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Under "Quick Impact Project" , My Radio School: My Future Program was designed for increasing the educational continuity of girls despite COVID-19 and decreasing the risk of school drop outs, early marriages and other types of negative harmful practices. Therefore, beneficiaries of this project: girls from grade 6 (Age10) to grade 10 (Age 16) got the opportunity to listen “Math-Science (MS)  and life skills/soft skills focused radio lessons including professional career counselling (episodes/interviews), and radio jingles on social evils or negative practices, i.e. child labor, early marriage, gender based violence, reproductive health and hygiene, etc. 60 targetted groups (9 girls and 1 boy in each group) selected and mobilized to motivate the peers regarding gender responsive school education and educational continuity. It is found that girls' drop out rate is high because of the far distance from home to schools, low learning competency to catch up the normal lessons ( technical subjects) and lacking remedial lessons on them, deep-rooted harmful practices, early marriages, lack of safety/WASH materials at schools,improper safeguarding mechanism along with domestic chores and violences, no availability of ICT devices, insufficient counseling in schools and homes regarding career, study, SGBV and negative effects of school drop outs. Community schools of remote area do not have any access of other means of learning except radio education. Poor households were more likely to take place the child labor and early marriage because of lower household expenditures. 

COVID-19, had significantly disrupted every aspects of human life, including education. The alarming spread of the virus caused a havoc in the educational system forcing educational institutions to shut down. As distance and online education was dependent on technological facilities, including internet and Wi-Fi, the discrepancies that existed in their availability were widening the gaps in access and quality of education. The situation indicated that the pandemic has had serious impacts on students’ learning and well-being, and it was widening the already existing GESI gaps between advantaged and disadvantaged boys and girls in their equitable access to quality education. Selected schools of QIP: Okhaldhunga, Taplejung, Khotang, Sindhuli, Rupandehi, Bajhang were public schools where poor, vulnerable and excluded group of students often read and write. Schools did not have any other options of online education. Students were at homes doing domestic chores. Teachers were also waiting for the technical support. Schools did not have the internet facilities for online education and students also did not have the appropriate ICT devices to continue their education. Many studies were already had proved the high chances of school drop outs, SGBV case increament, child labor, losing interest on study and low education quality because of COVID-19 and regular education disruption.

In this context, REED conducted the baseline survey in December, 2020. Based on study, many girls (94.4%) wanted to go schools but was not possible because of movement restrictions and safety reasons. Many girls (2.42%) were at the risk of drop outs out of 600 children. 71.1% children out of 600 children did not have the access of an alternative mode of learning and radio was the only the option to that vulnerable group of children. Parents (74.6%) found supportive if radio education and radio station managers also (86%) said radio was only the option for targeted areas. 36.7% of principals were not sure about the equal participation of boys and girls in the classrooms of schools. 71.4% of children did not have the any participation in life skill programs including of sexual and reproductive health issues that they were not aware of such lessons/issues which are crucial for adolescent girls/boys. 14 out of 60 schools (23.3%) do not have gender-friendly or separate toilets ,  water & handwashing facilities in schools for girls and vulnerable groups. 10.5% of girls do not attend schools during menstruation and more than fifty percent i.e 53.23% of girls did not come to schools at the times of menstruation due to shyness and uneasiness. 58.4% of female parents of girls/boys responded that there was no equal payment to males and females in the community resulting discrimination on equal pay for equal work.

Further, during "Quick Impact Project" implementation, it has been observed that educational opportunities (avialiability of ICT devices, reading time, workload at home, etc) have been unequally distributed across girls and boys that have been exacerbated by the pandemic. Many female parents found illiterate in remote areas caused much domestic workload to daughters found high, and very little technological infrastuctures at schools hindering the quality learning of children in QIP targeted areas. Girls found the victim of domestic violence more in comparision to male students. The Ministry of Education, Science and Technology (MoEST) directed municipal governments to reopen the schools at their own discreation with proper health and safety measures but it seems very risky at the movement which is exacerbating already established gender disparies more. Online education seems almost impossible in remote areas' schools resulting more drop outs in next couple of years. In fact, schools do not have the ICT infrastructures even radio access in some parts of areas.  Local governments found very little GESI responsive education emergency plans in place but waiting the direction of central government. Further, gender disaggregated data caused by COVID-19, it is almost impossible to get from local municipal units. The IEMIS data also has not been updated by many schools and municipal units because of COVID-19 lockdown.

