annual report 2013 - gannepal.org.np · ddc: ... i am very grateful to present this annual progress...
TRANSCRIPT
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ANNUAL REPORT
2013
Global Action Nepal (1fg1fg1fg1fg)
Narayan Gopal Chowk, Chaktapath Kathmandu, NEPAL
Post Box No.: 2717
Tel. No.: 01 - 4016100/ 4016235
E-mail: [email protected]
Website: www.gannepal.org.np
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ABBREVIATIONS
GAN: Global Action Nepal
CC: Child Club
CCF: Children Club Facilitator
SMC: School Management Committee
PTA: Parents Teachers Association
PTN Pahar Trust Nepal
DEO: District Education Officer/Office
DOE Department of Education
SWC Social Welfare Council
MOE Ministry of Education
VDC: Village Development Committee
REFLECT: Regenerated Ferial Literacy through Empowering Community Technique
TOT: Training of Trainers
RP: Resource Person
SS: School Supervisor
QC: Quality Circle
EFA: Education for All
RT: Resource Trainer
CEF: Community Education Facilitator
RC: Resource Center
FT: Focal Teacher
NGO: Nongovernmental Organization
CBO: Community Based Organization
ETTE: English for Teaching; Teaching for English
DDC: District Development Committee
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ACKNOWLEDGEMENT
I am very grateful to present this annual progress report of Global Action Nepal on Child
Education Facilitation Projects in different districts of Nepal from August 2012 to July
2013. I would like to place on record my deep sense of gratitude to the Department of
Education (DOE), Pahar Trust Nepal partnering with us to improve the quality education in
different districts of Nepal, coordinating with District Education Offices (DEOs).
Similarly, I express my sincere gratitude to the DEOs and their personnel specially the
concerning Resource Persons of Kathmandu, Lalitpur, Makawanpur, Lamjung and Kaski
for continuous cooperation, collaboration and supports to achieve the desired outcomes.
Likewise, I am very much indebted to the development partners Intervita Italy, Emma
Trust, British Council, Isle of Man,Our Sansar, and Global Action Nepal UK
In the same way, I take this opportunity to express my profound gratitude and deep regards
to all the major actors; head teachers, teachers, children, child clubs, members of School
Management Committees (SMC), Parent Teacher Associations (PTA) and Quality Circles
(QC) of the project area for their active participation to improve the situation of their
schools.
I also wish to extend my thanks to all my staff members, especially the Program Co-
coordinators, RTs, CEFs and Volunteers for their praiseworthy effort and dedication for
supporting respective stakeholders to achieve their goal. I would also like to express my
sincere appreciation to the development partners who have made possible to see the
positive changes in the respective communities through making fund available, and giving
feedback.
I am ineffably indebted to Rajendra Sapkota, Office Manager, Santosh Maharjan, Training
and programme Coordinator, Bhogendra Lamichhane for acting as a focal person of
Kathmandu second, Kathandu first/Makwanpur and Lamjung project respectively. My
specials thank goes to Suresh Shrestha, Srijana Biswokarma and Mishra Paudel for their
logistics, IT and secretarial support to the project team.
Finally, my sincere gratitude goes to Shreekrishna Wenju, Bikash Rimal, Rajani Maharjan,
Krishna Saran Dangol, Chandra B. Moktan, Deepak Poudel, Krishna Deuwa, Rajbhakta
Dangol for their valuable efforts in the field.
Babu Kaji. Shrestha
Director
Global Action Nepal
30 September 2013
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TABLE OF CONTENTS
CONTENTS
PAGE
Abbreviations i
Acknowledgement ii
Table of contents iii
Background 1
Working Districts 2
Projects: 3
i. Lalitpur Education Project, Lalitpur 3
ii. Child Education Facilitation Project, Kathmandu 4
iii. Access to Quality Education for Marginalized Children in Rural Nepal 12
iv. Lamjung Education project 27
v. English for Teaching: Teaching for English plus (ETTE+) 32
vi. Better Classroom Better Learning 1, Makwanpur 35
vii. Better Classroom Better Learning 2, Makwanpur 39
viii. Teachers’ Performance Development Project 42
Project achievements in 2012- 2013 46
Networking and Co-ordination 47
Challenges 48
Conclusion 50
Annexes:
Appreciation Text and quotes from beneficiaries
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1. BACKGROUND
Global Action Nepal (GAN) is an innovative, social and educational development
organization. It was established in 1996 aiming to improve quality education and basic
health of unreached children of Nepal, applying sustainable holistic development
approach; with meaningful partnership of all stakeholders. It has been supporting teachers
through continuous teacher professional development programmes (CTPD) including
programs, teacher’s clinic, and follow up activities. Similarly, From its establishment, it
has been operating its activities by 'keeping the children in the centre' with close
coordination with Department of Education (DOE), District Education Offices (DEOs) and
partnership with Resource Centers (RCs) as well as Community based organizations
(CBOs) in various districts of Nepal. Each project has been initiated in the ground of EFA
by 2015. Its projects are designed to meet the following three objectives: i) Ensuring
access and equity in education, ii) Enhancing quality and relevance of education, and iii)
Improving efficiency and institutional capacity. However, access to education does not
equate to simply going to school – minimum levels of infrastructures and child friendly
environment in schools are the fundamental needs to retain children in classroom for
whole academic year.
It believes that children are not only the future of the country but they are active minor
citizen of the present as well by which any real change comes about.
The access of education is more than simply going to school. It requires a minimal level of
gender friendly infrastructures, creative interactive teaching learning, child friendly
environment, opportunity for children to enhance their social and emotional life skills
development with active involvement of parents are the fundamental needs to retain
children in classroom for whole academic year and prepare them for fast moving
developing world. Such minimal provisions at school are prerequisite for quality education
and quality education is vital to narrow down the gaps between "haves and have nots" so as
to create an equitable society in long run.
Vision 'An equitable, sustained just society'.
Goal
To improve quality life of unreached people, promoting human rights and lifelong
learning.
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Objectives
• Improve the quality and relevance of basic school education
• Carry out research and advocacy in education and health related sector.
• Ensure inclusion, access and equity in all children for basic health and education.
• Develop social and emotional life skills of children and youth .
• Promote volunteerism, exchange of culture through international and national
volunteers' involvement in the development process.
• Promote protection of and human rights focusing child and women.
2. Working Districts and Village Development Committees (VDCs)
In the year 2012-2013 Global Action Nepal facilitated a range of education and health
related projects in 32 VDCs in the districts of Kathmandu, Makawanpur, Lamjung, and
Lalitpur, covering 67 public schools and their communities. Additional nine scattered
VDCs have The Children Bright Future (Sponsorship) programme which accommodates
160 school not going or plausible drop out children.
3. Target Groups
Considering the overall objective, GAN has targeted the following groups as its
beneficiaries:
Kaski
Lalitpur
Makwanpur Lamjung
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Primary beneficiaries
All the school-aged children of the project area are targeted as primary beneficiaries of the
programme.
