Final

Situation of Children Affected from Conflict

In
Surkhet, Dang, and Bardiya

Submitted To
International Rescue Committee

Submitted By
Irada Parajuli Gautam
Independent Consultant

December 2005

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 TABLE OF CONTENTS
ABBREVIATIONS ........................................................................................................................ 1

LIST OF TABLES ......................................................................................................................... 2

II. AIMS AND OBJECTIVES ................................................................................................... 4

III. METHODOLOGY .................................................................................................................. 5

IV. FINDINGS................................................................................................................................ 8

4.1 OVERALL PROTECTION ISSUES FOR CHILDREN AND YOUTH ................................................... 8

4.2 PSYCHO SOCIAL IMPACT OF THE CONFLICT ............................................................................ 10
4.3 SEXUAL VIOLENCE, ABUSE AND EXPLOITATION (INCLUDING RISK OF TRAFFICKING) ............. 12
4.4 CONFLICT AND ITS IMPACT ON EDUCATION SYSTEM ............................................................. 12
4.5 QUALITY OF EDUCATION ...................................................................................................... 16
4.6 ECONOMIC IMPACT ............................................................................................................... 20
4.7 ORGANIZATIONS AND THEIR AREA OF FOCUS WITH CHILDREN .............................................. 23

V. SUMMARY OF THE FINDINGS ......................................................................................... 25

VI. RECOMMENDATIONS ...................................................................................................... 29

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ABBREVIATIONS

CCWB Central child welfare board

DCPC District child protection committee
DCWB District child welfare board
DEO District Education Office
DNGOCC Dalit NGO coordination committee
HQ Headquarter
IDP Internally displaced people
INGO International non-governmental organization
NGO Non Government Organization
RPs Resource persons
SC Save the Children
SLC School Leaving Certificate
STI Sexually transmitted Infection
UP Uttarpradesh
VDC Village development Committee

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LIST OF TABLES

Table 1 No. of Children Killed by State and Maoist in Connection with

"People's War"13 Feb 1996 – 17 Oct 2005
Table 2 Categorization of stakeholders Consulted During Need Assessment
Table 3 Children information in Surkhet due to conflict
Table 4 Education Status as Per District
Table 5 Enrolment pattern in 2005 of six different schools

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I. BACKGROUND

The conflict between the Maoists and the government that has been raging for almost 10 years in
Nepal has no doubt had detrimental effects on the children of Nepal. Although children are rarely
the direct targets of either party, all children in Nepal are affected by the conflict to some degree.
The Convention on the Rights of the Child makes clear the duty of the international community,
NGOs and the government of Nepal to care for and protect all children affected by conflict. This
duty also extends to other agencies involved in preventative and curative measures.

In order to help the children of Nepal it is first necessary to understand how children are affected,
which children are most vulnerable, the number of children involved etc. This report draws
heavily on the existing literature and combines this with findings from the field. It is the hope of
the authors that this report can be used as a point of departure for designing effective strategies
that are best able to help the children most profoundly affected by the conflict.

Table 1
No. of Children Killed by State and Maoist in Connection with "People's War"
13 Feb 1996 – 17 Oct 2005

By State By Maoist
Age
Male Female Total Male Female Total
- 15 years 56 24 80 124 37 161
16-17
59 33 92 5 3 8
years
Total 115 57 172 129 40 169

By State By Maoist
Development - 15 16 – 17 16 – 17
Total - 15 Years Total
Region Years Years Years
M F M F M F M F M F M F
Eastern 5 2 3 8 2 15 3 3 18 3
Central 4 5 12 2 16 7 25 11 2 1 27 12
Western 3 1 2 5 5 6 25 4 25 4
Mid-western 38 13 33 21 71 34 44 14 2 44 16
Far-western 6 3 9 5 15 8 15 5 15 5
TOTAL 56 24 59 33 114 57 124 37 5 3 129 40
GRAND TOT 172 169

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By State By Maoist
- 15 16-17
Caste 16-17 Years Total - 15 Years Total
Years Years
M F M F M F M F M F M F
BRAHMAN 4 6 5 10 5 21 8 21 8
CHHETRI 7 4 12 9 19 13 35 7 3 38 7
DAMAI 2 1 2 1 3 3 3 3
GUHAR 4 4
GURUNG 1 1 1 2 1 2 2
KAMI 3 4 6 1 9 5 6 1 6 1
LAMA 1 1 2 2
LIMBU 2 1 2 1 1 1
MAGAR 16 7 11 8 27 15 15 2 1 15 3
MAJHI 1 1
MUSLIM 1 2 1 2
NEWAR 1 1 5 1 5 1
RAI 2 1 3 1 1
SANYASI 1 1 1 1 2 2
SARKI 1 1 2 2
SHERPA 2 2 2 2
SUNAR 1 1 1 1
SUNUWAR 1 1
TAMANG 2 3 5 7 3 5 1 5 1
THAKURI 3 3 3 1 1 3 2
THARU 4 1 12 5 16 6 7 2 7 2
N/A 6 3 3 1 9 4 9 6 1 1 10 7
TOTAL 56 24 59 33 115 57 124 37 5 3 129 40
GRAND
172 169
TOTAL

Source- Informal Sector Service Centre (INSEC) online

The above table shows that children were killed by both state and Maoist. More boys were killed
compared to girls and children from mid-western region were killed more compare to other
region.

II. AIMS AND OBJECTIVES

This report aims to examine the impact of the current conflict on the children of Nepal. This
study draws upon existing literature as well as rapid field survey conducted specifically for the
purposes of this report. The objective is to examine the ways in which children are suffering as a
direct result of the conflict and to determine which of these needs to be addressed most urgently.
Crucially this report draws out the main findings and makes recommendations for intervention
under child protection.

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III. METHODOLOGY
Briefly, the methodology used to compile this report can be sub-divided into two parts. Firstly,
the existing literature concerning children and conflict generally as well as that relating
specifically to Nepal was comprehensively reviewed.

Before going to field checklist was developed. Checklist was shared with sectoral team and
finalized the Questionnaire. In Nepalgunj we organized 2 days training with all co-workers who
worked as translator and note taking for the situation analysis. The tools were translated in Nepali
and some practical role play was done for the testing of tools.

For the field study, assessment teams visited 3 conflict-affected districts namely, Surkhet, Dang
and Bardiya from 19 Nov to 2nd Dec 2005. At least 1 village in each 2 to 3 VDCs from each
district was visited. Because of time limits, teams were able to spend only a few days in each
district. The following methods were used.

- Three types of questionnaires were devised (one for children, one for parents directly
involved in the children's lives, and one for NGOs/INGOs and those in district
headquarters) and these were used to guide discussions, See in ANNEX ( need
assessment tools and schedule )
- Child friendly techniques such as games, song and play were used as part of rapport
building and comfortable discussion.
- Focus groups were conducted comprising members of all the groups involved in
children's lives.

It is important to note that the need assessment did not yield conformity of findings across
districts and could not possible to discuss similar type of group in all district and due to this
reasons, it varies information. For example in Dang and Bardiya there is no such recorded
information on children’s situation related on conflict from those district where as in Surkhet
information is access from advocacy forum. Like wise those children who don’t have parents
(father) due to conflict was clearly recorded in Dang.

Some areas are less affected by the conflict than others. Feelings of fear necessarily differ
according to circumstances and individual differences and this may have affected even what the
team was told about confidentiality in the beginning. Some areas were predominantly by Maoist
while in others they were controlled by government.

Study Tools

Both primary and secondary sources of data have been used. A checklist was developed for the
Focus Group Discussion (FGD) and individual interview for key informant and with key
stakeholders, namely, school teachers, children, parents, NGOs and DEO. Observations of school
classroom, physical facilities such toilet and drinking water, informal methods of collecting
quantitative and qualitative data were adopted and literature review have also been undertaken.
The FGD and Interview focused mainly on following area;

• The situation of children and families are affected, problems faced due to conflict and
worries of parents and children at present, especial girls’ problems,

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• Current situation affected the education system, learning environment ( space, materials,
classrooms, staffs), children enrolment and regularity in school
• Feeling of insecurity for the teachers, children and their families
• Movements of children and families
• Community's normal mechanisms to respond and deal with psychosocial distress

Study Limitations

Under the current conflict situation undertaking need assessment is a difficult prospect thus
making it important to acknowledge the limitations of the data. When conflict affected victims
are involved the issue becomes even more sensitive. Some limitations encountered are as
follows:
• The situation of conflict restricted mobility and some places remained out of bounds due
to security threats.
• Limited time which affected amount of information we were able to collect, rapid
situational analysis whereby the quality and precision of data collected had to be balanced
against time constraints.
• It was not possible to talk in all selected district with children and girls network due to not
availability of network except in Surkhet.
• The number of focus group with children sometime goes more than 15 as it was difficult
to control and everyone like to join in our discussion.
• Limited amount of information and data available about children affected from conflict
especially in Dang and Bardiya.
• Remote areas and logistics of reaching rural area and returning to municipality center
each day.
• Sensitive subject and limited time to allow respondents to feel comfortable enough to
discuss violence issues because civilians are used by security forces and the Maoists to
obtain information and for other purposes, many individuals are reluctant to provide
information to outsiders due to mistrust, fear and lack of confidence.
• Small sample of population in each area, difficult to make generalizations about each
district. Especially in rural areas where there are several variables that affect people’s life
such as proximity to a military base or being in an area controlled by Maoists, access to
main road and/or municipality where there are generally more services and support
available,
• Limited amount of information and data available about each community
• Timing of situational analysis during a three-month ceasefire which on Dec 3 was
extended for an additional month resulted in a relative calmness in the country which may
have affected people’s perception of their current security situation.

