Our ‘Big Give’ Christmas campaign raised a fantastic £25,271 towards the Girls Empowerment Programme running in Rugin and Bajura, along with our Big Give Champion The Coles Medlock Foundation.
Thank you so much for the kind and generous donations! 6 months in, we’re delighted to share the impact report and some wonderful case studies below.
The project is designed to improve the teaching environment and empower both girls and boys in the Rugin area of Bajura District. There are a total of six schools in this area. While the project was initially planned to support Girls’ Empowerment Programme (GEP) activities in only two high schools, coverage was later expanded to three schools based on the number of students enrolled. For teacher training and SMC–PTA orientations and meetings, all six schools will be included.
Since March 2025, the team have assigned a field-based Education Supervisor, selected 14 GEP Facilitators and Training of Trainers (ToT) for selected facilitators, completed a 24-Day GEP Workshop at a Rugin High School, and began initiation of the 24-Day GEP Workshops at two further schools. The team have also set up a School Management Committee and Parents Teachers Association.
1. Assignment of a Field-Based Education Supervisor
PHASE Nepal has already been implementing GEP activities in Mugu and Humla districts, the adjoining districts of Bajura. Building on this experience, it is decided to deploy an Education Supervisor who was already familiar with the project activities as well as the local context of Rugin.
During the initial months, 80% of his time was dedicated to the Rugin project, with a plan to transition to 100% involvement in subsequent months. The Education Supervisor serves as the main focal person for project implementation at the field level, working in close coordination with the Project Manager and Education Officer based at the central office.
2. Selection of 14 GEP Facilitators
The GEP workshops for both schoolgirls and boys are among the project’s core activities, implemented using a curriculum developed by PHASE Nepal to achieve the project objectives. To ensure effective delivery of these workshops, 14 female facilitators from the local community were recruited. Each of the selected facilitators had successfully completed high school and demonstrated a strong interest in supporting the empowerment of girls and boys through education.
The selection process was conducted on a merit basis, involving both written and oral tests to identify the most capable and motivated candidates. This strategy not only ensures the quality of facilitation but also promotes local ownership and long-term sustainability by engaging women from the community as role models and leaders.
3. Training of Trainers (ToT) for Selected Facilitators
Following the selection of facilitators, a four-day Training of Trainers (ToT) was organised to strengthen their capacity to implement the Girls Empowerment Program (GEP) in schools. This training directly contributed to the project’s objectives of improving school retention, reducing dropouts and early marriage, and addressing menstrual hygiene management.
Sessions covered a wide range of topics including empowerment, norms and values, hygiene and sanitation, nutrition, menstruation, and sanitary pad-making, thereby addressing critical issues of health and the reduction of harmful practices. Role-plays and discussions on bullying, harassment, early marriage, domestic violence, and human trafficking were linked to the broader goal of creating a safe and enabling environment for girls to continue their education.
The training also emphasized leadership, facilitation, and communication skills, equipping facilitators to support girls in planning their futures and exploring alternative career options. Practical exercises, such as micro-teaching and model sessions, helped participants build confidence to conduct GEP workshops effectively in schools. In addition, competencies in documentation and reporting were strengthened to ensure quality implementation and accountability.
The training was facilitated by Education Supervisors, with health-related sessions supported by Auxiliary Nurse Midwives.
To assess learning outcomes, a pre-test was conducted at the outset and compared with a post-test at the end of the training. The results showed remarkable progress: the average pre-test score was 32.91, while the average post-test score increased to 93.64, demonstrating significant gains in knowledge and skills. Importantly, improvements were consistent across all participants and ethnic groups, indicating strong and uniform learning outcomes.
4. Completion of a 24-Day GEP Workshop at a High School in Rugin.
During the reporting period, a 24-day GEP workshop was successfully completed. A total of 115 students (68 girls and 47 boys) actively participated in the workshop, which was facilitated by six trained GEP facilitators with ongoing support from the Education Supervisor.
The sessions covered a wide range of topics aligned with the ToT, including empowerment, norms and values, hygiene and sanitation, nutrition, menstruation, and sanitary pad-making, bullying and harassment, gender equality, reproductive health, early marriage, domestic violence, and human trafficking. In addition, students were engaged in role-plays and discussions designed to strengthen communication, leadership, and problem-solving skills.
