jflif{s k|ltj]bg @)&$÷&%

1

TRIPATHI ROBIN CHAUDHARY

SADHANA SHRESTHA SAMIKSHA PANDIT SANAM SHAH

THAKURI SANJAY THAPA SAPU SHRESTHA SAROJ KUMAR GHIMIRE SONAM YANGZOM SHERPA

SUJINA SHAKYA SUMAN GHALE SURAJ TIMILSINA SWECHHYA RAJBHANDARY

TEK BAHADUR KARKI UJJWAL SHRESTHA UPASANA

PAU SHAKE’

BHAWANA SHRESTHA BIJAYA MANI PAUDEL BINDU SHARMA BINITA SUBEDI DIL KUMAR SIJALI GAYATRI KC ISHA SHRESTHA JALAN MAHARJAN KABINDRA MANANDHAR KUSHAL POKHAREL

LAXMI KHATRI MANOJ PAHARI MILAN DAHAL NARAYAN ADHIKARI PRABIN RAJ NIRAULA PRAJWAL KHADKA PUSPA RAJ NEPAL RABI MAHARJAN RAJAN MAHARJAN RAM ASHISH CHAUDARY RAMESH

GHIMIRE RIJUTA MAHARJAN ROJEE MAHARJAN SABAL SHARMA SAMDEN SHERPA SEETU SHAKYA SUNIL GAUTAM SUSHANT RIJAL BIKASH DESHAR BABITA KUSHWAHA DRISHYA GURUNG EVA

MANANDHAR JIGME SHERPA NAWANG SHERPA NIJA MAHARJAN PRAKASH SHRESTHA RANJIT MAHATO RAJU BABU NEPAL SANU BHANDARI SAGENDRA MAN SHRESTHA SHIRIJUNG HANG RAI

SABINA SHRESTHA SAMICCHA DHUNGEL SAMIKSHA ADHIKARI SHINA SHRESTHA SHIV KANDEL SUMITRA SHRESTHA SUJITA CHAUDARY AASTHA BHATTARAI AKASH THAKUR AMRIT PURI ANJANA

POKHREL ANKUSH UPRETI ANUVA UPRETI ASHISH SHRESTHA ASMITA BHUSHAL BASANT MOTE BIBEK UPADHAYAYA DIPA DHUNGANA DIPESH MAHARJAN GAURAB SHRESTHA GOPAL JHA HOM BAHADUR

THAPA JAYANTI LAMA KEDAR PRASAD BHANDARI KRISHNA PRASAD SHARMA MADHAVI UPADHAYA MANIL MAHARJAN MANOJ PANDEY

MEDHA JOSHI MILAN KUMAR SARDAR THARU NIHARIKA MAINALI NIKITA

THAPALIYA PARBATI SHRESTHA PRABAL PRADHAN PRATIK GHIMIRE PRATIK

LAMICHHANE MAGAR PRATIKSHYA BHANDARI PRATISHTHA RAI PRAVAKAR PRASAD

SHAH PREETI SHRESTHA RABINDRA DANGOL RAJ KAMAL SAHI RAM KESHAR THAPA RAVINDRANATH DAHAL RISHIKA POKHREL ROSHAN

DHUNGEL RUMA MAHARJAN RUPSHA NAKARMI RUSHA ADHIKARI SABIN MAHARJAN SAJANI SHRESTHA SAMI MANANDHAR SARIKA SHRESTHA SATISH KUMAR SAH

SHAILAJA KASAJU SNEHA BAJRACHARYA SRISTI SHRESTHA SUMAN GYAWALI SUMIT KHAREL SURAJ KARKI SUSHAM RAJBHANDARI UJJWAL KOIRALA AAKRITI RIMAL ANU KARKI ASHISH DANGAL

ASTHA KHATRI BHAWANA SHARMA BIBEK KAPALI BINITA PRADHAN BIPIN MAHARJAN BISHAL NEUPANE DAWIT GURUNG DEEPENDRA KC DINESH MEHTA GAURAB RAJ PANDEY HARI PANDEY JENISHA

SHAKYA JYOTI GAUTAM KALPANA BHATTARAI KALYAN ADHIKARI MADHAV PRASAD DEVKOTA MANDIRA RIJAL MANISH JUNG THAPA MANITA MALAKAR PADAM RAJ AWASTHI POOJA BHETWAL PRATIKSHYA SUBEDI RANJANA

GAUTAM RANJITA DHODARI RATAN PRASAD DEVKOTA RICHA NEUPANE SABRINA THAPA SAGAR DHAKAL SANI MAHARJAN SANTOSH RAI SOFIA PRADHAN SONON CHAUDHARY SUBASH PARAJULI

SUBODH GHIMIRE TASHI DOLMA LAMA TEJ PRAKASH GAUTAM AAYUSH SHRESTHA AMIEN SHAKYA

AMITA SHARMA ANUP THAKURI ARTI GURUNG ASHRINA RANJIT BIDI YOLKEY RAI

BISHAL KHAIJU DIKSHYA KHADKA DIPU SAMPANG RAI DURGA PRASAD KANDEL KESHAR SHRESTHA KHUSBU SHAH KISHOR SUBEDI LABH KUMAR YADAV LUNIVA BAJRACHARYA MAHESH SILWAL MANISHA KUMARI MUNIRAM PRASAD SHARMA POKHREL NISHA MAHAT

OSHINA BHATTA PRAWESH BARAL PRIYANKA THAPA PUJA KHANAL PUJA

BUTTERLAMPCHRONICLES

T H E

TEACH FOR NEPAL MAGAZINE

gb]jtl|k s{filfj @)&$÷&%ANNUAL REPORT 2017/18

years of impact

T H E O RY O F C H A N G E

Teach For Nepal is a movement of young leaders who seek to end education inequity

in Nepal through direct service in classrooms and in long term by working in areas

that drive structural change.

kl/jt{gsf] l;4fGtl6r km/ g]kfnn] z}lIfs ¿kdf cAan, g]t[TjbfoL e"ldsfdf sfd u/]sf / ;fdflhs

kl/kt{gk|lt b[9 OR5fzlQm o'jfx¿sf] cleofg xf] . o;cGtu{t pgLx¿ b'O{ jif{

sIffsf]7fdf k|ToIf ¿kdf sfd u/]/ bL3{sflng ¿kdf ;+/rgfut kl/jt{g x'g] ljleGg

If]qx¿df g]t[TjbfoL e"ldsfdf x'g]5g\ .

PEOPLE WHO MADE THIS MAGAZINE POSSIBLE

o; klqsfnfO{ ;kmn agfpg

d2t ug]{ JolQmx¿M

Ayushi Agrawal

Bijaya Mani Paudel

Bipin Maharjan

Dikshya Khadka

Kalyan Adhikari

Neha Gauchan

Khika Prasad Nepal

Krishna Kumar KC

Mona Aditya

Milan Kumar Sardar Tharu

Lochan Poudel

Nawang Sherpa

Neraz Tuladhar

Prabhakar Pokhrel

Prajwal Khadka

Shina Shrestha

CO N TAC T U S

Teach For Nepal House

140 Chitra Marga, Kantipath

Jamal, Kathmandu, Nepal

P : +977-1-4240105

P : +(&&–!–$@$)!)%

E : info@teachfornepal.org

W : www.teachfornepal.org

Address Contact

B U T T E R L A M PC H R O N I C L E S

T H E

cfo'zL cu|jfn

ljho dl0f kf}8]n

lalkg dxh{g

lbIff v8\sf

sNof0f clwsf/L

g]xf uf}rg

lvsf k|;fb g]kfn

s[i0f s'df/ s] ;L

df]gf cflbTo

ldng s'df/ ;/bf/ yf?

nf]rg kf}8]n

gjfª\ z]kf{

lg/h t'nfw/

k|efs/ kf]v/]n

k|Hjn v8\sf

lzgf >]i7

;Dks{

TA B L EO FCO N T E N T S

0 4P A G E

Note from the CEO

3 4P A G E

Moments of the Year

5 6P A G E

Achievement

0 6P A G E

k"j{ k|1fyL{sf] b[li6df l6r km/ g]kfnsf % jif{

2 3P A G E

Cohort 2018

3 8P A G E

5 Years of Journey

5 7P A G E

Student Perception Survey 2018

1 3P A G E

Music in Classroom

2 6P A G E

Dialogue with the Principal

5 2P A G E

Impact since 2013

5 8P A G E

One Day in a Classroom

3 1P A G E

Conversation with the Resource Person

k|d'v sfo{sf/L clws[tsf] ;Gb]z

;+lutaf6 l;sfO

1 6P A G E

Learning Fair

d]nfaf6 l;sfO

1 9P A G E

Lifetime Adventures

hLjge/sf] cg'ej

% jif{sf] ofqfjif{sf ;Demgfx¿ @)&$÷@)&%

@)&) b]lvsf] k|efj

5 4P A G E

6 2P A G E

Our Partners& Supporters

6 6P A G E

The Board & Leadership Council

af]8{ tyf g]t[Tj kl/ifb

6 5P A G E

Individual Donors

JolQmut bftf

6 0P A G E

Finances

ljQ

Through the lens

@)&% sf]xf]6{ k|wfgfWofks;Fu ;+jfb

;|f]t – JolQm;Fu

jftf{nfk

Impact on Students

ljBfyL{df pknlAw

pknlAw ljBfyL{ k|lt:yfkg ;j]{If0f @)&%

sIffsf]7fdf Ps lbg

xfd|f ;xofqL / ;xof]uLx¿

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

4 5

NOTE FROM THE CEOk|d'v sfo{sf/L clws[tsf] ;Gb]z

“Perhaps six months or a year but two years of commitment wouldn’t be

possible for young people to make after their Bachelor’s,” many would

tell us. Every time we shared the idea of Teach For Nepal Fellowship to

recruit, train and place outstanding Nepalese university graduates that

was almost a universal response we received.

“Have you looked at the lines in front of Embassies?” someone asked,

referring to Nepalese youth hoping to leave the country for either job or

education abroad.

It seemed like an impossible dream.

It has been over five years now.

In the last five years, we have seen over 260 passionate Nepali young

people who have committed to serve in the rural public schools teaching

science, mathematics and English.

We started by placing 33 Fellows in 2013 in 16 schools across rural

Lalitpur. In the first year, we taught about 1500 children. In 2014,

22 additional young leaders joined Teach For Nepal and expanded to

Sindhupalchowk district. As our first cohort, graduated in 2015, 57 new

Fellows became part of our growing movement and we extended to

Dhanusa district. Thus, reaching out to a district in Himal, Pahad and

Terai as a part of our pilot initiative.

In the last fiscal year, we placed 70 new Fellows, our largest cohort

yet, and expanded to three new districts - in Parsa, Lamjung, and Dang.

With the addition of our new cohort, 111 Fellows began to serve in 51

schools across six districts.

Not only have we scaled in numbers but we have done so because

we have seen that a commitment of a teacher can transform lives. We

have seen the SLC (now SEE) graduation rate improve in our placement

schools by as much as by 100%. For example, even when national SEE

graduation rate (defined as 1.6 GPA secured by students) was 76%, which

includes for private school results as well, in Teach For Nepal placement

schools 95% students secured minimum GPA required to enter grade 11.

We have seen life opportunities for students improve. Most students

we teach continue on to their higher education and several of them

have received scholarship opportunities in Nepal and outside of Nepal to

pursue higher education.

Two students, both girls, taught by our Fellows (a first group of

students) are planning on starting their Bachelor’s in a prestigious liberal

arts college in the US.

We see that the impact of living and working in rural communities

have not only changed classrooms and communities but also perspective

and life choices of our Fellows, who come out of the Fellowship more

committed to work towards expanding life opportunities of children in

rural communities.

By now, 141 Teach For Nepal Fellows have completed their two years

of commitment and are active as Alumni. Over 70% of these young

leaders continue to work in education and social sector - including

leading innovative school management reform initiative, at local

governments, and non profit organizations.

Last year, over 80 individuals, Nepal’s top leaders in civil service,

corporations, civil society, education, media and celebrities entered our

schools to teach as a part of our “One Day in a Classroom,” initiative.

We feel privileged to witness coalescence of so many people from

many walks of life to support our work to nurture collective leadership

to strengthen Nepal’s public school education.

And, we feel extremely grateful that we are able to expand our

reach with increasing local support. This year, our expansion to three

new districts were made possible by and in partnership with private

corporation in Nepal and Local Governments.

Additionally, 300 individuals in Nepal and outside of Nepal, hundreds

of college students who raise funds to us through events like Teach For

Nepal Walkathon, Nepal’s corporations and commercial banks, Nepali

diaspora, local community, schools and international foundations

provide us with in-kind and financial support.

In the pages that follow, we celebrate the five years of work that

was made possible by your generosity.

Thank you,

Shisir Khanal

Co-Founder & CEO

æ5 dlxgf jf Ps jif{ t ;Dej xf]nf, t/ :gfts ;s]sf o'jfx¿ b'O{ jif{sf] nflu

ufp–ufpF hfg' rflxF c;Dej g} xf]Æ, xfdLnfO{ w]/}n] eGg] uy]{ . ljZjljBfnosf

cAan o'jfx¿ 5gf}6 ug]{, k|lzlIft ug]{ / ljs6 7fpFx¿df k7fpg] l6r km/ g]kfnsf]

cjwf/0ff ;'gfpFbf xfdL x/]s k6s o:t} l6Kk0fL ;'Gg] uy{\of}F .

lzIff jf /f]huf/sf] nflu g]kfnL o'jfx¿ ljb]z knfog ePsf] tYo b]vfpFb}

s;}n] dnfO{ ;f]w]sf lyP, æ/fhb'tfjf;x¿df le;f lng nfu]sf] nfOg b]v]sf 5f}<Æ

o:tf] nfUYof], l6r km/ g]kfnsf] cjwf/0ff Pp6f c;Dej ;kgf xf] .

t/, clxn] kfFr jif{ gfl3;Sof] .

of] kfFr jif{df @^) eGbf a9L g]kfnL o'jfx¿ b'O{ jif{sf] nflu u|fld0f If]qsf

;/sf/L ljBfnox¿df c+u|]hL, ul0ft / lj1fg k9fpg] k|lta4tfdf ;fd]n eO;s]sf

5g\ .

lj=;+= @)&) df u|fld0f nlntk'/sf !^ ljBfnox¿df ## hgf k|1fyL{ /fv]/

xfdLn] ;'? u/]sf lyof}F. lj=;+= @)&! df @@ o'jfx¿ hf]l8Psf lyP. pgLx¿sf]

cfudg;Fu} xfdL l;Gw'kfNrf]sdf lj:tf/ ePsf lyof}F . @)&! ;fnsf] r}qdf xfd|f]

klxnf] ;d"xn] km]nf]l;k ;s]sf] lyof]. To;kl5 %& hgf o'jfx¿ o; cleofgdf

hf]l8P / xfdL wg'iffdf klg lj:tf/ eof}F . o;/L Ps k|f/lDes k|of]usf] ¿kdf xfdL

lxdfn, kxf8 / t/fO{ k'Uof}F .

ut cfly{s jif{df xfdLn] xfn;Dds} 7"nf] ;d"x 5gf}6 u/]/ k;f{, ndh'ª /

bfªdf klg lj:tf/ uof}{F. o;df &) hgf gofF k|1fyL{x¿ lyP . of] gofF ;d"x;Fu}

clxn] ^ lhNnfsf %! ljBfnox¿df !!! k|1fyL{x¿ sfo{/t 5g\ .

xfdLn] Ps lzIfssf] k|lta4tfn] ljBfyL{x¿sf] hLjg kl/jt{g ePsf] b]Vof}F .

To;}n] k|1fyL{x¿sf] ;+Vof a9fpFb} lj:tf/ u/]sf xf}F . xfdLn] cfˆgf ljBfnox¿df

P;=Pn=;L= -xfn P;=O{=O{=_ glthf !))Ü ;Dd ;'wf/ ePsf] b]Vof}F . pbfx/0fsf]

nflu, P;=O{=O{= sf] /fli6«o pQL0f{ b/ &^Ü -!=^ eGbf dfly GPA Nofpg] ljBfyL{x¿_

5 . o;df lghL ljBfnosf] glthf klg ;dfj]z 5 . t/, l6r km/ g]kfn sfo{/t

ljBfnosf (%Ü ljBfyL{x¿ sIff !! df cWoog ug{ of]Uo ePsf 5g\ .

xfdLn] ljBfyL{x¿sf] cj;/x¿ a9]sf] kfof}F . xfdLn] k9fPsf clwsf+z

ljBfyL{x¿n] pRr lzIff hf/L /fv]sf 5g\ eg] w]/}n] k9\gsf] nflu g]kfn / ljb]zdf

;d]t 5fqj[lQ kfPsf 5g\ .

xfd|f k|1fyL{x¿n] k9fPsf klxnf] r/0fsf b'O{ 5fqfx¿n] cd]l/sfsf] k|l;4

lna/n cf6{\; sn]hdf :gfts ;'? ug{ nfu]sf 5g\ .

u|fld0f ;d'bfodf a:g] / sfd ug]{ cg'ejn] k|1fyL{x¿n] sIffsf]7f / ;d'bfo

dfq kl/jt{g u/]sf 5}g\, pgLx¿ cfkm}F klg kl/jt{g ePsf 5g\ . pgLx¿sf]

hLjg x]g]{ b[li6sf]0f / eljiosf dfu{x¿ km]l/Psf 5g\ . pgLx¿ u|fld0f If]qsf

afnaflnsfnfO{ cj;/x¿ j[l4 ug{ k|lta4 5g\ .

xfn;Dd !$! hgf k|1fyL{x¿n] b'O{ jif{sf] k|lta4tf k"/f ul/;s]sf 5g\ /

cndgfO{sf] ¿kdf ;lqmo 5g\ . &)Ü eGbf a9L cndgfO{x¿ ljBfno Joj:yfkg

;'wf/sf] k|of;, :yfgLo ;/sf/, u}/–gfkmfd'ns ;+:yfnufot ljleGg z}lIfs /

;fdflhs If]qdf 5g\ .

ut jif{ xfd|f] æsIffsf]7fdf Ps lbgÆ sfo{qmdcGtu{t *) eGbf a9L

JolQmTjx¿ xfd|f ljBfnodf k9fpg hfg' eof] . pxfFx¿ lghfdlt ;]jf, Jofj;flos

;+:yfg, gful/s ;dfh, lzIff / ldl8ofdf g]t[Tj ul//xg'ePsf dxfg'efjx¿ /

;]lnla|6Lx¿ x'g'x'GYof] .

g]kfnsf] ;fj{hlgs lzIffnfO{ ;'b[9 agfpg ;fd'lxs g]t[Tj tof/Lsf] sfddf

;xof]u ug{' x'g] ljleGg If]qsf JolQmTjx¿k|lt xfdL cfef/L 5f}F .

a9\bf] :yfgLo ;xof]un] lj:tf/ x'g ;Ifd ePsf]df xfdL s[t1 5f}F . of] jif{

:yfgLo ;/sf/ / lghL ;+:yfg;Fusf] ;xsfo{n] xfd|f] cleofg # 7fpFdf lj:tf/ x'g

;Dej eof] .

;fy} g]kfn / g]kfn aflx/sf #)) hgf JolQmx¿, l6r km/ g]kfn jfsfygsf]

nflu cy{ ;+sng ug]{ ;of}F o'jfx¿, g]kfnsf ;+:yfgx¿ / a}+sx¿, g]kfnL 8fo:kf]/f,

:yfgLo ;d'bfo, ljBfno / cGt/fli6«o k|lti7fgx¿sf] cfly{s tyf efjgfTds

;xof]uk|lt xfdL s[t1 5f}F .

cufl8sf k[i7x¿df xfdL tkfO{Fx¿sf] ;bf;otf / cfzLjf{bn] ;Dej ePsf] l6r

km/ g]kfnsf] kfFr jif{sf] pT;j dgfpFb}5f}F .

wGojfbÛ

lzlz/ vgfn

;x–;+:yfks tyf k|d'v sfo{sf/L clws[t

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

6 7

THROUGH THE LENSJOURNEY OF CHANGE

k"j{ k|1fyL{sf] b[li6df l6r km/ g]kfnsf % jif{kl/jt{gsf] ofqf

5 Y E A R J O U R N E Y

Written by Bijaya Mani Paudel

l6r km/ g]kfnsf k"j{ k|1fyL{ ljhodl0f kf}8]nn] tnsf] cfn]vdf km]nf]l;ksf cfˆgf cg'ej / ljrf/x¿ k|:t't u/]sf 5g\ . klxnf] ;d"xsf] k|1fyL{sf] ¿kdf pgn] @)&) ;fnsf] j}zfvb]lv @ jif{;Dd blIf0f nlntk'/sf] tTsflng Ko'6f/ uf=lj=;= l:yt l;Dn] ufpFdf lj1fg k9fP .

o; cfn]v pgsf] lghL ljrf/ / cg'ej xf] .

df]xgbf; s/drGb ufGwLsf] Pp6f plQm ;f/} k|l;4 5 – ;+;f/df h] kl/jt{g b]Vg rfxG5f}, Tof] cfkm}F ag . clg sfn{ dfs{\;nfO{ w]/} 7fpFdf p4[t ul/g] jfSo xf]–JofVof ug{'eGbf abNg' 7"nf] s'/f xf] .

dnfO{ nfU5, l6r km/ g]kfn cleofg log} b'O{ pb\uf/sf] ;+of]hg xf] .

cleofgsf] hGd

lj=;+= @)^( ;fn . b]zdf lg/fzf JofKt lyof] . klxnf] ;+ljwfg;efn] cfˆgf] lhDd]jf/L k"/f ug{ ;s]sf] lyPg . u0ftGq cfPsf] $ jif{ k'/f eP klg hgtfdf r}g / zflGt lyPg . /fhgLlts :yfloTjsf] s'g} 5gs lyPg . oxL ;+qmd0fsf aLr …l6r km/ g]kfnÚ cleofgsf] hGd eof] . cd]l/sfaf6 kmls{Psf b'O{ h'emf¿ o'jfx¿ lzlz/ vgfn / :jl:tsf >]i7n] ;fdflhs kl/jt{gk|lt k|lta4 cAan o'jfzlQmnfO{ z}lIfs Gofosf] cleofgdf hf]l8g cfXjfg u/] .

o; cfXjfgdf sl/a !% ;o o'jfx¿ OR5's b]lvP eg] % ;on] ;lqmo ¿kd} nfdf] lnlvt cfj]bg e/]. k|fKt cfj]bgaf6 xfdL ## o'jfx¿ 5flgof}F . xfdL km/s–km/s z}lIfs / k]zfut k[i7e"ldaf6 lyof}F . sf]xL kqsf/ / OlGhlgo/ lyof}F . sf]xL dfgljsL / jfl0fHo ;+sfoaf6 lyof}F . sf]xL sl/a ! bzs k]zfut cg'ej ePsf lyof}F eg] sf]xL ev{/} :gfts ;s]sf lyof}F .

5gf}6kl5 xfdL ^ xKtf;Dd km]nf]l;ksf] tof/Ldf h'6\of}F. cleoGtfsf] ¿kdf k|lzlIft eof}F . xfd|f] tof/Lsf] w/ftn tnsf ^ dfGotf / ljZjf;df cl8Psf] lyof]M

kl/jt{g ;Dej 5 eGg] ljZjf;M x/]s afnaflnsfdf c;Ld Ifdtf / ;Defjgf 5 . pgLx¿sf] oyfy{ kl/jt{g ug{ ;Dej 5 . xfdL pgLx¿sf] hLjg kl/jt{g u/]/} 5f8\g] c7f]6 af]S5f}F .

kl/jt{gsf] xtf/fM xfd|f] k':tf;Fu cN5L eP/ a:g] clwsf/ 5}g . kl/jt{gnfO{ ef]lnsf] nflu ;fFRg] ;do 5}g . cfhsf xfd|f afnaflnsfn] u'0f:t/Lo lzIff kfPsf 5}gg\ . To;}n] xfdLn] clxNo}af6 sfd ug{' h?/L 5 . cfh h] ug{' 5, Tof] u/]/} 5f8\5f}F . cfh hxfF 5f}F / xfdL;Fu h] hlt ;|f]t / ;fwg 5, xfdL ToxLFaf6} ;'? u5f}{F .

g]t[Tjsf] nflu tof/M cfhsf] cj:yfaf6 5nfª dfg]{ nIo /fVg] xf] eg], x/]s JolQmn] s'g} g s'g} ¿kdf g]t[Tj ug{' cfjZos 5 . d"nwf/sf] l;g]dfsf] h:tf] Pp6f gfosn] dfq} qmflGt ug{ ;Dej 5}g . xfdL ;fd'lxs g]t[Tjdf ljZjf; u5f}{F . x/]s afwf, Jojwfg / cK7\of/fx¿ g]t[Tjsf cj;/x¿ x'g\ . s'g} ;d:of b]v]df cfkm}Fn] g]t[Tj lnP/ To;sf] ;dfwfg vf]Hg} k5{ .

lg/Gt/ l;sfOM dflg; slxNo} klg k"0f{ x'Fb}g . x/]s kndf cem}F /fd|f] x'g] cj;/x¿ x'G5g\ . o;sf] nflu cfˆgf] sfdnfO{ lg/Gt/ ;dLIff ub}{ ;'wf/ ug{' cfjZos 5 .

Ps csf{ k|ltsf] ;Ddfg / lhDd]jf/LM PSn} lxF8]/ slxF k'luFb}g . ;fd'lxs ljZjf; / ;dGjodf sfd ug]{ b[9tf x'g}k5{ . o;sf] nflu cfˆgf ;xsdL{sf] j}olQmotfsf] ;Ddfg ub}{ pgLx¿nfO{ klg pTk|]l/t / ;xof]u ug{' cfjZos 5 .

pTs[i6tfk|ltsf] k|lta4tfM cfkm"n] ug{ ;Sg] ug{' k5{ . cfˆgf] Ifdtfn] EofP;Dd cfˆgf] x/]s sd{df pTs[i6tfsf] ;Ldf 5'g'k5{ .

cleofgsf] klxnf] kfOnf

@)&) ;fn . j}zfv dlxgfsf] klxnf] xKtf . xfdL /fhwfgLaf6 blIf0f nlntk'/lt/ nfUof}F . !^ ;fj{hlgs ljBfnox¿df . rfkfufpFb]lv luDbL / sfn]Zj/;Dd .

xfdLn] klxnf]rf]l6 nlntk'/sf] bf];|f] ¿k b]Vof}F .

klxnf] nlntk'/M /ftf]a+unf / o'n]G; h:tf gfpF rn]sf ljBfnox¿ . ldg]6 ldg]6df uf8L kfOg] 7fpF . lzIff, /f]huf/ / :jf:Yosf] nflu clwstd ;'ljwfx¿ . ljh'nL aQL. ;'ne kmf]gsf] g]6js{ / OG6/g]6 .

bf];|f] nlntk'/M cUnf cUnf kxf8x¿df sxLFst} 5l/Psf ufpF / a:tLx¿ . lbgsf] aNntNn @ j6f uf8L rNg] 7fpF . ljBfyL{x¿ cfˆgf] ljBfno cfp–hfp ug{ ^ 3G6f;Dd lxF8\g' kg]{ afWotf . slt 7fpFdf t aQL klg lyPg . cf}F;L k'l0f{dfdf dfq em'lNsg] kmf]gsf] g]6js{ . OG6/g]6sf] t s'/} 5f8f}F .

oL b'O{ nlntk'/aLr cfsfz–kftfnsf] km/s b]v]/ xfdL cflQof}F . ha xfdL sIffsf]7fleq k:of}F, xfd|f] xf]; p8]h:tf] eof] .

slt P;Pn;L lbg] ljBfyL{x¿nfO{ /fd|f];Fu zAb n]Vg cfpFb}g lyof] . ;fdfGo hf]8– 36fp ug{ klg d'l:sn lyof] . slt 5fqfx¿sf] !#–!$ jif{s} pd]/df lax] x'GYof] . slt 5fqx¿ *–( k9\bfk9\b} /f]huf/sf] nflu ljb]z hfGy] . slt rfF8} k9fO 5f8]/ 6«s rnfpg hfGy], a;df vnf;L aGg lxF8\y] .

^ sIffdf k9\b} u/]sL alxgLsf] lax]sf] lgDtf] cfpFbf cfFt 8udufP h:tf] x'GYof] . * sIffdf k9\b} u/]sf] efO ha dn]l;ofsf] le;f b]vfpFb} ljbf dfUg cfpFYof], kl/jt{gk|ltsf] ljZjf; etfe'+u x'GYof] .

% jif{sf] ofqf

Teach For Nepal Alumnus, Bijaya Mani Paudel shares his experience and opinion. He was part of the first cohort and served for two-years in southern Lalitpur in Pyutar, Simle where he taught science.

Mohan Das Karamchand Gandhi once said, “Be the change you want to see in the world.” One of Karl Marx’ quote is often used, “To change is important than to interpret.”

For me Teach For Nepal is the blend of these two thoughts.

The Birth of Movement

2012 AD (2069 BS). Nation was in despair. The first Constitution Assembly was not able to complete its’ responsibility. Republic was introduced four years back, but people were agitated with political atmosphere. There was no sign of political stability. Amidst this transition, ‘Teach For Nepal’ movement was launched. Two ambitious youths, Shisir Khanal and Swastika Shrestha, who had returned from the United States of America, appealed outstanding youths to join the movement for educational justice.

About 15 hundred youths were interested and five hundred actively completed the long application process. We, 33 were selected from the given pool of candidates. We were from different educational and professional background. Some were journalists and engineers. Some were from humanities and some were from management stream. Some had about 10 years of professional experience and some were fresh graduates.

After selection, we were in preparation sessions for six weeks. We were trained as activists. The foundation of our preparation were based on following values:

Sense of possibility towards Change: Every child has immense potential. Their reality can be transformed. We believe that we can change their lives.

Sense of Urgency: Our generation has no right to be lazy and wait for the good days to come. We do not have time to linger. So, it’s necessary to start working for change. We do whatever it needs to be done today. We start from where we are and what we have.

Ready for the Leadership: If we aspire for the big leap from today’s reality, each individual has to lead. Like mainstream movies, it’s impossible for merely one hero to bring revolution. We believe in collective leadership. Every obstacles and difficulties are opportunities for leadership. If we see any problem, we need to take agency to find the solution or way out.

Continuous Learning: No one is ever perfect. Each time there are opportunities for improvements. So, it’s important to continuously reflect for self-improvement.

Mutual Respect and Responsibility: By walking alone we can get anywhere. We should be committed to work within collective trust and harmony. Thus, it’s important to respect individuality of colleagues, to support and to motivate them.

Commitment for Excellence: We should do whatever we can. Each of our actions should be excellent enough based on our capability.

First Steps of the Movement

2013,Third week of April - From the capital city, we moved towards southern Lalitpur. We were placed in 16 public schools. From Chapagaon to Gimdi and Kaleshwor.

Beyond our expectations, we saw second face of Lalitpur!

First face of Lalitpur: Famous schools like Rato Bangala and Ullens. Frequent means of transportation. Optimum facilities for education, employment and health. Electricity. Accessible phone network and internet.

Second face of Lalitpur: Sparsely populated villages spread across the hills. Barely two vehicles transported people and goods in a day. Students had to walk for almost six-hours to commute from home to school and back. There was no electricity in some places, let’s not talk about internet.

We were frightened to see huge gap between these two types of Lalitpur. When we entered our classes, we were shocked!

