What a year it's been here at UWS!
From incredible results to exciting new partnerships, we’ve witnessed some wonderful moments that wouldn’t be possible without your unwavering support. Let’s take a quick look back at our year of impact.
Increasing Access to Quality Education
New Schools, Brighter Futures: We're thrilled to have opened 17 new schools across Nepal and Madagascar, providing even more children and communities with access to quality education.
Empowering Local Communities: We believe in the power of sustainable education. In 2024, we’ve successfully transition 31 schools to local community and government ownership, with a further 25 schools due to transition by this year’s end. This ensures that these schools will continue to provide quality education for generations to come, even after UWS’s direct involvement.
Empowering Girls Through Education
On International Women’s Day, we proudly championed our Girls’ Education programme, with members of the UWS team sharing what inclusion means to them.
Our Girls’ Education programme is three-year programme in collaboration with the UK Government (as part of the UK Aid Match Initiative) to improve access to gender-transformative education across 211 communities in Nepal and Cambodia. Together we’re empowering young girls to break down barriers, access quality education and fulfil their dreams.
Walk for Education
Our Walk for Education campaign on World Environment Day in June, emphasised the synergy between education and environmental sustainability. UWS teams around the world raised a Green Thumb in solidarity with children fighting for their right to education and a healthy planet.
Thank you to all the schools and businesses who joined us in this virtual fundraiser - and to all the UWS schools and students around the world who participated in a variety of eco-friendly activities. Every step taken, and every pound raised, brought us closer to a brighter future for both children and our planet
Supporting Children to Stay in School
Education is a fundamental right, yet many children still face significant barriers to completing their schooling. This year saw the successful completion of our three-year Dropout Prevention Programme (2021-2024), in partnership with Education Above All’s Educate A Child (EAC) Program.
We’re proud to share we exceeded our target, identifying and supporting over 6,000 children at risk of dropping out of school, 95% of whom remained in education.
Exam Success in Madagascar
Huge congratulations to our dedicated team and students in Madagascar! Their phenomenal efforts resulted in a staggering 99.5% pass rate for exam sitters in July. The Certificate of Primary Education is a significant milestone for Malagasy children, marking their first official examination and an important tradition upon completing primary school.
Click here to hear from UWS Education Officers, Osny and Sahaza, on this success
Uniting for a Brighter Future
In September, we had the privilege of attending the UN Summit of the Future in New York. This historic event brought together global experts and leaders to address the urgent challenges facing our planet.
Additionally, UWS Cambodia was proud to participate in the 5th National Conference of NGO Education Partnership (NEP), discussing transformative strategies aimed at enhancing education and learning outcomes for children in Cambodia.
The UWS Gala 2024: A Night to Remember
Our annual UWS Gala was a resounding success, raising over half a million pounds to support our mission. The UWS Gala brought together a vibrant community of supporters, all passionate about education and creating a brighter future. The funds raised will directly impact the lives of countless children, including supporting the construction of a new school in remote and rural Madagascar.
Celebrating School Fundraising
A huge thank you to all the schools who fundraised for UWS this year! Your creativity, dedication, and hard work have made a significant impact on the lives of countless children. From Tiffins Girls’ School’s thrilling benchball match to Cottonwood Classical Academy’s talented performances and Berlin Metropolitan School’s creative zombie theater production, your efforts inspire us.
Partnering for Impact
At UWS, we are so grateful and proud to partner with brands that lead with purpose, investing in the future of education for children in the world's most remote and marginalised communities. For the second year running, our incredible partner, Tropic Skincare, redefined Black Friday with their #GiveBackFriday campaign. Additionally, we’ve forged new partnerships with The Adaptavist Group, Arrow Capital, and Impact Food Group, joining forces to create a more equitable future.
UWS Germany: A New Chapter
We’re excited to announce the launch of UWS Germany, expanding our global reach and fostering a global movement for education. Founded in 2013 as a volunteer initiative called ConCultures, UWS Germany has evolved into a dynamic and impactful organisation, organising fundraising activities in German schools and forging important partnerships.
We are thrilled that UWS Germany has officially joined the UWS network in 2024. This new chapter will allow us to reach even more children with quality, inclusive education.
Looking Ahead to 2025
As we reflect on 2024's accomplishments, we're filled with immense gratitude for your incredible support. We wouldn't be here without your generosity and unwavering belief in our mission.