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Table 2-Categorization of stakeholders Consulted During Need Assessment

Individual Interview Surkhet Dang Bardiya Total

Save the Children Norway ( 1-KTM / 1- NEJ) - - - 2
District Child Protection Committee-Program
1 1 1 3
Officer
District Education Officer 1 1 1 3
Advocacy forum Representative 1 - - 1
SOS 1 - - 1
Unicef ( 1- Nepalgunj ) - 1 - 2
Number of FGD
Representatives of district children Forum 5 - - 5
Representative of Girls’ network 11 - - 11
School Teachers 14 7 29 50
School Students 50 52 45 147
Parents IDP and Conflict affected 31 20 16 67
Women ECD facilitators 27 - - 27
11
DEO staff ( resource person and supervisor ) 4 4 3

NGOs group 11 16 8
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365
Total 157 102 93

The children mainly we spoke were from 12 to 18yrs old school children. One group was
discussed in health post setting, one girls’ network group in hotel where training was organized
and rest of the group was discussed in school setting. The children to whom we discussed mostly
dalit, Tharu, Magar, gurung, chetri and Bahun. Those children were mix up of conflict affected
and IDP and also local population. Like wise the parents to whom we talk more than 75% were
IDP and conflict affected and represent from dalit, Tharu, Magar, gurung, chetri and Bahun caste.

Selection of Field Site

Based on discussion with NGOs meeting in every district the following field sites were chosen.
Beside these VDCs we also had meeting with key informants in district HQ.

SN Surkhet Dang Bardiya

1 Latikoili VDC, Ghusra village Hekuli VDC, Chakura Manpur Takura
Bargadi – at community and
2. Uttarganga, VDC, Kohaldanda Mohhamadpur
school
Chhincu VDC, Madanichaur,
3. Bhalubang school and Chaite Rajapur
Chhinchu bazzar,

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IV. FINDINGS
In general, the situation is improving than before; there is feeling of safety and increase in
mobility in all 3 districts due to cease fire. The parents from Gothikanda village of Surkhet told
that nowadays both Army and Maoist don’t come there. Before it was like a competition, when
Army came in morning, Maoist force came immediately once Army’s force returned back.
Nowadays people are returning back in village, political leaders are also entering in village to
organize their program.

4.1 Overall Protection Issues for Children and Youth

4.1.1 Direct Impacts of the Children

In all 3 districts the children are affected directly by conflict. Those children whose fathers or
mothers died- are mostly living with family members either with mother, or grand parents. From
focus group discussion with children and others, it was found that 5 to 10 children were killed
due to cross fire or while playing bombs and landmines. A large number of children are engaged
as child labor in hotels, restaurant and houses. Despite emancipation of bonded laborers
(Kamaiya) through declaration by the government, the ex-Kamaiyas are still deprived from
economic and other social opportunities to live a dignified life in Bardiya and Dang district.
Without any reason many people are punished by both side. VDC secretary is working in DDC
office and access to services such as birth registration of children is very difficult compare to past
and its impact to education is obviously a faced problem.

As per the himalayantimes newspaper on Dec 11, 2005, the year 2004 saw 389 landmine deaths
in Nepal and before the Maoists declared a ceasefire in September, the devices had killed 203
people and injured over 700. Incidents have dropped after truce, but the risks are as high as ever.
Landmines are now used in all 75 districts of Nepal. Its not only Maoist -made devices that have
been claiming lives. At a land mine seminar in September 2004, major Chandra Kumar Chanda
said Royal Nepalese Army mines have been planted systematically around potential Maoist
targets.
During our focus group discussion in Uttarganga VDC; A 50 yrs old woman with tears in her
eyes shared the story of how she lost her 17 yrs old son last year when Army shot him down. At
that time he was returning after giving his last viva exam of SLC and he saw that the Army was
teasing his cousin sister. He didn’t like it and opposed it by saying why are you teasing my sister.
Due to that reason Army misused his power, followed him and shot him dead on the spot.

4.1.2 Children in Institution:

Those children who don’t have father or mother mostly are living with relatives, grand parents,
uncle / aunt where as from Dang about 50 children were referred to different children’s home
such as in Nawalparashi and Maiti Nepal in Kathmandu. While asked question how many of you
want to send your children to children’s home, surprisingly they clearly expressed their desire to
send their children to children’s home who will look after their food, shelter and education.
During the focus group discussion the women were discussing among themselves that it is good
to send the children to Kathmandu where the child can gets good education and care and support.
then we shouldn’t keep with us, parents love ’ does not help for the children’s education. Next
woman told I could not send her for long time and I don’t have money to bring and go to meet
during holiday. Next woman is whispering I didn’t know such opportunities are available for
children. In Surkhet 4 children are living in SOS village and 1 child from Bardiya was sent to
Maiti Nepal who was affected from conflict.

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4.1.3. Children in Jail

The lawyer for Appeallate court told that about 12 children are in Jail in Dang district who were
accused of terrorist and involved in Maoist activities. In Bardiya there is no any recorded
information about children in Jail due to conflict.

4.1.4. Children Used in Maoist program

During our field visit no any children has taken by Maoist since last 3 month. Though Maoist
said that they are not mobilizing children in armed force, during FGD it noticed that some
children were involved in armed force. The girls’ network in Surkhet told that 3 girls went to
Maoist in Salkot area. (western part of Surkhet) Out of 3 girls, one girl was killed in cross fire.
Like wise a 15 yrs old girl, who is now studying 8 grades in sharada secondary school in
chhinchu, went to Maoist program for about 9 month along with other children from village. She
tried to escape and came at home, but when she reached at home the Maoist was already arrived
at home and again had taken. Again next time ran away and came to chhinchu passing through all
jungle at night and she sacrificed with security personnel that she will not go any more in Maoist
activities. During our FGD it mentioned that still she has not gone to home and her father came
to meet her before Deshain. The Maoist group asked her father to bring daughter at home, but she
does not feel safe to return. She lost one year study and rejoined in chhinchu school which is not
her home town. She is living with her relatives. She has no left hand palm which was amputee
for long years ago, due to fracture. She was involved in cultural program and given responsibility
to make association of children group.

Like wise from same school, one child who is just 14 yrs old had taken by Maoist before 4 month
ago and with support of human rights organization, he was released before one month and now is
studying at 6 grades.

In Bhalubang Dang out of 12 children, 8 children who came from Rolpa living with relatives or
living with siblings and separated from parents as their parents are living in Rolpa. Out of 8
children 3 children were involved in Maoist program and now studying in school. One child who
went to celebrate Deshain in his home town in Rolpa, he couldn’t return immediate after one
month in school. Later he succeeded to escape and pretend to send message of Maoist and catch
up bus and came to Bhalubang. It is very hard when children are not getting parental loves at this
age and managing day to day living conditions in new places.

In Uttarganga VDC of Surkhet dsitrict the children to whom we met for focus group discussion,
3 children came from western villages for better education and their parents are not living with
them and one boy who is 16 yrs old displaced from Jumla (one of the remote district, no access
road in Midwestern region) who had taken for one year by Maoist and escaped from Maoist
group and came to Surkhet. Now studied in 9 grade at Uttarganga living with his relative. He was
trained for armed force of Maoist.
The children who went to Maoist they mainly had involved for following purpose such as;
• Look after children
• Carrying fire wood
• Take part in cultural program
• Leading to make association of children
• Elder children involved in militia group and involved in fighting

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Table 3- Children information in Surkhet due to conflict

SN Situation of children due to conflict Surkhet

1 Killing children Illegal way 14
2. Displaced children 1343
3. Death due to Landmine 3
4. Death due to Landmine 3
5. Injured due to Landmine 9
6. Children in Police custody 1
7. Children in jail 2
8. Use of children 536
9 Affected children due to frequent close (Banda) the school 153612
10. Abducted children for the participation in Maoist program 6573
11. Affected children due to digging bunker in school 2164
12. Maoist started mess and cooking food in school 217
13. Teaching Janabadi( republican) education 777
14 Children un known ( Bepatta pariyako) 5
Source: Advocacy forum Surkhet 2005, Nov

In other 2 districts there is no information available as above. However, based on information

available from DCPC in Bardiya, 280 girls and 300 boys are directly victims of conflict because
of either fathers or mothers killed due to conflict. Like wise in Dang 240 girls and 361 boys are
direct victims of conflict due to similar reason of killing their fathers or mothers. As per the
DCPC and based on NGOs meeting about 500 children are direct victims of conflict in Surkhet
due to similar reason as Bardiya and Dang.