Similarly, based on the endline survey (REED: 2021), the preparation of marriage especially for the girl's children from parents in many communities indicates that they are still at the risk of school drop outs. The major reasons found:  the fear of COVID (81.1%) to be irregular at school, partial lockdown imposed by the local government, inconsistency of school reopening and closure, COVID-19 infection to teachers and students. Some girls (1.2%) still are not using masks because of their availability cum affordability/ access. 97% targeted children develop the habit of listening the radio lessons regularly either at home, school or public places but the continuation of radio programs seem a high priority to sustain the achievments of project as said by the parents of children .55.6% and 53.7 % girls reported the cases of SGBV in schools but still relucted to report openly. It indicates that they hide the issues because of lacking the established reporting mechanism in schools and fear of social stigma.

Achievements/good practices: It was expected that "Girls attain life and academic skills by gender responsive radio education and secure educational opportunity" which has been achieved successfully from project initiatives. 100% of girls/boys from targeted group reenrolled/no drop outs during endline survey. 98% of girls/boys from monitoring group passed the proficiency test/post tests.100 % of girls/boys from monitoring group attained life skills:  targetted children (9 girls and 1 boy) from every 60 school are continuing their education. None of them left the school till end line survey time.

Establishing benchmark through baseline/pre-test directed all the activities towards project goals and endline/post-test justified the authenticity of success. Girls’ empowerment through Gender responsive academic lessons enhanced the learning achievement in technical/SM subjects and boosted their self esteem to choose these subjects as favourite one in class. Girls’ empowerment through "Life Skills Lessons" helped to reduce the drop outs (0% drop outs during QIP project period) and reenrol all children in schools. This approach enpowered the girls to cope with possible life challenges and continue the opportunities of learning. Student to student approach (Talent Hunt Activities) became powerful approach in overall. All students of schools engaged and no drop out rate of monitoring group girls/boys during project period.

Talent hunt activities boosted the leadership skills of children/girls after applying life skills practically in close mentorship of GESI focal teachers and field officers. Capacity Building and Coordination with Stakeholders (Local Government Representatives, Head Teachers, GESI Focal Teachers, Parents, SMC/PTA, Social Welfare Counsil, Curriculum Development Committee, and Ministry of Education supported to create the conducive environment in project success. Alignment of policy with practical activities enriched the learning of students too. It helped to implement the project initiatives successfully despite COVID-19 movement restrictions.

National Level Essay Competition, Prize and Talent Hunt Activities motivated all students, teachers and parents to listen the radio lessons and practice them in daily lives resulted meaningul participation in every initiative of QIP.GESI guideline, joint monitoring, MPAC meeting, frequent communication with local government representatives helped to allocate the budget from local government for GESI initiatives in RM/UM level and créate the conducive GESI environment in schools. Frequent online/onsite mentoring cum monitoring from field and central staff motivated the stakeholders to make conscious and accountable towards project goals.Regular feedback via SMS and incorporation of students' voices in main lessons made their voices are heard.  The drama and diological radio lessons on trafficking, domestic violence, child labour, Chhaupadi, and early child marriage changed the mind set of the local stakeholder along with creating motivation to discuss on SGBV issues openly.