Some SLC Examination (School Leaving Certificate) appearing students

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

8 9

w]/} ljBfnox¿sf] cj:yf klg lbSsnfUbf] lyof]. Hofg 5f8]/ sfd ug]{ sd{of]uL lzIfsx¿ klg lyP . …;/sf/sf] sfd slxn] hfnf 3fdÚ eGb} lbg latfpg]x¿ klg lyP . c;nnfO{ k'/:sf/ / v/fanfO{ bG8 lyPg . ljBfnosf] z}lIfs, cfly{s tyf k|zf;lgs Joj:yfkg / ;jf{ËL0f ljsf;sf] clwsf/ ;a} k|wfgfWofksd} s]lG›t lyof] . o;n] k|wfgfWofksx¿nfO{ lhDd]jf/L k"/f ug{ ufx|f] . jif{el/ lgl/Ifs / ;|f]t JolQmsf] d'v b]Vg xDd] xDd] ky{\of] . pgLx¿sf] klg cfˆg} Joyf lyof] . Ps JolQmsf] efudf b'O{ bh{gsf] xf/fxf/Ldf ljBfnox¿ lyP . pgLx¿sf] sfo{If]q / lhDd]jf/L lgs} km/flsnf] lyof] . Odfgbf/ eP/ sfd ubf{ ;d]t tf]lsPsf] ;Dk"0f{ lhDd]jf/L k"/f ug{ c;Dej g} lyof] .

o:tf] cj:yfdf cfzf vf]Hg' 7"n} o'4 n8]h:tf] eof] . emg\ slQ dflg;x¿n] xfdLnfO{ …l7;\Ú eGy] . hLjgsf cGo ;xh / df]xs cj;/x¿ 5f]8]/ ljs6 7fpFx¿df hfg] lg0f{onfO{ xfdL w]/}sf] kl/jf/n] :jLsf/]sf] lyPg. cfkmGtx¿n] xfd|f] x7k|lt JoË\o u/]sf lyP .

;'?;'?df dflg;x¿n] eg]– of] hdfgfdf cAan o'jfx¿ b'u{d 7fpFx¿df hfg' lbjf:jKg xf]. x'g klg xf], l6r km/ g]kfnsf ;x–;+:yfks tyf k|d'v sfo{sf/L clws[t lzlz/ vgfnnfO{ Ps hgfn] 9f8; lbFb} eg]5g\ @ jif{ @ hgf dfq o'jf ufpFdf l6s] eg] klg v';L x'g' .

slt dflg;x¿n] xfd|f] kljq sd{k|lt z+sf u/] . …8n/sf] v]tLÚ ug{ cfPsf] eGb} xfd|f] p2]ZonfO{ kTofPgg\ . x'g klg xf], ;d'bfox¿df ljleGg u}/;/sf/L ;+:yfx¿ abgfd lyP . pgLx¿nfO{ dflg;x¿sf] ul/aL / ;+j]bgf;Fu v]n]sf] cf/f]k lyof] . k};f lxgfldgf u/]sf] cf/f]k lyof] . nfeflGjt ;d'bfo eGbf klg cfˆg} k|zf;lgs sfddf a9L /sd vr{ u/]sf] cf/f]k lyof] .

clg, k|foM ;+:yfx¿ ;d'bfosf dflg;nfO{ ef}lts ;fdu|L lbGy] . sf]xL ;fa'g / a|; lnP/ k'Uy] . sf]xL :oflg6/L Kof8 / sG8d lnP/ hfGy] . sf]xL rkL{ agfpg' k5{ eGg] krf{ lnP/ hfGy] . sf]xL ljBfnosf] nflu ;]tf]kf6L / sDKo'6/ af]s]/ hfGy] . xfdL eg] l;Ë} dflg; uPsf lyof}F . dflg; dfq uPsf lyof}F . To;}n] dflg;x¿n] crDd dfg]/ xfd|f ultljlwx¿ lgofNg yfn] .

cfkm"leq / aflx/sf] cg]sg\ o'2;Fu} ;'?df xfdL cQflnof}F . lg/fz eof}F . ljBfyL{x¿sf] kL8fn] xfdLnfO{ b'vfof] . xfdL eSsflgP/ /f]of}F . slt 7fpF s]xL ug{ g;s]/ nfrf/ dx;'; eof] . slxn] sflxF cfˆg} kL8f b'VYof] . o:tf] a]nf cfˆg} ljZjf;k|lt k|Zg p7\Yof] . s] ul//fsf] xf]nf cfkm"n] h:tf] nfUYof] . a]nf a]nf z+sf nfUYof] – s] kl/jt{g ;fFRr} ;Dej 5< clg sd{ynf] 5f8]/ lxF8\g dg nfUYof] . ;x/sf] /demd / ;'v;ondf kmls{g dg nfUYof] .

s'lx/f] aLr pHofnf]

b'u{d n]s / vf]Frx¿df xfd|f] ljZjf;nfO{ dha'b agfpg] klxnf] b[Zo lyof] – xfd|f ljBfyL{x¿sf] ldlxg]t / lzIffk|lt pgLx¿sf] k|]d . laxfg} vfP/ 3G6f}F lxF8]/ klg pgLx¿ ljBfno cfpFy] . pgLx¿sf] of] c7f]6 xfd|f] nflu k|]/0ffsf] ;|f]t lyof] .

km/s–km/s syfx¿ af]s]/ ljBfyL{x¿ :s'n cfpFy] . laxfg} :ofpnf af]s]/ . esf/f] ;f]xf]/]/ . efO alxgLnfO{ :ofxf/ u/]/ . v]t–af/L hf]t]/ . clncln cfDbfgL x'g] sfd u/]/ . slt ljBfyL{x¿ kl;gfn] lgY?Ss

eP/ cfpFy] . slt efO–alxgLnfO{ sfvLdf Rofk]/ cfpFy] . clg :s'nsf] cfFugdf 6]s]/ lzIfs b]Vg]lalQs} nhfP/ d':s'/fpFb} xft hf]8\y – gd:sf/ jf u'8 dlg{ª eGb} .

xfd|f] nflu oL ljBfyL{x¿ cfkm"n] hLjgdf b]v]sfdWo] ;aeGbf ;'Gb/ dflg;x¿ lyP . ;+3if{nfO{ ;lhn} :jLsf/ u/]/ klg /dfpg ;Sg] pgLx¿ jf:tljs sd{jL/x¿ lyP . ;+;f/sf yf]/} dfq ljBfyL{x¿ xfd|f efOalxgLh:tf] ;+3if{ u/]/ ljBfno cfpFbf xf]nfg\ .

ha xfdLnfO{ ljBfyL{x¿sf] ;f}Gbo{af]w eof], xfd|f] b[li6 km]l/of]. xfd|f] ljZjf; cem alnof] eof] .

xfd|f] k|of;

clwsf+z xfdL;Fu lzIf0fsf] cg'ej lyPg . w]/}sf] z}lIfs k[i7e"ld klg lzIff lyPg . xfdL;Fu s]jn ^ xKtfsf] tof/L lyof] . xfdLnfO{ lzIf0f l;sfOsf w]/} l;4fGtx¿ yfxf lyPg . xfdLn] hf]g l8j]sf] …k|ultzLntfÚ a'em]sf lyPgf}F. kfpnf] k|m]/]sf] …k]8fuf]hL ckm b ck|]:8Ú xfd|f] kl/lwdf lyPg . tIfzLnf / gfnGbfsf lzIf0f ;"qk|lt xfdL cgle1 lyof}F . oxL ck'0f{tf / cNk–1fgsf] w/ftndf xfdLn] s}of}F sbdx¿ rfNof}F .

klxnf] sbdM xfdLn] cfˆgf ljBfyL{x¿k|lt ;kgf b]Vof}F . pgLx¿nfO{ ;kgf b]Vg nufof}F . ;kgf b]v]/ kl/>d ug{ p2]lnt uof}{F .

bf];|f] sbdM ljBfyL{ / pgLx¿sf cleefjsx¿nfO{ lzIffsf] cy{ a'emfpg ;Sbf] ldlxg]t uof}{F . ljBfyL{x¿nfO{ k|]/0ffsf ljleGg syfx¿ ;'gfof}F . ;+3if{ u/]/ ;Tsd{ u/]sf dflg;x¿sf] hLjgL ;'gfof}F . oyfy{;Fu} cfzfsf] s'/f uof}{F . ;kgfnfO{ jf:tljstfdf ?kfGt/0f ug]{ ;Defjgf / k|of;x¿af/] 5nkmn uof}{F . ljBfyL{x¿nfO{ aflx/sf] ;+;f/ b]vfpg ljleGg e|d0fx¿df nUof}F . ljleGg k|ltof]lutf / sfo{qmdx¿df ;xeflu u/fof}F .

t];|f] sbdM sIffsf]7fdf hfg' cufl8 xfdLn] ;Sbf] tof/L uof}{F . ljBfyL{x¿sf] :jefj, l;sfO z}nL, Ifdtf, cflbnfO{ Wofgdf /fv]/ of]hgf agfof}F.

rf}yf] sbdM tof/LkZrft xfdLn] of]hgfnfO{ sIffsf]7fdf nUof}F . kf7nfO{ /dfOnf] / a'‰g ;lhnf] agfpg xfdLn] ljleGg ;fdu|Lx¿sf] k|of]u uof}{F . sIffsf]7fsf leQfx¿nfO{ l;sfOsf] ynf] agfof}F . leQfx¿df ljBfyL{x¿sf l;h{gf 6fF:of}F . ljBfyL{x¿s} ;xeflutfsf sIffsf]7fsf] nflu ;+lxtf agfof}F .

kfrf}F sbdM x/]s lbgsf] ;dLIff uof}{F . cfˆg} sIffsf] ;an kIf ;f]Rof}F, ;'wf/ ug{'kg]{ kIf klxrfg uof}{F . clg ef]lnsf] sIffnfO{ cem ;zQm agfof}F . cfˆgf ;xsdL{x¿;Fu ;xof]u / k[i7kf]if0f dfUof}F . hf];Fu ;SYof}F, ;xof]u dfUof}F .

5}6f}F sbdM 86]/ sfd uof}{F . cfˆgf] tfutn] EofP;Dd ldlxg]t uof}{F . xfd|f] x/]s ljxfg ljBfyL{x¿sf] nflu pbfpFYof] / x/]s ;fFem ljBfyL{x¿s} nflu c:tfpFYof] .

could not even write words properly. It was difficult for some students for simple mathematical calculation like addition and subtraction. Some girls were married at the age of 13 and 14. Some boys left for foreign employment while they were studying at grade 8 or 9. Some dropped out of school to drive trucks or to work as an bus-assistant in public buses.

We dreaded whenever we got an invitation for the wedding of a girl student studying in grade 6. When one of our grade 8 student visited us to say goodbye with a Malaysia’s visa in his hand, we questioned our belief towards possibility of change .

The condition of most schools were also depressing! There were some teachers who used to give their best, there were some teachers who used to spend days basking in the sun. There were no rewards for the good-performers and no punishment for the bad-performers. The overall academic, financial and administrative management responsibility was assigned to merely one Principal, overburdening him with multiple tasks. School inspectors and Resource Persons barely made a visit to the school. They also had their own story. Each individual was responsible for about two dozens schools. Their area of responsibility was broad. It was impossible to meet all accountabilities even for a dedicated person.

In such circumstances, it was like fighting a difficult battle and stay optimistic. Moreover, some people used to mock at our aspiration, belief and commitment. Most of our families had not accepted our decision openly – going in remote places leaving an ‘easy’ and ‘attractive’ opportunities of life. Relatives were sarcastic about our conviction.

At first, people said - sending outstanding youths to remote places is like daydreaming. With consoling tone, a person once even told co-Founder and CEO Shisir Khanal to be satisfied even when two youths complete their two-years journey.

Some people were skeptical about our sacred work. Some did not believe our mission. They thought of us like ‘Dollar Earners’, who are printing Dollars in the name of social service. Some non-governmental organizations working in community had a bad reputation. They took advantage of poverty and emotions of people and misuse money for their own gain. They were blamed of spending most of the funds in their administrative works rather than ro benefit communities.

Most of the organizations used to donate physical commodities and products to community people. Some used to go with sanitary pad and condom. Some used to take awareness posters for toilet construction. Some used to take whiteboard and computer.

But we, we took nothing!

We went ourselves. With surprise, people observed our activities.

We were anxious - the battle within ourselves and outside factors. Frustrated! We were hurt with students’ extreme conditions. We wept with our heart out. In some cases, we felt helpless. Sometimes we got suck in our own emotions. In such cases, we used to question our belief. We used to ask skeptically, is change really possible? Then we wanted to leave the place. We wanted to return to the comforts of the city.

Towards the journey of light

The first scene that made our conviction more stronger was – the hard work of our students and their love for education. They used to come to school walking hours and hours. Their perseverance was our source of inspiration.

They used to come to school with various stories. Early morning, students performed various tasks like cutting grass to feed cattles, cleaning animal shed, caring for younger siblings, ploughing field and working to earn some income to support their family financially. Some students used to come drenched in sweat. Some used to come to school holding their younger siblings in one hip and the books in the other. When they see a teacher in the school premise, they greeted their teachers with a shy smile and say - “Namaskar” or “Good Morning!”

These students were the most beautiful persons we had met in our life. They were the real heroes who could enjoy to the fullest with easy acceptance of struggles.

The beauty of our students changed our perspectives!

Our belief strengthened!

Our Efforts

Majority of us did not have the experience of teaching. We only had six weeks of training. We did not know various learning theories. We did not know about John Dewey’s progressivism. ‘Pedagogy of the Oppressed’ by Paulo Freire wasn’t within the periphery of our experience. We were unaware of teaching sutras from Takshyasheela and Nalanda. Within this imperfection, we did various efforts.

First Effort: We dreamed for our students. We asked them to dream. We encouraged them to work hard towards their dream.

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

10 11

km]nf]l;ksf] clGtd If0f

@)&! ;fn . r}qsf] clGtd ;ftf . cfˆgf] sd{ynf]df @ jif{ ;lsPsf] lyof] . ljBfno / ;d'bfoaf6 xfdL lxF8\g] a]nf ePsf] lyof] . Tof] lbg xfdL w]/}nfO{ ulx/f];Fu dx;'; ePsf] lyof – xfdL ;d'bfos} cgGo lx:;f eO;s]sf /x]5f}F . xfdL ;Fu;Fu} xfF;]5f}F . ;Fu;Fu} /f]P5f}F . Ps–csf{sf] b':v;'v ;f6f;f6 u/]5f}F . ;d'bfoaf6 5'l6g ;f/} ufx|f] eof] .

ufpF ufpFaf6 xfdL c;Î\o k|]/0ffx¿ af]s]/ kmls{of}F . x]bf{ x]b}{ @ jif{df xfdL cfkm}F klg ablnP5f}F . ;dfhaf/] xfd|f] lrGtg ablnP5 . ;dfhaf/] a9L rf;f] /fVg] eP5f}F . xfdL cem} a9L kl/kSj eP5f}F . r'gf}ltx¿;Fu} ;Defjgfx¿ b]Vg yfn]5f}F . ;d'bfosf] efiff a'‰g / af]Ng yfn]5f}F .

To;kl5sf syfx¿

km]nf]l;k ;s]/ d cfˆgf] ufpFaf6 kmls{g] a]nf sIff ( df k9\g] Pp6L alxgLn] lr7L lbOg\ . Tof] lr7Ldf n]lvPsf] lyof]–

ljho bfO,

tkfO{F t @ jif{ xfdLnfO{ w]/} l;sfP/ hfg' eof] . ca tkfO{Fh:t} k9]n]v]sf c¿ o'jfnfO{ ufpFufpFdf hfg' elglbg' xf]nf .

of] ofqf ;'? ePsf] % jif{ lalt;Sof]. cfh !$! o'jfn] ljleGg u|fld0f If]qdf @ jif{ sfd ul/;s]sf 5g\ eg] xfn !!) o'jf sfo{/t 5g\ . s'g} ;dodf c;Dej nfUg] sfd cfh ;Dej ePsf] 5 . xhf/f}F o'jfx¿ ;fj{hlgs ljBfnodf hfg tof/ 5g\ . blIf0f nlntk'/af6 ;'? ePsf] of] ofqf cfh ^ lhNnfdf km}lnPsf] 5 . xfdL !) xhf/ eGbf a9L ljBfyL{x¿;Fu sfd ub}{ 5f}F .

@)&) ;fnsf] j}zfvb]lv cfhsf lbg;Dd k"j–k|1fyL{sf] ¿kdf d}n] ef]u]sf / b]v]sf s]xL dxTjk"0f{ l;sfOnfO{ lgDdfg';f/ k|:t't ub}{ 5'M

!_ lzIfssf] zlQmM s]xL cleoGtfx¿n] …lzIfsn] rfx]df ug{ ;S5g\Ú gfdsf] cleofg s]xL jif{b]lv rnfpFb} cfPsf 5g\ . xfd|f ljBfnox¿ / ljBfyL{x¿ x]g]{ xf] eg] klg lzIfssf] OR5fzlQm / tfutn] k|ult ePsf oy]i6 pbfx/0fx¿ 5g\ . of] klg oyfy{ xf] ls – xfd|f] k|0ffnL ldn]sf] 5}g, lzIffsf] bz{g / kf7\oqmddf :ki6tf gxf]nf, k|zf;g ;f]r]h:tf] ;zQm gxf]nf . t/, log} cK7\of/fsf aLr klg ;lqmo x'g] lzIfsn] ljBfyL{sf] pknlAwdf pNn]Vo ;kmntf xfl;n u/]sf 5g\ . l6r km/ g]kfns} Oltxf; x]g]{ xf] eg] klg klxnf] ;d"xn] cfkm"n] k9fPsf] ljifodf P;Pn;Ldf ()Ü glthf lgsfn]sf] lyof] eg] ;du| ljBfnosf] glthf &$Ü n] j[l4 ePsf] lyof] . tt\ kZrft cIf/f+sg k2ltdf d"Nof+sg eP klg ljut # jif{df cf};tdf (%Ü ljBfyL{x¿ P;Pn;Lsf] glthfkl5 sIff !! / !@ k9\g of]Uo ePsf 5g\ . slt ljBfyL{x¿n] pRr lzIffsf] nflu g]kfn / ljb]zdf ;d]t 5fqj[lQ kfPsf 5g\ .

xfd|f] kf7\oqmdsf] ;Lldttf / sdhf]/Laf/] w]/} l6sfl6Kk0fLx¿ x'g] u/]sf 5g\ . t/, Odfgbf/ lzIfsn] cfˆgf] Nofstn] EofP;Dd kf7\oqmdsf] bz{gnfO{ sIffsf]7fdf ptf/]sf 5g\ . ul0ftLo glthfsf cnfaf pgLx¿n] ;Lk / >d l;sfPsf 5g\ . :jfledfg / cfTdan l;sfPsf 5g\ . Gofo / ;dtfd'ns ;dfhsf] nflu cfˆgf ljBfyL{x¿nfO{ tof/ u/]sf 5g\ . o;sf] nflu l6r km/ g]kfnsf k|1fyL{x¿n] s]xL k|of;x¿ ;'? u/]sf 5g\ . h:t}M t/sf/L v]tL ug{ nfpg], kmf]xf]/x¿ k|of]u u/]/ pkof]uL j:t' lgdf{0f ug{ nfpg], sIffsf] lgod nf]stflGqs k|lqmofaf6 agfpg nfpg], :yfgLo ;|f]t / ;fwgx¿sf] k|of]u u/]/ l;sfO k|bz{gLx¿sf] cfof]hgf ug]{, ljleGg tl/sfx¿af6 Joj;fo / Jofkf/ ug{ l;sfpg], ;xeflutfd'ns l;sfO s]G›x¿ ;Grfng ug]{, zfl//Ls / dfgl;s :jf:Yosf nflu Jofofd, v]n, of]u / Wofg l;sfpg], :yfgLo dflg;x¿nfO{ ;|f]t JolQmsf] ¿kdf k|of]u ug]{, cflb .

@_ cfTdansf] nflu z}lIfs pknlAw cfjZosM w]/} dflg;x¿ eG5g\ – k9fO cfjZos 5}g, /fd|f] l/hN6 cfjZos 5}g . o; sygnfO{ k'li6 ug{ pgLx¿ /fds[i0f 9sfn, sl/Zdf dfgGw/, yf]d; cNaf Pl8;g, xl/j+z cfrfo{ cflbsf] pbfx/0f NofpF5g\ . Pp6f cfbz{ b'lgofFdf k9fO jf /fd|f] l/hN6 cfjZos gxf]nf . k9fOdf /fd|f] ug{ g;s] klg hLjgdf ;kmn s]xL ckjfb pbfx/0fx¿ klg 5g\ . s]xL ;e|fGt ju{sf dflg;x¿ cfˆgf] k'v{\of}nL lj/f;t / zlQmsf] cfwf/df lagf k9fO g} cufl8 a9]sf pbfx/0f klg 5g\ . t/, ljleGg ¿kdf l;dfGts[t / bldt ju{ -ef}uf]lns, hftLo, n}+lus, eflifs, /fhgLlts_ sf] nflu cAan z}lIfs pknlAw lgtfGt cfjZos 5 . pRrtd z}lIfs pknlAwn] pgLx¿sf] cfTdan a9fpF5 . d"nwf/sf] ;dfhdf ;+3if{ ug]{ zlQm a9fpF5 . xf], /fd|f] glthfn] dfq s]xL ub}{g . t/ ;Lk, ;+:sf/ / rl/q;lxtsf] glthfn] afnaflnsfnfO{ P]ltxfl;s pTkL8g;Fu n8\g] tfut lbG5 .

#_ ;d'bfo x]g]{ ;Dos b[li6sf] cfjZostfM afNosfnb]lv g} xfdLn] g]kfn ul/a 5 eg]/ ;'Gof}F . g]kfnsf ufpFx¿ emg\ kl5 k/]sf k|z:t syfx¿ ;'Gof}F . lstfa, ldl8of, lzIfs / ljåfgx¿sf] af]nL ;'Gbf ;'Gbf xfdLnfO{ g]kfn ;fFRr} g} ljkGg nfUg yfNof] . xfdLn] cfˆgf] k'FhL, ;fdy{\o / ;DklQ b]Vg 5f8\of}F . cfkm"nfO{ sdhf]/ dfGg yfNof}F .

sl7g ;fdflhs k[i7e"ldaf6 cfPsf clwsf+z ljBfyL{x¿ klg cfkm"nfO{ sdhf]/ dfG5g\ . sIffsf]7fn] pgLx¿sf] ;f]rnfO{ cem} plhNofpF5 . pgLx¿ cfˆgf] dft[efiffsf] cy{ b]Vb}gg\ . cfˆgf cfdf / a'afn] afFr]sf] hLjgnfO{ xf]Rofpg] b[li6n] x]5{g\ . xh'/cfdf / xh'/a'afnfO{ cgk9 / c1fgL kfqsf] ¿kdf luHofpF5g\ . sv/f / cfª\nefiffsf PaL;L l;s]kl5 df6f] / uf]a/ 5'g lxrlsrfpF5g\ . pgLx¿n] cfˆgf] klxrfgnfO{ xf]Rofpg] cg]sf}F pvfg / uLtx¿ ;'G5g\ . o:tf] kl/j]zdf slt s'lG7t eP/ cfˆgf] hLjgnfO{ efUo e/f];fdf 5fl8lbG5g\ eg] slt cjr]tg dgsf] lj/f]w:j¿k ;fdflhs ljs[ltx¿df ;fd]n x'G5g\ .

lzIfsn] o:tf] oyfy{ tf]8\g' cfjZos 5 . cfhsf] sIffsf]7fdf ;dfh / cfˆgf] ;fdy{\o / sdhf]/Lx¿ x]g]{ ;Dos b[li6 rflxPsf] 5. cg]sg sl7gfO / cJoj:yf;Fu} xfd|f] ;dfhdf ;|f]t / ;fwgx¿ k|z:t 5g\ . afnaflnsfdf ltgnfO{ klxrfg, ;b'kof]u / kl/rfng ug]{ OR5fzlQm, a'l4 / k|lta4tf l;lGrt ug{' cfjZos 5 .

$_ sIffsf]7fdf Wofg lbg}kg]{ cj:yfM Joj:yf kl/jt{gsf] nflu xfdL w]/} n8\of}F . xhf/f}Fn] Hofg u'dfof}F . xhf/f}F 3fOt] eof}F . ljut * bzsdf xfd|f] zf;g Joj:yfdf w]/} pynk'yn eof]. xfdLn] hxflgofF /f0ff zf;g eufof}F . kGrfotnfO{ nv]6\of}F . /fhtGqsf] ljlwjt\ cGTo uof}{F . hgtfsf k|ltlglwaf6 ;+ljwfg agfof}F . zf;sLo ¿kdf xfdLn] pNn]Vo k|ult u/]s} xf] . t/, xfdLn] sIffsf]7fdf Wofg lbg ;s]sf 5}gf}F . afnaflnsfnfO{ eljiosf s0f{wf/ t eGof}F . t/, eljio lgdf{0fsf] cfwf/ sIffsf]7fdf xfd|f] Wofg k'u]sf] 5}g .

cfhsf] sIffsf]7f h:tf] 5, @% jif{kl5sf] ;8s, ;bg / ;/sf/ To:t} x'G5 . ljz]iftM ;fj{hlgs ljBfnox¿sf] cfhsf] sIffsf]7fdf ljBfyL{x¿ 7luPsf 5g\ . pgLx¿n] u'0f:t/Lo lzIff kfPsf 5}gg\ . pgLx¿n] ljBfno k|zf;g, lzIfs / ;/sf/n] cfkm"nfO{ n'6]sf] b]v]sf 5g\ . o;sf] cy{ ha pgLx¿n] zlQm / ;Qf kfpF5g\, clwsf+z pgLx¿n] klg 7Ug]5g\ . n'6\g]5g\ . cfˆgf] clVtof/sf] b'?kof]u ug]{ 5g\ . sIffdf lzIfs 9Lnf] cfPsf] b]Vg] ljBfyL{n] of}jgsfnsf] cfˆgf] lhDd]jf/Ldf klg 9Lnf;':tL ug]{5 . ;/sf/n] u/]sf] cGofo k|ToIf ef]u]sf] ljBfyL{n] cfkm"n] klg c¿nfO{ k|tfl8t ug]{5 . To;}n] b]zsf] k|ult vf]Hg] xf] eg] zf;sLo ;'wf/;Fu} sIffsf]7fdf ;/f]sf/jfnfn] nufgL / u'0f:t/ a9fpg} k5{ . cGoyf ;DkGg g]kfnsf] ;kgf d[ut[i0ff dfq x'g]5 .

Second Effort: We did what we could to make students and their parents aware of education. We told various inspirational stories. We narrated the biographies who struggled and worked for the welfare of society. We discussed about possibility and ways to transform dreams into goals. We took students to excursions and visits to expose about the wide world. We made them participate in different events and competitions.

Third Effort: We prepared a lot before the class. We planned based on the nature, learning style and ability of students.

Fourth Effort: After preparation, we took plans into classrooms. We used materials and resources to make the lesson interesting and easy to learn. We used classroom walls as spaces for learning. We put up students creations in walls. We created classroom norms with the participation of students.

Fifth Effort: We reviewed each day. We reflected upon our strengths and areas of improvement. We tried to make next day’s class better. We asked for help and feedback from colleagues. We asked for support with whom we could.

Sixth Effort: We worked relentlessly. We did what we could. Every morning, we rose for students and every evening used to sit down for students.

Last Moments of Fellowship

2015, Second week of April- We had just completed our two-years of Fellowship. It was the time for us to leave the school. At that moment, we realized we had become the integral part of community. Knowingly and unknowingly, we laughed together. We wept together. We shared our stories together. It became very difficult for us to return from our communities.

We returned with immeasurable inspirations from our villages. We had changed in last two-years. Our contemplation towards society had changed. We were more concerned about our communities and nation. We became more mature. We started seeing possibilities and opportunities in obstacles. We started understanding and speaking the ‘language’ of community.

Post Fellowship Stories

The day I was returning from the community, I got a letter from one of my grade 9 student. Few lines from the letter were:

Bijaya Dai, You taught many things for two years. I request you to convey my message to other educated youths to go to villages.

It had already been five-years since the movement started. Till now, 141 youths have completed two years of their journey and 110 are currently transforming rural communities. The work which seemed impossible few years back seems possible today. Thousands of youths are willing to go to public schools to transform our nation. The journey started from Lalitpur and it has now spread across six districts of Nepal and transforming the lives of more than ten thousand students.

As an alumnus, I am presenting my learning from the experiences and observation since 2013:

Power of a teacher: Few activists have been conducting a campaign named ‘Teachers can make difference’ for few years. There are plenty of examples of progress in schools and students with the willpower and commitment of teachers. It’s true, our system and administration have not been working well, there might not be clarity in education philosophy and curriculum. But even when confronted with these difficulties, active and passionate teachers have become successful to gain meaningful learning achievement. In the history of Teach For Nepal, First Cohort achieved 90% pass rate in the subjects Fellows taught and there was a gain of about 74% overall result growth in schools. After the change in grading system in 2014, 95% students have been eligible for higher education. Some students have received scholarships to study nationally as well as internationally.

There has been plenty of comments about limitation and weakness of our curriculum. But teachers who work with integrity have implemented curriculum

philosophy into classroom to the extent they can. They have taught skills and labor beyond numerical achievement. They have taught sovereignty and confidence. They have prepared students for justice and equitable society. Teach For Nepal Fellows initiated various educational projects. Some examples are: mushroom farming, using waste materials to make new resources, creating classroom norms with democratic practice, organizing learning exhibitions with local resources, teaching business and entrepreneurship, conducting participatory learning centers, teaching sports, yoga and meditation for well-being, using local persons as resources, etc.

Learning achievement is necessary for confidence: In some societies in Nepal, people say - good academic achievement is not important. They provide examples of Ram Krishna Dhakal, Karishma Manandhar, Thomas Edison, Hari Bansha Acharya, etc. to back their statement. Good academic achievement might not be necessary in an ideal world. Obviously, there are some exceptions who have excelled in life without formal degree. There are few examples from the people of elite family who excelled with the their parents’ inheritance. But, for the students from marginalized and discriminated class (geographical, caste, ethnic, linguistic, political), strong academic achievement is extremely necessary. High learning achievement gives confidence to students. It increases their immunity to struggle in mainstream society. It is true - only good result isn’t enough. But the achievement with skills, values and character gives strengths to fight with historical discrimination.

Necessity of balanced social view: Since childhood, we are taught, Nepal is a poor country. We hear a lot of stories of Nepali villages lagging behind in development. Reinforcements from books, media, teachers and intellects also contributes towards the that belief and we end up believing in the idea that our Nepal is a poor nation. We start ignoring our capital, assets and strengths. We start believing that we are weak.

Students who come from difficult social background believe that they are weak. Classroom reinforces their lack of confidence. They do not see the value of their own mother tongue. They start seeing the life of their parents as inferior. They hesitate to work grow food in own soil and support in their family in their daily tasks. They often hear proverbs and songs that devalue their identity. In such context, they either surrender their life to fate or involve themselves in social evils as a revolt of their subconscious mind.

Teachers need to change this reality. Today’s classroom needs balanced view to see strengths and weakness of self and society. In spite of adverse situations, there are a lot of resources. Thus, children should be cultivated with willpower, wisdom and commitment to identify to use and mobilize our own communities resources.

Classroom needs to be focused: We fought a lot for system change! Thousands of people lost lives. Thousands were injured and victimized. In last 8 decades, there have been many ups and downs in our governance. We overthrew Rana regime. We got rid of monarchy. We made our constitution from parliament. We achieved a lot of progress in terms of governance structure. But we have not been able to focus on the initiatives of reforms in classroom. We call our children the leaders of future. But they are ignored.

