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Committed to Ensure Access to Quality Education for all

At a Glance

Supported by European Union the ONGIKAR project (July 2013- June 2017) is aimed to contribute towards the achievement of EFA and MDGs and facilitate the implementation of National Education Policy (NEP-2010), Skills Development Policy (SDP-2011) and the ECCD Policy Framework.  

Objectives of ONGIKAR
-    Create increased awareness among general mass and influence towards policy and practice change
-    Get 200,000 children of school going age and below ready for school
-    Facilitate Access, retention and completion of all children and young adults in basic education
-    Make education beneficial for at least 100,000 learners of disadvantaged groups by linking with  TVET
-    Address issues  related to equity and equality

Major Areas of Focus
•    Early Childhood Care & Education (ECCE)
•    Primary & Secondary Education
•    Multi Lingual Education (MLE)
•    Education in Emergencies (EiE)
•    Youth & Adolescent Development
•    Vocational Education and Skills Development
•    Budget Education
•    Gender justice and equity
•    Right to Education
•    Right to Information for Education Governance

Working Strategy
 Target groups
•    25,000  of  NGO and Government officials involved in grassroots to national level, entrepreneurs, technical training institutions situated at different districts and sub-districts, with special focus on disadvantaged areas/communities will be influenced through advocacy and lobbying.
•    40 million people will be informed through electronic, print and folk media and other different infotainment materials to activate them to be involved in education and skill development.
•    300 NGOs and 15 Forum or Networking body will come forward collectively to raise voice on disparity issues under the wider umbrella of CAMPE.

Expected Outcome
•    ECCE support extended to 200,000 children aged 3-8 from disadvantaged groups towards effective transition to primary education
•    100,000 young adults from marginalized community get access to TVET and linked to world of work through self-employment and wage employment
•    Increased opportunity for inclusive education including multi lingual education(MLE) for 10 indigenous linguistic groups
•    Raised awareness of issues and increased demand for policy and practice change
•    Process for gender mainstreaming in education programs facilitated
•    Project cycle management strengthened