4. 2 Psycho social impact of the conflict

Despite high prevalence of fear and anxiety, uncertainty among children and parents there are no
focused program on psychosocial support at community level to listen to their day to day
feelings. It was found that communities are afraid to support each other as due to the fear of
being suspected as Maoist or Army and living in culture of silence. Many displaced population
don’t like to disclose their status as displaced because of receiving torture by Army or fear that
they will be taken back by Maoists. All children, parents and teachers to whom we met feel
better environment in school and community due to present cease fire done by Maoist.

Before 5 months head teacher of Shreve Siddaha Proposed secondary school, Gothikanda, Gadi,
Surkhet had abducted by Maoist now he released. The head teacher paid 60, 000 Rs for Maoist.
The head teacher had lots of physical and mental torture. The head teacher told that they have to
pay 5 % tax of their salary to Maoist which is routine practice. If there are Army and Police from
that village Maoist made a rule to give 25 000 Rs lumsum amount for the Maoist but now they
consider 5 % of their salary to all government employees. The head teacher of same school told
that while show ID card, the security personnel doubt on it and asked lots of questions as they
suspect how it is possible to teach in that school as village is controlled by Maoist rather they
didn’t think that school teachers are dedicated to run schools even in difficult situation where as
all the government services are absence. The teacher told if any organization come here they
should be bring authorized letter of Gajasa who is the head of Maoist lowest structure.

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The psychological effects of the conflict on children were highlighted in all the districts visited.
Parents, teachers and other members of the community deplored the lasting psychological
damage suffered by children living in conflict as one of the worst legacies of conflict. Each place
had examples of children who suffered severe trauma, and many examples of the children being
damaged by the pervading sense of fear felt by the entire community.

The students themselves are scared too and this affects their ability to concentrate and retain
information. Because of the conflict, many students now have other priorities; this has resulted in
low SLC scores and a high drop out rate. The fact that many parents are refusing to send their
children to school because of fear of what might happen to them exacerbates the situation.

Concern over the long-term effects that witnessing violence would have on children been voiced
in many places. Conflict has created mental and physical pain in children and on top of that, the
death of this innocent child has given rise to fear in children. How can we remove this fear from
our children now?”

A man who was displaced last year from Dailekh district and now living in Latikoili VDC of
Surkhet mentioned that the attack of a family member is likely to be more traumatic still. Seeing
own elder children killed who was just 17 yrs old in front of home is very painful for parents and
can’t forget such situation. The beating and leave the house, have constant nightmares and mutter
to many families and children.

We found numerous examples of situations in which many older children are constantly harassed
or bear witness to the constant harassment of others, which no doubt greatly impacts on their
psychological well-being. Children who had taken to Maoist program and involved for 6 to 8
month and succeed to return and studying, they are still feeling of insecurity. One girl who is
studying 8 grades told that even they sacrificed in-front of Police and Army, many time police /
army came to meet in the name of investigation and harassed especially to girls.

There were many examples of the pervasive culture of fear that exists in many areas. The
District Education Committee in Dang noted how the children are immediately worried if a
stranger comes to the house as they assume they have come to kidnap their father which indicates
that such abductions are not uncommon. The big concerns of parents are always worried and
tense when they send their children to school, not knowing if they will return safely or not and
that teachers live in fear. As a result many do not come to school and those that do are not been
able to concentrate on teaching.

The way that the children perceive the destruction around them and the fear they feel depends on
which 'side' they trust. For some, the army, police arouse fear and suspicion whereas others are
terrified of the Maoists as they took many children and teachers from school.

In Bhalubang area as Army / Police practice bomb blasting across the forest jungle which is near
from school and children are afraid from that sound. School teacher told that children are used to
playing of making gun and shooting, sometime they become army, police and Maoist and do
drama.

Though Maoist are saying they are not doing compel for the teachers and students (karkap) to go
in their activities, no one can say anything if they don’t like to go. Maoist compelled school
teachers to demand educational needs of village in DEO and if they couldn’t fulfill then threat
come and ask for resignation, returned resource person from their village. Like wise resource
person couldn’t visit in resource center area for the monitoring of schools.

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4.3 Sexual violence, abuse and exploitation (including risk of trafficking)

Due to heavy presence of security forces (Army, police, armed police force) the girls are attracted
to them, fallen in love and have increased short term sexual relationship. The police Inspector of
Chhinchu in Surkhet mentioned that during his 3 month period he observed that many girls and
army have sexual relationship and expressed that what will happen in future needs to think
seriously.

Conflict is undoubtedly pushing conflict affected girls and women into the sex trade. The girl’s
network in Surkhet and NGOs people expressed that some of the vulnerable girls and women have
been joining the sex trade due to ongoing conflict. As there are no alternative options while displaced
from rural to urban and to survive day to day girls and women put bhatti pasal ( alcohol and sukuti (
dry meat) and invite clients to drink where they have to face lots of harassment .

SC – Norway’s study report on Impacts of Armed Conflict Pushing Girls and Women into Sexual Abuse
and Sex Trade (2005) has also mentioned that 85 per cent of vulnerable girls said they would not be
doing the current jobs - such as working in hotel/restaurant, farming, daily wage labor, working
in wine and meat shops - if not for conflict and their displaced circumstances and weak financial
conditions. Many of the parents and guardians also suggested similar views and were not happy
with their daughters/female wards’ occupations, reflective of compromises being made. Some of
the identified jobs are not considered ‘good’ and ‘respectable’ in terms of social status, with girls
working in hotels, restaurants and alcohol shops being seen as easy targets of sexual abuse and
exploitation.

All conflict affected girls and young women are open to vulnerability, irrespective of caste or
age. Conflict has increased in women headed households hence adding burden of financial
responsibilities to the girls and women.

4.4 Conflict and its impact on Education System

4.4.1 Access to education

It is widely accepted that schooling is vital for a child's social and cognitive development. As per
the recent studies by Samanta and ESP (Oct 2005) children had dropped out from the school in
100 families out of 227 families interviewed. The main cause of dropping out from school was
fear of insurgents and the conflict. However, 20 % reported that fear from army of both sides also
caused them to drop out of school; while 12 % said the reason was fear of insurgents. Only in 1
% of the families, children had dropped out from school due to fear of security forces. The study
focused that the conflict seems to have negatively affected male children more than female
children. The drop out of boys was seen to be higher (34 %) than the drop out of girls (16 %).
However 37% reported that both sons and daughters were equally compelled to drop out of
school due to the conflict.

As per the DEO Surkhet there are 24 school teachers displaced in district headquarter from
remote villages of Surkhet. Out of 24 teachers only 1 or 2 teachers returned back in their place
and rest of the teachers are in district HQ. Due to this situation there is a barrier to run all the
classes in school and affect the quality of education in village where as in district HQ and
adjoining VDCs of municipality there is an increase pressure of admission in 15 schools and
even parents are requesting for the admission during this time, which is supposed to finish by

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April / May 2005. The number of displacement teacher from rural villages to district HQ is 2 to 3
teachers in Dang and Bardiya.

Table 4 - Education Status as Per District

Number of students Surkhet Dang Bardiya

65,624
Total students – Primary 59,962 78,396
32812
Total Girls “ 29,981 39, 198
16,694
Total students – lower secondary 15,222 23,489
6,695
Total Girls “ 6425 9,782

Total students – secondary 6950 7396 5710

2159
Total girls “ 2293 2843
Ratios student / school, Teacher/ school,
Student/ teacher
Student / school ( primary, Lower secondary,
138, 171, 136 205, 176, 105 256, 201, 154,
secondary respectively)
Teacher / school ( primary, Lower secondary,
3, 3, 3 4, 3, 5 3, 3, 4
secondary respectively)
Student / teacher ( primary, Lower secondary,
49, 52, 47 46, 50, 21 72, 60, 34
secondary respectively )
Number of Total Teachers / Female respectively 1923/ 302 2721/ 503 1615 / 281
Trained teachers 501 343 263
432 381 256
Total primary schools ( including private )
89 133 83
Total L. secondary schools ( including private)
51 70 37
Total secondary schools ( including private )
Net enrolment % ( Primary, lower secondary,
93, 35, 24 87, 38. 17 84, 30, 16
secondary)
Source: District Development Profile of Nepal- 2004

The above table shows whole picture of district and does not show the intra district variation of
students due to conflict situation. Due to present conflict situation many families along with
children are coming from rural area to urban cities for good education and number of students per
class room is more than 100 in municipality and its adjoining VDCs. Like wise due to increase
pressure of student in urban cities, there are no sufficient teachers and one teacher needs to
handle multi class students. Where as number of students in remote village is less and teacher
student ratio is less than 1: 30. The table also shows that there is big disparity between girls and
boys especially in lower secondary to secondary.

