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CHAPTER ONE: INTRODUCTION

1.1. General Background :
    General refers to the parallel and socially unequal division into femininity and masculinity (Ann Oakley, sex, genders and society 1972). The masculinity refers to male sex and femininity refers to female sex. The gender gap between male and female brings on equal happening which hindrances for achieving the equal status. The females are dominated in most aspects of life because patriarchal society. Such kind of situation happens not only in Nepal, but almost all countries of the world.
    There is vast gender gap existed in the society between male and female in the case of school enrollment rate and dropout rate. There is different socio-economic condition in different cast hierarchies. Dalits have still no more eagerness found in enrolling their children in school than others. They still think education is not essential and prefer to send their children in work, so that they could earn money.

1.2. Statement of the problem:
    Education is the backbone of the Nation. Education plays the vital role to change the perception of the people. It leads the people out of the ignorance and stupidity. The school is the institution which not only gives knowledge but also teaches discipline to students. During the past three decades, Nepal has made significant progress in education at all level but still there is vast vast gender gap in school enrollment rate between male and female. Especially girls are made victimized due to existing social norms and values.
    Through the government have valves free to secondary level education in government/ public school but in practice it has not been implemented properly, due to poor management in physical & education sectors of government schools are compelled to collect money from parents even now in school for teaching. This has made problem to parents to send their children to school. The lack of knowledge about the importance of education among the parents has also been another major challenge. The religious and traditional thinking about vast discrimination between girls and boys also play the strong role in decreasing the enrollment of girls in school.

1.3. Objectives of the study:
    The general objectives of the study are to find out the gender gap in primary level of the Shree Shanti Bhagawati Higher Secondary school. However, the specific objectives are as follows'.
•    To compare the situation of gender gap between different cast hierarchies in terms of school enrollment number.
•    To compare the situation of gender gap between different cast hierarchies in terms of dropout rate.
•    To compare the gender gap in distribution of students by age and sex.

1.4. Limitation of the study:
    The study has some limitations that it cannot fulfill to a greater extend which should also be noted down. There are some features and facts that the study might not cover as the study is related to a limited area of the VDC and the situation is analyzed to the situation of primary level only of Shree Shanti Bhagawati Higher Secondary School of Letang VDC-6. It is also impossible to generalize in wider scope. So, as in the context of dropout rate.
CHAPTER TWO : LITERATURE REVIEW

2.1. Nepal's Net Enrollment Rate in Primary Level:
    The net enrollment ratio (NER) is defined as the enrollment of the official age group for a given level of education expressed as a percentage of the corresponding population. It can be revaluated from (CBS 2001) that the net enrollment in primary level in increasing. In 1996 the net enrollment rate was 69.4% which increased to 81.1% in 2001.
    In the year 2001 NER for primary level for the male was 86.9% and it was 75.1% for female. It infers that 13% of the primary school aged male and 25% female are deprived from primary level education. (CBS 2001)
    Region wise the NER at primary level exceeds the national average of 81.1% in two development regions (western and mid western regions). The NER for the central region is less than the national average. This is due to relatively low girl specific NER in this region. (CBS 2001)

2.2. Nepal's Dropout Rate in Primary level:
    The dropout rate can be defined as the percentage of students who dropped out from the school from a particular grade to the number of students enrolled in the grade. The dropout rates for boys and girls at primary levels are almost similar, with not significant difference. The dropout rate is in decreasing order although it is very high in grade 1 than others which was 20.6% in the year 1995 but decreased to 13.9% in the year 2001.
    The next high rate of dropout is in grade 5 which decreased to 10% in the year 2001 from the 16 in the year 1995. (CBS 2001)

2.3. District Enrollment Rate in Primary Level [Morang]:
    About 81% of primary school age (6-10) years children were enrolled in school. (CBS 2001) The total enrollment students in primary level is 1,24,745 among them 59325 are girls where as 65420 boys in Morang district. [Nepal District Profile- 2006]

2.4. Issues and Challenges:
    Nepal government aims to eliminate gender in equality in the education by 2015 and gaps between boys and girls enrollment rates as well as in the proportion of male and female teaches at the primary level by 2005. The government has formulated policies, plane and programmers’ to achieve the objectives. The ninth plan laid down net enrollment rate of 90% at primary level. Similarly the tenth plan laid down gross enrollment rate of 65%.
The main policy strategies to reduce the gender gap are:
•    Providing scholarship and incentives for girls to join school and complete the full cycle of schooling.
•    Improving school environment in order to make it more gender friendly.
•    Enhancing participation of females in education on through affirmative actions.
•    Implementing gender sensitive actions for reduce woman’s literacy rate.
•    Implementing the economical increasing programme for women’s empowerment by providing tanning and loan to them.
•    Undertaking reforms for gender sensitive curriculum, textbooks and teachers training materials.

