Research and Studies
Research and studies is one of the major activities of the center. It has been conducting research and studies to promote non-formal education. It has carried out qualitative as well as quantitative research on a number of issues, some of which are Non Formal Education Policy and Programs in Nepal and the Impact, Effectiveness of Primary and Basic Education Programs in Nepal. The Center has a pool of qualified researchers with extensive field experience. Different agencies as well as government agencies are getting benefit from the studies carried out by the center. Some of the studies/ researches are given below:
• Evaluation Study of APPEAL Activities in Nepal, 1998
The main objective of the evaluation study was to assess the impact of APPEAL activities in Nepal between 1992-1997. The study covered mainly three fields: APPEAL activities related with training of literacy instructors; development of learning materials; and community learning centers. The national team of senior staff of this office conducted the evaluative study and shared their findings with UNESCO’s Evaluation Team.

• Final Evaluation of R&K Project, 2005
National Resource Centre for Non Formal Education (NRC-NFE) has carried out the Final Evaluation of the Project “Literacy and Non Formal Education under World Terakoya Movement (WTM) Program in Rupendehi and Kapilvastu Districts, Kingdom of Nepal”. The report basically assessed the works of the R&K Project and its achievement. The report also contains effectiveness of Community Learning Centers (CLCs); literacy, post literacy and OSP classes; health activities; income generating and skill trainings; and community development activities to bring change in the villages. The report tried to give assessment on change in attitude towards the literacy and education, change in behavior and quality of life of the community people and the measures taken by the project and CLCs for the sustainability of CLCs.

• An Assessment of Progress towards Education for All in Nepal, 2002
The study is based on the EFA Assessment 2000 prepared at the request of UNESCO for the World Education Forum on EFA held in Dakar, Senegal in April 2000. The efforts made by the government to improve basic education such as pre-school education, primary school education, literacy program, and skills training are highlighted in the study. It also includes the EFA Plan of Action adopted by the International EFA Forum held in Dakar and the EFA National Plan of Action submitted by the Ministry of Education in the Ministerial Level Meeting of South Asia held in Kathmandu in April 2001.

The EFA Assessment has made it clear that government efforts have been ad hoc, sporadic and half-hearted. Therefore Nepal is nowhere near achieving its goal of education for all. The government should give these problems, issues and shot-comings serious attention.

• Literacy and Non-Formal Education in Nepal for Education for All (EFA), 2000 Assessment 1999
A case study on literacy and non-formal education in Nepal was conducted by the NRC-NFE/CEFA in 1999 as a part of the EFA 2000 Assessment. The objectives of the study was to study and highlight the situation of literacy and non-formal education, access the effectiveness of the NFE programs conducted by GOs and NGOs, problems and issues in NFE and the role of community and their participation and impact in the community. It also examined the role of NGOs in the promotion of non-formal education in Nepal.

The study has also included the suggestions and recommendations of the NGO Round Table on EFA in Nepal especially on the promotion of non-formal education.

• Adolescent Reproductive Health and Sexual Behavior in Nepal, 2000
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The case study on Adolescents Reproductive Health and Sexual Behavior in Nepal includes all critical aspects of adolescence in almost all aspects of life, including marriage, motherhood and their work situation. It includes data and records related to adolescent reproductive health and sexual behavior in Nepal.
The study explored the adolescents’ status, their population size, their problems and their sexual behaviors. The policy and plans for improvement of adolescent health and sexual behavior promoted by GOs and NGOs were included in the study. This study also examined, programs related to Advocacy, Information Education and Communication (IEC) on adolescents health and productive behavior.

• Partnership to promote Community Learning and Development System (CLDS) in Nepal, 2000     ( Download Now )
The case study examined Community Learning and Development Program carried out by a group of NGOs through Community Learning Centers (CLC) providing education to people on topics related to their life and livelihood.
The main purpose of this case study was to explore the partnership among central government, local government, NGOs and community. The case study covered programs of four organizations i.e. NRC-NFE, ADRA-Nepal, IIDS and NGO Forum. The study showed that the CLDS has been a very effective program to mobilize different partners engaged in community development and education programs. The villagers now have a program, which combines learning, earning and living in the form of a CLDS. They also have their own organization called CLC. Under the CLC various groups such as women’s group, youth group, farmer’s group, children’ s group have been formed.

• Case Study on Education for Rural Development in Nepal,2000
A Case Study on Education for Rural Development in Nepal tries to explain the rural education areas and its correlation with rural development in Nepal. It explains about different rural development approaches applied in Nepal and the role of education to promote rural development .The study gave light on the role of primary, lower secondary, secondary education for rural development. It also gave details on how literacy level is correlated with rural development and need of literacy and NFE program to accelerate rural development. It also analyses how participation of people and need based learning activities carried out lead to rural development. It also gave the major problem of rural education in Nepal, possible intervention could be done to overcome the problem.

• Follow up the Technical Workshop on Basic Education and Lifelong Learning for Gender Equality through CLC, 2001
The CLCs have been providing support to create atmosphere for learning to improve the status of the girls and women in the communities. The main objective of the research study was to find out status of girls and women in literacy and primary education in rural areas of Nepal. The research study focused its attention to activities carried out by some selected CLCs in Nepal to highlight the best practices undertaken by them to promote basic education for girls and women in Nepal. The study was carried out as a follow up activity of the Technical Workshop held in Indonesia in 2001.

• Gender Responsive Non Formal Education in Nepal, 2003
A case study on Gender Responsive Non-Formal Education in Nepal presents a picture of Non Formal Education program which is especially targeted to promote gender equality. The study report includes general picture and nature of NFE program towards gender equality and particularly has taken two programs which were specifically design to promote gender equality. Special activities carried out for gender equality, activities that could be helpful to lead gender equality , program/project modalities, best practices major issues and problem regarding the gender equality through NFE and recommendation for developing gender responsive NFE program.