Like wise table shows that number of female teachers are quite low compare to male teachers and
similarly number of trained teachers seemed very low in all selected districts. As per the
government policies, the teachers’ salaries per month in public school are as follows;

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Primary school: NRS 4,800
Lower secondary: NRS 6,000
Secondary: NRS 9,000

4. 4. 2 Orientation and School Closure:

Most of the groups and individuals said that at present students are not taking by Maoist however
sometime they come in school for their orientation class for 1 to 2 hrs. Parents expressed that
school was closed in last year and students were taken by Maoist along with teachers in last year.
During our discussion with ECD women facilitators in Surkhet it found that the children usually
don’t go to school on next day when the Maoist came in school as they afraid Maoist might come
to take children for their activities, evidence demonstrates that the conflict has impacted
detrimentally on the education of many children. Students are given orientation from lower
secondary to 10 grades is very common in all schools except municipality area in all 3 districts.
Taking students by Maoist for their program has been reduced at present compare to past.

It’s not so far from district HQ but become historical

Shree Gauri shaker primary school is in Mohhamadpur VDC is not so far from Bardiya district
HQ. Majority of the villages are Muslim and deshi people. It is only 15 minutes drive to reach
there. In Mohammadpur VDC on Feb 2005, (Nepali date was on Falgun17) more than 200
people were killed due to Maoist and Army insurgency during school time. Mostly Maoist, few
Armies and few community people died. As insurgency was in road side and near from Shree
Gauri Shankar School. Helicopter was landed in school compound. Many weapons and bomb,
bullet’s, landmines were thrown in school ground. School wall was also touched by gun bullets.
Many families’ houses are ejected from gun bullets and 4 to 5 children were injured. They got
treatment in Nepalgunj hospital. Out of those 2 girls are studying in grade 5 and also participated
in our FGD. One girl who is married and injured on that day has not completely cured of her
wound. Many death bodies were around in school compound. School ground was filled up of
blood. All parents and students afraid from that event and it are historical for that village. Many
organization came immediately for the reporting and but not much support has received. Both
Maoist and Army have same dress and difficult to differentiate who is Maoist and who is Army.
The final examination of school children was immediately after one week of that event but
children didn’t come in exam and parents didn’t send. All school teachers went home to home
and guaranteed that it will not happen (though teachers are also living in fear and anxiety with
uncertain future) such event and appealed parents to send children for the final exam and then all
students appeared.

The closure of schools is a huge problem in all 3 districts in last year. After cease fire the
situation was improved however during our field visit school was closed for 6 days in Dang and
Bardiya district. In Bhalubang School out of 12 students 8 students were from Rolpa as most of
the school was closed in Rolpa. Three children (2 sisters, one brother) are from same family and
studying in same school and came from Rolpa. Their one elder brother abducted from Maoist and
don’t know whether he is alive or not and don’t allow to meet by any family members. Their
parents are living in Rolpa and they are living at relative’s home for the study. Like wise other
children were also frequently taken in Maoist program and ran away from their program. One
child when went to Deshain holiday on October 2005; Maoist don’t allow to return for one month

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and lost his study. Later he succeeded to escape and studying in school. Similar example found in
Surkhet who displaced from remote district such as Jumla district and studied in Uttarganga
School.

The teachers are suffering mentally from both state and Maoist and continuously students have
been taken by Maoist for the orientation and training. In an average students and teachers were
taken for 10 days to 30 days. Mostly students from lower secondary and secondary are affected.
The purpose of taking students are better preparation to children, do many exercises, and shown
that there is no presence of government. Giving orientation is normal in all school outside of the
valley.

4.4.3 Reasons for leaving previous school and place

The threat of abduction and the need to earn an income run the household or farm in the absence
of one or both parents also prevents children from attending school.
ƒ The Maoists used to take them from school to participate in their programmes.
ƒ Irregularity in studies
ƒ Fear of being forcefully taken from home.
ƒ Had to give donation
ƒ Irregular classes
ƒ The school used to get closed for months
ƒ The Maoists used to lock their houses
ƒ The whole family got displaced
ƒ They were kidnapped 2/3 times
ƒ When they chanted slogans that " we should get chance to study" the Maoist used to
thrash them saying that” all the schools are closed and you want to study."
ƒ Father was a politician. So when the father was made to leave the house, captured all
the property then children also had to leave.
ƒ Maoist used to request them to join the group or buy their books.
ƒ They used to burn the examination answer sheets as well as other school documents.
ƒ Brother was in police or army.
ƒ They are at risk from both sides sometimes when the army came to the village they
used to harass them accusing us of being Maoists.

4.4.4 Lack of Certificates:

During the focus group discussion with parents at Ghusra village in Latikoili VDC in Surkhet, it
was found that requirement of birth registration certificate and school certificate during
admission was also a barrier for Childrens’ enrolment. This is big barrier especially for IDP
families where as in Dang and Bardiya they become flexible and give admission and provided
list of children to concern VDC secretary for the birth registration with school recommendation.
As all VDC secretary is working in DDC office of district HQ.

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4.4.5 School Fees:

Although government has promoted a free tuition policy, in reality, the parents are usually
contributing in the name of admission fees, exam fee, parents’ contribution for school building
fees etc which is unaffordable for the IDP, conflict affected and poor households. The fee to child
from 6 grades to 10 grades is start from 100 to 1100 Rupees per year; it depends on school
management committee decision. If school recruited local teachers district education office do
not pay, so parents need to contribute for salary of teacher.

4.5 Quality of Education

4.5.1 Over Crowding

As per the school students and teachers expression the resultant of overcrowding in the town
schools is having severely detrimental effects on the quality of education that students are able to
receive. This is reflected in poor examination results.

4.5.2 Basic Infrastructure

As per the DEO and school supervisor expression in all district, more than 50 % school do not
have drinking water facilities, no separate toilet for adolescent girls. There is no sufficient
classroom building as per the student ration and furniture within the classroom. Schools could
not meet basic needs of children rather addressing quality of education. There is lack of subject
wise teacher, couldn’t raise fund from parents, and no sufficient teachers’ quota especially in the
municipality and its adjoining VDCs.

4.5.3 Access to Toilet

Most of the primary schools do not have toilet for children and even if it exists it is very dirty
with no water. In secondary schools about 50 % have toilets but all school do not have separate
toilet for boys and girls and if they have toilets it has not used due to water problem. The girls
feel difficult and go to Jungle for the urination and defecation.

4.5.4 Access to Drinking Water

In Bardiya most of the school have drinking water as Tube well water. In Bhalubang school head
teacher told that tow children were floded in Rapti River during the summer and school is near
from Rapti. During the winter student drink water of Rapti River where as in summer season the
water is muddy and could not drink.

4.5.5 Teachers and Student Ratio:

In urban cities where students flow is increasing there is more than 100 students for one teacher
which is double than the policies. Due to conflict there is exceeding number of students but the
furniture and school building are not enough. Number of teachers is less; hence schools have to
keep teachers on our own personal sources. There is lack of teacher on science, Mathematics, and
English in each district and students mostly failed on those subjects.

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4.5.6 Use of Language for School Education:

In all schools the Nepali language is very common and the course book is in Nepali however it
found that certain schools use the course book in Tharu languagae from 1 to 3 grade especially in
Rajapur area of Bardiya district. The course book was published by department of education
Sanothimi, Kathmandu. Like wise there are no any non formal education package run by schools
for schooling children.

Table 5 - Enrolment pattern in 2005 of six different schools

Bardiya Surkhet Dang

Grade Manpur Mohammadpur Gadi Chhinchu Bargadi Bhalubang
1-10 1- 5 grade 1- 10 1- 10 1- 5 1- 8 grade
grade grade grade grade
1 Boys 54 49 14 48 35 52
Girls 56 36 15 50 31 34
2 Boys 35 20 8 34 16 34
Girls 46 20 8 19 16 43
3 Boys 43 20 16 37 16 26
Girls 49 8 6 29 14 39
4 Boys 65 12 14 15 23 27
Girls 62 8 22 28 17 23
5 Boys 47 6 26 22 17 27
Girls 60 1 12 37 28 24
6 Boys 93 12 104 36
Girls 112 17 72 29
7 Boys 96 15 48 17
Girls 86 24 66 33
8 Boys 186 21 66 15
Girls 136 7 75 14
9 Boys 44 5 109
Girls 11 4 107
10 Boys 106 10 53
Girls 66 11 47
Total Boys
Girls

From above table we can differentiate clearly the impact of conflict in education based on rural
vs urban, ethnicity and religion. If we see in Surkhet, Chhinchu is main market for the eastern
part of Surkhet district which is just 45 minute drive from district headquarter. In this school
students were came from Jajarkot, Salyan, Rukum, Dailekh and eastern villages of district.
Where as in Gadi VDC that was the controlled by the Maoist, the student numbers are low and
displaced to urban city such as BNNP, Latikoili and Uttarganga for better education as it is
controlled by Maoist. Like wise Compare to Manpur area Mohammadpur area is very low
number due to its Muslim religion and ethnic group and its not valued education though it’s near
from district HQ compare to Manpur Takura in Rajapur area.

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There are still about 2o % children in each school catchment’s area having never been to
school. During the field visit it came to know that children are not in school or drop out due to
the following reasons.
• Frequent school Banda Program
• Seasonal migration to India along with parents
• When they become sick,
• During local festivals and hat bazaar (hat bazaar is once or twice a week where
local vegetables and products are sold in the market)
• Look after younger siblings during working season (harvesting and planting
season)
• Economic poverty
• Early marriage
• Working for domestic purpose as a housemaid especially girls as kamalari
practices in dang and Bardiya. Though it’s called free bonded labor this practice is
going on due to poverty.