CHAPTER THREE : RESEARCH METHODS

3.1. Setting:
Letang VDC is the rural area which is famous local named “Letang Sanishchare”, about 7 km far from the Mahindra Highway and is situated in the Morang District of Koshi Zone in EDR. There is Jante VDC in west, Warangi VDC in North, Bhogateni and Kerabari VDC in West side of Letang VDC. It touches Charkose Jhadi, Main forest of Nepal, lies in Bayarban VDC in South side.
According to the census 2001, the total population of the VDC is 14697 out of which 7495 female and 7202 male. Out of total population schooling age population (6-10 years) ps 27% i.e. 3969.
    VDC is running in traditional norms and values because of the lack of the literacy rate, The people still lack of knowledge and information that they need\. The society Ps mixed up of different caste, the ethnic groups i.e. Rai, Limbu, Magar, Tamang whose socio-economic condition is very much weak then other higher cast group (Brahman/ Chettri).
In the absence of knowledge and information the people especially from lower and Janjati minorities are not very sencior to send their children to school.
The S.S.B.H.S.S. is located in the ward no-6 of Letang VDC where about 1600 students from grade (1-10) class. The Total no of teachers of the school is 25 out of total no of teachers ladies teacher are 7. There are 40 classroom and separate toilets for boys and girls.

3.2. Research Design:
    The study uses the secondary data collection on from the administration of Shree Shanti Bhagwati Higher Secondary School. This study is quantitative in nature.

3.3. Sources of Data:
    The source of data is secondary data. It is collected visiting the school and being known with the realities. The information has been taken from the recorded data by school as well as asking questions to the teachers and students in case of collecting data.

3.4. Data Collection:
The data collected visiting the school which all records maintained of the classes one to five respectively in the different years that is 2060 to 2065 B.S. The data taken from the help of administration, teachers and students. So, far try to drew the actual situation of the school.

3.5. Data Analysis:
    When collection of data was completed the gathered data and information were processed manually and analyzed in a descriptive way. Descriptive analytical tools such a percentage and tables are also presented in the respective chapter where necessary.




CHAPTER FOUR : ANALYSIS OF SCHOOLING STATUS

4. The Over view of Primary Level of S.S.B.H.S.S.
    The over view situation is related to the primary level of Shree Shanti Bhagwati higher secondary school, Letng-6.

Table 1: Distribution of students of class (1-5) by cast hierarchies, 2060.
Cast Group    Classes
    1    2    3    4    5    1-5   
    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Percentage
Dalits   
5   
9   
14   
2   
1   
3   
3   
2   
5   
7   
11   
18   
4   
5   
9   
21   
28   
49   
13.24
Janjati   
28   
25   
53   
21   
17   
38   
29   
15   
44   
34   
34   
68   
11   
31   
42   
123   
122   
245   
66.21
High Cast   
8   
9   
17   
9   
3   
12   
8   
5   
13   
11   
14   
25   
7   
2   
9   
42   
34   
76   
20.55
Total   
41   
43   
84   
32   
21   
53   
40   
22   
62   
52   
59   
111   
23   
38   
60   
186   
184   
370   
100



The above table shows that majority of the school enrollment is from Janjati (66.21%) followed by higher cast (20.55%) and Dalits by (13.24%). The largest no of students is in grade 4. The number of girls in grade 2 and 3 greater than boys. The total o of girls of grade (1-5) is greater than boys.
    Since more population is from Janjati so it is obvious that more number of enrollment from Janjati.