With your continued support, 2025 promises to be even more spectacular. We have exciting plans in the pipeline, and we can't wait to continue this transformative journey together.
The climate crisis is one of the defining human and child's rights challenges of our generation.
Environmental disasters are occurring almost 5 times as frequently as they were 40 years ago - disrupting the education of over 40 million children a year (FCDO, 2022). Even when children stay in school, climate change induced impacts, such as rising temperatures are affecting their ability to learn.
At UWS, we’ve seen the devastating consequences of climate and environmental change at first hand. From Cambodia to Myanmar, Nepal to Madagascar, the communities we work with are some of the most vulnerable to the impacts of climate change.
This October, heavy rains led to severe flooding and landslides across Nepal, directly affecting over 80,000 people, with many other indirectly impacted due to damages to water, sanitation, health and education facilities (UNICEF, 2024).
An Interconnected Crisis
- Disrupted Learning: Extreme weather events, such as floods, droughts, and cyclones, can damage or destroy schools, forcing closures and interrupting children's education.
- Reduced Attendance: Climate-related factors, like water scarcity and food insecurity, can cause children to miss school to help with household chores or seek alternative livelihoods.
- Health Risks: Climate change-induced diseases, such as malaria and dengue fever, can lead to increased absenteeism.
- Migration: Climate-induced displacement can force families to migrate, disrupting children's education and exposing them to new challenges.
Did you know?
Countries' resilience to climate disasters significantly improves with every additional year of education that girls acquire, increasing by 1.6-3.2 points on the ND-GAIN index, which assesses a country's vulnerability and ability to adapt to climate change.
As world leaders and civil society gather in Baku, Azerbaijan at COP 29, we share this reminder:
- Without adapting education systems to climate and environmental change, education goals will continue to slip out of reach.
- Without incorporating the power of education into climate response, the chances of communities being about to adapt to increasingly hostile environments becomes increasingly slim
Yet education is a hugely undervalued component of global responses to climate change, largely absent from major climate financing mechanisms. At most 0.03% of all climate finance is spent on education (Clark et al, 2019).
A failure to address this poses a risk to meeting both education and climate global goals
Our Commitment
At UWS, we are committed to addressing the complex interplay between climate change and education. We are working to:
- Build Resilient Schools: Constructing schools that can withstand extreme weather events and environmental hazards, providing safe learning environments for children. In Nepal, we have constructed 76 earthquake-resistant schools, ensuring they can endure seismic activity while providing secure learning spaces for children. In Madagascar, 22 schools have been constructed with cyclone-resistant designs, safeguarding children and their communities during severe storms.
- Deliver Quality Education: Children with foundational skills help families to better process and act on information about risk. Educated populations are healthier, more financially secure and better able to recover from climate shock. To empower the next generation, we integrate climate change education and disaster risk reduction (DRR) training into school curricula. In Nepal, students practice earthquake preparedness through drills and campaigns, while in Cambodia, children learn flood safety and water management. By equipping young people with these skills, we prepare them to adapt and build climate-resilient futures.
- Support Community-Based Adaptation: We also collaborate with communities to develop strategies that protect education and livelihoods, engaging them in tree planting and environmental awareness campaigns to thrive amidst climate challenges.
By addressing the climate crisis and investing in education, we can create a more sustainable and equitable future for the next generation. By shifting focus from delivering change in the short term, to empowering change for the long term, we go beyond educating the future, to changing it.
Education is a critical foundation for individual and societal development, yet many children in countries like Nepal and Cambodia still face significant barriers to completing their schooling.
The UWS and Education Above All’s Educate A Child (EAC) Drop-out Prevention Program (2021-2024) has been instrumental in addressing these challenges, working to keep marginalised children in school and supporting their educational journeys.
To assess the performance of the program, Rapid Asia gathered feedback through in-depth interviews with students, key informant interviews with representatives of the local governments, UWS, EAC and head of teachers as well as focus group discussions with participants and community members.
Addressing Barriers to Education
Poverty, gender, discrimination and rural settings are the most common factors that prevent many children from accessing and completing quality primary education. Despite the strong commitment from national governments to enhance school retention rates, these structural challenges continue to impede progress. The UWS-EAC Drop-out Prevention Program aimed to prevent dropouts among high-risk students in Cambodia and Nepal by designing interventions aiming to support and retain students within the educational system.