4.5.7 Gender discrimination

Especially workload to girl child and its impact to secondary education are obviously observed
from the school record and DEO record. The quality of girls’ education is worst in Bardiya and
Dang especially in Tharu, Muslim and Deshi community. The problem is especially severe for
the girl child whose domestic duties often take preference over schooling. For example in
Chakura village of Hekuli VDC in Dang district there were no any single girl passed in SLC
exam even boys pass rate was 3 out of 50 in one school and 15 out of 50 in next school. Similarly
the pass rate of girls in SLC is very poor in Manpur Takura in Rajapur Bardiya area and also in
Gadi of Surkhet district.

4.5.8 Lack Monitoring from DEO:

During field visit, it was also found that the commitment of District Education Officers (DEO)
and Resource Persons (RPs) to monitor the selected schools is very weak in all 3 districts. This
trend is even worse and given excuse in the name of present conflict situation, where DEO and
their staff have been unable to visit schools as per expectation. One of the resource person in
Surkhet told that Maoist told them not to visit in school to monitor, so if Maoist told in that way
how could we visit until and unless we are safe to visit.

4.5.9 Beating by Teacher and Parents:

Beating in schools is very common and fundamental problems in the education system. Parents
still think and ask teachers to beat their children, which are meant to be an incentive for children
to do better. The children faced beating mostly in Bardiya (Muslim and Dalit community), Dang
(Tharu community) and poor community in Surkhet. Parents expressed that they are beating
equally as providing love. During our focus group discussion with parents in Madani chaur
village of Surkhet district, the children were also observed our discussion. While asked how far
the beating practices at that community then many parents expressed that if children are not in
discipline and did not follow what teachers or parents said then beating is necessary to be in
track. Then asked immediately to children what their expectations from parents are and asked
parents what are their expectation towards children. Children especially girls clearly expressed
that their parents need to stop badly scolding and beating to them and that is the most reason why

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they don’t like parent’s behavior. Where as parents’ expectation was children should do good
study and do not involve gossiping with friends and support parents as necessary.

In all districts, beating is frequently raised by all grade students however primary grade children
are more sufferers than higher grade students. Elder students of higher grade equally beat lower
grade students if they do not follow the request of elders. The students are mostly sufferers from
those teachers who teach English, Mathematics and science subjects.

How I became weak in English?

I was 8 yrs old and studying in 3 grades. One-day teacher asked for home assignment. I also did
as per assignment of teacher. Next day while checked my copy by teacher there was small
mistake of one question. Due to this reason, teacher had severely beaten on my leg. I went to
house with help of my friends. As it was noticeable bruise scar; my parents asked what happened
in your leg. I shared the story but he also had beaten and scolded badly as I had not done hard
study. I could not walk properly till one month and could not attend school for one month. After
that I am becoming weaker than before in English and every year I could not pass English
subject. From 3 grades to 8 grades, English subject is the one, which is very difficult to succeed
in exam, and still I am weak in English. ------ Tharu boy 10 grade

“A 13 yrs boy studying in 5 grades from Mohammadpur area said when master [teacher] hits me
with a stick I feel like snatching the stick from his hand and hitting him back.
While asked how many children faced beating by teachers in 5 grade then all the children they
had experience of beating by teachers in Gaurishnakar primary school in Mohamadpur VDC.

The Tharu adolescence girls of Chakura village in Dang said “we know some teachers who beat
children to make them work harder, but beating is not right.” Children will loose their confident,
no concentration and fear of being beating again.

Girls of Chakuara village in Hekuli VDC drop out at 2 grades from school due to severely
beaten by a female teacher. The girl is now 12 yrs old and other children said that beating is done
by all male and female teachers and no any parents had raised this issue with school teachers. In
the beginning teacher had beaten by duster on head. After that used heavy stick and beat in my
hands 4 times. I tried to convince teacher but he did not believe me rather he scolded badly and
beaten. I felt very angry and I could not concentrate my study whole day. It was really frustration
to me. I did not like to see faces of that teacher for long time and does not like to study of his
subject. After beaten by teacher, I became very weak in English. ………….. A girl in Chakura
Dang

The study indicates that in terms of getting punishment in all school, the children who are weak
in study, who are poor, who are marginalized due to age, caste and gender etc were most
sufferers than others but in occasion if any students did mistake, all students get punishment
without analyzing the mistake by teacher.

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4.6 Economic Impact

4.6.1 Migration of Out Going Children

During the focus group discussion it found that many children drop out from school due to
conflict and went to India for better options. Due to fear of taking students by Maoist there are
less number of students in village, many went to India or come to urban city and don’t return in
village.

A recent study conducted by Save the children alliance and central child welfare board (CCWB)
in July 2005 on migration of Nepalese children to India in the context of armed conflict shows
that children from Dang, Surkhet and Bardiya is 1345, 1059 and 555 respectively as out going
children to India in different cities mainly Himachalpradesh, Uttarachanl, Delhi, Punjab, Gujrat
and UP due to ongoing conflict situation in their place.

A total of 17,583 children crossed the border from Nepal to India during the three month period
between July 3rd and October 3rd 2004. By contrast only 8210 children were found crossing the
border back into Nepal during the two months between October 4th and December 4th 2004-a
period when we expect high inflows of migrants returning for Dashain and Tihar celebrations.

The survey found a number of cases of family separation as a result of the conflict. There were
reports of males leaving the villages from all the districts visits because of fear of attack or forced
recruitment. There were children living alone or with siblings, living with relatives for the better
education, and their mother live at village and father went to India especially pronounced in
Dang and Surkhet.

The girl’s network in Surkhet felt that there are no young adult male members due to migration
in village and become sad. They could not get help easily while they become sick due to absence
of male members. Psychosocial stress is facing due to absence of male members, fear and anxiety
due to threat of Maoist, police and army is very common in all districts. In Madanichaur village
of chhinchu in Surkhet, women and children told that there were no male people in village even
to carry death body. The children and girls network mentioned that lots of children go to India
while they reached 14 to 15yrs along with their parents due to conflict.

4.6.2 Impoverishment

The poverty of many of the villagers was plain to see. The slow impoverishment of an already
poor population is one of the worst effects of the conflict. More than half of the children
questioned in each district believed that they were not receiving adequate food, clothes and
shelter. The children of families who have lost members or financial assets due to the conflict
cannot go to school because they have to work for food. There are more than one dozen families
in each district facing this situation either work at hotel, and come to street. In most places, the
children were aware that they had a right to these things but accepted that while they were poor,
they were unlikely to get the things they needed.

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4.6.3 Needs of Displacement and conflict affected families

Majority of the parents’ ideas for the improvement of children and families were income
generation, support for livelihood, skill development, education support to children, long and
short term shelter, psychosocial support services to reduce fear and anxiety have been identified.
Income generation activities is the most important need identified, followed by skill development
training and the need for educational opportunities. Some also identified employment
opportunities and the program should be longer term rather short term program. At present most
of the NGOs work are very short term and mostly focused on education support only to conflict
affected children and not working to improve the overall improvement of families’ situation.

4.6.4 Increasing Single Women

In all study villages, there is the economic and social hardship faced by families who have lost a
member. There are enormous problems faced by the conflict affected families such as absence of
male members at home, fear and threaten from both parties, hound to mouth problem, increase in
women headed households and double burden of social and economic responsibilities, lack of
father’s love and affection in child rearing practices etc.

In Gothikanda village under Gadi VDC in Surkhet, 10 to 12 young women are single due to their
husband was died in cross fire. About 5 children who don’t have father and is getting education
support from INSEC. A girl who is 19 yrs old become widow, her husband was killed by state as
accused of involvement in Maoist activities. As per the NGOs meeting in Bardiya, they found
about 300 women are single only in Rajapur area who lost their husband due to conflict.

4.6.5 Displacement and Separation from family

The field study found that displacement was not a problem affecting a large number of children
in Nepal. In accordance with the discussion with many stakeholders, it found that those families
(mainly political activist, families of army / police) that had been displaced tended to have
enough food and money to survive as well as relatives to stay with. There are many cases that
had to move to the district headquarters thereby sacrificing the property and future of children
who were not able to gain places in government schools, do not seem to be that common.

As per the study conducted by AAWAAJ / DEO ( Jan 2005) in Surkhet valley; 694 students have
been displaced by conflict and are studying in 8 schools( excluding primary schools) which is 47
students per school in average. Among the displaced students, boys have been found to be in
greater number in comparison to girls. In comparison to the displaced students from Dalit caste,
students from other caste were found in greater number.

As per the study of AAWAAJ ( Jan 2005), the students from the middle class families who were
displaced come to study in urban cities and the students from poor and Dalit community went
India after being displaced. The students who have come to study after being displaced originated
specially from Dailekh, Humla, Jumla, Jajarkot, Salyan, Kalikot and other Villages outside valley
of Surkhet. 30% of the displaced students (208) live with their relatives, 56% (389) live in rented
rooms and 14% (97) live with their parents.