Secondary beneficiaries
School teachers, SMCs, parents, women groups, young people, and representatives of the
CBOs are the secondary beneficiaries.
4. Projects
4.1 Lalitpur Education Project, Lalitpur
Lalitpur Education Project was launched from September 2009 to September 2012 which
covered eight southern VDCs of the Lalitpur district consisting of 23 public schools. As it
was phase out in September 2012, the following activities were successfully carried to
achieve the project outcome in September 2013:
4.1.1 Production of IEC Material
It is fact that the teaching learning process with and without reference materials is totally
different. Teaching with reference material supports to learn more easily and in accurate
way attracting the concentration of participants.
IEC material i.e. flip chart ‘on the theme of parenting education’ was produced during the
project period. It was used during the facilitation of parenting education classes and
gathering of parents. The material consisted of importance of education, role of parents, the
social practices that were existing as barriers to create learning environments etc. It was
developed with joint effort from DEO and the education related stakeholders.
4.1.1 Child Right Responsive School Training
Only one aspect of the school cannot secure children’ rights, so all the stake holders are
equally responsible for promoting child rights e.g. teachers, parents, children etc. Keeping
this in heart, two days training was organized in each school of the project area where
parents, teachers, children, SMC/PTA members actively took part. The content of the
training was based on national framework of child friendly education. During the training,
the participants were made aware on national framework of child friendly education along
with their roles and responsibilities for promoting child rights in school.
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4.2 Child Education Facilitation Project, Kathmandu
4.2.1 Brief Description of the Project
In line with the UN Convention on the Rights of a Child GAN recognizes the importance of
a child as an individual and as a member of a family and community. In order to provide a
sustainable context within which a child can achieve their potential, the Child Bright Future
Programme delivers positive changes not only to an individual child but also to the entire
family and community. GAN identifies the poorest communities in the project area and
supports each individual family to raise their living standard and to support their children's
education.
The project covers 2 VDC (Kavresthali and Tokha) of Kathmandu district in which project
activities are being facilitated in 2 schools (one in each VDC). These schools besides being
connected with capital city and located in Kathmandu district, the situation of community
school has been found very weak. So Global Action Nepal in closed collaboration with
Emma Trust launched "Child Education Facilitation Project" in these schools from April
2012. The project has been operated by engaging all education stakeholders' i.e. children,
parents, SMC/PTA and teachers to make appreciable change improving the current level of
education. Following activities was successfully carried out to achieve the project outcome
during 2012/2013:
4.2.2 Objectives
• Access and Improve quality education in primary schools.
• Raise the living standard of the unreached families.
4.2.3 Child Friendly Teaching Environment Improved in Classroom.
4.2.3.1 Training on English Language Proficiency
Various researches have shown that almost
all the government sided schools have not
been able to ensure minimal quality of
education and the situation of English
language teaching is even worse. As a
result, most of the parents are enrolling their
children in private schools only for English
language. Considering their need and
demand, GAN organized five days training
on English language in its premises for the
teachers of Madan Ashrit Lower Secondary
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School from 15 - 19 January 2013. The training was focused on classroom English
language and teaching pedagogy and also helped the teachers to develop their English
language proficiency so that they could create English environment in their school. Most of
the practical methods and micro teaching method was used during the facilitation of
training which helped the participants to transfer the learning in their classroom.
Sessions such as vocabulary, questioning and answering, describing people, preparing map
of different places, activity based preposition teaching/learning, sounds, adjectives through
Latin Horoscope, miming, tableau, team management with better evaluation, role play,
rhymes/chant, games and making free story were delivered during the training. Altogether 7
teachers got benefited from the training.
4.2.3.2 Teachers’ Clinic
GAN has been regularly conducting reflection classes at least twice a month in each
School. In these classes, teachers
discuss about problems faced during
classroom teaching and identify some
solution by themselves with the help
of interactions among them in the
same classes. RT facilitates their
discussion and gives their input when
require and also supports to produce
child friendly teaching learning
materials and effective use of them.
During this period, GAN staff
observed 72 classes and provided
feedback for the further betterment of their professional development. Teacher's folders
have been maintained to place all the records of class observation. As a result, teachers
have started to teach the students by using group/pair work, developed classroom
agreement, use of job chart, chants and songs, etc. So now they have been developing child
friendly learning environment in their School.
Likewise, six reflection classes were carried out in both of the schools in the presence of all
the teachers to reflect their monthly achievement and carried out discussion on the
challenges being faced by them.
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4.2.3.3 Material Production Workshop for Primary Teachers
Effective use of materials and its production with the use of local resources is necessary for
increased learning achievements of
students. The materials will help the
students to increase their understanding
and creating child centered and interactive
teaching in classroom with fun too. So
GAN organized one day material
development workshop for the primary
level teachers of Kavresthali Secondary
School in the month of February.
Altogether 8 teachers were participated in
the program where they were engaged in producing materials such as day chart, Math
shapes chart, A.B. chart etc. At the end of the day, the teachers decorated their classroom
with the produced materials.
4.2.4 Students Life Skill Opportunities Programs.
GAN believes that children need to be involved in developing life skills from an early age
and no doubt child club will be the best
option. Child club is an open platform
where children get engaged in discussing
different issues, can talk about their rights
and the issues concerned with them.
Exposure to various situations helps
children develop life skills thereby
developing personalities, leadership skills,
and decision making skills and so on.
Formation of child clubs in schools and
communities provides a platform for
children to explore their inner talents.
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4.2.4.1 Training on Child Journalism
Childs clubs were formed in both
schools in which training on child
journalism was also conducted. During
the training, capacity of children was
enhanced for publication of wall
magazine. After the training, children
started to publish their child club’s
magazine on monthly basis
incorporating their articles and
creativity. Wall magazine is beneficial
for children and child clubs to express
their creativity and their voices for their protection of rights. A total of 26 students are
directly benefited by the training.
4.2.4.2 Training on Drawing Skill
Kavresthali child club organized two days training on drawing skill for its members on 7
and 8 January 2013. The training was
organized and managed by children
themselves. During the training, children
gained knowledge and practiced basic
concept of drawing skill (pencil sketch) and
points to remember during drawing. During
the training children's practiced their
drawing observing the real objects. On the
second day, children also organized art
exhibition in their community to share their
drawing with their community. This
training was facilitated by Chhimi Sherpa, one of the students of Ratobangala School. She
has continuously been supporting to the children of both schools fortnightly which is a
good example of ‘Student learning from student’.
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4.2.4.3 Orientation on Child Club Management
One day orientation on child club management was organized in Kavresthali Secondary
School for the child club members of Kavresthali on 12 March 2013. The objective of the
program was to develop their facilitation skills and make them able to generate local
resources and organize programs to
develop their social life skill and
protection of their rights. During the
program, children also participated in
an interaction program on the carried
out activities and the possible programs
that could be carried in future. The
Children reacted that the program was
helpful for making their programs
effective and also for the sustainability
of their club.
