: CONCLUSION AND RECOMMENDATION.................................................................... 51
H9 Milestone Report pg. 8
4.1 Conclusion......................................................................................................................................51
4.2 Recommendations........................................................................................................................54
Annex 1: ToR and Contract of the Study..................................................................................................... 56
Annex 2: Study Guides ...................................................................................................................................... 68
FGD guides –School girls....................................................................................................................68
KIIs interview guides – different stakeholders.............................................................................74
Nepali Guides: FGD guides –School girls.........................................................................................78
Annex 3: Consent Form..................................................................................................................................... 97
List of Tables
Table 1: Data collection schools ......................................................................................................................................18
Table 2: FGDs, KIIs and IDIs total events by district...............................................................................................18
Table 3: Total number of KII participants...................................................................................................................19
Table 4: Socio-demographic profile-school girls......................................................................................................22
Table 5: Socio-demographic profile-Friday /support teachers and advocacy group members...........23
Table 6: Support received from SGT project..............................................................................................................24
Table 7: Perceptions towards social malpractices among school girls...........................................................29
Table 8: Perceptions towards girls’ education..........................................................................................................32
Table 9: Annual dropout of SGT supported students .............................................................................................33
H9 Milestone Report pg. 9
EXECUTIVE SUMMARY
Introduction
Rural Health and Education Services Trust (RHEST) started a trafficking prevention 
program known as STOP girl Trafficking (SGT) Program by educating girls, their families, 
and communities to prevent girls of rural Nepal from the vicious cycle of child marriage, 
child labour and being a sex worker. RHEST believes that if girls are kept in school, they 
will not be trafficked and will be educated enough to even raise the awareness of their 
families and communities. 
The goal of the assignment was to conduct an end-term evaluation of the project in six 
districts (Banke, Bardiya, Kailali, Kanchanpur, Sindhupalchok and Surkhet). The purpose of 
the assessment was to explore the multiple interventions of the SGT project that aimed at 
supporting girls’ education and reducing social malpractices. 
A qualitative evaluation was conducted with a total of 12 Focused Group Discussions 
(FGDs) with school girls, seven FGDs with Friday/Support teachers and members of RHEST 
Anti Trafficking Advocacy Groups, 10 In-Depth Interviews (IDIs) with dropped out 
schoolgirls and 37 key informant interviews (KIIs) with different stakeholders in six 
project districts. 
A total of 15 schools: two school of Banke, Bardiya, Kailali and Kanchanpur, three school of 
Surkhet and four schools of Sindhupalchock district were purposefully selected for this 
assessment. FGD participants were recruited from grade 7 to 10 of the SGT supported 
schools, because the younger students might not be mature enough to answer the 
questions properly. Interviews were conducted using four different sets of data collection 
interview guides, which were pre-tested in Sindhupalchock district, prior to data collection. 
All interviews were audio recorded with consent from all participants. The interviews were 
transcribed, coded and analyzed. Thematic content analysis approach was used according 
to the predefined themes and sub-themes that emerged during the data processing and 
analysis. The quotes cited in the report have been included to best represent the range of 
ideas expressed around key themes which are presented below.
Key Findings:
SGT provided quality educational materials in a fair and transparent manner:
All SGT supported educational materials were equally well received by the school girls and 
was highly appreciated with the quality of the provided materials except for some odd 
sized sweaters, which could be because all girls of the same age are not necessarily of the 
same stature.
SGT project has improved girls’ access to education:
H9 Milestone Report pg. 10
The study revealed that SGT project has tremendously supported marginal, deprived 
vulnerable and hard to reach girls by providing crucial educational support. The study also 
shows that the SGT students’ performance have alo improved along with increased 
regularity and creativity. Moreoevr, the communities in which the SGT program is 
implemented has seen increase in the culture of educating girls. Also, the number of 
students drop out and child marriage has decreased significantly.
Students’ satisfaction towards SGT support package was very high:
Almost all the students expressed their satisfaction towards currently provided SGT 
support package and educational support, which helped them complete their school 
education, increase knowledge and confidence in making decisions and reporting of social 
malpractices, if the see or experience any. 
RHEST’s student selection procedure was highly appreciated:
RHEST’s student selection procedure was highly acknowledged and appreciated by all the 
participants. The School Management Committee, parents and local government officials all 
noted that the support was given to the indigent girls with a fair selection process.
SGT support contributed to reducing school absenteeism and dropouts and 
increased the success rates of disadvantaged girls in school education:
The findings indicate that the SGT project has contributed in mitigating school absenteeism 
and dropouts through awareness raising programs, advocacy approaches, formal and 
informal counseling, Friday classes and follow up of irregular students by the teachers, 
peers and SGT project staff. The findings also suggest improved educational attainments of 
the girls representing disadvantaged communities, particularly Muslims, Dalits and Janajati 
students that had the lowest educational attainment compared to the upper caste children. 
SGT project’s support to educational materials, tuition fee and school uniform motivated 
them to be in school and to do well in school across the project districts. RHEST has also 
been able to bring back few dropped-out students to continue their education. As a result of 
the intervention a significant number of girls have pursued university level education and 
are working in different organizations as volunteers, interns and employees, including 
RHEST’s central office and field offices.
Students and Friday teachers had varied perception towards girl education:
Almost all FGD participants (91.5%) agreed that their family would continue their school 
education after the Secondary Education Examination (SEE). It is evident that most of the 
Friday and Support teachers completed their school education with the support from 
RHEST, with the majority of these students pursuing university level education. Around 
two-third (60%) of the participants believed that the community would give continuity to 
girls’ education to higher levels after marriage. Project monitoring data also shows that 
there was a sharp decline in school dropout rate after the project in 2018 against the pre-
H9 Milestone Report pg. 11
intervention stage of 2016 (5.5% vs. 4.4%). Similarly, SEE completion rate has also 
significantly increased between the period 2016 and 2018 (60% vs. 84%). 
SGT support was successful in reducing early marriage and empowering girls to take 
decision about their marriage:
The participants stated that the incidents of child marriage were very high earlier in all the 
project districts, but, it has plummeted drastically with the implementation of the project. 
The girls supported by the SGT project are perusing higher education at the universities. 
They stated that RHEST formed and mobilized the advocacy groups, Friday and Support 
teachers and students in each school which did motivate them to come to school regularly 
reducing school dropout rates and disseminating the message across the communities. The 
findings further show that more than three-fourth (76.0%) of the school girls were aware 
of the negative impact of early marriage before the age of 20 years, which would lead to 
negative consequences on their health, education, social status and so forth. Three-fourths 
(76.1%) of the students reported that they had the liberty to decide on their marriage. 
Parents’ fear of their daughters’ marriage in early age was also reduced, however, a small 
proportion of the students said that even their parents are pressurized by other family 
members to marry off their daughters at an early age. The reason may be socio-cultural 
traditions as well as poor financial condition of the family. 
SGT support fostered making students fully aware on social malpractices and its 
reporting:
All students in this evaluation expressed that they were well aware of social malpractices 
that existed in the community and stated that they knew the place to report any incident 
observed in their community. Most of the students said that they would report the case to 
the police while some felt more comfortable talking to the RHEST staff or Friday or support 
teacher and family or friend.
Students tend to be confident to raise their voices and fight against social 
malpractices:
The evaluation findings show that students were fully aware of prevailing social 
malpractices (i.e. child marriage, child labor, violence and trafficking) and they had worked 
in the community for the advocacy and awareness raising. Students reported that they 
learned from their school, especially Friday classes, to become confident in raising their 
voices and to fight against social malpractices. 
Friday teachers’ work was highly appreciated:
Both students and teachers highly appreciated the work done by Friday teachers and their 
contribution for SGT students despite their limited working hours. Almost all students of 
FGD (95.7%) said that the Friday classes have made them confident to raise their voice and 
fight against child arriage, violence and trafficking. Friday teachers have supported 
students for their academics, handwriting practices and discussion on social malpractices 
H9 Milestone Report pg. 12
(child marriage, abuse, violence, trafficking, Chaupadi and so forth) that were prevalent in 
the community. After the imolementation of the project, students were found to be more 
confident in fighting against social malpractices at the community and spread the correct 
messages at the community level.
RHEST advocacy groups were actively working across the project districts: 
Advocacy groups formed under the project have been actively working at the community 
level across all project districts organizing awareness raising activities involving different 
local stakeholders. Few success stories were also reported in stopping child marriage in 
local communities as the groups were successful to convenience parents and the girls to 
stop early marriage and continue their education. 
RHEST capacity and working modality was highly appreciated and acknowledged 
across the project districts:
The evaluation findings clearly show that after the SGT project, RHEST learned lessons in 
terms of project documentation and reporting requirements. RHEST’s working modality 
was highly appreciated and acknowledged by the field offices in the project districts. The 
participants applauded the long-term presence of the partners, continuity of activities in 
the districts and coordination with other organizations in the districts. RHEST’s priority of 
recruiting local Friday/Support teachers, forming heterogeneous advocacy groups and 
alumnae were highlighted. Few members of the advocacy groups who actively worked in 
the community received jobs at local level and also received study opportunities. The 
participants frequently reported that RHEST worked in close coordination with local 
stakeholders and successfully implemented a number of community activities to fight 
against social malpractices and provided formal and informal counselling and referral of 
girls to rehabilitation centers.
When it comes to the different activities implemented by RHEST, the participants 
appreciated school education support, community health awareness, especially on junk 
food consumption and its impact on community health.
Few trainings from RHEST were reported from central to district level that was reported as 
being highly useful for their work and manage the project as well. Life-skill and Pedagogy 
training, in particular, to Friday teachers was mentioned highly useful as it made them 
competent to talk and teach to their students.
Range of audio-visual, social media and materials developed by the project were the 
main sources of information against social malpractices:
Social media such as Facebook, YouTube, Television, Radio, and newspapers were reported 
as the main source of information regarding social malpractices across the study districts. 
Similarly, Friday classes, child clubs and their activities, Narishwor, RHEST bulletin and 
Saksham Chhori radio program were all reported as the major sources of information about 
social malpractices.
H9 Milestone Report pg. 13
The evaluation participants expressed a range of suggestions for the betterment of
SGT project in the future:
• Increased Friday teachers’ working hour: Friday teachers’ work was highly 
acknowledged, but both students and Friday teachers felt that the current provision of 
two hours per week is very short to cater effectively on social issues as well as to 
provide support to the students.
• Train the Friday teachers: Both students and Friday teachers reported that whatever 
Friday teachers have been doing is great, but they felt they are not competent enough to 
provide detailed information on social malpractices, for example, legal age of marriage 
and providing some counseling. They said that it would be effective if RHEST could 
arrange for more trainings on these issues.
• Very limited community awareness program activities to fight against social 
malpractices: Participants said that the current SGT project involves frequent 
meetings with students and parents but very limited community activities to fight 
against social malpractices. They believe that there should be more activities to raise 
the awareness of the community members rather than just rely on the limited number 
and knowledge of the alumnae team. 
• Follow up on the use of educational materials provided by the project: Participants 
were concerned about the proper use of RHEST supported materials by the students as 
in its absence few cases of misuse were reported. Therefore, RHEST should continue to 
monitor the (mis)use of the materials distributed.
• It is suggested that RHEST should not only provide educational support to the students, 
but also coordinate (most feasibly through the alumnae team) with local government 
and non-government organizations that support in developing school facilities such as 
toilet construction, drinking water and other physical facilities.
• Review current support package offered by the project: The evaluation participants 
have suggested to review the current package and add school fees for grade 8 students 
and lower level students, where applicable. Also, they suggested that the package 
should also include calculator, colour pencils and RHESt needs to coordinate with the 
schools beforehand for proper size of sweaters.
• Avenue for review and reflection meeting: Key stakeholders, Friday teachers, 
students and project staff suggested that there should be provision of review and 
reflection meeting among all six districts that may help mutual learning and sharing of 
success stories. 
Program implication and recommendations:
Based on the evaluation findings, following recommendations are made to improve the SGT 
project in future:
• Most participants suggested for revision of the current SGT support package adding few 
more items. The items suggested to add by the students include scientific calculator, 
H9 Milestone Report pg. 14
umbrella, tuition fee for students in grade eight and below as well, colour pencils and 
coordinate for proper size sweaters. 
• Students suggested that the current working hours of the Friday teachers (i.e. two 
hours per week) is not adequate to fufill their expected roles. Therefore, the project 
team should work with the district stakeholders and Friday teachers and allocate ideal 
working hours based on the content that need to be covered.
• Both students and Friday teachers felt that the Friday teachers have been doing a great 
job, but they are still not competent enough to provide proper and detailed information 
about social malpractices. Therefore, RHEST should provide them training and make 
them competent enough for disseminating messages about social malpractice.
• The participants raised concerns that the current SGT project have very limited 
community related activities to fighting against social malpractices and it should 
include more community level awareness activities for identifying the local platforms 
rather than relying on only RHEST supported students, parents and alumnae. 
• Participants stated that they got few trainings from RHEST and the Life Skill and 
Pedagogy training to Friday teachers was useful making them competent to talk and 
teach the students. Similar trainings and workshops should be provided to all 
stakeholders regarding social malpractices which are dynamic and complex to talk and 
explain.
• The project should continue to monitor the distributed materials or assign concerned 
staff (local staffs wherever feasible) for regular follow up and update the records.
• Students raised the concern of discriminatory attitude of few school teachers such as 
ignoring, humiliating and patting/touching improperly which results in students 
dropping out from the school. Therefore, RHEST should further explore and sort out 
these issues.
• Participants expressed concern that SGT project does not have community awareness 
program activities separately on social malpractices which should be added in the 
revised package and implement in future with active involvement of parents, students, 
teachers and local influencers.
• In spite of the project support to bring and retain girls' students who dropped out of the 
school, very few girls have returned to school because of unsupportive and broken 
families and inefficiency to find the balance between the girls’ daily livelihood and 
education. Girls were forced to work at home. It is, therefore, recommended to consider 
establishing linkages with other district and local level stakeholders who could support 
for livelihood and provide other support to the girls for the continuation of their 
education.
• It is suggested that RHEST should not only provide support to the students and bring 
them to school, but also coordinate with other stakeholders for the accessibility of 
school facilities such as toilets, drinking water and other physical facilities.
H9 Milestone Report pg. 15
CHAPTER ONE: INTRODUCTION
1. Background of the study
Despite strides of progress in increasing access of girls to education, human trafficking, 
especially girls’ trafficking, remains a prominent predicament among the disadvantaged 
and impoverished communities. The 2015 United States Department of State’s report for 
Annual Trafficking in Persons states that “Nepal remains a source, transit point, and 
destination country to exploit men, women and children and subject them to forced labor 
and sex trafficking”.1 A literature review on child early and forced marriage in Nepal 
reveals that the average age of marriage among the present generation is still from 14-18 
years.2 Similar to RHEST’s belief USAID also affirms that promoting school activities and 
reducing absentism help girls and boys stay in school and do well in schools3, subsequently 
reducing the incidents of social malpractices like child marriage and child trafficking. 
USAID’s STOP Girl Trafficking (SGT), a three-year project, works closely with girls and 
women, family guardians and civil society to address girl trafficking through education, 
awareness, community engagement, and counseling. Rural Health and Education Services 
Trust (RHEST) launched the SGT program in 18 districts of rural Nepal in 1993 and USAID 
joined in the venture in 2016. Under the STOP Girl Trafficking initiative, RHEST team
annually supports over 13,000 girls in 18 districts to be in school, out of which, USAID is
supporting 3,800 girls in six districts – Banke, Bardiya, Kailali, Kanchanpur, Surkhet and
Sindhupalchowk. The 3,800 students under the USAID funding are from 125 schools; 2508
girls from mid and far west regions and 1,292 girls from Sindhupalchowk, one of the 14 
severely earthquake-affected districts of Nepal.
RHEST is a Nepalese non-governmental organization working to prevent human 
trafficking, child exploitation, and improving women’s reproductive health and nutrition. 
RHEST strongly believes that schools provide a safe learning space, keep children safe from
traffickers and empower children and their families from falling victim to lucrative offers 
from traffickers. Under the project, girls are given educational materials, school bags, 
stationeries and uniforms each year. Moreover, the project has implemented community 
level anti-trafficking awareness and advocacy campaigns against social malpractices, 
organized trainings for SGT alumnae and RHEST staff for capacity building and initiated a 
Management Information System (MIS). 
 
1 USAID Webpage: https://www.usaid.gov/nepal/fact-sheets/stop-girl-trafficking-project) .
2 Ghimire, A. and Samuels, F. (2014) Continuity and change in social norms for Nepali adolescent 
girls: the drivers and inhibitors of early marriage and education.
3 USAID 2017.Nepal Adolescent girl’s empowerment assessment
H9 Milestone Report pg. 16
Similarly, most of the schools have received financial support to develop their 
infrastructure and technical supplies. Through this project, some of the graduated girls 
become a part of the organization as volunteers or employees to be a counselor for the new 
beneficiaries. This helps the alumnae to gain self-confidence and independence, while 
younger girls gain positive peer role models and can visualize their brighter future. The 
project is focused on preventing trafficking amongst the vulnerable girls in selected 
districts of Nepal. The theory of change behind the SGT Project is that by keeping girls who
are at risk in school they become less likely to be trafficked, especially for sex work and
child labor. RHEST believes in “Keeping at-risk girls in school so that they don’t get 
trafficked for sex work and domestic slavery and they don’t become child brides”. 
Overall objectives of the SGT program are: 
• Objective 1: Providing support to the vulnerable girls to continue their education. 
• Objective 2: Increasing partnership with community level protection mechanism to 
create a safe environment against human trafficking. 
• Objective 3: Increasing capacity of RHEST and its partner organization to reduce risk of 
girl trafficking. 
1.1. Selection Criteria for Contractor
After consultation with USAID, RHEST develop the criteria for SGT program evaluation and 
consultants. The criteria for the evaluation and consultants were as follows: 
Technical criteria:
• Experience of consultancy firm in End line Assessment and Evaluation
• Report writing with previous evaluation experience required
• Critical thinking on impact assessment
• Experience of Team Leader 
• Experience of Team management 
Criteria for consultant
• Technical Proposal with the CV of lead consultant
• Proposed Methodologies
• Financial proposal with detailed budget breakdown
• VAT registration certificate 
• Tax clearance certificate (during proposal submission)
• Roles and responsibilities of each team member
• Sample reports of previous similar undertakings. If required they will be kept 
confidential and returned in case of hard copies
H9 Milestone Report pg. 17
• References contact detail of at least 2 of previous clients worked with in similar 
assignment
• Tentative work plan
RHEST opened bid two separate deliverables for End line assessment and End Term 
evaluation survey. A total of 22 firms/individuals applied for these deliverables. Out of 
them, 5 firms were selected for further process of assessment. After complete all the 
selection process and assessment, the assessment team of RHEST had selected Bikash 
Shrot Kendra for both deliverables; i.e. end line assessment and end term evaluation 
survey. The detail ToR and contract of consultant are attached in Annex 1.
1.2. Objective of the evaluation
General objective:
The purpose of this end-term evaluation was to explore the multiple interventions of the 
SGT project, understand the dynamics of promoting girls education and reducing social 
malpractices and understand the RHEST capaity for fighting against SGT issues in the 
project districts of Nepal. 
The primary objectives were:
• To explore the impact/changes has the SGT project had in the lives of the SGT students 
and their families
• To assess the SGT activities reached to the targeted population what it pledged to do
• To assess the effectiveness of empowerment approaches of RHEST in keeping the 
vulnerable girls out of trafficking
• To document the best practices adopted by SGT to have effective advocacy at 
community level, and how does that work
• To explore the impacts of the SGT program in the schools and community
• To assess the RHEST coordination process with the government and non-government 
agencies at local level and its benefits after the coordination
• To assess the organizational capacity of RHEST and its network improved in dealing 
with SGT issue sustainably.
• To explore the effective of SGT, have the approaches been in bringing changes in the 
community and in the lives of the target population.
• To seek suggestions for the betterment of the SGT project in future.
H9 Milestone Report pg. 18
Table 2: FGDs, KIIs and IDIs total events by district
District FGD with 
Students 
[Female]
FGD with 
Friday 
/support 
teacher
Advocacy 
group
KIIs IDIs [school 
dropout 
girls]
Sindhupalcho
wk 
2 1 1 5 [Could not 
contact any 
such 
participant]
Surkhet 2 1 6 2
Banke 2 1 7 2
Bardiya 2 1 5 2
Kailali 2 1 7 2
Kanchanpur 2 1 6 2
Kathmandu 
project staff 
[Program 
coordinator]
1
Total 12 4 3 37 10
Table 1: Data collection schools
SN. District Name of School
1. Banke Sarswati Secondary School, Pipara
Sagarmatha Gyanpunja School, 
Pasupatinagar
2. Bardiya Panchajanya School, Padanaha
Kusmadevi School, Padnaha
3. Kailali Shree Shreepur Sec School, Shreepur
Saileshwary Sec School, Behada
4. Kanchanpur Shree Laxmi Sec School, Khairbhatti
Uday Sec School, Banka
5. Sindhupalchock Shree Jalpadevi Secondary School, 
Melamchi 
Nawalpur Secondary School, 
Nawalpur
Siddhi Kamala HSS, Chautara
Shei Krishna Ratna Ganga SS, 
Chautara
6. Surkhet Shree Jivan Jyoti School,
Janapriya school,
Shikhar Secondary School, Chhinchhu
CHAPTER TWO: RESEARCH METHODOLOGY
2. Introduction
This section elaborates on the study design, sample process and size, recruitment of the 
participants, data collection processes, field supervision and monitoring, data management 
and analysis, and ethical considerations and limitations of the study.
2.1. Study design
A cross-sectional qualitative study design was used to conduct the end-term evaluation of 
the SGT project implemented by RHEST Nepal in Nepal.
2.2. Study area 
This end-term evaluation was conducted in six SGT project districts (Banke, Bardiya, 
Kailali, Kanchanpur, Surkhet and 
Sindhupalchowk). A total of 15 
schools were visited for completion 
of the qualitative data collection 
where at least two schools of 
Bardiya, Banke, Kailali and 
Kanchanpur and four school of 
Sindhupalchock district were 
purposively selected (Table 1). 
2.3 Sample size and population
The qualitative evaluation survey 
was conducted with different 
stakeholders, 
through Focus Group 
Discussions (FGDs), 
In-depth interviews 
(IDIs) and Key 
Informant Interviews 
(KIIs) with the 
following four 
categories of the 
participants: 
School girls FGD: A 
total of 12 FGDs was 
H9 Milestone Report pg. 19
Table 3: Total number of KII participants
SN. Participants No. per 
district
Total 
number
1 NGO Partners [Kailali, Banke and 
Surkhet] 1 3
2
Advocacy group members [6-
Coordinator and 3 male member – Banke, 
Kanchanpur, Kailai]
9 9
3 Mayors/ Deputy Mayors 1 6
4 Education focal person of the 
Municipality/Rural Municipality 1 6
5 School Management Committee 1 6
6 RHEST focal teacher/Head teachers 1 6
7 Central RHEST staff of the project 1 1
Total 37
conducted in six project districts (2 per district) with grade 7 to 10 school girls. 
Participants were randomly drawn from the list of RHEST supported students. Each FGD 
had 6 to 8 participants (Table 2).
Friday/ support teacher FGD: A total of four FGDs with Friday or support teacher of SGT 
project were conducted in four districts namely Banke, Kailai, Surkhet and Sindhupalchok 
(Table 2). The FGD recruited 6 to 8 participants. Thus, a total of 19 FGDs were conducted in 
the SGT project districts.
KII participants: In total 37 KIIs were conducted with seven different stakeholders (i.e. 
NGO partners, 
advocacy group 
members, 
Mayors/deputy 
mayors, education 
focal person of the 
municipality/rural 
municipality, school 
management 
committee, RHEST 
focal teacher/head 
teacher (principal) 
and central level staff 
of the RHEST as stated 
in Table 3.
IDI participants: A 
total of 10 IDIs (2 each from five SGT project district except Sindhupalchok) was conducted. 
In Sindhupalchock the dropout girls refused to be interviewed (Table 2).
2.3. Data collection 
Bikash Shrot Kendra (BSK), a national level Nepali research organization was 
commissioned for the survey based on a competitive bidding process through a call for 
Expression of Interest (EOI). BSK hired the required experienced research coordinator, 
field researchers/enumerators, data translators and statistician for the evaluation. The 
data were collected using four different data collection study guidelines (Annex 1) that 
were developed based on the SGT program’s log-frame, theory of change, indicators, and 
review of baseline report. Few questions were added based on key SGT project 
interventions. The study guidelines were translated into Nepali language and pre-tested in 
Ram Devi Secondary School in Harre, Sindhupalchock district, which was not included in 
the final evaluation. The RHEST team, especially the Monitoring and Evaluation (M&E) 
officer, closely monitored and supervised the data collection work in all steps of the 
evaluation including joint training for field researcher training, attending pre-testing visits 
H9 Milestone Report pg. 20
and district level data collection monitoring visits (in Kailali and Banke). Data collection of 
this assessment were done in the following stages:
Selection of schools and participants: The field teams visited the selected rural 
municipality and municipality and 15 schools of the six districts for data collection as per 
the name list provided by the project. In each district the data collection team met with 
RHEST district project team and compiled all potential participants’ name list and prepared 
final list of participants based on the inclusion criteria. Each of the potential study 
participant was called by field research team to confirm their time and place for the 
interview. 