After 25 years, the street, parliament and cabinet will be the reflection of today’s classroom. The students of public schools are currently cheated. They do not have access to quality education. They have seen school administration, teachers and government cheating them. This means, when they have access to power, they are likely to do the same. They will also misuse their authority. Students who see their teachers coming late to class will likely by uncommitted towards their responsibility in the future. Students who have experienced the injustice will likely to do the same to others. If we aspire for the progress of nation, stakeholders should invest in quality of classrooms. If not, the dream of prosperous Nepal will just be merely a will-o-the-wisp.

Need of systemic reforms: Many teachers complain, they are blamed by all stakeholders for the degrading quality of education. It’s natural for teachers to face the blame as they work directly with students. To some extent, it’s correct – if teachers want, they can make progress. But the next truth is – if

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

12 13

all stakeholders want, there can be transformative progress within short time. Among the needs of systemic reforms, I point out following three aspects:

No. 1 Outstanding youths should be attracted to teaching. There are only few students who aspire to be a teacher in today’s classrooms. The provision of taking only education graduates into teaching has outcasted a lot of excellent youths in other streams. Every occupation requires certain skills and abilities. As they are responsible for building nation’s future, teaching profession should be in the forefront. The responsibility of teacher is more challenging. He is the opinion leader and knowledge creator of society. Thus, special policy reforms should be made for teacher selection and preparation. Teacher should be provided with facilities and recognition of at least of public servants.

No. 2 The education, training, feedback and support provided to the teachers during their service tenure should be made efficient with improvements in quality. The courses provided in secondary and bachelor’s level in preparing teachers are weak. One can secure good marks in exam merely with theoretical knowledge and understanding. There is less exercise of practical aspects. Teachers are not frequently trained and are not supported after their appointment.

The persons appointed for the inspection and support of teachers are not in sufficient number. There are only three officials for educational responsibility in a local government. Majority of their time are spent on administrative tasks. There is no clear and efficient provision of giving regular feedback to teachers. Thus, there should be sufficient investment in teacher’s development.

No. 3 Broadly, schools needs two kind of leadership- academic and administrative. In the current situation, Principals hold both responsibility. It is their responsibility to manage and support teachers, to lead construction, to teach assigned subject, to raise funds for privately source teachers, to build relationships with stakeholders, etc. With these responsibilities, they are not provided with adequate benefits in comparison to other teachers. Thus, the leadership should be rethought by policymakers.

In the End

Getting quality education should not be a fate, it is the constitutional right of every children. Every conscious citizen should be committed to provide this right. After completing two years’ of Fellowship, one of the Teach For Nepal Fellow, Prabin Raj Nirula who had eight years of engineering experience said, “Fellowship is a journey about connecting with your roots”. Like he said, it’s really important to work with the earth and get your hands dirty to get connected with the your own roots.

Our ambition might be to reach the stars but we all have work hard in this earth to reach there.

%_ gLltut ;'wf/sf] 68\sf/f] cfjZostfM w]/} lzIfsx¿ eG5g\, ;a}n] xfdLnfO{ g} ufnL u5{g\ . x'g klg xf], k|wfgdGqLb]lv j8f;b:o ;a}n] bf]ifsf] efuL lzIfsnfO{ g} agfpF5g\ . ljBfyL{;Fu k|ToIf sfd ug]{ ePsfn] lzIfsn] cf/f]k v]Kg' :jfefljs xf] . Ps xb;Dd ;xL xf]–lzIfsn] rfx]df ug{ ;S5g\. t/ csf]{ ;To of] klg xf] ls–;a} ;/f]sf/jfnfn] rfx] ck]lIft kl/jt{g l5§} ug{ ;S5g\ . o;sf] nflu s}of}F gLltut ;'wf/dWo] dnfO{ k|d'v nfu]sf # kIfx¿ tn k|:t't u/]sf] 5'M

klxnf]– cAan o'jfzlQmnfO{ lzIf0fdf cfsif{0f ug{' cfjZos 5 . cfhsf] sIffsf]7fdf lzIfs aG5' eGg] ljBfyL{x¿ lgs} sd 5g\ . lzIff k9]sf o'jfdfq lzIf0fsf] nflu of]Uo x'g] k|fjwfgn] s}of}F ;Ifd hgzlQmnfO{ lzIfs aGg /f]s]sf] 5 . x/]s k]zfsf nflu lglZrt u'0f / Ifdtf cfjZos x'G5 . afnaflnsfsf] hLjg lgdf{0fsf] lhDd]jf/L ePsfn] lzIfs c¿ k]zfeGbf ljz]if x'G5 . p;sf] lhDd]jf/L ;a}eGbf a9L r'gf}ltk'0f{ x'G5 . pm ;d'bfosf] ljrf/wf/f / k|ultsf] ;+jfxs x'G5 . To;}n] lzIfssf] 5gf}6 / tof/Lsf] nflu gLltut ¿kdf ljz]if ;'wf/ cfjZos 5 . lzIf0f k]zfk|lt cfsif{0f a9fpg Go"gtd lghfdtL ;/xsf] ;Ddfg / ;'ljwf cfjZos 5 .

bf];|f]– lzIfs lzIff, tflnd / lzIf0f cjlwdf kfpg'kg]{ k[i7kf]if0f / ;xof]unfO{ u'0f:t/Lo / k|efjsf/L agfOg' cfjZos 5 . xfn lzIfs tof/Lsf] nflu ;Grflnt dfWolds / :gfts txsf sf];{x¿ lkmtnf b]lvG5g\ . ;}4flGts /6fg / a'emfOn] dfq} klg hfFrdf /fd|f] c+s Nofpg ;lsG5 . lzIf0f ;DaGwL Jojxf/ut kIfx¿sf] ljj]rgf / cEof; Psbd sd b]lvG5 . lgo'lQmk5fl8 ;d]t kof{Kt tflnd / tof/L gePsf] b]lvG5 .

lzIfssf] lgl/If0f / ;xof]usf] lhDd]jf/L kfPsf ljBfno lgl/Ifs / ;|f]t JolQmx¿ kof{Kt ;+Vofdf 5}gg\ . Pp6f ufpFkflnsf/gu/kflnsfdf lzIffsf] lhDd]jf/Lsf] nflu # hgf dfq sd{rf/L x'G5g\ . pgLx¿sf] ;do k|zf;lgs sfdd} laT5 . lzIfsx¿sf] nflu lgoldt k[i7kf]if0f / ;xof]u lbg] cj:yf 5}g . o;y{ lzIfssf] u'0f:t/df j[l4 vf]Hg] xf] eg] pgLx¿sf] ljsf;df k|z:t nufgL ul/g' cfjZos 5 .

t];|f]– ljBfnonfO{ d"nt – @ j6f g]t[Tj cfjZos x'G5M z}lIfs / Joj:yfksLo . clxn]sf] cj:yfdf Pp6} k|wfgfWofksn] ;Dk"0f{ lhDd]jf/L lng' k/]sf] afWotf 5 . lzIfsx¿sf] Joj:yfkg, ljBfnosf] ef}lts ljsf; / lgdf{0f, lghL ;|f]tsf lzIfssf] nflu cy{ ;+sng, ;/f]sf/jfnf;Fusf] ;DaGw la:tf/, cflb ;a} Ps}hgfsf] xftdf 5 . olt w]/} lhDd]jf/L lbP klg k|wfgfWofksn] kfpg] ;]jf ;'ljwf ;fwf/0f lzIfssf] eGbf vf;} km/s 5}g . o;y{ k|zf;sLo / z}lIfs u'0f:t/sf] nflu ljBfnosf] g]t[Tjaf/] k'glj{rf/ ul/g' cfjZos 5 .

cGTodf

u'0f:t/Lo lzIff kfpg' afnaflnsfsf] efUo xf]Og, ;+j}wflgs clwsf/ xf] . o;sf] nflu x/]s ;r]t gful/s k|lta4 x'g}k5{ . sl/a * jif{ OlGhlgol/ªsf] cg'ej ePsf l6r km/ g]kfnsf klxnf] ;d"xsf k|1fyL{ k|ljg /fh lg/f}nfn] @ jif{sf] cg'ej ;s]kZrft eg]sf lyP, ækm]nf]l;k df6f] 5'g] ofqf xf] .Æ pgn] eg]em}F ca hldg x]g{' cfjZos 5, hldg 5'g' cfjZos 5 . cfsfz t x]g{ / ofqf ug{nfO{ xf] . kfOnf /fVg] / kf}/v ug]{ t hldgd} xf] .

MUSIC IN CLASSROOMCREATING A PATHWAY FOR DEEPER

UNDERSTANDING

;+lutaf6 l;sfO ulx/f] a'emfPsf] nflu gofF af6f]sf] l;h{gf

I N F O C U S

P R A J W A L K H A D K A ( 2 0 1 3 - 2 0 1 5 )

N A R A Y A N I S E C O N D A R Y S C H O O L , G I M D I , L A L I T P U R

N A W A N G S H E R P A ( 2 0 1 4 - 2 0 1 6 )

C H A N D E S H W A R I S E C O N D A R Y S C H O O L , S I M L E , L A L I T P U R

I N A C T I O N

Written by Neha Gauchan

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

14 15

“To be honest, I had never heard any student or people from the village who could

sing English songs let alone integrate listening and singing songs in the classroom,”

says Prajwal. During his two years of Fellowship, he served as an English Fellow

in the village of Gimdi in Lalitpur district. A music enthusiast from his childhood,

Prajwal always liked singing and playing his guitar. He was able to make an impact

in the lives of many students through teaching students to learn the language by

singing English songs. Prajwal Khadka is the first Fellow from the first cohort at

Teach for Nepal to initiate the concept of music in the classroom.

He stayed with his host family - an hour walking distance from the school.

Often times, he played English songs with low volume at home. “The spark ignited

when one day my students who lived with me with my host family hummed

the lyrics of John Lennon’s IMAGINE”. The students made few mistakes in

pronunciation yet what he felt after hearing them was beyond phenomenal. “From

that moment, I knew that if given the right opportunity, my students have the

capacity to learn the difficult language in an easy way”.

Native Nepali songs were more popular among his students because of the

convenience and fluency of the language. However, Prajwal wanted to change

this. He knew exactly what the kids had to improve, so he upgraded the normal

curriculum books to a unique learning technique in the classroom. He wrote the

lyrics of “IMAGINE” on the board and discussed the meaning of different words in

the lyrics. After the discussion, he often gave students exercises as their homework.

Secondly, he played the original song in the classroom with his laptop and a

speaker. Finally, he explained the overall meaning of the song. During this process,

kids familiarized themselves with new vocabularies every day and also related the

lyrics in their own lives.

Such techniques helped the students enjoy the art of music as well as

academically improve their English language skills including listening, speaking,

reading, and writing. Prajwal mentions, “Even the students who were irregular with

the class attendance started showing up in my class. Some who had disciplinary

issues improved their behaviors as well.”

Because of the remarkable and tremendous improvement, 25 students of grade

9 got an opportunity to perform in the first Induction Program of Teach for Nepal

among the mass of 100’s. Some were singing in the crowd for the first time. “I was

astonished to see that my students weren’t nervous at all. They sang with such a

grace and confidence. I was very proud of them.”

In the following year, Nawang Sherpa, Teach For Nepal Fellow (2014-2016)

implemented the technique of music in the classroom, but this time he added

musical instruments, such as guitar and madal to give more meaning to this art of

learning. He served as an English Fellow in Simle in Lalitpur district for two years.

All the students spoke Tamang followed by their second language, Nepali. In the

“Our biggest strength was taking our passion, music, into the classrooms which successively increased student’s strength in learning English as well.”

æd d]/f] ufpFdf hfbfF ToxfF s;}n] klg c+u|]hL uLt ufPsf] ;'lgPsf] lyPg . sIffsf]7fdf c+u|]hL uLtaf6 l;sfpg] t w]/} k/sf] s'/f lyof]Æ, k|Hjn v8\sfn] atfP . k|Hjnn] nlntk'/sf] blIf0fdf kg]{ luDbLdf @ jif{ c+u|]hL cWofkg u/]sf x'g\ . ;fg}b]lv ;+uLtdf ?rL /fVg] k|Hjn uLt ufpg / lutf/ ahfpg dg k/fpF5g\ . c+u|]hL uLt l;sfP/ pgn] w]/} ljBfyL{sf] c+u|]hL ;'wf/ u/fpg'sf ;fy} c+u|]hLdf ?rL a9fpg ;kmn eP . k|Hjn v8\sf l6r km/ g]kfnsf] klxnf] sf]x6{sf] k|1fyL{ lyP h;n] l6r km/ g]kfndf uLtaf6 l;sfO ug]{ sbd rfn] .

k|Hjn ufpFs} Ps kl/jf/;Fu a;]sf lyP . pgsf] 3/ ljBfno eGbf emG8} ! 306fsf] b"/Ldf lyof] . pgL ufpFdf a:bf w]/} c+u|]hL uLt ;'Gg] uy]{ . klxn] ;fgf] cfjfhdf uLt ahfpg] uy]{ . t/ Ps lbgsf] 36gfn] pgnfO{ o;df s]xL ug{ k|]l/t uof]{. Ps lbg pgn] cfˆgf] 3/df a:g] ljBfyL{n] pgn] ahfpg] hf]g n]ggsf] ODd\oflhg u'gu'gfPsf] ;'g] . ljBfyL{n] uLtsf] zAb pRrf/0fdf uNtL ul//x]sf lyP . t/ k|HjnnfO{ oxL ;kmntf nflu/x]sf] lyof], æof] 36gf kl5 d}n] yfxf kfPF ls ljBfyL{x¿ nfO{ cj;/ k|bfg u/] pgLx¿ ufx|f] eGbf ufx|f] efiff l;Sg ;S5g\ .Æ

g]kfnL af]nLrfnLsf] efiff ePsf sf/0f ToxfF g]kfnL efiffsf uLtx¿ w]/} ;'lgg] / ufOg] ul/G5 . t/ k|Hjn eg] c+u|]hL klg l;sfpg rfxGy] . pgnfO{ yfxf lyof], ljBfyL{x¿sf nflu s;/L / s]df ;'wf/ ug{ cfjZos 5 . To;}n] pgn] kf7\oqmddf gofF l;sfO ljlwsf] yfngL u/] . pgn] ODolhg sf zAbx¿ n]lvlbP . o;sf] cy{ vfHg nufO{ 5nkmn ug{ nufP . 5nkmnkl5 pgn] ljBfyL{nfO{ To;} uLt ;DaGwL cEof;x¿ u[xsfo{sf ¿kdf lbg yfn] . To;kl5 pgn] sIffdf Nofk6ksf dfWodaf6 uLt ;'gfpg yfn] . pgn] uLtsf] cy{ klg a'emfpFb} uP . lbg lbg} ljBfyL{x¿n] gofF zAb l;Sg yfn] / l;s]sf zAbnfO{ k|of]u klg ug{ yfn] .

o:tf l;sfO ljlwsf sf/0f ljBfyL{x¿sf] ;+uLt k|ltsf] ?rL a9\g' sf ;fy} pgLx¿sf] c+u|]hLsf $ ljwf ;'gfO, af]nfO{, k9fO / n]vfOdf ;'wf/ b]lvPsf] lyof] . ælgoldt ljBfno gcfpg] ljBfyL{x¿ klg of] ljlw ckgfPkl5 lgoldt cfpg yfn]sf lyPÆ, k|Hjnn] atfP .

æxfdLn] xfd|f] ;+uLtk|ltsf] nufjnfO{ sIff sf]7fdf nu]/ To;}af6 c+u|]hL l;sfof}F .Æ

community where English was their third language, Nawang effectively merged

music and language together, and built a culture of communication among his

students.

“I used my strength to connect with my students,” says Nawang. In the

beginning, none of his students had basic English command. Students were

hesitant to approach and were shy to speak. “Because I was confident in music,

and I knew I could bring a change in their lives by not just teaching English songs

but also by boosting their confidence level. Therefore, I taught them songs, such

as "We are the World" by United Support of Artists (USA) for Africa, Sweet Child of

Mine by GNR, and many more which I could incorporate with the lesson plans.”

While Nawang believed in his students, teachers in the school were skeptical

about how someone can integrate singing and learning. However, Nawang proved

himself and his students when his students answered the fill in the blanks of the

lyrics of We are the World, when they gave speech in the assembly in English with

full conviction, and when they performed We are the World at the Teach for Nepal

Induction Program. And Sangita Jimba, one of his students, got a full scholarship to

study at United World College in Germany this Fall 2018.

“Our biggest strength was taking our passion, music, into the classrooms

which successively increased student’s strength in learning English as well,” says

both Prajwal and Nawang. Succeeding their lines, Alumnus like Sumit Kharel and

Ratan Prasad Devkota, and Fellows Bishal Khaiju, Dikesh Shrestha, Kishor Subedi

and Rubik Joshi, are also integrating music in classroom and are seeing immense

progress in their students’ personal and academic growth. Currently our 110 Teach

For Nepal Fellows are serving in 51 schools of six districts Dhanusa, Dang, Lalitpur,

Lamjung, Sindhupalchowk, and Parsa.

k|Hjnn] ckgfPsf] ljlwh:t} nlntk'/s} csf]{ ufpF l;Dn]df l6r km/ g]kfnsf bf];|f] sf]x6{sf gjfª z]kf{n] klg o:t} ljlw ckgfP . pgn] klg uLtsf dfWodaf6 sIff lng yfn] . pgn] lutf/ / dfbnsf] dfWodaf6 uLt ufpFb} l;sfpg yfn] . l;Dn] tfdfª ufpF ePsf sf/0f tfdfª efiff ToxfFsf] klxnf] efiff xf], To; kl5 g]kfnL / t];|f] efiffsf ¿kdf c+u|]hL /x]sf] kfP . gjfªn] efiff / ;+uLtsf] ld>0f u/L ;+rf/ ;+:s[ltsf] ljsf; u/] .

cfˆgf] Ifdtf k|of]u u/L ljBfyL{x¿;Fu ;DaGw lj:tf/ ug]{ sf]l;; u/]sf] gjfª z]kf{n] atfP . klxn] ljBfyL{x¿sf] c+u|]hL /fd|f] gePsf] / pgLx¿ nhfn' :jefjsf lyP . ædnfO{ ;+uLtk|lt ljZjf; lyof] / d ljZj:t lyPF, d uLt dfq xf]Og d d]/f] ljBfyL{x¿ sf] cfTdljZjf; a9fpg ;S5' . d}n] To;kl5 w]/} c+u|]hL uLtx¿ l;sfpg yfn]F . uLt dfq geO To; uLtnfO{ cfˆgf] sIffsf] kf7;Fu} nfg] k|of; u/] .Æ

gjfªsf] of] sfo{df s]xL ljBfyL{ / lzIfsn] z+sf gu/]sf] xf]Og t/ pgn] cfkm" ;kmn ePsf] ta dfg] ha pgsf] ljBfyL{n] l;sfPsf uLtx¿;Fu ;DalGwt cEof;x¿ ug{ ;kmn eP . pgLx¿n] laxfgL k|fy{gfdf c+u|]hLdf af]Ng yfn] . pgsf ljBfyL{x¿n] l6r km/ g]kfnsf] aflif{s sfo{qmddf lj cf/ b jn{\8 af]nsf] uLt ufPsf lyP . gjfªsf Ps ljBfyL{ ;+uLtf lhDafn] ;g\ @)!* sf] o'gfO6]8 jn{\8 sn]hsf] 5fqj[lQ kfP/ xfn hd{gLdf cWoog/t l5g\ .

æxfdLn] xfd|f] ;+uLtk|ltsf] nufjnfO{ sIff sf]7fdf nu]/ To;}af6 c+u|]hL l;sfofF}Æ, k|Hjn / gjfªn] atfP . k|Hjn / gjfªn] h:t} l6r km/ g]kfnsf ;'ldt, /tg / l8s];n] ;+uLtnfO{ sIffdf nu]/ laleGg laifo cWofkg ul//x]sf 5g\ . o;n] ljBfyL{sf] z}lIfs Pj+d\ rf}tkmL{ ljsf; eO/x]sf] 5 .

Nawang completed his MBA from Kings College and Prajwal completed his Masters in

Rural Development from K and K International College.

l6r km/ g]kfnsf klxnf] sf]x6{sf k|1fyL{ k|Hjn v8\sfn] s]= PG8=

s] sn]haf6 u|fld0f ljsf;df :gftsf]Q/ u/]sf 5g\ eg] bf];|f]

sf]x6{sf k|1fyL{ gjfª z]kf{n] lsª\U; sn]haf6 Pd=aL=P= u/]sf

5g\ .

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

16 17

LEARNING FAIR DISCOVERING WHAT THEY ARE

PASSIONATE ABOUT IN LIFE

d]nfaf6 l;sfOhLjg–nIosf] vf]hL

I N F O C U S

C A S S I O P E I A C L U S T E R

F E L L O W S

A N U K A R K I , A S H I S H D A N G A L , B I B E K K A P A L I , B I P I N M A H A R J A N , B I S H A L N E U P A N E ,

K A L P A N A B H A T T A R A I , K A L Y A N A D H I K A R I , M A D H A V P R A S A D D E V K O T A , M A N I S H J U N G T H A P A ,

P A D A M R A J A W A S T I , S A G A R D H A K A L , S O F I A P R A D H A N , S U B A S H P A R A J U L I

I N A C T I O N

Written by Neha Gauchan

Kshitij Learning Fair was the biggest educational fair conducted in Panchpokhari

Thangpal, Municipality-4 in Sindhupalchowk district. Few small fairs were regularly

organized every year in respective schools. Kshitij Sikai Mela, however, surpassed

the previous exhibitions in collaboration with 13 Teach for Nepal Fellows, the

local governing administrative bodies, numerous schools’ principals, teachers, and

students.

“Learning is an endless process and as the name states, the event’s aim

was to broaden students’ Kshitij (horizon) for their learning and ultimately

their life,” says Madhav. Five schools (Shree Raithane Secondary School, Shree

Bhotenamlang Secondary School, Shree Satkanyamati Secondary School, Shree

Chilaune Secondary School, and Shree Bhotangdevi Secondary School) organized

the learning fair where 13 Teach For Nepal Fellows of the Cassiopeia cluster

taught subjects, such as English, maths, and science. Besides teaching, Fellows

also wanted to expose students to holistically learn and exchange ideas from

different schools in Sindhupalchowk district. All 13 Fellows, as a cluster, made a

larger impact where not only the students but the entire community would also be

benefited. This particular idea gave birth to the Kshitij Learning Fair.

The learning fair was organized on December 1st, 2017 at Shree Raithane

Secondary School from 9 AM to 4 PM. Spectators from 19 different schools,

seven colleges from Kathmandu for career fairs service, media partners, such as

Janata Television and Radio Melamchi, educational advocators, local government

authorities, parents, family members, and guests attended the fair. With little

resources, 13 Fellows collectively put their effort to reach their target and hit the

goal of bringing together nearly 1500 attendees from different walks of life who

witnessed the largest fair of all times.

In the fair were 30 stalls integrating nine core subjects ranging from English,

maths, science, occupation, health, social science, sustainable development,

and many more. “We proved the practicality of theoretical knowledge taught in

classrooms,” expressed Bipin. Students portrayed the classroom learnings into

projects and models, which enhanced and accelerated their learning capacity.

“Students commented that some experiments, which didn’t work in their schools,

were successful in the learning fair. They were happy,” said Kalyan.

“Learning is an endless process and as the name states, the event’s aim was to broaden students’ Kshitij (horizon) for their learning and ultimately their life.”

lIflth l;sfO{ d]nf kfFrkf]v/L yfª\kfn ufpFkflnsfdf ;+rflnt 7"nf] l;sfO{ d]nf lyof] . x/]s jif{ o; e]usf ljBfnox¿df ;fgf l;sfO d]nf x'g] uy{\of] . t/ lIflth l;sfO d]nfn] ;a} ljBfnodf ;+rfng e}/x]sf] ;fgf d]nfx¿ Ps} :yfgdf Nofpg ;kmn eof] . of] d]nf l6r km/ g]kfnsf !# k|1fyL{sf] kxndf :yfgLo ;/sf/ tyf % ljBfnosf] ;sxfo{df ;DkGg ePsf] xf] .

æl;sfO slxNo} g;lsg] k|lqmof xf] / of] d]nfsf] gfdaf6 g} w]/} s'/f k|:6 x'G5Æ, d]nfsf] d'Vo pb]Zo ljBfyL{x¿sf] 1fg / ;kgfsf] lIflth a9fpg' /x]sf] dfwjk|;fb b]jsf]6fn] atfP . o; e]usf % ljBfnodf l6r km/ g]kfnsf !# k|1fyL{n] c+u|hL, ul0ft / lj1fg k9fpF5g\ . sIffsf]7fsf] l;sfO{ afx]s pgLx¿n] ljBfyL{nfO{ x/]s sf]0faf6 lzIff lbg] k|of; ul//x]sf lyP . pgLx¿n] ;+o'Qm ¿kdf cfof]hgf u/]sf] pQm d]nfn] ljBfyL{nfO{ dfq geO :yfgLonfO{ klg kmfObf k'of{pg] nIo /fv]sf] lyof] . o;} ;f]rn] lIflth l;sfO{ d]nfsf] hGd eof] .

d+l;/ !%, @)&% sf lbg /}yfg] dfWolds ljBfnosf] v]n d}bfgdf cfoflht pQm d]nfdf !( ljBfnosf ljBfyL{x¿ cjnf]sgsf nflu cfPsf lyP . To:t} sf7df8f}Fsf & sn]hx¿n] ToxfFsf ljBfyL{x¿nfO{ P;=O{=O{= kl5 s] s] laifo cWoog ug{ ;lsG5 eGg] af/] hfgsf/L lbPsf lyP . hgtf 6]lnlehg / /]l8of] d]nDrL ldl8of kf6{g/ /x]sf] pQm d]nf lzIffljb\, :yfgLo ;/sf/sf k|ltlglw, cleefjs / cGo cfuGt's;lxt sl/a !%)) n] cjnf]sg u/]sf lyP .

d]nfdf c+u|]hL, ul0ft, lj1fg, k]zf, :jf:Yo, ;dfh lj1fg, lbuf] ljsf; h:tf laifosf #) :6n /flvPsf] lyof] . æxfdLn] sIffdf k9]sf s'/fx¿ hLjgdf s;/L k|of]u x'G5 eGg] af/] ;a}nfO{ b]vfpg ;Sof}FÆ, lIflth d]nfsf Ps cfof]hs / l6r km/ g]kfnsf k|1fyL{ lalkg dxh{gn] atfP . ljBfyL{x¿n] d]nfdf cfkm"n] sIff sf]7fdf l;s]sf laifox¿ k|of]ufTds / gd'gf agfP/ k|:t't u/] . æsIffdf c;kmn ePsf kl/of]hgfx¿ ljBfyL{x¿n] o; d]nfdf ;kmntf k'j{s kl/If0f u/] . o;n] pgLx¿ v';L lyPÆ, csf{ cfof]hs / l6r km/ g]kfnsf k|1fyL{ sNof0f clwsf/Ln] atfP .

æof] d]nfn] dnfO{ w]/} laifox¿sf] rf}tkmL{ 1fg lbg ;kmn ePsf] 5 . d}n] kl9/x]sf laifox¿sf] gf}nf] ¿kn] k|:t't u/]sf] kfPF h'g d}n] klxn] cg'ej u/]sf] lyOgFÆ, d]nfdf ;xefuL /}yfg] dfWolds ljBfnosf ljBfyL{ lgzf a:g]tn] atfOg\ . æof] d]nfn] xfd|f 5f]/f 5f]/Lsf] eljiosf] dfu{bz{g ug{ d2t u/]sf] 5Æ, lgzfsf a'jfn] atfP .

æl;sfO slxn] g;lsg] k|lqmof xf] / of] d]nfsf] gfdaf6 g} w]/} s'/f k|:6 x'G5 .Æ

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

18 19

“The exhibition helped me to boost my inner and outer understandings of

various subjects. I witnessed many things that I didn’t see in real life,” shares Nisha

Basnet, a student of Shree Raithane Secondary School. Manoj Basnet, parent of

Nisha Basnet shares “This event helped in shaping my daughter’s future. She can

learn the skills learned from this platform and use it in her own life”.

Besides the exhibition of their materials at the fair, student assistants, as

organizers and volunteers, helped Fellows pull off the event. Active participation

of students built them a road of exposure to amplify their communication,

event management, and coordination skills, and their confidence. “The zeal and

synergy of 13 Fellows created something big and successful, the Kshitij Learning

Fair.”, shares Bishal. Furthermore, “The involvement and ownership of organizing

schools’ principals in the fair empowered the entire team,” reveals Teach For Nepal

Fellows. “The art, skill and diligence of the students of 5 different schools have

influenced me. It has brought inspiration and energy among all the students as

well,” said Tashi Lama, the Chairman of Panchpokhari Thangpal, Municipality-4 of

Sindhupalchowk district.

Thirteen Teach for Nepal Fellows showed peerless perseverance and

determination that sparked a sense of possibility and turned their visions into

reality. The learning fair was first of its kind, as a result, a new array of hope has

shed light on the district of Sindhupalchowk. In continuity, the baton of Kshitij

Learning Fair has been handed over to the Shree Bhotenamlang Secondary School

for the year 2019. The next Sikaae Mela awaits.

o; d]nfn] ljBfyL{x¿df ;+rf/ Joj:yfkg, sfo{qmd Joj:yfkg, ;dGjo Ifdtf, cflbdf /fd|f] cg'ej k|fKt u/]sf] kfOPsf] 5 . æo; e]usf l6r km/ g]kfnsf !# k|1fyL{x¿sf] hf]z / tfnd]nsf sf/0f g} lIflth l;sfO d]nf eJo / ;Eo ePsf] xf]Æ, ljzfn Gof}kfg], l6r km/ g]kfnsf k|1fyL{n] atfP . cfof]hs ljBfnosf k|wfgfWofkssf] ;xeflutf / pxfFx¿n] o; d]nfsf] :jfldTj lng'ePsf sf/0f cufl8 a9\g] xf};nf ldn]sf] l6r km/ g]kfnsf k|1fyL{n] atfP . æd]nfdf ljBfyL{sf] snf, sf}zn / nugzLntf b]v]/ d Psbd k|efljt ePsf] 5' . o;sf sf/0f ljBfyL{nfO{ k|]/0ff / pmhf{ ldn]sf] 5Æ, kfFrkf]v/L yfª\kfn ufpFkflnsf cWoIf 6f;L nfdfn] atfP .

l6r km/ g]kfnsf !# k|1fyL{x¿sf] b[9tf / w}o{tfsf sf/0f pgLx¿sf] ;kgf jf:tljstfdf kl/jt{g x'g ;kmn eof] . lIflth l;sfO{ d]nfn] l;Gw'kfNrf]ssf] lzIff If]qdf Ps gofF sf]z] 9'+uf yk]sf] 5 . of] d]nfsf] lg/Gt/tfsf nflu >L ef]tf+u b]jL dfWolds ljBfnonfO{ lhDd]jf/L ;'lDkPsf] 5 .

Anu, Ashish, Bibek, Bipin, Bishal, Kalpana, Kalyan, Madhav, Manish, Padam, Sagar,

Sofia and Subash were the first Fellows to be placed in upper Sindhupalchowk. In their

Fellowship, they initated various entrepreneur projects as well as education projects.

cg', cflzif, ljj]s, lalkg, ljzfn, sNkgf, dfwj, dlgif, kbd, ;fu/, ;f]lkmof / ;'jf; u/L hDdf !# hgf kfFrkf]v/L yfª\ukfn ufpFkflnsfdf klxnf] k6s k|1fyL{sf] ¿kdf uPsf lyP . cfˆgf] sfo{sfndf pgLx¿n] ljleGg lzIff / pBdzLntf ;DaGwL kl/of]hgfx¿ ;'? u/]sf lyP .

