Improving rural schools in Nepal

We recemtly provided libraries and equipped classrooms in four schools in remote communities of Makwanpur. The schools submitted applications for libraries and learning materials to equip reception classrooms, so the class environment would be lively and child-friendly. This in turn motivates children to be at school happily and attend regularly. Before providing support, our team visited the school and met with with the School Management Committee (SMC), teachers and undertook observations. After discussions with the evidence, our team decided to provide support to those schools where most of the children are from marginalised communities. Our support benefited 377 children and 20 teachers from four schools.

 An 11-year child said, “ Before we had empty classrooms and we did not have any learning materials at our school except our textbooks, but we couldn’t buy them because our parents were so poor. One day when I reached school, one of my friends told me there were loads of picture storybooks and other stuff at our school – and then I was amazed! I ran with my friend quickly into that room and I saw so many things which I have never seen before! I started opening all of them as much as possible. I questioned myself when can I read these? And I decided, I will read at least one book every day. I am very happy to see these materials in our school and I can learn so many things from now onwards. Thank you all of those who provided us with these wonderful books and materials”.

Children who are not attending school are much more likely to be trafficked, so we do all we can to improve rural schools. One of the ways we do this is to train teachers to that their lessons and classrooms are more engaging places. 

We recently organised two teacher training events which involved 55 teachers (27 female and 28 male) from 30 different community schools.

The main objectives of the training were to enable the teachers to i) establish a child-friendly learning environment in schools; ii) assess each child's psycho-social status through active learning in schools; iii) deliver child-centred learning activities in schools and classrooms and iv) develop teaching-learning materials by using locally available materials. The training was residential. The training was provided with a combined framework (theoretical and practical) of child-friendly teaching-learning methodology.

Mr Moktan, a teacher who participated in the training stated, "One of the biggest lessons I learned was that, as a teacher, how can I motivate and inspire students to be the best version of themselves. And for this, I need to plan my lessons efficiently to meet the children’s needs and make the classroom a safe place where children feel comfortable and ready to learn".

Ms Sigdel, another teacher who participated in the training said, “When my students didn't finish their assignment by the deadline, I used to scold and punish them. Now I have realised that whatever I used to do was completely wrong. I regret it now! Today, I want to commit here to completely stop my way of punishment and will start making my classroom child friendly. From today onwards, I will motivate and inspire them. Thank you for organising such meaningful training for us and making me realise my mistake".