Data collection team and training: Field researchers were trained for three days by the 
research implementing agency, Bikas Srot Kendra, and RHEST staff. The training covered 
survey protocol, preparing lists of participants, participants’ recruitment process, 
consenting procedures, interview skills and all consent forms and contents of the study 
guidelines. All the study guides were translated into Nepali language to be used for data 
collection.
Each FGD, on average, lasted for about one to one and half hours. KIIs and IDIs were 
conducted for about 35-45 minutes. Both FGDs and interviews were audio recorded with 
the permission of each participant. The participants were first asked to provide their 
informed consent. Two trained data collectors were involved for facilitating FGD whereas 
KIIs and IDIs were conducted one-on-one basis by a trained qualitative data collector. All 
audio records were safely stored and used for the transcription/translation and safely 
stored in BSK’s central office in Kathmandu office. Three data collection teams were formed 
and mobilized simultaneously in three study districts. The first team conducted the survey 
in Kailali and Kanchanpur, second team was deployed to Sindhupalchowk and the third 
team was deployed to Banke, Bardiya and Surkhet. The teams for Kailali and Kanchanpur 
and Sindhupalchowk consisted of one supervisor and two enumerators whereas the team 
looking after Banke, Bardiya and Surkhet had one supervisor and four enumerators. While 
selecting enumerators, priority was given to those candidates who had previous similar 
experiences and could speak local languages as well as have past experience of working in 
the study districts. After the completion of fieldwork, all the transcribed documents were 
handed over to qualified translators for translating into English before final data analysis. 
2.4. Data processing and analysis
Data entry and cleaning started after submission by the field researchers. All transcriptions 
were cleaned by another researcher who was not a part of the surveys and all audio 
recorders and interviewer notes were transcribed into one final transcription. The Nepali 
transcripts were translated into English and they were read and re-read using common 
exploratory techniques. To identify key themes, code, frequency reports and coded text 
reports were generated, and thematic content analysis was applied, and the key findings 
were drawn.
H9 Milestone Report pg. 21
2.5. Field supervision and monitoring
The district supervisors regularly monitored and checked the collected data and ensured 
that the audio records and field notes were managed well and performed in appropriate 
study sites and with right participants. BSK core evaluation team members made 
monitoring visits to the survey districts in addition to the RHEST team in Kailali and Banke. 
Regular phone calls were also used. BSK’s team worked closely with RHEST team and 
traveled to the districts to monitor fieldwork for quality assurance. There was no any major 
concern raised during monitoring visits except not getting two school drop out girls from 
Sindhupalchock district. Quality control measures were also included in qualitative data by 
reviewing audio recordings and translated transcriptions by supervisors and sharing of the 
files with the core research team. 
2.6. Ethical considerations
Verbal informed consent was obtained from all respondents prior to enrollment in the 
study and interviews were conducted in private settings by data collectors of the same sex, 
to reduce participants’ discomfort (Annex 2). Moreover, the participants were informed 
that their participaton was voluntary and they had the right to refuse answering any of the 
question and they had the right to withdraw from the study at any point of time. 
2.7. Limitation of the study 
This study was conducted in six project districts of Nepal; therefore, the analysis and 
results presented in this report are confined to those districts only and may not necessarily 
reflect or be generalized to the other districts. This study was conducted using purposive 
sampling for selecting both RHEST supported schools as well as the location where the 
evaluation team could gather participants from more than one schools at the same time. 
This gave us the opportunity to interact with more students in limited time. However, due 
to this limitation, the sampling was less dispersed and representative in comparison to a 
randomly selected sample. Nevertheless, the girls were selected in a random basis after the 
schools were selected on a convenience basis. The findings from the qualitative study may 
not be generalizable to the entire population of the study districts or other similar districts 
of Nepal where the findings are not intended to be generalized beyond the target 
population.
H9 Milestone Report pg. 22
Table 4: Socio-demographic profile-school girls
Age group (n=92) Number %
12 8 8.7
13 3 3.3
14 21 22.8
15 32 34.8
16 17 18.5
17 9 9.8
19 2 2.2
Caste/ethnicity
Bramin/Chhetri 39 42.4
Janajati 38 41.3
Dalit 15 16.3
Marital status
Unmarried 92 100.0
Schooling grade
7 14 15.2
8 28 30.4
9 38 41.3
10 12 13.0
Which grade have you joined RHEST
2 7 7.6
3 11 12.0
4 19 20.7
5 21 22.8
6 11 12.0
7 17 18.5
8 5 5.4
9 1 1.1
CHAPTER THREE: FINDINGS
3. Background
This section presents the demographic characteristics of the schoolgirls who were invited 
for an interview followed by key evaluation findings on the basis of qualitative interviews 
and discussions. The evaluation objectives as mentioned in section 1.2 are considered 
while analyzing and presenting the findings. The objective wise findings are presented 
developing the key themes based on the information provided by the participants.
3.1. Demographic 
characteristics of school girls
A total of 92 schoolgirls (age 12 to 19 
years) from grade 7 to 10 were recruited 
for FGDs in this study. More than one￾third (34.8%) were of age 15 years and 
the youngest was 12 years. All 
interviewed girls were unmarried and 
belonged to Bramin/Chhetri caste, ethnic 
community (42.4%) followed by Janajati 
(94.3%) and Dalit (16.3%) respectively. 
The majority of the students were 
enrolled in grade 5 (22.8%) followed by 
grade 4 (20.7%) and grade 7 (18.5%) 
respectively (Table 4).
H9 Milestone Report pg. 23
Table 5: Socio-demographic profile-Friday 
/support teachers and advocacy group 
members
Age group (n=38) Number %
18-23 29 76.3
24-31 9 23.7
Mean age 22 years
Marital status
Married 13 34.2
Unmarried 25 65.8
Education 
MA 2 5.3
Bachelor 17 44.7
Certificate/IA/ED 19 50.0
Caste/ethinicity
Bramin/Chhetri 14 36.8
Janajati 16 42.1
Dalit 7 18.4
Muslim 1 2.6
Working as a Friday/support teacher (n=26)
One year and below 9 34.6
Two years 8 30.8
Three years 4 15.4
Four years and above 5 19.2
Working period as an advocacy members 
(year) [n=19]
One year 12 63.2
Two years 5 26.3
Three years 2 10.5
3.2. Demographic characteristics of Friday/support teachers and advocacy 
group members
Table 5 shows that the majority of the Friday teachers/support teachers and advocacy 
members were of age between 18-23 
years (76.3%) followed by 24 years 
and above (23.7%). The mean age of 
this category was 22 years. Around 
two-third (65.8%) and the rest were 
were married. Surprisingly, RHEST 
supported students were obtaining a 
higher-level education; from 
proficiency certificate to Masters Level 
and majority were doing a certificate 
level study followed by undergraduate 
level. The majority of the 
Friday/support teachers and advocacy 
members were Jananjati (42.1%) 
community followed by 
Bramin/Chhetri (36.8%) and Dalit 
(18.4%).
More than one-third of the participants 
worked as Friday or support teacher. 
Nearly one-third (30.8%) had worked 
for last two years and 19.2% worked 
for more than four years. Similarly, 
around two-third (63.2%) had worked 
one year as an advocacy member 
followed by 26.3% two years and 
10.5% three years respectively (Table 
5). 
H9 Milestone Report pg. 24
Table 6: Support received from SGT project 
Variables No. Percent
Have you ever received SGT 
educational materials?
Yes 360 100.00
What did you receive?
School fee 360 100.0
Additional tuition fee 305 84.7
Uniform 360 100.0
Bag 360 100.0
Stationaries 360 100.0
RHEST bulletin/ RHEST 328 91.1
Narishwor 314 87.2
Source: SGT Quantitative Survey, 2019 [Unpublished]
3.3. SGT project supports
This section covers the SGT project support in terms of educational materials, student 
selection procedures and their suggestions for the corrections. The core activities of RHEST 
was focused in the school education support and it required material in the six project 
districts. Students received stationaries, uniforms, bags and school fees, RHEST bulletin 
and Narishwor. In addition, they were supported by the Friday teachers in extra curricular 
activities and learning. 
3.3.1. Educational materials support 
Table 6 presents the support received from the SGT project as indicated in the quantitative 
survey with schoolgirls. It clearly shows 
that all (100%) students received 
stationaries, uniforms, bags and school 
fees, whereas more-than three-fourth 
received additional tuition fees, RHEST 
bulletin and Narishwor. FGDs with 
schoolgirls supported this. In addition, 
they got Friday teachers and library 
support (in some schools) to help girls 
complete their further education.
“We have received copies, pens, eraser, bag, 
uniforms and tuition fees. Tuition fee was NRs. 
900 for class seven and NRs.1200 for class 
eight. Along with that, we were provided NRs 
500 for stitching our uniforms and also 
received Nariswor and RHEST bulletin” [FGD, 
School Girls, Bardiya] 
Almost all participants who participated in the interview and discussion stated that the 
given materials (stationaries, dress, bags) and tuition fees were adequate and of good 
quality. 
“Currently provided educational materials -copies, books, pens, pencils are enough for us” [FGD, School 
Girl, Kanchanpur]
“Pens, Pencils, books, copies are enough for each student who received support” [KII, Surkhet, School 
Teacher]
“RHEST is providing educational materials such as copy, pencil, pen, eraser and school uniform which 
are provided twice a year. Two different educational booklets i.e. RHEST bulletin and Nariswor 
bulletin are also provided, which have contents on various issues and vulnerabilities” [KII, Advocacy 
Group, Sindhupalchok]
H9 Milestone Report pg. 25
However, few participants reported that school tuition fee provided by the project was 
insufficient. 
“The stationaries are enough for them because we give them twice a year. 6 months before we have 
provided them copies, bags, pens, and uniforms and after 6 months we provided sweaters, copies, pens 
and pencils. The quality of the materials is satisfactory.” [KII, School Teacher, Bardiya]
“RHEST does not provide school fees for students below grade 8 which our parents have to pay. Even 
the additional tuition fees they pay is not enough for the students.” [FGD, School Girl, Kanchanpur]
3.3.2. RHEST student selection procedure
The RHEST’s student selection procedure was highly acknowledged and appreciated by all 
the participants. It was noted that the support was given to the indigent girls with a fair 
selection process. All the participants in their interviews and discussions stated that the 
poor, vulnerable and marginalized girls were benefitting from the project.
“RHEST has been supporting those students who have a weak economic background and are not being 
able to go to school. RHEST is supporting such children so that they can also get education and make a 
better future for themselves “[FGD, Sindhupalchowk]
“In terms of the benefit we can say, for those students who cannot afford education RHEST has opened 
a gate for them. I don’t even think it should be measured. There is no measurement for it. Those who
can’t get an education or who are not able to get an education, they are getting educated” [KII, Banke] 
SGT project coordinator also stated; 
“RHEST has very fair policy for student recruitment. RHEST needs to complete layers of process which 
need to be approved by the school management committee. Then RHEST staffs visit sample households 
and finalize whether the candidate fall under the selection criteria or not. We have not heard any 
question regarding the selection of students for the project support.” [KII, Project Coordinator]
Some of the participants presented the success stories with RHEST supported girls thus: 
“There are many stories. One of the stories among them is about a Choudhary girl residing in Banke. 
Her mother and father both separated and got married to a different person. Her parents could not 
send her to school so, she came to Nepalgunj and stayed at others house and continued her study at 
Shree Saraswati Secondary School. After she got admitted there, RHEST provided support to her. 
Currently, she is studying to obtain her bachelor’s degree and is working part time as a support 
teacher. If she was not provided with the support, she could not have come this far. There are many 
girls like her” [KII, Banke]
KII participants also reaffirmed education materials supported by the SGT project. 
“The stationaries are enough for them because we give them twice a year. 6 months before we have 
provided them copies, bags, pens, and uniforms and after 6 months we provided sweaters, copies, pens 
and pencils. The quality of the materials is satisfactory. However, sometimes they complain that the 
school bag did not last for a year.” [KII, School Teacher, Bardiya]
H9 Milestone Report pg. 26
3.3.3. Advocacy group activities for the community 
RHEST has formed anti-trafficking advocacy group in each project district including 
representatives of local stakeholders such as from respective Rural/Municipality mayor, 
deputy mayor, ward members, school teachers, parents and other stakeholders who have 
also been part of the advocacy group interactions, rallies and other programs conducted by 
the project. Study findings indicated that these groups organize different community level 
activities for reduction of social malpractices particularly celebration of national and 
international days in coordination with local government in the respective districts. 
“The Advocacy group is working to reduce child marriage, Chaupadi, and support girls to continue 
school education, fight against violence and trafficking. The project has conducted awareness 
program in presence of Police officers, Chief District Officer and other district level stakeholders to 
stop human trafficking and prevent other social issues. Sometimes we conduct drama in order to 
increase awareness of community towards girl’s education” [KII-Advocacy group member, 
Kanchanpur]
As reported, the advocacy group implemented at least two advocacy events every year with 
participation of local stakeholders. One KII stated that: 
“There are two interaction events with local stakeholders by advocacy groups every year and the 
project also conduct Social Audits every year” [KII, Advocacy group member, Banke]
Similarly, one advocacy member from Sindhupalchock district also stated advocacy groups’ 
core activities at the community aligned to SGT project goal particularly girl’s education. He 
expressed one of the success stories on stopping child marriage and helping the girl 
continue her education.
“We organize at least four different programs every year related to those issues and aspects that we 
feel have been an issue in the community. We conducted these programs during national and 
international days’ celebration. We conducted interaction programs and debate in the presence of 
concerned stakeholders, students and parents specially focusing on the issues that are related to SGT 
project goal. We generally organize programs to raise awareness.” [KII, Advocacy Member, 
Sindhupalchock]
The advocacy group informed that they succeeded to achieve the goal of SGT project. One success 
story was narrated by a Sindhupalchock advocacy group member thus.
“We have tried to solve the problem that arise in the society. There was one girl studying in class 8 who 
was about to get married. She was not even 18 years old and we were successful to stop that marriage. 
We suggested them (parents and the girl) not to get her married before completing her study. Now 
they are planning her married after she becomes 20 years” [KII, Advocacy Member, Sindhupalchock]
3.4. Impact of SGT project 
Findings indicated that SGT project has worked on supporting girl’s education at school to 
grade 12 which indicated direct relation on reducing child marriage practices, girls 
H9 Milestone Report pg. 27
trafficking, and child empowerement on repoting of any incidents witness or any 
suspicious case to Police and other concerned places.
3.4.1. Reduced child marriage 
Child marriage has been found prevalent in all project districts. It appeared to be both the 
cause and consequence of school drop-outs. Interviews and FGDs with children and 
teachers suggest that child marriages are the result of a combination of factors including 
poverty, poor access to education, family problem, cultural and or traditional harmful 
practices, social and peer pressure. In the past, child marriages were arranged and often 
forced by the girl’s parents or other family members, however, the mode of child marriage 
has been changed which the children describe their unions as love marriage - usually girl 
and boy decide themselves to get married. A growing number of children are reported 
having love marriages at the age between 14 to 17 years while they are at grade 7 to 10. 
Early marriage arranged by the parents or family members has been reportedly decreasing 
whereas the incidents of children getting married by if found to be increasing. Child 
marriage and school dropout was reported among all caste and ethnic groups; however, it 
was more among Dalits, Janajati and Muslim girls. Some of the participants stated their 
views about the child marriage as such:
“In earlier times, parents used to force to get their children married in early age (child marriage)- at 
the age of 15 or 16 years – but these days, children get married (child marriage) by their own choice 
even though their parents and teachers always motivate them to continue their study” [FGD, Advocacy 
Group, Sindhupalchowk]
Some other particants described child marriage as a result of poverty, domestic violence 
and hostile family environment that force the young children to choose early marriage as 
an alternative option to get rid of family problems. 
“There are various reasons that girls want to get married early including family pressure, alcoholic 
father who does not help provide daily basic needs and domestic violence. Because of such reasons 
some girls think that they will have a better life after getting married, while some of them wish to get 
married for their own desire. Also, there are some cases where the married girls are sent back to their 
parents’ house.” [KII, Education Focal Person, Surkhet] 
Efforts have been made by various groups including RHEST network such as Friday 
teacher, alumnae and advocacy groups to eliminate child marriage, in some areas. An 
encouraging progress were reported by the key informants as: 
“Previously child marriage was very common but after formation and mobilization of child clubs in 
each schools of this municipality they are working actively to stop child marriage. If they come to 
know about any case of child marriage somewhere, they would go there, make the people aware about 
the consequences. Nowadays, there might be very less incidents cases of child marriage. The numbers 
of girl students are even more than the number of boys these days. Everyone including community 
members, school administration and different organizations are very concerned about girls’ 
education” [KII, School Teacher, Sindhupalchowk]
H9 Milestone Report pg. 28
3.4.2. Reduced girls trafficking
Sindhupalchowk is known as one of the districts having a high prevalence of girls trafficking.4 But, 
as reported, the situation has changed in recent years. The participants reported their mixed 
opinion with regards to girls trafficking. Some stated that it has been reduced dramatically while 
others described that it has taken different forms, but trafficking has reduced for the last few years. 
One of the participants stated her view:
“Sidhupalchowk used to be severely affected by trafficking mainly in Tamang communities. This 
program was launched focusing on that. As this program gradually increased its activities, such 
incidents have drastically decreased. Girls were trafficked in various places of India and in 
Kathmandu, but that is not the case now. There may be few such incidents, but it is not much of a 
problem at recent times. We cannot say all this happened because of RHEST only but they have a 
leading and supporting hand in achieving this feat”. [KII, School Management Committee Member, 
Sindhupalchowk]
Another participant from the same district reported changing form of human trafficking:
“Girls trafficking is almost zero, but there is an increasing trend of girls going for foreign employment 
and many have been in a terrible situation. Girls are being trafficked in the name of foreign 
employment or many other reasons. But the severity of the problem has decreased” [FGD, Advocacy 
Group, Sindhupalchowk]
“Two types of trafficking exist- the first one is the migration for foreign employment and the 
second one is that the students of grade 6/7 are lured for better jobs by the trafficker, 
however, the number of trafficking cases has drastically reduced form Sindhupalchowk”. [KII, 
Deputy Mayor, Sindhupalchowk]
The respondents in Kailali also reported similar story that shows high prevalence of girls 
trafficking in different forms that caused many girls to drop out of school.
“There are such case, like the girls are lured to marriage, taken to India and trafficked there. There are 
2-3 girls who got married here and were on the way to India. When they found out that they were 
being trafficked they informed us and we were abe to rescue them.” [KII, School Teacher, Kailali]
“I have heard that a brother-in-law of my aunt took his sister-in-law to India convincing her to get a 
good job, but when her family came to know about then they went to India and found them just as he 
was about to sell her. They rescued her and brought her back home” [FGD, School Girl, Kailali]
“Some of my friends also left school to go to work in the cities. Two girls from Saraswati 
School left school to work at bar in Kathmandu” [IDI, Dropout Girl, Kailali]
 
4 NHRC (2018). Trafficking in Persons in Nepal: National report. National Human Rights Commission: 
Lalitpur Nepal; pp. 6.
H9 Milestone Report pg. 29
3.4.3. Perceptions towards social malpractices among school girls
In this section the students were asked a number of issues related to the status of child 
marriage, its driving forces and family attitude towards child marriage. Also, we asked 
what the major social problems were prevailing in their community, what were the sources 
of information for girls, where they reported the cases of abuse or violence that they faced. 
The responses of the study participants to those questions are analyzed and theme wise 
description is presented in Table 6. It shows that the schoolgirls’ perception towards social 
malpractices has drastically improved. 88% girls agreed that school education has made 
them more aware about abuse, violence and trafficking against women. Similarly, almost all 
(91.3%) girls were confident to raise their voice and fight against abuse, violence and 
trafficking and 88% girls reported that they were comfortable to report cases or suspicion 
regarding abuse/harassment/human trafficking to family and community. More than 
three-fourth (76%) girls claimed that their school education made them confident to 
decide when to get married and 76% girls stated that they were fully aware that getting 
married before age of 20 years has negative consequences. The Friday classes were found 
very effective and almost all (95.7%) participants agreed that Friday classes has made 
them confident to raise voice and fight against abuse, violence and trafficking. Interestingly, 
still around half (48.9%) participants agreed that their parents, relatives and community 
members had put on pressure for marriage whereas 40.2% did not agree on that. More 
than three-fourth (76.1%) participants did not agree about their parents fear if a girl does 
not get married while she is young it would be difficult for her to get married later (Table 
7). 
Table 7: Perceptions towards social malpractices among school girls
Statement Agree Neutral Disagree Total
School education has made me aware of 
abuse, violence and trafficking against women 81 (88.0%) 0 11 (12.0%) 92
School education has made me confident to 
raise my voice and fight against abuse, 
violence and trafficking against women
84 (91.3%) 0 8 (8.7%) 92
School education has made me comfortable to 
report cases or suspicions regarding 
abuse/harassment/human trafficking of 
family/community
81 (88.0%) 0 11 (12.0%) 92
School education has made me the freedom to 
decide when to get married 70 (76.1%) 2(2.2) 20 (21.7%) 92
School education has made me confident that 
getting married before age 20 has negative 
consequences.
70 (76.0%) 4 (4.4) 18 (19.6%) 92
Friday classes has made me confident to raise 
my voice and fight against abuse, violence and 
trafficking against women
88 (95.7%) 0 4 (4.3%) 92
Parents face pressure from other relatives and 
community members to marry their 
daughters
45(48.9%) 10(10.9) 37 (40.2%) 92
H9 Milestone Report pg. 30
Parents fear that if a girl does not get married 
while she is still young it will be too difficult 
for her to marry later
22 (23.9%) 0 70 (76.1%) 92
Besides the student’s empowerment, SGT project has conducted parent-teacher interaction 
program at school, which was helpful to disseminate positive messages to the community 
for childrens’ education.
“RHEST has played an important role. RHEST also conducts parent-teacher interaction program in the 
school. This has brought positive change in the minds of the parent to continue their childrens’ 
education” [KII, Myor, Sindhupalchock] 
3.5. SGT project approaches fight against girls trafficking
The evaluation findings suggest that SGT project not only supported for education 
materials but raised community level awareness. The SGT project mainly targeted to 
recruit poor and vulnerable children helping them complete their school education. The 
project formed different teams at the community level to fight against girls trafficking. It 
supported students, Friday/Support teachers, alumnae and advocacy groups that were 
actively engaged in the community in implementing awareness raising activities and girl’s 
education as well as girls trafficking. That community activities were focused on girls 
schooling particularly completion of school education and passage to higher education. 
The participants widely acknowledged and appreciated these activities. The participants 
stated that if there was no SGT project many girls would be trafficked.
“If there wasn’t the SGT project, many girls in our society would get trafficked because their family 
couldn’t afford education of their daughters and without education they wouldn’t know how to be safe 
and how to decide about their future. The SGT project supported girls are more concentrated on their 
education which is incredible, and we are fully satisfied of the supports provided for girls education” 
[KII, School Teacher, Surkhet]
Some of the participants presented the success stories of the project supported girls who 
were able to become teacher and led number of events as a Friday teacher and disseminate
the message at the tipping point.
“There are many stories. One of the stories among them is about a Choudhary girl residing in Banke. 
Her mother and father were separated and got another marriage. Her parents could not send her to 
school so, she came to Nepalgunj and stayed at others house but continued her study with the support 
from the SGT project. Currently, she is studying at bachelor’s degree and is working as a support 
teacher and leading to fight against social malpractices. There are many such girls who are actively 
advocacting at the community and sensitize the community against girls trafficking” [KII, Advocacy 
Member, Banke]
H9 Milestone Report pg. 31
3.6. Advocacy groups activities at the community level
The evaluation findings indicate that the SGT project was successful in promoting girl’s education 
and mitigating child marriage, girls trafficking, abuse and violence to some extent in the project 
districts. Friday class was most liked and commonly reported effective activity for girl’s 
empowerment, building their confidence and educating practical skills to fight against the 
discrimination, violence and traditional malpractices. Over 95.7% FGD participants from 12 FGDs 
agreed with the statement that “Friday classes has made me confident to raise my voice and fight 
against abuse, violence and trafficking against women”.
Participants further remarked that:
“In Friday class, the teacher helps student complete their homework, teach spelling, handwriting 
practice and some difficult exercises. They also teach them what should be done and what shouldn’t be 
done during menstruation, regarding child marriage, when should they get married and when 
shouldn’t, how to continue study up to class 12, what is violence against women, harassment, high risk, 
what could be their problems and how could they be safe. They teach in Friday class using new 
methods and also encourage them to participate in school’s completions like elocution, debate and art 
competition. Our children used to sit on the last bench, because they were weak in studies, but now this 
has been changed because of the Friday class” [KII, Advocacy Member, Kailali]
The reporting of violence cases was found minimal compared to the prevalence, however, the 
project seemed successful to bring the issues out in the discussion. It was also well noted that 
RHEST and SGT project is well known and accepted by the community in the project districts. The 
project tends to be successful reaching out to the real target beneficiaries with fair selection criteria 
and actively working by all advocacy members, alumnae and students. Advocacy groups formed by 
the SGT project were successful in advocating at the community level and many cases of early 
marriages were stopped and the girls continued their school education.