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4.6.6 Others:

a) Early Marriages

The children mostly do love marriages in 3 districts however marriage age in differ as per the
rural vs. urban, caste ethnicity, and religion. In Muslim community of Bardiya children do
marriage when they are 12 to 13 yrs at 4 or 5 grade. Like wise in Tharu community and rural
villages’ marriage age at 14 to 16 years and 16 to 19 yrs in urban cities. One of the mother whose
husband died due to conflict she did marriage of 2 daughter in young age( 13 yrs and 14 yrs) as
she does not have money to look after 5 children and couldn’t send school. She had 3 daughters
and 2 sons.

b) Participation

Now women group, children group and other group is not functioning in all 3 districts due to
security situation. Due to Maoist threat NGOs could not reach in remote villages and mostly
worked in municipality and its adjoining VDCs where there is access road.

If women group try to form a group and started saving then Maoist avoided and asked to give
saving money to Maoist. A woman in Gothekanda in Surkhet has small shop in the village.
Looking the problems of villagers she sold food items in credit but no one gave money in time,
while asked money, people make harassing to her and sometime village community members (
Gajasa – lowest structure of Maoist) come with drinking alcohol and knocked door and broken
mirror of rag inside the shop.

There are no any persons in community and no organization to reduce fear and anxiety of
children, women and families in all 3 districts. The save the children Norway partners have one
counselor for each district where 5 to 8 VDCs need to cover which is very limited to access
number of children and families.

These women are not getting support from any organization. Like wise in Dang those single
women to whom we met they are not getting support from any organization neither they know
which organization needs to approach for the support. These women some have children and
some have not.

c) Positive Impact

The main positive impact of the conflict expressed by the children and women are; access road as
Maoist mobilized community to construct the road where government couldn’t construct road
before, decrease alcohol drinking by men, playing cards, decrease multiple marriages and reduce
early marriage. They further told that if some one did early marriage, Maoist took them and make
separated. Like wise the man who did multiple marriage they give hard punishment such as
working at road side and returned 2nd wife in her home. If some of do multiple marriage the
Maoist put both husband and 2nd wife in kada parishram jail category ( hard work jail) and 2nd
wife will send at home and relief to 1st wife.

Some political activists are trying to return village. The other political parties like congress and
UML leader also mentioned that they are reaching interior village without any threat and
organizing some political program such as mass gathering and political speech.

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As per the study of Samanta and ESP ( 2005), About 63% respondents have reported that men
have begun to be more appreciative of the importance of women’s role in the family. There are
some other positive impacts mentioned in the report such as women have become more open
minded and started thinking to improve traditional role, and become more active in politics. The
male gives more emphasis by understanding the role played by women, increase self patience,
feel more empowered and increased feeling to face adverse situations, learn to be self –confident,
learn to unite in the society, learn to be self reliant and financially women are more active.

4.7 Organizations and their area of focus with children

The following agencies are working in 3 districts to support children’s education.

SN Name Focus Area

1. SC Norway • Strengthen District Child Protection Committee,
In all 3 district • Village Child Protection Committee,
• working with CCWB,
• Working with Local partners-
• and strengthen capacity of DEO, DCWB, NGOs,
• Support schools infrastructure, education+ economic support
for children and families as per situation
2. DFID ( SKT ) • Working with local authorities and community support group
and support for infrastructure and children’s education
3. SC US ( SKT + • Strengthen capacity of NGOs and focused on education +
Bardiya) health
Surkhet
4. SAC • Focus on children’s education affected from conflict,
support school infrastructure
5. AAWAAJ • Education support to vulnerable children and create
community support mechanism against gender based violence,
• promoting children rights at school or community
6. WARM • Education support to children affected from conflict
7. WEEDS • Working with children group, girls group and promoting
participation
8. Seto Gurans • Working with young children ( 3- 5 yrs ) for ECD program
9. DCPC- • Implement the plan of CCWB and coordinate with NGOs
Government working on children issues, making local plan based on
body information.
( in all 3 districts)

Dang
UNICEF • Working with DEO, women development office and DDC and
NGOCC, Strengthen capacity of paralegal committee
• Decentralization action for children and women
• Promoting Birth registration of all children
• Support welcome to school program to government
• Strengthen school management committee, teachers’ training

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for child friendly teaching

• Life school based education
• Facilitate community action process
• Urban out of school non formal education program for
children
Plan ( Bardiya+ • Just come in district and doesn’t know what they are doing
Dang )

1. Base ( Bardiya + • Focus on education support to children affected from conflict,

Dang) ujylo program
2. DNGOCC • Partner of SC – Norway and implementing program,
• Education and Health support to children,
• Psychosocial support, strengthen capacity of families, schools
management committee
3 INSEC ( in all 3 • Promoting human rights and children rights
districts) • Supporting children’s education affected from conflict
• Updated violation of human rights including children and
women
4. FNC • Supporting children education and free from Kamalari
practices to girls.
• Support families to generate income so that parents will send
their daughters to school.
• Kamalri practice is keeping girls at Jamindar house (landlord)
as bonded labor and giving money 3000- 5000 / year to parents
by Jamindar.
5. Nava Jagaran Ba • Children’s home for 6 children – food, education support
Ashram
6. Mahila • Support education for conflict affected children and women
Samudaiyak
bikas Kendra
7. HinduVidya Path • Education support, food and accommodation
Bardiya
1 Dalitsewa sanga •
Partner of SC – Norway and implementing program, education
and Health support to children, psychosocial support,
strengthen capacity of families, schools management
committee
2 Kamasu Fighting for land rights of Kamaiya and access land to Kamaiya
3. Tharu Mahila Support children’s education affected from conflict
Utthan Kendra
Pls see in NGOs profile

Most of the NGOs are supporting scholarship to conflict affected children, poor children in-terms
of dress, stationery and support for their admission.

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V. SUMMARY OF THE FINDINGS

Due to the lack of statistical data, it is not possible to identify the exact number of children being
affected by the conflict and the precise extent of their suffering. There is lacking systematic
updating of information and recording of children related with conflict.

1. Child deaths resulting from the conflict do not have exact data as per the district however as
per the INSEC record children death is higher in mid western region. The security forces
and Maoist are both responsible for the majority of child deaths. Because of the cease fire
the team did not notice remarkable number of children being arrested or abducted during
the field visit.

2. Creation of employment opportunities, skill oriented training and income generation

activities for long term support are highly demanded to improve the living condition of
families and children rather one off support for affected children only.

3. Creating social environment through dialogue between children, and security forces is
absent such as why they are checking in check point and why they do search. Due to these
situation lots of children have fear and negative feeling towards security personnel.

4. It was also found that the commitment of District Education Officers (DEO) and Resource
Persons (RPs) to monitor the selected schools is worse due to the conflict situation and it
gives more excuse in the name of conflict and has not been able to visit schools as per
expectation.

5. Most of the school teachers were paid 5 % of salary to Maoist before cease fire however
this practice has not noticed during the cease fire time.

6. Although government has promoted a free tuition policy, in reality, the parents are usually
contributing in the name of admission fees, exam fee, school building fees etc which is
unaffordable for the poor households and conflict affected families.

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7. It was also noticed, the number of school days is very uncertain due to the current conflict
situation. During our field visit in Dang and Bardiya we knew that school was closed for 6
days due to Maoist announced Banda program in school.

8. It was found that the current level of social mobilization of the community on psychosocial
support to families and children, child friendly activities and child friendly teaching by
teachers is very weak. I/ NGOs are not pro-actively involved in this area though save the
children and their partners introduced child friendly teaching methods in limited schools
and couldn’t access in remote villages.

9. Teachers explained that Maoist has not allowed to raise fund in primary schools to manage
teachers as per students’ ratio, but certain schools has raised money to manage the teachers’
salary on their own. The government is not responsible for paying local teachers.

10. There is lack of co-ordination among NGOs and Government on “who is doing what” to
address the various problems of children and families.

11. During plantation and harvesting season, the children often do not attend school especially
in Tharu and deshi community due to their parents went field for agriculture work and
children are responsible to look after young children, doing household chores and helping
to look after younger siblings. This practice is common in all rural villages of Surkhet,
Dang and Bardiya.

12. The loss or torture of a parent or other family member was also notice as a major problem.
The negative consequences that were discussed by villagers in all the areas include:

• The psychological impact this had on the child through the feelings of loss,
confusion and abandonment invoked;
• The long term impact of living in fear - the effects of which were already
manifesting themselves through nightmares and agoraphobia;
• The exposure to violence at a young age and the desire for revenge it created;
• The sense of insecurity experienced when the protector or breadwinner dies or
leaves;
• The responsibility even young children have to bear when faced with grieving
mothers and younger siblings.

13. Education was a major area of concern in all villages visited; the restoration of adequate
education facilities was seen as a priority. Although neither the security forces nor the
Maoists have a mandate to prevent children from learning, their activities have impacted
negatively on education in a number of ways:

• A lack of resources. Maoists are pushing children in urban cities’ schools, these
schools far beyond their capacity. Children cannot learn effectively if there are
100 students in a class because they do not get enough attention from the teacher,
there are not enough chairs or books and toilet facilities are overstretched and
unsanitary to use. Insecurity caused by the conflict has also resulted in the closure
of a number of government schools.