The training on self defense/SGBV to the children triggered the children to speak up on SGBV issues. Short dramas/videos aware the villagers against untouchability and its legal consequences. After working in the monitoring group together, boys’ attitude towards girls changed and started to repsect the girls and stoped bullying to their friends. Reading habit and parents' support has been increased despite SGBV at home of children. The empowerment of monitoring group children through the GESI responsive life skills lessons, and hosting talent hunt activities prepared them to appeal with local government to allocate the GESI responsive budgeting.The invovlement of children in extra-curricular activities/talent hunt activities built up the leadership of girls and explore their hidden potentials. The GESI orientation to the teachers has transformed in to GESI responsive pedagogical activities at schools.The parents’ involvement in listening life-skill lessons continued their childen to send in schools with the dismissal of early marriage of respective children which further stoped the posible school drop outs.The dialogical and dramatized radio lessons on technical subjects: Maths, Science and ICT motivated the children to take them as interesting subjects. Regular review meeting among the monitoring group children inspired them to listen the radio regularly and performed the talent hunt activities at schools, and eased to get the support from teachers. The guidance of field officers/GESI focal teachers lead them to start the piggy bank at home with the development of saving habits among them.

Teachers initiated to teach the children adopting alternative approaches of education.All QIP schools contributed for talent hunt activities (at least 2 from each school) conduction. Maths, Science, Social Studies teachers contributed their time for worksheet completion and regular radio listening from all students of schools. Nepali teachers and principals from all schools contributed/collaborated to conduct, evaluate, shortlist the "Essay Contest" participants after being sensitized from radio lessons and mentoring from Field Officers/GESI Focal teachers. All schools prepared and kept the "GESI Message Flex Print and COVID Flex Print" in their own investment in the school premises after being sensitized from Radio Lessons and Mentoring from Field Officers.

Goggling the website initiated to study the foreign languages too, i.e. Korean language from students. Mobile messaging has been initiated from the parents of different districts. Group based learning initiated in different districts after the coaching and mentoring from media to students. Girls used to sit together and listen the radio lessons and discuss each other. The activity built up the team for learning and sharing culture among boys and girls.

Parents started to keep the reading timetable for children at their homes, and became aware on the importance of girls' education after regular radio listening. They have been sensitized on mobile literacy, child labor, domestic violence, girls' education, early marriage from students to student's approaches. They have realized the consequences of forced marriage, early pregnancy and dowry system. SGBV issues have been also sensitized among the stakeholders. Parents started to come into schools activities upon the request of schools after parenting education. Appreciation of parents towards "Radio Lessons" found praiseworthy. After listening radio lessons and mentoring from Field Officers, parents initiated to allocate the reading space and time to girls/monitoring groups. As they said, radio lessons are very useful to solve the academic queries of students; they are linked to the curricular objectives; they are helpful to pass the exams and relevant to daily life activities too. Teachers sensitized via child friendly approaches of radio lessons. Teachers initiated to teach the children adopting alternative approaches of education.

Success/impact stories

QIP brought some systemic changes in my school
Kalyan Kafle, Student, Siddhababa SS, Sindhuli

 "As a member of monitoring group, I have seen some positive changes in me, in my school as well as in my family. There was no provision of monitoring group before QIP project in my school. Soon after, there became a provision of GESI focal teacher and monitoring group. One day orientation changed me a lot to adopt the GESI lens into school ECA and talent hunt activities. All the programs were focussed for the empowerment of all girls and few boys too. QIP provided us radios, worksheets, bags and many hand washing materials. There were altogether 144 lessons including 72 life skill lessons which are useful in daily life and 72 SM lessons which were related with our school curriculum. We realized that radio contents on early marriage, school dropouts, untouchability, girls trafficking, bullying, etc. into our talent hunt activities inflame to all students and stakeholders to realize the gaps from GESI lens. Male teachers of our school also found positive towards students after QIP. The radio lesson with curricular objectives made us and our teachers to be connected with lessons. The support materials in pen drives helped us who could not listen because of radio tower and domestic problems. During interval time and leisure period, we practiced the group listening .The worksheet based on radio lesson added value to monitor our understanding. We tried to promote equal participation of girls and boys in speech, essays, dance, dramas, sports, arts, etc.

