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ANNUAL REPORT

2013

Global Action Nepal (1fg1fg1fg1fg)

Narayan Gopal Chowk, Chaktapath Kathmandu, NEPAL

Post Box No.: 2717

Tel. No.: 01 - 4016100/ 4016235

E-mail: info@gannepal.org.np

Website: www.gannepal.org.np

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ABBREVIATIONS

GAN: Global Action Nepal

CC: Child Club

CCF: Children Club Facilitator

SMC: School Management Committee

PTA: Parents Teachers Association

PTN Pahar Trust Nepal

DEO: District Education Officer/Office

DOE Department of Education

SWC Social Welfare Council

MOE Ministry of Education

VDC: Village Development Committee

REFLECT: Regenerated Ferial Literacy through Empowering Community Technique

TOT: Training of Trainers

RP: Resource Person

SS: School Supervisor

QC: Quality Circle

EFA: Education for All

RT: Resource Trainer

CEF: Community Education Facilitator

RC: Resource Center

FT: Focal Teacher

NGO: Nongovernmental Organization

CBO: Community Based Organization

ETTE: English for Teaching; Teaching for English

DDC: District Development Committee

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ACKNOWLEDGEMENT

I am very grateful to present this annual progress report of Global Action Nepal on Child

Education Facilitation Projects in different districts of Nepal from August 2012 to July

2013. I would like to place on record my deep sense of gratitude to the Department of

Education (DOE), Pahar Trust Nepal partnering with us to improve the quality education in

different districts of Nepal, coordinating with District Education Offices (DEOs).

Similarly, I express my sincere gratitude to the DEOs and their personnel specially the

concerning Resource Persons of Kathmandu, Lalitpur, Makawanpur, Lamjung and Kaski

for continuous cooperation, collaboration and supports to achieve the desired outcomes.

Likewise, I am very much indebted to the development partners Intervita Italy, Emma

Trust, British Council, Isle of Man,Our Sansar, and Global Action Nepal UK

In the same way, I take this opportunity to express my profound gratitude and deep regards

to all the major actors; head teachers, teachers, children, child clubs, members of School

Management Committees (SMC), Parent Teacher Associations (PTA) and Quality Circles

(QC) of the project area for their active participation to improve the situation of their

schools.

I also wish to extend my thanks to all my staff members, especially the Program Co-

coordinators, RTs, CEFs and Volunteers for their praiseworthy effort and dedication for

supporting respective stakeholders to achieve their goal. I would also like to express my

sincere appreciation to the development partners who have made possible to see the

positive changes in the respective communities through making fund available, and giving

feedback.

I am ineffably indebted to Rajendra Sapkota, Office Manager, Santosh Maharjan, Training

and programme Coordinator, Bhogendra Lamichhane for acting as a focal person of

Kathmandu second, Kathandu first/Makwanpur and Lamjung project respectively. My

specials thank goes to Suresh Shrestha, Srijana Biswokarma and Mishra Paudel for their

logistics, IT and secretarial support to the project team.

Finally, my sincere gratitude goes to Shreekrishna Wenju, Bikash Rimal, Rajani Maharjan,

Krishna Saran Dangol, Chandra B. Moktan, Deepak Poudel, Krishna Deuwa, Rajbhakta

Dangol for their valuable efforts in the field.

Babu Kaji. Shrestha

Director

Global Action Nepal

30 September 2013

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TABLE OF CONTENTS

CONTENTS

PAGE

Abbreviations i

Acknowledgement ii

Table of contents iii

Background 1

Working Districts 2

Projects: 3

i. Lalitpur Education Project, Lalitpur 3

ii. Child Education Facilitation Project, Kathmandu 4

iii. Access to Quality Education for Marginalized Children in Rural Nepal 12

iv. Lamjung Education project 27

v. English for Teaching: Teaching for English plus (ETTE+) 32

vi. Better Classroom Better Learning 1, Makwanpur 35

vii. Better Classroom Better Learning 2, Makwanpur 39

viii. Teachers’ Performance Development Project 42

Project achievements in 2012- 2013 46

Networking and Co-ordination 47

Challenges 48

Conclusion 50

Annexes:

Appreciation Text and quotes from beneficiaries

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1. BACKGROUND

Global Action Nepal (GAN) is an innovative, social and educational development

organization. It was established in 1996 aiming to improve quality education and basic

health of unreached children of Nepal, applying sustainable holistic development

approach; with meaningful partnership of all stakeholders. It has been supporting teachers

through continuous teacher professional development programmes (CTPD) including

programs, teacher’s clinic, and follow up activities. Similarly, From its establishment, it

has been operating its activities by 'keeping the children in the centre' with close

coordination with Department of Education (DOE), District Education Offices (DEOs) and

partnership with Resource Centers (RCs) as well as Community based organizations

(CBOs) in various districts of Nepal. Each project has been initiated in the ground of EFA

by 2015. Its projects are designed to meet the following three objectives: i) Ensuring

access and equity in education, ii) Enhancing quality and relevance of education, and iii)

Improving efficiency and institutional capacity. However, access to education does not

equate to simply going to school – minimum levels of infrastructures and child friendly

environment in schools are the fundamental needs to retain children in classroom for

whole academic year.

It believes that children are not only the future of the country but they are active minor

citizen of the present as well by which any real change comes about.

The access of education is more than simply going to school. It requires a minimal level of

gender friendly infrastructures, creative interactive teaching learning, child friendly

environment, opportunity for children to enhance their social and emotional life skills

development with active involvement of parents are the fundamental needs to retain

children in classroom for whole academic year and prepare them for fast moving

developing world. Such minimal provisions at school are prerequisite for quality education

and quality education is vital to narrow down the gaps between "haves and have nots" so as

to create an equitable society in long run.

Vision 'An equitable, sustained just society'.

Goal

To improve quality life of unreached people, promoting human rights and lifelong

learning.

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Objectives

• Improve the quality and relevance of basic school education

• Carry out research and advocacy in education and health related sector.

• Ensure inclusion, access and equity in all children for basic health and education.

• Develop social and emotional life skills of children and youth .

• Promote volunteerism, exchange of culture through international and national

volunteers' involvement in the development process.

• Promote protection of and human rights focusing child and women.

2. Working Districts and Village Development Committees (VDCs)

In the year 2012-2013 Global Action Nepal facilitated a range of education and health

related projects in 32 VDCs in the districts of Kathmandu, Makawanpur, Lamjung, and

Lalitpur, covering 67 public schools and their communities. Additional nine scattered

VDCs have The Children Bright Future (Sponsorship) programme which accommodates

160 school not going or plausible drop out children.

3. Target Groups

Considering the overall objective, GAN has targeted the following groups as its

beneficiaries:

Kaski

Lalitpur

Makwanpur Lamjung

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Primary beneficiaries

All the school-aged children of the project area are targeted as primary beneficiaries of the

programme.

Secondary beneficiaries

School teachers, SMCs, parents, women groups, young people, and representatives of the

CBOs are the secondary beneficiaries.

4. Projects

4.1 Lalitpur Education Project, Lalitpur

Lalitpur Education Project was launched from September 2009 to September 2012 which

covered eight southern VDCs of the Lalitpur district consisting of 23 public schools. As it

was phase out in September 2012, the following activities were successfully carried to

achieve the project outcome in September 2013:

4.1.1 Production of IEC Material

It is fact that the teaching learning process with and without reference materials is totally

different. Teaching with reference material supports to learn more easily and in accurate

way attracting the concentration of participants.

IEC material i.e. flip chart ‘on the theme of parenting education’ was produced during the

project period. It was used during the facilitation of parenting education classes and

gathering of parents. The material consisted of importance of education, role of parents, the

social practices that were existing as barriers to create learning environments etc. It was

developed with joint effort from DEO and the education related stakeholders.

4.1.1 Child Right Responsive School Training

Only one aspect of the school cannot secure children’ rights, so all the stake holders are

equally responsible for promoting child rights e.g. teachers, parents, children etc. Keeping

this in heart, two days training was organized in each school of the project area where

parents, teachers, children, SMC/PTA members actively took part. The content of the

training was based on national framework of child friendly education. During the training,

the participants were made aware on national framework of child friendly education along

with their roles and responsibilities for promoting child rights in school.

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4.2 Child Education Facilitation Project, Kathmandu

4.2.1 Brief Description of the Project

In line with the UN Convention on the Rights of a Child GAN recognizes the importance of

a child as an individual and as a member of a family and community. In order to provide a

sustainable context within which a child can achieve their potential, the Child Bright Future

Programme delivers positive changes not only to an individual child but also to the entire

family and community. GAN identifies the poorest communities in the project area and

supports each individual family to raise their living standard and to support their children's

education.

The project covers 2 VDC (Kavresthali and Tokha) of Kathmandu district in which project

activities are being facilitated in 2 schools (one in each VDC). These schools besides being

connected with capital city and located in Kathmandu district, the situation of community

school has been found very weak. So Global Action Nepal in closed collaboration with

Emma Trust launched "Child Education Facilitation Project" in these schools from April

2012. The project has been operated by engaging all education stakeholders' i.e. children,

parents, SMC/PTA and teachers to make appreciable change improving the current level of

education. Following activities was successfully carried out to achieve the project outcome

during 2012/2013:

4.2.2 Objectives

• Access and Improve quality education in primary schools.

• Raise the living standard of the unreached families.

4.2.3 Child Friendly Teaching Environment Improved in Classroom.

4.2.3.1 Training on English Language Proficiency

Various researches have shown that almost

all the government sided schools have not

been able to ensure minimal quality of

education and the situation of English

language teaching is even worse. As a

result, most of the parents are enrolling their

children in private schools only for English

language. Considering their need and

demand, GAN organized five days training

on English language in its premises for the

teachers of Madan Ashrit Lower Secondary

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School from 15 - 19 January 2013. The training was focused on classroom English

language and teaching pedagogy and also helped the teachers to develop their English

language proficiency so that they could create English environment in their school. Most of

the practical methods and micro teaching method was used during the facilitation of

training which helped the participants to transfer the learning in their classroom.