LIFE-TIME ADVENTURESLEARNING OUTSIDE THE

CLASSROOM

hLjge/sf] cg'ejsIffsf]7f aflx/ l;Sb}

I N F O C U S

A N J A N A P O K H R E L R A B I N D R A D A N G O L

R U S H A A D H I K A R I

S C H O O L

N A R A Y A N I S E C O N D A R Y S C H O O LG I M D I , L A L I T P U R

I N A C T I O N

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

20 21

We’ve all been in a classroom, where a teacher reads from a textbook in a

monotone voice and instead of focusing on the teacher’s lecture we are lost in a

reverie about something else, completely unrelated to coursework. And there are

teachers whose refuse to be boring, their classroom is full of life, and one can see

flashes of interest in the student’s eyes even after the bell rings because the energy

is so high that the students don’t want the class to end.

Three Teach For Nepal Fellows, Anjana Pokharel, Rabindra Dongol and Rusha

Adhikari classroom were full of energy where every day they created these

moments that kept their students stimulated and made learning fun.

For Anjana, Rabindra and Rusha they wanted to create a rich learning

opportunity for their students. Rather than just learn from the books and look at

pictures of local museums, zoos and historic and cultural attraction, they wanted

their students to have real-world experience.

“We wanted to give our students an opportunity to experience the reality of

development and urbanization,” said Adhikari. “School excursion was a way for us

to teach them in an interactive way and also an opportunity for our students to

escape from their unchanging life in the village.”

School excursions usually have certain goals, while some may include historical

objective others might have objective related to the subject. But three Teach For

Nepal Fellows’ Anjana Pokhrel, Rabindra Dangol and Rusha Adhikari wanted to

plan a school trip that would benefit the students and help in their all-around

development of the students. The purpose of the trip for the Fellows was to give

the students an opportunity to see the connection between what is happening

at school and in the real-world. They wanted the students to see what they learn

within the walls of the classroom can help them solve the problems they see in

the world around them and can have a direct impact on who they become later in

their life.

“Every student comes to the classroom with a different experience. We know

that students who have been exposed to many different things do better in

xfd|f] lzIf0f Joj:yfdf /x]sf] ulx/f] c;dfgtfsf] sf/0f xf]nf Psflt/ ;x/L If]qdf lghL ljBfnosf ljBfyL{x¿ b;sf}+b]lv a;df x'n afFw]/ :yfgLo ;+u|xfno, lrl8ofvfgf / ;f+:s[lts w/f]x/x¿sf] e|d0f ul//x]sf e]l6G5g\ . csf]{lt/ clwsf+z ;fj{hlgs ljBfnox¿n] ah]6 sdLsf] sf/0f bzf{O{ z}lIfs e|d0fx¿ /2 ug{ yfn]sf 5g\ . o;sf] ;f]em} c;/ ;fj{hlgs ljBfnodf cWoog/t ljBfyL{x¿sf] 1fgsf] bfo/fdf k/]sf] 5 . o;dfly emg\ ljBfyL{dfly y'kfl/+b} lstfaL d"NofÍg dfkb08x¿sf] sf/0f ;fF:s[lts / Pltxfl;s ;Dkbfx¿ / y'k|} lsl;dsf z}lIfs e|d0fx¿af6 xfl;n x'g ;Sg] 1fg / hfgsf/Lsf] Jofks cjd'Nog x'Fb} uPsf] 5 . s]lxnfO{ z}lIfs e|d0f /fd|f] l;Sg] cj;/ ePsf] 5 eg] s]xLsf] nflu of] s]jn dgf]/Ghgsf] dfWod ePsf] 5 .

cfhsfn xfdL o:tf] jftfj/0fdf 5f}F hxfF …ljBfyL{x¿sf] e|d0fÚ df klg y'k|} lsl;dsf Jojwfgx¿ t]l;{g yfn]sf 5g\ . ;Defljt emGem6sf sf/0f ljBfnoaf6 u/fOg] e|d0fx¿ af]em h;/L lng yflnPsf] 5 . #) hgf ljBfyL{nfO{ ljBfno If]q aflx/ nUg] ;f]r dfqn] klg lzIfsx¿nfO{ dgdf cldnf] cg'ej x'g] ub{5 . o;sf] d'Vo sf/0f ljBfnox¿sf] k|zf;lgs ;+oGq of] dfldnfdf lgSs} cg'bf/ aGb} hfg' xf]. s'g} 36gf 36L xfn] cfdfafa', gft]bf/, 5/l5d]sLaf6 cfpg ;Sg] bafj / ;/sf/L emd]nfsf] sf/0f klg ljBfno k|zf;g ljBfyL{ e|d0fsf] nflu tof/ e}gxfNg] l:ylt 5 .

d]/f] ljrf/df clxn]sf] o'u l8lh6n o'u ePsf] sf/0fn] klg u|fld0f ljBfnoaf6 ljBfyL{x¿nfO{ e|d0fdf nlug' emg} h¿/L 5 . zx/L If]qsf lghL ljBfnox¿n] cfˆgf ljBfyL{x¿nfO{ Pltxfl;s tyf ;fF:s[lts :ynx¿sf] e|d0fsf ;fy} gofF k|ljlwsf] k|of]un] o:tf ;Dkbf / aflx/L ;+;f/sf] hfgsf/Ldf w]/} eGbf w]/} kx'Fr ;Dej agfPsf 5g\ . t/, u|fld0f If]qdf cjl:yt ;fj{hlgs ljBfnosf ljBfyL{x¿sf] nflu o:tf 1fgsf e08f/ / o;n] pTkGg ug]{ lh1f;f;Ddsf] kx'Fr w]/} xb;Dd ;Lldt ePsf] cj:yf 5 . t;y{ ljBfnoaf6 u/fOg] e|d0f ;fj{hlgs ljBfno / ;x/L kl/j]zdf x's]{sf lghL ljBfnosf ljBfyL{x¿ aLrsf] a9\bf] vf8n cln sd ug{ ;Sg] Ps bl/nf] cfwf/ aGg ;S5 .

cfˆgf] kf7\oqmdnfO{ ljb]zL kf7\oqmd ;dfg agfpg] k|of;df l;sfOsf ;fdu|L / z}nL kl/jt{g ul/Fb} nluPsf] 5 . o; lsl;dsf] k|of]usf] cfˆg} dxQ\j eP klg o;n] ubf{ u|fld0f ljBfnox¿;Fu ePsf] ;Lldt ;|f]t gofF z}nL / ;fdu|L ckgfpg vlr{OG5 . kmn:j¿k z}lIfs

school,” said Adhikari. “In order to be successful in curriculum, students need to

relate what they read to what they’ve experienced. To think broadly, students need

to have a variety of experiences.”

Taking 30 students for a school trip 65 kilometer away from Gimdhi, Lalitpur

was not going to be easy for the Fellows, with such an inflation in the country

and limited resources, Adhikari, Dangol and Pokhrel had to come up with a plan to

raise the fund as well as persuade business leaders and philanthropist for their time

and support.

During the initial stage, the trio listed down the names who could provide

financial support and who could contribute their time and knowledge. “Resources

are always lacking but money cannot solve all problems”, said Pokhrel. “We

wanted time and support more than money.” They listed the names of people and

organization within their personal network. After compiling the names of people

and organization they started reaching out to them. They presented their case to

persuade prospective contributors, while some were unable to support the trip,

they did not lose hope and did regular follow up to make sure they reached their

goals. During the stage, students also started saving up money to make sure they

can contribute to the goals set by the three Fellows.

Planning a school trip was not easy and making the arrangements were also not

something that they were able to do in a day or two. A lot of things went into work

to make the trip successful - from arranging transportation to accommodations

and conveyance and everything else.

“Every student comes to the classroom with a different experience. We know that students who have been exposed to many different things do better in school.In order to be successful in curriculum, students need to relate what they read to what they’ve experienced.”

e|d0fsf nflu rflxg] ;|f]t ;fwglt/ ljBfno k|zf;g Tolt hf]8 lbFb}g . e|d0f;Fu hf]l8Psf] cK7\of/f]n] pTkGg u/]sf] lg/fzf t 5Fb} 5 . o;sf] l;w} df/df oL ljBfyL{x¿sf] e|d0f ug{ kfpg] clwsf/ kg{ uPsf] 5 . sIffsf]7feGbf aflx/sf cg'ejaf6 l;Sg] clwsf/ ;x/sf x'g]vfg] ljBfnosf ljBfyL{x¿nfO{ dfq xf]Og ;a}nfO{ x'gk5{ . rfx] glhs}sf] u'Daf, ;fj{hlgs pBfg, k':tsfno, /]:6'/fF, xf]6]n jf a}+s x'Gf\, ltgsf e|d0fn] ljBfyL{x¿sf] jf:tljs b'lgofFsf] a'emfOdf w]/} of]ubfg k'of{pg ;S5 .

z}lIfs e|d0fx¿ sf] k|foM ljz]if p2]Zox¿ x'G5g\. lzIfsx¿dWo] s;}n] Oltxf;sf] 1fg lbnfpg ljBfyL{x¿nfO{ n}hfg] u5{g\ eg] cGo s]xLn] cfˆg} ljifo ;DaGwL 1fg ulx/f] agfpg n}hfG5g\ . l6= Pkm= Pg= sf tLg k|1fyL{x¿ cGhgf kf]v/]n, /laG› 8+uf]n / ?zf clwsf/Lsf] rfxgf cfˆgf ljBfyL{x¿sf] ;du| ljsf;df ;xof]u k'of{pg] lsl;dsf] e|d0f ;Dej u/fpg' lyof] . ljBfnodf x'g] ultljlw / aflx/L b'lgofFdf x'g] oyfy{aLrsf] ;DaGw e|d0fx¿n] b]vfpg'k5{ eGg] pgLx¿sf] ;f]rfO{ lyof] . sIffsf]7fdf l;sfPsf s'/fn] jf:tljs b'lgofFsf ;d:ofx¿ ;dfwfg ug{ ;xof]u k'of{pF5 / pgLx¿sf] eljio agfpg 7"nf] e"ldsf v]N5 eGg] s'/f e|d0faf6 ljBfyL{n] l;s'g\ eGg] pgLx¿nfO{ nfu]sf] lyof] .

æljBfyL{x¿ km/s–km/s k[i7e"ldaf6 sIffsf]7fdf cfPsf x'G5g\ . xfdLnfO{ s] yfxf 5 eg] ljleGg lsl;dsf kl/l:yltx¿ cg'ej u/]sf ljBfyL{x¿n] g} plrt glthf Nofpg ;Ifd x'G5Gf\Æ,clwsf/Ln] elgg\ . æsIffsf]7fdf ;kmn x'g ljBfyL{x¿n] k9]sf s'/fnfO{ cfˆgf] ef]ufO;Fu hf]8\g ;Sg'k5{ . Pp6f km/flsnf] ljrf/wf/f /fVg ljBfyL{x¿n] ljleGg lsl;dsf k|ToIf cg'ejx¿ kfPsf] x'gk5{ .Æ

o:tf] kl/l:tlydf ;Lldt ;|f]t–;fwgsf] sf/0f nlntk'/sf] luDbLaf6 #) hgf ljBfyL{nfO{ z}lIfs e|d0fsf nflu #) lsnf]ld6/ k/sf] :yfgdf n}hfg' TolQ ;lhnf] sfo{ lyPg . To;}n] of] ;d:of ;dfwfg ug{ oL tLg k|1fyL{x¿nfO{ Pp6f of]hgf agfpg' lyof] . o;}ul/ :yfgLo Jofkf/L tyf ;dfh;]jLx¿af6 pgLx¿sf] ;do, cfly{s ;xof]u tyf ;dy{gsf] nflu dgfpg' lyof] .

;'?cftdf oL tLgn] ;a} JolQmsf gfdx¿ ;+sng u/] h;n] cfly{ssf ;fy} cfˆgf] ;do tyf 1fg of]ubfg u/]/ ;xof]u ug{ ;Sy] . æ;|f]t / ;fwgsf] sdL t x'G5 t/ k};fn] g} ;a} ;d:ofx¿ ;dfwfg ug{

A N N UA L R E P O R T 2 0 1 7 / 1 8

22

The tour was a life-time adventure for the students, the visit to to a museum,

zoo and cultural heritage site gave students an opportunity to experience the

reality of development and urbanization. It was also an escape from their tough

life in village. “I thought my life would just go on as it is but this tour has made me

realize that I can be an inspiration to others in the days to come,” said a student.

“Before the trip, I had no plans to carry on my studies after grade 10 but now I

want to continue my study.”

The trip planned by Adhikari, Dangol and Pokhrel has inspired many other

Fellows to take their students from the confines of classroom to exciting learning

journey in new places and through new experiences, being part of the place for a

day and social interaction with classmates, teachers and other visitors.

;Sb}g,Æ kf]v/]nn] elgg\ . æxfdLnfO{ k};feGbf ;do / ;dy{gsf] a9L cfjZostf lyof].Æ pgLx¿n] cfˆgf] ;Dks{df ePsf JolQmx¿sf] gfd l6Kg yfn] / pgLx¿nfO{ ;Dks{ ug{ yfn] . of]hgfsf] k|:tfj ub}{ hfFbf s]xL JolQmx¿n] ;xof]u ug{ g;Sg] cj:yf b]lvg yfNof] . t}klg pgLx¿n] cfˆgf] cfzf 5f]8]gg\ . a? cfˆgf] p2]Zo k'/f ug{ 86L s;]/ nflu k/] . of] cj:yfdf ljBfyL{x¿n] klg e|d0fsf nflu s]xL k};f hu]gf{ ug{ yfn] .

ljBfnosf] Tof] e|d0f of]hgf ug{' Tolt ;lhnf] lyPg / ;a} s'/fsf] Joj:yfkg ug{' klg Ps jf b'O{ lbg dfq}df e}xfNg] sfd lyPg . e|d0f ;kmn agfpg y'k|} s'/fx¿sf] Joj:yfkg ug{ h¿/L lyof] . oftfoft ;fwgb]lv lxF88'n, vfgfa:g tyf ;'/Iffsf] Joj:yfkg h:tf y'k|} s'/fsf] rf+hf]kf+hf] ldnfpg h¿/L lyof] .

of] e|d0f ljBfyL{x¿sf nflu lhGbuLs} pT;fxk"0f{ e|d0f /xg uof] . ;+u|fno, lrl8ofvfgfsf ;fy} ;f+:s[lts dxTj af]s]sf ;Dkbfx¿sf] e|d0fn] ljBfyL{x¿nfO{ cfˆgf] b]zsf] Oltxf;,;f+:s[lts w/f]x/, ljsf; tyf ;x/Ls/0faf/] oyfy{df hfGg] df}sf kfP . Ps lbgsf nflu eP klg ufpFdf latfO/x]sf] cfˆgf] lbgrof{ eGbf gf}nf] cg'ej ug]{ df}sf ldNof] . ædnfO{ d]/f] lhGbuL o:t} hfG5 h:tf] nfu]sf] lyof] t/ o; e|d0fn] dnfO{ d klg c¿sf nflu Pp6f clek|]/0ff aGg ;S5' eGg] s'/f l;sfPsf] 5,Æ Pp6f ljBfyL{n] eg] . pgn] cufl8 eg], æo; e|d0fdf hfg'cufl8 !) sIff kl5 k9fO hf/L /fVg] d]/f] of]hgf lyPg t/ ca dnfO{ d]/f] k9fOdf lg/Gt/tf lbg dg 5 .Æ

clwsf/L, 8Ëf]n / kf]v/]nn] of]hgf u/]sf oL ofqfx¿n] cGo w]/} k|1fyL{x¿nfO{ cfˆgf ljBfyL{x¿nfO{ sIffsf]7fsf] bfo/feGbf aflx/ nu]/ gofF 7fpF b]vfpg / gofF cg'ejx¿ u/fpg k|]/0ff lbPsf] 5 . gofF 7fpFdf Ps lbg eP klg latfP/ ;fyL, lzIfs tyf cGo JolQmx¿;Fu cGt/lqmofaf6 pT;fxk"0f{ l;sfOsf] ofqfdf n}hfg] pTk|]/0ff hufPsf] 5 .

Anjana completed her BSC in Computer Science and Information Technology from

Amrit Science College, Rabindra Dangol completed his M.Sc. (Microbiology) and M.A.

(Sociology) from Tri-chandra Campus and Rusha Adhikari completed her Bachelor's

in Business Administration from Quest International College. They taught in Narayani

Secondary School in Gimdi, Lalitpur from the year 2015-17.

cGhgfn] cd[t ;fOG; sn]haf6 sDKo'6/ ;fOG; tyf OGkmd]{;g 6]Sgf]nf]hLdf :gfts k"/f u/]sL l5g\ . /ljG›n] lqrG› SofDk;af6 dfOqmf]afof]nf]hL / ;dfhzf:qdf :gftsf]Q/ u/]sf 5g\ eg] ?;fn] Sj]:6 OG6/g]zgn sn]haf6 aL=aL=P= u/]sL l5g\ . pgLx¿n] ;g\ @)!% b]lv @)!& ;Dd nlntk'/sf] luDbLdf km]nf]l;k u/]sf lyP .

COHORT 2018FELLOWS REPRESENT ONLY 5% OF THOSE WHO APPLIED FOR

THE FELLOWSHIP REFLECTING ITS HIGHLY SELECTIVE NATURE

70FELLOWS

6DISTRICTS

51SCHOOLS

BRINGING THE TOTAL NUMBER OF FELLOWS TO 110

COHORT 2018

Over 50% studied science,technology or engineeringat university.

Over 19% studied abroadfor undergraduate andgraduate degrees.

100% have significantleadership experiencefrom diverse areas.

45% OF FELLOWSARE FEMALE 55% OF FELLOWS

ARE MALE

50%STEM

26%Management

16%

Social Science & Humanities

7%Health

1%Education

81%Nepal

15%India

2%United States of America

2%United Kingdom

æljBfyL{x¿ km/s–km/s k[i7e"ldaf6 sIffsf]7fdf cfPsf x'G5g\ . xfdLnfO{ s] yfxf 5 eg] ljleGg lsl;dsf kl/l:yltx¿ cg'ej u/]sf ljBfyL{x¿n] g} plrt glthf Nofpg ;Ifd x'G5Gf\ . sIffsf]7fdf ;kmn x'g ljBfyL{x¿n] k9]sf s'/fnfO{ cfˆgf] ef]ufO;Fu hf]8\g ;Sg'k5{ . Pp6f km/flsnf] ljrf/wf/f /fVg ljBfyL{x¿n] ljleGg lsl;dsf k|ToIf cg'ejx¿ kfPsf] x'gk5{ .Æ

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

24 25

TEACH FOR NEPAL 2018 COHORT

We announced opening of our Fellowship program on July 1st, 2017, with the Final Application deadline on December 10th, 2017. During the period about 4000 individuals registered on our website. Among them 1321 applied.

TOTALREGISTRATION

4447TOTALAPPLICATION

1321SELECTEDFellowS

70

l6r km/ g]kfn@)&% sf]xf]6{

xfdLn] @)&$ ;fn c;f/ !& ut] km]nf]l;ksf] cfj]bgsf] nflu cfXjfg uof}{F . km]nf]l;kdf cfj]bgsf] Dofb @)&$ d+l;/ @$ ;Dd lyof].. of] ;dodf sl/a $ xhf/

hgfn] km]nf]l;kdf gfd btf{ u/] eg] !# ;o eGbf a9Ln] cfj]bg lbP .

s"n btf{ ;+Vof

$$$&s"n cfj]bg ;+Vof

!#@!

5gf}6 ePsf k|1fyL{

&)

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

26 27

DIALOGUE WITH APRINCIPALk|wfgfWofks;Fu ;+jfb

I N F O C U S

L A L B A B U Y A D A V

S C H O O L

S H R E E S E C O N D A R Y S C H O O LM I T H I L E S H W O R , D H A N U S A

Interviewed by Bipin Maharjan

Can you share some words on your understanding and experience about the

Fellows from Teach for Nepal?

When I came to this school the Teach For Nepal Fellows were already serving

here for the past one year. Until this day, I have worked with the Fellows for three

years now. I have found them very aware of what they are doing and what they

want to achieve. They are not only active in their classrooms but also very good

at extra-curricular activities. They involve themselves with the students focusing

on the overall development of the students. This has really benefitted our school

and students a lot. Even we can learn a lot from them. They have a discipline of

preparing their daily and weekly work plan for their class and target to deliver it

accordingly. I have found them to be prepared all the time.

What changes do you see in the learning achievements of the students after

the Fellows from Teach For Nepal started teaching?

A lot of improvement in the learning achievements of the students can be

witnessed recently. I have found the Fellows to be quite proficient. Students are

not only learning from the books but also from the practical exercises that the

Fellows involve them in. For e.g. education tours, games, awareness programs and

social involvement, etc.

Fellows also make sure that they involve female students in many activities.

When they found that the girl’s participation in the activities involving boys was

significantly low, they started conducting activities like female quiz contest, female

essay competition etc. These activities were designed deliberately to enhance

participation from the female students. This initiation was successful to have the

female students come forward and show their participation unhesitatingly.

It becomes infeasible for our school to participate in training programs when they

are organized in Kathmandu. We can not afford it. To overcome this problem the

Fellows came with the idea of organizing some fundraising events like putting

handicrafts stalls. They were successful in generating funds that could be used to

organize training and ensure participation. Some other events like labor donation

camps organized by Fellows have also managed to impart students with extra

knowledge. All these activities have enabled our students, and also the school itself,

to navigate interest in diverse fields while also motivating to move ahead. This has

altogether had a positive influence over student’s learning.

What are the Fellows doing to enhance social awareness among the students?

Teach For Nepal Fellows have also taken initiations that intends to improve the

social relationship between Terai and Hills communities. Last year, a prestigious

school from Kathmandu visited our school in coordination from Teach For Nepal

and its Fellows. In this visit, there were some exchanges among students on the

cultures of Kathmandu and Dhanusha. The students from both the schools got an

opportunity to witness and learn the diversities of language, ethnic communities

that exist in both these regions. I think that these initiation has helped to bridge

the prevailing gap between Hill and Terai, be it on a small scale.

They have also raised their voice against the improper practices that prevail in our

society. We have a big problem of child marriage here. The Fellows act against

child marriage by organizing social campaigns to raise public awareness against it.

They have also managed to stop 3-4 of such marriages. I have also found Fellows

working towards making their students legally conscious.

Until now we have understood learning as going to the classrooms and giving

bookish knowledge to the students. This idea of learning is very limited in itself.

Learning should be taken in a broader sense that enables students to prepare

themselves for the future; make them able to handle the risk and challenges they

laut @! jif{ b]lv lzIf0f k]zfdf cfa4 nfnafa' ofbj xfn ldlynf

laxf/L gu/kflnsfl:yt >L df lj ldlyn]Zjf]/df k|wfgfWofkssf ¿kdf

x'g'x'G5 . pxfF la=P:f\=;L= ptL0f{ u/]/ lzIf0f k]zfdf nfUg'ePsf] xf] .

l6r km/ g]kfnsf k|1fyL{x¿ ;Fusf] cg'ej / a'emfO{ s:tf] /x]sf] 5 <

d of] ljBfnodf cfPsf] a]nf l6r km/ g]kfnsf k|1fyL{x¿ n] Ps jif{

sfd ug{' e};s]sf] lyof] . d}n] # jif{ l6r km/ g]kfnsf k|1fyL{x¿ ;Fu

sfd u/] . d}n] pxfFx¿ w]/} hfu?s kfPsf] 5' . pxfFx¿ k7gkf7gdf dfq

geP/ cltl/Qm lqmofsnfkdf klg w]/} /fd|f] ePsf] d}n] dx;'; u/]sf] 5' .

ljBfyL{sf] rf}tkmL{ ljsf;sf nflu pxfFx¿ nflu kg{'x'G5 . o;af6 xfd|f]

ljBfnosf] k|ult ePsf] 5 . pxfFx¿ af6 w]/} l;Sg] s'/f 5g\ . pxfFx¿ n]

;fKtflxs tyf b}lgs sfo{of]hgf tof/ ug{'x'G5 / To;}nfO{ cfwf/ agfP/

cWofkg u/fpg'x'G5 . pxfFx¿ ;Fw} tofl/L cj:yfdf kfPsf] 5' .

l6r km/ g]kfnsf k|1fyL{x¿n] lzIf0f u/fpg yfn]kl5 ljBfyL{sf] l;sfO{ pknlAwdf s:tf] k|efj k/]sf] 5 <

ljBfyL{sf] l;sfO pknlAwdf klxn]sf] eGbf clxn] w]/} ;'wf/ ePsf] 5 .

l6r km/ g]kfnsf k|1fyL{x¿ w]/} g} lgk'0f{ kfPsf] 5' . ljBfyL{x¿n] lstfaL

1fg;Fu Jojxfl/s 1fgaf6 klg l;Sg kfO/x]sf 5g\ . h:t} e|d0f,

v]ns'b, r]tgfd'ns sfo{qmd, ;fd'bflos ;xeflutf, cflb .

pxfFx¿ n] ljBfnodf 5fqfx¿ nfO{ klg w]/} lqmofsnfkdf ;+nUg

u/fpg'ePsf] 5 . 5fq / 5fqfx¿ ;fd]n eP/ ul/Psf] lqmofsnfkx¿

df5fqfsf] e"ldsf Go"g b]lvof] . o;sf] ;dfwfgsf] ¿kdf 5fqf

xflh/Lhjfkm, 5fqf lgaGw k|ltof]lutf h:tf k|ltof]lutf Nofpg' eof] .

o;n] ubf{ oxfFsf 5fqfx¿ klg cufl8 a9\g] cj;/ kfP . ljBfnosf

nflu e|d0f nufotsf ljleGg tflnddf sf7df8f}+df hfg cfly{s ¿kdf

sl7g x'g] u5{ . o;sf] nflu pxfFx¿ n] cfly{s ;Íngsf nflu w]/}

sfo{qmd h:t} x:tsnf agfpg] / lalqm ug]{, >dbfg sfo{qmd ug{'eof] .

o:tf sfo{qmdn] cfly{s ;Íng ;Fu} ljBfyL{x¿ nfO{ cltl/Qm 1fg klg

kfPsf] b]lvG5 .

oL ;a} sfdn] ubf{ ljBfyL{ / ljBfnosf] ljleGg ljwfdf ?rL a9\g'sf

;fy} cuf8L a9\g k|]/0ff kfPsf] 5 . of] ;a}n] ubf{ ljBfyL{sf] l;sfOdf

;sf/fTds k|efj k/]sf] 5 .

d}n] of] eGb} ubf{ g]kfn ;/sf/sf lzIfsx¿ sflan 5}g eGg vf]h]sf]

xf]Og . pxfFx¿ klg g]kfn ;/sf/af6 tflnd lnP/ cfpg'x'G5. pxfFx¿

lgk'0f{ x'g'x'G5 t/ clnslt xfdLn] Jojxf/df ;'wf/ ug{'kg]{ 5 .

l6r km/ g]kfnsf k|1fyL{]x¿n] ljBfyL{x¿ sf] ;fdflhs r]tgf ljsf;sf nflu s] s] ul//x]sf 5Gf\ <

l6r km/ g]kfnsf k|1fyL{x¿ n] t/fO{ / kxf8 aLrsf] ;DaGw ;'wf/ ug{

klg sbd rfn]sf 5g\ . ut jif{ l6r km/ g]kfns} ;xof]udf sf7df08f}sf]

Ps k|ltli7t ljBfnon] oxfF e|d0f u/]sf] lyof] . pQm e|d0fdf sf7df8f}F

/ wg'iffsf] ;+:s[lts cfbfgk|bfgsf ;fy} b'j} ljBfnosf ljBfyL{x¿n]

efiff, hfthflth:tf w]/} s'/fx¿ l;Sg kfP . o;n] ubf{ t/fO{ kxf8

aLrsf] vfN8f] k'g]{ sfd u/]sf] dx;'; ePsf] 5 .

pxfFx¿n] ;dfhdf /x]sf ljs[lt lj?4 cfjfh p7fpg' ePsf] 5 . oxfF

afn ljjfxsf] Psbd 7"nf] ;d:of 5 . afn ljjfx la?4 pxfFx¿ n]

;fdflhs cleofgsf dfkm{t hgr]tgf km}nfpg] ug{'ePsf] 5 . To:t}

pxfFx¿ sf] g]t[Tjdf #–$ j6f afn ljjfx /f]s]sf] klg 5 . sfg'gL¿kdf

ljBfyL{x¿ nfO{ ;hs agfpg klg k|1fyL{x¿ nflu/x]sf] kfPsf] 5' .

xfnsf] cj:yfdf xfdL l;sfO eg]sf] sIffdf hfg], lstfaL 1fg lbg] nfO{ dfq l;sfO eG5f} h'g unt a'emfO{ xf] . l;sfO t o:tf] x'g'k5{ h;n]

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

28 29

might have to encounter in the future. The Teach For Nepal Fellows understand this

as a priority and work towards enabling it.

What have you tried from your side to improve your relationship with the Teach

For Nepal Fellows? How is the relationship between the Fellows and other

teachers in the school at present?

We have a good relationship between us. They respect our positions and our

teachers also respect them likewise. In my view the Fellows have acted as a

bridge; they work very hard and looking at them at work motivates other teachers

to dedicate themselves similarly. In our school we have started to organize

extracurricular activities at least once a month. The Fellows lead such activities

and we teachers and staffs support in making it possible. Before any activity is

organised, the Fellows discuss among themselves and build a proper plan. They

inform me on the plan which is then formally proposed in the staff meeting. The

Fellows carry their every initiative in the same way, thus also respecting the views

of other teachers. Their proposals are always about initiatives that are important

for the society and how it can be addressed through collaboration.

How do you explain the relationship you have with the Fellows?

We exchange our learnings. The Fellows are so motivated that they often

contribute more time to school than the regular school hours from 10-4. This also

motivates us to work harder and contribute similarly. In my view our relationship

has grown stronger.

What plans do you have to make the school functioning more effective in the

future?