Due to COVID– 19 lockdown and movement restrictions, there were some works which cannot be held in our school. Complaint box was kept and we started to use in our school after the QIP project. For green school environment, our monitoring group conducted plantation program in the school premises. Our group went to community to aware the people on digital mobile literacy like messaging and making phone calls to illiterate people. Our group initiated to keep piggy bank/khutruke at our own initiation. It helped us to sensitize the saving concept from now. Our monitoring group organized radio lesson review meeting in every 7 days. We opined the lesson and shared to each other.The one day orientation to the parents helped us to manage the reading space and times at our homes. REED staffs (Shova Shrestha) visit and support motivated us to do our work. Our head teacher also motivated us to listen radio classes.The Municipality Education Officer (Dr. Hari Lamsal) and Mayor came to our school to see the changes on us and appreciated the work done by monitoring group. The national level essay competition encouraged to all of us students to listen radio and develop the feeling of competition to get the award from there.To change the attitude or stereotyping thoughts of people, the project duration should be continued. And, this project should be established in all schools of our municipality. Finally, I would like to thank JICA\IC Net and REED NEPAL for this opportunity."

This is an inspirational story about Bhimeshowor Digo Krisak Samuha (Bhimeshowori Farmer’s Group), Mandandeupur–7, Ratmate, Kavre, and their inspirational journey that started with a program launched by World Neighbors in 2014. As part of the program, a saving group with 17 women was formed and the members decided that each member would contribute Rs 50 as monthly savings every month. As the women were new to the group approach, members were shy, lacked self-confidence, and were inarticulate while discussing their issues.

They were small farmers without knowledge of modern technologies in agriculture. None of them had a well-managed and organized kitchen garden and their agricultural plots were left fallow. In the morning, the group members would be occupied by chores like fetching water and fodders from the jungle. Women were completely dependent on their spouses even for small expenditures like buying slippers, cloth, and bangles. They were unaware of nutritious food needed by the family and children.

Women never used to visit health clinics but rather depended on medicine that their spouses brought from a pharmacy. After the group was formed, members got opportunities to participate in exposure visits to various program areas where they observed the work of women farmers like them. As a result, members started gaining self-confidence. They religiously practiced newly learned skills and knowledge. They even started an improved kitchen garden, which gradually expanded into a sizable vegetable farm.

They planted fodder and trees near their homes and on fallow/waste/public land around their village. They collected savings every month and provided loans to members of the group to start goat rearing and vegetable farming businesses. Having observed the progress the group made, more neighbors joined in. When the number of members went up to 25, each member agreed to save Rs 100 every month. At present, the group’s capital amounts to Rs 171,600.

The group has planted more than 13,000 plants so that members don’t need to go to the jungle to collect fodder. To develop their community as a pocket area for fruits, each member has planted more than 500 trees of different fruits such as mango, litchi, and lemon. All of them produce vermicom post and have prepared improved animal sheds. Women have added income to the family through goat farming and vegetables. Moreover, the group contributed financially to build a community hall where it convenes for monthly meetings, even on rainy days.

Before the community hall was built, the group would sit for monthly meetings either under a tree or in an open area. The group is also promoting local seeds to replace hybrid seeds and lessen the dependency on the market. The group has a small seed collection center at the community hall where they regularly collect local seeds of 14–15 varieties. The group has registered itself at the livestock development and the agriculture office from where they get subsidized agricultural inputs. New groups from other areas visit them regularly to observe their work and learn from them.

Women continue to generate income through small businesses like vegetable farming, goat farming, and poultry as they can access loans easily from their own group. Some of the members also practice the system of rice intensification (SRI) and have doubled their rice production. Eleven members regularly earn Rs 8,000 to 18,000 per year through goat farming. Likewise, other members sell cow and buffalo milk that provides a steady income.

In seven years, this small community has become a model for others to emulate. As a way forward, the group has plans to expand its work on local seeds, and run a homestay service so that people from faraway places can visit them.