Figure I: Barriers to Education
Effective Intervention and Community Engagement
The program's evaluation highlights several key initiatives that have proven successful in reducing dropout rates and improving educational outcomes. Providing essential resources like school supplies and uniforms, along with establishing Girls' Clubs, Mothers' Group and home visits has had a profound impact. These initiatives not only met the immediate needs of students but also engaged the community in supporting education.
Figure II: Intervention Effectiveness of the EAC-UWS Dropout Prevention Program in Two Countries
A key strength of the program is its strong alignment with the priorities of the local government. By fostering strong relationships with government partners, the program ensured that its interventions were relevant and effectively implemented. This collaboration has been crucial in amplifying the program’s impact and sustaining its outcomes.
Efficient Use of Resources and Innovative Approaches
Efficiency has been a cornerstone of the program’s success. The innovative co-payment model for community teacher salaries in Nepal is a prime example of how resource constraints can be overcome through creative solutions. This model not only ensured the availability of sufficient teaching staff but also fostered community involvement in education. Such approaches could be replicated in other regions to extend program reach.
However, there are areas where efficiency could be improved. In particular, providing additional support for students who travel long distances to school and ensuring adequate resources for uniforms and school supplies are pressing needs that should be prioritised.
Impact on Impoverished Families and Female Students
The positive impact of the program was particularly notable among impoverished families and female students, who often face the greatest barriers to education. Targeted interventions like home visits, parent meetings, and community engagement and mobilisation have been successful in promoting school attendance and creating a supportive educational environment. Despite these successes, poverty remains a significant barrier, highlighting the need for ongoing support and targeted interventions.
Recommendations for Sustained Impact
To sustain and enhance the program's impact, several recommendations have been put forward, including:
- Maintain Program Structure: Continue the ecological approach of engaging stakeholders at all levels to influence school retention effectively.
- Strengthen Government Partnerships: Maintain and leverage relationships with local governments to align with their priorities and enhance collaboration.
- Continue Effective Initiatives: Persist with successful initiatives, including Girls’ Clubs, Mothers Groups, home visits, and material support provision.
- Support Student Commutes: Provide additional support for students’ commutes to address safety concerns and challenges during adverse weather conditions.
- Increase Resources for Uniforms and Supplies: Ensure that all students have the necessary materials to participate fully in their education.
- Encourage Local Government Replication: Support local governments in replicating or continuing successful program initiatives for sustained impact.
- Improve Flexibility in Budgeting: Enhance budget and project amendment processes to accommodate on-the-ground realities.
The UWS-EAC Drop-out Prevention Program has made significant progress in promoting school retention and preventing dropouts in Nepal and Cambodia. By focusing on effective strategies, community engagement, and government collaboration, the program has set a strong foundation for continued success. Sustained efforts and strategic enhancements will be crucial in expanding the program’s reach and ensuring that more children can complete their education and unlock their full potential.
About the authors: Daniel Lindgren is the Founder of Rapid Asia Co., Ltd., a management consultancy firm based in Bangkok specializing in evaluations for programs, projects, social marketing campaigns and other social development initiatives. Denise Erber holds a Master´s degree in Global Studies and is working with Rapid Asia as a consultant.
About UWS: UWS is an international non-profit that provides children in remote and marginalised regions access to quality, inclusive education.
About Education Above All Foundation: Education Above All Foundation empowers out-of-school children and marginalized youth by overcoming barriers to quality education. Learn more at: | Education Above All Foundation
About Educate A Child (EAC): Launched in 2012, Education Above All’s Educate A Child (EAC) programme helps millions of out-of-school children (OOSC) worldwide overcome barriers to primary education through partnerships and innovation. EAC plays a key role in improving access and retention for OOSC, driving positive change for children, their communities, and global sustainability. Learn more at Educate A Child | Education Above All Foundation
WHAT DOES INCLUSION MEAN TO YOU?
"Inclusion means creating spaces where everyone feels they truly belong. It is about celebrating our differences and creating a community where everyone's voice matters”
- Sreynak Hun, UWS Cambodia
Jeannette Rakotoniaina, UWS Madagascar: Inclusion is what allows an individual, or a group, to integrate, to participate and to feel valued with confidence so that they can achieve their full potential.
Natasha Kafle, UWS Nepal: Inclusion is about creating safe, secure and equitable places for everyone, particularly girls, women, people across different gender and sexuality spectrums, and individuals with disabilities, such that they get a fair chance to contribute and thrive.