Besides these events, the members of child clubs have been organizing different co-
curricular activities which helped to develop their leadership skill and made aware on
different issues.
4.2.4.4 GAN Batika Class
GAN Batika is a recreational class where children of community engaged after their school
time. In these classes, children have
been supported to their home tasks
provided in school and also engaged in
different activities such as speaking
skill, creative development, and art
class. GAN means knowledge and
Batika means garden, so in general
GAN Batika can be taken as the
common platform where children can
enhance their knowledge. The classes
have been facilitated by local youths of
the community which also helped to
attract greater number community
children in the class and promoted interaction in friendly environment. The program was
started from 16 April 2013 and it has been carried out everyday other than public holidays.
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4.2.4.5 Training on Life Skill Education
During the growth of a person, his/her habits and behaviors also changes accordingly. And
the process boosts up more on the
adolescent age. Different physical
changes results to change their
behaviors. Likewise, it is also the time
where their psychological changes
also appear very quickly. And if they
do not get right counseling or
guidance, they may mislead to
negative path which may harm to their
life too.
To face all these circumstances, life
skill education is one of the most
effective tools. Through this process, they can share their feelings, express their desires and
became able to tackle with different situations themselves in a positive manner. So to
enhance in these skill, GAN organized two trainings (one each in Madan Aashrit School
and Kavresthali School) in the month of May 2013. Altogether 31participants were present
in the training which was facilitated by Krishna Saran Dangol, Project Coordinator of
GAN.
4.2.5 Community Awareness Program.
4.2.5.1 Formation of GECG to support schools and children's education
Putting children at the center, GAN also conducts its program in community aiming that it
will help in education of children. Youths and women are the easy access in community to
children. So GAN formed children
education concern groups (CECG) in the
school catchment areas. The main tasks
of the group is to monitor community
whether or not all the children are
attending school and also to monitor
school where the teachers are regular or
not and in the environment that they are
teaching. Besides this, they also meet
once in each month and share different
happening and the educational
environment of their community. In Devisthan community, women were found to be very
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interested to form their group where they could discuss about their children education and
about their own issues as well. For sustainability, they have been collecting Rs 100/- per
month which is utilized for their children’ education.
4.2.5.2 Meeting with women group of Devisthan and Bhasanthali Community
Regular meetings of CECG located in Devisthan and Bhasanthali has been ongoing
smoothly. They also carry out their
meetings as per their need of the
group. In these meeting, representative
from GAN also gives input for further
improvising the undertaking activities.
Giving priority to the education of
children of community, they are also
developing their constitution of group
aiming to develop as saving and credit
cooperative group. Also they are in the
process to register their group in VDC
targeting to get support. Similarly,
monthly saving of both the groups has been ongoing smoothly.
Besides the regular project activities, interaction program with community people was also
organized with the objective to share the activities being carried out and to seek support for
successful implementation. Likewise, child clubs of both the school has continuously been
publishing wall magazine in their school. Also in this quarter with support from GAN
ECCD center was operated jointly in coordination with Om Saibaba Group.
4.2.6 Good Governance Established in School
4.2.6.1 Welcome to School Program
In the first month of the year, according
to the Nepali calendar, a new academic
session starts each year. So this was the
appropriate time to start campaign on
'Welcome to School.' So both the
schools of our project area initiated
‘welcome to school campaign’ in their
school catchment areas with the active
participation of SMC members, teachers
and child club members. The
participants visited door to door of the
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community people with the brochures and leaflets of their schools. Even strike didn't affect
their campaign, so most of the participants of the first day also engaged in second day as
well tried to convince community people. As a result 50 new students admitted in
Kavresthali Secondary School and 26 new children admitted in Madan Aashrit Lower
Secondary School. The program was carried out by Kavresthali Secondary School on 6th
and 7th April 2013 whereas Madan Aashrit Lower Secondary School carried out the
program on 10th April 2013.
4.2.4.2 Life Skill Development of Children
As a part of life skills and creativity development, Children have actively been involved in
presentation of their Creativity/Cultural
Program. In this context, Madan-Aashrit
school successfully accomplished Child
Talent Show and SLC reward program on
12th April 2013. The school team used
most of local resources which helped to
minimize cost and create ownership
towards the program. All the staffs of
school were divided into different groups
for work division purpose and effective
management of program. They
themselves prepared the stage and also
different culture dances for the program.
The program was chaired by Mr. Raja
Ram Khadka, SMC chairperson and Mr. Ishor Pokheral, Secretary of Nepal Communist
Party United Marxist and Leninist was present as a chief guest, BK Shrestha, director of
Global Action Nepal was as special guest. The School students performed their talents
whereas students securing 1st, 2nd and 3rd position in each class were also awarded with
prizes. After accomplishment of the program, everyone seemed happy and satisfied. The
head teacher highlighted that such program was carried out for the first time in the school.
Finally, chief guest of the program also showed their commitment to support 2 computers
for the school.
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4.3 Access to Quality Education for Marginalized Children in Rural Nepal
4.3.1 Brief Description of the Project
In spite of being very close to the capital city, some of the places in Kathmandu district are
disadvantaged and most frequently neglected. Priority needy area of District Development
Committee was taken as basis for selecting the potential area for the project where the
situation was backward in terms of the quality education at schools along with poor
condition of child friendly environment. With this assumption Global Action Nepal (GAN)
and Intervita carried out the baseline survey of the project area.
The information collected showed that the teaching methods being used were chalk and talk
with no or excessively limited opportunity to relate to learners daily lives and life skills.
The schools were found to be suffering from the poor management.
The baseline survey has shown that majority of the people in the community are Tamang an
indigenous communities in Nepal. The education status of those people is very low and
education is not valued much in the community. Parents' involvement in school activities
and community ownership is still not very good. Their parents rarely visit schools and are
not very much informed about what is happening in school and whether their children are
getting right education or not. There is a widespread feeling that a school is a government
organization and is the responsibility of the teachers.
Similarly showed that the teaching learning procedure is largely one directional like
pouring water from big jar to the small and use of teaching learning materials is like
completely new for them, most of the teachers go to the classroom without any plans and
preparations and teach on the basis of lesson without bothering to see the objectives and
curriculum. The management practices at school such as social audit, School Improvement
Plan (SIP) are becoming matter of formality, Majority SMC members and other
stakeholders are not known what happens in schools and the SMC members' capacity to
practice all these things is to be improved. In this way, the data collected on the basis of the
survey was a kind of the confirmation regarding the appropriateness of the site for the
project.
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4.3.1.1 Objectives
Overall objective
• To ensure access to quality primary education as mentioned in (SSRP)
Specific objective
• To create participatory management, child friendly environment and interactive and
joyful teaching learning situation in 14 schools with active participation of
community people of Lapsephedi and Nanglebhare VDC of Kathmandu district.
