BACKGROUND
Government and non-government sectors have made many attempts to raise the low female literacy percentage of Nepal but the result is disappointing. As one of the attempts, female adolescent literacy classes have been conducted in different parts of the country and the results have been quite satisfactory. None of the creatures in the world at present is ignored by science. There is science in every aspect of human activities and phenomenon. Subsequently, if adolescents could relate every thing by science and reasoning, the adoption rate of the innovation will be increased thereby increasing in production and productivity. This will ultimately accelerate the pace of development.
With the view of breaking the poverty cycle of women empowering adolescent girls to become the agents of social transformation, Environment and Public Health Organization (ENPHO) and Center for Legal Research and Resource Development (CeLRRd) have been jointly carrying out the basic non-formal science education with support of UNESCO in some rural villages of Nepal as a pilot program. The main objective of the program is to provide basic knowledge in applied science to adolescents. Information on scientific practices, agriculture, animal husbandry, role of water for the protection of human life and forestry is disseminated to the adolescents.

CURRICULUM DEVELOPMENT
Female adolescent's applied science literacy course has been designed by ENPHO to provide basic science knowledge that is useful in their daily life. To make the adolescents literate on practical and basic science, different educational materials have been developed for the implementation of the program.

READING MATERIALS
The reading material is prepared to provide basic knowledge on applied science required for the human livelihood. Attempts have been made to provide a fundamental basis for practicing day-to-day activities. The following are the major topics included in the curriculum of reading material. Both the girls and boys have the right to know about the physical and physiological changes they are overcoming due to age. For this purpose, detailed information on general health has been incorporated in the curriculum.

Agriculture is the foremost occupation in Nepal, which engages more than 80% of the total population. Most female adolescents are deprived of formal education, hence forcing them to adopt agriculture as an occupation in future. The course helps to impart knowledge and skill among the future farmers on scientific agricultural and livestock keeping practices. Information on pesticides, agricultural products, beekeeping, animal husbandry, vaccination and farm diseases has been stated.
Women are the main energy users at home. Due to increase in the demand of energy, pressure has exerted on the natural resources especially of the forest and its products. Attempts have been made to develop the alternative technology of using energy for safer health and economy. The course imparts basic knowledge on how the alternative energy such as Bio-gas, Solar energy, Briquette, and Hydropower is developed and operated to achieve the goal.
Forest is indispensable for the livelihood of the people. Increase in population demands more forest and forest products resulting in depletion of forest. The impacts have been crucial creating natural disasters on one hand and shortage of forest and forest resources on the other. This situation is created due to haphazard use and poor management of the forest. If the trend of deforestation continues at the present speed, the question of the extinction of the human race will not be very far. The course therefore is designed to supplement the knowledge on different forest types, forest conservation and management.
Life is not anticipated without water. Water is required for drinking, washing clothes and utensils, bathing, irrigation, recreational and many other purposes. But the source of water is on the decline and at some places drinking water is a serious problem. Usually, women are the main water users in most of rural area so they need to be motivated to conserve water. The curriculum gives basic information about how water is polluted and what could be the consequence of water pollution and what measures need to be undertaken to make the water safe for drinking. Different household water treatment techniques are focused for safe drinking water purpose.
Environment is the concern to all the human society at present. It has been deteriorating due to different human activities and as a consequence of poor use and management of natural resources. The problems could be addressed if the adolescents get basic knowledge on the importance of natural resources, its use and management. In these circumstances, the course helps to impart the knowledge on water source, water cycle, water quality, water management, water and its relation to health hygiene and sanitation, paying due attention to provide basic knowledge on environmental health and sanitation. Innovative technology to curb solid waste, sanitation and environmental health will be imparted.
An important side of development endeavor is the infrastructure. There should be feeling of ownership among the people who are the users. To such feeling, it is required to involve the people throughout the development process. However, the people are not yet convinced and have feelings that all the jobs should be done by the government. In such circumstances, it is required that all the users understand why the local contribution has materialized. The course represents the knowledge with example of infrastructure development process and their role and responsibility in local level.

TRAINING MANUAL AND IEC MATERIALS
A teaching guide manual is also developed along with other educational materials. The manual and IEC materials are used as a guide for the course and as a "resource kit" by women science facilitators in the program. The kits include a variety of IEC materials such as charts, posters, flip charts and simple field water test kits.

TRAINER'S TRAINING FOR NON-FORMAL SCIENCE EDUCATION FACILITATORS
One-week trainer's training and one day refresher training has been provided to the non-formal science education women facilitators. Main objective of the training was to impart knowledge and skill on using the training manual, reading material, and IEC materials on different aspects of applied science.

RESOURCE DEVELOPMENT OF TWO CLCS
CeLRRd has developed two Community Learning Centers (CLCs) as a resource center in Chitwan and Nawalparasi districts. ENPHO has provided various materials and kits of scientific technologies to CLC to strengthen the basic science knowledge of adolescent girls. It will also helps to provide simple field-test kits facilities to the local people for water testing through women facilitators in concerned CLCs.

RESULTS AND ACHIEVEMENTS
Based on field findings, the basic non-formal science course in the project area has positive impacts in adolescents. Reading material and the IEC materials are found effective and some of the adolescents are also found to use the technology in their daily life. Realization of self-improvement after taking the science course has built up their confidence towards health & sanitation. Innovative knowledge in water and simple household treatment has broadened their horizon. They have also gained more knowledge in simple agro-tech methods such as composting, kitchen gardening and environmental sanitation.

CONCLUSIONS
The women facilitators who complete the entire course are found to implement the classes as per their plans. However, to date, reading material and the training are found effective and some of the adolescents are also found to use the technology in their daily life. The science clubs endorsed by CLC steering committee, CeLRRd and ENPHO are gaining popularity in the community. Similarly, the education program and micro-finance component are also enhanced through non-formal science education. After the completion of conducting basic non-formal science education course, the major issue raised in CLC is lack of adequate knowledge on the part of women facilitators, while the matters in the reading material is sufficient for the adolescents. So it seems additional elaboration of course in reading and IEC materials in future is needed. The field practical scenario, break through of women facilitators and adolescents also need to be incorporated in the next edition to enrich the knowledge and skill of adolescents in future programs.