MEMBER SERVICE

Case Study template

What is a Case Study?

A Case Study is an individual’s story. It tells the reader how Plan International work has made a difference in the life
of a child or his or her family.

1. Background: Please provide basic information about the interviewee(s).

Name(s), gender, age: Rohit Singh Sunar, Boy, 16 Years

Location - village/town, G Gau-5, Baijnath Rural Muncipaltiy, Banke, Nepal

district/province and country:

Keywords - themes: Promoting Gender Equality Through School Wash

2. Summary: please describe the interviewee’s day-to-day life and environment.

Rohit Singh Sunar lives in G Gau-5, Baijnath Rural Muncipaltiy. Baijnath is emerging city in Pradesh No. 5. G Gau is
one of the identified slum areas of Baijnath where people do not give priority to education due to poverty. His
family's status is also very poor. Most of the children are beyond from education in the areas. Children in the areas
go to garages, hotels and other houses as a domestic worker then going to school, as it is the source of their income
to support their family. They are not regular in the school due to child domestic labour. They join school after
finishing work. Mostly children have to handle their household work like cooking, washing and caring to their sisters
and brothers.

Rohit is studying in class 10 in Parbhat Secondry School, G Gau. This is the age of learning, enjoying and playing with
his friends. As being a child labour he has different and painful daily life.his right hand wash not work properly in
childhood rohit was sick from malairya and that time his right hand is not work properly. Most of the children in their
community do not get opportunity to go school regular. Rarely get chances to study up to 10 classes and then have
to stay at home as worker.

As per the poverty, his family size is big. They are 4 four members in the family.

3. The story: interviewee’s story in his or her own words. Please use exact words with direct quotes.

Myself Rohit Singh Sunar, I am 16 year sold. Currently, I am studying in Parbhat Secondry School, G Gau in Grade 10.
Owing to our poor financial condition, Though I had a deep interest to continue my study, my family also support to
study continue. In my community, people do not want to spend their earnings for education especially to daughters.
People of this community think that daughter should go to other's home after marriage and invest the money in her
education is the way of wasting money. Even, boys do not get good education due to poverty.

While I was in school, I came to know about Promoting Gender Equality Through School Wash run by Geruwa Rural
Awareness and Association. Fortunately, I was identified as a Child in Jeopardy from School Child Protection
Committee.

I am enjoying in school. I have made new friends. Now, I am Secretary of Parbhat Child Club in my school. I attend in
monthly meeting of child club regularly. Similarly, I support to address the problem of the student in school.
Furthermore, I want to be a good teacher after completing my higher education. I would like to thank my family,
Geruwa Rural Awareness and Association , Plan International, and My School.

4. Wider context

1
4.1 Program summary and background information.

Banke UNESCO Club in partnership with Save the Children is implementing Sahayatra project since January 2015 and
the project will end in December 2018. The project mainly works under three themes- education, child protection
and child rights governance. The program is focused in five urban slums community of Nepalgunj Sub metropolitan
city. The program works with 17 community based schools and 2 Madarashas. The project aims to bring the access of
marginalized and poorest of the poor communities in in formal education coordinating with district line agencies.

While a number of children are enrolling again to school due to MFS, It is felt that it has been playing an effective
role in slum areas. Bring the dropped and never gone children to MFS and encouraging them with small support for
enrolling in school are an achievement. This support encourages to the family too that they have to send their
children to school.

My First School (MFS) is an urban focused piloting intervention within the Sahayatra project. It is a non-formal school
established in coordination with district line agencies focused for children and adolescent aged 6-14, especially
children at work. The classes run from 10:00 AM to 5:00 PM in 3 shifts. The children could read and write according
to their own flexibility of time. After certain period in My first school, children are encouraged to enrol in formal
education. Out of 28 children enrolled in MFS last year in 2016, 18 children were enrolled in formal education. This
year in 2017, there are altogether 42 children enrolled in MFS, 13 girls and 29 boys. There are altogether 4 children
with disabilities, 2 girls and 2 boys.

4.2 Follow-up: Is the individual in the beginning, middle or end of an activity/program with Save the Children?
If he or she is still taking part in an activity/program in the future please explain when a follow-up story could be
planned i.e.: six months, one year later etc.
Is this a follow-up from an earlier Case Study? If so, please add a link to the earlier Case Study.

This is the follow up case study.

4.3 Family, community leader, health worker, teacher, partner etc. quotes. Please ensure that you have the correct
names, (job) title and organisation for each person quoted.

“Though we are poor and from the deprived community where the people do not prefer to send their children to
school, I have interest in my children education. I have six children (Pawan Kewat - 19, Rohit Kewat -15, Naina Kewat
- 14, Kanchan Kewat- 14, Monti Kewat- 5 and Anand Kewat 1yrs ) due to poverty, Naina, my daughter has left the
school. She again enrolled to school with the support of Banke UNESCO Club. My First School worked as a bridge to
take her to school. Now, I complete her remaining tasks in the day. United Nation Development Program UNDP
(Cheers Creative Nepal a youth-led NGO working for youth personality development in Nepalgunj CN-21) provided
me training for mushroom farming. This has really helped us to fulfil our basic needs. My husband drives rickshaw in
hiring. He earns about 900-1000 per day where he has to pay Rs. 800 rupees to rickshaw owner. Then remains only
200 rupees which is not sufficient for us to survive. Naina also works as domestic worker in nearby house and earns
Rs. 3000 per month. As Naina go to school now so at afternoon I go to do her work at afternoon. I also earn NRs.
2000 through selling mushroom. It is very difficult to manage everything us owing to financial problem. So far, we
are sending all children to school. -“Meena Kewat, Mother

“I remember a saying “Where there are wills there is a way”. Naina is very laborious and she attends school
regularly. She takes part in extra-curriculum activities regularly. She raises her queries immediately if there is any
confusion in the class. She has interest in the study and always does her homework. In a short period, she
recognized herself as a good student.” - Arati Singh, Teacher

4.4 Expert quotes. Please ensure that you have the correct names, (job) title and organisation for each person
quoted. This is optional as experts may not always be available.