“One of the RHEST supported girls, from Khajura was studying in class 9 and she was about to get 
married with her own brother-in-law. The girl did not want to get married so she told about this to us 
and the advocate of the Khajura rural municipality. We all went to the girl’s house and spoke with the 
parents and stopped the marriage” [KII, NGO Coordinator, Bardiya]
“RHEST has brought a few dropped girls back to school. They have continued their study now and even 
passed SEE examination. Few girls are pursuing university level education and got jobs too” (KII, NGO, 
Kailali]
Another strength and appreciable outcome were the long-term presence of the partners 
and continuity of activities in the districts. Few participants reported some shortcomings 
with local coordination by RHEST, however, the majority of them stated RHEST has 
developed good working relationships and implementing its project in coordination with 
local stakeholders.
“This program has been running for a long time and people have trust in this program. Many 
organizations came here and discontinued after a short time for 2 – 3 years but RHEST has 
been working diligently since long time. The materials provided are of excellent quality and 
H9 Milestone Report pg. 32
Table 8: Perceptions towards girls’ education
Statement Agree Neutral Disagree
My family encourages me to continue 
my education to higher level (after 
SEE) 
119 (91.5%) 1 (0.8) 10 (7.7%)
My teacher treats students in a fair 
manner 95 (73.1%) 2 (1.5) 33 (25.4%)
My community believes that the 
daughters of our society should get 
education and equal opportunities
89 (68.5%) 3 (2.3%) 38 (29.2%)
Girls in my community encouraged to 
continue their education to higher 
levels after marriage 
78 (60%) 12 (9.2%) 40(30.8%)
we would like to see the same quality materials being distributed again” [KII, NGO 
Coordinator, Bardiya]
“In the past, there was not much coordination activites but after the USAID support of SGT 
program, we came to know that there is a RHEST program and they have started the Pairavi 
Samuha [Advocacy group]. Then again, we organized another program in Bardiaya and got 
to learn a lot. Again, after that many organizations came forward and we got good response 
through that program. We also organized a street drama in coordination with RHEST and 
Room to Read. We also conducted 3-4 programs in coordination with the rural municipality. 
With this it has been much easier to work and there has been good coordination. Now, almost 
everyone knows about RHEST program”. [KII, NGO Coordinator, Banke]
3.7. Impact from the SGT program in the school and community
Participants were asked to describe SGT impacts on girls’ education in their communities in 
particular girl’s enrolment in the school, their regularity and dropouts. They were also 
asked the reasons for not attending or dropping out of school if they reported any such 
case. Moreover, they were enquired about RHEST’s educational support to the girls – its 
adequacy, quality, benefitting group and its impact on girls’ school attendance. The findings 
are summarized below. 
3.7.1. Change in community people’s attitude towards girl’s education 
The findings show that the status of girl’s education in terms of enrolment, regularity and 
completion rate has been improved in the SGT project area as compared to few years back. 
Most importantly, a change in community people’s attitude towards girls’ education was 
observed across all project districts. The participants reported that compared to the past 
few years, the social attitudes towards girls’ education has changed. 
A total of 19 FGDs with school girls, Friday/support teachers and advocacy groups were 
conducted and were asked four key statements regarding girls’ education. Almost all 
(91.5%) families encouraged their daughter to persue higher education after completion of 
SEE. Around three-fourth (73.1%) participants comprising both students and Friday and 
Support teachers agreed that teachers treat their students in a fair manner. The present 
society believes that the girls should be equally educated as boys and getting education is 
the fundamental right of every child. The FGD participants when asked to rate the 
statement “My community believes that the daughters of our society should get education 
and equal 
opportunities”, the 
vast majority 
(68.5% of the total 
130 participants) 
agreed with the 
statement. The 
parents happily 
send their 
H9 Milestone Report pg. 33
Table 9: Annual dropout of SGT supported students
Year Total students Annual dropout Drop-out rate 
2015 10000 529 5.3%
2016 3809 210 6.0%
2017 3909 227 6.2%
2018 3809 167 4.4%
48% 
66% 
58% 60% 
78% 84% 
2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
Year
daughters to school for education. Furthermore, 60% (of the total 130 participants) of the 
focus group discussions agreed that girls in their community are encouraged to continue 
their education to higher levels even after the marriage (Table 8). One of the participants in 
the focus group discussion stated:
“In the past people used to think that they shouldn’t educate the girl child since they would 
eventually go to their husbands’ houses. They should be taught to handle the household works. 
But now this isn’t the condition. More girl students are in the school nowadays”. [FGD, 
Advocacy Group, Sindhupalchock]
Similarly, secondary data also shows that there was an increase in students who completed 
grade 10 (SLC/SEE) with 
support from the SGT project 
(58% and 60% in 2015 and 
2016 whereas 78% and 84% in 
2017 and 2018 respectively 
(Figure 1). 
The target of the SGT program 
was to reduce student dropout 
rates as much as possible and 
encourage girls to complete 
their education at least till high 
school. Similarly, student drop 
out rate has reduced slightly in 
2018 against 2015 (from 5.3% 
to 4.4%) (Table 9). Although 
167 students dropped out in 
that year where the reason 
from the project monitoring data shows that it was due to marriage, migration from the 
community and poor financial status of their families.
Participants also further stated that few girls had dropped out even after support from SGT 
project because of some reasons.
“Few girls dropped out from school because they got married and went to India” (KII, School 
Teacher, Banke]
“One girl left school because of her family’s weak financial situation and her need to take care 
of household chores” [KII, School Teacher, Bardiya]
Friday teachers also further added that some girls left the school because of their poor 
educational performance. 
H9 Milestone Report pg. 34
4.0%
7.6%
5.0%
6.0% 5.8%
7.8% 6.0%
4.5%
8.7%
5.4%
3.0%
7.0%
8.6%
6.2% 4.3%
8.7%
3.3%
3.3%
3.5%
4.9% 4.4%
Sindhupalchowk Surkhet Banke Bardiya Kailali Kanchanpur Total
Figure 2: Annual drop out rate in study districts 
2016 2017 2018
“Few girls left school because of their weak educational background, they found it difficult to 
pass the exams ……unfriendly environment at their home also forced them to quit education” 
[FGD, Friday Teacher, Banke] 
“Mostly they [girls] drop out because of marriage and if they give birth to a baby, they don’t
like to join the study again” [KII, Advocacy Group Member, Surkhet]
Similarly, by district student drop out shows a significant change before SGT project and 
after it. In 2016 annual drop-out was 6%, but after SGT support in 2018 significant number 
of 
students 
drop out 
was 
reduced 
(4.4%). 
The 
highest 
proportio
n of drop 
out in 
2018 was 
found in 
Surkhet 
(8.7%) followed by Kanchanpur and Sindhupalchock (4.9% vs 4.3%) respectively. 
However, Banke, Kailali and Kanchanpur district data shows a significant proportion of 
drop out reduced before and after the project period (Figure 2].
3.7.2. Increased number of girls in school
The M & E data given in Figure 2 shows that the number of girls who completed their 
school education has increased in 2018 as compared to 2016/17. The level of people’s 
understanding has also improved. They are now well aware about the importance of 
education, and the parents wish to provide the education to their children as much as they 
want to study. Out of 130 respondents from 19 FGDs conducted in RHEST project districts, 
91.5% agreed that their family motivates them to continue higher studies after SEE. The 
increased awareness among the public has contributed to increase the number of girls 
significantly in the schools these days. However, the ratio of girls in lower classes is high 
which gradually decreases as they go to higher grades. In grade 11 and 12, male students 
are comparatively more than female students. Few years ago, most of the children from 
disadvantaged population – Badi, Dalits and Muslims – were left out of school, but now they 
are also encouraged to go to schools. The study participants believe that the government’s 
effort and support of civil society and NGOs have made this possible. The study participants 
believe that RHEST’s support has played a vital role to increase the number of girls in the 
schools of the project areas. 
H9 Milestone Report pg. 35
“RHEST provides all educational materials, school uniform and tuition fees. They are helping 
those students who are financially deprived. It has been a great support and female students 
have been able to continue study. The number of schools going children has also increased”. 
[FGD, School Girls, Banke]
Participants further stated that:
“Large numbers of parents have started sending their daughters to school on a regular basis 
as they are now well aware about the importance of educating daughter. Comparatively, the 
situation has improved a lot, but still in few caste / ethnic groups, enrollment of daughters is 
less as compared to sons. Talking about those female children under the RHEST support, the 
trend of drop out and child marriage has decreased comparatively. We meet the students time 
to time and also RHEST staff from centre also come for regular visits. Radio show Saksham 
Chhori has also played an important role in this matter.” [KII, School Teacher, Bardiya]
3.7.3. Increased success rate of girls from disadvantaged population 
Participants reported the improved educational attainment of girls from the disadvantaged 
communities. They further added that a few years back, Muslims, Dalits and Janajati had 
the lowest educational attainment compared to the upper caste children. SGT project 
support focused to those children providing educational materials, tuition fee and school 
uniform that motivated them to study. This has contributed greatly to their better grades 
with higher success rates of disadvantaged girls across project districts. One of the 
interview participants stated:
“With the support, they have become more motivated and have progressed in their studies. 
Earlier, no student from the Badi community would be ableto pass grade 10, and only a few 
students from Dalit community would pass, but, now they are also going to higher education 
after passing grade 10” [KII, Advocacy Member, Kanchanpur]
SGT project staff also further stated that after SGT project in the district, 
“Students who left the school because of their poor economical situation were brought back to 
school resulting in an increment in their class regularity and a decreased drop out rate” [KII, 
School Teacher, Sindhupalchock]
Education office focal person also stated improved competency of girls after SGT support:
“The girls who are studying in the schools, supported by RHEST, have increased their creative 
thinking. They can talk and speak easily. They can put forward their ides and can present in 
other various programs well” [KII, Education Focus Person, Kailali]
Key informant interviews also expressed similar views that the SGT project has not only 
supported education materials for girl’s education, but the student’s competency skills 
have also increased, and they are more empowered now.
H9 Milestone Report pg. 36
“Advocacy group members and alumnae have participated in different rallies and talked with the local 
elected members, particularly with Mayors and Deputy Mayors about social issues. They have 
developed their speech skills. In the past, they used to be scred to talk to the ward chief but now they 
can work with them easily. Many of the girls also got chance to work with NGOs. They have built their 
self-confidence and are working in different sectors. Around 30 project supported girls who completed 
school education have their own business, many are working with NGOs, and one of them is working as 
a government employee”. [KII, NGO, Kailali]
Participants further stated that The SGT project not only offered girls education but saved 
lives of many girls who are now able to manage their lives independently.
“The SGT project’s education support has saved lives of many girls and now they have become fully 
capable of implementing and managing their lives independently. Previously, there were incidents of 
girls trafficking but now to prevent trafficking, the project has provided support to the needy girls, 
upto class 12. After completion of grade 12, they become capable to earn for their lives independently. 
Few of them are working as a teacher like us” [FGD, Friday Teacher, Sindhupalchock] 
3.7.4. Reduction in school absenteeism and dropouts 
SGT project’s support has helped mitigating irregularity in attending school and dropouts 
of girl students. Awareness raising, advocacy group – counselling, Friday classes and follow 
up of irregular students and dropouts by the teachers, peers and SGT project staff was 
found supportive to reduce school absenteeism and drop outs. 
“In comparison to the previous years, the regularity of girls in the schools has improved. 
Parents send their daughters to the school regularly. Although, it has improved in general, 
girls of some caste and ethnic groups are still not allowed to go to school regularly in 
comparison to the boys. The drop out rates and the cases of leaving the school to get married 
has decreased in comparison to the past. The radio program initiated by RHEST, “Saksham 
Chhori” has supported this. In average, the situation has improved a lot compared to the past” 
[KII, Advocacy Group, Bardiya]
Banke district, girls’ schooling is more than of the boys. Nowadays, girls are more motivated to pursue 
education. People have developed the thinking that girls should be educated. In the past, girls used to 
stay at home doing household chores but now they have started going to school” [KII, School Teacher, 
Banke]
Despite the awareness and positive attitudinal changes among parents, small proportion of 
girls across the project districts were reported to be irregular in school and had dropped 
out. The drop outs were mostly among students in grade 7 to 9 (age 14 to 16 years). Key 
informants discussed the status of school drop-outs in their area saying: 
“The students who gets an admission tend to come to school for three to four days then stop 
coming. Their peers or the school administration has to go find them. Record from the entire 
nation shows that the students stop coming to school from primary level which leads to less 
students appearing in SEE. So, the number of students seeking higher education is very less.” 
[KII, Advocacy Group, Banke] School management committee members stated that because 
H9 Milestone Report pg. 37
of the SGT project comprehensive changes are seen at the community level in terms of girls’ 
education.
“We cannot say a certain outcome is due to only one reason, but we can see girls’ schooling has 
drastically improved, their performance has become better and completion rate has increased. Parents 
spend their huge amount of time for education of their child even if they are staying in a rented house 
and working daily as laborers. This is all because they have that awareness on the importance of girls’ 
education. All credits go to the SGT project. This has helped a lot” [KII, SMC Member, Sindhuppalchock]
One of the teachers from Sindhupalchok reported that the Janajati children dropped out of the 
school more, particularly after a love marriage:
“The teenage Janajati students in grade 6 to 8 (14-15 years) tend to drop out of school and run away if 
their family is not supportive of their relation.” [KII, School Teacher, Sindhupalchowk] 
“They generally drop out in class 8 or 9. After class 10 these incidents rarely happen. There are cases 
where the students studying here are from other places like Jumla. They suddenly leave school and go 
back home when their parents call them back. Few female students have migrated that way” [KII, 
Education Officer, Bardiya]
Nevertheless, SGT project has been successful in raising awareness and creating a positive 
community environment towards girls’ education in the project districts.
3.8. RHEST coordination and working practices
The evaluation findings show that all the participants from across the project districts 
highly appreciated and acknowledged the SGT project and its working modality. The main 
strength and appreciable outcome were the long-term presence of the partners and 
continuity of activities in the districts. The majority of the study participants stated that 
RHEST has developed good working relationships and implementing its project in 
coordination with local stakeholders.
“This program has been going on for decades and people have trust in this program. Many 
organizations came here and discontinued after 2–3 years, but, RHEST has been working 
diligently since a very long time. The materials provided are of excellent quality and we would 
like to see the same quality materials being distributed again.” [KII, NGO Coordinator, 
Bardiya]
Due to good relation and working with close coordination with the local stakeholders and 
other organizations now everyone knows RHEST and its work. 
“In the past, there was not much coordination but after the USAID support, first of all, we organized an 
interaction program with the stakeholders. After that program, we came to know that there is a 
RHEST program and they have started the Pairavi Samuha (Advocacy Group). Then again, we 
organized another program in Bardiaya, from that we came to know a lot. Again, after that many 
organizations came forward and we got good response through that program. We also did a street 
play in coordination with RHEST and Room to Read. We also conducted 3-4 programs in coordination 
H9 Milestone Report pg. 38
with the rural municipality. With this it has been easier to work and there has been good coordination. 
Now, almost everyone knows about RHEST program”. [KII, NGO Coordinator, Banke]
School teachers further expressed that The SGT project has worked in close coordination 
with different stakeholders and other organizations in the schools. Other organizations 
have focused mainly on infrastructure development and teachers’ training, but, RHEST’s 
support is to improve the education of the girls and raise awareness of the community. This 
is the major strength of the project.
“Most of the district level stakeholders knew about the SGT project. We have been working very closely 
with other organisations like WOREC, Women Development Section, municipality, judiciary 
committee, and of course Police. We can’t work alone”. [KII, Coordinator, Kailali] 
“RHEST has coordinated well with other local organizations. There is an organization named NNSWA 
that provided support in early child development, classroom management and teachers’ training…. 
Maiti Nepal has been working on trafficking awareness program with which the SGT project teams are 
closely working”. [KII, School Teacher, Kanchanpur]
Participants stated that the SGT project was closely working with various NGOs on topics of 
social malpractices and referral for rehabilitation and counselling of the vulnerable girls. 
“RHEST Project team has regularlydone interaction program with local NGOs and INGOs on topics of 
social malpractices. Especially we have worked with the local NGOs partner of RHEST to collaborate 
on referral services for rehabilitation of the rescued girls, counseling for the girls and so forth” [KII, 
Project Coordinator, Sindhupalchock]
3.9. SGT working approaches in the community 
All participants appreciated the RHEST policy of recruiting Friday teacher from SGT 
supported students, advocacy members and alumnae and engage them in different 
activites. This has created some jobs to girls at local level, also it has provided learning 
opportunity and has prepared them for future employment. More importantly, we noticed 
their motivation and ownership towards the project. 
“They [RHEST] have given chance to some students to work as Friday teacher or as a Support teacher 
or a social mobilizer like me without any experience. This is another important aspect of RHEST. We 
can learn a lot while working here and it also financially helps us. If we carry on performing better 
being active, there is always some way out for us that RHEST manages. Now, we have experience and 
some financial support, so we can continue our university education. This is what I like most about this 
program”. [KII, School Teacher, Bardiya]
The strategy of continuously engaging the advocacy members, alumnae and Friday 
teachers has helped bring positive changes. A number of success stories were expressed by 
the participants as well as by the stakeholders and they highly appreciated the project for 
its work on girls’ education and advocacy for decreasing social malpractices. 
H9 Milestone Report pg. 39
SGT/USAID initiated trainings for RHEST alumnae 
and staffs 
• Five-day training for Friday and Support teachers on 
life skill and pedagogy training
• Refresher training for Friday and Support teachers
• Annual training (1 to 2 days) orientation for Friday 
teachers
• Two-day financial training in 2017
• Self defense training in Kailali and Kanchanpur
• MIS training for the field officers and RHEST central 
staff
• Refresher on financial training in 2018
• Project management training for some of the 
alumnae representatives
 d d ( lh d ) 
One of the key informants stated,
“There are very rare cases of student drop out after the introduction of RHEST’s support. This is not 
only RHEST supported students, but other students’ drop out has also reduced because of the 
interaction programs with parents. This credit directly goes to RHEST” [KII, School Teacher, 
Sindhupalchock] 
Furthermore, all participants appreciated the RHEST policy of recruiting Friday teacher 
from SGT supported students. This has created some jobs to girls at local level, also it has 
provided learning opportunity and has prepared them for future employment. More 
importantly, we noticed their motivation and ownership towards the project. 
“They have given chance to some students to work as Friday teacher or as a support teacher or a social 
mobilizer like me without any experience. This is another important aspect of RHEST. We can learn a 
lot while working here and it also financially helps us. If we carry on performing better being active, 
there is always some way out for us that RHEST manages. Now we have experience and some financial 
support, so we can continue our university education. This is what I like most about this program”. 
[KII, School Teacher, Bardiya]
The evaluation participants stated that RHEST not only supported for girls’ school 
education but also to the community level health awareness activities.
“RHEST has not only talked about social issues but also provided health related information in schools 
and raising awareness about women’s health and junk foods in the community. The consumption of 
junk foods hah been significantly reduced as people are aware of its consequences” [FGD, Advocacy, 
Sindhupalchock]
3.10. Organizational capacity development 
The SGT/USAID project has conducted eight staff capacity development trainings on programmatic 
and financial management and implementation of community level activities for the central and 
field level staff and alumnae. 
However, these trainings were not 
limited to only six districts. Some 
trainings were implemented in all 
18 project districts. Moreover, for 
the wider learning and exposure of 
the SGT project staff, two exposure 
visits were organized in India (one 
to Delhi and another to Patna) to 
observe similar types of programs 
related to women and children. 
The participants stated that after 
having life skill and pedagogy 
training, the Friday teachers were 
H9 Milestone Report pg. 40
more confident and competent to teach their students.
We participated in the life skill and pedagogy training which made us very competent and confident to 
teach our students. We are confidently running trainings on girls trafficking and fight against violence 
and trafficking among students as well as their parents” [FGD, Friday Teacher, Kailali] 
Similarly, advocacy group members also clearly articulated that the received training made them 
competent and were able to fight against social malpractices in the respective communities. They 
had implemented a number of community level awareness activities with the presence of local 
stakeholders and in coordination with NGOs and local government.
“After having the training from the project, we have conducted an essay competition in coordination 
with the ward office which was excellent, and we were confident enough to implement it” [KII, 
Advocacy Member, Bardiya] 
Moreover, RHEST central and district teams also clearly articulated that after staring to work with 
USAID, RHEST’s organizational capacity has improved drastically in terms of reporting and 
documentation process as the staff have attended a range of trainings and capacity development 
activities. The Project coordinator stated that:
“Before the SGT project, we did not know the importance of documentation, and our documemtation 
was poor and even we did not have capacity for well documentation and maintain recording and 
reporting which we learned after the collaboration with USAID” [KII, Banke]
Similar voice was heard from the SGT project coordinator in Kathmandu. He expressed that they all 
became capable in project management and that their learning was not only limited to six SGT 
project districts. 
“RHEST’s capacity has improved after working with SGT project and USAID team, especially on 
programmatic aspect, documentation, data collection from the field and reporting. Our staff learned a 
lot on documentation and well maintaining project-related information. This learning was not only 
useful for the USAID-supported districts, but, also to other RHEST project district” [KII, PC, KTM] 
Similarly, the study participants stated that their learning helped to coordinate with other local 
organizations and successfully implement different trainings at the community level.
“SGT/USAID has helped and facilitated to advocacy group in coordinating with various organizations 
like Mercy Crops, Gharelu for various training and advocacy. The members have participated in such 
trainings that helped foster their careers”. [KII, Advocacy Group Member, Kailali]
Furthermore, despite these training, few Friday teachers stated that the currently offered 
training did not well cover the topics to talk and teach about the social malpractices. 
3.11. Issues and challenges faced by school girls
Despite improving the girls’ school enrollment and completion of their education, following 
issues and challenges were reported at SGT project sites:
H9 Milestone Report pg. 41
3.11.1. Schools being far away 
Though many girls are continuing school and performing well, a significant proportion of 
students have to commute long distance to and from the schools. Few students have to 
walk miles to reach the school through difficult topographic conditions. The foot trails are 
not good. These were often reported as the barrier in bringing girls to school. Drop-out 
girls from Kanchanpur and Kailali districts stated one main reason to leave the school was 
the school being far from home. 
I did not have cycle to go to school. The school is far from my home, so, I could not walk that 
far. The cycle was used sometimes by my father and sometimes by my mother. I did not have 
money even to repair the puncture of the cycle. That’s why, I left school.” [IDI, Dropout Girl, 
Kailali]
Similarly, the FGD participants from Sindhupalchowk district also described thus:
For all the schools that are not near. In some places like Thulothakani and Chipling there are 
schools which are far where children have to walk for more than two hours. So, there is a 
problem to commute which makes it difficult for students. Since schools are far, it is difficult to 
send small children to study. Even grown up children might think of dropping out because 
they have to walk a long distance everyday.” [FGD, Advocacy Group, Sindhupalchowk]
3.11.2. Poverty/poor economic condition of the family 
The extreme poverty of the family was commonly stated as barrier for girls’ education. As 
reported, drop-outs were higher from the poor family. For the parents who are living in 
poverty, they need their children as helping hand just to get by. Some couples have many 
children and can’t afford to educate them. The girls are asked to do household chores 
rather than go to school. 
“One girl left school due to financial difficulties. Due to poor economic status, her family didn’t 
give money to buy books, then she went to work in aunt’s home and left school” [FGD, School 
Girl, Sindhupalchock]
Some girl students who were enrolled in school were irregular in their classes due to work 
pressure, they had to go to others’ field for ploughing, sowing, planting and harvesting 
frequently which ultimately made them drop out of school.
“If they (students) are not coming to school, we check the attendance and try to find the 
reasons. Some used to work at the brick factory, a girl was absent to look after her younger 
brother. We talked with their parents for the continuity of their study. But, their parents 
thought that skipping few classes will not be a big issue. They thought that her study could be 
covered in the next day. There are many such cases in our community” [KII, Advocacy 
Member, Kailali]
H9 Milestone Report pg. 42
3.11.3. Dis-functional family 
Many reasons were stated for girls leaving school. One of them was unsupportive family 
environment. The most reported unfavorable conditions faced by the girls who dropped 
out of school was family tragedy such as the death of a parent, broken family – 
father/mother living seperately, alcoholic and irresponsible parents and domestic violence. 
