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Group 4

Group 4. Afghanistan, India, Nepal. Partners/Players. Nepal Not currently known as UNGEI – but players are converging ;

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Group 4

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  1. Group 4 Afghanistan, India, Nepal

  2. Partners/Players • Nepal • Not currently known as UNGEI – but players are converging ; • Network for Girls’ Education- NGOs and INGOs, research agencies – individual and collective efforts are taken up; sharing of efforts ( eg; providing scholarships etc); this has recently been initiated. • Basket funding approach • Gender equity working group initiated at state and district level • Potential players – World Education, CARE ( f • India • SSA – Central, State level - NPEGEL and KGBV • Partnerships exist between different players, coming together for a common worked with many partners at decentralized levels; varies across states and districts; e.g.; state resource centre is being explored in UP ( SSA, MS, CARE, UNICEF) for state wide impact. • Mahila Samakhya – for NPEGEL and KGBV but also with larger agenda of women’s empowerment • Flagship of UNGEI ? Efforts operational in this direction with diverse partnerships • NCF • EGS – AIE – also addresses girls through varied strategies • Afghanistan • TOR of a working group with government; invited partners (SCF, Human rights Commission, UNIFEM, CIDA, SIDA, AKF, CARE etc) • Small working group on situation analysis, ECD policy • Communication strategy for this issue

  3. Added value of UNGEI • Nepal • Added funds due to working together with others • Increasing awareness and commitment to girls’ education • Capacity building; knowledge sharing • India ( not of UNGEI, more generic) • Models and methodologies - value of partnerships - eg; meena campaign, or transformative curricula, or back to school strategies – contribute to state and national plans • Events which examine good practices in girls’ education through a colloquium/reflective workshops with field practitioners of civil society, academics and government players; regular reviews of state level with other experts supporting • Afghanistan – • Different members have been taking up an active role, pooling of resources and expertise; sharing of experiences and participation in workshops with experts ; participation at regional level ( eg, girl champions) • Role of inactive players in the network may be reviewed

  4. Synergy • Nepal • India – National Resource group for MS and KGBV is a multi stakeholder group; others players are part of reviews from time to time • Institutional synergies between non state players are weak. • Afghanistan • Trying to synergize the girls education plan developed by AGEI is owned by government; see it becoming like a national resource group

  5. What next • Institutionalize national or/and state level UNGEI efforts • Increase ownership to the issue of girls’ education and making collective efforts • Strengthen synergy between UNGEI and GENIA • Clear TOR and work plan for regional UNGEI to be shared with country members and partners; dissme

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