Table 2: Distribution of school enrollment of class (1-5) by cast hierarchies    in 2065.
Cast Group    Classes
    1    2    3    4    5    1-5   
    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Girls    Boys    Total    Percentage
Dalits   
5   
3   
8   
5   
4   
9   
5   
5   
10   
5   
2   
7   
3   
5   
8   
23   
19   
42   
12.03
Janjati   
16   
18   
34   
19   
15   
34   
30   
21   
51   
35   
22   
57   
20   
22   
42   
120   
98   
218   
62.46
High Cast   
6   
7   
13   
7   
5   
12   
12   
8   
20   
5   
7   
12   
19   
13   
32   
49   
40   
89   
25.50
Total   
27   
28   
55   
31   
24   
55   
47   
34   
81   
45   
32   
76   
42   
40   
82   
192   
157   
349   
100

From the above we can interpret that the highest enrollment is from Janjati (62.46%) followed by higher cast (25.50%) and Dalits (12.03%). There are more number of girls in grade 2, 3, 4 and 5 then boys.
    There is high population of Janjati is in Letang VDC, so the enrollment of Janjati is highest among all three cast group. The lowest enrollment is in Dalits. Main reason of this condition is the property, no employment and no consciences’ with their parents. The birth interval of their parents are short and they are wasting their time to take care of their sister and brother and do not go to school.

Table 3: Compare of distribution of students by cast ethnicity between 2060 and 2065.
Students    Year 2060    Year 2065    Percentage
    1-5    Percentage    1-5    Percentage   
Girls    186    50.27    192    55.01    4.74
Boys    184    49.73    157    44.99    -4.74
Total    370    100    349    100   
The table above shows that comparatively between 2060 and 2065, the number of girls increased by 4.74% in 2065 than 2060. And the number of boys is decreased by -4.74%.
    The main causes of increasing the number of girls in 2065 are the effeteness of the programme “Education for All” and the school also provides the necessary things (like Copy, Pencil, Bag and dress to girls).
For grade 1, prizes and scholarship for girls and the effeteness of “Ghar Dailo Programme” for increasing the number of girls.
    The number of boys is in decreasing trend its main causes are discrimination between daughter too. They send their son to private school and daughter in government school, This reality is found in society of Letang VDC. And if there is not parents (i.e. Father) in their home the big son of the family should help their mother.

4.2. Gender Gap in Dropout Rate:

Table 4: Distribution of dropout students by cast ethnicity 2060.

Cast Group    Classes
    1    2    3    4    5    1-5   
    Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Percentage
Dalits   
14   
11   
3   
3   
3   
*   
5   
3   
2   
18   
16   
2   
9   
7   
2   
49   
40   
9   
18.36
Janjati   
53   
40   
13   
38   
35   
3   
44   
37   
7   
68   
64   
4   
42   
37   
5   
245   
213   
32   
13.06
High Cast   
17   
14   
3   
12   
10   
2   
13   
12   
1   
25   
23   
2   
9   
7   
2   
76   
66   
10   
13.15
Total                                                                       
51   
The above table shows that the percentage of drop out students is in Dalits that is 18.36% followed by higher cast 13.15% and Janjati students 13.06%.
    The drop out rate is high in Dalits cast group because its social and economic condition is very poor comparatively with others because of burdens of work, value and norms against schooling. If they had admitted in school the educational environment is not so effective, attractive the teaching methods are also traditional teachers always give homework in all subjects, they don’t have time to do home work at home. If they go without homework in school they get punished from teachers. Another main cause is they do not have textbook, copies and pencils. For this they will also get punishment. So they become frustrated with schooling life.
    In Janjati cast group some of parents do careless with their son’s and daughter to send school. The parents are not conscious about the importance of schooling & education and waste their time in vain.
Table 5: Distribution of drop out students by cast ethnicity,  2065.
Cast Group    Classes
    1    2    3    4    5    1-5   
    Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Enrollment    Appear in exam     Drop out     Percentage
Dalits   
8   
6
   
2
   
10   
10   
-   
10   
9   
1   
6   
5   
1   
6   
6   
1   
40   
36   
4   
10.00
Janjati   
38   
32   
6   
37   
36   
1   
52   
48   
4   
56   
55   
1   
43   
41   
2   
226   
212   
14   
6.19
High Cast   
9   
7   
2   
9   
8   
1   
19   
18   
1   
14   
13   
1   
33   
2   
1   
84   
78   
06   
7.14
Total   
55   
45   
10   
56   
54   
2   
81   
75   
6   
76   
73   
3   
82   
79   
3   
350   
326   
24   
100

The above table shows that the largest drop out rate is in Dalits cast group (10.00%) followed by higher cast 7.14% and Janjati student 6.19%.
    The main reason for such situation is due to low social & economic condition of Dalits.