In the two decades that Habitat for Humanity has worked in Nepal, it has remained committed to putting people at the center of its work. Be they low-income families or vulnerable and marginalized groups such as the landless, disaster-affected, and Dalits, it believes that everyone deserves a secure, healthy place to call home.

A home is more than a roof and four walls. The complexity of our work attests to this fact. Habitat’s programs in Nepal focus on land tenure security and housing rights for the most vulnerable—in line with our partnership with the government in upholding the constitution. It also builds resilience against disasters and climate change and empowers communities to access water and sanitation. Habitat helps roll out sustainable innovations in housing technologies. It promotes renewable resources such as bamboo, locally available construction materials such as hollow concrete blocks, and innovations such as “rat-trap” or the baker bond technique that make houses more affordable by using fewer bricks.

As it has enormous potential, bamboo shouldn’t be limited to furniture or handicraft. It has the potential to become a sustainable housing solution with a positive impact on the environment. Through the Impact 2026 Initiative—Habitat’s partnership with the Hilti Foundation—Habitat aims to scale up the adoption of disaster-resilient and affordable treated bamboo housing solutions among low-income families and the most vulnerable people in Eastern Tarai. The partnership focuses on bamboo treatment, bamboo house designs, government-subsidized housing, market-based housing, and ecosystem strengthening.

During the pilot phase between July 2019 and December 2020, 51 vulnerable families built homes made of treated bamboo with Habitat in Birtamode, Jhapa, Shambhunath and Saptari. Over the next two years, up to 600 families will build better homes and lives under the project’s second phase. Through a market-based approach, Habitat Nepal is working with the public and the private sectors to promote treated bamboo as mainstream construction materials. While the public sector can support the treated bamboo value chain and encourage the use of bamboo as an alternative to timber, the private sector’s role is important to promote treated bamboo housing solutions and influence the material’s availability and affordability. Individuals also play a part.

Regardless of their income level, families can choose to build safe, durable, and affordable bamboo homes. Kampa Devi, who lives in Shambhunath, Saptari, is among those who chose to build with bamboo. In the past, she said she could not discuss marriage proposals for her daughter. Visitors representing prospective suitors refused to come to her old hut that had sari cloths for walls and hay and leaves for a roof. As a daily wage worker who collects and sells wood from the forest, she could barely earn enough to cover household expenses and her husband’s medical treatment, let alone dream of having a decent home.

“Now the new house has given me relief,” Kampa Devi says. Her family has more privacy with the children having their room; the house no longer leaks nor rattles by strong winds; a raised plinth keeps floodwaters from coming into her durable home built with treated bamboo. As a housing-focused organization, Habitat is committed to helping change living conditions, productivity, education, and health of families and individuals.

In the fiscal year 2020, it helped 109,170 Nepalis realize their fundamental right to housing by removing the barriers between them and a decent and affordable place to call home. In a post-pandemic world, housing will continue to be an essential and critical component of any comprehensive approach to recovery and development in emerging economies, including Nepal.

Since May 2021, World Vision has been supporting the Government of Nepal in battling the second wave of Covid-19 through its 90-day response Nepal COVER (Covid-19 Emergency Response Project: Phase II).

The first 30 days of the response focused on strengthening government medical services and protecting health workers as they responded to the health crisis by providing much-needed medical equipment such as oxygen cylinders, oxygen concentrators, oximeters, and PPEs. Additionally, the program joined efforts to contain Covid-19 through integrated messaging on preventive measures, vaccinations, and isolation.

Following the distribution of medical equipment including 1,433 oxygen cylinders to the federal, provincial and local governments, World Vision focused on livelihood support to the most impacted and vulnerable families across 16 districts (Kanchanpur, Bajhang, Doti, Achham, Kailali, Jumla, Banke, Kathmandu, Lalitpur, Lamjung, Sindhuli, Udayapur, Rautahat, Sarlahi, Mahottari and Dhanusha) in Nepal.