One of the drop out girls stated her story as:
“I was about one and half years old when my mother passed away and at 5 years of age I lost 
my father too. I stayed with my maternal aunt till I completed grade 8. My maternal aunt also 
died, and then I went to stay with my sister. I tried to continue my study but could not do it 
due to unfavorable circumstances. I was going through a lot of stress and decided that it was 
best for me to get marriage to get myself out of the financial burden. There would have been a 
supportive environment to study if my parents were alive. They would have supported me. My 
maternal uncle and aunt were my parents, but she also left this world. I could not continue my 
study, so I decided to get married” [IDI, Dropout Girl, Surkhet]
Another girl from Kailali described her reason to leave school as:
We could not afford to buy clothes or to provide essentials to my sisters. My father is an 
alcoholic, he always drinks and beats my mother and us sometimes. I could see that we were 
not able even to eat so I left school to work” [IDI, Dropout Girl, Kailali]
Similarly, the Friday teachers in their discussion informed: 
Some students don’t attend school regularly because of their parents. Their parents live 
separately, or the father work far from home. We have recently surveyed the reason of 
irregularity among the student and found that some families are irresponsible towards their 
children. Drunken father in some cases resulted in broken families. Parent who lived 
separately can’t provide food to their children on time. This results in irregularity of the 
children in school. We have made home visits to those children who are irregular at school to 
try and convince them to continue their education. But they continue to be irregular. There 
are some students who have received support from RHEST, but they are also irregular in 
school” [FGD, Friday/Support Teacher, Sindhupalchowk]
3.11.4. Lack of child friendly school environment 
Physical facilities with adequate classrooms and playground, provision of toilets, water 
facilities and clean environments are the basic requirements of schools. However, some of 
the schools in the project districts do not meet the basic requirements that may have 
contributed to the drop-outs, particularly of girls. Poor physical infrastructure such as 
small-crowded classrooms, no provision of toilets, no sanitary facilities for girls during 
menstruation, poor sanitation and lack of water in the school are frequently reported 
problems in all project districts. The participants stated: 
H9 Milestone Report pg. 43
“There is no provision of drinking water in my school. Toilets are also not in adequate number 
as required. Now, we also do not get to drink water” [FGD, School Girls, Kailali]
Students of Kanchanpur also stated that they have the problem of drinking water at school.
“We don’t have drinking water facility in our school. We need to go to a nearby temple to 
drink water but during menstruation period, we cannot go in there…we miss classes during 
menstruation” [FGD, School Girls, Kanchanpur]
The school authorities in several schools accepted such shortcomings in their school. One 
of the participants stated that:
“We do not have well managed toilets and because of that, the secondary level girls are 
having problems during their menstruation” [KII, School Teacher, Kailali]
3.11.5. Negative and discriminatory attitudes of the teachers 
Discriminatory attitude of the schoolteachers was often reported by the girls in focus group 
discussion. The commonly reported discrimination was that the teachers favor more to the 
brilliant students and weak students are often ignored. Many of them experienced 
harassment and or insult based on their caste, ethnicity and gender. More than one-fourth 
(25.4%) FGD participants from across project districts disagreed to the statement - 
‘’Teachers treat all students equally’’. This shows that some school teachers do not behave 
fairly to all students. Some of the students shared their experience in this way: 
“Most of the teachers focus on the talented students only. They do not pay attention to those 
children who have low performance” [FGD, School Girls, Surkhet]
Students’ FGDs also narrated that there is discriminatory behaviours from the school 
teacher. 
“Some teachers discriminate student by their castes like Tamang, Damai, Kami, Newar, etc. 
Teachers encourage the children from Brahmin/Chhetri castes but say that Tamang children 
cannot study well and cannot do anything in life [6FGD, School Girls, Sindhupalchowk]
Similar view was narrated in Kailali:
“While teaching, they teach that we should treat all equally irrespective of race, caste or 
gender, level of intellectuality, etc. but it cannot be seen in practice. Special focus is given to 
talented students and weak students are sidelined. Teachers love good students and say 
pinching words to weak students. It happens in almost all schools” [FGD, School Girls, Kailali]
3.11.6. Abuse and violence 
The study participants reported that young girls frequently face abuse and harassment by 
their teachers at school. Emotional and sexual harassment has been stated as commonly 
H9 Milestone Report pg. 44
faced abuse and harassment. Humiliating to certain caste or ethnic groups and touching on 
sensitive parts are the common forms of abuse reported by the girl students. Some of the 
examples expressed by the participants are:
“Sometimes, some teachers touch girl student’s bodies. …… if we go to talk to the (head) 
teacher about it, they scold us in return and say that they have done nothing” [FGD, School 
Girl, Sindhupalchowk]
“Once the teacher behaved in a bad way and he has had bad intentions toward girls. He used 
to call the girls for tuition even at 3 am. Such rumors were there and later the teacher was 
expelled out of school” [FGD, School Girls, Kanchanpur]
3.12. Source of information and reporting of violence
Social media such as Facebook, Television, Radio, YouTube and newspapers were reported 
as the main source of information on violence and trafficking among young generation 
across all districts. Reading books, friends and networks, neighborhoods, parents, in-laws 
were also the source of information for learning about culture, tradition and social 
practices. Friday classes, child clubs and their activities, Narishwor and RHEST bulletin 
were the means of getting proper information by the adolescents in the project area. 
Nonetheless, it was commonly reported that the electronic media and its excessive use has 
had negative impact among young generation. Some of the participants stated their views 
saying: 
“TV and mobiles are the sources of information, but the young generation are getting 
negative information more from different programs and advertisement presented through 
media” [KII, Deputy Mayor, Sindhupalchock]
Very few participants reported that they had listened to “Saksham Chhori” radio program. 
“We heard of ‘Sakshyam Chhori’ radio program all episode but ending gender-based violence 
and other social issues are interesting and very informative for us” [FGD, School Girls, Kailali]
The study found increased awareness among the people in the project areas against 
violence and trafficking. The participants were well aware on where to report the cases of 
violence. However, it was noted that the action and reporting against violence was minimal. 
In Tharu community, normally they reported the case to Bhalmansa (Mukhiya). In some 
occasions they go to Ward Committee and or Police seeking legal action, but, these are very 
rare. In the RHEST project area, the girls normally report to the advocacy group first and if 
needed, they go to Ward Committee or Police. Some schools have designated a teacher or 
formed a committee to take care for such reported cases. 
“Boys sometimes tease girls. Nothing serious. Sometimes between students they complain that 
another student is ogling her. We talk to the students and try to find out the truth…they 
report to teacher, but they inform to Friday teacher as well” [KII, School Teacher, 
Kanchanpur]
H9 Milestone Report pg. 45
3.13. Suggestion and recommendation of SGT project for future improvement 
Participants were asked to respond to the question – have you observed any changes 
brought by SGT project? Can you share how satisfied you are with the support provided by 
the SGT project? We also asked them what aspects of SGT program they liked most and 
what aspects needed change? Based on response to these questions provided by the 
participants, we have summarized the success, suggestions and recommendations for 
future improvement below.
3.13.1. Key achievement/success
In general, the evaluation findings suggest that the SGT project was successful in promoting 
girls’ education and mitigating child marriage, girls trafficking, abuse and violence to some 
extent in the project districts. Friday class was most liked and commonly reported effective 
activity for girl’s empowerment, building their confidence and educating practical skills to 
fight against the discrimination, violence and traditional malpractices. Over 95.7% FGD 
participants from 12 FGDs agreed with the statement that “Friday classes has made me 
confident to raise my voice and fight against abuse, violence and trafficking against women”.
One participant remarked:
“In Friday class, the teacher helps students complete their homework, teach spelling, 
handwriting practice and some difficult exercises. They also teach them what should be done 
and what shouldn’t be done during menstruation, regarding child marriage, when should they 
get married and when shouldn’t, how to continue study up to class 12, what is violence 
against women, harassment, high risk, what could be their problems, how could they be safe. 
They teach in Friday class using new methods and also encourage them to participate in 
school’s completions like speech, debate and art competition. Our children used to sit on the 
last bench because they were weak in studies, but now this has changed because of the Friday 
class” [KII, Advocacy Member, Kailali]
The reporting of violence cases was found minimal compared to the prevalence, however, 
the project seemed successful to bring the issues out in the discussion. It was also well 
noted that RHEST and SGT project is well known and accepted by the community in the 
project districts. The project tends to be successful reaching out to the real target 
beneficiaries with fair selection criteria. The participants described their views and 
experiences about SGT project in this way:
“Overall, the program is very good, and many vulnerable girl students have been able to 
complete their +2 [Higher secondary] and have become teacher, JTA, Nurse, etc. They would 
not have been able to reach there if RHEST had not provided the support. Though we are not 
being able to bring about a change in all areas, we have been successful in certain areas.” 
[FGD, Advocacy Group, Sindhupalchock]
“A person working at DEO [District Education Office] tried to sexually abuse a girl. The girl 
belonged to RHEST supported program. She was abused when she was there for tuition. She 
H9 Milestone Report pg. 46
then reported the case to the police. That person escaped from there. Later he lost his job. The 
case is still ongoing. She shared us that incident. She was capable of reporting and sharing 
this incident because of RHEST.” [KII, NGO Coordinator, Bardiya]
“One of the RHEST supported girls, from Khajura was studying in class 9 and she was about to 
get married with her own brother-in-law. The girl did not want to get married so she told 
about this to us and the advocate of the Khajura rural municipality. We all went to the girl’s 
house and spoke with the parents and stopped the marriage” [KII, NGO Coordinator, Bardiya]
Participants further added that RHEST has been supporting girl’s education up to grade 12 
and other extra knowledge sharing.
“The most interesting thing is that RHEST not only focuses on girls’ education but also inform 
them about various aspects. For instance, we got support from RHEST from class 4 to 12. In all 
these years apart from the book knowledge I got to learn about various other things, which 
my friend did not had a chance to learn. That is the most interesting aspect” [FGD, School 
Girls, Bardiya]
Another strength and appreciable outcome were the long-term presence of the partners 
and continuity of activities in the districts. Few participants reported some shortcomings 
with local coordination by RHEST, however, the majority of them stated RHEST has 
developed good working relationships and implementing its project in coordination with 
local stakeholders.
“This program has been going on for a long time and people have trust in this program. Many 
organizations came here and discontinued after for 2–3 years, but RHEST has been working diligently 
for a long time. The materials provided are of excellent quality and we would like to see the same 
quality materials being distributed again. RHEST supports the education of a girl child till class 12 but 
what after that? Even if a girl completes class 12, the economic condition of that girl still might be 
miserable. So, what next? They also do not have any work experience and there comes the issue of how 
they can continue their study further ahead?” [KII, NGO Coordinator, Bardiya]
“In the past, there was not much coordination but after the USAID support, first of all, we organized an 
interaction program with the stakeholders. After that, we came to know that there is a RHEST 
program and they have started the Pairavi Samuha (Advocacy Group). Then again, we organized 
another program in Bardiaya from that we came to know a lot. Again, after that many organizations 
came forward and we got good response through that program. We also did a street play in 
coordination with RHEST and Room to Read. We also conducted 3-4 programs in coordination with 
the rural municipality. With this it has been easier to work and there has been good coordination. 
Now, almost everyone knows about RHEST program”. [KII, NGO Coordinator, Banke]
Furthermore, all participants appreciated the RHEST policy of recruiting Friday teacher 
from SGT supported students. This has created some jobs to girls at local level, also it has 
provided learning opportunity and has prepared them for future employment. More 
importantly, we noticed their motivation and ownership towards the project. 
H9 Milestone Report pg. 47
“They have given chance to some students to work as Friday teacher or as a support teacher or a social 
mobilizer like me without any experience. This is another important aspect of RHEST. We can learn a 
lot while working here and it also financially helps us. If we carry on performing better and being 
active, there is always some way out for us that RHEST manages. Now we have experience and some 
financial support, so we can continue our university education. This is what I like most about this 
program”. [KII, School Teacher, Bardiya]
3.13.2. Regular monitoring of the educational materials 
RHEST activities were found highly appreciated and acknowledged from both beneficiaries 
as well as stakeholders. In order to support girl’s education RHEST has been providing 
quality materials and mobilizing Friday teachers for students’ extracurricular activities i.e. 
handwriting, speech and discussion about social issues. However, the participants made a 
number of suggestions for the betterment of RHEST program in future. According to them, 
RHEST provided material should be regularly checked whether students have been 
properly using them or not. One Kailali participant suggested:
“The support materials provided by RHEST has to be checked time and again, because those materials 
may not have been properly utilized or some may have sold those copies. To avoid this, they (project 
staff) have to come for regular inspection” [FGD, Friday Teacher, Kailali]
“RHEST must monitor regarding its [educational material] misuse regularly” [KII, Education Focal 
Person, Kailali]
3.13.3. Counselling service to girls and parents
Almost all participants suggested that girls who dropped out of the school should be 
counselled along with their parents. Project monitoring data also shows that trend of 
school dropout has decreased, but small proportion of girls left school prior to completing 
their school education. They should be supported and guided towards completing their 
school education.
“We do not have regular counselling service at school and project. Project should have separate staff 
to counsel parents not only student” [IDI, Dropout Girl, Banke]
School teacher themselves also felt that regular interaction with parents was important for 
the continuation of the girl’s education which is also limited.
“We are trying our best to prevent drop outs in our school, but if one of the students leaves the school 
without consulting, it becomes really hard for us to bring that student back to school. If we provide one 
counselor on a regular basis to counsel girls and meet their parents, that might reduce the number of 
drop outs in future, if RHEST could think about this” [KII, School teacher, Bardiya] 
3.13.4. Build on the capacity of Friday teachers 
Almost all participants highly acknowledged and appreciated the work of Friday teachers 
but, Friday class teacher themselves and few students raised concerns that they should be 
H9 Milestone Report pg. 48
capacitated in terms of providing education supports i.e. handwriting, homework and 
community awareness program about social malpractices.
“Friday classes have helped a lot to speak up against women violence, harassment and trafficking, but 
they themselves need to be more confident and be able to confidently provide information as well as 
support for the students’ homework and other discussions” [FGD, School Girl, Bardiya]
Friday teachers themselves felt that there is a necessity of coaching, mentoring and training 
Friday teachers along with teaching management of the Friday classes.
“……we are not expert in everything, we talk about child marriage, but we don’t know the legal details 
related to this and it does not look good when we speak about the things that we don’t really know. In 
such cases, we feel uncomfortable. If any topic arises about something that we don’t have any 
knowledge for, we cannot discuss that topic………firstly we need to know the topic in detail then it’ll be 
easy for us to discuss. RHEST should regularly organize trainings and sharing session for updates” 
[FGD, Friday Teacher, Kailali]
“We need trainings and related materials, it would be better if educational materials based on 
curriculum were available, if we want to teach anything related to mathematics, we need black/white 
board and while discussing about violence, the pamphlets and posters containing related pictures 
make class more effective. Children would be able to understand better with visual aids and we also 
need to know well for effective teaching” [FGD, Friday Teacher, Kailali].
3.13.5. Extension of Friday teachers’ engagement 
SGT project supported students highly appreciated the Friday teachers’ work where they 
learned something extra than that they have been doing in the class. Most of the girls’ 
discussion stated that Friday teachers’ working hours should be extended and should be 
given more time for support rather than whatever they have been doing. 
“In Friday class they teach about a lot of issues such as child marriage, trafficking, Saksham Chhori 
radio program, handwriting etc. Before taking Friday classes we didn’t know anything. What is child 
marriage? What is the legal age for get married? To discuss in details their allotted time is very short 
that is why it is better to have more days of classes” [FGD, School Girl, Kailali] 
Friday teachers themselves also stated that it is very difficult to manage all students in the 
currently allotted time. 
“We have a time limit of two hours, which passes by checking homework. I cannot teach them the 
content I had planned to discuss with them. Two hours of class time is not enough to cover all the 
allotted material, we need more time.” [FGD, Friday Teacher, Kailali].
Advocacy group discussion also narrated that Friday teachers’ work burden is huge.
“Friday teachers also have workload problem- they get money for two hours classes each Friday but 
not for their field work. Field work, in the sense, they have to go to student’s home, provide counselling 
to the students who don’t come to school. This is not an easy work for them. It is also difficult while 
reporting” [FGD, Advocacy Group, Kanchanpur]
H9 Milestone Report pg. 49
3.13.6. Review of availability of school facilities 
Most of the Friday teacher FGDs raised the concern that RHEST should also coordinate to 
arrange basic facilities at the schools such as toilet, drinking water, school class, and library
and science lab. FGD participants stated that:
“There is no facility of drinking water in my school. Toilets are also not in adequate numbers. You did 
not get water to drink here as well…. RHEST should look on that too” [FGD, Friday Teacher, Kailali]
“It’s difficult for us to go to toilet. It is so dirty that we don’t want to go there” [FGD, School Girls, 
Sindhupalchock]
Similarly, students also narrated that most school do not have adequate facilities, only few of 
the school has such facility, but students are not allowed to use it.
“We have a library, but they don’t open it. We have also computer and science labs, but they don’t use it 
to teach us” [FGD, School Girls, Sindhupalchock]
3.13.7. Review of current RHEST supported package 
Most of the students, teachers and Friday teachers were happy with RHEST’s currently 
offered educational support package but they have suggested that the current package 
should be revised as per the current needs of the students.
“We do not have any comments on currently offered package, but this needs to be revised and include 
the provision of school fee for grades below 8 which has been managed by parents. This is very difficult 
for our parents” [FGD, School Girl, Kanchanpur]
Participants further added that the current package should have included colour pencils 
and a calculator.
“We need color pencils to practice drawing for science class, which is a must requirement, also, we 
need calculator for mathematics class.” [FGD, School Girl, Surkhet] 
Student FGDs also stated that sweaters provided by the SGT project did not fit many 
students. So, they have suggested that RHEST should allow them to buy sweater in the local 
market or if that’s not possible the school should order different sized sweaters as per 
student’s requirement.
“We have been getting sweater which is not from the local market and most of the girl’s sweater does 
not fit as per their size. We need to use that anyway so if RHEST would provide us sweaters as per 
students’ size or allow us buy from the local market” [FGD, School Girl, Kailali] 
Project coordinator of RHEST also agreed that there was no provision of colour pencil, 
school fees for students below grade 8 and calculator in the current package.
H9 Milestone Report pg. 50
“We haven’t provided colour pencil, calculator, school fees below class eight students in the current 
package” [KII, Project Coordinator] 
Education focal person of Kailali district also stated that the currently offered package 
should be reviewed and the amount and materials should be increased.
“I feel that the financial aid and the study materials must be increased” [KII, Education Focal Person, 
Kailali]
3.13.8. Include community awareness program 
Most of the participants feel that RHEST have done a wonderful job supporting girl’s 
education but they do not have extensive community awareness program on various social 
malpractices. Participants narrated in this way:
“SGT project should have community awareness program on advocating fight against trafficking, child 
marriage, and domestic violence” [KII, School Teacher, Bardiya]
“RHEST have only parents and student interaction and discussion program, no any community 
awareness program, therefore, RHEST should design a rigorous community-based activity to fight 
against trafficking, violence etc.” [KII; School Teacher, Surkhet]
FGD participants of Sindhupalchock also narrated that:
“We have not seen any such programs (community awareness programs) organized by RHEST so far” 
[FGD, School Girl, Sindhupalchock]
3.13.9. Provision of review and sharing meeting 
Both the Project staff and Friday teachers raised concerns that SGT project have not 
organized learning and sharing meeting involving all six districts.
“We are almost at the end of the SGT project, but we have not heard or got any chance to sit with all 
six districts’ project team and review our work, share good learning as well as discuss issues with 
RHEST, it needs to be planned in future” [FGD, Friday Teacher, Sindhupalchock]
Similar view was expressed by the project coordinator thus:
“It is good to have the provision of SGT project review and reflection meeting at least two times a year 
inviting all six district members that would help to learn good practices” [KII, RHEST Staff]
H9 Milestone Report pg. 51
CHAPTER FOUR: CONCLUSION AND RECOMMENDATION
4.1 Conclusion 
This chapter presents a brief conclusion on major findings of the status of the SGT project 
activities and identifies the key issues and challenges for the prevention of girls’ trafficking 
and child labour by bringing girls to school, keeping them at school and helping them 
achieve better in school. The study has also suggested for improvement in the current 
program in coming future. This section draws the following conclusions based on the main 
findings of the study.
SGT provided quality educational materials in a fair and transparent manner:
All SGT supported educational materials were equally well received by the school girls and 
was highly appreciated with the quality of the provided materials except some odd sized 
sweaters.
SGT project enhanced girls’ access to education:
The study revealed that the SGT project has tremendously supported marginal, vulnerable, 
deprived and hard-to-reach girls by providing crucial educational support. After the SGT 
support, the growth in student’s performance has improved along with increased 
regularity and creativity, and culture of educating girls. Also, the number of students drop 
out and child marriage has decreased simultaneously.
Students’ satisfaction towards SGT support package was very high:
Almost all the students expressed their satisfaction towards currently provided SGT 
support package and educational support, which helped them complete their school 
education, increase knowledge and confidence in making decisions and reporting of social 
malpractices, if any. 
RHEST’s student selection procedure was highly appreciated:
RHEST’s student selection procedure was highly acknowledged and appreciated by all the 
participants. It was noted that the support was given to the indigent girls with a fair 
selection process.
SGT support contributed to reducing school absenteeism and dropouts and 
increased the success rates of disadvantaged girls in school education:
The findings indicate that SGT project contributed in mitigating school absenteeism and
dropouts. Awareness raising, advocacy group, counseling, Friday classes and follow up of 
irregular students by the teachers, peers and SGT project staff led to reduce school 
absentees and drop outs. The findings also suggest improved educational attainments of 
H9 Milestone Report pg. 52
the girl students representing disadvantaged communities particularly, Muslims, Dalits and 
Janajati students that had the lowest educational attainment compared to the upper caste 
children. SGT project’s support to educational materials, tuition fee and school uniform 
motivated them to be in school and to do well in school across the project districts. RHEST 
brought few dropped out students back to the school and they have continued their study. 
Few girls were pursuing university level education and working in different organizations, 
including RHEST, as volunteers, interns or employee.
Students and Friday teachers had varied perception towards girl’s education:
Almost all FGD participants (91.5%) agreed that their family would continue their school 
education after the Secondary Education Examination (SEE). It is evident that most of the 
Friday and Support teachers completed their school education with the support from 
RHEST. Majority of those alumnae have been studying at the university. Around two-third 
(60%) of the participants believed that the community would give continuity to girls’ 
education to higher levels after marriage. Project monitoring data also shows that there 
was a sharp decline in school dropout after the project in 2018 against the pre-intervention 
stage of 2016 (5.5% vs. 4.4%). Similarly, SEE completion rate significantly increased 
between 2016 and 2018 (60% vs. 84%). 
SGT support was successful in reducing early marriage and empowering girls to 
taking decision about their marriage:
The participants stated that there was child marriage in earlier days in all the project 
districts, which has drastically decreased since the implementation of the project. The girls 
supported by the SGT project are perusing higher education at universities. They stated 
that RHEST formed and mobilized the advocacy group, child club, Friday teachers and 
students in each school which did motivate them in reducing school dropouts and 
dessiminating the message to the community. The findings further show that more than 
three-fourth (76.0%) of the school girls were aware of the negative impact of early 
marriage before the age of 20 years, which would lead to negative consequences. Three￾fourth (76.1%) of the students reported that they had the freedom to decide when to get 
married. Parents no longer feared that it will be difficult to find suitors if their daughters 
did not marry at an early age. However, a small proportion of the students raised concerns 
that their parents were being pressurized by other family members to marry off their 
daughters early. The reason may be socio-cultural traditions as well as poor financial 
condition of the family. 
SGT support fostered making students fully aware on social malpractices and its 
reporting:
All students in this evaluation expressed that they were well aware of the social 
malpractices that existed in the community and their reporting. All students stated that 
they knew the place to report any incident seen in their community. They said that they 
would report the case to the police followed by to RHEST staff or Friday or support teacher 
and family and friend.
H9 Milestone Report pg. 53
Students see to be confident enough to raise their voices and fight against social 
malpractices:
The evaluation findings show that students were fully aware of prevailing social 
malpractices (i.e. child marriage, abuse, violence and trafficking) and they had worked in 
the community for the advocacy and awareness raising. Students reported that they 
learned from their school and Friday classes to become confident in raising their voices and 
to fight against social malpractices. 
Friday teachers’ work was highly appreciated:
Both students and schoolteachers highly appreciated the work done by Friday teachers and 
their contribution for SGT students despite their limited working hours. Almost all students 
of FGD (95.7%) discussed that the Friday class has made them confident to raise their voice 
and fight against abuse, violence and trafficking. Friday teachers have supported students 
for their academics, handwriting practices and discussion on social malpractices (child 
marriage, abuse, violence, trafficking, Chaupadi) that are prevalent in the community. After 
the project, students were found confident in fighting against social malpractices at the 
community and spread the correct messages to the community level.
RHEST advocacy groups were actively working across the project districts: 
Advocacy groups formed under the project were actively working at the community level 
across all project districts in awareness raising activities involving different local 
stakeholders. Few success stories were reported in stopping child marriage in local 
communities as the groups were successful to convenience parents and the girls stopping 
early marriage and continuing education. 
RHEST capacity and working modality was highly appreciated and acknowledged 
across the project districts:
The evaluation findings clearly show that after the SGT project RHEST learned lessons in 
terms of project documentation and reporting requirements. RHEST’s working modality 
was highly appreciated and acknowledged in the project districts. The participants 
applauded the long-term presence of the partners, continuity of activities in the districts 
and working in close coordination with other organizations in the districts. RHEST’s 
priority of recruiting local Friday teacher/ support teachers, forming advocacy groups and 
alumnae were highlighted. Few members of the advocacy group who actively worked in the 
community received jobs at local level and received study opportunities. The participants 
frequently reported that RHEST worked in close coordination with local stakeholders and 
successfully implemented a number of community activities to fighting against social 
malpractices and providing counselling and referral of girls to the rehabilitation centers.
H9 Milestone Report pg. 54
By type of project activities, the participants appreciated school education support, 
community health awareness, especially on junk food consumption and its impact on the 
health. Few trainings from RHEST were reported from central to district level that was 
reported as being highly useful for their work and manage the project as well. Life-skill and 
Pedagogy training to Friday teachers was mentioned highly useful as it made them 
confident and competent to talk and teach to their students.