Susie Ma, Tropic Skincare and UWS supporter: Inclusion, for me, means quite literally including everybody, regardless of their geographical location, their age, the colour of their skin, their background, their beliefs. Everyone is included in terms of what they deserve to have – from education to career progression and everything else that life has to offer.
HOW ARE YOU INSPIRING INCLUSION WITH UWS?
"A teacher training programme that supports teachers in making each UWS school an inclusive space where every child, boy and girl, feels welcomed and valued.”
- Jeannette Rakotoniaina, UWS Madagascar
Sreynak Hun, UWS Cambodia: At UWS, I’m inspiring inclusion by amplifying voices of students and children with disabilities, and other children from diverse backgrounds in the remote communities in Cambodia. I discuss with key stakeholders how to make inclusion work and open dialogue, creating spaces where everyone feels heard, valued and understood.
Jeannette Rakotoniaina, UWS Madagascar: I inspire inclusion by supporting the education system in the development of teacher training programmes in Madagascar. A training programme that supports teachers in making each UWS school an inclusive space where every child, boy and girl (without distinction), feels welcomed and valued.
We work with parents and local leaders to help them participate so that every child can build a new future through education. So that they will have the chance to succeed together.
"Together with these women and girls, we are building brighter communities and schools for a better future”
- Natasha Kafle, UWS Nepal
Natasha Kafle, UWS Nepal: Inclusion at the core of all programmes at UWS Nepal. One powerful example of inclusion in action is the formation of support networks, like Mothers’ Groups and Girls’ Clubs in every UWS school.
Women and girls of these groups meet regularly. They discuss health, education, finances and safety. They empower each other and ensure their voices are heard and if any concerns arise, they even hold the school accountable for a fair and supportive learning environment. Together with these women and girls, we are building brighter communities and schools for a better future.
Susie Ma, Tropic Skincare and UWS supporter: We’re inspiring inclusion all over the world through our work with UWS. By teaching the unreached and reaching children in some of the most remote parts of the world and giving them access to education.
United World Schools is committed to challenging gender inequality in every facet of our work, and the passion and commitment of our female colleagues and community members is essential to achieving our mission. To find out more about how we champion gender equality in the communities we work in, and across our organisation, read our inclusion policy.
It might sound cheesy, but it's true. From Madagascar to Nepal, to Cambodia to Myanmar - and back again.
Access to quality education changes lives dramatically, but differently. No two stories are ever the same. And yet - love is the common thread in every story we tell.
This week, we're sharing stories of the generous professionals who put so much passion and care into each UWS school you fund.
“I love my job as a teacher, it’s gorgeous. It’s wonderful to be with my students in lessons. I spend time with them in the library, encouraging them to read books or create art. UWS Pu Korng School is the children’s hope in the village.”
Mr Tich - UWS Teacher in Cambodia
Mr Tich
– UWS Student, now UWS teacher in Cambodia
Despite facing limited educational opportunities as a child in his remote Cambodian village, Mr. Tich’s determination to learn always burned bright. Thanks to your support of UWS, we constructed UWS Pu Korng School in his village, and once he’d finished there, Mr. Tich cycled 15km each day to finish his secondary school studies too.
“I was a hard-working student. I tried hard in lessons and I did as much homework as I could. After I finished studying at UWS Pu Korng School, I went to Secondary School – it was far to go as student on my bicycle every day. But I didn’t give up”.
Now, fueled by that same passion, Mr. Tich has returned to his village, taking up his place as a community teacher at UWS Pu Korng School, and sharing his love of learning with the next generation.
“I am so happy to have joined the team 8 years ago. I get to travel, meet new people and learn many things. People around me are very proud of what we do. The communities we work with adore us and our work."
Shyam - UWS Construction Worker in Nepal
Shyam
– UWS Construction Worker, Nepal
18 years ago, Shyam, a construction worker in Nepal, was in a serious accident that led to his hospitalisation and a critical operation. It was a life-changing moment for Shyam and his family.
Despite this hardship, Shyam persevered. He now works as a building officer with UWS Nepal – sharing that:
“Building schools isn’t merely a job, but it’s about crafting opportunities for a better future”.
“Before, we were teaching in poor conditions, under trees or in a wooden hut that couldn’t shelter the children in the heat or when the rain came. But today, this is no more, with UWS we have a school building and frequent training courses for all teachers".