4.3.1.2 Beneficiaries
The total number of beneficiaries is 4803: 2100 students including 154 child club members,
2100 parents, 308 SMC and PTA members, 141 teachers including 14 head teachers.
4.3.1.3 Expected Results
Management of the schools including day to day management improved, teachers and RP
capacities on creating classroom environment for interactive and joyful teaching learning
situation improved, child friendly environment with fulfilling basic physical facilities
created, children social and emotional life skills developed, personal health and hygiene
condition of children improved & in their communities.
4.3.2 Project Preparation
4.3.2.1 Orientation about Project to the New Staff:
Recruited staffs for “Access to Quality Education for Marginalized Children in Rural
Nepal” were oriented about the project objectives, beneficiaries, expected results, activities,
working modalities of the project. Mutual understanding regarding the program and its
activities were developed between GAN and individual staff and planned for further
activities relating project. The program helped to generate common understanding about the
project and benefited to develop the way forward.
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4.3.2.2 Joint Meeting with Partner Organization
Joint meeting was held with representative from Intervita Onlus and staff of GAN. The
objective of the joint meeting was to share with partner organization about program and
progressive and financial reporting system.
4.3.2.3 Agreement with Schools
For the assurance of commitment of the accountability and responsibility by stakeholders of
the project and activities, tri-lateral agreement between GAN, DEO and individual schools
of Lapsephedi and Nanglebhare VDC was made during the project orientation program. A
total of 53 individuals representing from different schools of Lapsephedi VDC and
Nanglebhare VDC participated during agreement period representing all the 14 project
schools. It was also the mutual understanding on their role and responsibilities of their own
side.
4.3.2.4 Preparation of Draft Indicators
Draft Indicators about the project was set up for the better management and understanding
of project activities and shared with partner organizations. Effective Planning of activities
and sub-activities were designed which helped to draw out checklist for the effective
implementation and feasible follow up of the program.
4.3.2.5 Goal Setting Planning Meeting with RP and School Supervisor
Good coordination of any projects with
government is most essential for the
sustainability of the project. As RP and
school supervisor are the local
representative of DEO, their roles and
involvement was also vital for the
successful implementation of the
project. To set goal of individual school
of the project, school planning meeting
was carried out with them. It was
beneficial to share the activities of goal
setting program and to create mutual understanding of process of planned activity.
4.3.3 Project Intervention
4.3.3.1 Management of 14 Schools Including Day to Day Management Improved
I. Individual School Visioning and Project Orientation with all Stakeholders
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One day project orientation program was organized by Global Action Nepal (GAN) to
develop a shared understanding of the
project with all the stakeholders
including SMC chairperson, PTA
chairperson, Head teachers, teachers,
students, school supervisor, resource
person, and other responsible
personalities working in the field of
education in the area. During the
program, project goals, interventions,
expected results; activities and working
modalities which were developed in the
consultation meeting with the
stakeholders were shared. To ensure a participatory approach in the project activity, an
active representation of different stakeholders was also ensured. Through this program,
stake holders of all the 14 schools were made aware about the project’s goal, its procedure.
It was also helpful for formal entrance of the project. Mutual understanding regarding the
program was developed between GAN and individual schools. Similarly, GAN and
Intervita Onlus planned for individual school’s goal setting program and drawing campaign
for sponsorship.
Likewise, school visioning program was also carried out in each individual school which
helped the whole school family to develop common destination within certain period of
time and also planned activities distributing within them. Separate groups of teachers,
SMC/PTA and students and parents were formed to elicit the present situation of school
and figuring out activities for improvement of school to make child friendly and model
school for individual school. Teachers, parents, SMC/PTA members actively participated in
group work for elicitation of the present status of their school along with eliciting the future
activities.
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ii. Training of SMC and PTA on School Management and Participation
The school management practice includes the basic components such as transparency,
accountability, participation, etc.
which is very crucial factors for the
utmost development of any
institutions. Participatory
management is key factor to
improve the overall functional
capabilities of an institution. It
guides and determines all other
activities in an institution. In
absence of participatory
management at school, we cannot
expect community participation
and ownership of the community people. Whereas promotion of participatory management
encourages teachers to be more dedicated and school administration be more systematic. To
encourage participatory management practices in school, Global Action Nepal (GAN)
organized training of SMC and PTA on school management and participation for smooth
continuation of teaching learning activities with progressive achievement in the field with
contributing society. The main objective of the program was to empower members of SMC
and PTA on their role, responsibilities and authorities for participatory school management
and overall development of the school.
iii. Interaction Meeting of SMC/PTA
SMC/PTA members are the key actors to
make participatory management in
school. To promote participatory
management in individual school, GAN
organized one day sharing/interaction
meeting of SMC/PTA in its project
schools. The main objective of the
meeting was to increase awareness of
SMC/PTA members on their roles and
responsibilities and to provide an
opportunity to share and interact on
participatory management in school and also for involvement of community in school. It
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was a joint meeting among SMC/PTA members, parents and teachers. During the program,
formation of mothers group, annual result publication, prize distribution planning was taken
as the agenda. Likewise, infrastructure development and formation of quality circles was
also the agendas of the meeting. A total of 79 individuals from SMC/PTA members,
teachers and parents attended the meeting.
iv. Training on Open Theatre
Community awareness is an essential factor for the development of any communities.
Different tools and techniques are in practice in this process. Among them, open theatre
(street drama) is also the one. So to create awareness among the community people of
project area, Global Action Nepal
organized 6 days residential training on
Open Theatre for child club members from
2-7 June 2013. Methodology of training
compiled of both theoretical and practical
knowledge which helped to enhance skills
of child club members.
The child club members participated
actively in the training with their interest
and enthusiasm. At the end of the training,
child club members developed an action plan to show the open theatre in their community
which will be followed up by the project staff for the effective implementation. Altogether,
23 child club members participated in the training.
V. Open Theatre Presentation in Community
After the completion of training on open
theatre and as per the plan of action
prepared by child club members, open
theatre was presented in different
locality and schools of Lapsephedi and
Nanglabhare VDC. Drama was
performed by dividing the members in
three group and performed drama in
three issues i.e. Child marriage and
education, trafficking and alcoholism
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and gambling. The drama was performed in 16 different places where more than 1500
audience observed it.
"Usha Tamang, 14 yrs old of Dharapani who get married at the age of 14 expressed her
expression after watching drama on –child marriage and educatin that she will try to
continue her education but if it is not succeed she will get pregnant only after the age of
20."