Sessions such as vocabulary, questioning and answering, describing people, preparing map

of different places, activity based preposition teaching/learning, sounds, adjectives through

Latin Horoscope, miming, tableau, team management with better evaluation, role play,

rhymes/chant, games and making free story were delivered during the training. Altogether 7

teachers got benefited from the training.

4.2.3.2 Teachers’ Clinic

GAN has been regularly conducting reflection classes at least twice a month in each

School. In these classes, teachers

discuss about problems faced during

classroom teaching and identify some

solution by themselves with the help

of interactions among them in the

same classes. RT facilitates their

discussion and gives their input when

require and also supports to produce

child friendly teaching learning

materials and effective use of them.

During this period, GAN staff

observed 72 classes and provided

feedback for the further betterment of their professional development. Teacher's folders

have been maintained to place all the records of class observation. As a result, teachers

have started to teach the students by using group/pair work, developed classroom

agreement, use of job chart, chants and songs, etc. So now they have been developing child

friendly learning environment in their School.

Likewise, six reflection classes were carried out in both of the schools in the presence of all

the teachers to reflect their monthly achievement and carried out discussion on the

challenges being faced by them.

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4.2.3.3 Material Production Workshop for Primary Teachers

Effective use of materials and its production with the use of local resources is necessary for

increased learning achievements of

students. The materials will help the

students to increase their understanding

and creating child centered and interactive

teaching in classroom with fun too. So

GAN organized one day material

development workshop for the primary

level teachers of Kavresthali Secondary

School in the month of February.

Altogether 8 teachers were participated in

the program where they were engaged in producing materials such as day chart, Math

shapes chart, A.B. chart etc. At the end of the day, the teachers decorated their classroom

with the produced materials.

4.2.4 Students Life Skill Opportunities Programs.

GAN believes that children need to be involved in developing life skills from an early age

and no doubt child club will be the best

option. Child club is an open platform

where children get engaged in discussing

different issues, can talk about their rights

and the issues concerned with them.

Exposure to various situations helps

children develop life skills thereby

developing personalities, leadership skills,

and decision making skills and so on.

Formation of child clubs in schools and

communities provides a platform for

children to explore their inner talents.

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4.2.4.1 Training on Child Journalism

Childs clubs were formed in both

schools in which training on child

journalism was also conducted. During

the training, capacity of children was

enhanced for publication of wall

magazine. After the training, children

started to publish their child club’s

magazine on monthly basis

incorporating their articles and

creativity. Wall magazine is beneficial

for children and child clubs to express

their creativity and their voices for their protection of rights. A total of 26 students are

directly benefited by the training.

4.2.4.2 Training on Drawing Skill

Kavresthali child club organized two days training on drawing skill for its members on 7

and 8 January 2013. The training was

organized and managed by children

themselves. During the training, children

gained knowledge and practiced basic

concept of drawing skill (pencil sketch) and

points to remember during drawing. During

the training children's practiced their

drawing observing the real objects. On the

second day, children also organized art

exhibition in their community to share their

drawing with their community. This

training was facilitated by Chhimi Sherpa, one of the students of Ratobangala School. She

has continuously been supporting to the children of both schools fortnightly which is a

good example of ‘Student learning from student’.

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4.2.4.3 Orientation on Child Club Management

One day orientation on child club management was organized in Kavresthali Secondary

School for the child club members of Kavresthali on 12 March 2013. The objective of the

program was to develop their facilitation skills and make them able to generate local

resources and organize programs to

develop their social life skill and

protection of their rights. During the

program, children also participated in

an interaction program on the carried

out activities and the possible programs

that could be carried in future. The

Children reacted that the program was

helpful for making their programs

effective and also for the sustainability

of their club.

Besides these events, the members of child clubs have been organizing different co-

curricular activities which helped to develop their leadership skill and made aware on

different issues.

4.2.4.4 GAN Batika Class

GAN Batika is a recreational class where children of community engaged after their school

time. In these classes, children have

been supported to their home tasks

provided in school and also engaged in

different activities such as speaking

skill, creative development, and art

class. GAN means knowledge and

Batika means garden, so in general

GAN Batika can be taken as the

common platform where children can

enhance their knowledge. The classes

have been facilitated by local youths of

the community which also helped to

attract greater number community

children in the class and promoted interaction in friendly environment. The program was

started from 16 April 2013 and it has been carried out everyday other than public holidays.

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4.2.4.5 Training on Life Skill Education

During the growth of a person, his/her habits and behaviors also changes accordingly. And

the process boosts up more on the

adolescent age. Different physical

changes results to change their

behaviors. Likewise, it is also the time

where their psychological changes

also appear very quickly. And if they

do not get right counseling or

guidance, they may mislead to

negative path which may harm to their

life too.

To face all these circumstances, life

skill education is one of the most

effective tools. Through this process, they can share their feelings, express their desires and

became able to tackle with different situations themselves in a positive manner. So to

enhance in these skill, GAN organized two trainings (one each in Madan Aashrit School

and Kavresthali School) in the month of May 2013. Altogether 31participants were present

in the training which was facilitated by Krishna Saran Dangol, Project Coordinator of

GAN.

4.2.5 Community Awareness Program.

4.2.5.1 Formation of GECG to support schools and children's education

Putting children at the center, GAN also conducts its program in community aiming that it

will help in education of children. Youths and women are the easy access in community to

children. So GAN formed children

education concern groups (CECG) in the

school catchment areas. The main tasks

of the group is to monitor community

whether or not all the children are

attending school and also to monitor

school where the teachers are regular or

not and in the environment that they are

teaching. Besides this, they also meet

once in each month and share different

happening and the educational

environment of their community. In Devisthan community, women were found to be very

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interested to form their group where they could discuss about their children education and

about their own issues as well. For sustainability, they have been collecting Rs 100/- per

month which is utilized for their children’ education.

4.2.5.2 Meeting with women group of Devisthan and Bhasanthali Community

Regular meetings of CECG located in Devisthan and Bhasanthali has been ongoing

smoothly. They also carry out their

meetings as per their need of the

group. In these meeting, representative

from GAN also gives input for further

improvising the undertaking activities.

Giving priority to the education of

children of community, they are also

developing their constitution of group

aiming to develop as saving and credit

cooperative group. Also they are in the

process to register their group in VDC

targeting to get support. Similarly,

monthly saving of both the groups has been ongoing smoothly.

Besides the regular project activities, interaction program with community people was also

organized with the objective to share the activities being carried out and to seek support for

successful implementation. Likewise, child clubs of both the school has continuously been

publishing wall magazine in their school. Also in this quarter with support from GAN

ECCD center was operated jointly in coordination with Om Saibaba Group.

4.2.6 Good Governance Established in School

4.2.6.1 Welcome to School Program

In the first month of the year, according

to the Nepali calendar, a new academic

session starts each year. So this was the

appropriate time to start campaign on

'Welcome to School.' So both the

schools of our project area initiated

‘welcome to school campaign’ in their

school catchment areas with the active

participation of SMC members, teachers

and child club members. The

participants visited door to door of the

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community people with the brochures and leaflets of their schools. Even strike didn't affect

their campaign, so most of the participants of the first day also engaged in second day as

well tried to convince community people. As a result 50 new students admitted in

Kavresthali Secondary School and 26 new children admitted in Madan Aashrit Lower

Secondary School. The program was carried out by Kavresthali Secondary School on 6th

and 7th April 2013 whereas Madan Aashrit Lower Secondary School carried out the

program on 10th April 2013.

4.2.4.2 Life Skill Development of Children

As a part of life skills and creativity development, Children have actively been involved in

presentation of their Creativity/Cultural

Program. In this context, Madan-Aashrit

school successfully accomplished Child

Talent Show and SLC reward program on

12th April 2013. The school team used

most of local resources which helped to

minimize cost and create ownership

towards the program. All the staffs of

school were divided into different groups

for work division purpose and effective

management of program. They

themselves prepared the stage and also

different culture dances for the program.

The program was chaired by Mr. Raja

Ram Khadka, SMC chairperson and Mr. Ishor Pokheral, Secretary of Nepal Communist

Party United Marxist and Leninist was present as a chief guest, BK Shrestha, director of

Global Action Nepal was as special guest. The School students performed their talents

whereas students securing 1st, 2nd and 3rd position in each class were also awarded with

prizes. After accomplishment of the program, everyone seemed happy and satisfied. The

head teacher highlighted that such program was carried out for the first time in the school.

Finally, chief guest of the program also showed their commitment to support 2 computers

for the school.

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4.3 Access to Quality Education for Marginalized Children in Rural Nepal

4.3.1 Brief Description of the Project

In spite of being very close to the capital city, some of the places in Kathmandu district are

disadvantaged and most frequently neglected. Priority needy area of District Development

Committee was taken as basis for selecting the potential area for the project where the

situation was backward in terms of the quality education at schools along with poor

condition of child friendly environment. With this assumption Global Action Nepal (GAN)

and Intervita carried out the baseline survey of the project area.

The information collected showed that the teaching methods being used were chalk and talk

with no or excessively limited opportunity to relate to learners daily lives and life skills.

The schools were found to be suffering from the poor management.

The baseline survey has shown that majority of the people in the community are Tamang an

indigenous communities in Nepal. The education status of those people is very low and

education is not valued much in the community. Parents' involvement in school activities

and community ownership is still not very good. Their parents rarely visit schools and are

not very much informed about what is happening in school and whether their children are

getting right education or not. There is a widespread feeling that a school is a government

organization and is the responsibility of the teachers.

