Nepal Girl Landscaping Report

The country's geographical, religious, ethnic, linguistic, and cultural diversity contributes to varying life experiences among adolescent girls. Prevailing social norms value boys' education and health over girls', uphold a highly gendered division of labor, and prize girls' virginity and obedience. Girls in all age groups work, whether in or out of school, urban, rural, or peri-urban areas. However, not all girls work, and those who do face difficulties balancing studies, household work, and paid work. Girls at school find it challenging to manage their time, while girls aged 14-16 and those in rural and peri-urban areas often earn money during school holidays. Urban in-school girls also earn money, but some engage in stigmatized and hazardous jobs. All girls have access to money, regardless of whether they work. Sources of money are varied and include part-time and full-time work, seasonal work, and occasional work. Girls also obtain money from relatives and friends, including pocket money from parents and older siblings, money from relatives at festival times, and money given by husbands and in-laws. Girls spend money on food, transport, phone recharge cards, school stationery, toiletries, make-up, hair accessories, and clothes. Large numbers of girls are engaged in agricultural work, with out-of-school girls in rural and peri-urban areas working 4-5 days a week as agricultural laborers. In-school girls undertake agricultural labor during holidays and the high agricultural season, often missing some school in the process. Workloads vary significantly according to location, age, and personal circumstances, with in-school girls spending much of their mornings and evenings doing household work, especially those in rural and peri-urban areas. Girls and parents are eager to save for girls' futures, but many face difficulties saving for education and marriage. Some girls save in their piggy banks, women's groups, microfinance cooperatives, and commercial banks, while parents sometimes save for their daughters through insurance schemes. Lack of citizenship certificates prohibits some girls from saving in commercial institutions. Parents and girls want additional education programs, vocational training, and career advice. Parents have high ambitions for their daughters and think they are not receiving adequate education. Parents are unable to advise and support their daughters due to limited knowledge and resources. The need for education and career guidance is particularly pressing in rural and peri-urban areas, where girls face limited opportunities and high expectations.