2
5. Theory of Change: How we work to create impact for children

The Save the Children Theory of Change shows how we achieve change for children: striving to create impact for
children by being innovative, by acting as the voice for and of children, and by achieving results at scale.

5.1 Overall impact: Please explain how Save the Children addressed the challenges/problem and describe the results.

The reason before her dropped out from school is poverty. Another, one is slum community where people do not
take education with high importance. With a number of children for the community are involved in labour for their
economic solution. Banke UNESCO Club and Save the Children found that numbers of children are out of school. The
way was searched to send them to school again. Therefore, the concept of MFS was brought to works as the bridge.

5.2 Innovation: does this story include a new solution to address an unmet need of children? Please explain the new
processes, products, services, methods of delivery. Only write something if there is a specific example of innovation.

There are many children that are never being to school and most of the children meet such kind of problem. Nanina
was engaged in as a domestic helper and she was unable to seek support from anywhere for her study continuing.
The large number of family members and poverty is main cause, which compelled children to do labour work.
Therefore, My First School (MFS) is an urban focused piloting intervention to enrol child labour children in formal
education after a certain period. It is a non-formal school established in coordination with district line agencies
focused for children and adolescent aged 6-14, especially children at work. The classes run from 10:00 AM to 5:00
PM in 3 shifts. The children could read and write according to their own flexibility of time. After certain period in My
first school, children are encouraged to enrol in formal education.

MFS is a right platform to spend her time for learning. She is encouraged through facilitators and convinced of
school as well as she received educational support such as dress, book, notebook, pen, and bag from Banke
UNESCO Club that is played supportive role for them. Basic needs remained obstacle to them due to poor economic
condition and this happened to Naina but that basic needs are fulfilled by MFS and BUC.

5.3 Voice: Please describe if you have been able to advocate for better practices and policies or ensure children’s
voices are heard.

She has an extreme will to go to school. She was searching the ways for school. But due to poverty and involving as
child labor, she was not getting away. She had to spend her remaining time for home or any tasks in her home. After
knowing about MFS, she was regular there and the time became useful for her. She learned and practiced there for
school. With the support of WCPC, MFS, BUC and SC, she was ready for school. In terms of compulsory and basic
education BUC advocating to enrol all children in school for education. My first school is also a part of education to
create access to poor and marginalized children from informal to formal also ward child protection committee
advocating from local level to enrol 100% children in school.

5.4 Partnerships: Please describe if you have been able to cooperate with or build partnerships through this
program.

To address any problem that is linked with the community has become the common issues. Advocating alone for
them is not possible basically which is related to community culture. Therefore, to go to them partnering with local
existing groups, organizations and institution play effective role. Therefore, WCPC and MFS play effective role. And
so far, there is LRP and PSW from the same community. They bridge the gap between understandings. Therefore, it
is felt that building partnership or cooperating with is essential. MFS conducting partnership between Nepalgunj Sub
metro Politian city Office, NPJ office supporting for coordinating with ward office and District Education Office.
Technically DEO Banke supporting for sustainability of MFS in regular basis DEO officer visited MFS for onside

3
coaching mentoring support and provide technical guidance.

5.5 Results at scale: Please describe if program achievements are occurring beyond a local level at a larger scale. Only
write something if there is a specific example of results at scale.

6. Please create three different short key messages about this case study.

 Dropped out children that are involved in labor can be enrolled with small support linking with MFS.

 The effort of local institutions like Local Resource Person RP, Para Social workers and Ward Child Protection
Committee is effective that they could play a vital role to identify such children in the community.

 Most children are dropped and in the situation of never gone to school in slum area due to poverty, culture
and child labor system.

7. Child protection and consent issues.

7.1 Please confirm that you have followed Save the Children child protection policies and have completed full
consent forms for the child and/or family, and every individual you have quoted and photographed.
Tick box to confirm: 

7.2 Protection notes: If you have changed the name of an interviewee or have changed information that could lead
to their identification for protection reasons, please outline the reasons.

8. Case study reference information

Interviewer: Shubani Kshetri Nepali

Photographer: Shubani Kshetri Nepali

Photo reference name/number. Please save the photo on 1. Naina Kewat with her friends at school .jpg
your Member Service country website in original image file
format. Please do not insert the photo into the template. 2. 2. Naina Kewat at My First School .jpg

3. 3. Nina Kewat with her

Mother20180105_125528.jpg

Approved for use by:

Approval for use is given by the Country Office.

Date: ……………………………………………..

Instructions for further use/further permissions required: When using this Case Study please do not change any of
what is written here. If you’re unsure about anything to do with its use or content, please contact the Member
Service staff in the Country Office where the Case Study originated from.