Similarly showed that the teaching learning procedure is largely one directional like

pouring water from big jar to the small and use of teaching learning materials is like

completely new for them, most of the teachers go to the classroom without any plans and

preparations and teach on the basis of lesson without bothering to see the objectives and

curriculum. The management practices at school such as social audit, School Improvement

Plan (SIP) are becoming matter of formality, Majority SMC members and other

stakeholders are not known what happens in schools and the SMC members' capacity to

practice all these things is to be improved. In this way, the data collected on the basis of the

survey was a kind of the confirmation regarding the appropriateness of the site for the

project.

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4.3.1.1 Objectives

Overall objective

• To ensure access to quality primary education as mentioned in (SSRP)

Specific objective

• To create participatory management, child friendly environment and interactive and

joyful teaching learning situation in 14 schools with active participation of

community people of Lapsephedi and Nanglebhare VDC of Kathmandu district.

4.3.1.2 Beneficiaries

The total number of beneficiaries is 4803: 2100 students including 154 child club members,

2100 parents, 308 SMC and PTA members, 141 teachers including 14 head teachers.

4.3.1.3 Expected Results

Management of the schools including day to day management improved, teachers and RP

capacities on creating classroom environment for interactive and joyful teaching learning

situation improved, child friendly environment with fulfilling basic physical facilities

created, children social and emotional life skills developed, personal health and hygiene

condition of children improved & in their communities.

4.3.2 Project Preparation

4.3.2.1 Orientation about Project to the New Staff:

Recruited staffs for “Access to Quality Education for Marginalized Children in Rural

Nepal” were oriented about the project objectives, beneficiaries, expected results, activities,

working modalities of the project. Mutual understanding regarding the program and its

activities were developed between GAN and individual staff and planned for further

activities relating project. The program helped to generate common understanding about the

project and benefited to develop the way forward.

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4.3.2.2 Joint Meeting with Partner Organization

Joint meeting was held with representative from Intervita Onlus and staff of GAN. The

objective of the joint meeting was to share with partner organization about program and

progressive and financial reporting system.

4.3.2.3 Agreement with Schools

For the assurance of commitment of the accountability and responsibility by stakeholders of

the project and activities, tri-lateral agreement between GAN, DEO and individual schools

of Lapsephedi and Nanglebhare VDC was made during the project orientation program. A

total of 53 individuals representing from different schools of Lapsephedi VDC and

Nanglebhare VDC participated during agreement period representing all the 14 project

schools. It was also the mutual understanding on their role and responsibilities of their own

side.

4.3.2.4 Preparation of Draft Indicators

Draft Indicators about the project was set up for the better management and understanding

of project activities and shared with partner organizations. Effective Planning of activities

and sub-activities were designed which helped to draw out checklist for the effective

implementation and feasible follow up of the program.

4.3.2.5 Goal Setting Planning Meeting with RP and School Supervisor

Good coordination of any projects with

government is most essential for the

sustainability of the project. As RP and

school supervisor are the local

representative of DEO, their roles and

involvement was also vital for the

successful implementation of the

project. To set goal of individual school

of the project, school planning meeting

was carried out with them. It was

beneficial to share the activities of goal

setting program and to create mutual understanding of process of planned activity.

4.3.3 Project Intervention

4.3.3.1 Management of 14 Schools Including Day to Day Management Improved

I. Individual School Visioning and Project Orientation with all Stakeholders

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One day project orientation program was organized by Global Action Nepal (GAN) to

develop a shared understanding of the

project with all the stakeholders

including SMC chairperson, PTA

chairperson, Head teachers, teachers,

students, school supervisor, resource

person, and other responsible

personalities working in the field of

education in the area. During the

program, project goals, interventions,

expected results; activities and working

modalities which were developed in the

consultation meeting with the

stakeholders were shared. To ensure a participatory approach in the project activity, an

active representation of different stakeholders was also ensured. Through this program,

stake holders of all the 14 schools were made aware about the project’s goal, its procedure.

It was also helpful for formal entrance of the project. Mutual understanding regarding the

program was developed between GAN and individual schools. Similarly, GAN and

Intervita Onlus planned for individual school’s goal setting program and drawing campaign

for sponsorship.

Likewise, school visioning program was also carried out in each individual school which

helped the whole school family to develop common destination within certain period of

time and also planned activities distributing within them. Separate groups of teachers,

SMC/PTA and students and parents were formed to elicit the present situation of school

and figuring out activities for improvement of school to make child friendly and model

school for individual school. Teachers, parents, SMC/PTA members actively participated in

group work for elicitation of the present status of their school along with eliciting the future

activities.

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ii. Training of SMC and PTA on School Management and Participation

The school management practice includes the basic components such as transparency,

accountability, participation, etc.

which is very crucial factors for the

utmost development of any

institutions. Participatory

management is key factor to

improve the overall functional

capabilities of an institution. It

guides and determines all other

activities in an institution. In

absence of participatory

management at school, we cannot

expect community participation

and ownership of the community people. Whereas promotion of participatory management

encourages teachers to be more dedicated and school administration be more systematic. To

encourage participatory management practices in school, Global Action Nepal (GAN)

organized training of SMC and PTA on school management and participation for smooth

continuation of teaching learning activities with progressive achievement in the field with

contributing society. The main objective of the program was to empower members of SMC

and PTA on their role, responsibilities and authorities for participatory school management

and overall development of the school.

iii. Interaction Meeting of SMC/PTA

SMC/PTA members are the key actors to

make participatory management in

school. To promote participatory

management in individual school, GAN

organized one day sharing/interaction

meeting of SMC/PTA in its project

schools. The main objective of the

meeting was to increase awareness of

SMC/PTA members on their roles and

responsibilities and to provide an

opportunity to share and interact on

participatory management in school and also for involvement of community in school. It

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was a joint meeting among SMC/PTA members, parents and teachers. During the program,

formation of mothers group, annual result publication, prize distribution planning was taken

as the agenda. Likewise, infrastructure development and formation of quality circles was

also the agendas of the meeting. A total of 79 individuals from SMC/PTA members,

teachers and parents attended the meeting.

iv. Training on Open Theatre

Community awareness is an essential factor for the development of any communities.

Different tools and techniques are in practice in this process. Among them, open theatre

(street drama) is also the one. So to create awareness among the community people of

project area, Global Action Nepal

organized 6 days residential training on

Open Theatre for child club members from

2-7 June 2013. Methodology of training

compiled of both theoretical and practical

knowledge which helped to enhance skills

of child club members.

The child club members participated

actively in the training with their interest

and enthusiasm. At the end of the training,

child club members developed an action plan to show the open theatre in their community

which will be followed up by the project staff for the effective implementation. Altogether,

23 child club members participated in the training.

V. Open Theatre Presentation in Community

After the completion of training on open

theatre and as per the plan of action

prepared by child club members, open

theatre was presented in different

locality and schools of Lapsephedi and

Nanglabhare VDC. Drama was

performed by dividing the members in

three group and performed drama in

three issues i.e. Child marriage and

education, trafficking and alcoholism

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and gambling. The drama was performed in 16 different places where more than 1500

audience observed it.

"Usha Tamang, 14 yrs old of Dharapani who get married at the age of 14 expressed her

expression after watching drama on –child marriage and educatin that she will try to

continue her education but if it is not succeed she will get pregnant only after the age of

20."

4.3.3.2 Teachers and RP Capacities Building on Creating Classroom Environment for

Interactive and Joyful Teaching Learning Situation Improved in 14 Schools

I. Training for ECD Facilitators for the Improvement of the Classroom Environment

ECD is taken as the base of education. If skill of ECD facilitator can be developed, it will

be easier for physical and mental

development of children. So in order to

develop the performance of the ECD

facilitators, it is important to provide

them training opportunities. For this

purpose, GAN organized ECD training

for ECD facilitators of 14 schools in

the project. The objective of the

training was to empower ECD

facilitators by providing knowledge,

skills and producing indoor games

materials on Early Childhood

Development. The training also aimed to facilitate ECD facilitators to carry out activities

according to the level of children and to enable to maintain variety in the activities. In the

training, the ECD facilitators got input on variety of aspects to deal with the ways to make

their teaching child friendly by making full of fun and varieties of learning practices. This

training supported to empower capacity building of ECD facilitators on child friendly

teaching process, joyful learning environment, materials production by local resources. It

also helped to value add of ECD facilitators in the field of development of children.

- 23 -

ii. Focal Teacher Training:

Focal teacher is the key who can help other colleagues' professional development through

peer support and teachers' clinic in their respective schools. In order to develop the capacity

of the focal teachers, it is important to provide them training opportunities. To develop

capacity of focal teachers, GAN

organized 8 days Focal Teacher

Training for focal teachers of

individual schools from the project

area from 23 - 30 January 2013.

The main objective of the training

was to develop capacity of focal

teachers on peer support techniques

and facilitation skills; child

centered learning process and

material production giving priority

to the locally available materials.

The training has got the aim to

empower the capacity of focal teachers on child friendly school, child cantered learning

process, facilitation skills, child centered teaching technique, material production, continue

assessment system and effective learning cycle. The contents of training was followed by

micro teaching (peer teaching) as well. Micro teaching was conducted by the teachers to

expose their potentiality in child centered teaching process as learnt in the training. During

the training, the teachers got insight on different areas of child friendly teaching techniques

and material production. They were encouraged in making their schools child friendly

schools. At the final day of the training, participants developed their plan of action for the

transformation of learning in their classes. Altogether 23 teachers benefited from the

training. It was found that the attitude of the teachers regarding child-Friendly Education

was also changed within the training period.