We have planned to operate the classes in the school in near future by

incorporating ICT. We have also planned to conduct extra-curricular activities,

targeting the overall development of the students, in a managed way. We are

ubf{ ljBfyL{n] eljiosf] tof/L ug{ ;sf];\ . p;sf] hLjgdf cfOkg]{

;d:ofx¿ sf] ;fdgf ug{ ;sf]; . o;}nfO{ Wofgdf /fvL l6r km/

g]kfnsf k|1fyL{x¿ n] sfd u5{g\ .

l6r km/ g]kfnsf k|1fyL{x¿ ;Fu ;DaGw lj:tf/ ug{ s] s] kxn ug{' eof]< xfn l6r km/ g]kfnsf k|1fyL{x¿ / lzIfsx¿ sf] ;DaGw s:tf] 5 <

xfd|f] ;DaGw w]/} /fd|f] 5 . pxfFx¿n] xfdLnfO{ w]/} ;Ddfg ug{'x'G5 / xfd|f]

lzIfsx¿n] klg plQ g} ;xof]u / ;Ddfg ug{'x'G5 . l6r km/ g]kfnsf

k|1fyL{x¿ n] k'nsf] sfd ug{'ePsf] h:tf] nfU5 . pxfFx¿ w]/} ldlxg]t

ug{'x'G5 h;n] ubf{ ldlxg]t sd ug]{nfO{ klg pxfFx¿ b]v]/ phf{ ldN5 /

sfd ug{ yfNg'x'G5 . h:t} xfd|f] ljBfnodf sDtLdf dlxgfdf Ps k6s

cltl/Qm lqmofsnfkx¿ x'g] u5{ . pQm sfo{qmdsf] g]t[Tj l6r km/

g]kfnsf k|1fyL{x¿n] ug{'x'G5 . xfdL pxfFx¿nfO{ ;xof]u ul//x]sf x'G5f} .

s'g} klg sfo{ ug{ cl3 k|1fyL{x¿ cfk;L 5nkmn u5{g\ / of]hgf

agfp5g\ . To; of]hgfnfO{ pxfFx¿n] dnfO{ hfgsf/L u/fO{ :6fkm a}7sdf

k|:tfj /fVg'x'G5 . pxfFx¿n] ;a} sfd oxL cg';f/ ug{'x'G5 . ;xsfo{sf]

gd'gf k|:t't ub}{ ;dfhnfO{ cfjZos sfo{qmd Nofpg'x'G5 .

k|1fyL{x¿ ;Fusf] ;DaGwnfO{ tkfO{n] s'g ¿k lng' ePsf] 5 <

xfdL l;sfOsf] cfbfgk|bfg u5f}{+ . l6r km/ g]kfnsf k|1fyL{x¿ !)–$ dfq

x}g Tof] eGbf w]/} ;do ljBfnodf lbg' x'G5 h;n] xfdL ;a}nfO{ cem}

sfd ug{ k|]l/t ul//x]sf] 5 . of] ;DaGw dha't ePsf] d]/f] a'emfO 5 .

ljBfno cem} k|efjsf/L agfpgsf nflu tkfO{sf] cfufdL of]hgf s] s] 5g\ <

cfufdL jif{x¿df o; ljBfnodf cfO;Ll6sf] k|of]u u/L sIff ;+rfng ug]{

of]hgf agfPsf 5f}F . ljBfyL{sf] ljsf;sf nflu cltl/Qm lqmofsnfknfO{

Jojl:yt¿kdf ;+rfng ug]{, :yfgLo ;/sf/ ;Fu ldn]/ ljBfnonfO{

looking ahead to turn this school into a model school in coordination with the local

government. We along with our staffs are working to device a proper strategy to

make this possible. We are intending to bring English as a medium of teaching in

the school in near future. We have also taken substantial steps to realize it. The

process to connect CCTV camera inside the school premise is underway. I think

Teach For Nepal can play here an important role to guide this school forward. Not

only this school, Teach for Nepal needs to play an effective role to improve the

quality of the schools in this municipality.

What are some of the challenges faced by Fellows?

Fellows in our school take classes of grades 6-10. They work very hard to improve

the competence of students. However, as the quality of service delivered in the

primary level is not so effective it is hampering the targeted output overall.

Bringing positive changes in education is possible but it takes time. In spite of this,

we have witnessed some positive changes when we compare it to the output we

had in the past.

What kind of impression does the Teach For Nepal Fellows have on the

community?

They have been able to create a positive impression in our community. They give

most of their time outside their school hours interacting with the parents in the

community. If any student is having some problems the Fellows go to their home

to inquire about the problem and to understand it closely. They interact with their

parents and try to find out a suitable solution. As they have strengthened their

relationship with the parents, the parents have started showing more interest in

the school. The number of parents who attend the school meeting has relatively

increased.

gd'gf ljBfno agfpg] of]hgf x'b} 5 . To;}sf] nflu ljBfnosf :6fkmx¿

klg nflu/x]sf 5g\ . o;sf] nflu plrt /0fgLlt agfO cl3 a9\g] of]hgf

5 . c+u|]hL dfWodaf6 ;Dk"0f{ sIff ;+rfng ug{ sbd rflnPsf] 5 . gofF

k|ljlw h:t} ;L;Ll6eL Sofd]/f ljBfnodf leTof{pg] of]hgf eO/x]sf] 5

. ljBfno cl3 a9fpg l6r km/ g]kfnsf] e"ldsf dxTjk"0f{ b]V5' . o;

gu/kflnsfsf ljBfnox¿ ;'wf/ ug{ l6r km/ g]kfnn] 7'nf] e"ldsf

v]Ng h?/L 5 .

k|1fyL{x¿n] ef]Ug] d"Vo r'gf}ltx¿ s] s] x'Gf\ <

pxfFx¿ n] cWofkg u/fpg] sIff ^–!) xf] . oL sIffx¿ df k|1fyL{x¿n]

w]/} ldx]gt u/]/ k9fpg'x'G5 . t/ k|flj tx sdhf]/ ePsf]n] ;f]r]

cg'¿ksf] glthf kfpg ufx|f] ePsf] 5 . k'j{ 1fgsf] sdL ePsf]n] ;a}

hgfn] ldlxg]t w]/} ug{' k/]sf] 5 . ldlxg]t cg';f/sf] ;'wf/ kfPsf 5f}F .

lzIffdf kl/jt{g ;Dej 5 t/ ;do nfUg] 5 . t'ngfTds ¿kdf ;'wf/

eg] kSs} 5 .

l6r km/ g]kfnsf k|1fyL{x¿n] oxfFsf] ;d'bfodf s:tf] k|efj kfg{ ;kmn eP <

pxfFx¿n] oxfFsf] ;d'bfodf /fd|f] k|efj kfg{ ;kmn x'g'ePsf] 5 . ljBfno

;doeGbf afx]s pxfFx¿n] cleefjsx¿;Fu ;d'bfod} uP/ cGt/lqmof

ug{'x'G5 . s'g} ljBfyL{nfO{ ;d:of k/] pxfFx¿ ;d:ofsf] d"n sf/0f

a'‰g pQm ljBfyL{sf] 3/df hfg'x'G5 . ljBfyL{sf] cleefjs;Fu 5nkmn

u/L ;d:ofsf] ;dfwfg vf]Hg nfUg'x'G5 . pxfFx¿ cfkm}F ;d'bfodf hfg'

x'G5 / cleefjs;Fu ;DaGw lj:tf/ ug{'x'G5 . o;n] ubf{ ljBfnodf

cleefjssf] ?rL a9\g yfn]sf] kfOPsf] 5 . klxn]sf] t'ngfdf

cleefjssf] ljBfnosf] a}7sdf pkl:ylt a9]sf] 5 .

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

30 31

To give you an example, recently the Fellows were successful to stop one of their

student from getting married. Understandably, this would be a child marriage. The

Fellows went to their home, interacted with the parents and convinced them. They

had also discussed this issue with me and we were successful to stop the marriage.

Similarly, the Fellows have organised awareness programs to aware the community

against the prevailing superstitions.

How has the community perceived the efforts of these Fellows?

The community has taken the efforts of the Fellows in a positive manner. The

community take keen interest on what the Fellows are doing and regularly evaluate

their work. They have developed a bond with the Fellows. Recently, when one batch

of the Fellows was being farewelled most of the parents became emotional. Some

of the parents even requested me to not send the Fellows back. The community is

also happy with the new Fellows that have arrived.

Do you have any suggestions for Teach For Nepal and its Fellows?

The work Teach For Nepal is doing is wonderful. It should try to make it more

effective. The work they are doing will also enhance their reputation. I wish they

become able to expand their service to more schools and students. I wish their

education movement to succeed in every possible way.

pbfx/0f lbP/} eGg] xf] eg] ev{/} pxfFx¿n] Ps hgf ljBfyL{sf] afn

ljjfx /f]Sg ;kmn x'g'ePsf] 5 . pxfFx¿n] Tof] ljBfyL{sf] 3/df uP/

ljBfyL{sf] cfdf a'jfnfO{ ;DemfO{ a'emfO{ ug{'eof] . pxfFx¿n] d ;Fu klg

;Nnfx ug{' eof] / xfdL ;a} ldn]/ afn ljjfx /f]Sg ;kmn eof} . To:t}

k|1fyL{x¿n] ;dfhdf /x]sf cGwljZjf;x¿sf] cGTo ug{ klg nflu/x]sf

5g\ h;sf] nflu pxfFx¿n] hgr]tgf d'ns sfo{qmdx¿sf] cfof]hgf ug{'

ePsf] 5 .

l6r km/ g]kfnsf k|1fyL{x¿sf] sfo{nfO{ oxfFsf] ;d'bfon] s:tf] ¿kdf lnPsf] b]lvG5 <

;d'bfon] pxfFx¿sf] sfdnfO{ ;sf/fTds ¿kn] lng'ePsf] 5 . ;d'bfon]

pxfFx¿sf] sfdnfO{ d'Nof+sg ug{'x'G5 . kl5Nnf] k6s k|1fyL{sf] labfO ubf{

;a} cleefjs efj's x'g'eof] . slt hfgfn] dnfO{ pxfFx¿ gk7fpg' eg]/

cfu|x klg ug{' eof] . clxn] k|1fyL{x¿af6 klg ;d'bfo v';L 5 .

l6r km/ g]kfn / k|1fyL{x¿nfO{ tkfO{sf] s]xL ;'emfj 5 <

l6r km/ g]kfnn] h'g sfd ul//x]sf] 5 Tof] sfd cem} ;zQm ¿kdf cl3

a9fpg' k5{ / cem} k|efjsf/L 9+un] cufl8 a9\g h?/L 5. pxfFx¿n] ul//

xg' ePsf] sfdn] pxfFx¿sf] g} k|lti7f a9\5 . pxfFx¿sf] sfdn] ubf{

clxn] hlt klg ljBfnodf k|efj kfg{ ;kmn x'g'ePsf] 5 Tof] eGbf w]/}

ljBfnodf k|efj kfg{ ;kmn xf];\ eGg rfxG5' .cem} w]/} ldlxg]t u/]/

z}lIfs cleofgsf] ;kmntfsf] sfdgf ub{5' .

CONVERSATION WITH A RESOURCE PERSON

;|f]t – JolQm;Fu jftf{nfk

I N F O C U S

U D D H A V C H A U L A G A I N

R E S O U R C E C E N T E R

M E L A M C H I - 1

B H O T E C H A U R , S I N D H U P A L C H O W K

Interviewed by Bipin Maharjan

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

32 33

How have you been observing the work by Teach For Nepal Fellows?

Teach For Nepal Fellows are involved in an Educational movement. Their work is

really praised worthy. Among 10 high schools in this RC, in 5 schools 13 Teach For

Nepal Fellows are working. This has helped in students’ all-round development

and Fellows have helped students to show them the path to success. Fellows have

played a significant role in educational improvement in these 5 schools.

How should Fellow and existing teacher collaborate for educational

improvement?

There should be mutual understanding and unity between Fellows and existing

teacher for uplifting education quality. Cooperation and unity will definitely bring

educational transformation quickly. In the schools where Fellows are working, I can

see unity and coordination between Fellows and teachers. We have observed many

programs being held due to this unity and coordination. “Khitiz Learning Fair”,

Inter school exams are a few of the examples. This proves there is a good relation

between Fellows and teachers. This unity and coordination have help school, as well

as society, grow.

What should Fellows do to make there work more effective?

Teach For Nepal’s movement is very praiseworthy till date. The movement needs to

grow only then it will be successful. Improvement can be seen in the school where

Teach For Nepal Fellows are working. Teach For Nepal needs to place Fellows in

rest of the schools of this RC and also conduct educational activities in primary

level as well.

How has the local government (Paanch Pokhari Thangpal Rural Municipality)

collaborated with Teach For Nepal Fellows’ work?

Local government have been observing Fellows work closely. They have signed

MOU with Teach For Nepal for supporting financially in the movement. The local

government is considering Teach For Nepal as the important factor to bring change

in education. Government have taken Teach For Nepal’s movement as an exemplary

movement which they say should be followed up by others as well.

-;|f]t JolQmsf] ¿kdf !& jif{b]lv sfo{/t p4jk|;fb rf}nfufO{F xfn ;f]xL lhDd]jf/Ldf l;Gw'kfNrf]ssf] kfFrkf]v/L yfª\kfn ufpFkflnsfsf] lzIff zfvfdf cfj4 x'g'x'G5 . ( jif{ lzIf0fsf] klg cg'ej ePsf rf}nfufO{F;Fu l6r km/ g]kfn;Fusf] cg'ejaf/] ul/Psf] ;Djfb ._

l6r km/ g]kfnsf k|1fyL{x¿sf] sfdnfO{ s'g ¿kdf x]g{'ePsf] 5 <

l6r km/ g]kfnsf k|1fyL{x¿ z}lIfs cleofgdf nfu]sf 5g\. pgLx¿n] u/]sf sfd ;fFlRrs} pNn]vgLo tyf ;/fxgLo 5g\. kfFrkf]v/L yfªkfn ufpFkflnsfsf % dfWolds ljBfnodf !# k|1fyL{x¿ sfo{/t 5g\ . o;af6 ljBfyL{sf] rf}tkmL{ ljsf;df ;xof]u k'Ub} pgLx¿sf] z}lIfs u'0f:t/ clej[l4sf nflu Ps dfu{bz{s ag]sf] kfOPsf] 5 . pxfFx¿n] oxfFsf] z}lIfs u'0f:t/ ;'wf/df ;/fxgLo e"ldsf v]Ng'ePsf] 5 .

oxfFsf] ljrf/df z}lIfs ;'wf/sf nflu l6r km/ g]kfnsf k|1fyL{x¿ / ljBfnodf sfo{/t cGo lzIfsaLr s:tf] ;DaGw / ;xsfo{ x'g'k5{ <

ljBfnosf] z}lIfs u'0f:t/ clej[l4 tyf ljsf;sf nflu ljBfnodf sfo{/t ;Dk"0f{ lzIfsaLr ;xdlt, ;xsfo{ tyf Pstf ckl/xfo{ x'G5 . of]hgf, Pstf / ;xsfo{ x'g] 7fpFdf lgZro g} ljBfnosf] z}lIfs ljsf; ›"t ultdf x'G5 . o; ufpFkflnsf leq l6r km/ g]kfn sfo{/t ljBfnox¿df lzIfsx¿aLr Pstf, cfk;L ;xof]u / ;xsfo{ /fd|f] ¿kdf cufl8 al9/x]sf] kfpF5' . pxfFx¿sf] cfk;L ;DaGw ;'dw'/ /x]s} sf/0f kl5Nnf] ;do oxfF w]/} sfo{qmd ;DkGg ePsf] 5 . To;sf] pbfx/0f lIflth l;sfO d]nf xf] . To:t} cGt/ ljBfno k/LIff h:tf ljleGg sfo{qmdx¿ ePsf] 5 . o;n] ubf{ ljBfnoleq dfq geO{ cGt/ ljBfno / ;fdflhs ¿kdf klg ;xsfo{ x'g ;s]sf] 5 .

z}lIfs If]qdf l6r km/ g]kfnn] ul//x]sf] sfo{ cem} k|efjsf/L agfpg s]–s] ug{' k5{ xf]nf <

l6r km/ g]kfnn] z}lIfs If]qdf ul//x]sf] sfd xfn;Dd ;/fxgLo 5 . o; cleofgn] cem} 7"nf] ¿k lng h?/L 5 . o; ufpFkflnsfdf klg l6r km/ g]kfnsf k|1fyL{ ePsf] ljBfnodf ;'wf/ b]lvPsf] 5 . cem} o; eGbf /fd|f] agfpg o; ufpFkflnsf leq /x]sf cGo ljBfnox¿df ;d]t l6r km/ g]kfnsf k|1fyL{ k7fO{ cfwf/e"t txdf ;d]t lzIf0f lqmofsnfkx¿ ug{ ;s]df of] eGbf /fd|f] x'g] b]lvG5 .

l6r km/ g]kfn;Fu :yfgLo ;/sf/n] -kfFrkf]v/L yfªkfn ufpFkflnsf_ s;/L ;xsfo{ ul//x]sf] 5 <

kfFrkf]v/L yfªkfnsf] :yfgLo ;/sf/n] l6r km/ g]kfnsf] sfdnfO{ glhsaf6 lgofln/x]sf] 5 . :yfgLo ;/sf/n] l6r km/ g]kfn;Fu lzIffdf u'0f:t/Lotf Nofpgsf] nflu cfly{s ;fem]bf/L ;d]t ;'? u/]sf] 5 . o;

How can Teach For Nepal Fellows create an impact on the community?

Fellows have a good relation with the member of the community. Fellows are not

only trying to change the education system but also are involved in transforming

society. They have the confidence to transform the community and are willing

to contribute to society. They have a high sense of urgency to transform the

community.

How do you define your relationship with Fellows?

Fellows are friendly and helpful. They have the determination for change in the

education system. They have good collaboration skill. I have never seen them

hesitating to learn. They are very curious. The backbone in education is planning,

they plan their every class. They even help schools to create educational planning.

So I can say Fellows are friendly, curious and helpful.

What can be done to improve the education system?

We should focus on developing educational plans. Planning is important

everywhere. Our future depends on education so planning plays a vital role.

Educational plannings have been done previously as well but it has not been

implemented. If good education policy is developed and implemented we can bring

change in education.

How should a curriculum be? What changes are needed in the current

curriculum?

The curriculum should be time relevant. The curriculum should develop the urge of

a person to work in own nation. Bookish knowledge is only not enough for today’s

students. They should have skill based knowledge as well. This also needs to be

included in the curriculum.

What changes are needed for education transformation?

Every responsible individual has to get active. Parents, Teachers and other

responsible bodies have a significant role in education transformation. Teachers

need to have a clear vision about students before entering the classroom. Likewise,

Parents also must have a keen interest in school activities. Parents need to observe

the regularity of the school and give feedback as well. Technology should also be

introduced in the classroom. Good teaching practices should be published and

broadcasted as well.

What are your attempts as an RP for education changes?

Every School have successfully been able to update school data using Excel Based

IEMIs.Schools have been able to plan the work and work accordingly. Educational

Notices have been published by Rural Municipality. I have tried my best to make

these thing happen.

What is your suggestion for current and upcoming Fellows?

Teach For Nepal Fellows are hardworking, curious and creative. They must

collaborate with other teachers to plan the academic works and implement it, this

is there important responsibility. I request them to go ahead with all there projects

and try to involve all the schools of this Rural Municipality.

cleofgnfO{ o; ufpFkflnsf leqsf] ;fd'bflos ljBfnosf] z}lIfs u'0f:t/df / kl/jt{g Nofpg ;Sg] Ps sf/ssf] ¿kdf lnPsf] 5 . o; cleofgsf] z}lIfs ultljlwnfO{ :ygLo ;/sf/n] Ps pbfx/0fLo / cg';/0fLo cleofgsf] ¿kdf ;xsfo{ ul//x]sf] 5 .

l6r km/ g]kfnsf k|1fyL{n] ;d'bfodf s:tf] k|efj kfg{ ;S5g\ <

;d'bfodf k|1fyL{x¿sf] ;xof]uL e"ldsf b]lvG5 . k|1fyL{x¿ lzIf0fdf dfq geO{ ;d'bfodf klg kl/jt{g h?/L 5 egL nfUg'ePsf] 5 . ;d'bfodf s]xL ug{' k5{ / kl/jt{g ;Dej 5 eg]/ pxfFx¿ ;d'bfodf hfg'x'G5 . pxfFx¿nfO{ ;d'bfon] ;sf/fTds ¿kdf lnPsf] 5 . pxfFx¿ ;dfhdf s]xL ug}{ k5{ eGg] efjgf k|:t't ug{'x'G5 .

k|1fyL{x¿;Fu tkfO{Fsf] ;DaGw s:tf] 5 <

k|1fyL{x¿ ldng;f/ / ;xof]uL, lzIffdf s]xL ug{'k5{ / ug{ ;lsG5 eGg] :jefjsf] kfPsf] 5' . pxfFx¿ hf] sf]xL;Fu ldNg / ;xsfo{ ug{ ;Sg'x'G5 . pxfFx¿n] gofF s'/f l;Sg s]xL cK7]/f] dfg]sf] kfPsf] 5}g. pxfFx¿ lh1f;' x'g'x'G5 . lzIffdf ;a}eGbf dxTjk"0f{ cf}hf/ of]hgf xf]. k|1fyL{x¿ of]hgf agfP/ sIffdf hfg'x'G5 . pxfFx¿n] z}lIfs of]hgf agfpgdf ;xof]u ug{'ePsf] 5 . o; cy{df pxfFx¿ ldng;f/, lh1f;' / ;xof]uLsf] ¿kdf lrG5' .

lzIff k|0ffnLdf ;'wf/ Nofpg s] ug{'k5{ xf]nf <

lzIffdf ;'wf/sf nflu z}lIfs of]hgfx¿sf] lgdf{0fdf hf]8 lbg' k5{ eGg] dnfO{ nfU5 . ;a} sfdsf nflu of]hgf dxTjk"0f{ x'G5 . lzIffaf6 g} xfdL eljiosf] lrq sf]5f{} . o:tf] ;+j]bgzLn If]qdf of]hgfsf] dxTj gx'g] t s'/f g} x'Fb}g . x'g t z}lIfs of]hgfx¿ gag]sf klg xf]Ogg\ . o;sf] sfof{Gjog dfq x'g g;s]sf] xf] . olb /fd|f] z}lIfs of]hgf agfP/ To;sf] k|efjsf/L ¿kdf k|of]u ug]{ xf] eg] lzIff k|0ffnLdf ;'wf/ Nofpg ;lsG5 .

kf7\oqmd s:tf] x'g'k5{ < clxn]sf] kf7\oqmddf s:tf] kl/jt{g x'g'k5{ <

kf7\oqmd ;do ;fGble{s x'g'k5{ . kf7\oqmdn] Ps cfd gful/snfO{ :jb]zdf ;Defjgf b]vfpg' ;Sg'k5{ . :jb]zdf ;a} s'/fsf] ;Defjgf 5 / To;nfO{ k|of]udf Nofpg ;lsG5 eGg] s'/f kf7\oqmdn] k|bfg ug{' k5{ . clxn]sf ljBfyL{sf] rf}tkmL{ ljsf;sf nflu lstfaL 1fgn] dfq k'Ub}g . pgLx¿nfO{ ;Lkd'ns sfo{sf] klg 1fg lbg cfjZos 5 . of] ljifosf] klg kf7\oqmddf pNn]v x'g' h?/L 5 .

lzIff ;'wf/df xfn c? s] kl/jt{g] cfjZos 5 <

lzIffdf ;Dk"0f{ lhDd]jf/ lgsfox¿sf] ;lqmotf cfjZos 5 . lzIffdf kl/jt{gsf nflu lzIfs, lhDd]jf/ lgsfo / cleefjssf] dxTjk"0f{ e"ldsf x'G5 . lzIfsn] eljiosf nflu ;Ifd hgzlQm pTkfbg ug]{ nIon] sIff sf]7fdf hfg' cfjZos 5 . To:t} cleefjsn] klg ljBfyL{sf] l;sfO{ pknlAw, ljBfnosf] ultljlwdf rf;f] a[l4 ug{'k5{. ljBfnosf] k7g–kf7gsf] lg/Gt/ cg'udg, d"NofÍg / k[i7kf]if0f lbg' h?/L 5. clxn]sf] o'udf k|ljlwsf] k|of]udf klg j[l4 x'g'k5{ . lzIffdf ePsf /fd|f sfdx¿sf] k|rf/k|;f/ ug{'k5{ .

;|f]t JolQmsf] ¿kdf tkfO{Fn] s]–s:tf kl/jt{gsf] nflu k|of; ug{' eof] <

;do ;Gbe{ cg';f/sf] k|ljlw k|of]u u/L ljBfnox¿n] cfˆgf] tYof+ssf] clen]lvs/0f ug{ ;'? u/]sf 5g\ . ljBfnox¿df ;dod} sfo{ ;Dkfbg ug{df ;'wf/ ePsf] kfPsf] 5' . ufpFkflnsfsf] z}lIfs ;"rgfx¿ k|sfzg ePsf 5g\ . oL ;a} ;kmntfdf d]/f] pNn]Vo e"ldsf /x]sf] 5 .

xfnsf / ca cfpg] l6r km/ g]kfnsf k|1fyL{x¿nfO{ s]xL ;+b]z lbg rfxg'x'G5 <

l6r km/ g]kfnsf k|1fyL{x¿ d]xgtL, lh1f;' / l;h{gzLn kfPsf] 5' . ljBfnosf cGo ;fyLx¿;Fu ldn]/ z}lIfs ;'wf/sf nflu cfjZos sfo{ of]hgf agfpg / sfof{Gjogdf nfUg' dxTjk"0f{ lhDd]jf/L xf] . cfufdL lbgdf of] sfo{qmdnfO{ lg/Gt/tf lbg'sf] ;fy} kfFrkf]v/L yfª\kfn ufpFkflnsfsf cGo ljBfnox¿nfO{ ;d]t ;d]6\g] u/L of]hgf agfpg cg'/f]w ub{5' .

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

34 35

MOMENTSOF THE YEAR 2017/18

jif{sf ;Demgfx¿ @)&$÷&%

Teach For Nepal, Learning Institute 2018nlg{ª OlG:6Ro'6 @)&%

“Teach For Nepal’s Institute is an intensive

six-week residential training that covers lesson

planning, classroom management, community

relations, and much more.”

æl6r km/ g]kfnsf] nlg{ª OlG:6Ro'6 k|1fyL{x¿ sIffsf]7fdf hfg' cufl8 ul/g] ^ xKtfsf] a[xb\ cfjf;Lo tflnd xf] . o; tflnddf k|1fyL{x¿ lzIf0f–l;sfO, g]t[Tj, ;fdflhs Gofo / kl/j/t{gaf/] ljleGg kIfx¿df uxg 5nkmn / ax;af6 ;d'bfo / sIffsf]7fdf sfd ug{ tof/ x'G5g\ .Æ

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

36 37

Teac

h Fo

r Nep

al A

nnua

l Eve

nt 2

018

01. Students of Shree Satkanyamati Secondary School

performing a drama during Teach For Nepal’s Annual Event.

)!. >L ;ftsGofdlt dfWolds laBfnosf ljBfyL{x¿ l6r km/ g]kfnsf] aflif{s sfo{qmddf gf6s k|:t't ub}{ .

02. Teach For Nepal Fellow 2017 Dikshya Khadka with her students from

Janak Secondary School in Katuwa, Lalitpur.

)@. l6r km/ g]kfn @)!& sf k|1fyL{ lbIff v8\sf / >L hgs dfWolds ljBfnosf ljBfyL{x¿ .

04. Graduating Fellows of 2016 cohort getting acknowledged by Teach For Nepal supporters for their two-year contribution in rural

communites of Nepal.

)$. ;g\ @)!^ sf k|1fyL{x¿ @ jif{sf] sfo{sfnsf] ;dflKtkl5 l6r km/ g]kfn kl/jf/ / z'elrGtsx¿af6 ;Ddflgt x'Fb} .

01

02

0403. Teach For Nepal’s graduating Fellows

passing the light of education to 2018

Cohort.

)#. l6r km/ g]kfn @)!^ sf k|1fyL{x¿ cfˆgf] sfo{sfn ;sfP/ @)!* sf k|1fyL{x¿ nfO{ 1fgsf] k|ltssf ?kdf k|Hjlnt lbk x:tfGt/0f ub}{ .

05. Teach For Nepal Fellows and Alumni

performing Teach For Nepal Anthem.

)%. l6r km/ g]kfnsf k|1fyL{ / k"j{ k|1fyL{x¿ l6r km/ g]kfnsf] uLt k|:t't ub}{ .

03

05

02

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

38 39

01. Students from Janak Secondary School, Katuwa, Lalitpur who won "BHAWISHYA STEAM Challenge 2074" National Inter-School Competition with

Teach For Nepal Chairperson Reshu Aryal (Left), CEO Shisir Khanal (Middle) and Fellow Robin Chaudhary (Right) who teaches them science.

)!. l6r km/ g]kfn af]8{sf cWoIf /]z' cfof{n -afofF_, k|d'v sfo{sf/L clws[t lzlz/ vgfn -aLrdf_, æeljio :6]d Rofn]Gh @)&$Æ sf] lah]tf laBfno >L hgs dfWolds laBfno, s6'jfsf ljBfyL{x¿;Fu . ;fydf To; laBfnodf cWofkg u/fO/x]sf l6r km/ g]kfn @)!& sf k|1fyL{ /f]lag rf}w/L -bfofF_ .

02 Students from Shree Bhimsen Secondary School, Sindhupalchowk building the prototype for a Biogas Plantation during BHAWISHYA STEAM Challenge 2074.

)@. >L eLd;]g dfWolds ljBfnosf ljBfyL{x¿ æeljio :6]d Rofn]Gh @)&$Æ df h}ljs Uof; pTkfbgsf] gd'gf k|:t't ub}{ .

03: Students from Janak Secondary School, Katuwa, Lalitpur presenting their project, Modern Plough they built during the STEAM Challenge.

)#. >L hgs dfWolds ljBfnosf ljBfyL{x¿ æeljio :6]d Rofn]Gh @)&$Æ

df cfw'lgs xnf]sf] gd'gf k|:t't ub}{ .

01

02 03

04. Teach For Nepal held its first Alumni Forum, where all the Alumni came under one roof to share about where there are in their career and life. (In the Photo, Teach For Nepal, Alumna Nija Maharjan sharing her after Fellowship career experience with Alumnus Ankush Upreti.

)$. l6r km/ g]kfnsf k"j{ k|1fyL{x¿ pgLx?sf] e]nfdf Ps–cfk;df cfˆgf] hLjgsf ultljlwx¿ ;f6f;f6 ub}{ . -tl:a/df– gLhf dxh{g / c+s'z pk|]tL Ps–cfk;df cfˆgf] cg'ej ;f6\b}_

05. Students from two schools in Sindhupalchowk participated in National Debate Competition in which they were able to secured Top 10 places.

)%. l;Gw'kfNrf]ssf @ ljBfno sf7df8f}+df cfof]lht /fli6«o jfbljjfb k|ltof]lutfdf ;xeflutf hgfpb} . oL b'j} ljBfno o; k|ltof]lutfsf] clGtd !)df kg{ ;kmn ePsf lyP .

06. Students from Dhanusa preparing for SEE examination by taking mock exams conducted by Teach For Nepal Fellows.

)^. wg'iffsf ljBfyL{x¿ P;=O{=O{= sf]] tof/L k/LIffdf ;xefuL x'Fb}} .

07. Teach For Nepal Alumni elected their first President, Jalan Maharjan (Far Right) along with Rusha Adhikari (Vice President), Manoj Pandey (Secretary), Shiv Kandel (Treasurer), Krishna Prasad Sharma (Association Member), Prabin Niraula (Association Member) and Nawang Sherpa (Association Member).

)&. l6r km/ g]kfnsf k"j–k|1fyL{x¿n] nf]stflGqs k4ltaf6 cfˆgf] ;+u7gsf] lgdf{0f u/]sf 5g\ . o;df lgjf{lrt kbflwsf/Lsf] ljj/0f o:tf] 5M hng dxh{g -cWoIf_, ?;f clwsf/L -pkfWoIf_, dgf]h kfG8] -;lrj_, lza\ sF8]n -sf]iffWoIf_, s[i0fk|;fb zdf{ -;b:o_, k|ljg /fh lg/f}nf -;b:o_, gjfª yf]/f z]kf{ -;b:o_ .

04 05

06

07

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

40 41

01. Students of Premier International School visited Teach For Nepal office to learn about education inequality in Nepal. After the visit, the students organized a garage sale and donated the money they earned to Teach For Nepal so that children in rural communities can have access to the same quality of education they are receiving.

)!. lk|ldo/ cGt/f{li6«o ljBfnosf ljBfyL{x¿ g]kfndf ljBdfg z}lIfs c;dfgtfaf/] a'‰g l6r km/ g]kfn sfof{nodf . e|d0fkZrft pgLx¿n]

u|fdL0f e]usf afnaflnsfsf] nflu ;dfg lzIffsf] cj;/ k|bfg xf];\ egL l6r km/ g]kfnnfO{ cfly{s ;xof]u klg u/]sf lyP .