The workshop was structured to ensure targeted learning opportunities: 18 days were dedicated exclusively to girls, 4 days exclusively to boys, and 2 days were conducted jointly for both girls and boys. This workshop is expected to support students in setting their future career paths.
As part of the workshop, all students undertook both pre- and post-test assessments to evaluate learning progress. The results showed significant improvement, with the average score increasing from 30.2 (pre-test) to 90.3 (post-test). This outcome demonstrates the workshop’s strong effectiveness, yielding consistent and meaningful learning gains among participating students.
5. Initiation of 24-Day GEP Workshops at two Schools
The 24-day GEP workshops have also been initiated at two more schools in Phaiti and Borta—and are ongoing at the time of this reporting. The workshops are scheduled for completion in September 2025.
At Phaiti, a total of 102 students (55 girls and 47 boys) are participating, with six facilitators leading the sessions. At Borta, 40 students (25 girls and 15 boys) are engaged, supported by two facilitators. The detailed outcomes and assessment results from these workshops will be documented and presented in the next reporting period upon their completion.
6. School Management Committee (SMC) – Parents Teachers Association (PTA) Orientation
The SMC–PTA orientation was conducted in three schools of Rugin, Phaiti and Borta. A total of 57 participants attended the sessions, including 25 SMC members and 32 PTA members, with 19 female and 38 male participants.
The orientation was structured to build the capacity of school stakeholders in effective governance, accountability, quality education, and parental engagement. It equipped participants with the knowledge and skills to strengthen their leadership roles, promote girls’ education, and foster collaboration between schools, families, and communities. The participatory methodology ensured active involvement and encouraged ownership of the learning process.
This activity will be expanded to three additional schools, with monthly follow-up meetings in the upcoming period.
(names have been changed)
Meera, a 14-year-old Dalit girl from Rugin, is currently studying in Grade 8 at Secondary School. Growing up in a traditional community with limited awareness and opportunities, Meera rarely had the chance to express herself or discover her inner strength.
She participated in the Girls Empowerment Program (GEP) workshop organised by PHASE Nepal, which lasted for 24 days. Before the workshop, Meera was quiet and hesitant to speak. She rarely shared her views, even with her friends, and found it difficult to participate in classroom discussions. Topics such as reproductive health, rights, and gender equality were unfamiliar to her.
However, after attending the workshop, Meera experienced a remarkable change in her confidence. She learned about leadership, decision-making, communication, and the importance of understanding her rights. Through engaging activities such as role plays, discussions, and group learning, she gradually found her voice.
Today, Meera can speak openly, express her opinions, and even encourages her peers to stay in school and stand up against harmful practices like early marriage. She shared:
“I have learned so many new things from this workshop. Now, I can speak up and motivate other girls like me. Thank you, PHASE, for organizing such programs—I hope more girls get this chance.”
Meera now dreams of becoming a teacher or a nurse in the future, so she can contribute to educating and supporting children in her community.
Ashmita, a 15-year-old student from Rugin, Bajura, is currently studying in Grade 9 at Secondary School. Despite growing up in a remote area with limited access to education and resources, Ashmita has always been eager to learn and grow.
Before attending the Girls Empowerment Program (GEP) Workshop, Ashmita was shy and hesitant to speak, even when she had something to say. She had little knowledge about reproductive health, rights, or gender equality, and lacked the confidence to express her thoughts.
The workshop became a turning point in her life. Through interactive activities such as storytelling, role-playing, and group discussions, she learned about leadership, self-confidence, decision-making, and her rights. She was particularly inspired by local female leaders who shared their personal stories of struggle and success.
After completing the program, Ashmita began speaking more openly and even initiated small group discussions with her friends to encourage them to continue their education and raise awareness on key issues.
She shared: “Through this program, I feel I have inspired and encouraged other girls like me. Now I can speak up and express myself. I would like to thank PHASE Nepal and request that such programs continue in the future.”
Ashmita now dreams of becoming a teacher or social worker, aiming to support other girls in her community.
Her journey is a powerful reminder that real change often begins with small but meaningful steps – and with continued support, girls like Ashmita can become strong voices for change in their communities.
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