4.3.3.2 Teachers and RP Capacities Building on Creating Classroom Environment for
Interactive and Joyful Teaching Learning Situation Improved in 14 Schools
I. Training for ECD Facilitators for the Improvement of the Classroom Environment
ECD is taken as the base of education. If skill of ECD facilitator can be developed, it will
be easier for physical and mental
development of children. So in order to
develop the performance of the ECD
facilitators, it is important to provide
them training opportunities. For this
purpose, GAN organized ECD training
for ECD facilitators of 14 schools in
the project. The objective of the
training was to empower ECD
facilitators by providing knowledge,
skills and producing indoor games
materials on Early Childhood
Development. The training also aimed to facilitate ECD facilitators to carry out activities
according to the level of children and to enable to maintain variety in the activities. In the
training, the ECD facilitators got input on variety of aspects to deal with the ways to make
their teaching child friendly by making full of fun and varieties of learning practices. This
training supported to empower capacity building of ECD facilitators on child friendly
teaching process, joyful learning environment, materials production by local resources. It
also helped to value add of ECD facilitators in the field of development of children.
- 23 -
ii. Focal Teacher Training:
Focal teacher is the key who can help other colleagues' professional development through
peer support and teachers' clinic in their respective schools. In order to develop the capacity
of the focal teachers, it is important to provide them training opportunities. To develop
capacity of focal teachers, GAN
organized 8 days Focal Teacher
Training for focal teachers of
individual schools from the project
area from 23 - 30 January 2013.
The main objective of the training
was to develop capacity of focal
teachers on peer support techniques
and facilitation skills; child
centered learning process and
material production giving priority
to the locally available materials.
The training has got the aim to
empower the capacity of focal teachers on child friendly school, child cantered learning
process, facilitation skills, child centered teaching technique, material production, continue
assessment system and effective learning cycle. The contents of training was followed by
micro teaching (peer teaching) as well. Micro teaching was conducted by the teachers to
expose their potentiality in child centered teaching process as learnt in the training. During
the training, the teachers got insight on different areas of child friendly teaching techniques
and material production. They were encouraged in making their schools child friendly
schools. At the final day of the training, participants developed their plan of action for the
transformation of learning in their classes. Altogether 23 teachers benefited from the
training. It was found that the attitude of the teachers regarding child-Friendly Education
was also changed within the training period.
- 24 -
Iii. Model Schools Visit and Interaction Meetings for the Teachers
To bring positive environment in the school, the role of head teachers and other teachers is
very crucial. So that head teachers and
teachers must learn different ideas of
positive and good practices from
others. Kipping this in the center, GAN
organized model school visit program
in Suryodaya Lower Secondary
School, Ghamrang, Lamjung for head
teachers and teachers of schools of
project area from 30 January to 2
February 2013 through which they
could grasp the best practices of model
school and replicate them in their own.
This learning visit helped the teachers and head teachers to contextualize their learning in
their classroom.
A total of 38 persons actively participated in this visit program. Through this visit, head
teachers and focal teachers were motivated to change their own school in their own level in
a child centered and child friendly way.
Iv. School wise Training on Child Friendly
To enhance and to improve teaching learning process from the basic level of school i.e.
primary level, it is important to help the teachers with training opportunity. For this
purpose, GAN organized 6 days
child friendly training for primary
level teachers of schools of
Lapsephedi VDC and Nanglebhare
VDC. The main objective of the
training was to develop capacity of
primary level teachers on creating
child friendly school; child centered
learning process & techniques and
material production. In the training,
trained focal teachers of project area
schools were the co-facilitator for
the training. Each day from one to
two focal teachers supported for the
training. Focal teachers were given an opportunity to deliver a session in a day. The training
had got aim to empower the capacity of teachers on child friendly school, child centered
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learning process, and child centered teaching technique, material production and also on
continuous assessment system.
The content of the training was incorporated with child friendly school, child centered
learning process, agreement chart, job chart, time chart, child friendly teachers, better class
room management, child friendly environment, curriculum and textbook, observation and
feedback, different teaching techniques, continue assessment system, appreciative inquiry
and material production and its usage along with songs and rhymes. The training supported
the primary teachers with the ideas and skills to teach in more effective way. It also focused
on interactive and participatory teaching learning inside the classroom. They were
encouraged in making their schools child friendly school. Total 42 persons represented
from primary level teachers and focal teachers, head teacher of schools, school supervisor
and resource person from DEO and staff and members from GAN. The training was found
fruitful because attitude of the teachers regarding Child-Friendly Education was also
changed within the training period. The participants found the sessions practically effective
and easier to be implemented in the classroom as it was focused in the practical applications
in classroom.
v. Focal Teachers' Meeting:
Focal teachers are the key person to coordinate between GAN and their particular schools.
So information update and
activities sharing between GAN
and focal teacher is most
important for planning and to
carryout activities for betterment
of schools. As the sharing
meeting is carried out once a
month, eight meetings have been
carried out during this year in
different schools turn by turn. The
objective of each meeting is to
share the activities carried out,
achievement, lessons learnt and
the challenges faced. Likewise, planning of the following month is also the agenda of the
meeting. The team shares the ongoing activates. Different materials are produced focusing
to create interactive teaching environment. These meetings have been helping to find out
the present scenario of the school and address problem and solution of emerged individual
and common issues.
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Vi. Planning Meeting for Child Friendly, Supervision and Monitoring Training:
Planning is one of the most crucial and important part for the successes of program. Taking
this is in reference, planning meeting to conduct training on child friendly and supervision
& monitoring for head teachers of project area’s school was organized between GAN Team
and school supervisor of DEO. The meeting helped to finalize the training content and
training process to implement the training. During the meeting, training content along with
procedure was finalized.
vii. Teachers’ Clinic
Teachers’ clinics have been carried in all of the schools of Lapsephedi and Nanglebhare
VDC. The clinics have been facilitated by the focal teacher of respective school. During the
teachers’ clinic, teachers make discussion on annual work plan, teaching material
production, classroom management, women group meeting and meeting of SMC and PTA.
Similarly, teachers make annual work plan of the school according to RC level annual plan,
develop and use teaching learning material like job chart, agreement chart, date chart, time
chart, pocket chart, creative chart. In the same clinic, they develop creative chart as
teaching material focusing on creativity of students.
Likewise in the month of May, June and July, feedback sharing activities in each school
was carried out where the classes were observed by CEF. The teachers took the clinic as a
platform where they involved in interaction about challenges faced by them and the
possible solutions regarding the challenge. In the same clinic, some schools decided to
arrange sitting arrangement in 'U' shape as much as possible and decided to organize warm-
up activities during teaching learning process. Whereas in some schools, teachers practiced
to make teaching material like date chart, job chart, agreement chart and shared that their
creativity has been increased by such activities. During the clinic, some schools decided to
organize SMC/PTA interaction and child club activities in their schools. Likewise, six
clinics in May, six in June and four clinics in July have been organized where they were
engaged in the process as in the previous months.