- 24 -

Iii. Model Schools Visit and Interaction Meetings for the Teachers

To bring positive environment in the school, the role of head teachers and other teachers is

very crucial. So that head teachers and

teachers must learn different ideas of

positive and good practices from

others. Kipping this in the center, GAN

organized model school visit program

in Suryodaya Lower Secondary

School, Ghamrang, Lamjung for head

teachers and teachers of schools of

project area from 30 January to 2

February 2013 through which they

could grasp the best practices of model

school and replicate them in their own.

This learning visit helped the teachers and head teachers to contextualize their learning in

their classroom.

A total of 38 persons actively participated in this visit program. Through this visit, head

teachers and focal teachers were motivated to change their own school in their own level in

a child centered and child friendly way.

Iv. School wise Training on Child Friendly

To enhance and to improve teaching learning process from the basic level of school i.e.

primary level, it is important to help the teachers with training opportunity. For this

purpose, GAN organized 6 days

child friendly training for primary

level teachers of schools of

Lapsephedi VDC and Nanglebhare

VDC. The main objective of the

training was to develop capacity of

primary level teachers on creating

child friendly school; child centered

learning process & techniques and

material production. In the training,

trained focal teachers of project area

schools were the co-facilitator for

the training. Each day from one to

two focal teachers supported for the

training. Focal teachers were given an opportunity to deliver a session in a day. The training

had got aim to empower the capacity of teachers on child friendly school, child centered

- 25 -

learning process, and child centered teaching technique, material production and also on

continuous assessment system.

The content of the training was incorporated with child friendly school, child centered

learning process, agreement chart, job chart, time chart, child friendly teachers, better class

room management, child friendly environment, curriculum and textbook, observation and

feedback, different teaching techniques, continue assessment system, appreciative inquiry

and material production and its usage along with songs and rhymes. The training supported

the primary teachers with the ideas and skills to teach in more effective way. It also focused

on interactive and participatory teaching learning inside the classroom. They were

encouraged in making their schools child friendly school. Total 42 persons represented

from primary level teachers and focal teachers, head teacher of schools, school supervisor

and resource person from DEO and staff and members from GAN. The training was found

fruitful because attitude of the teachers regarding Child-Friendly Education was also

changed within the training period. The participants found the sessions practically effective

and easier to be implemented in the classroom as it was focused in the practical applications

in classroom.

v. Focal Teachers' Meeting:

Focal teachers are the key person to coordinate between GAN and their particular schools.

So information update and

activities sharing between GAN

and focal teacher is most

important for planning and to

carryout activities for betterment

of schools. As the sharing

meeting is carried out once a

month, eight meetings have been

carried out during this year in

different schools turn by turn. The

objective of each meeting is to

share the activities carried out,

achievement, lessons learnt and

the challenges faced. Likewise, planning of the following month is also the agenda of the

meeting. The team shares the ongoing activates. Different materials are produced focusing

to create interactive teaching environment. These meetings have been helping to find out

the present scenario of the school and address problem and solution of emerged individual

and common issues.

- 26 -

Vi. Planning Meeting for Child Friendly, Supervision and Monitoring Training:

Planning is one of the most crucial and important part for the successes of program. Taking

this is in reference, planning meeting to conduct training on child friendly and supervision

& monitoring for head teachers of project area’s school was organized between GAN Team

and school supervisor of DEO. The meeting helped to finalize the training content and

training process to implement the training. During the meeting, training content along with

procedure was finalized.

vii. Teachers’ Clinic

Teachers’ clinics have been carried in all of the schools of Lapsephedi and Nanglebhare

VDC. The clinics have been facilitated by the focal teacher of respective school. During the

teachers’ clinic, teachers make discussion on annual work plan, teaching material

production, classroom management, women group meeting and meeting of SMC and PTA.

Similarly, teachers make annual work plan of the school according to RC level annual plan,

develop and use teaching learning material like job chart, agreement chart, date chart, time

chart, pocket chart, creative chart. In the same clinic, they develop creative chart as

teaching material focusing on creativity of students.

Likewise in the month of May, June and July, feedback sharing activities in each school

was carried out where the classes were observed by CEF. The teachers took the clinic as a

platform where they involved in interaction about challenges faced by them and the

possible solutions regarding the challenge. In the same clinic, some schools decided to

arrange sitting arrangement in 'U' shape as much as possible and decided to organize warm-

up activities during teaching learning process. Whereas in some schools, teachers practiced

to make teaching material like date chart, job chart, agreement chart and shared that their

creativity has been increased by such activities. During the clinic, some schools decided to

organize SMC/PTA interaction and child club activities in their schools. Likewise, six

clinics in May, six in June and four clinics in July have been organized where they were

engaged in the process as in the previous months.

- 27 -

4.3.3.3 Social and Emotional Life Skills Development

Formation of the child club in schools is an essential and important factor to mobilize them

spontaneously and with momentum. How

actively a child club functions also

depends upon its formation process. In

order to form the child club in right way,

a one day child club formation process

was carried out in the schools. It tried to

ensure the participation of children in

formation of child club through

democratic process. The main objective

of the program was to form child club in

each school of project area. It will help

for active participation of student in

different activities of the school and support to increase different skill and knowledge. As a

result, 14 child clubs have been formed in democratic way and each child club has also

been preparing plan of action for each month.

i. Training for Child Club Facilitator Teachers

Training for child club facilitator teachers representing the 14 schools of Lapsephedi VDC

and Nanglebhare VDC was held on 4 and 5 January 2013 at Resource Centre Meeting Hall

of Kalika Sharan Higher Secondary School, Lapsephedi VDC. The main objective of the

training was to prepare child club facilitator teacher as facilitator (trainer) for child club

management and orientation for child club members. Other objectives of the training were

to empower facilitator teacher regarding facilitation skill and increase knowledge about

management techniques and component of child club management. Contents of the training

were formation process and importance of child club, meeting procedure, resource

mapping, management techniques and component of child club and facilitation skills

(communication, team building, and negotiation). In this training, child club facilitator

teachers made action plan to organize orientation on child club management for their own

school. There were twenty six participants in the training. Those included project staff and

other staff of GAN and child club facilitator teachers from 14 schools of Lapsephedi VDC

and Nanglebhare VDC, two teachers from schools of Kavresthali VDC and Budhanilkantha

VDC, two teachers from schools of Makawanpur district, one teacher from school of Kaski

district and one teacher from school of Lamjung district.

- 28 -

ii. Child Club Management Orientation

After the formation of child, it is essential to empower them by providing them opportunity

to develop different skills and techniques to manage child club through

orientation/training/workshops and

organizing extracurricular and other

development activities. For this

purpose, GAN organized one day child

club management orientation for

committee member of each child club

of 13 schools of Lapsephedi VDC and

Nanglebhare VDC according to the

plan made by child club facilitator

teacher in child club facilitator

teachers training. The objective of the

training was to empower knowledge

and skill on management techniques and components to child club members. In the

orientation, executive committee made action plan for one activity for following month of

the orientation.

iii. Reformation of Child Club

After formation of child club,

reformation of the club in regular time

frame basis is essential for the

transformation to develop the

democratic practice among the

children. With this aim, two child

clubs were reformed in the month of

May i.e. one in Sharada Secondary

School and another in Kalika Sharan

Higher Secondary School. In the both

schools, child club facilitator teacher

facilitated the process where they were supported by GAN personnel.

- 29 -

iii. Extra-curricular and Project Activities

Co-curricular activities support children to develop their leadership skill and enhance their

social life skill. It also supports to enhance their abilities and develop working habit with

team with mutual understanding and

respect to each other. So GAN always

promotes co-curricular activities in its

working schools. In this context, two

days training on drawing skill was

organized in the month of April. The

main objective of the training was to

increase basic skills on drawing for the

representative of child club members

with the possibility to share later on with

other child club members and student of

their individual school. During the training, students were given training upon basic pencil

sketching and water painting. Thirty nine individuals from child club members participated

in the training.

Similarly, different activities such as drawing competition, dictation competition, quiz

competition and interaction program were also organized where altogether 186 children

participated in these events.

4.3.3.3.3 Improvement of Personal Health and Hygiene Condition

I. Mobile Health Camp

Health is one of the basic components of quality life cycle. So it is right of everybody to

know the condition of personal health. Taking this in reference, GAN organized two days

health camp in corporation with Mission Bhanjyang Nepal and Lapsephedi Sub-health post,

Lapsephedi VDC which was supported by Khang-nung Don-in, Donghe Don-in and

Chung-aan University, Korea. The health camp was conducted at premises of sub-health

post, Lapsephedi VDC on 27 & 28 February 2013. The health camp was organized

targeting the local people of both Lapsephedi and Nanglebhare VDC.

The basic objective of the camp was to check children's health condition and give

prescription from the medical professionals to improve their health condition. The camp

especially focused on pediatric and gynecology and also on general cases which included

medicine distribution as prescribed. In these two days, altogether 641 clients (119

- 30 -

gynecology cases, 111 pediatric cases and 411 general cases) visited for health checkup

consisting of 264 male and 377 female. Female Community Health Volunteers (FCHVs),

members from Kalika Sharan Child Club, students from Kalika Sharan Higher Secondary

School and local youths from the community supported as volunteer in the camp. Total

thirty nine volunteers represented from FCHVs, child club members and students from

Kalika Sharan HSS and local youths from the community attended to support the camp.

ii. Indigenous Nutritious Food Training to Mother Groups

Lack of awareness on the locally available nutritious promotes people to use the junk foods

and the foods from the market. Whereas these kinds of foods directly or indirectly promote

negative effective in people's health. Taking this in reference, 4 sets of 2 days training on

indigenous nutritious food to mother

groups was organized. The objective of

the training was to give ideas and

knowledge about the nutritious value of

locally available food items and

vegetables and also focus to cover the

preservation and consumption of them as

a healthy diet. The training was focused

on women as most of them leads to

prepare food in their household. The

training was focused on providing ideas

to mothers’ group about the mechanism

of incorporating balanced diet with locally available products. Emphasis was given on the

regularity of sending Tiffin at school too along with regular arrangement of morning meals

for their child as it was found that most of parents didn't focus on this subject.