On 17 June 2021, 69 households at Om Himalayan Brick Industry in Chandragiri, Kathmandu, were provided food supplies and hygiene kits. A total of 245 individuals, including 184 adults and 61 children, benefited from the support. Mina (name changed), one of the recipients who arrived to collect the support with her 13-year-old daughter shares, “World Vision has been supporting us continuously during this time of Covid-19 crisis. I remember receiving support from them last year. This year, during the second wave of the Covid-19 wave too, they have been helping us a lot. The food and hygiene kits we received today will help us sustain for the next two months.”

A family of four, Mina, her husband, her 10-year-old son, and her daughter moved to Kathmandu for a better life from the remote Rolpa district six years ago. Like Mina, Kanchan (name changed) lives around Om Himalayan Brick Industry with her husband and two children. Her husband, a driver, has been struggling to find work due to the lockdown. “We have been struggling a lot to earn right now. During this difficult time, the support we have received today will help us sustain for the next 1.5-2 months. We’re grateful to World Vision for supporting us during this time of crisis,” shares Kanchan.

The brick kilns are sources of seasonal employment for laborers from the most vulnerable regions of Nepal and India. People migrate to Kathmandu each year along with their families to work in the kilns. The Covid-19 pandemic has gravely impacted most of the kilns—most of them have shut down or are unable to pay their workers.

To sum up, World Vision has been responding to the Covid-19 crisis in Nepal by supporting the government of Nepal and health facilities with the provision of medical supplies, including oxygen cylinders; supporting holding centers with the provision of items such as beds; spreading awareness about Covid-19 through integrated messaging on preventive measures, vaccinations, and isolation; providing psychological counseling support as per need to children and their families; and implementing multi-sectoral initiatives including education, livelihood, along with support to monsoon-affected families with cash for livelihood options, consumption support, agri-input support, non-food items, and business recovery support.

The response that was implemented from May to July 2021 utilized a total of $828,203 and World Vision could reach out to 207,000 individuals, 65,000 children, and 9,000 vulnerable households.

Birth: 1968, Sindhuli
Death: 18 August 2021, Kathmandu

The practice of karate fosters a strong mind, promotes physical fitness and improves self-confidence. Krishna Bahadur Rai embraced the art form from early in his life, and remained enamored with it throughout. This dedication also earned him numerous accolades at home and abroad. 

Born in Khurkot, a village in Sindhuli, Rai enrolled into Nepal Police at an early age. Having demonstrated great adeptness in karate, he was chosen to represent Nepal at the 8th South Asian Games held in Kathmandu in 1999, the year karate and taekwondo were introduced to the games. There, Rai became one of the first gold medalists for team kata. 

Rai continued his winning streak, impressing Nepali audiences by securing another gold medal at the 4th National Games. This time around it was for solo kata.  

These achievements were no mean feats and King Birendra conferred on Rai the distinguished Gorkha Dakshin Bahu. 

Like other sports, there’s an unmistakable element of sociability in karate, especially when it is taught in youth clubs and schools. Rai had a fervent desire to impart the skills he had mastered to Nepali youngsters. 

In 2008, Rai completed a diploma from the Japan Karatedo Nanbukai Association, which declared him to be the chief coach of Nanbukai karate in Nepal. In 2014, he founded Japan Karatedo Nanbukai Sitoriyo Association, Nepal. With his team of skilled athletes, he had been encouraging everyone from young kids to adults to learn the intricate techniques of Nanbukai karate. 

On 18 August, Rai succumbed to Covid-19 at the age of 53. He is survived by his wife and son. 

Hansraj Hulaschand and Co Pvt Ltd, the authorised distributor of KTM and Husqvarna bikes in Nepal, has announced the opening of its 13th KTM and Husqvarna dealership showroom—Times Auto Enterprises—in Thimi.

The new showroom officially opened at the start of this month. “Situated in the midst of the hustle and bustle of the city, the showroom is expected to reach a wider customer base,” a media release issued by the company reads. Both the brands will be available for the customers at the new showroom.