- 27 -
4.3.3.3 Social and Emotional Life Skills Development
Formation of the child club in schools is an essential and important factor to mobilize them
spontaneously and with momentum. How
actively a child club functions also
depends upon its formation process. In
order to form the child club in right way,
a one day child club formation process
was carried out in the schools. It tried to
ensure the participation of children in
formation of child club through
democratic process. The main objective
of the program was to form child club in
each school of project area. It will help
for active participation of student in
different activities of the school and support to increase different skill and knowledge. As a
result, 14 child clubs have been formed in democratic way and each child club has also
been preparing plan of action for each month.
i. Training for Child Club Facilitator Teachers
Training for child club facilitator teachers representing the 14 schools of Lapsephedi VDC
and Nanglebhare VDC was held on 4 and 5 January 2013 at Resource Centre Meeting Hall
of Kalika Sharan Higher Secondary School, Lapsephedi VDC. The main objective of the
training was to prepare child club facilitator teacher as facilitator (trainer) for child club
management and orientation for child club members. Other objectives of the training were
to empower facilitator teacher regarding facilitation skill and increase knowledge about
management techniques and component of child club management. Contents of the training
were formation process and importance of child club, meeting procedure, resource
mapping, management techniques and component of child club and facilitation skills
(communication, team building, and negotiation). In this training, child club facilitator
teachers made action plan to organize orientation on child club management for their own
school. There were twenty six participants in the training. Those included project staff and
other staff of GAN and child club facilitator teachers from 14 schools of Lapsephedi VDC
and Nanglebhare VDC, two teachers from schools of Kavresthali VDC and Budhanilkantha
VDC, two teachers from schools of Makawanpur district, one teacher from school of Kaski
district and one teacher from school of Lamjung district.
- 28 -
ii. Child Club Management Orientation
After the formation of child, it is essential to empower them by providing them opportunity
to develop different skills and techniques to manage child club through
orientation/training/workshops and
organizing extracurricular and other
development activities. For this
purpose, GAN organized one day child
club management orientation for
committee member of each child club
of 13 schools of Lapsephedi VDC and
Nanglebhare VDC according to the
plan made by child club facilitator
teacher in child club facilitator
teachers training. The objective of the
training was to empower knowledge
and skill on management techniques and components to child club members. In the
orientation, executive committee made action plan for one activity for following month of
the orientation.
iii. Reformation of Child Club
After formation of child club,
reformation of the club in regular time
frame basis is essential for the
transformation to develop the
democratic practice among the
children. With this aim, two child
clubs were reformed in the month of
May i.e. one in Sharada Secondary
School and another in Kalika Sharan
Higher Secondary School. In the both
schools, child club facilitator teacher
facilitated the process where they were supported by GAN personnel.
- 29 -
iii. Extra-curricular and Project Activities
Co-curricular activities support children to develop their leadership skill and enhance their
social life skill. It also supports to enhance their abilities and develop working habit with
team with mutual understanding and
respect to each other. So GAN always
promotes co-curricular activities in its
working schools. In this context, two
days training on drawing skill was
organized in the month of April. The
main objective of the training was to
increase basic skills on drawing for the
representative of child club members
with the possibility to share later on with
other child club members and student of
their individual school. During the training, students were given training upon basic pencil
sketching and water painting. Thirty nine individuals from child club members participated
in the training.
Similarly, different activities such as drawing competition, dictation competition, quiz
competition and interaction program were also organized where altogether 186 children
participated in these events.
4.3.3.3.3 Improvement of Personal Health and Hygiene Condition
I. Mobile Health Camp
Health is one of the basic components of quality life cycle. So it is right of everybody to
know the condition of personal health. Taking this in reference, GAN organized two days
health camp in corporation with Mission Bhanjyang Nepal and Lapsephedi Sub-health post,
Lapsephedi VDC which was supported by Khang-nung Don-in, Donghe Don-in and
Chung-aan University, Korea. The health camp was conducted at premises of sub-health
post, Lapsephedi VDC on 27 & 28 February 2013. The health camp was organized
targeting the local people of both Lapsephedi and Nanglebhare VDC.
The basic objective of the camp was to check children's health condition and give
prescription from the medical professionals to improve their health condition. The camp
especially focused on pediatric and gynecology and also on general cases which included
medicine distribution as prescribed. In these two days, altogether 641 clients (119
- 30 -
gynecology cases, 111 pediatric cases and 411 general cases) visited for health checkup
consisting of 264 male and 377 female. Female Community Health Volunteers (FCHVs),
members from Kalika Sharan Child Club, students from Kalika Sharan Higher Secondary
School and local youths from the community supported as volunteer in the camp. Total
thirty nine volunteers represented from FCHVs, child club members and students from
Kalika Sharan HSS and local youths from the community attended to support the camp.
ii. Indigenous Nutritious Food Training to Mother Groups
Lack of awareness on the locally available nutritious promotes people to use the junk foods
and the foods from the market. Whereas these kinds of foods directly or indirectly promote
negative effective in people's health. Taking this in reference, 4 sets of 2 days training on
indigenous nutritious food to mother
groups was organized. The objective of
the training was to give ideas and
knowledge about the nutritious value of
locally available food items and
vegetables and also focus to cover the
preservation and consumption of them as
a healthy diet. The training was focused
on women as most of them leads to
prepare food in their household. The
training was focused on providing ideas
to mothers’ group about the mechanism
of incorporating balanced diet with locally available products. Emphasis was given on the
regularity of sending Tiffin at school too along with regular arrangement of morning meals
for their child as it was found that most of parents didn't focus on this subject.
During the immediate interaction conducted after the training with mother group, they
responded that the training was effective as they shared the training was helpful for learning
new ideas and gained information and value about locally available food items. Similarly,
at the end of the day, mothers made commitment to send lunch for their kids in school
along with proper morning meals. There were two hundred twenty two women who were
benefited from the training.
Similarly, one day training on indigenous nutritious food to mothers group was organized
in Shila Devi Primary School on 10 June 2013 where thirty four women were participated.
- 31 -
4.4 Lamjung Education Project
4.4.1 Brief Description of the Project
The project was launched in two schools of Lamjung district and one school of Kaski
district adjoining to Lamjung district located in rural hilly area. It was conceived through
individual and group consultation meetings with Head teachers, school management
committee (SMC) chairpersons, students, District Education Office (DEO) personnel and
the Pahar Trust Nepal. During the consultation, it was found that majority of teachers were
teaching their students through the chalk and talk method, so students were not learning as
effectively as possible and they were also underperforming academically. Due to lack of
quality of education, some primary schools are on the verge of collapse.
4.4.1.1 Objectives
Lamjung Education Project was initiated with following objectives:
• To improve in classroom teaching and the learning environment in community
schools.
• To develop children's life skills and increased participation in school management
decision making, particularly in relation of child-related issues.
