Breaking barriers: Adolescent girls as change agents for sexual and reproductive health and rights in Nepal – Brookings Institution

Report on Adolescent Girls’ Agency for Sexual and Reproductive Health Rights in Nepal

Introduction

In Nepal, social pressures deprive adolescent girls of autonomy and decision-making power over issues such as marriage and pregnancy, directly impacting their sexual health and reproductive rights (SRHR). Although Nepal’s government has legally affirmed that every woman has the right to live with dignity and exercise those rights, due to the persistent taboos surrounding menstruation, dowry, marriage, and abortion, only 1 in 4 women and girls in Nepal can independently make decisions about their SRHR.

Research Objective

As an Echidna Global Scholar, the objective of this study was to explore adolescent girls’ awareness of SRHR, identify barriers, and work with them to strengthen their agency in relation to these rights in and through education.

Methodology

To achieve the aim of the study, a participatory action research (PAR) approach was adopted. The study actively explored SRHR issues with girls from grades 6-9 in two public schools in Kathmandu and Lalitpur. The following steps were taken:

1. Creation of student clubs in each school to provide a dedicated space for engagement and collaboration.
2. Conduction of participatory workshops on SRHR using videos, storytelling, and discussions to explore the scope, key areas, and provisions of SRHR.
3. Encouragement of students to design plans and activities aimed at raising public awareness of SRHR.
4. Utilization of creative methods such as drawing, poetry, songs, and storytelling to amplify the girls’ voices and foster a deeper connection to the topic.

Findings

The girls critically analyzed societal norms, school curricula, and family and community dynamics that acted as barriers to their SRHR. They recognized gender stereotypes and limited access to information as factors that restrict their ability to seek sexual education and make informed decisions. The girls also expressed the lack of private spaces and trusted adults to discuss SRHR issues due to social and cultural taboos. Through creative expressions such as art, poetry, and song, the girls reclaimed their identity as knowers of SRHR and advocated for change.

Recommendations

To address the barriers to SRHR and strengthen the agency of adolescent girls in Nepal, the following recommendations are proposed:

• Schools must adopt participatory approaches to engage adolescent girls in open discussions about SRHR issues and involve them in designing and implementing initiatives to educate the school community and the broader public.
• The Curriculum Development Center (CDC) should revise the national curriculum to integrate SRHR in a more holistic and comprehensive manner, centering the voices of adolescent girls.
• The Center for Education and Human Resource Development (CEHRD) should enhance teacher training and capacity-building programs to effectively deliver SRHR content using innovative and participatory pedagogical approaches.
• Schools should adopt safe and supportive approaches to school and family engagement, incorporating SRHR-related content into extracurricular and co-curricular activities, and promoting student-centered, collaborative, and experiential learning methods.

Conclusion

The participation in PAR activities empowered the girls to challenge the status quo, engage creatively in discussions, and assume leadership roles in raising awareness about SRHR in their schools. The study highlights the need for a comprehensive and participatory approach to address SRHR issues in Nepal, involving multiple stakeholders within the education system and school community.

I will present more detailed findings and recommendations from this work at the Center for Universal Education’s annual Research and Policy symposium on Gender Equality in and through Education on December 4 and 5. Specifically, I will lead a workshop titled Adolescent Girls’ Agency for Sexual and Reproductive Health Rights on December 5, from 8:00-9:30am EST (5:45-7:15pm NPT).

SDGs, Targets, and Indicators Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being
• SDG 4: Quality Education
• SDG 5: Gender Equality
• SDG 10: Reduced Inequalities

The article discusses issues related to sexual health and reproductive rights (SDG 3), education and empowerment of adolescent girls (SDG 4 and 5), and the impact of societal norms and discrimination on marginalized groups (SDG 10).

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programs.
• SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.
• SDG 5.6: Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Program of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.

The targets identified are related to ensuring access to sexual and reproductive health services, promoting education for sustainable development and gender equality, and empowering and promoting the inclusion of all individuals.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator 3.7.1: Proportion of women of reproductive age (aged 15-49 years) who have their need for family planning satisfied with modern methods.
• Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
• Indicator 5.6.1: Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use, and reproductive health care.
• Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.

These indicators can be used to measure progress towards the targets by collecting data on the proportion of women with access to family planning, the integration of global citizenship education and education for sustainable development in national policies and curricula, the proportion of women making informed decisions about their reproductive health, and the proportion of people living below 50 percent of median income.

Table: SDGs, Targets, and Indicators

Source: brookings.edu