Goda - UWS Teacher in Madagascar
Goda
– UWS Teacher, Madagascar
For many years, when he could, Gola taught lessons to the children in his village under a tree (pictured below).
But, without a salary, this wasn’t something he could do everyday, having to fish or farm to support his livelihood.
UWS opened UWS Beangolo School in September 2022, providing Gola and his colleagues with secure employment, as well as the training opportunities to pursue their careers.
“I have been able to master my work as a teacher, improving the quality of my teaching”.
“Of course there are times when teaching is challenging, or when my lesson plans don't always work out as I'd hoped. But when I see the students doing well, I feel motivated to give more than what I have".
Nar Mee Shel - UWS Teacher in Myanmar
Nar Mee Shel
– UWS Teacher, Myanmar
Nar Mee Shel is responsible for the Grade 3 and 4 class at her UWS primary school in Myanmar. Teaching Maths, Burmese and Science, Nar Mee Shel teaches children whose first language is not the national language, Burmese.
A passionate educator, Nar Mee Shel loves her job – through the challenges and rewards of teaching she perseveres. She’s determined to do her very best for each of the students in her care.
“It’s obvious that the students are improving, especially in their language proficiency because when the UWS team visit the school, the students chat to them in Burmese, not their mother tongue”.
You see? Love links our supporters, teams and rural communities, guiding our vision and driving our work.
It allows our teams to be relentlessly dedicated to reaching the most challenging-to-access communities.
It inspires children in London, Berlin, and beyond to raise money for quality education each year.
It empowers mother's like Falina to push for their children's more prosperous futures.
Love is as formidable, essential and life-transforming as, well, education is.
Thank you for being part of our mission to love the world by providing sustainable access to quality education. We're deeply grateful for you.
From UWS, With Love
Education is key to helping children live Happily Ever Smarter
Nepal is one of the poorest countries in the world, with an economy largely dependent on tourism. As a result, government investment in education has been limited, tending only to reach communities based along main roads. However, many remote villages can’t be reached by road. This means that thousands of children from remote and marginalised communities are excluded from education. Literacy rates remain among the lowest in the world – just 10% of people in rural populations can read and write.
However, through improved access to quality education and better infrastructure provided by this project, we’re changing this story. Funded by the UK public and match funded by the UK government, our Happily Ever Smarter project is an example of what can be achieved through hard work and collaboration.
We’re thrilled to share that 18 months in, this project has significantly impacted the lives of 2,404 children so far. By the end of the project, we aim to bring that number to over 8,500 children.
Meet some of the people making this work possible...
Every school we run is supported by an incredible team of talented and inspiring people.
“It's a contribution to rural Nepalese communities and the dreams of the children who will walk through the doors I’m helping to build."
Mina, Construction Worker
Meet Mina
– Construction Worker, Gulmi District, Nepal
Mina, a single mother raising two children, has worked tirelessly for the past six years in the UWS Nepal building team and most recently as part of our Happily Ever Smarter project. Her dedication and craftsmanship earn her commendations from everyone around.
“I receive so much praise for my work from the community and this motivates me to do better every day,” shares Mina with pride.
Mina’s aspirations extend beyond the construction site; they reach into the future she envisions for her children.
“As a single mother, life has been very difficult for me. I am thankful for my job and UWS Nepal for providing me with a means to support my family and their education.”
"School is like their second home, a place where all children, from different places and families, come to learn. Teachers need to make sure every child feels nurtured.”
Mausami Rai, UWS Teacher
Meet Mausami Rai
– Teacher, UWS Railey School, Nepal
High up in the Himalayas of eastern Nepal lies Railey village, a village which for generations did not have access to quality education. The nearest government school is a 3 hour, round-trip, walk away, up and down steep slopes, which became even more treacherous during the monsoon season. As a result, the majority of children had never been to school.
As part of our Happily Ever Smarter project, UWS aims to build or support schools in 60+ communities across Nepal over a three year period, including Railey village. UWS Railey School was built and opened in the heart of Railey village earlier this year.
Mausami Rai is a teacher here. She shared:
“To be a great teacher, it’s important to understand each child’s background and requirements to teach them accordingly. School is a place where children can express and explore themselves without any worries.”
From skilled builders like Mina, to talented teachers like Mausami, to generous supporters like you, this work takes all of us.
We all have a role in ending education poverty.
Thank you.
