Nepal: Education unions unite for transformative gender justice – Education International

Report on Gender Justice Training for Nepalese Education Unions

Introduction: Aligning with Agenda 2030 and the Sustainable Development Goals

A three-day Gender Justice Training was conducted in Kathmandu, Nepal, from November 14th-16th, 2025, for affiliates of Education International (EI). This initiative is a component of the “Transforming Asia Pacific teachers’ unions leading Agenda 2030” Program, supported by EI, the Trade Union of Education in Finland (OAJ), and the Trade Union Solidarity Center of Finland (SASK). Representatives from the Nepal Teachers’ Association (NTA), the Nepal National Teachers’ Association (NNTA), the Independent School Teachers’ Union (ISTU), and the Nepal School Employees Council (NSEC) convened to build union capacity in alignment with global development targets, particularly the Sustainable Development Goals (SDGs).

Core Objectives and Linkages to Sustainable Development Goals

Advancing SDG 5 (Gender Equality) and SDG 4 (Quality Education)

The training was fundamentally designed to advance SDG 5 by addressing gender injustice and discrimination within the education sector. Participants examined the structural and cultural impediments to equality, thereby contributing to the creation of safe, inclusive, and equitable learning environments as mandated by SDG 4. The curriculum included a comprehensive review of international frameworks that support these goals.

• Convention on the Elimination of All Forms of Discrimination against Women (CEDAW): Provided a legal framework for understanding and combating gender-based discrimination.
• International Labour Organization (ILO) Standards: Offered guidelines for promoting gender equality in the world of work, directly impacting educators.
• Case Studies: Illustrated systemic barriers to reporting and justice, highlighting the need for institutional reforms to protect educators and ensure quality education is not compromised by workplace inequality.

Promoting SDG 8 (Decent Work) and SDG 16 (Strong Institutions)

A significant focus was placed on promoting decent work (SDG 8) by creating safe and secure working environments for all educators. The training emphasized the importance of ratifying and implementing ILO Convention 190 to eliminate violence and harassment. By framing gender justice as a core trade union responsibility, the program aimed to build more democratic, inclusive, and representative organizations, thereby strengthening the institutions (SDG 16) that advocate for educators’ rights.

Strategic Outcomes and Action Plan for SDG Implementation

Formulation of Union Gender Policies and Action Plans

A primary outcome of the training was the collective endorsement of a strategic action plan to integrate gender equality into union operations. This plan directly supports the implementation of the SDGs at the national and local levels. The participating unions committed to establishing:

1. Union Gender Equality Policies to formalize their commitment to SDG 5.
2. Gender Justice Action Plans to operationalize these policies and strengthen inclusion, representation, and workplace protections.

Key Priorities for Sustained Impact

To ensure long-term progress towards the SDGs, the unions identified several key priorities for their action plans:

• Strengthening existing women’s committees within the unions.
• Establishing a joint women’s network to foster collaboration among all EI affiliates in Nepal.
• Developing and implementing capacity-building programs for current and emerging women leaders.
• Advocating for and ensuring greater representation of women in union decision-making bodies.

Conclusion: Fostering Partnerships for Sustainable Progress (SDG 17)

The training concluded with a shared commitment to expand this work, reflecting the spirit of SDG 17 (Partnerships for the Goals). The collaboration between international bodies and local Nepalese unions is critical to achieving systemic change. As EIAP Regional Director Anand Singh noted, realizing gender justice requires embedding it “within our organizational structures, negotiation aims, and leadership positions.” This initiative represents a crucial step in building stronger unions where every member can contribute to shaping an equitable future for public education, in direct alignment with the 2030 Agenda for Sustainable Development.

Analysis of Sustainable Development Goals (SDGs) in the Article

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

• SDG 4: Quality Education

  The article is set entirely within the education sector, involving teachers’ unions in Nepal. The training aims to create “safe, equitable schools” and shape “the future of public education,” which are fundamental aspects of ensuring quality education for all.

• SDG 5: Gender Equality

  This is the central theme of the article. The event is a “Gender Justice Training” with the explicit goal to “promote gender equality and end gender-based discrimination.” It addresses violence against women educators and promotes women’s leadership through actions like “ensuring greater representation of women in decision-making bodies.”

• SDG 8: Decent Work and Economic Growth

  The article focuses on the rights and working conditions of educators. It references key “International Labour Organization (ILO) standards” and specifically “ILO Convention 190” concerning violence and harassment in the world of work. The goal is to improve educators’ “well-being and safety,” which is a core component of decent work.

• SDG 16: Peace, Justice and Strong Institutions

  The training aims to strengthen teachers’ unions, which are key civil society institutions. The article emphasizes building “democratic, inclusive, and representative organisations” and establishing internal policies like “Union Gender Equality Policies” to ensure justice and non-discrimination, thereby fostering stronger institutions.

• SDG 17: Partnerships for the Goals

  The program described is a multi-stakeholder partnership. It is a collaborative effort between international bodies like “Education International (EI), the Trade Union of Education in Finland (OAJ) and the Trade Union Solidarity Center of Finland (SASK)” and local affiliates in Nepal, demonstrating a partnership to achieve common goals.

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

• Target 4.a: “Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.”

  The article’s focus on creating “safe, equitable schools” and addressing “violence and harassment experienced by education workers” directly contributes to this target of ensuring safe and inclusive learning environments.

• Target 5.1: “End all forms of discrimination against all women and girls everywhere.”

  The training’s primary objective is to “end gender-based discrimination in the education sector,” which directly aligns with this target.

• Target 5.2: “Eliminate all forms of violence against all women and girls in the public and private spheres…”

  The article discusses “different forms of violence and harassment experienced by education workers” and promotes advocacy for the ratification of ILO Convention 190, which is a key instrument for eliminating violence in the workplace.

• Target 5.5: “Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making…”

  A key priority identified in the action plan is “ensuring greater representation of women in decision-making bodies” and implementing “capacity building programmes for women leaders” within the unions.

• Target 8.8: “Protect labour rights and promote safe and secure working environments for all workers…”

  The training addresses the “well-being and safety” of educators and explores strategies to “integrate protection measures into social dialogue, union policy, and advocacy,” directly supporting the creation of safe working environments.

• Target 16.7: “Ensure responsive, inclusive, participatory and representative decision-making at all levels.”

  The article states that gender justice is essential to building “democratic, inclusive, and representative organisations.” The action points aim to strengthen inclusion and representation within the unions, particularly for women.

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

• Existence of institutional policies and action plans:

  The endorsement of “Union Gender Equality Policies” and “Gender Justice Action Plans” serves as a direct indicator of progress. The creation and implementation of these documents can be tracked.

• Proportion of women in leadership positions:

  The stated priority of “ensuring greater representation of women in decision-making bodies” implies that an increase in the number or percentage of women in these roles is a key indicator of success.

• Establishment of dedicated structures for gender equality:

  The article mentions plans for “strengthening women’s committees” and “establishing a joint women’s network.” The formation and functionality of these bodies are measurable indicators of commitment and progress.

• Ratification of international conventions:

  The call for “union advocacy for its [ILO Convention 190] ratification by the Government of Nepal” makes the legal ratification of this convention a clear, measurable indicator of progress at the national level, driven by the unions’ efforts.

• Implementation of capacity-building programs:

  The action point to conduct “capacity building programmes for women leaders” is an indicator. The number of programs held and the number of women trained can be used to measure progress.

SDGs, Targets, and Indicators Summary

Source: ei-ie.org