Qualitative Research for the Early Grade Reading Program in Nepal
While humans are often regarded as rational beings, their behaviors and choices sometimes
challenge this assumption. Every year, the private sector invests billions in campaigns designed
to change attitudes and behaviors, yet many of these efforts fall short. This is often due to the
misconception that simply providing the right information will lead to action. In reality, behavior
is shaped by deeper personal, cultural, and social motivations and beliefs, which must be
understood for meaningful change to occur.
Effective Social and Behavior Change Communication (SBCC) relies on both theoretical
foundations (social science) and empirical evidence (qualitative and quantitative research). To
design an impactful behavior change program, it is essential to understand the target audience
not just what they know (quantitative data), but also what they believe and what motivates them
(qualitative insights).
As part of the social and behavior change component of the Early Grade Reading Program in
Nepal, an Early Grade Reading Research Assessment (EGRRA) and a literature review on early
grade reading communication programs were conducted (see Annex A). Following these initial
studies, a qualitative research study was designed to address information gaps and explore the
motivations and influences shaping parental behaviors.
This qualitative research provided valuable insights into parents’ values, beliefs, and decision-
making processes related to their children's education. It also highlighted the impact of social and
cultural norms on parental behaviors and practices. These findings serve as a foundation for
developing targeted interventions that effectively encourage positive reading habits and
educational support for young learners in Nepal.