At least 500 million people globally lack access to the facilities they need to manage their periods. Where menstrual products aren’t readily available, many resort to using makeshift items, such as old cloth material, instead of sanitary products, which in turn, risks infections and other health problems.
“When girls and women do not have access to sanitary pads, this makes them uncomfortable in working, studying and everywhere they go. They feel worried, fearful, ashamed and not brave. These problems affect their school enrolment and dropout” shares Ol Senghun, UWS’ Adolescent Girls’ Lead in Cambodia.
Many girls are forced to miss days of school when they have their period or even drop out of school altogether - losing out on their right to an education. Myths, stigma and harmful cultural or social norms around menstruation exacerbate the difficulties for young people. Menstruation is a stigmatised and taboo topic, girls may also face discriminatory practices whilst on their periods, such as not being allowed to participate in religious practices.
UWS ensures all children are safe, included and learning. Through our WASH (water, sanitation and hygiene) facilities and safeguarding measures (for which we have been accredited by Keeping Children Safe), we ensure the school environment is safe for girls and considers their needs. But this isn’t enough. We’ve found that girls are often unprepared when they start their period, having received little or no education about menstruation before reaching puberty.
Therefore, our Girls’ Clubs and Mothers’ Groups across Cambodia and Nepal recently held pad-making training sessions, teaching girls and their mothers how to make reusable sanitary pads. The girls and mothers learnt about the reproductive system, puberty, menstruation and how to manage periods safely. Sanitary kits were provided to each attendee, containing reusable pad-making materials, a menstrual hygiene management booklet, and a bag to store their pads throughout the day.
The sessions also provide a safe space for women and girls to learn about their rights, voice concerns and build confidence and knowledge on their bodies and rights. Hourt Veasna, a UWS Education Officer in Cambodia, delivered the training to over 200 women and girls across 10 UWS schools in Siem Pang District.
“The training on menstrual education and puberty helped mothers and girls understand more about the menstrual cycle, their health, the age of menstruation and menopause,” explains Veasna. “The sessions prepared them for how they may feel during their cycle, and to help reduce their fear and shame to talk about menstruation”.
“We have received very good feedback from the mothers and girls,” Senghun adds. “Girls now understand about puberty and are ready for the body changes they will experience. We have seen that students are now attending school regularly because they have enough products and spend less money on buying sanitary pads”.
“I was able to understand the negative perception regarding menstrual hygiene after becoming a member of the Girls’ Club. I also learned to make reusable sanitary pads through this club,” says Seema (name changed), a Girls’ Club member from UWS Changlewa in Nepal.
The sessions, which have taken place across more than 120 UWS schools in Cambodia and Nepal, also aimed to empower girls and mothers to challenge the social norms and stigma associated with menstruation and to talk about periods in a shame-free way.
“After being involved in Girls’ Club, I have been able to be fearless and put my opinion among others. I have also been able to talk about my issues related to menstrual hygiene and help others share their problems as well.” shares Reena (name changed), a student of UWS Sathtare School in Nepal. The pad-making training sessions have received recognition from the members of mothers’ groups and local communities.
“The pad-making training was very effective. I have been using the pad myself, which is better than the household pad I used to use. I learned more about menstrual hygiene and the importance of a balanced diet during menstruation,” says Mala (name changed), a mothers’ group member at UWS Jaisithok.
Empowering people to feel confident throughout their period by providing safe products and effective menstrual hygiene education, as well as educating communities, is critical to ensuring that all students have equal access to education and opportunities.
The above initiatives are part of our Dropout Prevention Programme, in partnership with Education Above All Foundation’s Educate A Child (EAC) programme. The Dropout Prevention Programme aims to support the children most at-risk of education marginalisation and early dropout, to stay in school. Read more here.
The Difference our Programme Will Make
At United World Schools, we're proud to have championed inclusive education from our very beginnings. Our teams work exceptionally hard to ensure that every girl and boy living in some of the world's hardest-to-reach communities is able to access the quality education that is their right.
Our Girls Will Be Girls programme, which starts in Spring 2023, forms a crucial component of furthering our inclusive education agenda.
All donations that were made as part of this appeal will help girls across Cambodia, Myanmar, Nepal and Madagascar tear down barriers to education and attend school with their heads held high. The matched income from the UK government will go directly to funding our girls' education programme in Cambodia and Nepal, helping girls to get an education, stay in school and achieve their potential.
