"LIKE CLUB” Initiatives in Rural Community Schools: A Case Study of Bhojpur Municipality

Name: "LIKE CLUB” Initiatives in Rural Community Schools: A Case Study of Bhojpur Municipality
Start: 2026-01-04T15:00:00+05:45
End: 2026-01-04T16:30:00+05:45
Location: Post Box 13470, 27 Jeet Jung Marg Thapathali, Kathmandu, Nepal 44600

Schedule

Sun Jan 04 2026 at 03:00 pm to 04:30 pm

UTC+05:45

Location

Post Box 13470, 27 Jeet Jung Marg Thapathali, Kathmandu, Nepal 44600 | Kathmandu, BA

(Jointly Organized by LIKE Lab, KUSOA and Martin Chautari)
Research Seminar Series
Title:
"LIKE CLUB” Initiatives in Rural Community Schools: A Case Study of Bhojpur Municipality
Speaker:
Utkrishta Sharma
Junior Researcher, Learning, Innovation, and Knowledge Exchange (LIKE) Lab, Kathmandu University School of Arts (KUSOA)
Date, Time and Venue:
4 January 2026/२० पुस २०८२ (आइतबार, दिउँसो ३ बजे)
मार्टिन चौतारी सभाकक्ष, थापाथली, काठमाडौँ
LIVE:
www.fb.com/martinchautari.f
www.youtube.com/mchautari
Abstract:
This study analyzed the institutional readiness of the selected community schools in Bhojpur Municipality to establish, operate, and scale the Learning, Innovation, and Knowledge Exchange (LIKE) Club, a student-led initiative aiming to promote the principles of gender equality, social inclusion (GESI), and child participation. The club aims to create a safe, respectful, and inclusive environment where students of all genders, backgrounds, and abilities can share their aspirations, reflect on their experiences, and lead change initiatives based on the 16 child well-being indicators, known as children’s valued capabilities. This study also evaluated the roles played by the head teachers, GESI focal persons, and students in the establishment and scaling of the club and the opportunities and challenges that impact this process. Child clubs have long played an important role in empowering children to stand up for their rights, promote child participation, and prompt social change. Yet, even with Nepal’s supportive policy framework, which includes the Constitution of Nepal (2015), the Children’s Act (2018), the Children’s Regulation (2022), and the School Sector Development Plan (SSDP, 2016–2023) that advocates for child participation through platforms such as child clubs, the effectiveness and institutional integration of these child clubs within the school system are limited and weak. The study used a mixed-methods approach, collecting quantitative data using the Institutionalization Tracker from 26 respondents across 13 selected community schools, while qualitative data were collected through structured interviews with 32 students from five community schools. The findings indicated that most schools have a moderate to high level of readiness to establish the LIKE club. The opportunities to do so are reflected in elements such as leadership, supervision, coordination, encouragement, inclusion, and equity, as scored by the head teachers and GESI focal persons. The students were also highly willing and enthusiastic to join the club and the associated training sessions, which further supports its establishment. Nonetheless, some challenges do exist, such as many students have a limited understanding of GESI concepts, the process of forming a child club, and the role played by the Board of Directors (BOD). Also, a lack of adequate materials and technological resources, a weak monitoring and evaluation (M&E) mechanism, unclear role clarity among school personnel, and limited familiarity with the club manual create further challenges. The school routines are rigid that they may hinder time allocation for club activities. The study concludes that establishing the LIKE club is both feasible and impactful. It recommends initiation with schools that have high readiness, such as Shree Janasewa Adharbhut Vidyalaya, Bidyodaya Madhyamik Vidyalaya (Ma.V), Shree Yasodhara Madhyamik Vidyalaya (Ma.V), and Shree Panchakanya Madhyamik Vidyalaya (Ma.V), and gradually scaling to others with tailored support, orientation, training, mock sessions, improved feedback, and better (M&E) mechanisms. Ensuring that the LIKE club manual is well understood and applied will also be essential for sustainable establishment.
Keywords: child clubs, LIKE club, institutional readiness, GESI, scaling
About the Speaker:
Utkrishta Sharma has a Bachelors in Community Development from the Kathmandu University School of Arts (KUSOA), with nearly three years of experience working in the education sector. She is currently engaged as a Junior Researcher at the Learning, Innovation, and Knowledge Exchange (LIKE) Lab under the Kathmandu University School of Arts (KUSOA), contributing to the research initiative titled "Promoting Gender Equality and Social Inclusion in Schools, Building on What Children Value and Aspire to Do and Be".