Range of audio-visual, social media and materials developed by the project were the 
main sources of information against social malpractices:
Social media such as Facebook, YouTube, Television, Radio, and newspapers were reported 
as the major sources of information regarding social malpractices across the study districts. 
Similarly, Friday classes, child clubs and their activities, RHEST bulletin and Saksham 
Chhori radio program were all reported as the main sources of information about social 
malpractices.
The evaluation participants expressed a range of suggestions for the betterment of
SGT project in the future such as: Increased Friday teachers’ working hour; regular 
training/refresher training to Friday teachers; expand community awareness program; 
conduct follow up on the use of educational materials provided by the project and review 
the currently supported package. 
4.2 Recommendations
Based on the study assessment and findings, following recommendations are made to 
improve the SGT project in future:
• Revise the current SGT support package adding few more items include scientific 
calculator, umbrella, and tuition fee for up to grade eight, colour pencils and 
coordination with school for proper size sweaters. 
• The current working hours of the Friday teachers (i.e. two hours per week) is very 
less given the assignments they have been given. Therefore, the project team should 
work with the district stakeholders and Friday teachers and allocate ideal working 
hours based on the content that need to be covered.
• Both students and Friday teachers felt that Friday teachers have been doing a great 
job, but they are not competent to provide detailed information about social 
malpractices such as early marriage. Therefore, RHEST should provide them 
training and make them competent for dessiminating messages about social 
malpractices. 
• The participants raised concerns that the current SGT project have very limited 
community related activities to fighting against social malpractices and it should
include more community level awareness activities for identifying the local 
platforms rather than relying only on RHEST supported students, parents and 
alumnae. 
H9 Milestone Report pg. 55
• Regular trainings and refreshers should be provided to all stakeholders regarding 
social malpractices, which are dynamic and complex to talk and explain.
• Students raised the concern of discriminatory attitude of few school teachers such 
as ignoring, humiliating and patting which push students to dropping out from the 
school. Therefore, RHEST should further explore and sort out those issues.
• In spite of the project support to bring and retain girl students who dropped out of 
the school, very few girls had returned because of unsupportive and broken families 
and difficulties to manage education and daily livelihood. Girls were forced to work 
at home. It is, therefore, recommended to consider establishing linkages with other 
district and local level government and non-government organizations who could 
support for livelihood and provide other support to the girls for the continuation of 
their education.
• It is suggested that RHEST should not only provide educational materials support to 
the students and bring them school, but it also works with other stakeholders for 
the accessibility of school facilities such as toilets, drinking water and other physical 
facilities.
H9 Milestone Report pg. 56
Annex 1: ToR and Contract of the Study
Terms of reference for End Line Assessment and End Term Evaluation
Rural Health and Education Service Trust (RHEST), a highly reputed non-profit 
organization, working to minimize girl trafficking and promote girl-child education in Rural 
Nepal for the past 25 years, is looking for highly motivated individuals to take our mission 
forward. 
RHEST launched the STOP Girl Trafficking (SGT) Program in 18 districts in rural Nepal in 
1993. Under the Stop Girl Trafficking initiatives RHEST team supports over 13,000 girls in 
18 districts to be in school. The theory of change that RHEST follows is that by keeping girls 
who are at risk in school they are less likely to be trafficked, especially for sex work, and 
child labor. 
The organization is looking for a capable, competent and motivated individual to take the 
program forward. 
Background of the SGT Program
The STOP Girl Trafficking (SGT) program of Rural Health and Education Service Trust 
(RHEST) has been working to educate children to make sure that they are not trafficked. 
We believe that we should “Keep at-risk girls in school and they don’t get trafficked for sex 
work, domestic slavery and they don’t become child brides”. Currently, USAID is supporting 
3,800 girls in six districts – Banke, Bardiya, Kailali, Kanchanpur, Surkhet and 
Sindhupalchowk under SGT program. 
Through the collaboration of RHEST and USAID team, all the girls are given educational 
materials such as bags, stationeries, uniforms and so forth. Moreover, some of the schools 
have also received support to develop their infrastructure as well as technical supplies. 
USAID funding is focused on preventing trafficking amongst the at- risk girls in Nepal. 
Among the 3,800 girls being funded by USAID, 2508 are from mid and far west and the 
other 1292 are from Sindhupalchowk (a priority earthquake- affected district, 1/3 of the 
total students). 
Objectives of SGT Program
Objective 1: Providing support to the vulnerable girls to continue their education.
Objective 2: Increasing partnership with community level protection mechanism to create 
a safe environment against human trafficking. 
Objective 3: Increasing capacity of RHEST and its partner organization to reduce risk of girl 
trafficking.
H9 Milestone Report pg. 57
Major activities 
The major activities conducted under the program are:
• Distribution of stationery, school bags, uniforms and sweaters twice a year. 
• Financial contribution made to schools in all 6 districts.
• Community level anti trafficking awareness and advocacy system established and 
conducting campaigns and awareness activities against social malpractices.
• Trainings conducted for SGT Alumnae and RHEST staffs for capacity building.
• Created MIS and data populated.
Scope of Study will include, but may not be limited to the following:
• Develop assessment and evaluation methodology and determination of samples 
location with appropriate sample size for the Assessment and Evaluation with 
representation from all working areas (rural and semi urban location) covering all 
social and ethnical groups in consultation with RHEST.
• Preparation of Questionnaires for End line Assessment and Evaluation and finalize it 
in consultation with RHEST team.
• Visit the communities and conduct Assessment and Evaluations with SGT Girls, their 
parents, community members, and other stakeholders. 
• Train the enumerators on questionnaire and data collection methods in 
coordination with RHEST team. 
• Understand the satisfaction, benefits, issues and document findings/learning with 
beneficiaries/stakeholders of the activities conducted by the RHEST team.
• Assess whether the indicators on SGT are met.
• To prepare separate reports on conducted Assessment and Evaluation.
• To provide further recommendations on SGT activities to be delivered in the coming 
days.
Methodology and Tools
The End Line Assessment and End Term Evaluation need to follow both qualitative and 
quantitative methods. The methods and tools will be developed by the study team and 
finalized with RHEST team.
Data Analysis and Reporting
The collected data will be clearly tabulated, analyzed as well as presented using simple 
statistical methods like averages, percentages etc. Pictures, charts and graphs should be 
used to make the report understandable and legible. The report will be brief and supported 
by relevant, figures facts and diagrams. Initially, the draft report will be shared to RHEST 
SGT Team. The data will be integrated within the Assessment and Evaluation 
questionnaire.
H9 Milestone Report pg. 58
RHEST Team Composition
The End Line Assessment and End Term Evaluation will be led by M&E Officer and 
technically supported by Program Manager, Program Officer and Field Officers. 
Expected Deliverables
Deliverable A (End Line Assessment Report)
A comprehensive report including 
1. Section A:
2. Assessment of results against SGT indicators and present changes against baseline 
Section B: Answers to following assessment questions
3. What changes have occurred through the education materials distribution to SGT 
students? 
4. Have the education materials been distributed on time? Were the materials different 
from other years?
5. Have the SGT students and other community members been a part of the advocacy 
campaigns?
6. What made your friend drop out of school? Are there ways to bring them back to the 
school?
7. What trainings have the RHEST staffs and alumnae received?
8. Have the trainings, exposure visit and workshops been effective? Which training 
was most helpful?
9. Do you know RHEST works with local level GOs and NGOs? Does it help you? If yes 
what are they?
Outcome tables, databases and supporting documentation to be attached as Annex 
Deliverable B (End Term Evaluation) 
1. What impact/changes has the SGT project had in the lives of the SGT students and 
their families?
2. Has SGT done what it pledged to do?
3. How is the effectiveness of empowerment approaches of RHEST in keeping the 
vulnerable girls out of trafficking?
4. What are the best practices adopted by SGT to have effective advocacy at 
community level, and how does that work?
5. How have the Target Population been supported?
6. What impacts did the SGT program have in the schools and community?
7. How have the field officers coordinated with the government and non-government 
agencies in local level? What are the benefits of such coordination?
H9 Milestone Report pg. 59
8. Have the organizational capacity of RHEST and its network improved in dealing 
with SGT issue sustainably? What changes did the SGT training and backup support 
instigate in the lives of the alumnae to continue SGT initiatives at communities, and 
how?
9. How effective SGT have the approaches been in bringing changes in the community 
and in the lives of the Target Population, and what contributed to its effectiveness?
Additional deliverables
• A detailed data on End Line Assessment and End Term Evaluation collected through 
appropriate tools and methodologies. (Annex to the reports)
• A report of the conducted Assessment and Evaluation with good pictures and 
community voices. (Annex to the reports)
• A detailed, accurate and articulated report on the status of the communities in 
project areas of RHEST supported project. (Annex to the report)
• Presentation to the RHEST SGT team: After the completion of the field study and 
before the final reporting, a presentation to RHEST is expected on the findings and 
suggestions/ recommendations. Two presentation expected: (1) assessment and 
then (2) evaluation.
• All supporting documents. (Annex to the reports)
Reporting Line Manager
This work is to be delivered to SGT Program Manager and overseen by M&E Officer. 
Duration of study Start date and completion date
Deliverable A: February 15, 2019- April 15, 2019
Deliverable B: March 01, 2019 – May 15, 2019
Payment Procedure
Payment for both Deliverable A and Deliverable B will follow the same procedure:
• I installment: 20 % of the total cost after signing of contract and submission of detail 
work plan
• II installment: 30 % after submission of Inception report with detail methodology for the 
Assessment and Evaluation and detail work plan
• Final installment: 50 % after completion of Assessment and Evaluation, submission of 
final report and approval from RHEST
Technical Criteria for Assessment and Evaluation:
H9 Milestone Report pg. 60
• Experience of consultancy firm in End line Assessment and Evaluation
• Report writing with previous evaluation experience required
• Critical thinking on impact assessment
• Experience of Team Leader 
• Experience of Team management 
Documents for submission
• Technical Proposal with the CV of lead consultant
• Proposed Methodologies
• Financial proposal with detailed budget breakdown
• VAT registration certificate 
• Tax clearance certificate (during proposal submission)
• Roles and responsibilities of each team member
• Sample reports of previous similar undertakings. If required they will be kept 
confidential and returned in case of hard copies
• References contact detail of at least 2 of previous clients worked with in similar 
assignment
• Tentative work plan
Applying Procedure
Interested Firms/Individuals are requested to submit a Proposal through email: 
info@rhest.org.np by 25th January, 2019 by 5 pm, with the subject ‘Proposal for End Line 
Assessment and End Term Evaluation’. 
*Only shortlisted candidates will be contacted for further process. RHEST reserves the right 
to reject any or all applicants. 
**Failure to abide by the applying procedure will result in immediate disqualification of 
application.
H9 Milestone Report pg. 61
Contract with Consultant for End Line Assessment and End Term Evaluation
H9 Milestone Report pg. 62
H9 Milestone Report pg. 63
H9 Milestone Report pg. 64
H9 Milestone Report pg. 65
H9 Milestone Report pg. 66
H9 Milestone Report pg. 67
H9 Milestone Report pg. 68
Annex 2: Study Guides
English guides
FGD guides –School girls 
Goal: Describe their experience learning about and implementing the SGT project activities.
Introduce 
yourself: 
Hello, my name is _____________. Thank you for taking the time to speak with me today. We are 
going to discuss you several questions regarding your education and your understanding of 
SGT project activities in this community. There are no right or wrong answers. Also, we are 
interested to hear both things that went well and things that can be improved this program 
in future too. 
Warm-up 
Question: As we get started, I would like for you to tell me a little bit about your thoughts on what part 
of school is the most fun and why? What is the most challenging part of school? Why?
Girls 
Educations
• What is the current practice of girl’s education in your community? Do all girls of this 
community go to school regularly? [Probe: any different in any caste/ethnicity, 
public/private school]
• Have you or your colleagues recently faced any problem associated with continuing 
studies at your school? If yes, what problems are they? [Probe: irregular classes, irregular 
teacher, school is very far, not enough infrastructure in school, poor financial status of 
family, family pressure to get married] 
• If all girls are not going to school; what was the main reasons for not going/dropping 
out? [Early marriage, failed exam, weak economic status, lack of female friendly 
infrastructure in schools, school is very far away, mistreatment] 
• In which class do they drop out most? Why?
• If those left/dropped out girls get any support, will they start school again? 
Over the last few years, RHEST have been implementing SGT program in your community 
(name community). 
• Have you ever participated of any RHEST/SGT project activities? If yes, does anyone 
recall what activities were you involved of RHEST/SGT program in your community? 
[List what they recall RHEST/SGT project] [Probe: Friday Classes, Advocacy events, 
Competitions, Rallies, Education Material distribution]
• Who do you feel benefited from that project activities?
• Out of those people, who do you think benefitted the most?
• What have you learnt in the Friday Classes? What benefit does it have in your education 
and daily life? 
RHEST/SGT 
project 
education 
supports
• Are you aware that RHEST project has been supporting education in this community? 
Whom they usually supported?
• Can you explain what supports have been getting from this project? [Probe: stationary, 
school fee, uniforms/bags, tuition/coaching fee, Friday support teachers]
• Was this support enough for your/their school education? If not, what additional support 
H9 Milestone Report pg. 69
is needed for the completion of school education? 
• Did you all receive the same level of support from RHEST? Why not?
• How important of that supports for girl school education? Have you observed any 
changes of girl’s education in this community with compared to two years back? What 
changes have you observed? [Probe: reduce school dropout, child marriage, trafficking, 
child labor]
• What makes this support most important of girl’s life? Does these supports facilitate to 
change the girl’s life? 
Now, we want to talk about few statements related on school education and how it 
helps you to go to school regularly and do well. When we read one problem, we ask that 
you raise your hand and explain why and why not you agreed on the statement. After 
we read the list, we want to make sure it is complete, so we will ask every girl opinion 
on each statement. 
Statements Agree Some disagree 
but do not discuss
Disagree and 
discussion 
happens
My family encourages me to continue my education to 
higher level (after SEE) 
My teacher treats students in a fair manner 
My community believes that the daughters of our society 
should get education and equal opportunities
Girls in my community encouraged to continue their 
education to higher levels after marriage 
We have discussed so far about your education and RHEST/SGT project activities. Now we can discuss about 
SGT project implementing awareness program related on social problems [human trafficking, violence, abuse, 
child marriage].
Child 
marriage
• How commonly does child or early marriage occur among girls in your community? 
[Probe: any differ within caste/ethnic, religious groups and location most likely to get 
married before finishing school]
• What do you think are the main driving force for child marriage in your community? 
(Probe: religious, cultural, socio-economic status)
• Are you pressurized by your family to get married? Do you think you have the freedom to 
decide when to get married?
• How RHEST/SGT have been advocating to eliminate child marriage in your community?
Violence/ab
use related
• There has been a lot of discussion recently about Human Trafficking, violence’s and 
malpractices. Have you heard anything about this? what kind of social problems (human 
trafficking, violence’s, abuse, child labor, child marriage) have you heard of in your
community? Where did you hear about it? 
• What do you think are the main kinds of violence – at home, on the way to school, in 
school, and in the community - that girls face? Are any of these kinds of violence worse 
for particular groups of girls? If yes, why? (Probe: Differences according to disability, 
caste/ethnicity, religion, class, others.) 
• If girls want to ask for help when they are abused, physically or verbally, or treated badly 
and with discrimination, to whom can they talk or go to for help in this community? 
(Probe: for in the school, household, community level support, women’s cell, Friday and 
support teachers, school management team, SGT Alumnae). 
H9 Milestone Report pg. 70
• Did they able to resolve the issue with the help received? If yes, how it was? If not, why 
was the issue not resolved?
• Would you any one explains, if any social problems [trafficking, violence, abuse] seen in 
your community or faced in your family, where you can visit/report it?
• What do to think you should do if you or any girl are at risk of violence/ abuse/ 
exploitation/ trafficking?
• In your views, what would prevent girls from being vulnerable to trafficking and 
violence? [Probe: access to education, awareness raising activities, involvement of 
girls/women in income generating activities, support from local authorities]
• Have you ever received any message regarding social problems/malpractices? if yes, 
whom did you get that information? [school teacher, school alumni, parents, NGOs 
activities, Friday Classes]
• How effective was that services? Do you have any suggestions to improve on the 
information provided from the Friday support teacher? If yes, what area do you think to 
change or add it?
Now, we want to talk about few statements related on child marriage, abuse and trafficking and how 
it prevents and go to school regularly and do well. When we read one problem, we ask that you raise 
your hand and explain why and why not you agreed on the statement. After we read the list, we want 
to make sure it is complete, so we will ask every girl opinion on each statement. 
Statements Agree Some disagree 
but do not 
discuss
Disagree and discussion 
happens 
School education has made me aware of abuse, 
violence and trafficking against women
School education has made me confident to raise 
my voice and fight against abuse, violence and 
trafficking against women
School education has made me comfortable to 
report cases or suspicions regarding 
abuse/harassment/human trafficking of 
family/community
School education has made me the freedom to 
decide when to get married
School education has made me confident that 
getting married before age 20 has negative 
consequences.
Friday classes has made me confident to raise my 
voice and fight against abuse, violence and 
trafficking against women
Parents face pressure from other relatives and 
community members to marry their daughters
Parents fear that if a girl does not get married 
while she is still young it will be too difficult for 
her to marry later
H9 Milestone Report pg. 71
Source of 
Information
• What are the main sources of information that you think girls are using to learn about 
social problems/malpractices? (Facilitators: if they say, “media,” ask them which media, 
specifically.) [Probe for ‘Saksham Chhori’ Radio Program]
• If anyone talked about Sakscham Chhori program, ask what did you learn from that 
program? Which epipod found interesting? what message/aspect found interesting?
• Did you learn from RHEST any documents? [RHEST bulletin-Nariswor]. Was it useful for 
girls of this community? Which document did you find useful? What was the useful 
messages have you learned from that bulletin? 
• Have you answered the questions in Narishwor and Bulletin? Was it interesting?
SGT 
Feedback
• Would you share your overall satisfaction of SGT support that you have received? How 
has the support helped you? What aspect of SGT program most like you? 
• What aspect was not helpful?
• Which aspect do you think to change or revises it in future?
Wrap-up • We have finished with our formal questions. Thank you very much for your patience and 
thoughtful answers. Is there anything else you would like to add? Is there any question 
that you thought was important, but we did not ask you? Do you have any 
recommendations for us? Do you have any questions for us?
***THANK YOU***
H9 Milestone Report pg. 72
FGD guides – Friday/Support teachers 
Goal: Describe their experience learning about and implementing the SGT project activities.
Introduce 
yourself: 
Hello, my name is _____________. Thank you for taking the time to speak with me today. We 
are going to discuss you several questions regarding your education and your 
understanding of SGT project activities in this community. There are no right or wrong 
answers. Also, we are interested to hear both things that went well and things that can be 
improved this program in future too. 
Warm-up 
Question: As we get started, I would like for you to tell me a little bit about your thoughts on what 
aspect of your work is most fun? What is the most challenging part of your work? Why?
Girls 
Educations
• What is the current practice of girl’s education in your community? Do all girls of this 
community go to school regularly? [Probe: any different in any caste/ethnicity, 
public/private school]
• Have you or your colleagues recently faced any problem associated with continuing 
studies at your school? If yes, what problems are they? [Probe: irregular classes, 
irregular teacher, school is very far, not enough infrastructure in school, poor financial 
status of family, family pressure to get married]
• If all girls are not going to school; what was the main reasons for not going/dropping 
out? [Early marriage, failed exam, weak economic status, lack of female friendly 
infrastructure in schools, school is very far away, mistreatment] 
• In which class do they drop out most? Why?
• If those left/dropped out girls get any support, will they start school again? 
Over the last few years, RHEST have been implementing SGT program in your community 
(name community). 
• Can you explain a little bit about RHEST/SGT program in your community? [Probe: 
Friday Classes, Advocacy events, Competitions, Rallies, Education Material 
distribution]
• Who do you feel benefited from that project activities?
• Out of those people, who do you think benefitted the most?
• What have you benefited from the RHEST/SGT program? [Probe: life, education, 
career]
RHEST/SGT 
project 
education 
supports
• Can you explain what supports students have been getting from this project? [Probe: 
stationary, school fee, uniforms/bags, tuition/coaching fee]
• Was this support enough for their school education? If not, what additional support is 
needed for the completion of school education?
• What was the quality of the education materials? [Probe: quality of bags, dress, pen]
• Are the students using the educational materials properly? [Probe: share with family 
members, sells]
• How important of that supports for girl school education? Have you observed any 
changes of girl’s education in this community with compared to few years back? What 
changes have you observed? [Probe: reduce school dropout, child marriage, trafficking, 
child labor]
• What makes this support most important of girl’s life? Does these supports facilitate to 
change their girl’s life? 
H9 Milestone Report pg. 73
Now, we want to talk about few statements related on school education and how it helps to 
go to school regularly and do well. When we read one problem, we ask that you raise your 
hand and explain why and why not you agreed on the statement. After we read the list, we 
want to make sure it is complete, so we will ask every girl opinion on each statement. 
Statements Agree Some disagree 
but do not 
discuss
Disagree and 
discussion 
happens
My family encourages me to continue my education to higher 
level (after SEE) 
My teacher treats students in a fair manner 
My community believes that the daughters of our society 
should get education and equal opportunities
Girls in my community encouraged to continue their 
education to higher levels after marriage 
We have discussed so far about your education and RHEST/SGT project activities. Now we can discuss about 
SGT project implementing awareness program related on social problems [human trafficking, violence, 
abuse, child marriage].
Child 
marriage
• How commonly does child or early marriage occur among girls in your community? 
[Probe: any differ within caste/ethnic, religious groups and location most likely to get 
married before finishing school]
• What do you think are the main driving force for child marriage in your community? 
(Probe: religious, cultural, socio-economic status)
• Are you pressurized by your family to get married? Do you think you have the freedom 
to decide when to get married?
• How RHEST/SGT have been advocating to eliminate child marriage in your 
community?
Violence/ab
use related
• There has been a lot of discussion recently about Human Trafficking, violence’s and 
malpractices. Have you heard anything about this? what kind of social problems 
(human trafficking, violence’s, abuse, child labor, child marriage) have you heard in 
your community? Where did you hear about it? 
• What do you think are the main kinds of violence – at home, on the way to school, in 
school, and in the community - that girls face? Are any of these kinds of violence worse 
for particular groups of girls? If yes, why? (Probe: Differences according to disability, 
caste/ethnicity, religion, class, others.) 
• If girls want to ask for help when they are abused, physically or verbally, or treated 
badly and with discrimination, to whom can they talk or go to for help in this 
community? (Probe: for in the school, household, community level support, women’s 
cell, Friday and support teachers, school management team, SGT Alumnae). Has any 
student ever reported such case to you?
• Were you able to resolve the issue with the help received? If yes, how it was? If not, 
why was the issue not resolved?
• Would you any one explains, if any social problems [trafficking, violence, abuse] seen in 
your community or faced in your family, where you can visit/report it?
• What do to think you should do if you or any girl are at risk of violence/ abuse/ 
exploitation/ trafficking?
• In your views, what would prevent girls from being vulnerable to trafficking and 
H9 Milestone Report pg. 74
violence? [Probe: access to education, awareness raising activities, involvement of 
girls/women in income generating activities, support from local authorities]
• Have you ever received any message regarding social problems/malpractices? if yes, 
whom did you get that information? [school teacher, school alumni, parents, NGOs 
activities, Friday Classes]
• How helpful was that messages? 
Friday/Sup
port 
teachers’ 
activities
• What activities are you carried out for RHEST/SGT? [Prob: Friday teaching, advocacy 
activities, events day rallies, Interaction with local stakeholder, competition on any 
social malpractice theme] 
• What sorts of training have you received? Which activity was most interesting? What 
are the challenges? 
• How do you make Friday class more effective? [ Probe: teaching methods and materials 
on social malpractices]
Source of 
Information
• What are the main sources of information that you think girls are using to learn about 
social problems/malpractices? (Facilitators: if they say, “media,” ask them which 
media, specifically.) [Probe for ‘Saksham Chhori’ Radio Program]
• If anyone talked about Sakscham Chhori program, ask what did you learn from that 
program? Which epipod found interesting? what message/aspect found interesting?
• Have the students been receiving any documents from RHEST? [RHEST bulletin￾Nariswor]. Was it useful for girls ? 
SGT 
Feedback
• Would you share your overall satisfaction of SGT support that you have received? How 
has the support helped you? What aspect of SGT program most like you? 
Wrap-up • We have finished with our formal questions. Thank you very much for your patience 
and thoughtful answers. Is there anything else you would like to add? Is there any 
question that you thought was important, but we did not ask you? Do you have any 
recommendations for us? Do you have any questions for us?
***THANK YOU***
KIIs interview guides – different stakeholders
Goal: Describe their experience learning about and implementing the SGT project 
activities.
Introduce yourself: 
Hello, my name is _____________. Thank you for taking the time to speak with me 
today. We are going to discuss you several questions regarding your 
understanding of SGT project activities in this community. There are no right or 
wrong answers. Also, we are interested to hear both things that went well and 
things that can be improved this program in future too. 
