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ERIC Number: ED475610
Record Type: Non-Journal
Publication Date: 2002-Dec
Pages: 178
Abstractor: N/A
Reference Count: N/A
A Longitudinal Study of the Effect of Integrated Literacy and Basic Education Programs on Women's Participation in Social and Economic Development in Nepal.
Burchfield, Shirley; Hua, Haiyan; Baral, Dyuti; Rocha, Valeria
In Nepal, Girls' and Women's Education Initiative and the Girls' and Women's Education Policy Research Activity (GWE-PRA) investigated the impact of women's integrated literacy programs in the country's development by examining measures of socio-economic status, as well as indicators of women's social and economic development, including" (1) literacy and education; (2) children's education; (3) family and reproductive health; (4) participation in income-earning activities; (5) community participation; and (6) political participation. This research presents cross-sectional comparative analyses of these indicators in the baseline year (or Year 1) and measures changes in the indicators over a period of three years. Two integrated literacy programs were examined: (1) Basic and Primary Education Project (BPEP); and (2) the Health Education and Adult Literacy (HEAL) Program. Research design used quantitative and qualitative data. Quantitative data were collected annually for three years from an experimental and a control group chosen from the Terai region. Survey data were collected from more than 1,000 women entering one of the two integrated literacy programs. The same women were followed for 3 years through an annual survey. Research sought to determine the extent to which persistence in literacy classes differed by program, previous literacy classes, age, language spoken at home, socio-economic status, and district. Findings revealed that women in the HEAL program had significantly higher levels of literacy class participation than women in BPEP. Age also appeared to be a factor affecting persistence in the program. Experimental group women had a significantly higher mean socio-economic status (SES) composite score than women in the control group. Three policy implication factors are identified and discussed. Additional information and data are appended. (Contains 103 notes, 28 tables, 54 figures, and 100 references.) (BT)
For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Agency for International Development (IDCA), Washington, DC. Office of Women in Development.
Authoring Institution: World Education, Inc., New York, NY.; Harvard Univ., Cambridge, MA. Graduate School of Education.; Education Development Center, Inc., Cambridge, MA.
Identifiers - Location: Nepal