• The Quality of Teaching. A large number of teachers live in a constant state of

fear and therefore their ability to teach effectively is hampered. Many teachers are

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unwilling to work in this society of fear and no longer attend school. Some even
leave the area. The long-term consequences of this diminishing human capital are
likely to be profound and are not easily reversible.

• There are no school feeding program in Dang and Bardiya district where as in
Surkhet WFP has provided school feeding program in purely primary schools and
not in lower secondary and secondary schools.

• The parents in Surkhet district felt that there is admission problem in school due to
not having birth registration and school certificate especially for the IDP families
where as in Dang and Bardiya that has managed by school teachers and given
name of students to VDCs secretary for the birth registration.

14. The situation analysis also made it clear that the impact on those children not at school was
likely to be more severe still. Those children that are suffering from extreme trauma are not
likely to be attending school. Similarly, those children who have lost parents and siblings
are likely to need to work to sustain their families, thereby forgoing their education. The
teams were not able to talk to any of these non-school going children. If any interventions
are to be targeted at the children most affected, study into the situation of non-school going
children needs to be conducted so programmes can be tailored to address their needs.

15. The majority of those people displaced tend to comprise members of the middle and upper
classes who are able to maintain themselves through familial ties and funding reserves. The
poorest villagers were not the ones that moved to new areas (although many families had
members - particularly the older boys and men - that had migrated). Consequently, the
research found no evidence of large communities of poverty-stricken displaced people.

16. Talking violence especially sexual violence and reporting is noticed in Surkhet where as in
other 2 districts it was not reported due to lack of awareness and no organization has been
addressed gender based violence in Dang and Bardiya. Girls faced problems when they
come school and return to home such as verbal harassment, whistle, clapping has done by
police and Army and don’t feel comfortable. They couldn’t say anything during that time as
if said anything then they might do something.

17. The psychological effect of the conflict on children was widely felt to be one of the most
serious problems. All the children were acutely aware that they live in a society of fear.
Most of the children were aware of the violent activities of either the Maoists or the
security forces or both and could cite examples of torture and killings within their village.
Some had even been witness to their own family members being tortured, abducted or
killed. This has affected them in a number of ways. All the villages had examples of
children who suffered from terrible nightmares, or talked to themselves or cried for no
apparent reason. These are all signs of psychological trauma.

• Many children now lack the traditional family and community support structures
that are essential for health, psychological and emotional development. Often
children have no one to help them to cope with what they have experienced and
the issues are likely to remain unresolved, thus having severe long-term
implications for the sound development of that child.

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• Most of the children did not appear to have any ambitions or plans for the future
indicating that the conflict is robbing them of hope and the ability to dream, in
essence, robbing them of a childhood.

18. A few children were noticed in joining the Maoists and now are coming to school No
villagers referred to forced recruitment although most parents expressed a fear of their
children being abducted. This suggests that there have been forced abductions in the past.

19. The program has not been fully focused only for IDP or conflict affected except some short
term support for children’s education (whose father was died due to conflict) and nominal
economic support to women for income generation.

20. Orientation to school teachers and student by Maoist about their program is very common
and has taken as normal situation.

21. Children experienced beating by parents and school teachers especially this is very
common in Tharu, Mushlim and Deshi community.

22. Children and families couldn’t oppose to security forces or Maoist even if they don’t like it
as part of their safety strategy because if they said something they have to tolerate some
sort of threat or verbal harassment or taken back either by Maoist or Army.

23. The participation of children and women group activities has been reduced compare to past
and lots of procedural part needs (from security personnel and Maoist) to be followed if
they want to do some activities.

24. Families, children, teachers expressed their frustration about how most of the organizations
have limited their information only for research purpose rather than providing actual
support and asked us what IRC can do from this information.

25. In the past abducting children and teachers in Surkhet seemed high compare to 2 other
districts and some children to whom we met were also involved in Maoist force and now is
studying in school.

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VI. RECOMMENDATIONS
Child abuse can be physical, neglected, sexual or emotional abuse and may takes place within the
context of the family or outside the family – so the issues of child protection will be implement a
holistic multi-sectoral approach to all IRC programming in Nepal especially integrated in those
areas where IRC’s other sectoral activities has been launched and in other vulnerable
communities where needs arises. These recommendations are based on the rapid assessment in
three districts. It is responsibilities of all sectoral team for the protection of children and their
families and activities should be undertaken to prevent or to stop children being abused or ill-
treated.

IRC should meet its commitment to protect children through the following means:

Awareness: Ensuring that all IRC Workers and its local partners are aware of the
problem of child abuse, the nature of abuse, and the risks to children;

Prevention: Ensuring, through awareness, training and good practice, that staff and
partners understand how to minimize the risk to children;

Reporting: Ensuring that IRC Workers and its local partners know what steps to take
whenever concerns arise regarding the safety of children;

Responding: Ensuring that appropriate action is taken to support and protect children,
whenever concerns arise regarding possible abuse.

Based on the findings of this situation analysis, the recommendations have been prioritized into
different headings and have been categorized into immediate (six month to one year), medium
(one to two years).

Sectoral Recommendation

1. Addressing Psychosocial Impact: IRC should facilitate to provide psycho-social support

to the children and families affected from conflict. Immediate:

It was observed that there was a lack of social support mechanisms or culture of silence among
families who are affected from conflict or IDP due to fear of Army and Maoist. IRC need to
facilitate an access to support mechanisms for IDPs and who are affected from conflict at the
time of need.

1.1 Identify existing local facilitators, local youth and volunteers who are interested to work
on child protection area, (where IRC work will be implement) or who had involved
before in any developmental work such as running non formal education program for
children, women, or adult and build the capacities of those facilitators through training
and coaching so that they can identify vulnerable children and families who had gone
through traumatic experiences and support accordingly. The training might be focus on
following area;

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• Why child protection is important

• How to work with children,
• Introduce different methods (drawing, play, game, song, dance, drama, story telling and
some physical activities) that can be used with children.
• Social support for vulnerable children and ways of linkages
• Why vulnerable children and families need emotional support
• Communication with children
• Guidelines while working with children
• The role of children in self-healing and in healing the psycho-emotional suffering of
family and community members
• Local understanding of misfortune, unease, and distress caused by conflict and local
responses to address the perceived problems
• The relationship between children's experience of conflict and their attitudes towards
violence as a means of resolving problems.

1.2 IRC needs to working with vulnerable parents, single mother to enhance capacity to care
for their children, identify their children’s issues and support them (food, and livelihood,
education) so that sending children in institution can be minimized.

1.3 Establish safe child friendly spaces and set up some structure and activities for children
and youth where all children (ensure those vulnerable children) will join and play
different games, read child friendly books, comics, dance, sing a song or any activities
based on their interest. These child friendly activities can be set up in school or at villages
as per context.

1.4 Introduce child protection practice guidelines through out the IRC program team in
Nepal including health, protection, shelter, food distribution and water / sanitation.

1.5 IRC need to promote pparticipation of eexisting children’s group which is near to
collapse due to conflict situation and strengthen elder children group to reach younger
children and reduce violence, accessing resources and opportunities.

1.6 IRC should facilitate to build the capacities of children and families in the decision
making process and include them as full and active partners in identifying and analyzing
their own issues and problems and involve them in designing, planning, implementing,
and assessing programs for their sustainable livelihood in a timely and appropriate
manner.

2. Addressing Economic Impact

Unemployment has been seen as the major problem prevailing in study villages. Hence,
possible employment areas should be explored and provisions for apprenticeship trainings
and vocational trainings based on market assessment at local level and raised the income of
conflict affected families.

2.1 IRC should support income-generating programs that are able to empower especially
single women (lost husband due to conflict) who have children so that they are able to take
care of themselves and their families in the long-term.( Immediate )

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2.2 IRC can facilitate to access services by implementing integrated program for the betterment
of IDP and conflict affected poor vulnerable families and children through supporting
education to children, access economic opportunities and networking among various
groups. Support services provided by government and different NGOs should be explored.

2.3 IRC might need to provide mobile camp, food and shelter as part of contingency plan
incase huge number of children and families displaced from one area to next area and
provide free health check up and free treatment for poor families or can do linkages with
other organization for the provision for prompt medical treatment and other services.

3. Addressing Access to Education (Immediate to Medium)

It is found that schools in urban cities are overloaded due to IDP, while there is no extension of
other basic facilities in the schools provided by the government (teachers, classrooms, toilets,
child friendly teaching etc). There were no sufficient teachers in all schools as per the student
ratio. Due to insufficient teachers all classes were not running at the same time. This was also
one of the reasons why many students failed in 10 grades. Based on the dialogue with DEOs,
school teachers and students IRC need to focused on following issues;

3.1 IRC with local partners can provide non-formal education classes for the children who are not
attending school or have dropped out and support scholarship for the most vulnerable
children who like to go in school.

3.2 IRC should participate in the global campaign of “Welcome to School” recently launched by
the MOES and donors and develop collaborative mechanism in IRC working area among
stakeholders, to monitor which children are not coming to school and why.