During the immediate interaction conducted after the training with mother group, they

responded that the training was effective as they shared the training was helpful for learning

new ideas and gained information and value about locally available food items. Similarly,

at the end of the day, mothers made commitment to send lunch for their kids in school

along with proper morning meals. There were two hundred twenty two women who were

benefited from the training.

Similarly, one day training on indigenous nutritious food to mothers group was organized

in Shila Devi Primary School on 10 June 2013 where thirty four women were participated.

- 31 -

4.4 Lamjung Education Project

4.4.1 Brief Description of the Project

The project was launched in two schools of Lamjung district and one school of Kaski

district adjoining to Lamjung district located in rural hilly area. It was conceived through

individual and group consultation meetings with Head teachers, school management

committee (SMC) chairpersons, students, District Education Office (DEO) personnel and

the Pahar Trust Nepal. During the consultation, it was found that majority of teachers were

teaching their students through the chalk and talk method, so students were not learning as

effectively as possible and they were also underperforming academically. Due to lack of

quality of education, some primary schools are on the verge of collapse.

4.4.1.1 Objectives

Lamjung Education Project was initiated with following objectives:

• To improve in classroom teaching and the learning environment in community

schools.

• To develop children's life skills and increased participation in school management

decision making, particularly in relation of child-related issues.

• To increase parental involvement in children's basic health education

• To help to promote better school governance

4.4.2 Project Intervention

4.4.2.1 Improvement in Classroom Teaching and the Learning Environment in

Community Schools

I. Individual School Visioning Program

School visioning workshop of each

individual school was carried out in all of

the project schools. It was beneficial to

find out whether or not the schools had

their clear vision of school that they

wanted to achieve within a year. Most of

the schools had carried out and developed

school improvement plan of their schools

but without participation of all

stakeholders related to them. In this

context, with the initiation of GAN, each

- 32 -

individual schools visioning was developed with the active participation of children,

teachers, SMCs, PTAs and the parents. After presentation the vision, participants reacted

that it was the right way to prepare vision of school which gave the clear situation of school

and the things that they wanted to achieve.

ii. Teacher Training on Child Friendly Teaching Methodologies

Training for teacher on child friendly teaching methodologies was carried out in each

school. Training was provided to whole school teachers which also included the feeder

schools of the project school. In each

school, four days intensive training was

carried out. During the training, basic

techniques on child friendly interactive

teaching methodologies was discussed

along with the production of teaching

materials using locally available

materials. Altogether sixty four teachers

from eight schools were benefited from

the training.

It was found that, after the training,

participants of the training had started to transform the gained skill in the classroom. They

had started teaching in child centered interactive way using teaching materials.

iii. Child Friendly Model Classroom Setup

Child friendly model classroom was

established in Janta Secondary School,

Kudule and Barah Milan Lower Secondary

School, Hile Taksar for grade one. In this

process, sitting of children had arranged as

floor sitting with low tables surrounded by

white boards at their height level. The class

also consisted of different educational

materials such as number charts, word

chards, vegetable charts and other

informative materials.

- 33 -

iv. Teachers’ Clinic

GAN continuously supported to organize

teachers’ clinic in the project site schools.

During these clinics, teachers were

engaged in discussion on class room

teaching methodology, the success

endeavors, challenges faced and copying

with situation which was likely to happen

in real class room teaching. In these

clinics, top up techniques and skills were

also shared aiming to help for teachers

professional and personal development.

v. Teacher Training on Subject Specific

GAN is continuously organizing child friendly teacher training to create child friendly

school environment so that children will

have better learning achievement. Besides

this, GAN also supports teachers with

subject specific teacher training to

enhance their skill on various subject

matters. With this objective, GAN

organized subject specific teacher training

on English Subject in Janta Secondary

School and Barah Milan Lower

Secondary School on April 2013. The

training package was developed for 16

days but was divided in two phase. Initial phase of 9 days training on English subject was

developed focusing to develop English language proficiency and develop their class room

English. According to the presentation of the participant teachers, it can be said that their

level of confidence has been developed in English language proficiency and its use in

classroom setting. Altogether thirty seven teachers were benefited by the training.

- 34 -

4.4.2.3 Social Life Skills Development of Children and their Participation in School

Management Decision Making Increased, Particularly with Regard to Child Related

Issues

I. Formation of Child Clubs

Child club is a place and an open platform where children can perform their innate

potentials and develop their social life

skills. With the help of these clubs, they

can discuss about their rights and can

also work for the rights of their

colleagues. With the same objective,

GAN also facilitated to form child clubs

in the project schools. During the

formation, in each school, a thirteen

member’s executive committee was

formed. However, in each child club

more that 50 children were engaged as

members and they have been doing their

regular activities such as meeting, planning, and discussion on the topics related to them

(child rights, sanitation). Altogether three child clubs in 3 project schools were formed and

they have been facilitated by a trained facilitator teacher in each school.

ii. Child Journalism and Child Club Management Training

In all of the project schools, child clubs were already formed in which 2 days training on

child journalism and child club

management was organized in January

and February 2013 for its members.

During this, capacities of children were

enhanced for publication of wall

magazine. After the training, children

started to publish their child club’s

magazine on monthly basis

incorporating their articles and

creativity. Wall magazine is beneficial

for children and child clubs to express

their creativity and their voices for

- 35 -

their rights protection.

Likewise, subject on child club management helped child club members to facilitate their

child club by themselves, enable to generate resources locally and the tentative programs

that can be carried out by themselves to develop their social life skill and for the protection

of their rights. During the program, the children also interacted on the activities that were

carried out by them and the possible programs that could be carried. Children responded

that the program was helpful for making their programs effective and also for the

sustainability of their club.

Besides these events, the members of child clubs have been organizing different co-

curricular activities which have been helping to develop their leadership skill and made

aware on different issues.

4.4.2.4 Monitoring Visit

Though the project ‘Access to Quality Education for Marginalized Children in Rural Nepal’

was phase out in 2012, two monitoring visits: Midterm evaluation visit and final evaluation

visit to all project schools were made

from the GAN central office staff

spending two to three days in each

school and its catchments at various

times . During the visit, the

monitoring staff called meetings

with school teachers, management

team and Quality Circle members in

order to discuss and find out how

benefits of GAN's partnership with

schools has been thus far, what has

not been working properly and how can the partnership go for the rest of the project period.

On the basis of the outcome of the meeting with stakeholders, the monitoring team shared

feedback with its project staff in the site for immediate improvement in those areas. The

monitoring team randomly observed few classes delivered by the school teacher and shared

their observation with the specific teacher individually. Child friendly classroom

management issue which was one of the project's main outputs was discussed too with the

school team with a few feedbacks.

- 36 -

4.4.2.4 Child Friendly School Reward Workshop

As GAN had made an agreement with the schools about the best school award in the initial

phase of the project implementation, one

day workshop was organized on 15 July

2013 in Besisahar to develop the child

friendly indicators to reward the best

school. The workshop was participated

by Head teachers, Chair persons of

School Management Committee and

Chair persons of Parents Teachers

Associations of all the schools and

central office staff. In the workshop, 14

child friendly indicators were developed

on the basis of discussion among HTs,

Chair persons of SMC and PTA. The best child friendly school was selected on the basis of

these indicators. Recommended

4.5 English for Teaching: Teaching for English plus (ETTE+)

4.5.1 Introduction of the Project

Training and workshop plays the most important role to upgrade teachers’ performance in

teaching learning inside the classroom. In the context of Nepal, it has been found very

challenge in terms of transformation of learned knowledge and skills inside classrooms

situation. The government of Nepal’s census has shown that 91% teachers in Nepal are

trained but they have not really reflected in the actual classroom. Most of the teachers still

have low level language and exposure. Because of their own level of English, they are not

able to teach their student properly. Therefore, Global Action Nepal has been supporting

teachers through various teacher training programs, teacher’s clinic, and follow up activities

for continuous teacher professional development.

Global Action Nepal has been giving its efforts to create child friendly class with

interactive teaching learning in various districts of Nepal in collaboration with likeminded

organizations including government since long time. Global Action Nepal trained more

than 1000 English teachers in the past in collaboration with British Council, considering

the high demand of ETTE course; it has been launched English for teaching: Teaching for

English Plus (ETTE+) in Lamjung district targeting 150 teachers.

- 37 -

4.5.2 Project Objective

The project aimed:

• to help school teachers improve their performance in the classroom by providing

practical training,

• to provide input on methodology,

• to increase teachers’ awareness on child centred interactive methodology,

• to increase teachers’ confidence in using English in their classrooms,

• to provide feedback for further development and

• to help the participants develop some teaching materials useful for their teaching

4.5.3. Project Activities

I. Nine days Teacher Training

To achieve the objectives of the project, nine days training was successfully carried out in

different cluster lead schools for nine days. It was carried out in two phases: First phase and

second phase. The first phase

was carried out simultaneously

in the three clusters: Janakalyan

Secondary School,

Bhaktinamuna Higher

Secondary School and

Bidhyajyoti Higher Secondary

from 2nd

April to 13th April

2013. Similarly, in the second

phase, it was conducted

simultaneously in the next three

clusters: Janata Secondary

School, Laxminarayan Secondary School, and Lokraj Aadarsa Secondary School from 15th

April to 24th April 2013. As the training was evaluated by the stakeholders at the end, it was

found that the training was able to uplift the teachers’ English Language proficiency.

ii. BCBL Book Distribution

To create child friendly atmosphere in the classroom, GAN distributed 71 BCBL books

with CD to 71 participants of Janakalyan, Bhaktinamuna and Bidhyajyoti cluster. Similarly,

other 71 BCBL books were distributed to 71 participants of Janata, Lokraj and

Laxminarayan cluster.