Girls Educations
• What is the current practice of girl’s education in your community? Do all 
girls of this community go to school regularly? [Probe: any different in any 
caste/ethnicity, public/private school]
• Have you or your colleagues recently faced any problem associated with 
continuing studies at your school? If yes, what problems are they? [Probe: 
irregular classes, irregular teacher, school is very far, not enough 
infrastructure in school, poor financial status of family, family pressure to get 
married]
• If all girls are not going to school; what was the main reasons for not 
going/dropping out in this community? [Early marriage, failed exam, weak 
H9 Milestone Report pg. 75
economic status, lack of female friendly infrastructure in schools, school is 
very far away, mistreatment] 
• If those left/dropped out girls get any support, will they start school again? 
• What opportunities are available for the girls in your community who 
cannot complete their school education? (probe: Non-formal education: 
vocational training; starting own business; getting a job, earning income in 
other ways)
• What are the opportunities for girls in this community those who receive 
their school leaving certificate (SEE)? (probe: Non-formal education: 
vocational training; starting own business; getting a job, earning income in 
other ways)
• Are there any NGOs, or programs in your community supporting for girl’s 
education in this community? If there is supporting organization, what 
supports are they providing for girl’s education? [probe: fee payment, 
educational materials, dress, lunch package] 
Over the last few years, RHEST have been implementing SGT program in your 
community (name community). 
• Have you ever participated of any RHEST/SGT project activities? If yes, what 
activities were you involved of RHEST/SGT program in your community? 
[List what they recall RHEST/SGT project] [Probe: Friday Classes, Advocacy 
events, Competitions, Rallies, Education Material distribution]
RHEST/SGT project 
education supports
• Are you aware that RHEST project has been supporting girl’s education in 
this community? Can you explain what supports school girls have been 
getting from this project? [Probe: stationary, school fee, uniforms/bags, 
tuition/coaching fee, Friday support teachers]
• Was this support enough for their school education? If not, what additional 
support is needed for the completion of school education?
• Did all sponsor girls being getting same level of supports from RHEST/SGT? 
If no what are they?
• How important of that supports for girl education in this community? Do 
you want to share any success stories of RHEST/SGT supports and change 
girl’s life in this community? 
• Have you observed any changes of girl’s education in this community with 
compared to two years back? What changes have you observed? [Probe: 
reduce school dropout, child marriage, trafficking, child labor]
For school teacher only: Could you explain your recruitment process of new 
SGT student at every year? What would you suggest to make it more 
transparent?
For Advocacy members: How do you see the RHEST project support on the 
girls’ education in your community? Can you tell us what activities you have 
been conducting in association with RHEST? Was it helpful to reduce social 
malpractices and help in continuation of girl’s education? If yes how? If no, why 
not? What sorts of training have you recived from RHEST?
Child marriage • How commonly does child or early marriage occur among girls in your 
community? [Probe: any differ within caste/ethnic, religious groups and 
location most likely to get married before finishing school]
• What do you think are the main driving force for child marriage in your 
H9 Milestone Report pg. 76
community? (Probe: religious, cultural, socio-economic status)
• How RHEST/SGT have been advocating to reduce child marriage in your 
community?
• Is there anything else RHEST/SGT can do to decrease child marriage 
practices?
Violence’s related
• There has been a lot of discussion recently about Human Trafficking, 
violence’s and malpractices. What kind of social problems (human 
trafficking, violence’s, child labor, child marriage) have seen in your 
community? How is the current situation with compared to two years ago?
• What do you think are the main kinds of violence – at home, on the way to 
school, in school, and in the community - that girls face? Are any of these 
kinds of violence worse for particular groups of girls? If yes, why? (Probe: 
Differences according to disability, caste/ethnicity, religion, class, others.) 
• If girls want to ask for help when they are abused, physically or verbally, or 
treated badly and with discrimination, to whom can they talk or go to for 
help in this community? (Probe: for in the school, household, community 
level support, women’s cell, Friday and support teachers, school 
management team, SGT Alumnae). 
• Did they able to resolve the issue with the help received? If yes, how it was? 
If not, why was the issue not resolved?
• Have you seen/witness any social problems [trafficking, violence, 
Chhaupadi, abuse, child marriage, child labor] in your community or your 
family, where they can visit/report it?
• What do to think if any girls are at risk of violence/ abuse/ exploitation/ 
trafficking?
• In your views, what would prevent girls from being vulnerable to trafficking 
and violence in this community?
Source of 
Information
• What are the main sources of information that you think girls are using to 
learn about social problems/malpractices? (Facilitators: if they say, “media,” 
ask them which media, specifically.) [Probe for ‘Saksham Chhori’ Radio 
Program]
SGT Feedback
• How do you see the RHEST/SGT program activities in your community? 
How has RHEST/SGT program helped girl’s education and awareness 
activities of social problems?
• What aspect of SGT program most interesting? Which aspect do you think 
need to change or revises it in future? [Probing: sustainability]
Wrap-up • We have finished with our formal questions. Thank you very much for your 
patience and thoughtful answers. Is there anything else you would like to 
add? Is there any question that you thought was important, but we did not 
ask you? Do you have any recommendations for us? Do you have any 
questions for us?
***THANK YOU***
H9 Milestone Report pg. 77
IDIs interview guides - School dropout girls
Goal: Describe their experience learning about and implementing the SGT project activities.
Introduce 
yourself: 
Hello, my name is _____________. Thank you for taking the time to speak with me today. 
We are going to discuss you several questions regarding your understanding of SGT 
project activities in this community. There are no right or wrong answers. Also, we are 
interested to hear both things that went well and things that can be improved this 
program in future too. 
Girls 
Educations
• What grade were you when you dropped out of school? What led you to dropping 
out from school? Was leaving school your own idea?
• Have your siblings also dropped out of school? Why they also dropped out?
• Are your fiends also dropouts? Why they also dropped out? Did they influence you 
to drop out of school? 
• How was your parent reaction of your school dropout? Did they try to send you 
school again? 
• Have you seen any problem associated with girls continuing studies at school? If 
yes, what are they? [Probe: irregular classes, irregular teacher, school is very far, no 
physical facilities and school, poor financial status, family pressure to get married, 
not able to study, donot want to study]
• What were your main reasons for dropping out from school? [Probe: family, 
personal and school related factors]
• Was there anything you particularly disliked about school? How could we help you 
from dropping out? 
• What would facilitate you or your friends who dropped out from school to return 
to school again and complete school education?
• If you get any support, will you start school again? If yes what supports are you 
looking?
• Are there any NGOs, or programs in your community supporting for girl’s 
education in this community? If there is supporting organization, what supports 
are they providing for girl’s education? [probe: fee payment, educational materials, 
dress, lunch package] 
Child 
marriage
We have discussed so far about your education and RHEST/SGT project activities. Now 
we can discuss about SGT project implementing awareness program related on social 
problems [human trafficking, violence, abuse, child marriage].
• How commonly does child or early marriage occur among girls in your community? 
[Probe: any differ within caste/ethnic, religious groups and location most likely to 
get married before finishing school]
• What do you think are the main driving force for child marriage in your 
community? (Probe: religious, cultural, socio-economic status)
• Are you pressurized by your family to get married? Do you think you have the 
freedom to decide when to get married?
• How RHEST/SGT have been advocating to reduce child marriage in your 
community?
H9 Milestone Report pg. 78
Violence’s 
related
• There has been a lot of discussion recently about Human Trafficking, violence’s and 
malpractices. What kind of social problems (human trafficking, violence’s, 
Chhaupadi, child labor, child marriage) have seen in your community? 
• What do you think are the main kinds of violence – at home, on the way to school, 
in school, and in the community - that girls face? Are any of these kinds of violence 
worse for particular groups of girls? If yes, why? (Probe: Differences according to 
disability, caste/ethnicity, religion, class, others.) 
• If girls want to ask for help when they are abused, physically or verbally, or treated 
badly and with discrimination, to whom can they talk or go to for help in this 
community? (Probe: for in the school, household, community level support, 
women’s cell, Friday and support teachers, school management team, SGT 
Alumnae). 
• Did they able to resolve the issue with the help received? If yes, how it was? If not, 
why was the issue not resolved? 
• Have you seen/witness any social problems [trafficking, violence, Chhaupadi, 
abuse, child marriage, child labor] in your community or your family, where they 
can visit/report it?
• What do to think if any girls are at risk of violence/ abuse/ exploitation/ 
trafficking?
• In your views, what would prevent girls from being vulnerable to trafficking and 
violence in this community?
Source of 
Informatio
n 
• What are the main sources of information that you think girls are using to learn 
about social problems/malpractices? (Facilitators: if they say, “media,” ask them 
which media, specifically.) [Probe for ‘Saksham Chhori’ Radio Program]
SGT 
Feedback
SGT 
• How do you see the RHEST/SGT program activities in your community? How has 
RHEST/SGT program helped girl’s education and awareness activities of social 
problems?
Wrap-up • We have finished with our formal questions. Thank you very much for your 
patience and thoughtful answers. Is there anything else you would like to add? Is 
there any question that you thought was important, but we did not ask you? Do you 
have any recommendations for us? Do you have any questions for us?
***THANK YOU***
Nepali Guides: FGD guides –School girls 
Goal: SGT प्रोजेक्ट लाग गदार् उ�नहरुको �सकाइ र अन ु भव ब्यख्या गन ु �।
H9 Milestone Report pg. 79
ल�य
आफ्नो 
प�रचय �दनु
होस
हेल्लो, मेरो नाम _____________हो । आज म सँग कुरा गनर् समय �दनभएकोमा धन्यबाद । हामी ु
तपा�सँग तपाइको �श�ा र यस समदायमा लाग ु भएको
ु SGT (एसिजट�) प्रोजेक्टको कृयाकलाप 
सबन्धी के �ह प्रश्नहरुमा छलफलगनर् गैरहेका छौ । यसमा �ठक वा बे�ठक उत्तर हुँदैन । हामी दबै ु
राम्रो भएको र भ�बश्यमा सधारगनर् स�कनेक ु ुराहरुमा छलफल गन�छौ ।
तयार� प्रश्न अब हामी शरु गरौ । तपा�को �वचारमा स्क ु ुलको केकुरा एकदम मजा हु
न्छ र �कन ? अ�न 
चु
नौ�तपणर् क ू ुरा के हो जस्तो लाग्छ ? �कन ?
Girls 
Educations
बा�लका �श�ा
• तपा�को समदायमा अ�हले बा�लका �श�ाको ु अवस्था कस्तो छ ? यस समदायका सबै ु
बा�लकाहरु �नय�मत स्कुल जान्छन ? (खोतल्नहोसु : क् ुनै जातजा�त, सरकार� वा प्राइभेट 
स्कुलमा फरक छ �क छैन)
• तपा�ले वा तपा�का सहपाठ�हरुले हालसालैस्कुलमा �नय�मत पढाई संबन्धी कुनै समस्या 
सामना गनुर् पय� ? यद� पय� भने ती�नहरु के के हु
न ? (खोतल्नहोसु : अ�नय�मत क्लास ् , 
अ�नय�मत �श�क्, स्कुल एकदम टाढा, भौ�तक संरचना नहु
न, ुप�रवारको कमजोर आ�थर्क
अवस्था, �ववाहको लागी प�रबारको दबाब)
• यद� सबै बा�लकाहरु स्कुल जादैनन्भने; स्कुल नजान/ुछोड्नको प्रम ु ख कारण के ु होलान ? (बाल 
�ववाह, पर��ा फे ल भएर, कम्जोर आ�थर्क अबस्था, स्कुलमा म�हला मैत्री संरचना नहु
न, ुस्कुल 
एक्दम टाढा छ, दव्यर्बहार) ु
• कुन क�ामा �त�नहरु प्राय: छोड्छन ? �कन ?
• यद� �त छोडेका बा�लकाहरुले कुनै सहयोग पाएमा, ती�नहरु फे र� स्कुल जान्छन ? 
RHEST ले �बगत के �ह बषर् देखी तपा�को समदायमा (सम ु दायको नाम भन्ने) ु SGT (एसिजट�)
कायर्क्रम लाग गर� राखेको छ ु
• तपा� क�हल्यै RHEST/SGT प्रोजेक्टको कायर्क्रममा सहभागी हु
न भएको छ ु ? यद� छ भने, 
कसैलाई याद छ कुन कायर्क्रम मा सम्लग्न हु
नभयो ु ? (उ�नहरुले जे भन्छन �लस्ट बनाउने) 
(खोतल्न होस: श ु क्रबारको क�ा
ु , पैर�बका कायर्क्रम, ्प्र�तयो�गत, �रय�ल, शै��क सामग्री �वतरण)
त्यस प्रोजेक्टको कायर्क्रमबाट को लाभािन्वत भएको जस्तो लाग्छ ? �त�नहरु मध्य, तपा�को 
�वचारमा धेरै लाभािन्बत को भयो ? 
• शक्रबारको क�ामा तपा�ले के �सक्न ु भयो ु ? यसबाट तपा�को पढाई र दै�नक िजबनमा के 
फाईदा छ ?
एसिज ट�
प्रोजेक्ट �श�ा
सहयोग
• यो समदायम ु RHEST प्रोजेक्टले �श�ामा सहयोग गरेको तपा�लाई जानकार� छ ? �त�नहरुले 
सामान्यतया कस्लाई सहयोग गरेका छन ?
• यस प्रोजेक्ट बाट के सहयोग पाइरहेको छ बताउन सक्नहुु
न्छ ? (खोतल्नहोसु : शै��क समाग ् , ृ
स्कुल �फ, झोला, पोशाक, ट्यसन �फ ु , शक्रबार �श�क सहयोग ु )्
H9 Milestone Report pg. 80
• यो सहयोग तपा�को/उ�नहरुको स्कुल पढाइको लागी पग्दो �थयो ु ? यद� �थएन भने स्कुलको 
पढाइ परागनर् अन्य के थप सहयोग आबस्यक छ ु जस्तो लाग्छ ?
• तपा�हरु सबैले RHEST बाट उित्तकै सहयोग पाउनुभयको छ? छैन भने �कन नपाएको ? 
• बा�लकाको स्कुल �श�ाकोलागी त्यो सहयोग कती महत्वपणर् छ ू ? यो समदायमा तपाइले द ु इ ु
बषर् प�हले को तलनामा बा�लका �श�ामा के �ह प�रवतर्न देख्न ु भएको छ ु ? के प�रवतर्न 
तपाइले देख्न भएको छ ु ? (खोतल्नहोसु : स्क ् ुल छोड्नेको सख्या, बाल�ववाह, बेच�बखन 
(ट्रा�फ�कङ), बालश्रम घटेको)
• बा�लकाको िजबनमा यो सहयोगको महत्व के छ ? के यी सहयोगले बा�लकाको िजबनमा 
प�रवतर्न ल्याउन मद्दत गछर् ?
अब हामी स्कुल �श�ा, यसले स्कुल �नयमीत जान र राम्रो गन� बारेमा के �ह �बवरणमा कुरा गनर् 
चाहन्छौ । जब हामी एउटा �बबरण (बँधा
ु ) पढ्छौ, हामी तपा�लाई हात उठाएर त्यो �बबरण (बँधा
ु ) मा 
तपा� सहमत हु
नहुु
न्छ �क हु
नहुु
न्न भन्ने बारेमा छफल गछ� । तलका बदाहरु ु मा यहाँहरूका धारणा
�दनुहोला । 
�बबरण सहमत के �ह असहमत र
छलफल नगनुर्होस ्
असहमत र छलफल 
गनुर्होस ्
मेरो प�रवारले मलाई SEE प�छ प�न उच्च �श�ा हा�सल गनर्
प्रोत्साहन गछर्
मेरो �श�कले सबै�बधाथ�हरुलाई समान व्यवहार गदर्छ
मेरो समदायले �वश्वास गछर् �क हाम्रो समाजका छोर�हरूले ु
�श�ा र समान अवसर पाउनुपछर्
मेरो समदायले ु म�हलाहरुलाई �बबाह प�छ प�न उच्च �श�या हा�सल
गनर्प्रोत्साहन गछर्न
हामीले तपा�को �श�ा र RHEST / SGT प�रयोजना ग�त�व�धहरूको बारेमा अ�हलेसम्म छलफल गरेका छ�। अब 
हामी सामािजक समस्याहरु (मानव बेच�बखन, �हंसा, दव्यर्वहार ु , बाल �ववाह) संग सम्बिन्धत एसजीट� प�रयोजनाको 
जनचेतना मलकु कायर्क्रमको बारेमा छलफल गन�छौ ।
बाल �ववाह
• तपाइको समदायमा बाल�ववाह ु कित्तको सामान्य छ ? (खोतल्नहोसु : जात ् /जा�तमा, ध�मर्क 
समहमा र स्थानमा स्क ु ुल स�कनभन्दा प�हले �ववाह ु हु
ने सम्भाबना हु
न्छ?) 
• समदायमा बाल �ववाहको ला�ग प्रभाव वा बाध्य पान ु � मख्य ु कुराहरु केहु
न्जस्तो लाग्छ ? 
(खोतल्नहोसु :् धा�मर्क, सांस्कृ�तक, सामािजक-आ�थर्क िस्थ�त)
• के तपाईहरु को�ह �ववाह गनर्को लागी प�रबारबाट दबाबमा हु
नहुु
न्छ ? तपाइको �वचारमा 
तपाइलाई �बबाह क�हले गन� भन्ने �नणर्य गन� स्वतन्त्रता छ ? 
• तपा�को सामदायमा बाल �ववाह अन्त्य ु गनर् को ला�ग RHEST/SGT ले कस�र काम ग�ररहेको 
छ ?
�हंसा, • मानव बेच�बखन, �हंसा र कुप्रथाको बारेमा हालै धेरै छलफल ग�रएको छ। के तपा�ले यस 
H9 Milestone Report pg. 81
दव्यर्वहार ु बारेमा के ह� कुरा भएको छ ? कस्तो प्रकारको सामािजक समस्याहरू (मानव बेच�बखन, �हंसा, 
दव्यर्वहार ु , बालश्रम, बाल �ववाह) सन्नु ुभएको छ ? कहाँ सन्नु ुभएको हो ?
• तपा�को �बचारमा के ट�हरूले - घरमा, स्कूल जादा, स्कूलमा र समदायमा ु - कस्ता प्रकारका
�हंसाहरु सामना गछर्न होला ? के यस्ता प्रकारका �हंसा खास कुनै समहको के ट�हरूमा बढ� छ ू ? 
य�द छ भने, �कन ? (खोल्तल्नहोस: ु अपाङ्गता अनसार फरक ु , जात/जा�त, धमर्, वगर्, अन्य)
• मौ�खक वा शार��रक दव्यर्वहार वा भेदभाब ह ु ुँदा यद� बालबा�लका सहायताकोला�ग यस 
समदायमा कहाँ जान्छन ु होला? (खोतल्नहोस: स्क ु ूल, घर, सामदा�यक स्तर को सहयोग ु , म�हला 
को सेल, शक्रवार र सहायक �श�क ु , स्कूल ब्यबस्थापान स�मती, SGT समहू)। 
• प्राप्त सहयोगबाट के उनीहरू समस्यालाई समाधान गनर् सके का होलान ? य�द सके भने, कसर� 
? य�द छैन भने, �कन समाधान भएन होला ?
• य�द तपाइँ वा कुनै के ट� �हंसा/दव्यर्वहार ु /शोषण/बेच�बखनको जो�खममा छ भने के गनुर्पछर् ?
• यद� सामािजक समस्या (बेच�बखन, �हम्सा, दब्यर्बाहर ु ) ् भयो भने कहाँ �रपोटर् गनुर् हु
न्छ ?
• के �टहरुलाई बेच �बखन र �हम्साको जो�खम बाट कस�र बचाउन स�कन्छ होला ? (खोतल्नहोसु : ्
�श�ाको ला�ग पहुँच, जनचेतना बढाउने ग�त�व�धहरू, आय उत्पादन ग�त�व�धहरूमा 
म�हला/म�हलाहरू संलग्न, स्थानीय अ�धकार�हरूको समथर्न)
• के तपाईले क�हल्यैसामािजक समस्या/कुप्रथा बारेमा के �ह सचना
ू /जानकार� पाउनुभएको छ ? य�द 
छ भने, त्यो जानकार� को बाट पाउनुभएको �थयो ? (�वद्यालय �श�क, �वद्यालय पवर् छात्र ू , 
आमाबाब, ुगैर सरकार� सस्था, शक्रबार क�ाहरू ु ) 
• ती सेवाहरु कती प्रभाबकार� �थए । शक्रबार को सहयोगी �श�क ु ले�दएको जानकार� मा के �ह
सधार ु गनुर्पन�देख्नुहु
न्छ ? य�द छ भने, केप�रवतर्न गनर्सझाब ु �दनुहु
न्छ ?
अब हामी बाल �ववाह, दव्यर्बहार र ु मानव बेच�बखनको बारेमा के �ह कुरा गनर् चाहन्छौ । हामी के �ह बदा ु पढ्छौ र
उक्तबदामा ु यहाँहरु सहमत हु
नहुु
न्छ �क हु
नहुु
न्न भन्ने बारेमा छफल गछ� ।
�बबरण (बदाहरु ु ) सहमत के �ह असहमत र
छलफल नगनुर्होस ्
असहमत
छलफल गनुर्
�वद्यालय �श�ाले मलाई म�हलाहरु �वरुद्ध दव्यर्वहार ु , �हंसा र 
बेच�बखनको बारेमा जानकार� �दएको छ
�वद्यालय �श�ाले मलाई मेरो आवाज उठाउन र म�हलाहरु �वरुद्ध 
दव्यर्वहार ु , �हंसा र बेच�बखनको �वरुद्ध लड्न सहयोग गरेको छ
स्कूल �श�ाले प�रवार / समदायको द ु व्यर्वहार / उत्पीडन / मानव ु
बेच�बखनको सम्बन्धी घटनाहरुको �रपोटर् गनर् सहज बनाएको छ
�वद्यालय �श�ाले मलाई �ववाह गदार् �नणर्य गन� स्वतन्त्र बनाएको 
छ
H9 Milestone Report pg. 82
स्कूल �श�ाले मलाई आत्म�वश्वास �दएको छ �क 20 बषर् भन्दा 
प�हले �ववाह गदार् नकारात्मक प�रणामहरू छन।्
शक्रबार क�ाहरूले मलाई मेरो आवाज उठाउन र म�हलाहरु �वरुद्ध ु
दव्यर्वहार ु , �हंसा र बेच�बखनको �वरुद्ध लड्न मद्दत गरेको छ
आमाबाबले अरू आफन्तहरूको आफ्नो छोर�हरूलाई �ववाह गनर् दबाब ु
सामना गछर्न
यद� एउटा के ट� जवान नहुँदानै �ववाह नगरेमा पछ� �ववाह गनर् 
एकदम गाह्रो हु
न्छ भनेर आमाबाब डराउछन ु
जानकार�को 
स्रोत
• तपा�को �बचार मा यो समदायका के ट�हरुले ु सामािजक समस्या वा गलत प्रचलन का बारेमा 
कहाबाट जानकार� �लन्छन होला ? सहजकतार्: यद� उ�नहरुले �म�डया भन्छन भने, खास कुन 
�म�डया भ�न सोध्ने । (खोतेल्ने: 'स�म छो�र रे�डओ कायर्क्रम)
• य�द कशैले स�म छोर� कायर्क्रमको बारेमा कुरा गछर्न भने त्यस कायर्क्रमबाट तपाईले के 
�सक्नुभयो ? कुन ए�पसोड रोचक लाग्यो ? कुन सन्देश रोचक लाग्यो ? 
• तपा�ले RHEST को कुनै दस्तावेज पढ्नुभएको छ ? [RHEST बले�टन ु - ना�रस्वोर]। के यो 
समदायका के ट�हरूको ला�ग यो उपयोगी �थयो ु ? केजानकार� तपा�ले उपयोगी पाउनभयो
ु ? त्यो 
बाट तपा�ले �सके का उपयोगी सन्देशहरु के �थयो?
• तपा�ले ना�रस्वोर र बले�टनको प्रश्नहरूको जवाफ �दन ु भएको �थयो ु ? के यो रोचक �थयो ?
SGT कायर्क्रम
लाई शझाब ु
• तपा� SGT कायर्क्रम संग समग्रमा क�तको सन्तस्टु हु
नहुु
न्छ? एसजीट� कायर्क्रमको कुन प� 
तपा�लाई मन पय� ? कुन प� मन परेन ? केकुरा प�रवतर्न होस ्भन्नेचाहनुहु
न्छ ?
समापन
हामीले हाम्रो औपचा�रक प्रश्नहरू परा गरेका छ�। तपा�को धैयर् र �वचारप ू णर् उत्तरको ला�ग ू
धेरै धेरै धन्यवाद। अरु कुनै कुरा तपा� हामीलाई बताउन चाहनहुु
न्छ, जु
न हामीले तपाईलाई 
सोधेनौ ? के तपा�को हा�मलाई कुनै सझाब छ ु ? तपा�को हा�मलाई कुनै प्रश्न छ ?