02. Teach For Nepal Board Member and Nabil Bank's CEO Anil Shah hosted a dinner event benefitting Teach For Nepal. In the event various CEOs' from coporation were invited. (In the photo: Shekhar Golcha, Udaya Shumsher Rana, Ratna Raj Bajracharya, Anil Shah, Ashok Sherchan, Shisir Khanal and Sudeep Acharya)

)@. l6r km/ g]kfnsf af]8{ ;b:o / glan a}+ssf k|d'v sfo{sf/L clws[t clgn zfxåf/f l6r km/ g]kfnnfO{ ;xof]u ug]{ ;+:yfx¿sf] ;Ddfgdf cfof]lht /flqef]hdf ;l/s x'b} . -tl:a/df z]v/ uf]N5f, pbo zdz]/ /f0ff, /Tg ah|frfo{, clgn zfx, czf]s z]/rg, lzlz/ vgfn, ;'bLk cfrfo{_

01

02

04. Teach For Nepal staff with the cast of the movie Mr. Jholey. The movie was premiered in Teach For Nepal's Charity Movie Event.

)$. l6r km/ g]kfn / ld:6/ emf]n]sf] 6f]nL . l6r km/ g]kfnn] rnlrq ld:6/ emf]n]sf] k|bz{g u/L cfly{s ;xof]u h'6fPsf] lyof] .

03. Teach For Nepal staff (from right to left) Jigme Sherpa, Nawang Sherpa and Shisir Khanal along with Enseña por México's Leidy Cabrera took on

the challenge raise money for Teach For Nepal and Trek to Everest Base Camp for Teach For Nepal fundraising campaign Trek For Kids.

)#. l6r km/ g]kfnsf lhUd] z]kf{, gjfª yf]/f z]kf{, lzlz/ vgfnsf ;fy l6r km/ d]lS;sf]sf lno]bL Sofa|]/f l6r km/ g]kfnsf] 6«]s km/ ls8\; sfo{qmddf ;xefuL x'Fb} .

03

04

jflif{s k|ltj]bg @)&$÷&%

43

With a high motivation to change the nation, 32 outstanding university graduates

from diverse professions joined the Teach For Nepal movement for the first time

and were placed in 15 remote schools from Lalitpur District. Among the Fellows

were 15 English teaching Fellows, 12 Mathematics and 3 Science.

We the First Cohort Fellows were named “Trailblazers” during their Training

Institute. for we will remain as the ones to blaze the trail for thousands to follow.

There were several paths in front of us, but we chose the one less trodden, and that

has made all the difference.

Many had perceived Lalitpur to be one of the nearest locations from

Kathmandu, but it took hours for many Fellows to reach their placement schools.

Some had to walk more than a day to reach their schools. There was limited access

to basic facilities as drinking water, health and sanitation in many placement areas.

In spite of these, all the First Cohort was ready to confront any challenge and

hardship that would stand in the way during their Fellowship Journey.

Since the starting of Fellowship Journey, Fellows constantly pushed themselves

to inspire students in achieving good academic results. Before the First Cohort,

the SLC pass percent of students at the placement schools was 42.10 percent. The

continuous hard work and dedication of Fellows brought a remarkable result of a

pass percent of 73.52 . To make this happen, students from Grade 10 were offered

hostel accommodation with the collaboration of Teach For Nepal Fellows and

existing teachers. With this, students faced less burden of additional household

responsibilities and they were able to concentrate their mind and energy on studies

fully around SLC exams.

FIRST STEP

Written by Jalan Maharjan

k|lzIf0fsf] bf}/fg klxnf] sf]x6{nfO{ …kyk|bz{sÚ -Trailblazers_ gfdfs/0f ul/Psf] lyof]. cfufld lbgdf l6r km/ g]kfnsf] p2]Zodf ;+UnUg x'g cfpg] xhf/f}F k|1fyL{x¿n] lng] af6f]nfO{ ;'? u/]s} sf/0f xfd|f] ;d"xn] ;f] gfd kfPsf] lyof]. xfd|f] ;fd' ljleGg af6f]x¿ lyP . t/, xfdLn] ;a}eGbf sd lxFl8Psf] af6f] rog uof}{+ . oxL g} lg0ff{os sbd lyof] .

xfdLdWo] w]/}nfO{ nlntk'/ eg]kl5 sf7df8f}F;Fu} hf]l8Psf] ;'ne kx'Fr ePsf] 7fpF eGg] k/]sf] lyof] . t/ w]/} k|1fyL{nfO{ pgLx¿nfO{ tf]lsPsf] ljBfno;Dd k'Ug 306f}+ ;do nfUof]. s]xLn] t Ps lbg eGbf a9L nufP/ lxF8]/ cfˆgf] ljBfno k'u]sf lyP . slt :yfgdf t vfg]kfgL, :jf:Yo tyf ;/;kmfOh:tf cfwf/e"t ;]jfx¿sf] klg ;Lldt kx'Fr lyof] . oL ;a} Jojwfgx¿sf] afjh'b klxnf] sf]x6{sf k|1fyL{x¿ cfˆgf] ofqfdf cfOkg]{ h:tf];'s} afwf tyf c8\rgnfO{ ;xg / cl3 a9\g tof/ lyP .

cfˆgf] ;]jfsfnsf] ;'?cftb]lv g} k|1fyL{x¿n] lg/Gt/ cfˆgf ljBfyL{x¿nfO{ /fd|f] z}lIfs kl/0ffdsf] nflu k|]l/t ug{ yfn] . klxnf] sf]x6{ hfg' cufl8 ljBfnox¿ sf] P;=Pn=;L= pQL0f{ x'g]sf] cf};t k|ltzt $@=!) dfq lyof] . k|1fyL{x¿sf] lg/Gt/sf] ldlxg]t / xf};nfn] pQL0f{ x'g]x¿sf] k|ltzt &#=%@ k'Ug ;kmn eof] .

z}lIfs ljlwnfO{ /f]rs / k|efjsf/L agfpg klxnf] sf]x6{n] ljleGg k|of;x¿ uof]{ . k9fOsf] dxQ\j, dlxnf ;zlQms/0f tyf :jf:Yosf ljifodf ljleGg cj;/x¿df gf6sx¿sf] d+rg ul/P . ljBfyL{x¿sf] nflu …dfgj k':tsfnoÚ gfd ul/Psf] sfo{qmd klg lgdf{0f ul/Psf] lyof] . o;af6 ljBfyL{x¿n] Ps csf{;Fu l;Sy] . uf=lj=;=nfO{ v'nf lbzfd'Qm If]q 3f]if0ff ul/g] lbg nlntk'/sf] 8's'5fksf ljBfyL{x¿n] æv'nf lbzf, ;a}sf] bzfÆ gf6s ToxfF pkl:yt :yfgLo tyf /fhgLlts k|ltlglwx¿sf] cufl8 k|:t"t u/]sf lyP . o:t} slt ljBfnodf æk]gkn cfbfgk|bfg sfo{qmdÆ cGtu{t ljBfyL{x¿n] c:6«]lnof tyf gj]{sf ljBfyL{x¿;Fu cGt/

klxnf] sbd

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

44 45

Beyond academics, the English Fellows introduced real life examples in

their classes to teach effectively . Drama on importance of education, women

empowerment and health were introduced in schools on different occasions and

students showed their active participation in such activities. An activity called

Human Library was also introduced among students to make them aware and learn

from their surrounding world. The drama against open defecation entitled Khula

Disaa, Sabai ko Dasaa was performed by the students from Dukuchhap on the day

of Open Defecation Free Zone Declaration Day at VDC level in the presence of local

and political stakeholders. A Penpal Exchange Program was introduced in schools

where students got to interact with students from countries abroad like Australia

and Norway. A Math Exhibition was for the first time introduce in Jyotidaya

Cooperative School, Chapagaun. Students Teach For Nepal working school from

Lalitpur participated in the exhibition. It was a good exposure to the students to

learn, interact and exchange their experiences. As a result, Mathematics teachers

started bringing local materials to their classes. They made models from locally

available resources and motivated students to explore their possibilities beyond

their classrooms. “School Newsletters” were also initiated in schools where

students were encouraged to produce poems, stories and other forms of creative

writing.

Technology has played a vital role in students’ learning. The first “E-library” was

introduced in Shree Ganesh Sec. School, Dukuchhap. Projector-based learning was

introduced in Shree Buddha Sec. School, Chhampi. Later, projectors and laptops

were used in many classes aiming to provide students with additional resources and

exposure to the outer world.

The First Cohort Fellows were significantly involved in Community Investment.

Fellows showed their active participation in learning about their surroundings.

They frequently visited houses of students, attended meetings of women group,

called for parents meeting and participated in social gatherings. Living with the

community, internalizing their culture, and understanding their context were

done by most of the Fellows. Regular visits to community played an important

role in understanding the context of students and their background. Locals were

encouraged to do cottage business and at the same time to promote their culture

with the intervention of the Fellows. The concept of “Homestay” was also initiated

in Gimdi as a part of community investment. With this, they were able to get a

good amount of income and also were able to have community members see that

income could be generated at local level. One does not need to sweat in hazardous

working conditions of Gulf countries if s/he is determined in own effort around his/

her own village.

Teach For India Visit, a learning trip to Delhi on October 2013, boosted up an

motivation in cohort. During the visit, the cohort visited classes in Delhi where

Teach For India Fellows had been working. It was a collaborative learning process.

Fellows from both countries shared their experiences and learnings from Fellowship

Journey. Also, two of our students, Juni Deshar from Jyotidaya Cooperative School,

Chapagaun and Anita Tamang, Shree Siddhimangal Secondary School, Siddhipur got

selected for full scholarship in Germany and India respectively for United World

Colleges.

The First Cohort set a tone for the movement and established that change

is possible and that it begins from classroom. The achievements of First Cohort

made people believe that it is possible to end the education inequity. With this,

more supporters and well-wishers lined up to join this movement. The First Cohort

is definitely the trailblazer in the movement whom hundreds will follow and,

hopefully,thousands will support and eventually, “One day all children in Nepal will

definitely get an excellent education.”

lqmof ug]{ cj;/ kfP . Hof]ltbo ;xsf/L ljBfno, rfkfufpFdf æul0ft k|bz{gLÆ cfof]hgf ul/of] . of] k|bz{gLdf nlntk'/ lhNnfsf l6=Pkm=Pg= ;+UnUg ePsf ljBfnoaf6 ljBfyL{x¿ ;xefuL ePsf lyP . ljBfyL{x¿sf] nflu cfˆgf] cg'ej ;f6f;f6 ug]{, cGt/lqmof ug]{ / gofF s'/f l;Vg kfpg] of] Pp6f pkof]uL :yn aGof] . kl/0ffd :j¿k, ul0ft lzIfsx¿n] cfˆgf] sIffdf :yfgLo ;fdfu|Lx¿ leTof{pg] df}sf kfP . pgLx¿n] :yfgLo ¿kdf pknAw ;|f]tx¿sf] k|of]uaf6 gd'gfx¿ lgdf{0f ub}{ ljBfyL{nfO{ cfˆgf] sIffsf]7f aflx/ klg ;Defjgfx¿sf] vf]hLsf] nflu k|]l/t ug{ ;kmn eP . c¿ gf}nf] k|of;sf] ¿kdf k|1fyL{x¿n] ljBfnox¿df …ljBfno ;dfrf/kqÚ ;'? ub}{ ljBfyL{x¿nfO{ sljtf, syf tyf cGo ljleGg /rgfTds n]vglt/ cu|;/ u/fP .

k|ljlwn] klg ljBfyL{x¿sf] l;sfO k|lqmofdf cleGg e"ldsf v]n]sf] 5 . klxnf] æO{–k':tsfnoÆ 8's'5fksf] u0f]z dfWolds ljBfnodf ;'? ul/of]. o:t} >L a'4 dfWolds ljBfno, 5DkLdf …k|f]h]S6/sf] k|of]uaf6 l;sfOÚ sfo{qmdsf] ;'?cft ul/of] . o;/L g} ljBfyL{x¿nfO{ yk >f]tx¿ tyf aflx/L ;+;f/af/] hfgsf/L lbg y'k|} sIffdf k|f]h]S6/ tyf Nofk6ksf] k|of]u ul/g yflnof] .

klxnf] sf]x6{sf k|1fyL{x¿sf] ;fd'bflos nufgLdf dxTjk"0f{ of]ubfg /x]sf] 5 . cfˆgf] ;]/f]km]/f]sf] hfgsf/L lng k|1fyL{x¿sf] ;lqmo ;xeflutf ;w}+ /xGYof] . pgLx¿n] af/Daf/ ljBfyL{x¿sf] 3/ e|d0f, dlxnf ;d"xx¿sf] a}7sdf ;xeflutf, ;fdflhs e]nfx¿df ;xeflutf ug{'sf] ;fy} cleefjsx¿nfO{ e]nfx¿ cfof]hgf ug{ ;w}F hf]8 lbP . ;d'bfod} a:g]b]lv pgLx¿sf] ;+:s[lt cfTd;fy ug]{ nufot pgLx¿sf] k[i7e"ld a'‰g] k|of; w]/} k|1fyL{x¿sf] /xGYof] . ;d'bfodf lg/Gt/sf] e|d0fn] k|1fyL{x¿nfO{ ljBfyL{x¿sf] k[i7e"ld a'‰g w]/} d2t uof]{ . k|1fyL{x¿n] y'k|} :yfgLox¿nfO{ cfˆg} ;lqmotfdf ;fgf tyf demf}nf Joj;fo ug{ tyf o;}sf] dfWodn] cfˆgf] ;+:s[lt k|jw{g ug{ klg ;3fP . luDbLdf ;fd'bflos nufgL :j¿k …xf]d:6]Úsf] wf/0ff lelqof] . xf]d:6] ;d'bfosf ;b:ox¿sf] nflu /fd|f] cfDbfgLsf] >f]t aGg uof] . ljleGg cfDbfgLsf] ;|f]t :yfgLo txd} klg lgdf{0f ug{ ;lsG5 eg]/ klg hfgsf/L lbof] .

of] sf]x6{n] l6r km/ OlG8ofsf] e|d0f ug]{ cj;/ kfPsf] lyof] . pSQ e|d0fn] sf]x6{sf] k|]/0ff pRr agfpg] sfd uof]{ . pQm e|d0fsf] bf}/fg of] sf]x6{n] lbNnLdf sfd ul//x]sf k|1fyL{x¿sf] sIff e|d0f ug]{ df}sf kfPsf lyP . of] Pp6f ;+o'Qm l;sfO{ k|lqmof lyof]. b'j} b]zsf k|1fyL{x¿n] cf–cfˆgf cg'ejx¿ tyf cfkm"n] l;s]sf / a'em]sf s'/fx¿ Ps csf{;Fu ;f6f;f6 ug]{ df}sf kfPsf lyP .

of] sf]x6{n] k9fPsf rf/ ljBfyL{x¿n] pRr lzIffsf] nflu cGt/fli6«o txdf cWoog ug]{ 5fqj[lQ kfO;s]sf 5g\ .

klxnf] sf]x6{n] l6=Pkm=Pg= sf] cleofgnfO{ cufl8 a9fpg] tyf …sIffsf]7fÚ kl/jt{gsf] ;Dafxs x'g ;Sg] dfGotfnfO{ :yflkt ug{ ;kmn eof] . klxnf] sf]x6{n] k|fKt u/]sf] ;kmntfn] lzIffdf /x]sf] c;dfgtfnfO{ ;dfKt ug{ ;lsG5 eg]/ ;a}nfO{ ljZjf; lbnfpg ;kmn eof] . o:n] ubf{ y'k|} ;dy{s tyf z'elrGtsx¿ of] cleofg;Fu hf]l8g cfO{k'u] .

The second cohort of Teach For Nepal Fellows 2014 is by far the smallest

cohort with only 18 Fellows. However, it has had a great diversity in

terms of academic and professional background of the cohort members

and in terms of individual strengths. The second cohort was mostly

placed in Sindhupalchowk since Teach for Nepal was expanding into this

district in 2014.

The second cohort had a good balance of fun and hard work.

They celebrated friendship and love, demonstrated perseverance and

confidence, taught compassion and empathy, and modelled resilience

and strength. They proved their strengths especially after the Nepal

Earthquake 2015. Even after a major blow of losing their own cohort

member Sujita Chaudhary to Earthquake, the cohort did not break.

They showed even more strength and started to work on Teach For

Nepal Reach To Relief campaign. They provided relief services and

rehabilitation support in their placement communities.

The Second Cohort Alumni are now working in different sectors.

Sagendra Man Shrestha and Eva Manadhar are working to reform the

management in public schools through Collaborative School Network.

Alumnus Ranjit Mahato is working with World Education and designing

curriculum for Early Grade Mathematics. Shiri Jung Hang Rai is working

to support economically deprived students through Samanta Foundation.

Likewise, some Alumni have undertaken further studies in abroad, have

joined in other organizations while some opened up their own business.

l6=Pkm=Pg= sf] bf];|f] sf]x6{ xfn;Dds} ;a}eGbf ;fgf] sf]x6{ xf]. of] sf]x6{df hDdf !* hgf k|1fyL{x¿ cfj2 lyP . t}klg, z}lIfs of]Uotf tyf Joj;flos k[i7e"ld / JolQmut ;fdy{\osf] cfwf/df of] sf]x6{df lgSs} ljljwtf lyof] . ;g\ @)!$ df l6=Pkm=Pg= n] cfˆgf] sfo{If]q l;Gw'kfNrf]s lhNnfdf lj:tf/ ul//x]sf] x'Fbf bf];|f] sf]x6{nfO{ d'Votof: l;Gw'kfNrf]ss} ljBfnox¿df k7fOPsf] lyof] .

“They proved their strengths especially after the Nepal Earthquake 2015.”

æpgLx¿n] cfˆgf] lxDdt / Ifdtfsf] k|bz{g vf; u/L ;g\ @)!% sf] e'OFrfnf]sf] bf}/fg u/] .Æ

bf];|f] sf]x6{n] s8f kl/>d / dgf]/GhgaLr /fd|f] ;Gt'ng ldnfPsf lyP . pgLx¿n] k|]d / ldqtfsf] pT;j dgfpg' sf] ;fy} nugzLntf / cfTdljZjf;sf] ememNsf] lbg], s?0ff / ;xfg'e"tL l;sfpg] / nrstf / lxDdtsf] k|bz{g ug]{ uy]{ . pgLx¿n] cfˆgf] lxDdt / Ifdtfsf] k|bz{g vf; u/L ;g\ @)!% sf] e'OFrfnf]sf] bf}/fg u/] . e'OFrfnf]df oxL sf]x6{sL ;'lhtf rf}w/Ln] cfˆgf] Hofg u'dfPsL lyOg\ . pgL l;Gw'kfNrf]ssf] Pp6f ufpFdf cWofkgsf] nflu vl6PsL lyOg\ . o:tf] b':vb cfj:yfdf klg of] sf]x6{n] cfkm"nfO{ ;DxfNb} cfˆgf] lhDd]jf/L lgjf{x u/]/ cfˆgf] Ifdtf k|bz{g u/]sf] lyof] . cem} ToxfFsf] cfjZostfnfO{ a'emL of] sf]x6{n] l6=Pkm=Pg=sf] /fxt cleofgdf cfkm"nfO{ ;xefuL u/fPsf] lyof] . pgLx¿n] k|1fyL{sf] ¿kdf vl6Psf] ufpFd} /fxt ;'ljBf tyf k'g:;{\yfkgf sfo{qmd rnfPsf lyP .

xfn cfP/ of] sf]x6{sf cnDgfO{x¿ ljleGg If]qdf cfj2 5g\ . ;u]G› dfg >]i7 / Oef dfgGw/ ;fd'bflos ljBfnosf] Joj:yfkg ;'wfg{ …Collaborative Schools NetworkÚ dfkm{t nflu/x]sf 5g\ . o:t} /+lht dxtf] …jn{\8 Ph's]zgÚ ;Fu ldn]/ k|f/lDes txsf] ul0ft ljifosf] kf7\oqmd agfpg ;+UnUg 5g\ . lz/Lh+u xf+u /fO{ ;dfgtf k|lti7fgåf/f cfly{s ?kdf sdhf]/ afnaflnsfnfO{ ;dy{g ug{ nfluk/]sf 5g\. o;}u/L s]xL cndgfO{x¿ yk cWoogsf nflu ljb]z uPsf 5g\ . s]xL c? ;+3;+:yfdf sfd ul//x]sf 5g\ eg] s]xLn] cfˆg} Jofkf/ ;'? u/]sf 5g\ .

SECOND STEP

Written by Shina Shrestha

bf];|f sbd

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

46 47

Third Cohort, that we often call (t];|f] kfOnf) was one of the largest

cohorts in terms of Fellow number. The cohort saw itself as tolerant,

resilient and as one that always bore a sense of excellence, sense of

possibility, sense of urgency, humility and empathy. It was indeed a

very strong cohort: emotionally, spiritually and physically as we had a

very rigorous and toilsome two years. 56 of us started our journey of

aspiration. We have been committed to change the numbers associated

to injustice and inequity. We are from diverse academic disciplines and

professional backgrounds but have shared strong belief over a common

mission “One day all children in Nepal will attain excellent education”.

We started our Fellowship journey with dream and aspirations, but

we also knew that t would not be easy. However, challenges bigger than

imagined knocked at us right from the very beginning. The earthquake of

April 2015 shook the entire nation when it had just been a couple of days

we had arrived at our placement villages. The massive tremors came in

as the first major hindrance. However, the earthquake was not able to

shake our motivation. Rather, our determination grew stronger. We gave

in our best to relief work at our respective communities. We knew that

the following two years were not going to be easy given our living and

teaching circumstances had become suddenly several degrees harder but

we stayed committed to a bigger cause we were serving.

Our cohort had also extended its service to the plains of Terai-

Madhes. For the first time, Teach For Nepal had Fellows serving in the

schools of Dhanusha. Many of the Fellows faced scorching heat of the

Terai for the first time, but they worked day in and day out to make

t];|f] sf]x6{, h;nfO{ xfdL …t];|f] kfO{nfÚ eGg] u5f}{+, cluNnf] # jif{df k|1fyL{x¿sf] ;+Vofsf] cfwf/df ;a}eGbf 7"nf] sf]x6{ lyof] . ;w}+ ;xgzLn, nlrnf], pTs[i6tfdf k|lta4, ;DefjgfzLn, tLj| j]ujfg, gd| / ;xfg'e"lt axg ug]{ sf]x6{sf] ¿kdf xfdLn] cfkm"nfO{ x]of}{+. efjfgfTds, cfWoflTds tyf zf/Ll/s ¿kd} xfdLn] s7f]/ tyf si6do b'O{ jif{ cg'ej uof}{+ . xfdL %^ hgfn] of] ofqf;Fu} ;'? u/]sf lyof}+. cfhsf] lbg;Dd km]nf]l;k pk|fGt klg xfdLdWo] w]/} ;dfhdf JofKt cGofo tyf c;dfgtfnfO{ d]6fpg nfluk/]sf 5f}F .

xfdLn] pRr cfsf+Iff / eljiosf] ultnf] ;kgf af]s]/ km]nf]l;k ofqfsf] ;'?cft u/]sf lyof}+. xfdLnfO{ of] sfd Tolt ;lhnf] x'g] 5}g eg]/ yfxf t lyof] . xfdLn] cfkm"n] sNkgf;Dd gu/]sf r'gf}tLx¿sf] ;fdgf ofqfsf] ;'?cft b]lvg} ug{' kof]{. b]z} xNnfpg] u/L clk|n @)!% df zlQmzfnL e'OFrfnf] hfFbf xfdL cfˆgf] tf]lsPsf] ufpFdf k'u]sf] ev{/}{ b'O{ lbgdfq ePsf] lyof]. lglZrt p2]Zo af]s]/ lxF8]sf xfdLn] klxnf] afwfsf] ¿kdf g} dxfe"sDksf] ;fdgf ug{' kof]{ . t/ o;n] xfd|f] k|]/0ffnfO{ sdhf]/ gagfP/ a? xfdLnfO{ cfˆgf] p2]Zok|lt emg} b[9 lgZroL agfof] . xfdL cf–cfˆgf] ;d'bfodf p2f/ / /fxt k|lqmofdf hlt;Sbf] nflukof}{+ . ablnPsf] kl/l:tlydf xfdLnfO{ cfpFbf] b'O{ jif{ emg} r'gf}tL / ;+3if{k"0f{ x'g] x]Ssf e};s]sf] lyof] .

xfd|f] sf]x6{sf] kfnfb]lv l6=Pkm=Pg=n] cfˆgf] cleofgnfO{ cem lj:tf/ ub}{ dw]z;Dd k'of{Psf] xf] . wg'iff lhNnfsf ljBfnox¿df l6=Pkm=Pg=sf k|1fyL{x¿ klxnf] k6s vl6Fb} lyP . xfdLdWo] y'k|} k|1fyL{x¿sf] nflu dw];sf] uf9f 3fd / Tof] lj£g udL{sf] cg'ej klxnf]k6s lyof] . o:tf] cj:yfdf klg /ftlbg geGb} k|1fyL{x¿ ToxfFsf afnaflnsfx¿n] u'0f:t/Lo lzIff kfpg\ eGg] ;f]rn] ;w}+ vl6/x] . sIffsf]7fx¿df Pp6} sIffdf ;of}+sf] ;+Vofdf ljBfyL{x¿ sf]rfsf]r /xGy] . kl/l:tlynfO{ a'‰b} k|1fyL{x¿sf] Wofg ;s];Dd x/]s aRrfnfO{ plrt ;Daf]wg u/L k9fpg' /xGYof] .

l;Gw'kfNrf]s / nlntk'/sf lhNnfx¿ e"sDkn] k|tfl8t lyP eg] wg'iffdf dw]z cfGbf]ng k"0f{ j]udf rNb} lyof] . dw]; cfGbf]ngtfsf ljBfno ;+rfngdf cj/f]wsf sf/0f k|1fyL{x¿sf] ;]jfcjlw / pgLx¿n] lnPsf] k|ltjif{sf] nIonfO{ ;d]t c;/ k'of{Psf] lyof] .

sure each and every child gets quality education, even though they

had hundreds of students in the same class. While the earthquake had

affected Fellows of Lalitpur and Sindhupalchowk, Dhanusha saw mass-

movement of Madhesi people demanding for their rights. The Madhes

resistance did challenge our Fellows and their service term as well.

Despite all the difficulties we faced within our first year, we got back

to our placement regions. Our parents were concerned, friends were

worried, but we did not sign with of hesitation. We had numbers of faces

that always flashed in front of our eyes and our heart wouldn’t just let

turn down without putting our best. We did touch lives of thousands

of children. Our Fellows worked hard to make them believe they are

important, they are strong and they can do what they want.

cfˆgf] klxnf] jif{sf] sfo{sfnsf] bf}/fg y'k|} r'gf}tLx¿sf] ;fdgf ug{'k/] klg k|1fyL{x¿ cf–cfˆgf] sfo{:yndf lg/Gt/ nfluk/] . k|lts"n kl/l:yltdf 3/eGbf 6f9f /xFbf cleefjs / ;fyLx¿ lrlGtt x'g' :jefljs g} lyof] . t/ cfˆgf] ljBfyL{x¿sf] eljioaf/] jf:tf / pgLx¿k|ltsf] nufjn] k|1fyL{x¿nfO{ ;Fw} cfˆgf] k|of; pRr agfpg emSemsfO/xGYof] . o:tf] kl/l:yltdf ;a} 5f]8L kmls{g] ;f]Rg' lgSs} cK7\of/f] s'/f lyof] . xfdLn] dgsf] s'/f ;'Gb} cfsscfˆgf] sfo{:yndf cfˆgf ljBfyL{x¿sf] nflu nflu/xg] lg0f{o uof}{+ . xfdL / xfd|f] sfd xhf/f}+ ljBfyL{x¿sf] eljio;Fu hf]l8Psf] lyof] . o;}nfO{ Wofgdf /fVb} k|1fyL{x¿n] cfˆgf ljBfyL{x¿leq cfkm" dxTjk"0f{ ePsf], leq}af6 ;an /x]sf] / cfkm"n] rfx]sf] s'g} klg ;kgf k"/f ug{ ;Ifd /x]sf] ljZjf; hufpg s8f ldlxg]tsf ;fy nfluk/] .

ljBfyL{x¿sf] l;sfO sIffsf]7fdf dfq ;Lldt lyPg . ljBfyL{x¿ cGo ljleGg lsl;dn] ;an x'Fb} cfPsf lyP . wg'iffsf ufpFufpFdf ljBfyL{x¿ ;dfhdf rflxPsf] kl/jt{gsf kf]:6/ / Aofg/x¿ af]s]/ lxFl8/x]sf b]lvg yfn] . cfˆgf nflu /fd|/L af]Ng klg lxlRsrfpg] ljBfyL{x¿ ;fdflhs kl/jt{gsf s'/f p7fpg yfn], cfˆgf] ;d'bfodf kl/jt{gsf nflu sfd ug{ yfn] . nlntk'/df klg v]ns'bsf] dfWodaf6 kl/jt{g b]lvg yfNof] . 5fqfx¿ klg km'6an v]Ng yfn] . gf6sx¿ dfkm{t kl/jt{gsf nflu k}/jL ug{ yfn] . /fli6«o:t/sf sfo{qmdx¿df cfˆgf of]hgfsf k|:tfj / sfo{x¿ k|:t't ug{ yfn] . l;Gw'kfNrf]s lhNnfsf ljBfyL{x¿ lj1fg–k|ljlw ;DaGwL cfˆgf] 1fg / ;Lksf] k|bz{g ug{ yfn] . /fli6«o:t/sf jfbljjfb k|ltof]lutfx¿df ;xefuL x'g yfn] / cj;/ kfPsf] v08df pgLx¿n] klg s]xL ug{ ;S5g\ eg]/ ;fljt ug{ yfn] . cem dxTjk"0f{ s'/f t ljBfyL{x¿n] cfkm"leq / cfˆgf] jl/kl/ ePsf ;|f]t;fwgx¿sf] dxQ\j a'‰g yfn] . kl/jt{gsf] cg'e"lt ;fFlrSs} x'g yfn]sf] lyof] .

km]nf]l;k ;lsP kZrft s]xL dlxgfdf xfdL k|1fyL{x¿aLr e]6 x'Fbf ;fx|} efj's x'GYof}+ . ;d"x 7"nf] eP klg xfdLaLr Pp6f ;femf ofqfdf ;Fu} ;xefuL ePsf] Pp6f kl/jf/ ;/xsf] gftf lyof] . Pscsf{nfO{ e]6\bf xfdL cfkm"nfO{ ;an dx;'; uy{\of}+ . ;–;fgf dte]bn] xfd|f] ;d"xnfO{ slxNo} 6'Sof{Pg . xfdLn] ;w}+el/ cGofolj?4 n8\g' k5{, xfd|f ljBfyL{x¿nfO{ u'0f:t/Lo lzIff lbg'k5{ / tYof+sx¿nfO{ kl/jt{g ug{'k5{ eg]/ slxNo} la;]{gf}+ . cflv/df xfdLn] s]xL tYofÍx¿ kl/jt{g u/]/} 5f8\of}+ .

“The students who could never speak for themselves were engrossing for change in society – they were awaring the communities. Villages of Lalitpur were seeing change via sports. Their daughters were playing soccer.”

æcfˆgf nflu /fd|/L af]Ng klg lxlRsrfpg] ljBfyL{x¿ ;fdflhs kl/jt{gsf s'/f p7fpg yfn], cfˆgf] ;d'bfodf kl/jt{gsf nflu sfd ug{ yfn] . nlntk'/df klg v]ns'bsf] dfWodaf6 kl/jt{g b]lvg yfNof] . 5fqfx¿ klg km'6an v]Ng yfn] .Æ

Learning wasn’t limited within the walls of classroom. The students

were empowered in lots of ways. Villages of Dhanusha were seeing

students with posters and banners of change in society. The students

who could never speak for themselves were engrossing for change in

society – they were awaring the communities. Villages of Lalitpur were

seeing change via sports. Their daughters were playing soccer. Students

were advocating for change via acting. They were presenting their ideas

and works in the national platforms. Students of Sindhupalchowk were

exhibiting their knowledge on STEM, debating in the national platforms

and proving themselves that they could be competent enough if they

get opportunities. Most of all, students were realizing the significance

of everything existing in their surrounding and within. A wave of change

was being sensed.