- 38 -

iii. Follow-up and Classroom Observation

After the completion of the nine days training, all the 31 schools were continuously visited,

observed 148 teachers’ classroom and provided constructive feedback. Special classroom

observation form was used to observe their classroom designed by GAN.

iv. Teachers’ Clinic

Teachers' Clinic has been one another perennial activity that took places in each cluster

fortnightly i.e. eighteen teachers’ clinics were held in May, June and July. The clinics were

run by the RTs deputed in each

cluster’s lead schools. The whole

clinic was divided into two sessions:

Reflection Session (First) and Input

session (Second). Reflection session

covered dealing with problems

incurred during teaching learning

process, teaching materials

development and their uses, innovative

inputs on child friendly -child centered

pedagogy, English proficiency

enhancement of teachers and other

issues related to classroom teaching. In the input session, GAN’s teacher’s clinic package

was implemented to uplift their proficiency. All the teachers from project schools have

been benefited by these sessions. As a result of this, many teachers have brought about

significant change in their conventional ways of classroom teaching and the children are

enjoying their learning through games, group, pair, and project work activities along with

use of various teaching aids.

v. Formation of English Clubs

English clubs have been formed in all

31 schools of the project area. After

the formation of the clubs, they have

started to hold each and every activity

in English medium i.e. assembly,

games, quiz, essay writing, storytelling

and writing etc. in English medium.

GAN also facilitated to carry out

interschool cluster wise competitions.

Interschool essay writing competition

- 39 -

was conducted was conducted in all the lead schools in May. Similarly, interschool quiz

competition was held in June. In the same way, interschool spelling context was held in

July. After the completion of these three English club activities, students and teachers were

found so excited to handle other activities in English medium.

vi. Individual Teacher’s Folder

As per GAN’s implementation plan, all 148 individual teachers’ folder has been prepared

by using generic observation form and self reflection form which helped to find out their

day wise progress in their performance.

Vii. Seven Days Training

English for teaching: Teaching for English Plus (ETTE+) is a project for improving quality

education in unreached communities of

rural Lamjung. It has been designed to

help schoolteachers improve their

performances in the classroom by

enhancing their access to materials,

methods and opportunities for their

professional training and development.

To achieve this, sixteen days training

package has been designed. Its first nine

days package was implemented in

March/April 2013. So that it’s remaining

seven days package was implemented by

Global Action Nepal from 31 July to 6

August 2013 in four different training centres and from 1 October to 7 October three

training centre targeting 148 teachers of Bhoteodar, Chitti and Bharte Resource centers of

Lamjung.

4.6 Better Classroom Better Learning 1, Makawanpur

4.6.1. Introduction of the project

Better Classrooms Better Learning is the basic principle behind GAN's teacher education

programs. It basically implies that better learning opportunities can only be created through

the better classroom practices at implementation level. Unless we can work very effectively

in classroom practices at local level, we cannot improve overall educational situations and

materialize the concept of quality education regardless very effective programmes and

- 40 -

policies at centre. GAN inspired with this principle and dedicated for excellence has

continually been trying to contribute for the improvement of teaching learning situation by

supporting the community schools in unreached areas with the direct intervention for

improving teachers' classroom performance and supporting the teachers to implement the

things gained through such direct intervention.

Keeping this principle at the center, GAN in cooperation with Our Sansar implemented

'Better Classroom Better Learning' project in 2 schools of Makwanpur district i.e. in

Nirmal Higher Secondary School, Bastipur and Arniko Secondary School, Basamadi.

4.6.2. Project Activities

4.6.2.1. Orientation and Planning Workshop

Based on the finding of base line survey, an orientation and planning workshop was carried

out in both of the schools with the participation of children, teachers, SMC, PTA, parents

and DEO representative. During the workshop, brief introduction and modality of the

project was shared and interacted with the participants within the periphery of shared

objectives. Likewise, after sharing about the project objectives, with the active participation

of the participants a clear vision and plan was developed to achieve by the end of the

project life. It helped to maintain transparency and also for ownership of the school

stakeholders towards the project.

4.6.2.2. Teacher Training

Initially, eight days teacher training for the teachers in whole school approach was carried

out in December 2012. All the teachers

teaching primary level and lower

secondary level were participated in the

training. The training was focused on

'Better classroom Better learning'

approach that included child friendly

teaching learning, interactive and

participative classroom delivery and

management and material production.

The training helped the teacher to

improve their teaching in interactive way

with the help of different teaching

materials made up of locally available resources. It was found that after returning back to

the respective schools teachers had carried out regular reflection classes to share the

learning objectives. After the training, the teachers have been using huge teaching which

- 41 -

also has been helping in creating child friendly teaching environment. Altogether twenty

five teachers were benefited from the training.

4.6.2.3. Model Classroom Set-up:

During the project period, one primary

level classroom in each school was

supported to develop as the child

friendly model classroom. The support

was focused on the classroom

management which included students’

job chart, date chart, attendance chart,

teaching learning materials, floor

sitting, low tables, cushions and

classroom decoration. This physical

atmosphere of the classroom helped to

create sound teaching learning

atmosphere and a joyful environment

for students.

4.6.2.4. Exposure Learning Visit

For bringing positive change in any schools, the role of each teacher in the school is very

important. They all have to work in team with shared common vision with new ideas. New

ideas and skills should be

implemented for the positive change

and to have such skills and idea

exposure visit to the model site is

always beneficial.

Keeping this idea in heart, one day

Child friendly model School

exposure learning was organized for

the teachers of both project schools.

The participants visited to Tistung

VDC of Makwanpur District to

observe the child friendly Model

School where they observed Janata Primary School Tistung-8, Jhapre and Kali Devi

Primary School Tistung-2, Malagiri. During the visit, participants involved in interaction

program with teachers focusing on the success methods to make the school child friendly

and interactive teaching in their school. During the same visit, the teachers also observed

the child friendly model class.

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4.6.2.5. Intensive Follow-up and Support Teachers' Clinic:

GAN has been carrying out intensive follow-up of the trained teacher and the activities

carried out in the schools. Likewise, at least two times a month teachers’ clinic in each

School was carried out. In these classes,

teachers discussed about problems faced

during classroom teaching and identify

some solutions by themselves with the

help of interactions done by them in the

same classes. GAN supported to

produce child friendly teaching learning

materials and effective use of them.

These clinics helped them in their

professional development. As a result,

teachers have started to teach the

students by using group/pair work,

developed classroom agreement, use of job chart, use of chants and songs, etc. So now they

have been developing child friendly learning environment in their School.

At the initial stage, these clinics were facilitated by the resource trainer of GAN but later on

teachers became self capable for the facilitation of the class and now they have been

facilitating their own classes.

4.6.2.6. Child Club Formation and Mobilization

Child club is taken as one of the strong

vehicles for children's life skill

development and the platform to explore

their talents. It is also a platform where

they can meet, discuss and share the

subjects and the issues related to their

rights and work for their rights

protection. To develop children’s life

skill development, child clubs were

formed in both of the schools of project

area. As expected, positive changes have

shown by the child club members. They

have started to manage the morning

assembly of school where they are using

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the assembly as a platform to develop their leadership skill and gained general knowledge.

Children have been organizing different co-curricular activities such as quiz, debate by

themselves.

4.6.2.7. Review Meeting:

One day review meeting with the participation of both school's stakeholders was carried out

in January 2013. The participants represented teachers, children representative, SMC, PTA

and DEO representative. Resource

trainer of the project who was also

responsible person of GAN for the

project shared about the ongoing

activities. After his presentation, there

was session on interaction in which

participants engaged in the review

process. They expressed that the

activities till the date were found very

positive. They also shared that the most

remarkable part of the project was that

the project would go along with the

partnership with school. Regular follow

up of trained teacher for transformation in class was the positive aspect of the project

expressed by head teachers and teachers too.

4.7 Better Classroom Better Learning 2, Makawanpur

4.7.1 Introduction of the Project

As the 'Better Classroom Better Learning' project in 2 schools of Makwanpur district i.e.

in Nirmal Higher Secondary School, Bastipur and Araniko Secondary School, Basamadi

was successfully implemented from September 2012 to December 2012, the same project

was implemented in other 8 schools in Makawanpur, 2 schools in Chitwan and in 2 schools

in Parsa district to enhance the quality education in cooperation with Our Sansar on the

basis of need and the demand of the schools.

4.7.2 Objectives of the Project

To improve classroom teaching learning environment in community schools

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4.7.3 Project Activities

4.7.3.1 School Baseline survey and Situation analysis of individual schools

GAN Staff visited schools located in Hadikhola VDC and Basamadi VDC and carried out

existing situation analysis exercise

using interview and questionnaires.

The interview, questionnaires and data

filling sheets were also used to acquire

accurate information of the schools as

far as possible. Likewise, resource

person of the area and meeting with

district education office was also

carried out to find the actual situation

of the school. With the information

gathered and also from interview,

eight schools who wanted to change

their teaching methodologies and to create child friendly school environment in their

school's classroom were selected.

Likewise, same kind of baseline survey was also done in Chitwan and Parsa district in

proposed two schools which supported to identify the potential schools for project

intervention.