***THANK YOU***
H9 Milestone Report pg. 83
FGD guides – Friday/Support teachers 
Goal: ल�य SGT प्रोजेक्ट लाग गदार् उ�नहरुको �सकाइ र अन ु भव ब्यख्या गन ु �
आफ्नो 
प�रचय �दनु
होस
हेल्लो, मेरो नाम _____________ हो । आज म सँग कुरा गनर् समय �दनभएकोमा धन्यबाद । हामी ु
तपा�सँग यस समदायमा ु लाग भएको ु एसिज�ट प्रोजेक्टको कृयाकलाप सबन्धी के �ह प्रश्नमा 
छलफलगनर् गैरहेका छौ । यस्मा �ठक वा बे�ठक उत्तर हुँदैन । हामी दबै राम्रो
ु भएको र भ�बश्यमा 
सधारगनर् स�कनेक ु ुरा प�न सन्न इच्छ ु ुक छौ ।
तयार� प्रश्न अब हामी शरु गरौ । तपा�को �वचारमा काम को क ु ुन प� एकदम मजा हु
न्छ ? अ�न चु
नौ�तपणर् ू
केहोला र �कन? 
बा�लकाको
�श�ा
• तपा�को समदायमा अ�हले बा�लका �श�ाको ु अवस्था कस्तो छ ? यस समदायका सबै ु
बा�लकाहरु �नय�मत स्कुल जान्छन ? (कुनै जातजा�त, सरकार� वा प्राइभेट स्कुलमा फरक छ 
�क छैन खोतल्नहोसु )्
• तपा�ले वा तपा�का सहपाठ�हरुले हालसालैस्कुलमा �नय�मत पढाई संबन्धी कुनै समस्या 
सामना गनुर् पय� ? यद� पय� भने ती�नहरु के के हु
न ? अ�नय�मत क्लास, अ�नय�मत �श�क्, 
स्कुल एकदम टाढा, भौ�तक संरचना नहु
न, ुप�रवारको कमजोर आ�थर्क अवस्था, �ववाहको लागी 
प�रबारको दबाब खोतल्नहोसु )्
• यद� सबै बा�लकाहरु स्कुल जादैनन्भने; स्कुल नजान/ुछोड्नको प्रम ु ख कारण के �थयो ु ? (बाल 
�ववाह, पर��ा फे ल भएर, कम्जोर आ�थर्क अबस्था, स्कुलमा म�हला मैत्री संरचना नहु
न, ुस्कुल 
एक्दम टाढा छ, दव्यर्बहार) ु
• कुन क�ामा �त�नहरु प्राय: छोड्छन ? �कन ? 
• यद� �त छोडेका बा�लकाहरुले कुनै सहयोग पाए भने, ती�नहरु फे र� स्कुल जान्छन ? 
RHEST ले �बगत के �ह बषर् देखी तपा�को समदायमा (सम ु दायको नाम भन्ने) ु SGT (एसिजट�)
कायर्क्रम लाग गर� राखेको छ ु
• के तपा� आफ्नो समदायमा ु RHEST/SGT कायर्क्रमको बारेमा के �ह बताउनुसक्नहुु
न्छ ? 
(खोतल्न होस ु : श् क्रबारका क�ाहरू ु , सचना
ू मलकु कायर्क्रमहरु, प्र�तयो�गताहरू, राल्यीहरू, �श�ा 
सामग्री �वतरण) 
त्यस प्रोजेक्टको कृयाकलापबाट को लाभािन्वत भएको छ ? 
• तपा�हरु �त�नहरु मध्ये, तपा�को �वचारमा धेरै लाभािन्बत को भएको छ ? 
• तपाईले RHEST/SGT कायर्क्रमबाट के लाभ पाउनभएको छ ु ? (खोतल्नुहोस: जीवन, �श�ा, 
H9 Milestone Report pg. 84
क्या�रयर)
RHEST/एस
िजट� 
प�रयोजनाको
�श�ामा
सहयोग
• यस प�रयोजनाबाट �वद्याथ�हरूले के सहयोग पाइरहेका छन होला ? (खोतल्न होस ु : शै��क ्
समाग्री, �वद्यालय शल्कु , पोशाक, झोला, ट्यशनू /को�च ंग शल्कु ) 
• उनीहरूको �वद्यालय �श�ाको ला�ग यो सहयोग पयार्प्त छ ? य�द छैन भने, �वद्यालय �श�ा 
परा गनर्को लागी अ�त�रक्त के सहयोग आवश्यक छ ू ? 
• शै��क सामग्रीको गणस्तर के
ु कस्तो छ होला? [खोतल्नहोसु :् झोला, पोशाक, कलमको गणस्तर] ु
• �वद्याथ�हरू शै��क सामग्रीहरू उ�चत प्रयोग गछर्न होला ? (खोतल्नहोसु : प�रवारका सदस्य ् ले
प्रयोग गन�, �ब�क्र �वतरण गन�) 
• बालबा�लकाको �श�ालाई कित्तको सहयोग गरेको देख्नुभएको छ ? के तपा�ले यस 
समदायमा के �ह बषर् प�हलेको त ु लनामा अ�हले बा�लका पढाउनमा क ु ुनै प�रवतर्नहरू भएको
देख्नुभएको छ ? तपा�ले कस्तो प�रवतर्न भएको देख्नुभएको छ? (खोतल्नहोसु : �वद्यालय छाड्ने ्
क�म, बाल �बबाह, तस्क�र, बालश्रम) ्
अब हामी स्कुल �श�ा, यसले स्कुल �नयमीत जान र राम्रो गन� बारेमा के �ह �बवरणमा कुरा गनर् 
चाहन्छौ । जब हामी के �ह �बवरण पढ्छौ, हामी तपा�लाई हात उठाएर उक्त बदामा ु यहाँहरूका धारणा
�दनुहोला । 
बदाहरु ु सहमत के �ह असहमत र
छलफल नगनुर्होस ्
असहमत र छलफल 
गनुर्होस ्
मेरो प�रवारले SEE प�छ प�न उच्च �श�ा हा�सल गनर्प्रोत्साहन गछर् 
मेरो �श�कले सबै�बधाथ�हरुलाई समान व्यवहार गदर्छ
मेरो समदायले �वश्वास गछर् �क हाम्रो समाजका छोर�हरूले �श�ा ु
र समान अवसर पाउनुपछर् 
मेरो समदायले ु म�हलाहरुलाई �बबाह प�छ प�न उच्च �श�या हा�सल गनर्
प्रोत्साहन गछर्
हामीले तपा�को �श�ा र RHEST / SGT प�रयोजना ग�त�व�धहरूको बारेमा अ�हलेसम्म छलफल गरेका छ�। अब 
हामी सामािजक समस्याहरु मानव बेच�बखन), �हंसा, दव्यर्वहार ु , बाल �ववाहसंग सम्बिन्धत एसजीट� (
प�रयोजनाकोजनचेतना मलकु कायर्क्रमको बारेमा छलफल गन�छौ ।
बाल �ववाह
• तपाइको समदायमा बाल�ववाह ु कित्तको सामान्य छ ? (खोतल्नहोसु : जात ् /जा�तमा, ध�मर्क 
समहमा र स्थानमा स्क ु ुल स�कनभन्दा प�हले �ववाह ु हु
ने सम्भाबना हु
न्छ?)
• समदायमा बाल �ववाहको ला�ग प्रभाव वा बाध्य पान ु � मख्य ु कुराहरु केहु
न्जस्तो लाग्छ ?
(खोतल्नहोसु : धा�मर्क ् , सांस्कृ�तक, सामािजक-आ�थर्क िस्थ�त)
• के तपाईहरु को�ह �ववाह गनर्को लागी प�रबारबाट दबाबमा हु
नहुु
न्छ ? तपाइको �वचारमा 
तपाइलाई �बबाह क�हले गन� भन्ने �नणर्य गन� स्वतन्त्रता छ ? 
• तपा�को सामदायमा बाल �ववाह ु अन्त्य गनर् को ला�ग RHEST/SGT ले कस�र काम ग�ररहेको 
H9 Milestone Report pg. 85
छ ? 
�हंसा/ 
दब्यर्बाहार ु
सम्बिन्धत
• मानव बेच�बखन, �हंसा र कुप्रथाको बारेमा हालै धेरै छलफल ग�रएको छ। के तपा�ले यस 
बारेमा के ह� कुरा भएको छ ? कस्तो प्रकारको सामािजक समस्याहरू (मानव बेच�बखन, �हंसा, 
दव्यर्वहार ु , बालश्रम, बाल �ववाह) सन्नु ुभएको छ ? कहाँ सन्नु ुभएको हो ? 
• तपा�को �बचारमा के ट�हरूले - घरमा, स्कूल जादा, स्कूलमा र समदायमा ु - कस्ता प्रकारका
�हंसाहरु सामना गछर्न होला ? के यस्ता प्रकारका �हंसा खास कुनै समहको के ट�हरूमा बढ� छ ू ? 
य�द छ भने, �कन ? (खोल्तल्नहोस: ु अपाङ्गता अनसार फरक ु , जात/जा�त, धमर्, वगर्, अन्य)
• मौ�खक वा शार��रक दव्यर्वहार वा भेदभाब ह ु ुँदा यद� बालबा�लका सहायताकोला�ग जान 
चाहन्छन भने यस समदायमा कहाँ जान्छन ु ? (खोतल्नहोस: स्क ु ूल, घर, सामदा�यक स्तर को ु
सहयोग, म�हला को सेल, शक्रवार र सहायक �श�क ु , स्कूल ब्यबस्थापान स�मती, एसजीट� 
एल्य�मना)। के तपाइँलाई क ु ुनै �वद्याथ�ले यस्तो मामला क�हल्यै �रपोटर् गरेकाछन ? 
• प्राप्त सहयोगबाट के उनीहरू यस समस्यालाई समाधान गनर् सके का होलान ? य�द सके भने,
कसर� ? य�द छैन भने, �कन समाधान भएन होला ?
• यद� तपाइको समदायमा वा प�रबारमा ु सामािजक समस्या (मानव बेच�बखन, �हम्सा, दब्यर्बाहर ु ) ्
भयो भने कहाँ �रपोटर् गनुर् हु
न्छ - तपाइहरु कसैले बताउन सक्नहुु
न्छ ?
• तपा�को �वचारमा य�द तपाइँ वा कुनै के ट� �हंसा/दव्यर्वहार ु /शोषण/बेच�बखनको जो�खममा छ 
भने के गनुर्पछर् ? 
• तपा�को �वचारमा, के �टहरुलाई बेच �बखन र �हम्साको जो�खम बाट कस�र बचाउन स�कन्छ
होला ? (खोतल्नहोसु : �श�ाको ला�ग पह ् ुँच, जनचेतना बढाउने ग�त�व�धहरू, आय उत्पादन 
ग�त�व�धहरूमा म�हला/म�हलाहरू संलग्न, स्थानीय अ�धकार�हरूको समथर्न)
• के तपाईले क�हल्यैसामािजक समस्या/कुप्रथा बारेमा के �ह सचना
ू /जानकार� पाउनुभयको छ ? य�द 
छ भने, त्यो जानकार� को बाट पाउनभयो ु ? (�वद्यालय �श�क, �वद्यालय पवर् छात्र ू , आमाबाब, ु
गैर सरकार� संगठनका ग�त�व�धहरू, शक्रबार क�ाहरू ु ) 
• ती शन्देसहरु कती सहयोगी �थए । 
शक्रबार / ु
सहयोगी
�श�कहरूको 
ग�त�व�ध
• RHEST/SGT को ला�ग तपाइँ कुनैग�त�व�धहरू सञ्चालन गद� हु
नहुु
न्छ? (खोतल्न होस ु ्: 
शक्रबार �श�ण ु , �दवस र् या�लजहरू, स्थानीय साझेदारसग अन्तर�क्रया ँ , कुनै सामािजक कुप्रथा 
�वषयमा प्र�तयो�गता) 
• सबै भन्दा रमाइलो ग�त�व�ध के लाग्यो? साथैचु
नौती के होलान ? 
• शक्रबारको क�ा कसर� प्रभाबकार� बनाउन स�कन्छ होला ु ? (खोतल्न होस ु ्: �श�ण �व�धहरू र
सामािजक कुप्रथाका सामग्रीहरु)
जानकार� स्रोत • तपा�को �बचार मा के ट�हरुले सामािजक समस्या वा गलत प्रचलन का बारेमा कहाबाट
जानकार� �लन्छन होला ? सहजकतार्: यद� उ�नहरुले �म�डया भन्छन भने, खास कुन �म�डया 
भ�न सोध्ने । (खोतेल्ने: 'स�म छो�र रे�डओ कायर्क्रम)
H9 Milestone Report pg. 86
• य�द कशैले स�म छोर� कायर्क्रमको बारेमा कुरा गछर्न भने त्यस कायर्क्रमबाट तपाईले के 
�सक्नुभयो ? कुन ए�पसोड रोचक लाग्यो ? कुन सन्देश रोचक लाग्यो ? 
• RHEST बाट �वध्या�थर्हरुले कुनै पिस्तकाहरु पाई रहेका छन ु ? (RHEST बल्ले�टन ु – नार�श्वर) । 
के यो जानकार� मलकु ्छ ?
SGT कायर्क्रम
प्र�त शझाब ु • तपा� SGT कायर्क्रम संग समग्रमा क�तको सन्तस्टु हु
नहुु
न्छ? एसजीट� कायर्क्रमको कुन प� 
तपा�लाई मन पय� ? केशझाब ु �दनहुु
न्छ ?
समापन हामीले हाम्रो औपचा�रक प्रश्नहरू परा गरेका छ�। तपा�को धैयर् र �वचारप ू णर् उत्तरको ला�ग ू
धेरै धेरै धन्यवाद। अरु कुनै कुरा तपा� हामीलाई बताउन चाहनहुु
न्छजु
न हामीले तपाईलाई ,
सोधेनौ? के तपा�को हा�मलाई कुनै सझाब छ ु ? तपा�को हा�मलाई कुनै प्रश्न छ ?
***THANK YOU***
H9 Milestone Report pg. 87
FGD guides –Advocacy Group members
Goal: ल�य
SGT प्रोजेक्ट लाग गदार् उ�नहरुको �सकाइ र अन ु भव ब्यख्या गन ु �
आफ्नो 
प�रचय �दनु
होस
हेल्लो, मेरो नाम _____________ हो । आज म सँग कुरा गनर् समय �दनभएकोमा धन्यबाद । ु
हामी तपा�सँग यस समदायमा लाग ु भएको एसिज�ट प्रोजेक्टको क ु ृयाकलाप सबन्धी �बषयमा
छलफलगनर् गैरहेका छौ । यस्मा �ठक वा बे�ठक उत्तर हुँदैन । हामी दबै राम्रो भएको र ु
भ�बश्यमा सधारगनर् स�कनेक ु ुरा प�न सन्न इच्छ ु ुक छौ ।
तयार� प्रश्न अब हामी शरु गरौ । तपा�को �वचारमा काम को क ु ुन प� एकदम मजा हु
न्छ ? अ�न 
चु
नौ�तपणर् ू केहोला र �कन?
बा�लकाको
�श�ा
• तपा�को समदायमा अ�हले बा�लका �श�ाको ु अवस्था कस्तो छ ? यस समदायका सबै ु
बा�लकाहरु �नय�मत स्कुल जान्छन ? (कुनै जातजा�त, सरकार� वा प्राइभेट स्कुलमा फरक 
छ �क छैन खोतल्नहोसु )्
• तपा�को समदायमा ु बा�लकाले स्कुलमा �नय�मत पढाई संबन्धी कुनै समस्या सामना गनुर् 
पय� ? यद� पय� भने ती�नहरु के के हु
न ? (खोतल्नहोसु : अ�नय�मत क्लास ् , अ�नय�मत 
�श�क्, स्कुल एकदम टाढा, भौ�तक संरचना नहु
न, ुप�रवारको कमजोर आ�थर्क अवस्था, 
�ववाहको लागी प�रबारको दबाब)
• यद� सबै बा�लकाहरु स्कुल जादैनन्भने; स्कुल नजान/ुछोड्नको प्रम ु ख कारण के �थयो ु ? 
(बाल �ववाह, पर��ा फे ल भएर, कम्जोर आ�थर्क अबस्था, स्कुलमा म�हला मैत्री संरचना 
नहु
न, ुस्कुल एक्दम टाढा छ, दव्यर्बहार) ु
• कुन क�ामा �त�नहरु प्राय: छोड्छन ? �कन ? 
• यद� �त छोडेका बा�लकाहरुले कुनै सहयोग पाए भने, ती�नहरु फे र� स्कुल जान्छन ? 
RHEST/एस
िजट� 
प�रयोजनाको
�श�ामा
सहयोग
• यस प�रयोजनाबाट �वद्याथ�हरूले के सहयोग पाइरहेका छन होला ? (खोतल्नुहोस: शै��क ्
समाग्री, �वद्यालय शल्कु , पोशाक, झोला, ट्यशनू /को�च ंग शल्कु ) 
• उनीहरूको �वद्यालय �श�ाको ला�ग यो सहयोग पयार्प्त छ ? य�द छैन भने, �वद्यालय 
�श�ा परा गनर्को लागी अ�त�रक्त के सहयोग आवश्यक छ ू ? 
• शै��क सामग्रीको गणस्तर के
ु कस्तो छ होला ? [खोतल्नहोसु :् झोला, पोशाक, कलमको 
गणस्तर] ु
• �वद्याथ�हरू शै��क सामग्रीहरू उ�चत प्रयोग गछर्न �क गद�नन्होला ? (खोतल्नहोसु : ्
प�रवारका सदस्यलेप्रयोग गन�, �ब�क्र �वतरण गन�) 
• बा�लकाको �श�ालाई कित्तको सहयोग भएको देख्नुभएको छ ? के तपा�ले यस 
समदायमा के �ह बषर् प�हलेको त ु लनामा अ�हले बा�लका पढाउनमा क ु ुनै प�रवतर्नहरू भएको
देख्नुभएको छ ? तपा�ले कस्तो प�रवतर्न भएको देख्नुभएको छ? (खोतल्नहोसु : �वद्यालय ्
H9 Milestone Report pg. 88
छाड्ने क�म, बाल �बबाह, तस्क�र, बालश्रम) ्
अब हामी स्कुल �श�ा, यसले स्कुल �नयमीत जान र राम्रो गन� बारेमा के �ह �बवरणमा कुरा 
गनर् चाहन्छौ । जब हामी �बवरण पढ्छौ, हामी तपा�लाई हात उठाएर त्यो �बबरणमा तपा�का
धारणा �दनुहोला । 
बदाहरु ु सहमत के �ह असहमत र
छलफल नगनुर्होस ्
असहमत र छलफल 
गनुर्होस ्
प�रवारले SEE प�छ प�न उच्च �श�ा हा�सल गनर्प्रोत्साहन गछर् 
�श�कले सबै�बधाथ�हरुलाई समान व्यवहार गदर्छ
समदायले �वश्वास गछर् �क हाम्रो समाजका छोर�हरूले �श�ा र ु
समान अवसर पाउनुपछर् 
समदायले ु म�हलाहरुलाई �बबाह प�छ प�न उच्च �श�या हा�सल गनर्
प्रोत्साहन गछर्न
हामीले तपा�को �श�ा र RHEST / SGT प�रयोजना ग�त�व�धहरूको बारेमा अ�हलेसम्म छलफल गरेका छ�। 
अब हामी सामािजक समस्याहरु मानव बेच�बखन), �हंसा, दव्यर्वहार ु , बाल �ववाहसंग सम्बिन्धत एसजीट� (
प�रयोजनाकोजनचेतना मलकु कायर्क्रमको बारेमा छलफल गन�छौ ।
बाल �ववाह
• तपाइहरुको समदायमा बाल�ववाह ु कित्तको सामान्य छ ? (खोतल्नहोसु : जात ् /जा�तमा, 
ध�मर्क समहमा र स्थानमा स्क ु ुल स�कनभन्दा प�हले �ववाह ु हु
ने सम्भाबना हु
न्छ?)
• तपाईहरुको �वचारमा समदायमा बाल �ववाहको ला�ग प्रभाव वा बाध्य पान ु �मख्य ु कुराहरु
केहु
न्जस्तो लाग्छ ? (खोतल्नहोसु : धा�मर्क ् , सांस्कृ�तक, सामािजक-आ�थर्क िस्थ�त)
• के तपाईहरु को�ह �ववाह गनर्को लागी प�रबारबाट दबाबमा हु
नहुु
न्छ ? तपाइको �वचारमा 
तपाइलाई �बबाह क�हले गन� भन्ने �नणर्य गन� स्वतन्त्रता छ ? 
• तपा�हरुको सामदायमा बाल �ववाह अन्त्य ु गनर् को ला�ग RHEST/SGT ले कस�र काम
ग�ररहेको छ ? 
�हंसा/ • मानव बेच�बखन, �हंसा र कुप्रथाको बारेमा हालै धेरै छलफल ग�रएको छ। के तपा�ले यस 
H9 Milestone Report pg. 89
दब्यर्बाहार ु
सम्बिन्धत
बारेमा के ह� कुरा भएको छ ? कस्तो प्रकारको सामािजक समस्याहरू (मानव बेच�बखन, 
�हंसा, दव्यर्वहार ु , बालश्रम, बाल �ववाह) सन्नु ुभएको छ र कहाँ सन्नु ुभएको हो ?
• तपा�हरुको �बचारमा के ट�हरूले - घरमा, स्कूल जादा, स्कूलमा र समदायमा ु - कस्ता प्रकारका
�हंसाहरु सामना गछर्न होला ? के यस्ता प्रकारका �हंसा खास कुनै समहको के ट�हरूमा बढ� ू
छ ? य�द छ भने, �कन ? (खोल्तल्नहोस: अपाङ्गता ु अनसार फरक ु , जात/जा�त, धमर्, वगर्, 
अन्य)
• मौ�खक वा शार��रक दव्यर्वहार वा भेदभाब ु हुँदा यद� बालबा�लका सहायताकोला�ग जान 
चाहन्छन भने यस समदायमा कहाँ जान्छन ु ? (खोतल्नहोस: स्क ु ूल, घर, सामदा�यक स्तर ु
को सहयोग, म�हला को सेल, शक्रवार र सहायक �श�क ु , स्कूल ब्यबस्थापान स�मती, 
एसजीट� एल्य�मना)। के तपाइँ ु हरुलाई कुनै �वद्याथ�ले यस्तो मामला क�हल्यै �रपोटर् 
गरेकाछन ? 
• प्राप्त सहयोगबाट के उनीहरू यस समस्यालाई समाधान गनर् सके का होलान ? य�द सके
भने, कसर� ? य�द छैन भने, �कन समाधान भएन होला ?
• यद� तपाइहरुको समदायमा वा प�रबारमा ु सामािजक समस्या (बेच�बखन, �हम्सा, दब्यर्बाहर ु ) ्
भयो भने कहाँ �रपोटर् गनुर् हु
न्छ - तपाइहरु कसैले बताउन सक्नहुु
न्छ ?
• तपा�हरुको �वचारमा य�द कुनै के ट� �हंसा/दव्यर्वहार ु /शोषण/बेच�बखनको जो�खममा छ 
भने के गनुर्पछर् ? 
• तपा�हरुको �वचारमा, के �टहरुलाई बेच �बखन र �हम्साको जो�खम बाट कस�र बचाउन
स�कन्छ होला ? (खोतल्नहोसु : �श�ाको ला�ग पह ् ुँच, जनचेतना बढाउने ग�त�व�धहरू, आय 
उत्पादन ग�त�व�धहरूमा म�हला/म�हलाहरू संलग्न, स्थानीय अ�धकार�हरूको समथर्न)
• के तपाईहरुले क�हल्यैसामािजक समस्या/कुप्रथा बारेमा के �ह सचना
ू /जानकार� पाउनुभयको
छ ? य�द छ भने, त्यो जानकार� को बाट पाउनभयो ु ? (�वद्यालय �श�क, �वद्यालय पवर् ू
छात्र, आमाबाब, ुगैर सरकार� संगठनका ग�त�व�धहरू, शक्रबार क�ाहरू ु ) 
• ती शन्देसहरु कती सहयोगी �थए । 
H9 Milestone Report pg. 90
पैरवी समु
ह
• RHEST को पैरवी समहु बाट तपाइहरुले के के कायर्क्रमहरु गनुर्भएको छ ? [खोतल्न होस ु ्:
बक्तत्वकला
ृ , बाद�बबाद, �चत्रकला प्र�तयो�गता]
• तपाइहरुले स्थानीय स्तरका सरकार� तथा गैर-सरकार� सरोकारवालाहरु संग कुनै अन्तर�क्रया 
कायर्क्रमहरु को आयोजना गन 
ुर् भएको छ ? छ भने कुन कुन �बषयमा गन 
ुर् भएको �थयो ? 
• सामािजक कुर��तहरुका बारेमा समाज का मा�नस हरु संग कुरा गनर्सिजलो भएको छ �क गारो
भएको छ ? 
o सिजलो भएको भए कस�र सिजलो भयो ?, गारो भएको भए कस्तो चु
नौतीहरु आए र
त्यसलाई कस�र समाधान गनुर्भयो ? 
• तपाइहरुलेपैरवी समहको ु गठन प�छ यो समाजमा सामािजक कुर��तहरुमा क�म आयको देख्नु
भएको छ ? य�द छ भनेछ भनेकेभएको छ ? य�द छैन भने�कन नभएको होला ? 
• तपाइहरुले अ�हले सम्म कसैलाई कुनैकुर��तको �बरुद्ध काम गनर्घटना �रपोटर् गनर् सहयोग
गन 
ुर् भएको छ ? य�द छ भने घटना कहाँदतार् गन 
ुर् भयो ?, उक्त कायर्सफल भयो �क भएन ? 