Hansraj Hulaschand Pvt Ltd brought KTM to Nepal in 2012 and it has been one of the most loved bike brands in the country. Similarly, the Swedish brand Husqvarna has been available since 2020.

Both bikes are available in all showrooms in Kathmandu. To date, KTM bikes have won over 390 world championship titles—including the toughest and most prestigious Dakar Rally a whopping 18 times in succession. 

Mina Chhinnotola, a single mother from Bhaktapur Municipality-2, used to survive on daily wages before the Covid-19 lockdown was announced to contain the spread of the disease. Following the lockdown, she lost her job, which was her only means to earn a living for her four-member family. As she stayed home, she felt as if she were falling deeper into the whirlwind of fear and hardship.

 The hungry faces of her children shook her to the core. The little money she had managed to save was spent on buying rice for her family. One night, before going to bed, Mina stumbled upon a sewing machine– wrapped in a yellow shawl. The machine was provided by Nepal Red Cross Society (NRCS) by identifying her skill in tailoring. In 2019 when she was supported with a sewing machine, she was identified as one of the vulnerable members of the community having the limited financial support to sustain. It was then that the idea of sewing face masks came to her mind. The next morning, she bought the necessary materials and started sewing face masks.

She used the money she received by selling the masks to buy essentials for her family. These days, she is busy in her tailoring work and encourages other members of her community to start something on their own. “Now I can help people just the way the Red Cross helped me. I can earn money as well,” she said with a smile on her face. With her skill and support from the Red Cross, Chhinnotola was able to meet her family’s basic needs. Realizing the importance of face masks and the needs of the people, she has been distributing face masks free of cost to elderly people.

Sharing her plans, she says, “I will buy more clothes and sew more masks. I will give half of them to the elderly people until the coronavirus pandemic is over.” She is thankful to the Red Cross, “It was with the Red Cross’s help that my family survived the lockdown. Now my financial condition is stable. So I want to help the needy.”

Though her husband has worked abroad for 12 years, he has barely made enough to sustain the household. That was why 38-year-old Munna Biswokarma from Nawalparasi had given up on her dreams of having a better life. Munna’s husband initially started working in the United Arab Emirates, where he slogged for five years. He then moved to Saudi Arabia, where he continues to work, but the money he makes is barely enough to make Munna’s dream of being financially stable come true.

Every month she struggled to make ends meet, educate her children and also pay for her father in-law’s medical expenses. She had also opened a beauty parlor hoping to support her family better, but due to lack of investment and time, her business did not flourish. In December 2020, Munna heard about the financial literacy class in her community. Interested to learn more, she registered herself in the sessions. In the financial literacy class, she learned about investment, the importance of saving money, and also the basics of doing business. She also gained knowledge about managing household expenses.

With the experience she received from the financial literacy class, Munna sold her parlor and invested in goat rearing. She says, “The things I learned during the classes not only gave me knowledge but also confidence. So, I sold my beauty parlor, took out additional loans, and established a farm.” During the classes, Munna had also learned about registering small businesses at the municipality.

 She instantly did that for her own farm. She shares, “After registering my business, I also received a grant of Rs 45,500, which was very helpful. I am now a proud owner of 20 goats.” She has now also convinced her husband to return home and support her in goat farming. “My husband is happy with what I am doing here. He also plans on returning home to expand the business. I don’t think this would have been possible had I not attended the financial literacy classes,” says Munna. Financial literacy classes are part of a package designed for households and women left behind by migrant workers.

It is a package of 24 modules completed over six months, which empowers women on various dimensions of finance. Financial literacy is a component of the Safer Migration (SaMi) program—a joint initiative of the Governments of Nepal and Switzerland with technical assistance from Helvetas Nepal. SaMi works in collaboration with all three spheres: national, provincial, and local governments to ensure migrant workers and their families are better protected by the democratic institutions of Nepal.