Dang – A recent study conducted across 34 census areas in 32 localities of Lumbini Province has shown that learning achievements among fourth-grade children are notably weak. The study, which assessed 680 households, focused on children aged 5 to 16 years through simple oral tests evaluating their math and reading skills conducted by Aser Nepal.
The findings revealed that 59.91% of fourth-grade students achieved minimum proficiency in math, while only 36.84% did so in language. Moreover, merely 29.36% of children reached minimum proficiency in both subjects. Comparatively, on a national level, 54.8% of fourth-graders exhibited minimum math proficiency, 35.13% in language, and 28.4% in both subjects. Although Lumbini’s performance appears slightly better than the national average, overall learning achievements remain unsatisfactory, the study concluded.
The report highlights factors such as delays in early learning, home learning environments, access to books, urban-rural disparities, and the language spoken at home as contributing to weak learning outcomes. It emphasizes that just enrolling in school is not sufficient; rather, regular assessment of learning achievements according to class standards is necessary.
Ramji Prasad Ghimire, Lumbini Province’s Minister for Social Development, noted that the challenge lies in improving learning achievements, even though school enrollment rates are rising. He stressed the need for the government to play a more effective role in enhancing children’s learning levels. Ghimire advocated for utilizing research-based evidence to identify and address issues in the education sector with corrective programs.
During the program, Rajiv Timalsina, a founding member of Aser Nepal, shed light on the study’s focal points. Program Director Gunjan Jha explained the report’s details, while Provincial Coordinator Pushparaj Adhikari facilitated the event.