The project is designed to promote the right to education and social protection of the most vulnerable children in two Rural Municipalities in Lalitpur District’s remote Southern part. The project will take place in ten wards, covering 40 schools and all villages. The final beneficiaries are children with disabilities and their families, Dalit children and girls. With this project, Interpedia, Loo Niva and Patan CBR wish to see that, in the long run, all children, regardless of their disability, sex, caste or religion enjoy their childhood in a safe, supportive and inclusive environment in Mahankal and Konyosom Rural Municipalities of Lalitpur District.
To achieve that long-term impact, the project aims, in four years (2021-2024) to ensure that project municipalities and provincial government adopt and implement disability inclusive education and child protection policies and that public schools are safe, supportive, accessible and inclusive for all, including girls, Dalits and Children with Disabilities. To project also aims to ensure that local communities are safe, supportive and inclusive to all children and that project staff delivers high quality rights-based work performance and partners can lead child rights movements and networks.
The project takes a human rights progressive approach to development, creating a systems-level dialogue between rightsholders and duty-bearers, raising their capacity to ensure sustainable results. Work is done with elected members of wards, rural municipalities and provincial government, officials in rural municipality and provincial level education and social affairs offices, school teachers, principals, hired staff, students, parents, community leaders, parents of children with disabilities and out-of-school children with disabilities, Dalits and girls. Collaboration with community-based organisations and other NGOs active in the area will ensure synergy and avoid duplication.
The long-term development objective of the project is to promote the right to education of all children, regardless of their disability, sex, caste or religion enjoy their childhood in a safe, supportive and inclusive environment in Mahankal and Konyosom Rural Municipalities of Lalitpur District.
The theory of change starts from the assumption that sustainable change in the lives of the most vulnerable children can be achieved by working closely with the local government to strengthen their duty-bearing skills (outcome 1) and with vulnerable children and their families – the rightsholders – to support them in becoming advocates of their own issues, as equal members of their schools (outcome 2) and communities (outcome 3). For a human rights progressive project, skilled human resources are crucial for reaching outcomes, whereby we strongly focus on strengthening and maintaining the capacity of the project teams and organizations (outcome 4).
The outputs are interrelated so that change can be achieved at systems level by working with capacitating all concerned rights-holders and duty-bearers at the same time. Output 2 contributes to reaching of output 4, output 3 contributes to reaching of outputs 5 and 6, output 6 contributes to reaching of output 2, output 7 contributes to reaching of outputs 6 and 3 and output 8 contributes to reaching of output 1.
To achieve the long-term impact, the project aims, in four years (2021-2024), to ensure that:
Outcome 1: Project municipalities and provincial government adopt and implement disability inclusive education and child protection policies. This will be achieved by striving towards the following outputs:
Output 1: Project municipalities and the provincial government monitor, capacitate and fund the social protection mechanisms and schools as per their official plans and budget allocations.
Output 2: CSOs and other local groups understand the local governance system and lobby for and monitor the implementation of CP and education initiatives.
Outcome 2: All 40 public schools (primary and secondary) of the project area are safe, supportive, accessible and inclusive for all, including girls, Dalits and Children with Disabilities. This will be achieved by striving towards the following outputs:
Output 3: All students with disabilities, girls and dalit students are enrolled and active at school and school network levels.
Output 4: School infrastructure and teaching methods accessible for all, especially girls and CwDs.
Output 5: Teachers, SMCs and Parent Teacher Associations create a child friendly school environment for all children, specifically girl children and children with disabilities.
Outcome 3: Local communities are safe, supportive and inclusive to all children, specifically girls, Dalit and CwDs (Outcome 3). This will be achieved by striving towards the following outputs:
Output 6: Community members have skills and positive attitude and practice towards non-discrimination, safety and protection of children, especially girls, dalits and CwDs.
Output 7: Families of CwDs have skills and motivation for rehabilitation and can provide their children basic needs and send them to schools.
Outcome 4: Project staff delivers high quality rights-based work performance and partners are able to lead child rights movements and networks (Outcome 4). This will be achieved by striving towards the following outputs:
Output 8: All the project staffs and local volunteers are skilled in right based approach, Local advocacy, monitoring and data collection.
Output 9: Project Cooperation partners meaningfully participate in child related networks, collaborations and advocacy actions.
Objectives related to civil society’s capacity-building: The capacity building of civil society’s different stakeholders has been elaborated in Chapter 2 (Beneficiaries). The civil society representatives, when seen as representatives of rightsholders, are trained to claim the rights from the duty-bearers and when seen as legal or moral representatives of duty-bearers, to fulfill their duties towards the rightsholders. They are trained for Human Rights Based Approach, for advocacy, for decision-making and thematic issues such as inclusive education, and social protection. Once capacitated, they will be able to 1)
contribute to the local government’s plan, policies, 2) to advocate to the local government in allocating budget to accessibility and social protection and to implement the state facilities, 3) to raise issues of the final beneficiaries of the project.