Table 6: Compare of distribution of drop out student by cast ethnicity between 2060 to 2065.
Cast/ Ethnicity    Year 2060    Year 2065
    1-5    Percentage    1-5    Percentage
Dalits    9    18.36    4    10
Janjati    32    13.06    14    6.19
High Cast    10    13.15    6    7.14
Total    51    100    24    100

From the table 6, it can be analyzed the fact is that more number of drop out students from Dalits 18.36% in 2060 and 10% in 2065. It means the drop out is in decreasing trend, because the several local and national organization (which involves in education) are doing the many awareness programme in society. The indirect result of such kind of programme help reducing the number of drop out students. The trend of out going to foreign countries, the economical conditions is increased so they sent their children.
    As the age increases they might be useful for household works and the female child are utilized on it rather than male child because the society prefers male child. On the other hand the early age marriage is also prevailed in the case of ethnic people that also play vital reason behind it so as the poor socio-economic conditions, burdens of work, value and norms, Against female schooling are the major aspects playing role against female schooling and dropout.
CHAPTER 5 : SUMMARY, CONCLUSION AND RECOMMENDATION

5.1. Summary:
Nepal is rich in natural resources with various of many cast and ethnic groups and varieties of culture and traditions. Although it is an under-developed and people with low standard living. According to the survey in 2006, 32% people are below poverty line. Economy is mainly based on traditional agriculture and land distribution is not efficient. The country political environment is not strong. So it is not able to control or fulfill burning issue. What ever it is progressively going up in every sectors like education, health, IEC etc.
As the society is patriarchal and the dominance of male is found in almost all aspects of the society. It cannot be just exception that the gender gap is found much more in terms of schooling too.
    So many reasons are prevailed in the society that are playing vital role behind the gender gap. As the area is not that much developed and the people residing in the area is full of belief with traditional norms and values. They still continue to play vital role in increasing the gender gap in terms of school enrollment and drop out rate. As the society is divided into different cast groups the socio-economic condition also differs according to them to a greater extent.
    The main findings at the course of the mini thesis are describing as follows:
•    More enrollment of students (66.21%) from Janjati cast group followed by high cast (20.55%) and Dalits (13.24%) in 2060.
•    More enrollment students (62.46%) from Janjati group followed by high cast (25.5%) and Dalits (12.03%) in 2065.
•    Janjati constitutes majority in both year 2060 & 2065.
•    Comparison between 2060 and 2065, the number of enrollment in girls increased by 4.74% and enrollment in boys decreased by -4.74%.
•    Enrollment of Janjati and Dalit cast group is in decreasing trend by 3.75% and 1.21% respectively.
•    The highest drop out students from Dalit 18.31% followed by high cast 13.15% and Janjati 13.06% in 2060.
•    More drop out students from Dalit cast group 10% followed by high cast 7.14% and from Janjati 6.19% in 2065.  


5.2. Conclusion:
After the analysis of the study the overall conclusion can be drawn to a greater extend. As the data also proves the fact that the gender gap is existed in the overall aspects of schooling like in enrollment, in drop out rate.
    The enrollment of Dalit is found low and drop out rate is high itself. Because of low socio-economic condition, due to lack of awareness. The girls enrollment is higher than boys because of the partiality between son and daughter. Son sent to private school as well as daughter to government school.
 The position of drop out is in decreasing trend in all cast which sounds good. It is all due to awareness programme launched by local and government organizations.

5.3. Recommendation:
The main problem and less of educational investment is in high drop out in primary level in Nepal. There is no doubt that gender gap is prevailed in the school enrollment number and drop out. Although the gap is found different according to cast group. Because of so many problems and barriers prevailed in the society. The following suggestions can be given to cope with existing challenges.
    Appointing more female teachers can draw more girls into the schools. The main problem is the lack of female teachers in rural area.
    Increasing appropriate facilities like provision of separate sanitary facilities and construction of boundary wall around the school compound.
    Reducing monthly fees, supplying free textbooks and providing scholarship for Dalits cast group students and girls which can improve school quality, reduce drop out rates and increase the enrollment of students in school.
    Establishing child care centers at communities can free many girls and women to attend school.
    Offering more flexible school hours and the school calendars.
    Flexible school hours address the opportunity costs of girls house hold or farm work and allow girls to combine schooling with chores.
    Modifying home technology like fuels – efficient, wood burning, stoves to reduce girls and women work burden and free their time for schooling.
    Launching informal education programme and awareness’ programme to their parents to increase their knowledge and awareness.
     Establishing “House wife education” center to increase the literacy rate in women and to develop the positive thinking about schooling and education.