भएन भने �कन भएन ?
• RHEST पैरवी समहको ू काम गन �त�रकामा के �ह सधार ु गन 
ुर् पन �देख्नुभएको छ ? 
जानकार� स्रोत
• तपा�हरुको �बचार मा के ट�हरुले सामािजक समस्या वा गलत प्रचलन का बारेमा कहाबाट
जानकार� �लन्छन होला ? सहजकतार्: यद� उ�नहरुले �म�डया भन्छन भने, खास कुन 
�म�डया भ�न सोध्ने । (खोतेल्ने: 'स�म छो�र रे�डओ कायर्क्रम)
• य�द कशैले स�म छोर� कायर्क्रमको बारेमा कुरा गछर्न भने त्यस कायर्क्रमबाट तपाईले 
के �सक्नुभयो ? कुन ए�पसोड रोचक लाग्यो ? कुन सन्देश रोचक लाग्यो ? 
• RHEST बाट �वध्या�थर्हरुले कुनै पिस्तकाहरु पाई रहेका छन ु ? (RHEST बल्ले�टन ु – 
नार�श्वर) । के यो जानकार� मलकु ्छ ?
SGT कायर्क्रम
प्र�त शझाब ु • तपा�हरु SGT कायर्क्रम संग समग्रमा क�तको सन्तस्टु हु
नु
हु
न्छ? एसजीट� कायर्क्रमको कुन 
प� तपा�हरुलाई मन पय� ? केशझाब ु �दनहुु
न्छ ?
समापन
हामीले हाम्रो औपचा�रक प्रश्नहरू परा गरेका छ�। तपा�को धैयर् र �वचारप ू णर् उत्तरको ू
ला�ग धेरै धेरै धन्यवाद। अरु कुनै कुरा तपा� हामीलाई बताउन चाहनहुु
न्छजन हामीले ु ,
तपाईलाई सोधेनौ? के तपा�को हा�मलाई कुनै सझाब छ ु ? तपा�को हा�मलाई कुनै प्रश्न छ 
?
***THANK YOU***
H9 Milestone Report pg. 91
KIIs interview guides – different stakeholders
Goal: ल�य SGT प्रोजेक्ट लाग गदार् उ�नहरुको �सकाइ र अन ु भव ब्यख्या गन ु �
आफ्नो प�रचय 
�दन होस ु
हेल्लो, मेरो नाम _____________हो । आज म सँग कुरा गनर् समय �दनभएकोमा धन्यबाद ु
। हामी तपा�सँग यस समदायमा लाग ु भएको
ु SGT (एसिजट�) प्रोजेक्टको कृयाकलाप 
सबन्धी �बषयमा छलफलगनर् गैरहेका छौ । यसमा �ठक वा बे�ठक उत्तर हुँदैन । हामी 
दबै राम्रो भएको र भ�बश्यमा स ु धारगनर् स�कनेक ु ुराहरुमा छलफल गन�छौ ।
बा�लका �श�ा
• तपा�को समदायमा अ�हले बा�लका �श�ाको ु अवस्था कस्तो छ ? यस समदायका सबै ु
बा�लकाहरु �नय�मत स्कुल जान्छन ? (कुनै जातजा�त, सरकार� वा प्राइभेट स्कुलमा 
फरक छ �क छैन खोतल्नहोसु )्
• बा�लका �श�ा संबन्धी कुनै समस्या छन्होला ? यद� छन्भने ती�नहरु के के हु
न ? 
(खोतल्नहोस: अ�नय�मत क्लास ु , अ�नय�मत �श�क्, स्कुल एकदम टाढा, भौ�तक 
संरचना नहु
न, ुप�रवारको कमजोर आ�थर्क अवस्था, �ववाहको लागी प�रबारको दबाब)
• यद� सबै बा�लकाहरु स्कुल जादैनन्भने; स्कुल नजान/ुछोड्नको प्रम ु ख कारण के ु
�थयो ? (बाल �ववाह, पर��ा फे ल भएर, कम्जोर आ�थर्क अबस्था, स्कुलमा म�हला मैत्री 
संरचना नहु
न, ुस्कुल एक्दम टाढा छ, दव्यर्बहार) ु
• यद� �त छोडेका बा�लकाहरुले कुनै सहयोग पाउछन भने, ती�नहरु फेर� स्कुल 
जान्छन ? 
• आफ्नो �वद्यालय �श�ा परा गनर् नसके का के ट�हरुको लागी ू तपा�को सामदायमा ु
कुनै अवसरहरू उपलब्ध छन्? (खोतल्नहोस: अनौपचा�रक �श�ा, व्यावसा�यक ु
ता�लम; ्आफ्नै व्यवसाय सरुु; नोकर�, अन्य त�रकाले आय आजर्न)
• यस समदायमा के �टहरुका ला�ग ु SEE गरे पछ� के अवसरहरू छन ? (खोतल्नहोस: ु
अनौपचा�रक �श�ा, व्यावसा�यक ता�लम; आफ्नै व्यवसाय सरुु; नोकर�, अन्य 
त�रकाले आय आजर्न)
• के तपा�को समदायमा बा�लका �श�ाको ला�ग सहयोग गन ु � कुनै गैर-सरकार� संस्था 
वा सामदा�यक कायर्क्रम ु हरु छन ्? य�द छन ्भने, केमा ग�ररहेको छ होला? 
(खोतल्नहोसु : श् ल्क भ ु क्तान ु , शै��क सामग्री, पोशाक, खाजा/लंच प्याके ज)
RHEST ले �बगत के �ह बषर् देखी तपा�को समदायमा (सम ु दायको नाम भन्ने) ु SGT
(एसिजट�) कायर्क्रम लाग गर� राखेको छ ु
• तपा� क�हल्यै RHEST/SGT (एसिजट�) प्रोजेक्टको कायर्क्रममा सहभागी हु
न भएको ु
छ ? यद� छ भने, कुन कायर्क्रममा सम्लग्न हु
नभयो ु ? (उ�नहरुले जे भन्छन �लस्ट 
H9 Milestone Report pg. 92
बनाउने) (खोतल्न होस: श ु क्रबार को क�ा
ु , पैर�बका कायर्क्रम, ्प्र�तयो�गता, 
र् याल�/जु
लसु , शै��क समग्री �बतरन)्
RHEST/SGT 
प�रयोजनाको
�श�ा सहयोग
• यो समदायमा ु RHEST प्रोजेक्टले �श�ामा सहयोग गरेको तपा�लाई जानकार� छ ? 
के सहयोग पाइरहेको छ बताउन सक्नहुु
न्छ ? (खोतल्नहोसु : शै��क समाग ् , ृस्कुल 
�फ, पोशाक, झोला, ट्यसन �फ ु , शक्रबार �श�क सहयोग ु )्
• यो सहयोग उ�नहरुको स्कुल पढाइको लागी पग्दो �थयो ु ? यद� �थएन भने स्कुलको 
पढाइ परागनर् अन्य के थप सहयोग आबस्यक छ ु जस्तो लाग्छ ? 
• सहयोग पाएका बा�लकाहरु सबैले RHEST बाट उित्तकै सहयोग पाइरहेका छन? छैन 
भने �कन नपाएको होला ? 
• बा�लकाको स्कुल �श�ाकोलागी यो समदायमा ु त्यो सहयोग कती महत्वपणर् छ ू होला
? के तपा� RHEST/SGT को सहयोगले यस समदायमा बा�लकाको जीवन ु
प�रवतर्नका कुनै सफल कथाहरू भन्न सक्नहुु
न्छ ? 
• यो समदायमा ु तपाइले दइ बषर् प�हले को त ु लनामा बा�लका �श�ामा के �ह प�रवतर्न ु
देख्नुभएको छ ? के प�रवतर्न देख्नुभएको छ ? (खोतल्नहोसु : स्क ् ुल छोड्नेको 
सख्या, बाल�ववाह, बेच�बखन (ट्रा�फ�कङ), बालश्रम घटेको)
स्कुल �श�कको ला�ग मात्र: के तपा� नयाँ SGT �वद्याथ�को हरेक बषर् नयाँ भत� गन�
प्र�क्रयाको बारेमा बताई �दन सक्नहुु
न्छ? तपाइँले हरेक वषर्मा नयाँ �वद्याथ� भत� गन�
प्र�क्रया अझै पारदश� बनाउन के गनुर् पलार् ? 
Advocasy पैरवी सदस्यहरूका ला�ग: तपाईको समदायमा बा�लकाको �श�ामा ु RHEST 
प�रयोजनाको सहयोग कसर� देख्नहुु
न्छ ? के तपाइँ हामीलाई बताउनसक्न ु हु ु
न्छ तपाई 
कुन ग�त�व�धहरू RHEST सँग सम्बद्ध भएर चलाईरहन भएको छ ु ? के यो सामािजक 
कुप्रथा कम गनर् र बा�लका �श�ा �नरन्तरताको ला�ग उपयोगी �थयो ? य�द �थयो भने 
कसर� ? य�द �थएन भने �कन ?
बाल �ववाह
• तपाइको समदायमा बाल�ववाह ु कित्तको सामान्य छ ? (खोतल्नहोसु : जात ् /जा�तमा, 
ध�मर्क समहमा र स्थानमा स्क ु ुल स�कनभन्दा प�हले �ववाह ु हु
ने सम्भाबना हु
न्छ?)
• समदायमा बाल �ववाहको ला�ग प्रभाव वा बाध्य पान ु � मख्य ु कुराहरु केहु
न्जस्तो
लाग्छ ? (खोतल्नहोसु : धा�मर्क ् , सांस्कृ�तक, सामािजक-आ�थर्क िस्थ�त)
• तपा�को सामदायमा बाल �ववाह ु कम गनर्को ला�ग RHEST/SGT ले कस�र वकालत 
ग�ररहेको छ ?
• बाल �ववाह प्रथा घटाउन RHEST/SGT ले गनर् सक्ने अरु के �ह छ ?
�हंसा सम्बन्धी • मानव बेच�बखन, �हंसा र कुप्रथाको बारेमा हालै धेरै छलफल ग�रएको छ। कस्तो 
प्रकारको सामािजक समस्याहरू (मानव बेच�बखन, �हंसा, दव्यर्वहार ु , बाल श्रम, 
बाल�बह) तपा�ले आफ्नो समदायमा देखेको छ ु ? हालको अवस्था दई वषर् अ�घको ु
H9 Milestone Report pg. 93
तलनामा कस्तो ु देख्नुहु
न्छ ?
• तपा�को �बचारमा के ट�हरूले - घरमा, स्कूल जादा, स्कूलमा र समदायमा ु - कस्ता
प्रकारका �हंसाहरु सामना गछर्न होला ? के यस्ता प्रकारका �हंसा खास कुनै समहको ू
के ट�हरूमा बढ� छ ? य�द छ भने, �कन ? (खोल्तल्नहोसु : अपाङ्गता अनसार फरक ु , 
जात/जा�त, धमर्, वगर्, अन्य)
• मौ�खक वा शार��रक दव्यर्वहार वा भेदभाब ह ु ुँदा यद� बालबा�लका सहायताकोला�ग 
जान चाहन्छन भने यस समदायमा कहाँ जान्छन ु ? (खोतल्नहोस: स्क ु ूल, घर, 
सामदा�यक स्तर को सहयोग ु , म�हला को सेल, शक्रवार र सहायक �श�क ु , स्कूल 
ब्यबस्थापान स�मती, एसजीट� एल्य�मना)। ु
• प्राप्त सहयोगबाट के उनीहरू यस समस्यालाई समाधान गनर् सके का होलान ? य�द 
सके भने, कसर� ? य�द छैन भने, �कन समाधान भएन होला ?
• के तपा�ले आफ्नो समदाय वा तपा�को प�रवारमा क ु ुनै प�न सामािजक समस्याहरू 
[बेच�बखन, �हंसा, छाउपडी, दब्यर्बहार ु , ्बाल �ववाह, बाल श्रम] देख्नुभएको छ ? य�द छ
भने, उनीहरूले कहाँ�रपोटर् गनर् सक्छन्? 
• तपा�को �वचारमा य�द कुनै के ट� �हंसा/दव्यर्वहार ु /शोषण/बेच�बखनको जो�खममा छ 
भने के गनुर्पछर् ? 
• यस समदायमा बा�लका ु बेच�बखन र �हंसाको जो�खम हु
नदे�ख कस�र रोक्न स�कन्छ
होला ?
जानकार� स्रोतहरू • तपा�को �बचार मा के ट�हरुले सामािजक समस्या वा गलत प्रचलन का बारेमा 
कहाबाट जानकार� �लन्छन होला ? सहजकतार्: यद� उ�नहरुले �म�डया भन्छन भने, 
खास कुन �म�डया भ�न सोध्ने । (खोतेल्ने: 'स�म छो�र रे�डओ कायर्क्रम)
SGT कायर्क्रम प्र�त
शझाब ु
• तपाईको समदायमा ु RHEST / SGT कायर्क्रम ग�त�व�धहरू तपाइँ कसर� हेनुर्हु
न्छ? 
RHEST/SGT कायर्क्रमले बा�लका �श�ा र समािजक समश्या सन्बन्धी जनचेतनाका 
कृयाकलापहरुले कसर� सहयोग ग�र रहेको छ ? 
• SGT कायर्क्रमको कुन प� सबैभन्दा रोचक छ? तपा�को �वचारमा भ�बस्यमा कुन 
प� सधार ु वा प�रवतर्न गनर् आबश्यक छ ? 
समापन हामीले हाम्रो औपचा�रक प्रश्नहरू परा गरेका छ�। तपा�को धैयर् र �वचारप ू णर् ू
उत्तरको ला�ग धेरै धेरै धन्यवाद। अरु कुनै कुरा तपा� हामीलाई बताउन चाहनहुु
न्छ ,
जु
न हामीले तपाईलाई सोधेनौ? के तपा�को हा�मलाई कुनै सझाब छ ु ? तपा�को 
हा�मलाई कुनै प्रश्न छ ? 
***THANK YOU***
H9 Milestone Report pg. 94
IDIs interview guides - School dropout girls
Goal: ल�य SGT प्रोजेक्ट लाग गदार् उ�नहरुको �सकाइ र अन ु भव ब्यख्या गन ु �
आफ्नो 
प�रचय �दनु
होस
हेल्लो, मेरो नाम _____________ हो । आज म सँग कुरा गनर् समय �दनभएकोमा धन्यबाद । ु
हामी तपा�सँग तपाइको �श�ा र यस समदायमा लाग ु भएको ु SGT प्रोजेक्टको कृयाकलाप 
सबन्धी �बषयमा छलफलगनर् गैरहेका छौ । यस्मा �ठक वा बे�ठक उत्तर हुँदैन । हामी दबै ु
राम्रो भएको र भ�बश्यमा सधारगनर् स�कनेक ु ुरा प�न सन्न इच्छ ु ुक छौ ।
बा�लका 
�श�ा
• तपा� �वद्यालय छोड्दा क�त क�ामा हु
नहुुिन्थयो ? कुन कुराले तपा�लाई स्कूल छोड्ने 
बनायो ? के स्कूल छोड्ने तपा�को आफ्नै �नणर्य �थयो ?
• के तपा�का भाई ब�हनीहरूले प�न स्कूल छाडेका छन्? �तनीहरूले �कन छाडेका हु
न ? 
• के तपा�का साथीहरुले प�न स्कुल छोडेका छन? �कन �त�नहरुले छोडे ? �त�नहरुले 
तपा�लाई स्कुल छोड्न केलेप्रभा�बत गय� ? 
• तपा�ले �वद्यालय छोडेकोमा तपा�को आमाबाबको प्र�त�क्रया कस्तो �थयो ु ? के �तनीहरूले 
तपा�लाई फे �र स्कूल पठाउन खोजे ? 
• तपा�का सहपाठ�हरुले हालसालै स्कुलमा �नय�मत पढाई संबन्धी कुनै समस्या सामना 
गनुर् पय� ? यद� पय� भने ती�नहरु के के हु
न ? (खोतल्नहोसु : अ�नय�मत क्लास ् , 
अ�नय�मत �श�क्, स्कुल एकदम टाढा, भौ�तक संरचना नहु
न, ुप�रवारको कमजोर आ�थर्क
अवस्था, �ववाहको लागी प�रबारको दबाब)
• तपा�को �वद्यालय छोड्नको म ु ख्य कारणहरू के �थए ु ? (खोतल्नहोसु : प�रवार ् , व्यिक्तगत 
र स्कूल सम्बन्धी) 
• के तपाईलाई स्कूलको बारेमा �वशेष गर� मननपन� कुरा के �ह �थयो ? हामी कसर� 
तपा�लाई स्कुल नछोड्न बारेमा सहयोग गनर्सक्छौ ? 
• तपाइँ वा तपा�को साथीहरू जस्ले स्कुल छोढेकाछन फे �र स्कुल फकर् न र �वद्यालय 
�श�ा परा गनर् क ू ुन कुराले सहयोग पग्छ ु होला ? 
• य�द तपा�ले कुनै सहयोग पाउनभयो भने के तपाइँ फे �र स्क ु ूल शरु गन ु ुर्हु
न्छ ? य�द 
गनुर्हु
न्छ भने के सहयोग चाहन हु ु
न्छ ?
• तपा�को समदायमा क ु ुनै गैर सरकार� सस्था वा कायर्क्रमहरु बा�लका �श�ामा सहयोग 
गर�रहेका छन? ् य�द सहयोग गन� संस्था छ भने बा�लका �श�ामा, �तनीहरू लेकेमा 
सहयोग गदर्छ ? (खोतल्न होस ु : श् ल्क भ ु क्तान ु , शै��क सामग्री, लगा
ु , लंच प्याके ज)
बाल �ववाह
हामीले तपा�को �श�ा र RHEST / SGT प�रयोजना ग�त�व�धहरूको बारेमा अ�हलेसम्म 
छलफल गरेका छ�। अब हामी सामािजक समस्याहरु (मानव बेच�बखन, �हंसा, दव्यर्वहार ु , 
बाल�ववाह) संग सम्बिन्धत सजीट� प�रयोजनामा जागरूकता कायर्क्रमको( बारेमा चचार् गनर्
सक्छौ ।
H9 Milestone Report pg. 95
• तपाइको समदा ु यमा बाल�ववाह कित्तको सामान्य छ ? (खोतल्नहोसु : जात ् /जा�तमा, ध�मर्क 
समहमा र स्थानमा स्क ु ुल स�कनभन्दा प�हले �ववाह ु हु
ने सम्भाबना हु
न्छ?)
• समदायमा बाल �ववाहको ला�ग प्रभाव वा बाध्य पान ु � मख्य ु कुराहरु केहु
न्जस्तो लाग्छ ? 
(खोतल्नहोसु : धा�मर्क ् , सांस्कृ�तक, सामािजक-आ�थर्क िस्थ�त)
• के तपा� �ववाह गनर्को लागी प�रबारबाट दबाबमा हु
नहुु
न्छ ? तपाइको �वचारमा तपाइलाई 
�बबाह क�हले गन� भन्ने �नणर्य गन� स्वतन्त्रता छ ? 
• तपा�को सामदायमा बाल �ववाह ु कमी गनर्को ला�ग RHEST/SGT ले कस�र सहयोग
ग�ररहेको छ ? 
�हंसा 
सम्बन्धी
• मानव बेच�बखन, �हंसा र कुप्रथाको बारेमा हालै धेरै छलफल ग�रएको छ। कस्तो प्रकारको 
सामािजक समस्याहरू (मानव बेच�बखन, �हंसा, छाउपडी, बाल श्रम, बाल�बह) तपा�ले 
आफ्नो समदायमा स ु नेको छ ु ? 
• तपा�को �बचारमा के ट�हरूले - घरमा, स्कूल जादा, स्कूलमा र समदायमा ु – सामना गन�
�हंसाको मख्य प्रकारहरु के ह ु ु
न? के यस्ता प्रकारका �हंसा खास कुनै समहको के ट�हरूमा ू
बढ� छ ? य�द छ भने, �कन ? (खोल्तल्नहोस: अपङता अन ु सार फरक ु , जात/जा�त, धमर्, 
वगर्, अन्य)
• मौ�खक वा शार��रक दव्यर्वहार वा भेदभाब ह ु ुँदा यद� बालबा�लका सहायताकोला�ग यस 
समदायमा कहाँ जान्छन ु ? (खोतल्नहोस: स्क ु ूल, घर, सामदा�यक स्तर को सहयोग ु , म�हला 
को सेल, शक्रवार र सहायक �श�क ु , स्कूल ब्यबस्थापान स�मती, एसजीट� एल्य�मना)। ु
• प्राप्त सहयोगबाट के उनीहरू यस समस्यालाई समाधान गनर् सके का होलान ? य�द सके
भने, कसर� ? य�द छैन भने, �कन समाधान भएन होला ?
• के तपा�ले आफ्नो समदाय वा तपा�को प�रवारमा क ु ुनै प�न सामािजक समस्याहरू 
[मानव बेच�बखन, �हंसा, छाउपडी, दब्यर्बहार ु , ्बाल �ववाह, बाल श्रम] देख्नभएको
ु छ ?
देख्नभएको
ु छ भने, त्यो �रपोटर्कहाँगछर्न होला ? 
• यद� कुनै प�न बा�लका �हंसा दव्यर्वहार शोषण तस्कर�को जो�खममा ह ु ु
नहुु
न्छ भने 
तपा� के सोच्न हु ु
न्छ ? 
• तपा�को �वचारमा, यस समदायमा बा�लका तस्कर� र �हंसाको जो�खम ु लाई कस�र रोक्न
स�कन्छ होला ?
जानकार�
स्रोतहरू
तपा�को �बचार मा के ट�हरुले सामािजक समस्या वा गलत प्रचलन का बारेमा कहाबाट
जानकार� �लन्छन होला ? सहजकतार्: यद� उ�नहरुले �म�डया भन्छन भने, खास कुन 
�म�डया भ�न सोध्ने । (खोतेल्ने: 'स�म छो�र रे�डओ कायर्क्रम)
SGT कायर्क्रम
प्र�त शझाब ु तपा�ले SGT कायर्क्रम संग समग्रमा क�तको सन्तस्टु हु
नु
हु
न्छ? एसजीट� कायर्क्रमको कुन 
प� तपा�लाई मन पय� ? भ�बस्यमा कुन प� सधार ु वा प�रवतर्न गनर् आबश्यक छ ?
समापन हामीले हाम्रो औपचा�रक प्रश्नहरू परा गरेका छ�। तपा�को धैयर् र �वचारप ू णर् उत्तरको ला�ग ू
H9 Milestone Report pg. 96
धेरै धेरै धन्यवाद। अरु कुनै कुरा तपा� हामीलाई बताउन चाहनहुु
न्छजु
न हामीले तपाईलाई ,
सोधेनौ? के तपा�को हा�मलाई कुनै सझाब छ ु ? तपा�को हा�मलाई कुनै प्रश्न छ ? 
***THANK YOU***
H9 Milestone Report pg. 97
Annex 3: Consent Form
सहम�त फारम
म , �बकाश श्रोत के न्द्र काठमाड� , एक नेपाल� सव��ण संस्था बाट आएको हु, अ�हलेहामी तपाई जस्तै�व�भन्न
�वधाथ�हरु संग RHEST द्वारा संचा�लत एस जी ट� काय�क्रमको एउटा सव��ण गद�छौ | हामी यस सव��णबाट
�श�ा, आ�थर्क सशिक्तकरण र म�हला �वरुद्ध सामािजक कुर��तको बारेमा तपाइको धारणा र �वचार जान्न चाहन्छ�| 
अन्तरवातार्सरुु गनुर्अगाडी तपाईलाई यो स�चत ु गनर्चाहन्छु�क यस अन्तरवातार्को बेलामा मानव तस्कर�, �हंसा, 
दरुपयोग ु जस्ता संवेदनशील �वषयहरु मा प�न कुरा गन�छौ| हामी यस �बषयहरुमा तपाइको �वचार सन्नु चाहन्छौ | 
यस सव��ण परा
ु गनर्३५-४० �मनेट भन्दा धेरैसमय लाग्नेछैन| यसमा तपाईको सहभा�गता स्वैिच्छक हु
नेछ| यद� 
तपाई असमथर्वा प्रश्नको उत्तर �दन चाहनुहु
दैन भनेअिस्वकार गनर्सक्नुहु
नेछ | तपाईले�दनुभएको सम्पणर्
ू
उत्तरहरु एकदम गोप्य रा�खनेछ, तपाइको प�हचान गोप्य रहनेछ र तपाई लाई कुनैहानी नोक्सानी प�न हु
नेछैन | 
तपाईको उत्तरहरु के वल तथ्याङ्�कय सारांशको ला�ग मात्र प्रयोग ग�रनेछ | 
यद� यस सव��ण संग सम्बिन्धत कुनैप्रश्नहरु भए, कृपया श्री समीप पोख्रेलसंग �नम्न नम्बरहरु +९७७ १ ४४३७३७१
४४२७८१० मा फोन गनुर्होला ताक� यस बारेमा हामी तपाई लाई फे र� के �ह बझाउन ु सकौ | 
केहामी अब अन्तरबातार्मा अगाडी बढ्न सक्छौ ? 
हु
न्छ – अन्तरबातार्सरुु गन� / 
हु
दैन - अन्तरबातार्अन्त्य गन�र धन्यवाद �दने /