• To increase parental involvement in children's basic health education
• To help to promote better school governance
4.4.2 Project Intervention
4.4.2.1 Improvement in Classroom Teaching and the Learning Environment in
Community Schools
I. Individual School Visioning Program
School visioning workshop of each
individual school was carried out in all of
the project schools. It was beneficial to
find out whether or not the schools had
their clear vision of school that they
wanted to achieve within a year. Most of
the schools had carried out and developed
school improvement plan of their schools
but without participation of all
stakeholders related to them. In this
context, with the initiation of GAN, each
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individual schools visioning was developed with the active participation of children,
teachers, SMCs, PTAs and the parents. After presentation the vision, participants reacted
that it was the right way to prepare vision of school which gave the clear situation of school
and the things that they wanted to achieve.
ii. Teacher Training on Child Friendly Teaching Methodologies
Training for teacher on child friendly teaching methodologies was carried out in each
school. Training was provided to whole school teachers which also included the feeder
schools of the project school. In each
school, four days intensive training was
carried out. During the training, basic
techniques on child friendly interactive
teaching methodologies was discussed
along with the production of teaching
materials using locally available
materials. Altogether sixty four teachers
from eight schools were benefited from
the training.
It was found that, after the training,
participants of the training had started to transform the gained skill in the classroom. They
had started teaching in child centered interactive way using teaching materials.
iii. Child Friendly Model Classroom Setup
Child friendly model classroom was
established in Janta Secondary School,
Kudule and Barah Milan Lower Secondary
School, Hile Taksar for grade one. In this
process, sitting of children had arranged as
floor sitting with low tables surrounded by
white boards at their height level. The class
also consisted of different educational
materials such as number charts, word
chards, vegetable charts and other
informative materials.
- 33 -
iv. Teachers’ Clinic
GAN continuously supported to organize
teachers’ clinic in the project site schools.
During these clinics, teachers were
engaged in discussion on class room
teaching methodology, the success
endeavors, challenges faced and copying
with situation which was likely to happen
in real class room teaching. In these
clinics, top up techniques and skills were
also shared aiming to help for teachers
professional and personal development.
v. Teacher Training on Subject Specific
GAN is continuously organizing child friendly teacher training to create child friendly
school environment so that children will
have better learning achievement. Besides
this, GAN also supports teachers with
subject specific teacher training to
enhance their skill on various subject
matters. With this objective, GAN
organized subject specific teacher training
on English Subject in Janta Secondary
School and Barah Milan Lower
Secondary School on April 2013. The
training package was developed for 16
days but was divided in two phase. Initial phase of 9 days training on English subject was
developed focusing to develop English language proficiency and develop their class room
English. According to the presentation of the participant teachers, it can be said that their
level of confidence has been developed in English language proficiency and its use in
classroom setting. Altogether thirty seven teachers were benefited by the training.
- 34 -
4.4.2.3 Social Life Skills Development of Children and their Participation in School
Management Decision Making Increased, Particularly with Regard to Child Related
Issues
I. Formation of Child Clubs
Child club is a place and an open platform where children can perform their innate
potentials and develop their social life
skills. With the help of these clubs, they
can discuss about their rights and can
also work for the rights of their
colleagues. With the same objective,
GAN also facilitated to form child clubs
in the project schools. During the
formation, in each school, a thirteen
member’s executive committee was
formed. However, in each child club
more that 50 children were engaged as
members and they have been doing their
regular activities such as meeting, planning, and discussion on the topics related to them
(child rights, sanitation). Altogether three child clubs in 3 project schools were formed and
they have been facilitated by a trained facilitator teacher in each school.
ii. Child Journalism and Child Club Management Training
In all of the project schools, child clubs were already formed in which 2 days training on
child journalism and child club
management was organized in January
and February 2013 for its members.
During this, capacities of children were
enhanced for publication of wall
magazine. After the training, children
started to publish their child club’s
magazine on monthly basis
incorporating their articles and
creativity. Wall magazine is beneficial
for children and child clubs to express
their creativity and their voices for
- 35 -
their rights protection.
Likewise, subject on child club management helped child club members to facilitate their
child club by themselves, enable to generate resources locally and the tentative programs
that can be carried out by themselves to develop their social life skill and for the protection
of their rights. During the program, the children also interacted on the activities that were
carried out by them and the possible programs that could be carried. Children responded
that the program was helpful for making their programs effective and also for the
sustainability of their club.
Besides these events, the members of child clubs have been organizing different co-
curricular activities which have been helping to develop their leadership skill and made
aware on different issues.
4.4.2.4 Monitoring Visit
Though the project ‘Access to Quality Education for Marginalized Children in Rural Nepal’
was phase out in 2012, two monitoring visits: Midterm evaluation visit and final evaluation
visit to all project schools were made
from the GAN central office staff
spending two to three days in each
school and its catchments at various
times . During the visit, the
monitoring staff called meetings
with school teachers, management
team and Quality Circle members in
order to discuss and find out how
benefits of GAN's partnership with
schools has been thus far, what has
not been working properly and how can the partnership go for the rest of the project period.
On the basis of the outcome of the meeting with stakeholders, the monitoring team shared
feedback with its project staff in the site for immediate improvement in those areas. The
monitoring team randomly observed few classes delivered by the school teacher and shared
their observation with the specific teacher individually. Child friendly classroom
management issue which was one of the project's main outputs was discussed too with the
school team with a few feedbacks.
- 36 -
4.4.2.4 Child Friendly School Reward Workshop
As GAN had made an agreement with the schools about the best school award in the initial
phase of the project implementation, one
day workshop was organized on 15 July
2013 in Besisahar to develop the child
friendly indicators to reward the best
school. The workshop was participated
by Head teachers, Chair persons of
School Management Committee and
Chair persons of Parents Teachers
Associations of all the schools and
central office staff. In the workshop, 14
child friendly indicators were developed
on the basis of discussion among HTs,
Chair persons of SMC and PTA. The best child friendly school was selected on the basis of
these indicators. Recommended
4.5 English for Teaching: Teaching for English plus (ETTE+)
4.5.1 Introduction of the Project
Training and workshop plays the most important role to upgrade teachers’ performance in
teaching learning inside the classroom. In the context of Nepal, it has been found very
challenge in terms of transformation of learned knowledge and skills inside classrooms
situation. The government of Nepal’s census has shown that 91% teachers in Nepal are
trained but they have not really reflected in the actual classroom. Most of the teachers still
have low level language and exposure. Because of their own level of English, they are not
able to teach their student properly. Therefore, Global Action Nepal has been supporting
teachers through various teacher training programs, teacher’s clinic, and follow up activities
for continuous teacher professional development.
Global Action Nepal has been giving its efforts to create child friendly class with
interactive teaching learning in various districts of Nepal in collaboration with likeminded
organizations including government since long time. Global Action Nepal trained more
than 1000 English teachers in the past in collaboration with British Council, considering
the high demand of ETTE course; it has been launched English for teaching: Teaching for
English Plus (ETTE+) in Lamjung district targeting 150 teachers.