3.3 IRC need to address tutoring class for 1 to 2 hour for those weak students either through
support of extra school teacher or identify teacher who is eligible to teach Mathematics,
English and Science.

3.4 The criteria for selection of working VDCs of each district needs to be reviewed by IRC and
look at the possibilities of rural vs. urban, general community vs. isolated group and Maoist
controlled vs. army controlled. In relation to child protection IRC might have added value of
supporting those schools which are overcrowded due to displacement not necessarily to work
with isolated community.

3.5 IRC should work with central child welfare board in national level, district education office
and district child welfare board in district level and introduce training to school teachers on
child centered teaching methodology and ensure that all school teachers will maintain basic
code of conduct against sexual harassment and corporal punishment to children.

4. Addressing Quality of Education

It was found that there are many organizational interventions aimed at improving the access of
girls to education but usually schools are unable to provide quality education. The upcoming CP
evaluation mission should assess the possibility of strengthening partnerships with the
government, NGOs and other potential partners to address this quality aspect.

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IRC should involve in the strengthening the capacity of district education office (Working
with DEO, selected schools and NGOs) to improve the quality of education. It is recommended
that before any interventions are initiated, IRC should be clear which area needs to support and
explore more information about the situation where IRC’s contribution is necessary.
IRC might need to support basic physical infrastructure such as classroom, toilet facilities,
drinking water and school materials, provide first aid kit in selected schools for the immediate
treatment of injured children until to reach health facilities.
IRC should organize meetings at national level for EFA donors that are involved in girls’
education and specifically in the quality of education. At the same time, it is necessary to seek
strong commitment from all donors and government to address the quality of education (child
friendly teaching) and specific needs of girls such as reproductive health of girls, workload and
its impact on the girls’ education. (Medium).
IRC, along with other UN agencies, should advocate with the government and main donors in
order to ensure the minimum standard in the schools such as classroom facilities, number of
teachers, training on teaching learning methods and physical facilities (Medium).
IRC should do a mapping of “who is doing what” to address the quality of education at
central and district level and do collaborative work with different agencies such as UNICEF, Plan
International, Save the children Norway, GTZ, JICA and DOE. (Immediate)

5. Addressing Overall Child Protection Issues through Mobilizing communities, children,

teachers, working with parents, school, District Child Welfare Board, District Education
Office and security personnel to prevent conflict based violence to prevent child abuse,
exploitation and trafficking of children

5.1 Rights training - IRC need to explore possibilities of ways to build consensus for both sides
on how to respect children and fulfilling the international and national commitment to protect
children rights. Through such training it may be possible to gain commitments to regarding
'Children as zones of peace.' A good starting point is schools, which should represent secure,
apolitical environments for children and should therefore not be targeted either directly or
indirectly by either side.

5.2 Raise massive awareness among children (school going and non schooling children), women,
men, NGOs, teachers and local authorities and discuss how children can be prevented from
all kind of abuse.

5.3 Raise awareness to children, parents about use of bullet’s, bomb, Landmines and further
prevention from death and injury and also discussed authorities to put some signal and warn
children not to go in such area.

5.4 Explore various IEC materials for public awareness related on child sexual abuse,
exploitation and trafficking including adverting in media. The follow-up and quality
assurance of implementation of activities should be taken up by the IRC.

5.5 Conduct training to child facilitators, volunteers, teachers, parents, NGOs, and community
leaders in basic principles and practises of protection and care.

5.6 Establish Child protection committee in IRC program area to monitor, reporting immediately
and manage if child abuse is happened.

5.7 IRC along with local NGOs can facilitate in every school for the establishment of support
committee to monitor sexual abuse, sexual harassment, which has to be decided by children

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group with representation of students [equal number of boys / girls]. The existing children
club (where it existed) can play the role of supporting committee in school. This committee
needs to be well sensitized by the IRC to listen the views of children and act to provide
psychological support to victims of abuse, exploitation and harassment and can protest with
support of other children against abuse, exploitation and harassment of children in school or
in communities.

5.8 The committee needs to facilitate and will support child victims to remove their discomfort
and boost up that it is not only their fault. This committee will also analyze the allegation and
incident management and report to school principal so that children would get support from
school authorities and all children feel safe, equal and friendly place in school. The existing
paralegal committee in Dang will work closely and could support in school support
committee too.

5.9 General confidentiality of every girl or boy has to be maintained by the committee regarding
cases under investigation and information.

5.10 Facilitate to establish helpline number for reporting and make aware to everyone at
community and ask to call helpline number if child sexual abuse happens at community.

5.11 Working closely with other NGOs, District Police Office, army personnel, legal
organization, Lawyers, DCPC, and women development office to take immediate action and
follow-up on reported cases of violations with concerned government bodies.

6. IRC should do for the advocacy to protect from harm and fulfilling the
responsibility in following area (Medium to Long term).

6.1 Rights of Children need to be promoted and protected in a non-political way. Children
need to be removed from the political game and set aside so that their physical, mental
and emotional well-being may be protected as best possible from the effects of conflict.

6.2 Operational Flexibility: Although government has developed policy of birth registration
it is far from the reality as all VDC secretaries are working in DDC office and families
from remote village couldn’t come. Like wise those parents who are displaced from next
district it is difficult to admit in school due to not having birth registration and school
certificate especially in Surkhet district. So IRC should facilitate and dialogue between
DEO, DDC and DCWB office for the operational flexibility of admitting children in
school so all children could join in school.

6.3 Like wise the process of law enforcement needs to be improved related to corporal
punishment and Sexual harassment.

6.4 If any group has taken children for orientation or training they should inform their
parents, where it is and ensure that children are safe and in nearest distance.

6.5 Children should not used by any party and walked for a long distance in the name of
orientation and provide basic needs of children where they are.
6.6 IRC might need to promote safety of DEO staff and school teachers through continue
negotiation and advocate school students or teachers should not use by any party, state

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and Maoist so that resource person could monitor school and create environment for
better learning inside the school.

6.7 IRC should do advocacy and lobbying to DEO, DCWB to develop behavior protocols in
every school for appropriate behavior to protect violation of children rights. That has to
be developed in consultation with school teachers and school students and has to be
monitored by children themselves and school authorities together.

6.8 IRC should work with WFP to expand Food for education program in its program area
especially in all primary school.

6.9 IRC along with DEO, DCWB and local partners should take the lead in organizing
regular sharing forums/meetings at district level to foster understanding on practical
issues related to child protection.

6.10 Supporting the girl-child- IRC should focus on advocacy to district education office,
schools, and NGOs to recognize the special status of the girl-child and to reinforce the
obligation to ensure that girls and boys receive the same protections and opportunities.
Therefore advocacy is required at all levels, including to girls themselves. The situation
analysis has revealed that the girl-child is especially vulnerable to sexual abuse and more
often has had to forgo education to take on extra domestic responsibilities and girls are
seeing new fears, new dangers.

6.11 IRC could be a member to participate district and national level campaign program
against conflict based violence, school violence towards children through mobilizing all
stakeholders for the Peace Building process.

7. Multi-Sectoral Recommendations: (Immediate to Long Term)

7.1 IRC might need to facilitate children and families in its working area to identify issues and
explore what sort of information want to learn by children and parents. Some possible
issues for the awareness could be:

a) Health -early detection and timely treatment, how to prevent from uterus prolapse.
b) Gender discrimination between girls and boys, gender roles and responsibilities
within the family
c) Children and women’s rights
d) Sexual abuse and trafficking
e) Awareness about the existing services available and how the families can access
those services
f) Family violence (such as drinking alcohol), beating wife and its effects to children
and family itself.
g) Women’s health including reproductive health (prenatal and postnatal care), STI.
h) Social and legal awareness on children rights, women rights, sexual abuse,
domestic violence.
i) Early child marriage, reproductive health and its impact on girls.
j) Importance of protection of children and women from any kind of violence
k) The importance of education in general and for girls in particular
l) Awareness on Drug abuse, its impact and HIV/AIDS,
m) Caring of children, child development, and nutritional value of the food.

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7.2 Along with awareness, there should be a movement to stop violence and a holistic program
(legal, psychosocial, economic, and medical support for the victims) against domestic and
sexual violence should be initiated to protect girls and women from violence.

7.3 IRC along with partners should do a mapping of “who is doing what” to address the needs
of vulnerable families and do collaborative work with different agencies in order to ensure
the minimum standard of those families and ensure the child protection issues has
integrated and cross fertilized in all work of IRC and monitor what is going on related on
child protection issues.

7.4 National-local and urban-rural dynamics: Despite the existence of numerous NGOs
working for human rights, children rights, development and peace, the reality on the
ground tells another story. Meeting with different NGOs and group mentioned that NGOs
and other local groups working for peace were not able to carry out their work. Many
national NGOs exist far away from the realities of life in the villages; they are not able to
comprehend the issues that are being faced. Therefore IRC need to work through local
organizations, which understand these issues as well as having the trust of the local
community. This is essential to gain not only the trust of the villagers but also importantly
that of the Maoists. The reality is that the Maoists live in the villages and that their
discontent stemmed from the reality in the villages.

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