4.7.3.2 Agreement with Schools

To assure the commitment of the accountability and responsibility by stakeholders of the

project and activities, tri-party agreement between GAN, DEO and individual schools of

selected 8 schools was made during orientation program. This agreement represented the

mutual understanding of role and responsibilities of all the parties involved. It also helped

to develop the partnership model between the implementing partners, donor and recipient

perspective.

4.7.3.3 Orientation to Resource Person of DEO

Resource persons representing district education office are the focal persons to support the

public schools of their catchment area. So, the role of resource person is crucial and

important for creating and developing child friendly environment in schools and creating

learning environment in school for the students. Keeping this in center, GAN also

implemented its project jointly partnering with the RPs where initially they were oriented

about the project and training modality. So to carry out Better Class Better learning training

too, resource persons of the respective areas were oriented about the training content so that

they could also facilitate the session as per modality. The process also aimed to enhance the

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skill of resource person so that s/he could follow and monitor the activities after the phase

out of the project or in absence of GAN. Altogether three RPs were oriented about the

modality (one each from Makwanpur, Chitwan and Parsa)

4.7.3.4 Teacher Training on Better Class Better Learning

Initially, six days teacher training on better class better learning for the teachers in whole

school approach was carried out for all the selected 12 schools (8 in Makwanpur, 2 in

Chitwan and 2 in Parsa). All the teachers

teaching primary level and lower secondary

level participated in the training. The

training was focused on 'Better classroom

Better learning' approach that included child

friendly teaching learning, interactive and

participative classroom delivery and

management and material production. The

training helped the teacher to improve their

teaching in interactive way with the help of

different teaching materials made up of

locally available resources. It was found that, after returning back to the respective schools,

teachers carried out, and regular reflection classes to share the learning objectives. The uses

of teaching materials was also increased which helped in creating child friendly teaching

environment. Altogether nine sets of training were organized during the reporting period

where altogether 224 teachers were benefited from the training.

4.7.3.5 Teachers’ Clinic

Regular teachers’ clinic has been

ongoing on all of the schools of the

selected schools. It has supported to

help to transform the learning of

training in their classroom. During the

teachers’ clinic, the teachers interacted

about their work plan, teaching

material production, and classroom

management. During the clinic,

teachers decided to develop their work

plan of the school, develop and use teaching learning material like job chart, agreement

chart, date chart, time chart, pocket chart, creative chart. Also in the same clinic, they

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developed creative chart as teaching material focusing on creativity of students. Altogether

18 clinics were conducted (10 Makwanpur, 4, Chitwan and 4 Parsa.)

4.8 Teachers’ Performance Development Project

4.8.1 Introduction of the Project

The ways teaching learning activities are being carried out in most of the schools in Nepal

are still very much chalk and talk. Teaching for small children is largely also based on

lecture. To improve such situation it seems very important that the teachers get some input

and opportunity for their performance development. But developing teachers' performance

is not enough to improve the situation. It is essential that we work on the entire four major

components (teacher, parents, management, and children) of the teacher education in

holistic way. In this context this is a proposal for whole school development of 6 model

schools of manohari VDC of Makwanpur district of Nepal.

4.8.2 Objective of the Project

To create good governance child friendly and interactive and joyful teaching learning and

active participation of community people

4.8.3 Project Activities

4.8.3.1 Selection of School for Intervention (Baseline Survey)

GAN Staff visited schools located in Manahari VDC and carried out existing situation

analysis exercise using interview and questionnaires. The interview and questionnaires and

data filling sheets were also used to acquire accurate information of the schools as far as

possible. Likewise, resource person of the area and meeting with district education office

was also carried out to find the actual situation of the school. With the information gathered

from interview and questionnaires, six schools were selected for the intervention of the

project. The selection criterion was based on the school’s interest who wanted to change

their teaching methodologies and to create child friendly school environment in their

school's classroom sensitizing the community of their school catchment area. On the basis

of baseline, the following six schools were selected for possible intervention:

• Pragati Primary School, Lothar

• Rastriya Secondary School, Sunachuri

• Rastriya Lower Secondary School, Ramantar

• Rastriya Rotary Secondary School, Manahari

• Mahendra Kiran Higher Secondary School, Simpani

• Shree Resheswar Primary School, Jyamire

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4.8.3.2 Agreement with schools

To assure the commitment of the accountability and responsibility by stakeholders of the

project and activities, tri-party agreement between GAN, DEO and individual schools of

selected 6 schools was made during orientation program. This agreement represented the

mutual understanding of role and responsibilities of all the parties involved. It also helped

to develop the partnership model between the implementing partners removing donor and

recipient perspective.

4.8.3.3 School Visioning Workshop

GAN organized one day individual school visioning workshop to develop a shared

understanding of the project with all

the stakeholders and parties involved

including SMC chairperson, PTA

chairperson, Head teachers, teachers,

students. During the program, with

joint effort, participants analyzed their

existing situation and practiced the

activities that they were doing for the

upliftment of educational environment

and the environment that they wanted

to see within next year. For discussion,

homogeneous group was formed i.e.

group of PTA, SMC, Teacher and

Student was formed and discussed accordingly. So the common understanding of the

project and the possible activities were also discussed during the program.

4.8.3.4 SMC, PTA capacity building workshop

SMC/PTA members are the key actors to make participatory management in school. To

promote participatory management in individual school, GAN organized one day

sharing/interaction meeting of SMC/PTA in its project schools. The main objective of the

meeting was to increase awareness of SMC/PTA members on their role and responsibility,

maintain transparency, support in participatory decision making and accountability and to

provide opportunity to share and interact on participatory management in school and also

for involvement of community in school. It was a joint meeting between SMC/PTA

members, parents, students and teachers. A total of 125 individuals from SMC/PTA

members, teachers, students and parents attended the meeting.

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4.8.3.5 Teacher training

A 6 days long teacher training on better class better learning for the teachers in whole

school approach was carried out for all

the selected 6 schools. All the teachers

teaching in primary level and lower

secondary level were participated in the

training. The training was focused on

'Better classroom Better learning'

approach that included child friendly

teaching learning, interactive and

participative classroom delivery and

management and material production.

The training helped the teacher to

improve their teaching in interactive way with the help of different teaching materials made

up of locally available resources. It was found that, after returning back to the respective

schools, teachers carried out regular reflection classes to share the learning objectives. Also

uses of teaching materials was increased which also helped in creating child friendly

teaching environment. A total of 26 teachers were present in the training.

4.8.3.6 Teachers clinic, class observation and feedback

Teachers' Clinic has been one another perennial activity that took places in the project

schools fortnightly. The whole clinic was divided into two sessions: Reflection Session

(First) and Input session (Second). Reflection session covered dealing with problems

incurred during teaching learning process, teaching materials development and their uses,

innovative inputs on child friendly -child centred pedagogy and other issues related to

classroom teaching. In the input session, GAN’s teachers’ clinic package was implemented

to uplift their proficiency. All the teachers from project schools have been benefited by

these sessions. As a result of this, many teachers have brought about significant change in

their conventional ways of classroom teaching and the children are enjoying their learning

through games, group, pair, and project work activities along with use of various teaching

aids.

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4.8.3.7 Model child friendly school visit.

For the positive change in the environment of the school, the role of head teachers and

teachers is very crucial. So, head

teachers and teachers must learn

different idea of positive and good

practices from others. Putting this in

the center, GAN organized model

school visit in Kali Devi Primary

School and Janata Primary School

located in Tistung VDC of

Makwanpur district for the head

teachers, teachers and SMC/PTA

representatives of schools of project

area. With the help of visit, they grasped the best practices of model school and replicate

them in their own. This learning visit helped the teachers and head teachers to contextualize

their learning in their classroom. Not only the teachers, the visit also included

representatives of VDC, DDC and DEO which also supported to work more thoroughly for

creating child friendly environment by observing the best practices. After the visit teachers

also carried out reflection session to discuss about their observation and prepared their plan

of action for each individual school for further intervention.

A total of 36 persons actively participated in this visit program. Through this visit, head

teachers and teacher were motivated to change their own school in their own level in a child

centered and child friendly way.

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5. Overall achievements in 2012/2013

During the period of 2012/13, GAN carried out seven major sectors under the Child

Education Facilitation Project. They are:, a) Child Friendly - Child Centered Teaching

Learning Pedagogy b) Creating English speaking environment c) Child Friendly

school/Classroom management d) Child club and life skills development e) School Good

governance f) Access of education

Achievements:

• Sixteen primary, lower secondary and secondary level teachers from project schools

received intensive training on Child Friendly - Child Centered Teaching Learning

Pedagogy and have developed themselves as facilitator focal teachers for their

respective schools. These focal teachers are now able to run weekly Teachers' Clinic

in their schools themselves for new input and for finding solutions of problems if

any.

• Approximately 574 teachers further received training on Child Friendly - Child

Centered Teaching Learning Pedagogy; low cost - no cost teaching material

development and communicative English language course. These teachers now

conduct their classes with verities of techniques: using materials, games, rhymes and

songs, group/pair/project work etc. Teachers have learnt to make various materials

corresponding to their lesson. Many of the teachers have initiated delivering lessons

using English medium. Some of the teachers communicate with their colleagues in

English.

• Enhanced skill of 14 ECD facilitators so that they can facilitate ECD centers in more

friendly way. Facilitators have also developed their skills to produce teaching

materials by using their locally available resources. Facilitators have begun using

their learnt skills in their centers.

• The classrooms are better managed with different teaching materials, posters,

children's creation, job chart, classroom norms on the wall. Desk and benches have

been arranged in U shape or suiting for group/pair work. At least one classroom in

each school has been developed as modal child friendly classroom with floor seating

arrangement and low table for class work. Some schools are upgraded in

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infrastructure with sufficient classroom to accommodate students. Children are seen

enjoying with outdoor play materials.