Meet Asha
Asha lives in a remote village in the Himalayas of Nepal, where she attends UWS Hedangnagadi School. But not long ago, Asha was one of the millions of children globally who drop out of school before completing primary education. She'd been forced to drop out of boarding school as her family couldn't afford the fees. When this happened, Asha and her parents were devastated, they were determined that Asha would continue her education and so looked for alternatives. UWS Hedangnagadi School provided the solution. At United World Schools, we believe that every child should have access to a free, quality education.
"After knowing that UWS provides quality education similar to that of the boarding school, we decided to enrol our children"
Asha's mother
Asha loves going to school, learning new things and playing with her friends. She is also involved in the STEAM (Science, Technology, Engineering, Arts and Maths) Club at her school – an initiative to create a learning space that gives children the opportunity to connect ideas with practice.
“I am very happy to join the STEAM Club because I am learning new things everyday,” says Asha who dreams of becoming a doctor and providing health facilities to the people in her remote community.
“I think I would be very sad if I didn’t get the chance to go to school and study. Seeing the other children, including my friends going to school would further make me sad”.
Thanks to your generosity, our Girls Will Be Girls programme will work with over 14,000 girls like Asha, so they can be pioneering, revolutionary, happy… whatever they want to be.
Our Programme
Through our Girls Will Be Girls programme, we aim to work with 20,000+ people over a three-year period to increase girls’ presence, participation and achievement in school.
Our innovative programme has four key areas:
1. Targeted support for out-of-school and at-risk girls:
Through our Girls Will Be Girls programme, we aim to work with 20,000+ people over a three-year period to increase girls’ presence, participation and achievement in school.
2. Gender-responsive households and communities:
We’ll support girls and families to challenge harmful gender norms, for example, where women are expected to by wives, housekeepers and reproducers. We will tackle this through community workshops in over 100 communities. By establishing girls’ clubs, we’ll create safe spaces for girls in school to talk about the issues they face and discuss solutions. We’ll carry out education and training sessions for girls to increase awareness of their bodies and rights.
3. Gender-responsive schools:
Harmful social and cultural norms are often reflected in schools. Through this programme we’ll train Education Officers to deliver training to teachers to build gender inclusive schools that challenge inequalities in the classroom. We’ll audit our WASH (Water, Sanitation and Hygiene) facilities and make upgrades to ensure the school environment is safe for girls and considers their specific needs.
4. Gender-responsive education systems:
To influence systemic level change, UWS will engage with government officials and education sector stakeholders on improving gender responsive approaches, gender inclusive teaching practices and school environments. We’ll raise awareness of harmful gender norms and increase support for girls’ education. We’ll facilitate meetings between local authorities and community representatives to amplify beneficiary voices.
Thanks to your support
We will address the structural barriers that prevent girls from participating fully in education. Together, we will create systemic change for girls living in rural areas. We look forward to keeping you updated on the impact of our Girls Will Be Girls programme.
Usually this is due to differing gender-based cultural norms and expectations, such as child marriage and the social stigma surrounding menstruation. In Ratanakiri province, Cambodia, where UWS operates, nearly 60% of girls are married before they are 18 years old (Action Plan to Prevent & Respond to VAC 2017). Long walks to and from school also present additional safety concerns for girls due to the threat of gender-based violence.
Inclusive education is central to our education model. From the outset, we work in partnership with communities who commit to sending both girls and boys to school. Through our WASH (water, sanitation and hygiene) facilities and safeguarding measures (for which we have been accredited by Keeping Children Safe), we ensure the school environment is safe for girls and considers their needs. We hire and train community teachers who teach children in a language they understand (initially the local language) and use positive, child-centred teaching methods. For us, education is about every child feeling supported by their teachers and parents, safe in the classroom, and having the opportunity to pursue the futures they choose.
This is why we are proud to be working in partnership with Educate A Child (EAC), a global programme of the Education Above All Foundation, to deliver a Dropout Prevention Programme and further our inclusive education agenda. Our three-year Dropout Prevention Programme will support the children most at-risk of education marginalisation and early dropout, to stay in school. Addressing the barriers to learning faced by girls is a crucial part of this programme.
As part of this programme, we have established Girls’ Clubs to support girls on relevant issues and also to serve as support mechanisms for the girls at-risk of early school dropout. The clubs aim to increase girls’ resilience, as well as awareness and knowledge of how to exercise their rights.