The days when we used to reunite as co-years after months used to

be filled with emotions. We were large in number but were connected

by a sense of family and a shared journey. And as we met, we always felt

empowered. Our personal differences never divided us. We always had in

our minds, there is injustice we need to fight against, there are students

we need to educate, there are numbers we need to change. And, we did

end up changing the numbers.

THIRD STEP

Written by Milan Kumar Sardar Tharu

t];|f sbd

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

48 49

Teach For Nepal’s Fourth Cohort Fellows started their Fellowship

journey in Baishak, 2073. As the country was gearing up to rebuild

after the Great Earthquake, these 39 young minds were entering the

government schools in three different districts – Dhanusha, Lalitpur, and

Sindhupalchok. This cohort included 16 English Fellows, 11 Mathematics

Fellows, and 12 Science Fellows.

Named “Karuna” (Compassion) during their Training Institute,

the Fourth Cohort worked relentlessly not only to be limited within

the classrooms but also to widen their circle of impact. Be it raising

awareness against Child marriage in Dhanusha or taking actions against

child-traffickers in Sindhupalchok, the compassion of these Fellows

became their strength to act against social injustices. Even before the

Fellowship was started, these Fellows came together and volunteered

at Pabitra Sewa Samaj to feed orphans and elderlies at the shelter home.

They also distributed winter clothes and stationeries for small children.

That event was very important in terms of building up the relationship

among Fellows and realizing their social responsibilities.

Since the onset of their Fellowship, Fellows consistently motivated

students to become leaders and social entrepreneurs. It was really

inspiring to see a female student being appointed to Teach for All’s

Global Students’ Council. Students even started setting an example

for villagers by starting entrepreneurs’ clubs, initiating mushroom

farming and turning waste into salable goods (Waste to Best - Project).

The Fourth Cohort constantly pushed their students to become good

humans. In Dukuchhap, Lalitpur, Fellows and students volunteered to

l6r km/ g]kfn rf}yf] sf]x6{sf k|1fyL{x¿sf] km]nf]l;k @)&# a}zfvaf6 k|f/De ePsf] lyof] . k'/} b]z dxfe"sDk sf] k|efjaf6 cfkm"nfO{ p7fpg nfluk/]sf] a]nf $! hgf o'jfx¿ wg'iff, nlntk'/ / l;Gw'kfNrf]ssf ;fj{hlgs ljBfnox¿df k|j]z ub}{ lyP . rf}yf] sf]x6{sf k|1fyL{x¿dWo] !^ hgf c+u|]hLsf, !! hgf ul0ftsf / !$ hgf lj1fg laifosf lyP .

k|lzIf0fsf] bf}/fg …s?0ffÚ pkgfd kfPsf] of] ;d"x tf]lsPsf] sIffsf]7f;Fu} cfˆgf] k|efj If]q km/flsnf] agfpg k|oTg/t /x] . wg'iffdf afn ljjfxla?4 hfu?stf cleofg xf];\ jf l;Gw'kfNrf]s lhNnfdf afn t:s/x¿ la?4sf] sf/afxL ;fdflhs cGofo lj?4 n8\g oL k|1fyL{x¿sf] s?0ffefj g} tfut aGb} uof] . km]nf]l;k cufl8 g} oL k|1fyL{x¿n] ;o'+Qm ¿kdf …kljq ;]jf ;dfhÚ df :jo+;]jf ub}{ cgfy afnaflnsf tyf a[4x¿nfO{ vfgf v'jfpg] sfo{df d2t u/]sf lyP . pgLx¿n] ;fgf;fgf afnaflnsfx¿sf] nflu hf8f]sf] n'uf tyf n]vg ;fdu|Lx¿ klg ljt/0f u/]sf lyP . o:tf sfo{qmd tyf e]nfx¿n] k|1fyL{x¿ aLrsf] cfk;L ;DaGw 3lgi7 agfpg tyf pgLx¿nfO{ cfˆgf] ;fdflhs bfloTjaf]w u/fpg nfebfos e"ldsf v]n]sf] lyof] .

km]nf]l;ksf] ;'?cft;Fu} k|1fyL{x¿n] cfˆgf laBfyL{x¿nfO{ ;fdflhs cu'jf tyf ;fdflhs p4dL aGg k|]l/t ug{ yfn] . yflnPsf ;sf/fTds k|of;sf] d4tn] log} laBfyL{x¿dWo] Ps 5fqf l6r km/ cnsf] ljZjJofkL laBfyL{ kl/ifbdf lgo'Qm eOg\ . of] Pp6f k|]/0ffbfoL pknlAw lyof] . ;sf/fTds lqmofsnfkn] pgLx¿nfO{ ufpFn]sf] dfem klg kl/lrt agfpg d2t uof]{ . pBdLx¿sf] nflu uf]i7L 3/ ;+rfngb]lv Jofj;flos Rofp v]tLsf] yfngL tyf kmflnPsf j:t'x¿sf] k|of]uaf6 laqmLof]Uo j:t'x¿sf] pTkfbg -j]:6 6' a]:6 k|f]h]S6 _ k|1fyL{x¿s} kxndf ljBfyL{x¿af6 yfngL ul/Psf s]xL pNn]vgLo pbfx/0fx¿ x'g\ .

rf}yf] sf]x6{sf] Wo]o ;Fw} cfˆgf ljBfyL{x¿nfO{ c;n dfgj aGg xf};nf k|bfg ug{' /Xof] . ljBfyL{x¿;Fu ;xsfo{ ub}{ pgLx¿df dfgjLo u'0f ljsf; ug]{ tl/sf k|1fyL{x¿n] ckgfpg] uy]{ . nlntk'/sf] 8's'5fkdf e"sDkdf 3/ u'dfPsf Ps kl/jf/sf] lglDt l6gsf] /fd|f] a:g nfossf] 3/ agfpg ljBfyL{ / k|1fyL{x¿åf/f ;o'+Qm ¿kdf ul/Psf] :joD;]jf klg ljBfyL{ / k|1fyL{x¿aLr x'g] u/]sf] ;xsfo{ / k|1fyL{x¿åf/f ljBfyL{x¿df x'sf{pg vf]h]sf] k|j[ltsf] /fd|f] pbfx/0f xf] .

build a proper Tin shelter for a homeless elderly, who had lost his home

in the earthquake.

Teach for Nepal has set a vision for every child, in this country, to

have an excellent education one day. However, it is very important to

have students, families, communities, and local governments to be on

the same boat in order to turn that vision into reality. The fourth cohort

Fellows had tried to address and collaborate with each of these social

components. Fellows in Simle, Lalitpur and Terse, Sindhupalchok started

learning clusters in each neighborhood (Tol Tol ma Sikai). It enabled

them to nurture students’ individual learning close to their homes. It also

helped Fellows build a healthy relationship with parents and community

members. Organization of extra-curricular activities such as exhibitions

and sports competitions have been turned into a routine part of the

school’s annual calendar.

In 2074, local election was held throughout the country. It provided

local government a direct control over the developmental aspects of

their region including education under their jurisdiction. Realizing the

fact, Fellows started collaborating with new local government elects to

implement their ideas into actions. For an instance, Fellows in Nawalpur,

Sindhupalchok started a project Udaan to empower farmers, educate and

train them about modern farming and entrepreneurship in collaboration

with local government officials. Likewise, Fellows in Panchpokhari

Thangpal Rural Municipality, Sindhupalchok were able to bring together

five different schools and organize the largest Learning Fair (Kshitij

Learning Fair) in the region. The successful execution of the fair

demonstrated collaboration of teachers, principals, local representatives,

and Municipality Chairperson. It has highlighted the importance of

education and underlined the need of collaboration in addressing

challenges of government schools and students.

The Fourth Cohort’s achievements and initiatives, mentioned

above, have set a different level of benchmark for future Fellows in

this movement of ending educational inequity and injustice. With the

completion of Teach for Nepal’s five years, the Fourth Cohort Fellows

also completed their two years of Fellowship in Chaitra, 2074.

l6r km/ g]kfnn] o; b]zsf x/]s afnaflnsfsf] lglDt Pp6f p2]Zo lnPsf]5 – o; b]zsf x/]s afnaflnsfsf] nflu u'0f:t/Lo lzIff k|fKt x'g ;Sg] jftfj/0fsf] lgdf{0f . t/, of] pknlAw xfl;n ug{ ljBfyL{dfq geO{ x/]s kl/jf/, ;d'bfo tyf :yfgLo ;/sf/;d]t oxL p2]Zo af]sL ;xsfo{ u/L cl3 a9\g h¿/L 5 . o;} cfjZostf nfO{ ;3fpg rf}yf] sf]x6{sf k|1fyL{x¿n] oL ;a} ;fdflhs c+ux¿nfO{ ;Daf]wg ug]{ / cfˆgf] cleofgdf ;+UnUg u/fpg] k|of; u/] . l;Dn], nlntk'/ / t];]{, l;Gw'kfNrf]sdf 6f]n 6f]ndf l;sfO{ gfds l;sfO Sn:6/x¿ :yfkgf ul/P . o;sf] kmn:j¿k ljBfyL{x¿sf] JolQmut l;sfO clej[l4 pgLx¿s} 3/ jl/kl/ 6f]n l5d]sd} ldNg] ;Defjgf a9\of] . o;n] k|1fyL{x¿nfO{ cleefjs / ;d'bfo;Fu ;'b[9 ;DaGw sfod ug{ ;d]t d4t uof]{ . o;/L g} o;} p2]Zo k|flKt nfO{ ;xof]u ug{ ljBfnosf] aflif{s Sofn]G8/df k|bz{gL tyf v]ns'b k|ltof]lutf h:tf clQl/Qm lqmofsnfkx¿ klg lgoldt sfo{qmdsf] ¿kdf pNn]v x'g yfn]sf 5g\ .

@)&$ ;fndf b]zel/ :yfgLo lgjf{rg ;DkGg ePsf] 5. o;n] :yfgLo ;/sf/nfO{ cfˆgf] If]qflws/ leq x'g] ljsf;sf kIfx¿ ;fy} lzIffsf] If]qdf k|ToIf lgoGq0fsf] k|Tofe"lt u/]sf] 5 . o;} s'/fnfO{ Wofgdf /fv]/ k|1fyL{x¿n] gj–lgo'Qm :yfgLo hgk|ltlglwx¿;Fu cfˆgf p2]ZonfO{ d't{tf lbg ;xsfo{ u/] . ;dfhsf ljleGg c+ux¿;Fusf] ;xsfo{n] dfq cfˆgf] p2]ZonfO{ bL3{sflng 6]jf k'of{pg] a'em]sf k|1fyL{x¿n] gjnk'/, l;Gw'kfNrf]sdf …p8fgÚ eGg] kl/of]hgf rnfP . of] kl/of]hgf cGtu{t ls;fgx¿nfO{ cfw'lgs v]tL tyf pBdzLntf ;DaGwL 1fg tyf ;Lk :yfgLo ;/sf/ ;Fusf] ;xsfo{tfdf k|bfg ug]{ Joj:yf ldnfOof] . To;}u/L kfFrkf]v/L yfªukfn ufpFkflnsf, l;Gw'kfNrf]sdf k|1fyL{x¿n] pQm If]qsf kfFr ljBfnox¿nfO{ ;fydf NofO{ pQm If]qdf ePsf] xfn;Ddsf] ;a}eGbf a[xt\ l;sfO d]nf …lIflth l;sfO d]nfÚ cfof]hgf ug{ ;kmn eP . pQm sfo{qmdsf] ;kmn sfof{Gjog lzIfs,k|wfgfWofks tyf :yfgLo ;/sf/;Fusf] ;xsfo{sf] HjnGt pbfx/0f xf] .

dfly plNnlvt rf}yf] sf]x6{sf] pknlAw tyf kxnx¿n] z}lIfs c;dfgtf / cGofosf] cGTosf] nflu o; cleofgdf eljiodf ;+UnUg x'g cfpg] k|1fyL{x¿sf] nflu pRr dfkb08 to u/]sf] 5 .

“As the country was gearing up to rebuild after the Great Earthquake, these 39 young minds were entering the government schools in three different districts.”

æk'/} b]z dxfe"sDk sf] k|efjaf6 cfkm"nfO{ p7fpg nfluk/]sf] a]nf $! hgf o'jfx¿ wg'iff, nlntk'/ / l;Gw'kfNrf]ssf ;fj{hlgs ljBfnox¿df k|j]z ub}{ lyP .Æ

FOURTH STEP

Written by Kalyan Adhikari

rf}yf] sbd

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

50 51

Teach For Nepal’s Fifth Cohort Fellows or, also named as “Warriors”, started their Fellowship journey in Baisakh, 2074. Coming from diverse backgrounds and equipped with 42 days of rigorous training to be a transformational teachers, these 47 Warriors took the responsibility of educating the children in Science, Mathematics and English in the government schools in five different districts- Dhanusha, Lalitpur and Sindhupalchok in their first year and, and additionally Dang and Lamjung in their second.

Continuing the works pioneered by four cohorts before them, the Warriors not only entered their respective communities with an intention of educating the children but also addressed social injustices and prejudices and promoted the local creativities. One of the collective achievements of this cohort was providing as much exposure to their students as possible.

The diversity of the Fellows of this cohort in terms of academic and professional backgrounds as well as passion allowed the students to access learning in multiple directions. Over time, we saw different student-led projects happening in schools, a legal literacy club for building character and responsibility in students, STEM clubs to motivate student towards different career opportunities in science and technology, motivational classrooms inspiring them to be future leaders in their communities, formation of different clubs (Girls’ Club, Bal Club, Stem Club, Legal Literacy Club, Green Club, Sports Club, etc.) and initiations of digital classrooms and multimedia as one of the mediums of teaching.

Where even the higher education system in our country fails to teach the practical implications of taught theories, Teach For Nepal Fellows are empowering their students in their practical as well as theoretical capacities. Through their experience, preceding cohorts have handed down to the Fifth cohort Fellows with varieties of improved teaching methodologies. The biggest weapon of this cohort has been their ability and desire for conducting “trials and errors”

æof]4fÆ eg]/ lrlgg] l6=Pkm=Pg= sf] kfFrf} sf]x6{sf k|1fyL{x¿n] cfˆgf] km]nf]l;k ofqf @)&$ j}zfvaf6 ;'? u/]sf lyP . ljljw k[i7e"ldaf6 cfPsf oL $& hgf o'jfx¿ cfˆgf] $@ lbg] sl7g k|lzIf0f kZrft ljleGg kfFr lhNnfdf uP .

cfkm" cl3sf rf/ sf]x6{x¿n] u/]sf] sfdnfO{ lg/Gt/tf lb+b} oL of]4fx¿ cfkm"nfO{ s]jn sIff sf]7fdf ;Lldt g/fvL ;dfhdf ljBdfg cGofo, k"jf{u|x lj?4 cfjfh p7fpg sf] ;fy} :yfgLo l;h{gfTdstfnfO{ k|jw{g ug]{ sfd cl3 a9fP . cfˆgf ljBfyL{x¿nfO{ aflx/ ;+;f/;Fu ;Sbf] kl/lrt u/fpg ;Sg' of] sf]x6{sf] Pp6f ;fd'lxs ;kmntf /Xof] .

by experimenting with different teaching techniques. The Warriors classrooms have been supported by various co-curricular activities reinforcing learning and improving retention power in students. The cohort saw that students’ retention of knowledge is affected by a lot of factors. Addressing retention challenge has been one of the most crucial battles that Fellows have had to fight. Nevertheless, with comprehensive lesson plans and effective evaluation of each students need, the cohort continues change the picture.

From stopping child marriages to fighting gender issues through empowering girls, conducting menstrual hygiene projects to bringing awareness regarding different social injustices in highly patriarchal communities, the Fellows have done it all. Child marriage is one of the most pressing issues of rural communities in Nepal. Many Fellows have been conducting bi-weekly discussions with students after class regarding tackling this issue. Through dramata and similar other activity-based demonstration of tackling, this issue has painted a picture in young minds about the consequences of such injustices. Awareness through these activities has given courage to the kids to fight back in their own circles. Fellows have not only motivated the kids in the classroom but also inspired people in the community.

Fellows have also held different guest sessions concerning health issues – both mental or physical from community health staffs or inviting different professional individuals. Conducting menstrual hygiene projects by collaborating with different community members as well as resource people from outside the community has made the female students to talk freely about their periods.

The Fellows are not just concerned about delivering classroom lectures but also differentiating support by the students’ scenarios and backgrounds. From projects like “Jutta Abhiyan” that made the students journey to school more comfortable, to setting up libraries in schools to increase their horizons of knowledge, the Fellows have demonstrated that the genuinely care for students from diverse socio-economic backgrounds. The creative corners and art walls in schools show that the Fellows have worked hard to promote different potentials of each student. Fellows have also promoted the sports skills of their students. For instance, Fellows in Dhanusha started football club that improved of attendance of students at school. Fellows have also initiated a lot of fund raising activities using the local resources which has developed the ability in students to promote their communities using their local creativities.

The Fifth cohort’s constant efforts in providing exposures to their students has lead the students to Teach for Nepal’s Annual Event, National Level Steam Challenge (this challenge was won by one of the Schools where Fellows are working by beating other elite schools of our country), Glocal Teen Conference, painting competitions, theatre performances, educational tours, Udeshhya: Girls in Stem and as such. The Fifth cohort has not only focused

k|1fyL{x¿sf] k]zfut tyf z}lIfs ljljwtf / pT;fxn] ubf{ ljBfyL{x¿nfO{ ljleGg wf/ / lbzfdf cfˆgf] l;sfO cufl8 a9fpg] jftfj/0f lgdf{0f eof] . ;do;Fu} ljBfnodf ljBfyL{sf] g]t[Tjdf ljleGg kl/of]hgfx¿ ;+rfngdf cfpg yfn] . h:t} rl/q lgdf{0f tyf bfloTj af]w u/fpg] clek|fon] ;'?cft ul/Psf] Goflos 1fg ;DaGwL Sna, lj1fg–k|ljlwtkm{ pTk|]l/t ug{ ;f]xL ;DaGwL Sna, g]t[TjbfoL cg'ejsf] nflu pTk|]/0ff lbg] sIffx¿, afnSna, aflnsf Sna, jftfj/0f Sna, v]ns'b Sna cflb . l8lh6n sIffsf]7f / cWofkgdf dlN6ldl8ofsf] k|of]u b]lvg yfNof] .

pRr lzIffn] ;}4flGts 1fgsf] Jofjxfl/s dxQ\j a'emfpg g;s]sf] kl/k|]Iodf l6r km/ g]kfnsf k|1fyL{x¿n] ljBfyL{x¿nfO{ b'j} af6f]df ;an agfpFb} cfPsf 5g\ . klxn] cfPsf k|1fyL{x¿af6 kfFrf}+ sf]x6{nfO{ ;'wfl/Psf cWofkg ljlwx¿ x:tfGt/0f ePsf sf/0f o; sfx6{sf] cWofkg kl/:s[t /x]sf] b]lvg ;lsG5 . o; sf]x6{sf] ;a}eGbf dxTjk"0f{ cf}hf/ eg]sf] gofF s'/f ug{ vf]Hg], k/LIf0f / uNtLaf6 l;Sb} ;'wf/ Nofpg] k|lta4tf xf] . of]4fx¿sf] ljz]iftf eg]s} cltl/Qm lqmofsnfkdfkm{t ljBfyL{x¿sf] l;sfO, cjwf/0ff / 1fg ;an agfpFb} nfg' xf] .

“The Warriors not only entered their respective communities with an intention of educating the children but also addressed social injustices and prejudices and promoted the local creativities.”

k|1fyL{x¿sf] rf;f] / sfo{If]qdf ljleGg d'2fx¿ ky]{ . h:t} afnljjfx /f]Sg] sfo{, lszf]/Lx¿df dlxgfjf/Lsf] ;dodf :jR5tf, ;fdflhs cGofo lj?4 hfu/0fsf] sfo{qmd, cflb. æh'Qf cleofgÆ h:tf kl/of]hgfn] ljBfyL{sf] ljBfno;Ddsf] cfjthfjtnfO{ emg} ;xh agfpg] sfd u/]sf] 5 . ljBfnodf k':tsfno :yfkgf h:tf sfo{n] ljBfyL{sf] 1fgsf] bfo/fnfO{ cem} km/flsnf] agfPsf] 5 . ljBfnosf] leQf / s'gf sfKrfdf b]lvg] /rgfTds sfo{ / cfsif{s snfx¿n] ljljw cfofddf km}lnb}F uPsf] ljBfyL{x¿sf] Ifdtfsf] ememNsf] lbG5 . o;}u/L ljBfyL{x¿sf] v]n sf}znnfO{ klg a9fjf lbg k|1fyL{x¿n] Wofg k'of{Psf 5g\ . o; k|of;n] ljBfyL{x¿sf] z}lIfs hLjgdf klg ;sf/fTds k|efj kfg{ ;kmn ePsf] b]lvG5 . h:t}, wg'iffdf k|1fyL{x¿åf/f km'6an Sna ;+rfngdf NofPkZrft ljBfyL{x¿sf] ljBfno xflh/Ldf klg ;'wf/ b]lvPsf] 5 . :yfgLo ;|f]tx¿sf] k|of]u ub}{ k|1fyL{x¿n] y'k|} sf]if hDdf ug]{ ultljlwx¿ klg ;+rfngdf NofPsf 5g\ . o:tf ultljlwx¿n] ljBfyL{df cfˆgf] :yfgLo /rgfTdstf k|of]u ub}{ cfˆgf] ;d'bfonfO{ k|jw{g ug]{ v'aL klg ljsf; u/]sf] 5 .

kfFrf}F sf]x6{sf] lg/Gt/ k|of;n] ljBfyL{x¿nfO{ l6=Pkm=Pg=sf] jflif{s ;df/f]x, /fli6«o txsf] lj1fg k|ljlw k|ltof]lutf, ljZjJofkL lszf]/lszf]/L ;Dd]ng, lrqsnf k|ltof]lutf, gf6\o k|bz{g, z}lIfs e|d0f, 5fqfnfO{ nlIft sfo{qmd …p2]ZoÚ / c? y'k|} sfo{qmdx¿;Dd 8f]of{Psf] lyof] . k|1fyL{x¿n] cfˆgf] clwsf+z ;do / pmhf{ ljBfyL{x¿sf] nflu vlr{Psf 5g\ . o;n] ljBfyL{x¿sf] z}lIfs tyf u}/–z}lIfs b'j} If]qdf pNn]vgLo ;'wf/ Nofpg ;kmn ePsf] 5 .

lzIf0f ljlwsf] uxgtf / cfˆgf] ljBfyL{x¿sf] ;du| j[l4df ;s];Dd a9L e"ldsf lgefpg, ljBfyL{x¿sf] pknlAw cGt/nfO{ 36fpg / …Ps lbg g]kfnsf x/]s afnaflnsfn] pTs[i6 lzIff k|fKt ug]{5Gf\Ú eGg] p2]Zo xfFl;n ug{ kfFrf} sf]x6{nfO{ lgZro klg xf};nf ldn]sf] 5 .

æof]4fx¿ cfkm"nfO{ s]jn sIff sf]7fdf ;Lldt g/fvL ;dfhdf ljBdfg cGofo, k"jf{u|x lj?4 cfjfh p7fpg sf] ;fy} :yfgLo l;h{gfTdstfnfO{ k|jw{g ug]{ sfd cl3 a9fP .Æ

FIFTH STEP

Written by Dikshya Khadka

kfrf}F] sbd

A N N UA L R E P O R T 2 0 1 7 / 1 8

52

270NUMBERS OF FELLOWS PLACED

SINCE 2013

110FELLOWS CURRENTLY TEACHING

IN A CLASSROOM

30,000+NUMBERS OF STUDENTS

TAUGHT SINCE 2013

65NUMBERS OF SCHOOLS FELLOWS

WORKED IN SINCE 2013

2500+FELLOWS TAUGHT STUDENTS

WHO GRADUATED SLC

IMPACT SINCE 2013

Engineering/ Technology: 21.4%Business/ Management: 10.7%Social Sciences/ Humanities: 25%Health Care: 3.6%Education: 7.1%Sciences: 7.1%Social Work: 25%

1ST COHORT’SEDUCATIONDIVERSITY

Engineering/ Technology: 15.8%Business/ Management: 15.8%Social Sciences/ Humanities: 36.8%Education: 5.3%Sciences: 15.8%Social Work: 10.5%

2ND COHORT’S EDUCATIONDIVERSITY

Engineering/ Technology: 27.3%Business/ Management: 30.9%Social Sciences/ Humanities: 16.4%Health Care: 7.3%Sciences: 12.7%Social Work: 5.5%

3RD COHORT’SEDUCATIONDIVERSITY

Engineering/ Technology: 25%Business/ Management: 22.5%Social Sciences/ Humanities: 20%Health Care: 5%Education: 2.5%Sciences: 15%Social Work: 7.5%Law: 2.5%

4TH COHORT’SEDUCATIONDIVERSITY

Engineering/ Technology: 31.9%Business/ Management: 36.2%Social Sciences/ Humanities: 8.5%Health Care: 2.1%Education: 2.1%Sciences: 10.6%Social Work: 6.4%Law: 2.1%

5TH COHORT’SEDUCATIONDIVERSITY

68%MALE

32%FEMALE

53%MALE

47%FEMALE

55%MALE

45%FEMALE

50%MALE

50%FEMALE

47%MALE

53%FEMALE

COHORTDIVERSITY

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

54 55

“UWC has taught me to never give up,” says Anita who is a 2018 UWC

Mahindra College, India graduate. Anita is going to Luther University, the

U.S.A to study Microbiology and Political Science. She is also interested

in Politics and may join a political party in the foreseeable future. UWC

has helped Anita develop confidence and she has also learned how to

lead a team. She has always taken part in all the opportunities that came

her way and has successfully led a play called earthquake in UWC. Anita

aims to start a project in her hometown Nuwakot which would focus

on teaching English and Theatre to the children there. She has already

received funds for this project from UWC as her project got selected in

“ Goal-Make a Difference”. Anita says, “Teach for Nepal Fellows made a

great impact in her life and all these achievements would not have been

possible without their constant support."

æo'=8ANo'=;L= n] dnfO{ slxNo} xf/ dfGg' x'Gg eGg] l;sfPsf] 5Æ, o'= 8ANo'= ;L= cGtu{t ef/tsf] dlxG›f sn]haf6 sIff !@ ;s]sL clgtf tfdfª elG5g\ . clgtf clxn] cd]l/sfsf] n'y/ ljZj ljBfnodf ;"Id hLj lj1fg / /fhgLlt lj1fgdf :gfts ul//x]sL l5g\. pgnfO{ /fhlgltdf ?rL /x]sf] / eljiodf g]kfnsf] /fhgLltdf klg k|j]z ug{ ;Sg] atfpFl5g\ . 5fqj[lQsf] cWoogn] cfTdljZjf; / g]t[Tj Ifdtf a9fPsf] pgsf] 7DofO 5 . pgL g]t[Tj lng slxNo} kl5 klb{gg\ . pgn] cfˆgf ;dsIfLsf ;fy æe"sDkÆ gfds gf6s klg k|:t't ul/g\ . clgtf eljiodf cfˆgf] hGd:yfg g'jfsf]6df c+u|]hL / /+ud~rsf snf l;sfpg rfxlG5g\ . pgsf] of] kl/of]hgf o'=8ANo'=;L=sf] æGoal-Make a DifferenceÆ df 5gf]6 eO{ To;sf nflu cfjZos /sd klg k|fKt ul/;s]sL l5g\ . l6r km/ g]kfnsf k|1fyL{x¿ sf] ;xof]u k|lt s[t1 x'Fb} pgL elG5Gf\, æd]/f lzIfsx¿sf] ;fy / ;xof]u lagf of] ;a} pknlAw ;Dej lyPg.Æ

“I wouldn’t have got to know about United World College and Samantha

Foundation if Teach for Nepal Fellows weren’t there. It is because of

them that I got an opportunity to study In Kathmandu and now I am

going to United World College to study the International Baccalaureate

Program,” says Sushmita Giri who is going to UWC Mostar this August.

Susmita wants to study law in her college and aspires to become a

lawyer. She wants to apply all the knowledge that she gained from her

International Studies in the development of Nepal.

“Teach For Nepal Fellows taught me to face challenges and it’s because

of them I was able to overcome my fears and got selected among many

competitors to get full scholarship to study in United World College,”

says Sangita Jimba who is going to Robert Bosch College, Germany this

fall. Sangita is very excited and happy for her upcoming journey. While

studying in UWC she wants to know about the different cultures in the

world and wants to develop her English fluency.

16-year-old Sushmita and Sangita are both very excited for their impending departure. They are starting a new chapter of their life this

August and are counting days for their new venture.

!^ jif{sf ;'l:dtf lu/L / ;+lutf lhDafn] ut cu:6af6 o'=8ANo'=;L=5fqj[lQ kfP/ cfˆgf] hLjgsf] bf];|f] kfl/ ;'? ul/;s] .

æl6r km/ g]kfnsf lzIfsx¿n] dnfO{ r'gf}tLsf] ;fdgf ug{ l;sfpg' eof] . To;n] 8/;Fu h'w]/ w]/} k|lt:kwL{nfO{ kl5 kfb}{ of] 5fqj[lQ kfpg ;kmn ePFÆ, ;+lutfn] atfOg\ . ;+lutf xfn hd{gLsf] /f]a6{ af]:s sn]hdf sIff !! df cWoog/t l5g\ . hd{gLdf cWoog ub}{ pgL ljZj ;+:s[ltaf/] hfGg / c+u|]hL ;'wf/ ug{ rfxlG5g\.

af]l:gofdf cWoog/t ;'l:dtf elG5Gf\,æl6r km/ g]kfnsf] ;/ ld; gx'g' efsf] eP dnfO{ o'=8ANo'=;L= jf ;dfgtf kmfpG8];gsf af/] 1fg x'Fb}g lyof] . pxfFx¿n] ubf{ d}n] dxTjk"0f{ 5fqj[lQ kfPsf] 5' .Æ ;'l:dtf sfg'g k9]/ jlsn aGg rfxlG5g\ . pgL ljb]zaf6 xfl;n u/]sf] lzIffsf] d2tn] g]kfndf ljsf; ug{ rfxlG5g\ .

Teach For Nepal launched in 2015 to address educational inequality in Nepal. One of its first initiatives has been to establish a program to

recruit high achieving graduates and young professionals into teaching Fellowship. Now in its sixth year, the movement has achieved support

from local government, and shown strong results based on a number of assessments.

This year (2018) around 1050 Teach For Nepal Fellows taught students appeared for SEE. 95% of students from 32 schools in three

placement districts (Lalitpur, Sindhupalchowk and Dhanusa) passed Secondary Education Examination (SEE) allowing them to continue on to

higher education.

Since our launch five students taught by Teach For Nepal Fellows have received full scholarship to attend the United World College (UWC)

program in Germany, Bosnia and India. UWC is a global education movement that makes education a force to unite people, nations, and

cultures for peace and a sustainable future. Our three students have started their UWC journeys, whereas, our other two students will start

their program this Fall.

IMPACT ON STUDENTSWritten by Aayushi Agarwal

“This is one of the best things that has happened to me,” says Juni

Deshar who is a 2018 UWC Robert Bosch College, Germany graduate.