• SMC and PTAs of the targeted schools have become more active and responsible

concerning school related issues. Their participation in meetings and decision making

has improved. Many schools now conduct social audit in front of stakeholders and

beneficiaries. Quality Circle (QC) formed in schools is undertaking their

responsibilities properly. Parents frequently visit schools to supervise and monitor

educational activities happening there. Home environment for children's study has

been improved to some extent.

• Children from underprivileged and deprived community are seen walking to and

from school in neat and clean outfits. Children's absent rate in school has decreased.

Children's enrollment in public schools is slowly gearing-up. Children now have

platform to demonstrate talent and potentiality through the child club in their

school/community. Children are seen planning and implementing various extra-

curricular, co-curricular, formal and non-formal activities in school and in the

community. In the year 64 new child clubs were formed and are being facilitated by

GAN.

• 35 subject oriented model classrooms were established which became model in

establishment for increasing learning achievement of students. The established

classroom motivated to create other classes in the form of subject oriented model

classes

6. Networking and Co-ordination

GAN has been coordinating, collaborating, and cooperating with like-minded

Governmental Organizations (GOs), International Non-Governmental Organizations

(INGOs), Non-Governmental organizations (NGOs), and CBOs at central as well as local

level. The objective of this kind of coordination and networking is to develop a healthy

working environment and mutual cooperation among the like-minded organizations at local

as well as at central level.

Department and District Education Office, Global Action UK, Isle of Man, World Vision

International, British Council, Aussie Australia, Emma Trust Australia, Our Sansar, Esther

Benjamin Trust, Intervita Onlus, Pahar Trust Nepal (PTN), VSO and National Campaign

for Education (NCE), Young Star Club, Solukhumbu, are the main partners of GAN in this

period.

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Mobilization of GAN resources/expertise

• GAN mobilized its human resources to improve the communicative English of

teachers in Kavre district in the cooperation of Action Aid.

• Similarly, it utilized its human resources to carry out fifteen days English Language

Teacher Training course in collaboration with British Council.

• It provided support National Campaign for Education to conduct capacity building

workshop on Right to Education.

• Organized National Child Protection Conference in collaboration with National Child

Protection Alliance.

• Conducted Child friendly local governance Lalitpur district workshop for

representatives of major political parties, NGO's and personnel from government line

agencies in collaboration with District Development Committee Lalitpur.

• Reached Better Class Room Better Learning (GAN Published book) to wider

organizations, schools, NCED, DEO teachers etc.

Publication

1. News Letter

2. Wall magazine Publication Handbook

7. Challenges

During the period of implementation of programs, Global Action Nepal had to face various

challenges. Some of the major challenges faced during the reporting period are as follows:

• Getting through to project staff located in rural community from Kathmandu office

and the other way around has been always a big challenge in terms of sharing and

disseminating important/urgent information. Sometimes either side had to spent

hours trying to reach each other through phone due to poor or no signal at all and in

the absence of internet and electricity.

• Frequent turnover of well oriented/trained staff is another big challenge faced by

GAN. The turnover sometimes happens from the organization side due to the staff's

inefficiency in work, unprofessional and indifferent behavior/attitude. Whereas it

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happens from other side too because s/he gets better opportunities in other

organizations, s/he faces difficulties adjusting to rural setting, want to resume study

by quitting job etc.

• Lengthy procedures for procurements of goods and items needed for the

accomplishment of project task, delay in approving program and budget and

impractical compliances to be meet as set by donors has also caused postponement of

set activities affecting to overall performance of GAN with under spent fund.

• Global Action Nepal's major focus in the program is improving quality of education

through human resource development and bringing about attitudinal change among

beneficiaries through training, workshops and exposure to real context. Many a time

beneficiaries/stakeholders take this aspect very lightly and decline to cooperate. They

look for big physical/hardware support which everyone can see immediately compare

to GAN's software support that is more tangible in the long run.

• Another major challenge faced by GAN during the project period was managing time

of both the teachers and the community people for carrying out project related

activities. GAN has been guided by the ethos of carrying out its project related

activities during the vacations and or coinciding them with other school holidays, so

that the day to day teaching learning activities and administrative work is not

disturbed. Whereas most of the teachers are found reluctant to use their free times.

Besides, in several cases numbers of teachers are in long or short holidays and or

leave denying their involvement in the activities. The cases were more or less same

with the community beneficiaries for they are too pretty much busy in farming and

trade.

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8. CONCLUSION

In conclusion, however there were lots of

challenges directly affecting the outcomes of

the project, there were abundant opportunities

too, for successful implementation of the

planned activities. Global Action Nepal leave

no stone unturned in cashing those

opportunities. As a result this year has

produced encouraging results in terms of both

event organizing and achieving objectives,

particularly towards child friendly classroom

setting and creating interactive teaching

learning environment in target schools.

GAN successfully completed its annual

targets and started to continue its plan of

action for the period ahead. The progress of

the projects to date has been very positive and

we hope they will be completed in line with

expectations.

Appreciation received from the targeted

partner schools and their beneficiaries is the

clear evidence in this regard. The credit for

this success firstly goes to all those staff

members who worked very hard by giving

more than their hundred percent effort and

energy and secondly to all associated to this

project. GAN is proud with what the partner

schools achieved; something that it can share

with other organizations and people. In the

coming days, GAN is committed to giving its

full efforts to the areas in which it has

strength: community mobilization for Child

friendly quality education; school good

governance; teacher training; child rights; and

the child club promotion program

"ETTE+ training by Global Action Nepal

is fruitful for me as a teacher. "I had

never been a part of this kind of

training before". After getting this

training, I have learnt so many new

teaching techniques, rhymes,

materials etc. My English proficiency is

gradually increased day by day.

Another thing I must appreciate

regarding ETTE+ and GAN is CC event

and teachers' clinic. Students have got

a chance to expose them self outside

their own school too. During teachers'

clinic, I learnt to make materials and

its usage inside classroom. Though my

school is, pre primary but my students

have got a chance to be a part of CC

event and get prize too. Next times

teachers' clinic is going to conduct on

my school and I am so much excited

and happy for that. As a whole, after

this ETTE+ training, inside classroom

some measurable changes like

classroom management, material

production and its use, use of English

language inside classroom etc have

been noticed."

Goma Thapa

Head Teacher

Balbikash Primary School, Lamjung

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Appreciation Text and quotes from beneficiaries

Annex I

Team Work Can Change Government School

Education is essential for the overall development of a country like Nepal. Today,

education has become an indispensable factor in the development of various

sphere of society. Child friendly teaching is becoming more and more popular in

Nepal. There are quite a few teachers who have been trained to use child friendly

Methodology by GAN and now are trying to implement their knowledge in their

classrooms. However, GAN has succeeded to establish the Child friendly

classroom in working Districts, among them Kaversthali Secondary School

located in Kaversthali VDC Kathmandu is one. In the past, this school was

famous place for illegal and criminal activities. This school is rewarding by

community by participating in school and in rolling children. Nowadays students

are able to use whatever they learn and they can apply it in day to day life and

work. This is one of the best examples to encourage sharing the teaching

methodology and training materials among teachers. Since, they have been

collecting and developing huge child friendly materials for their classroom

teaching. GAN team used to make learning visit in different model schools out of

the valley. Now our school is totally child friendly school. When I go to RC

Meeting, other head teachers scold me saying 'why are you admitting our

school's children to your school?' When I hear this I smile and think that my

dream now is being changed into reality. So, all this success goes to Kaversthali

team as well as Global Action Nepal.

Prahalad Kumar Pokhrel

Head Teacher

Kabresthali Secondary School, Kabresthali

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- 57 -

I have more than 20 years experience of teaching to the primary level children in Lamjung

district. Now I realize that I taught nothing to my students for 20 years, and I did not have any

skills of teaching in two decades of my teaching though I had taken many trainings from

Nepal government because the training from Global Action Nepal has shown me the proper

ways of teaching. It has not only given methodology of teaching but also has given me input

on various aspects of teaching. So GAN has given me the best training in my life.

Tara Devi Regmi

Teacher

Shree Shree Akalabaaiachha Lower Secondary School, Bhoteodar, Lamjung

I am one of the trainees of Global Action Nepal. Unfortunately, I could take part in the first

phase of the training due to my health problem. But the other teachers from my school took

part in the training. When I went to those teachers’ classroom who had taken ETTE+ first

phase training, I found something different in their class. I found the students very active, they

were enjoying, they were divided into groups and pairs, the teachers were speaking less but

the students were speaking much, there was interaction among the students and the teachers

were with some materials. And then, when the teachers came into office, I asked why there

was change in the classroom. They, in one voice, replied that it was the result of ETTE +

training. Then I realized that I should not miss the second phase training. So I attended all the

seven days. Now it has changed my thought inside the classroom and outside the classroom.

Jamuna Thapa

Teacher

Shree Laxminarayan Secondary School, Archalbot, Lamjung

Within this one year, I have felt so many changes in this school. Before 6 months no parents would come

school to attend meeting. Even SME's meeting would not be happened regularly but now they are monitoring

the school every day. Parents have divided their role to visit school and when they come to school they

observe students and teacher's after dance student's health and hygiene physical condition of school etc and

also write some suggestions. Similarly now sitting arrangement is managed in v shape in every class so that

there is enough space to carry out group work and other activities, similarly classroom is partly decorated by

teaching and management materials. Child club is also working activity. They collect fine if somebody remains

absent or goes from school before school time without permission. It has supported to increase students

regularity and they are saving certain money on piggy bank to conduct other extracurricular activities.

Ramsaran Ojha

Focal Teacher

Devi Primary School, Phedi, Kathmandu

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Newspaper Cuttings

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