“I am a Girls’ Club Leader at my school. Before the girls’ club we did not have any study groups. Now I understand more about the importance of peer education. I feel more confident after being involved with the Girls’ Club”
- Yi*, Grade 6 Student at UWS Dey Kro Hom School.
In the Girls’ Clubs, sessions cover topics including, menstrual hygiene, gender equality and leadership development. To encourage leadership and self-esteem, UWS Girls’ Clubs have girl leaders, who are older students enrolled at the school. Yi* is a Girls’ Club Leader at UWS Dey Kro Hom School in Cambodia.
Older girls are often amongst the most at-risk of dropping out of school before finishing their primary studies in Grade 6. Many feel pressured to leave school to get married or to support their families. But Yi and her peers are determined. The Girls’ Clubs focus on educating girls about their rights as children and young people, and empowering them to advocate for human rights for themselves, their peers, families and communities.
The Girls’ Clubs are part of our wider Dropout Prevention Programme to address inequalities within education through long-term systemic change. These interventions include, among others, community-awareness meetings, assistance with children’s travel to school, establishing mothers’ groups, delivering holiday and evening classes, and providing sanitary kits and menstrual education for adolescent girls. The goal of the programme is to increase the retention rates for of over 5,000 primary-level children at-risk of dropping out across Nepal and Cambodia
United World Schools will continue to support children to realise their right to an inclusive education and provide them with the tools to shape their futures, on their own terms and build pathways to new opportunities.
*name has been changed in line with our child protection and safeguarding policy
United World Schools works with some of the world’s most remote and marginalised communities to provide every child with a quality, inclusive education. We work with rural communities, who are often ethnic minorities, relying on subsistence farming with little to no educational infrastructure. Within the communities we serve, there are subgroups of children who are more vulnerable to educational exclusion and early dropout due to key demographic risk factors. These include living in extreme poverty, the challenges facing girls aged 11+, discrimination, students being overage for their grade, and having a difficult journey to school.
The risk of school dropout has only been exacerbated by Covid-19. Prolonged school closures have heightened the risk of child labour and child marriage, widened equity gaps, and eroded cultures of learning. Girls have been disproportionately affected, UNESCO warns that more than 11 million girls are at risk of dropping out and may never return to school. This not only threatens decades of progress made towards gender equality, but also places girls at greater risk of adolescent pregnancy and child marriage.
We are committed to ensure all children are safe, included and learning. In partnership with EAC, our three-year Dropout Prevention Programme will identify the United World Schools students who are most likely to drop out and provide targeted support to enable these children to stay in school.
In support of this, we have formed locally-established School Retention Teams (SRTs) in each UWS school in Nepal and Cambodia. SRTs are composed of teachers, community volunteers and UWS Education Officers, and over the course of the last months, they have undergone Dropout Prevention training sessions.
Amrit is a UWS Education Officer in Sankhuwasabha, Nepal. Through spending time living with the communities he works with, he has become acutely aware of the many barriers that children face to gain a quality education.
“I work with students from families who cannot afford simple stationery like pencils, erasers and sharpeners”, says Amrit. “Some students have to walk for more than two hours to reach a school, across flowing rivers and slopes at-risk of catastrophic landslides. Coming from families without a history of education, students often lack the guidance to complete their academic work at home”.
SRTs will use five key risk factors to identify the UWS students who are most likely to drop out, and then deliver a holistic package of interventions to enable them to stay in school. These interventions include, among others, providing school supplies, assistance with children’s journey to school, establishing mothers’ groups and girls’ clubs, delivering holiday and evening classes (as pictured below), and providing sanitary kits and menstrual education for adolescent girls.
“I am happy that United World Schools is partnering with EAC to bring the Dropout Prevention Programme to UWS schools”
- Amrit
“I strongly believe that this project will not only be crucial to retaining students who are at risk of dropout, but also to bring back and inspire students who have previously dropped out”.
United World Schools will continue to support the most marginalised children to claim their right to an inclusive education and provide them with the tools to shape their own futures, on their own terms. The goal of this programme is to increase the retention of over 5,000 high risk and most at risk children in primary education across Nepal and Cambodia.
We are proud to be launching our Dropout Prevention Programme in partnership with Educate A Child. Over the course of this project, we will be sharing more information about the progress of interventions and the experiences of our teachers and students across the communities we support.