Different theoretical perspectives, which underpin the issue of child trafficking and the role of education in this issue, were used in the analysis of the data of this study. An extensive Needs Assessment (NA) was carried on in eight villages in two targeted districts- Nuwakot and Sindhupalchok of Nepal, where child trafficking was found to be widespread based on the situational analysis done prior to this study. One-on-one interviews and Focus Group Discussions (FGD) were set up in order to gather data to understand the extent and causes of child trafficking in the area. There were 509 participants involved in the assessment, which comprised of different stakeholders- children, school officials, teachers, parents, female child clubs, district education officials, NGO workers and trafficking survivors. Based on the analysis of the data from the interviews and the FGDs, the following factors were observed that influenced child trafficking in the two districts- lack of proper educational options, social awareness on trafficking, limited employment opportunities due to geographical location and topography, family pressure, trafficking as a trend and a norm in the target villages.
Cultural-historical, ecological and Foucauldian perspectives were used as a foundational framework in order to understand and place the girl-child at the heart of the issue rather than just another variable on the implication of the role of education in the growth and development of an individual. Education has a responsibility in order to respond to social issues more than desired learning competencies and standard academic goals.