She aspires to become an entrepreneur in the future. She has also

climbed a step higher to achieve her dream by getting selected at Luther

University in the United States to study Business Administration. Juni’s

love for traveling led her to go for a solo trip to Vienna, Australia. She

says that all her achievements wouldn’t have been possible if Teach for

Nepal Fellows wouldn’t have guided her. UWC has helped her to get an

international education and come out of a conservational society. Juni

has gained confidence and has overcome the language barriers through

her friend and teacher’s help in UWC.

“I have learned to challenge my life every day,” says Shanta Nagarkoti

who is currently studying in Robert Bosch College, Germany. Shanta

wants to peruse a field in International Relations in UK or the U.S.A.

UWC has helped her develop her English skills and has taught her how

to connect with people. She says that her teachers’ and friends are

extremely proud of her and are continuously helping her. “All these

achievements wouldn’t have been possible without the close guidance

from Teach For Nepal Fellows,” says Shanta.

l6r km/ g]kfnsf k|1fyL{x¿n] cWofkg u/fPsf % ljBfyL{n] xfn;Dd o'gfO6]8 jn{\8 sn]h -o'= 8ANo'= ;L=_sf] 5fqj[lQ k|fKt u/]sf 5g\. pgLx¿ hd{gL, af]l:gof / ef/tdf pRr lzIff k|fKt ul//x]sf 5g\. o'gfO6]8 jn{\8 sn]hn] x/]s jif{ lzIffsf] dfWodaf6 b]z, dfG5] / ;+:s[ltnfO{ hf]8L zflGt / lbuf] ljsf;sf] nflu sfd ul//x]sf] 5 .

æof] 5fqj[lQ d]/f] hLjgdf ePsf 36gfx¿dWo] ;a}eGbf clj:d/0fLo 36gf xf]Æ, h'gL b];f/n] atfOg\ . pgn] ;g\ @)!* df of] 5fqj[lQaf6 hd{gLsf] af]:s sn]haf6 sIff !@ k'/f ul/g\ . eljiodf pgL pBdL aGg rfxlG5g\ . xfn cd]l/sfsf] n'y/ ljZj ljBfnodf la= la= P= cWoog ul//x]sL l5g\ . h'gLn] clxn];Dd lePgf / ci6«]lnof e|d0f ul/;s]sL l5g\ . oL ;a} ;kmntfdf pgL l6r km/ g]kfnsf k|1fyL{x¿ sf] ;xof]u / k|]/0ff dxTjk"0f{ /x]sf] atfpFl5g\ . pgL elG5Gf\, æo; 5fqj[lQn] dnfO{ cfˆgf] ;dfhaflx/ lgl:sP/ ;+;f/ x]g{ d2t u/]sf] 5 .Æ

;g\ @)!& df oxL 5fqj[lQ kfPsL zfGtf gu/sf]6L elG5g\, æclxn] x/]s lbg cfˆgf] hLjgnfO{ r'gf}lt lbg l;s]sf] 5' .Æ pgL hd{gLsf] af]:s sn]hdf cWoog/t l5g\ . eljiodf pgsf] cd]l/sf jf a]nfotdf cGt/f{li6«o ;DaGwdf :gfts ug]{ ;f]r 5 . 5fqj[lQn] c+u|]hLdf ks8 a9fPsf] / w]/} dfG5];Fu e]63f6sf] cj;/ lbnfPsf] pgsf] cg'ej 5 . æl6r km/ g]kfnsf lzIfsx¿n] dnfO{ ;kgf b]vfpg'eof] / dfu{lgb]{z ug{' eof]Æ, zfGtfn] atfOg\ .

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

56 57

The first group of students taught by our Fellows appeared in the 2015 (2071) SLC. The results in our placement schools in Lalitpur increased by about 37%. In Fellow taught subjects (either maths, science or English) on average 90% students passed. In the 2016 (2072) SLC, among 664 students taught by Teach For Nepal Fellows, 98% students secured 1.6 GPA, minimum required to enter grade 11.

ACHIEVEMENTS

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.0

0.5

1.0

1.5

2.0

2.5

STUDENT PERCEPTION SURVEY 2018

Each year Teach For Nepal takes part in Student Perception Survey that is being adminsted in many of our network partner countries. This survey is an interesting opportunity to listen and learn from our students. It assesses the extent to which students experience our Fellows’ classroom enviroment as engaging, demanding, and supportive of their intellectual growth.

In 2018, we conducted the survey in our Sixth Cohort Fellow’s classrooms. Below is the summary of the results.

Overall average

79 % favorableCOMPARISONSTEACH FOR ALL 72%

Student inputand ideas valued

83 % favorableCOMPARISONSTEACH FOR ALL 77%

Rigorousexpectations held

84% favorableCOMPARISONSTEACH FOR ALL 79%

Encouraging and supportative relationships fostered

79 % favorableCOMPARISONSTEACH FOR ALL 72%

Positive culture and learning enviroment created

63 % favorableCOMPARISONSTEACH FOR ALL 53%

Understanding checked for and ensured

81 % favorableCOMPARISONSTEACH FOR ALL 73%

Learning fullyinternalized

85 % favorableCOMPARISONSTEACH FOR ALL 77%

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

58 59

ABOVE Former US Ambassador, Alaina B. Teplitz teaching in Buddha Secondary School, Tikabhairab.

TOP RIGHT Sanima Bank's CEO, Bhuvan Dahal teaching in Kali Devi Secondary School, Bukhel.

BOTTOM RIGHT TV Personality Malvika Subba with the students from Mahakhali Secondary School, Bansbari, Sindhupalchowk.

MIDDLE RIGHT Merojob.com's MD, Shailendra Raj Giri teaching in Jana Bikash Secondary School, Nursery.

Daayitwa's Founder and Chairperson, Pukar Malla teaching in Kalika Chetana Secondary School, Phataksheela.

Golchha Organization's Head of HR, Niti Shah Rana teaching a class in Shree Secondary School, Mithileshwar.

ONE DAY IN A CLASSROOM

One day in a Classroom is an initiative to inspire students to aim high and aspire to their fullest potential by taking leaders from various sectors - Members of Parliament, Ambassadors, Senior Government Officials, CEOs of Corporations, Celebrities, and other role models to the classroom. The visitors inspire students with their life stories, struggles, successes, lessons they have learned, their past or current job, their travels, education, or share about people who inspired them when they were growing up.

TEACH FOR NEPAL IS A MOVEMENT OF PEOPLE WHO BELIEVE IN STRENGTHENING PUBLIC EDUCATION.

Republica Daily Newspaper's Chief Editor Subhash Ghimire teaching in Kalika Chetana Secondary School, Phataksheela.

Musician and theater artist, Salil Subedi teaching in Chandeshwari Secondary School, Simle.

Senior Journalist, Rama Krishna Regmee teaching in Kundaladevi Secondary School, Thulo Sirubari.

Educator, Usha Pokharel teaching in Bidyadhiswari Secondary School, Ashrang.

Singer, Amrit Gurung teaching in Ramdevi Secondary School, Jalkeni.

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

60 61

TEACH FOR NEPAL FINANCES

AUDITED FINANCIAL STATEMENT SUMMARY FOR THE FISCAL YEAR 2017/2018

Fellow Support 4.11%

Community Affair, Placement and School Relations 3.4%

Training and Support 16.9%

Recruitment, Selection and Matriculation 7.27%

Management, Admin and Office Expenses 12%

Impact and Evaluation 1.16%

Alumni 1.47%

Fundraising and Outreach 7.56%

Fellow’s Stipend 28.65%

Support My School 17.48%

2017/18COST DRIVERS

Fundraising and Outreach 4.7%

Fellow Support 4.3%

Community Affair, Placement and School Relations 2.6%

Training and Support 20%

Recruitment, Selection and Matriculation 6.75%

Management, Admin and Office Expenses 15.56%

Impact and Evaluation 2.54%

Alumni 1%

Fellow’s Stipend 31.45%

Support My School 11.1%

2016/17COST DRIVERS

Events Income 2.34%

Contribution from Schools 4.72%

Corporate Grants 22.49%

Contribution from Local Government 1.81%

Sale of Products and Income 0.2%

Foundation Grant 47.04%

In-kind Income 0.5%

Interest Income 0.25%

Individual Donation 5.09%

Relief Grant 0%

Grants from UN Habitat 15%

Health Insurace Refund 0.56%

2017/18CASH CONTRIBUTION

Events Income 0.5%

Contribution from Schools 4.97%

Corporate Grants 14.39%

Contribution from Local Government 0%

Sale of Products and Income 0%

Foundation Grant 65.62%

In-kind Income 0%

Interest Income 0%

Individual Donation 2.33%

Relief Grant 0.79%

Grants from UN Habitat 11.1%

Health Insurace Refund 0.3%

2016/17CASH CONTRIBUTION

Fellow Support 4.11%

Community Affair, Placement and School Relations 3.4%

Training and Support 16.9%

Recruitment, Selection and Matriculation 7.27%

Management, Admin and Office Expenses 12%

Impact and Evaluation 1.16%

Alumni 1.47%

Fundraising and Outreach 7.56%

Fellow’s Stipend 28.65%

Support My School 17.48%

2017/18COST DRIVERS

Fundraising and Outreach 4.7%

Fellow Support 4.3%

Community Affair, Placement and School Relations 2.6%

Training and Support 20%

Recruitment, Selection and Matriculation 6.75%

Management, Admin and Office Expenses 15.56%

Impact and Evaluation 2.54%

Alumni 1%

Fellow’s Stipend 31.45%

Support My School 11.1%

2016/17COST DRIVERS

Events Income 2.34%

Contribution from Schools 4.72%

Corporate Grants 22.49%

Contribution from Local Government 1.81%

Sale of Products and Income 0.2%

Foundation Grant 47.04%

In-kind Income 0.5%

Interest Income 0.25%

Individual Donation 5.09%

Relief Grant 0%

Grants from UN Habitat 15%

Health Insurace Refund 0.56%

2017/18CASH CONTRIBUTION

Events Income 0.5%

Contribution from Schools 4.97%

Corporate Grants 14.39%

Contribution from Local Government 0%

Sale of Products and Income 0%

Foundation Grant 65.62%

In-kind Income 0%

Interest Income 0%

Individual Donation 2.33%

Relief Grant 0.79%

Grants from UN Habitat 11.1%

Health Insurace Refund 0.3%

2016/17CASH CONTRIBUTION

Fellow Support 4.11%

Community Affair, Placement and School Relations 3.4%

Training and Support 16.9%

Recruitment, Selection and Matriculation 7.27%

Management, Admin and Office Expenses 12%

Impact and Evaluation 1.16%

Alumni 1.47%

Fundraising and Outreach 7.56%

Fellow’s Stipend 28.65%

Support My School 17.48%

2017/18COST DRIVERS

Fundraising and Outreach 4.7%

Fellow Support 4.3%

Community Affair, Placement and School Relations 2.6%

Training and Support 20%

Recruitment, Selection and Matriculation 6.75%

Management, Admin and Office Expenses 15.56%

Impact and Evaluation 2.54%

Alumni 1%

Fellow’s Stipend 31.45%

Support My School 11.1%

2016/17COST DRIVERS

Events Income 2.34%

Contribution from Schools 4.72%

Corporate Grants 22.49%

Contribution from Local Government 1.81%

Sale of Products and Income 0.2%

Foundation Grant 47.04%

In-kind Income 0.5%

Interest Income 0.25%

Individual Donation 5.09%

Relief Grant 0%

Grants from UN Habitat 15%

Health Insurace Refund 0.56%

2017/18CASH CONTRIBUTION

Events Income 0.5%

Contribution from Schools 4.97%

Corporate Grants 14.39%

Contribution from Local Government 0%

Sale of Products and Income 0%

Foundation Grant 65.62%

In-kind Income 0%

Interest Income 0%

Individual Donation 2.33%

Relief Grant 0.79%

Grants from UN Habitat 11.1%

Health Insurace Refund 0.3%

2016/17CASH CONTRIBUTION

Fellow Support 4.11%

Community Affair, Placement and School Relations 3.4%

Training and Support 16.9%

Recruitment, Selection and Matriculation 7.27%

Management, Admin and Office Expenses 12%

Impact and Evaluation 1.16%

Alumni 1.47%

Fundraising and Outreach 7.56%

Fellow’s Stipend 28.65%

Support My School 17.48%

2017/18COST DRIVERS

Fundraising and Outreach 4.7%

Fellow Support 4.3%

Community Affair, Placement and School Relations 2.6%

Training and Support 20%

Recruitment, Selection and Matriculation 6.75%

Management, Admin and Office Expenses 15.56%

Impact and Evaluation 2.54%

Alumni 1%

Fellow’s Stipend 31.45%

Support My School 11.1%

2016/17COST DRIVERS

Events Income 2.34%

Contribution from Schools 4.72%

Corporate Grants 22.49%

Contribution from Local Government 1.81%

Sale of Products and Income 0.2%

Foundation Grant 47.04%

In-kind Income 0.5%

Interest Income 0.25%

Individual Donation 5.09%

Relief Grant 0%

Grants from UN Habitat 15%

Health Insurace Refund 0.56%

2017/18CASH CONTRIBUTION

Events Income 0.5%

Contribution from Schools 4.97%

Corporate Grants 14.39%

Contribution from Local Government 0%

Sale of Products and Income 0%

Foundation Grant 65.62%

In-kind Income 0%

Interest Income 0%

Individual Donation 2.33%

Relief Grant 0.79%

Grants from UN Habitat 11.1%

Health Insurace Refund 0.3%

2016/17CASH CONTRIBUTION

S.N. PARTICULARS SCHEDULECURRENT YEAR AMOUNT (NPR)

PREVIOUS YEARAMOUNT (NPR)

(A) Income

Opening Balance - -

Co-Funding (Teach For Nepal Core Project Income)

Contribution from Local Government 1,264,200.00

Contributions from Schools 3,302,555.00 3,142,700.00

Corporate Grants 15,741,155.00 9,108,017.86

Events Income (Annual Event) 1,635,861.00 319,475.00

Individual Donations 3,560,239.95 1,472,086.22

In-Kind Income 32,400.00

Interest Income 161,490.57

Foundation Grants 32,924,114.54 41,526,783.78

Sales of Product and Income 14,500.00 -

Teach For Nepal (Other Income)

Grants from UN Habitat 10,955,745.25 7,021,837.00

Grants for Relief - 500,000.00

Sujita Chaudhary Trust Fund - -

Health Insurance Refund 393,625.00 196,588.00

Total (A) 69,985,886.31 63,287,487.86

(B) Expenses

6000 Recruitment, Selection and Matriculation (RSM) 1 5,111,881.72 4,273,636.42

6020 Community Affairs, Placement & School Relations 2 2,406,338.94 1,642,153.00

6030 Training & Support 3 11,889,313.00 12,656,230.80

6050 Fellow Support 4 2,894,442.00 2,685,344.00

6100 Fellows 5 20,154,252.00 19,910,172.00

6150 Alumni 6 1,033,169.00 630,900.00

6200 Fundraising & Outreach 7 5,315,512.00 2,957,121.65

6300 Impact Evaluations 8 814,653.00 1,606,241.00

6400 Management, Admin and Office Expenses 9 8,441,532.65 9,903,851.99

Support My School Expenses 12,295,908.00 7,021,837.00

Total (B) 70,357,002.31 63,287,487.86

Balance of Fund (A-B) (371,116.00) -

Audited by CA Prahlad Gautam, Partner of Kuber & Co., Chartered AccountantsAudited on: October 4th, 2018

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

62 63

OUR PARTNERS & SUPPORTERS

Sagar & Brother's Trade Link, Ilam

Mechi Power Mobile Trade, Birtamod

New Sangam Enterprises, Damak

Dipkala Enterprises, Pathari

Auto City, Itahari

Yes & Brothers Auto Pvt. Ltd, Biratnagar

Ranu Auto Centre, Inaruwa

Arbin & Brother's Auto, Dharan

Punam & Prasanna Auto Trade, Khandbari

Shree Ganesh Trade Link, Urlabari

Manakamana Automobiles, Birathwok

Khan Automobiles & Elec. Saptri Pvt. Ltd., Rajbiraj

Kalika Auto Link, Gaighat

R.S Automobiles Center, Katari

Manakamana Trade Link, Lahan

Gupta Brothers Auto Trade, Mirchaiya

Sneha Auto Zone, Siraha

Janak Auto, Janakpur

Om Auto Center, Jaleshwor

Shree Ram Janaki Auto, Bardibas

Ritik Enterprises Pvt. Ltd., Lalbandi, Sarlahi

Gupta Automobiles, Gour, Rautahat

Nityam Traders, Nijgadh

New SDS Enterprises, Jitpur, Bara

Rishav Motors, Shreepur, Birgunj

Gupta Motors, Kalaiya

Horizon Auto Pvt. Ltd., Hetauda, Main Road

Aashirbaad Automobiles Pvt. Ltd., Parsa, Chitwan

Narayani Motors, Shahid Chowk, Narayanghat

Dip Enterprises, Aabukhaireni

Suren Heart Yatayat Sewa Pvt. Ltd., Gorkha

Global Auto Link, Lamjung

GMT Automobiles, Damauli

Ichhashakti Automobiles Pvt. Ltd., Nayabajar, Pokhara

Shiva Shakti Automobiles, Baglung

Mustang Automobiles, Jomsom

Nissas Motors, Tandi, Chitwan

NK Motors, Bharatpur, Chitwan

Suvachhaya Auto Works, Dulegauda

Bhairab Automobiles Pvt. Ltd., Butwal

Bashyal Automobiles, Bardaghat

Araniko Trading Pvt. Ltd., Parasi

Bajh Automobiles Pvt. Ltd., Bhairahawa

Kedarnath Motorcycle Parts, Jeetpur (No. 4), Kapilvastu

Zeenat Automotives, Chandrauta

Bashyal Brothers Auto Link Pvt. Ltd., Arghakhachi

New Bigyan Suppliers, Pyuthan

Rapti Auto Engineering, Ghorahi

Cross Border Pvt. Ltd., Tulsipur

Check In Auto Pvt. Ltd., Kawasoti

Manakamana Auto Works, Rampur

Jay Sagarmatha Automobiles Pvt. Ltd., Tamghas

Satau Chandi Auto Parts, Syangja

Santoshi Spare Parts, Walling

Nepal Trade Channel Pvt. Ltd., Nepalgunj

Bardiya Auto International, Guleriya

Asheem Auto Parts, Surkhet

Chandannath Auto Care Center, Jumla

Ganga Automobiles, Lamki

Jaimini Automotives Co. Pvt. Ltd., Tikapur

Dinesh Automotives, Dhangadi

K.M Enterprises, Mahendranagar

Shree Saud Automotives, Dadeldhura

A.R.G Enterprises, Darchula

Prapti International, Kohalpur

Rudra Automotives, Aatariya

M & M Motorcycle Shoppie, Kumaripati

Brother's Auto Pvt. Ltd., Gongabu

Auto View Pvt. Ltd., Nayabaneshwor

P & P Auto Pvt. Ltd.,Kalanki

Srijendra Auto Pvt. Ltd., Dillibazar

Easy Auto Pvt. Ltd., Baudha

New Namaste Auto Pvt. Ltd., Thimi

S&S Enterprises, Bhaktapur

Star Auto Enterprises, Lainchaur

Golmeshwor Auto Enterprises Pvt. Ltd., Gwarko

Arjun Enterprises, Sukedhara

Shubham Auto Links Pvt. Ltd., Maharajgunj

Auto Gear Traders, Battisputali

U agrachandi Auto World, Banepa

Chandeshwori Auto Solution Pvt. Ltd., Charikot

Shine Auto Home Pvt. Ltd., Balaju

Kumari & Sons Auto Traders Pvt. Ltd., Balkhu

Karki Auto Center, Sitapaila

Fa & Sons Auto Pvt. Ltd., Tinkune

Speed Auto Enterprises, Nuwakot

Professional Automobiles Pvt. Ltd., Satungal, Chandragiri

Kala Marketing Pvt. Ltd., Dhading

HH BAJAJ & DEALERS NETWORK

PROGRAM PARTNERS

LOCAL GOVERNMENT PARTNERS

SUPPORTERS

IN KIND SUPPORT

90 Lakhs and above 50 Lakhs and above 25 Lakhs and above

10 Lakhs and above

5 Lakhs and above

A N N UA L R E P O R T 2 0 1 7 / 1 8 jflif{s k|ltj]bg @)&$÷&%

64 65

Rashtriya Secondary School, Rupaitha, Dhanusha

Janta Secondary School, Belhi Rajaul, Dhanusha

Shree Secondary School, Mithileshwar, Dhanusha

Shree Secondary School, Bagchauda, Dhanusha

TEACH FOR NEPAL PARTNER SCHOOLS

Prem Milaan Secondary School, Chhap

Ganga Milan Secondary School, Ghermu

Chandroday Secondary School, Bahundanda

Mahendradev Secondary School, Taramche

Prabhat Shanti Secondary School, Badagaon

Amar Secondary School, Khudi

Ganesh Secondary School, Simpani

Tribhuvan Secondary School, Ghanpokhara

Bhotang Devi Secondary School, Bhotang

Chilaune Secondary School, Maneykharka

Raithane Secondary School,Raithane

Satkanyamati Secondary School, Gunsa

Bhotenamlang Secondary School,Bhotenamlang

Nawalpur Secondary School, Nawalpur

Setidevi Secondary School, Bhimtar

Bhimeshwari Secondary School, Bhimtar

Janajagriti Secondary School, Sangachowk

Kundaladevi Secondary School, Thulo Sirubari

Ramdevi Secondary School, Jalkeni

Janabikas Secondary School, Nursery

Bhimsen Secondary School, Khatrithowk

Kalika Chetana Secondary School, Phataksheela

Mahakali Secondary School, Bansbari

Indreshwari Secondary School, Melamchi

Terse Secondary School, Talamarang

Janak Secondary School, Katuwa

Narayani Secondary School, Gimdi

Bidyadhiswari Secondary School, Ashrang

Chandeshwari Secondary School, Simle

Janajagriti Secondary School, Ikudole

Baghbhairav Secondary School, Chaughare

Gothbhanjyang Secondary School, Dalchowki

Buddha Secondary School, Tikabhairab

Bhimsen Adarsha Secondary School, Burunchuli

Saraswati Secondary School, Shankhu

Nepal Rashtriya Secondary School, Sedwa, Parsa

Shree Secondary School, Bijay Basti, Parsa

Gyan Batika Secondary School, Suwarnapur, Parsa

Janajyoti Secondary School, Raniyapur

Ambeshwari Secondary School, Ambapur

Pashupati Secondary School, Haripauri

Janajagriti Secondary School, Patubangaon

Ma. Vi. Balapur Secondary School, Balapur

Saraswati Secondary School, Damargaon

Ma. Vi. Kalakhola Secondary School, Kalakhola

Nawajagaran Secondary School, Kutechaur

Bhitrisakram Secondary School, Bhitrisakram

LALITPUR SINDHUPALCHOWK

DHANUSA

DANG

PARSA

LAMJUNG

INDIVIDUAL DONORSAakriti RimalAakriti ThapaAarju BasnetAarushi BhandariAayush BasnetAbhishek PandeyAditi AdhikariAdityi RayamajhiAishworya Devi PuriAjit MaskeyAlisha GhimireAmartya Ojaswi UpadhyayAmbika MainaliAmrit PuriAmrita RajbhandaryAnanya Holidays Pvt. Ltd.Angela ChhetriAnh ThapaAnil K ShahAnjani JoshiAnkush UpretiAnoj Yamphu RaiAnthony KavehAntoo ShresthaAnu KarkiArpan DahalArun ThingAshish SinghAshma VaidyaAska Dolma SherpaAyush PantaBandana ManandharBandana PaijaBarbara ButterworthBatsal DevkotaBernie FosterBhagirath YogiBhawana ShresthaBhushan TuladharBibek BalamiBibek TimalsinaBibhushan ShakyaBijay Mani PaudelBijay ThapaBikash DesharBike The LakeBimla ShresthaBina KarkiBinita SubediBinod Sharma (Dakshya Sharma)Bipin MaharjanBiraj BhattaBishal NeupaneBishnu Hari AcharyaBishrut S ThapaBishwas GhimireBonash Katwal (Nepalese Youth in Frankfurt, Germany)Carlos Terrol

Catherine LeechChiranjibi DhakalChizu GurungDan DykemaDeepak ShresthaDibya PhuyalDibyesh GiriDiksha ShresthaDilip Kumar MunankarmiDipika Khadgi (Sharada Khadgi)Divas ThapaDiwakar SilwalDolma SherpaDrishya GurungDzameer DzulkifliElsbeth HoweEric EnglundEva ManandharGanesh ChaudharyGarima PokharelGaurab Raj PandeyGovinda GurungHarish AwasthiHashana ShresthaHaydi SowerwineHemanta BhattaraiHom Bahadur ThapaIsha ShresthaIshwor RaiJagadish BhattaraiJagdish PandeyJalan MaharjanJasmit HamalJayanti LamaJayaram SurendiraradaJigme SherpaJimmy LamaJoanna MacyJwala SharmaJyoti GautamKabin PandeyKalpana ParajuliKamal BhandariKaustuv PaudyalKedar Bhakta MathemaKedar BhandariKhika Prasad NepalKhil Bahadur ThapaKhusbu AgrawalKim DueaKishore SapkotaKrishna BhattaKrishna Kumar K.CKrishna TimalsenaKrita BhattaraiKritika AcharyaKritsin PedemontiKul AcharyaLate Binod B. Rajbhandary

Laxmi RajakLeigh BiddlecomeLhakpa LamaLochan PaudelLok Bahadur KarkiMadhav Prasad DevkotaMahesh BajracharyaMahesh ShakyaMandira RijalManoj GautamManoj PahariMargie G PeereboomMaria E.I. ShresthaMarshal PokharelMelissa I MooreMeredith MannMichael WatsonMira Adhikari PoudelMohan BasnetMona AdityaMonet HaskinsMonisha ThapaMoulika DeojaMukhiya GurungMuniram Sharma PokahrelNancy RimalNaveen ShresthaNawang Thora SherpaNeejan ShresthaNepali Samaj e.v. and Shiva AdhikariNeraz TuladharNetwork of Sherpa Students and ProfessionalsNibedita SharmaNigelNiharika MainaliNija MaharjanNita RanaNoshan BhattaraiNRN Lcc HessenPadam Raj AwasthiPawan DhamiPrabhakar PokharelPrabin GautamPrabin NiraulaPrabodh ShiwakotiPradeep GhimirePrajwal KhadkaPrakash ShresthaPrarthana SherchanPrashanna Kumar JainPrashanti RavanavarapuPrashil GuragainPrashneel (Raju Babu) NepalPrateek ShresthaPratigya SharmaPratik GhimirePratiksha AdhikariPratikshya Subedi

Pratima PathakPratistha RaiPriya RimalPriyanka ChaudharyPurochan UdasRabin SigdelRadha JoshiRahul Raj DhakalRajan ShresthaRajat Sharma SubediRajendra Prasas PradhanRajesh DhakwaRaju ShresthaRam Keshar ThapaRamesh DesharRamesh GhimireRanjana ShresthaRanjit MahatoRashesh ShresthaRashmi BajracharyaRatan DevkotaRaushan JaiswalRavindra KarnRebati Ram (Rafael) PoudelReshmi ParajuliReshu Aryal DhunganaRichard McKeeRijuta MaharjanRituraj SapkotaRiya Bhusal /Rakshya BhusalRohan ChaliseRohit MarwadiRojee MaharjanRoshan PradhanRoshee Lamichhane BhusalRuma MaharjanSabin MaharjanSabita ThapaSachin SahSagar PrasaiSagun BhandariSajani ShresthaSamantha WilliamsSamden SherpaSamiksha AdhikariSamjhana GurungSamjhana ThapaSanat ShresthaSandeep BoharaSandeep SapkotaSandesh BhattaraiSanjay ShresthaSanjeeta BijukchheSanjeev KarkiSanu BhandariSarad PradhanSarthak KarkiSatish SahSaurav LimbuScott Bandoroff

Selie GalamiSelina ShakyaShailendra JhaShailesh GongalShanti GurungSheetal TuladharShie Haur TanShilpa ShresthaShilva ShresthaShina ShresthaShiri Jung Hang RaiShirinShisir KhanalShreejan PokhrelShreeram AdhikariShriju PradhanSimon NussbaumSneha ShresthaSofia PradhanSrijana AngdembeySrijana RanaSrijana ShresthaSteven BoydSubash AdhikariSubir DeojaSudeep AcharyaSudeep ShresthaSujata BaskotaSujeena ShakyaSujin JoshiSuman ShakyaSumana ParuiSumitra ShresthaSunita HumagainSunny Raj ManandharSurender BhandariSurendra BajagainSuresh ThapaSushant RijalSushila DangolSushma ManandharSushma TimilsinaSushmita SubediSuvechha TandonSwarup KoiralaSwastika ShresthaTashi Wangyal GhaleThomas FeeTika LamsalToshi GurungToya Homa RaiUddesh GajurelUjjowal Bhakta PradhanangaUlrike KurzVibhuti HateWendy KoppWu RangxuanYangzum WaibaYashpal SubediYogyata Ojha

A N N UA L R E P O R T 2 0 1 7 / 1 8

66

Shisir Khanal Chief Executive OfficerSwastika Shrestha Director of TrainingKrishna Kumar K.C Community Affairs ManagerKhika Prasad Nepal Community Affairs ManagerHom B. Thapa Curriculum Development ManagerBijaya Mani Paudel Training and Support ManagerJalan Maharjan Leadership Development ManagerDrishya Gurung* Leadership Development ManagerSanu Bhandari* Leadership Development ManagerBishal Neupane Leadership Development ManagerMadhav P. Devkota Leadership Development ManagerMandira Rijal Leadership Development ManagerJayanti Lama Leadership Development ManagerPratik Ghimire Leadership Development ManagerMona Aditya Alumni Affairs ManagerSandesh Bhattarai* Finance Officer

Lochan Paudel Admin and Logistic CoordinatorPrajwal Khadka Public Private Support Coordinator Nawang Thora Sherpa Fundraising CoordinatorNeraz Tuladhar Communications ManagerShailendra Jha* Recruitment and Selection ManagerRijuta Maharjan Human Resources and Selection ManagerJigme Sherpa Recruitment ManagerAnkush Upreti Recruitment CoordinatorRam K. Thapa Recruitment CoordinatorRuma Maharjan Recruitment CoordinatorShina Shrestha Recruitment CoordinatorLaxmi Rajak* Monitoring and Evaluation CoordinatorKalyan Adhikari Monitoring and Evaluation CoordinatorBipin Maharjan Communication CoordinatorSrijana Dhital Office AssistantNirajan Kathayat Administrative Assistant

Kedar Bhakta Mathema

Dr. Mana Prasad Wagley

Jagadish Bhattarai

Rameshore Khanal Shekhar Golchha

Anil Keshary Shah Gagan Thapa

Rajan Shrestha Reshu Aryal Dhungana

Kiran Nepal

Staff who worked at Teach For Nepal during the FY 2017/18*Staff not active at the time of this publication

THE BOARD & LEADERSHIP COUNCIL

Teach For Nepal Staff

One dayall childrenin Nepalwill attain anexcellenteducation.

T E A C H F O R N E P A L

Teach for Nepal is a movement of outstanding university

graduates and young professionals who are committed to

end education inequity in Nepal starting with two years of

fellowship teaching in public schools.

Teach For Nepal Fellowship is a two year long, full-time paid

employment opportunity. During the two years, Fellows teach

in public schools and bring about academic achievement and

transformative impact in their students. At the same time, they

harness their leadership skills through the teaching experience

and intensive development training and support.

ENGAGE WITH USBECOME A FELLOW DONATE

MAKE A DIFFERENCE

APPLICATION FOR TEACH FOR NEPAL FELLOWSHIP 2020 OPENS ON JULY 1st, 2020

VISITWWW.TEACHFORNEPAL.ORG