- 37 -
4.5.2 Project Objective
The project aimed:
• to help school teachers improve their performance in the classroom by providing
practical training,
• to provide input on methodology,
• to increase teachers’ awareness on child centred interactive methodology,
• to increase teachers’ confidence in using English in their classrooms,
• to provide feedback for further development and
• to help the participants develop some teaching materials useful for their teaching
4.5.3. Project Activities
I. Nine days Teacher Training
To achieve the objectives of the project, nine days training was successfully carried out in
different cluster lead schools for nine days. It was carried out in two phases: First phase and
second phase. The first phase
was carried out simultaneously
in the three clusters: Janakalyan
Secondary School,
Bhaktinamuna Higher
Secondary School and
Bidhyajyoti Higher Secondary
from 2nd
April to 13th April
2013. Similarly, in the second
phase, it was conducted
simultaneously in the next three
clusters: Janata Secondary
School, Laxminarayan Secondary School, and Lokraj Aadarsa Secondary School from 15th
April to 24th April 2013. As the training was evaluated by the stakeholders at the end, it was
found that the training was able to uplift the teachers’ English Language proficiency.
ii. BCBL Book Distribution
To create child friendly atmosphere in the classroom, GAN distributed 71 BCBL books
with CD to 71 participants of Janakalyan, Bhaktinamuna and Bidhyajyoti cluster. Similarly,
other 71 BCBL books were distributed to 71 participants of Janata, Lokraj and
Laxminarayan cluster.
- 38 -
iii. Follow-up and Classroom Observation
After the completion of the nine days training, all the 31 schools were continuously visited,
observed 148 teachers’ classroom and provided constructive feedback. Special classroom
observation form was used to observe their classroom designed by GAN.
iv. Teachers’ Clinic
Teachers' Clinic has been one another perennial activity that took places in each cluster
fortnightly i.e. eighteen teachers’ clinics were held in May, June and July. The clinics were
run by the RTs deputed in each
cluster’s lead schools. The whole
clinic was divided into two sessions:
Reflection Session (First) and Input
session (Second). Reflection session
covered dealing with problems
incurred during teaching learning
process, teaching materials
development and their uses, innovative
inputs on child friendly -child centered
pedagogy, English proficiency
enhancement of teachers and other
issues related to classroom teaching. In the input session, GAN’s teacher’s clinic package
was implemented to uplift their proficiency. All the teachers from project schools have
been benefited by these sessions. As a result of this, many teachers have brought about
significant change in their conventional ways of classroom teaching and the children are
enjoying their learning through games, group, pair, and project work activities along with
use of various teaching aids.
v. Formation of English Clubs
English clubs have been formed in all
31 schools of the project area. After
the formation of the clubs, they have
started to hold each and every activity
in English medium i.e. assembly,
games, quiz, essay writing, storytelling
and writing etc. in English medium.
GAN also facilitated to carry out
interschool cluster wise competitions.
Interschool essay writing competition
- 39 -
was conducted was conducted in all the lead schools in May. Similarly, interschool quiz
competition was held in June. In the same way, interschool spelling context was held in
July. After the completion of these three English club activities, students and teachers were
found so excited to handle other activities in English medium.
vi. Individual Teacher’s Folder
As per GAN’s implementation plan, all 148 individual teachers’ folder has been prepared
by using generic observation form and self reflection form which helped to find out their
day wise progress in their performance.
Vii. Seven Days Training
English for teaching: Teaching for English Plus (ETTE+) is a project for improving quality
education in unreached communities of
rural Lamjung. It has been designed to
help schoolteachers improve their
performances in the classroom by
enhancing their access to materials,
methods and opportunities for their
professional training and development.
To achieve this, sixteen days training
package has been designed. Its first nine
days package was implemented in
March/April 2013. So that it’s remaining
seven days package was implemented by
Global Action Nepal from 31 July to 6
August 2013 in four different training centres and from 1 October to 7 October three
training centre targeting 148 teachers of Bhoteodar, Chitti and Bharte Resource centers of
Lamjung.
4.6 Better Classroom Better Learning 1, Makawanpur
4.6.1. Introduction of the project
Better Classrooms Better Learning is the basic principle behind GAN's teacher education
programs. It basically implies that better learning opportunities can only be created through
the better classroom practices at implementation level. Unless we can work very effectively
in classroom practices at local level, we cannot improve overall educational situations and
materialize the concept of quality education regardless very effective programmes and
- 40 -
policies at centre. GAN inspired with this principle and dedicated for excellence has
continually been trying to contribute for the improvement of teaching learning situation by
supporting the community schools in unreached areas with the direct intervention for
improving teachers' classroom performance and supporting the teachers to implement the
things gained through such direct intervention.
Keeping this principle at the center, GAN in cooperation with Our Sansar implemented
'Better Classroom Better Learning' project in 2 schools of Makwanpur district i.e. in
Nirmal Higher Secondary School, Bastipur and Arniko Secondary School, Basamadi.
4.6.2. Project Activities
4.6.2.1. Orientation and Planning Workshop
Based on the finding of base line survey, an orientation and planning workshop was carried
out in both of the schools with the participation of children, teachers, SMC, PTA, parents
and DEO representative. During the workshop, brief introduction and modality of the
project was shared and interacted with the participants within the periphery of shared
objectives. Likewise, after sharing about the project objectives, with the active participation
of the participants a clear vision and plan was developed to achieve by the end of the
project life. It helped to maintain transparency and also for ownership of the school
stakeholders towards the project.
4.6.2.2. Teacher Training
Initially, eight days teacher training for the teachers in whole school approach was carried
out in December 2012. All the teachers
teaching primary level and lower
secondary level were participated in the
training. The training was focused on
'Better classroom Better learning'
approach that included child friendly
teaching learning, interactive and
participative classroom delivery and
management and material production.
The training helped the teacher to
improve their teaching in interactive way
with the help of different teaching
materials made up of locally available resources. It was found that after returning back to
the respective schools teachers had carried out regular reflection classes to share the
learning objectives. After the training, the teachers have been using huge teaching which
- 41 -
also has been helping in creating child friendly teaching environment. Altogether twenty
five teachers were benefited from the training.
4.6.2.3. Model Classroom Set-up:
During the project period, one primary
level classroom in each school was
supported to develop as the child
friendly model classroom. The support
was focused on the classroom
management which included students’
job chart, date chart, attendance chart,
teaching learning materials, floor
sitting, low tables, cushions and
classroom decoration. This physical
atmosphere of the classroom helped to
create sound teaching learning
atmosphere and a joyful environment
for students.
4.6.2.4. Exposure Learning Visit
For bringing positive change in any schools, the role of each teacher in the school is very
important. They all have to work in team with shared common vision with new ideas. New
ideas and skills should be
implemented for the positive change
and to have such skills and idea
exposure visit to the model site is
always beneficial.
Keeping this idea in heart, one day
Child friendly model School
exposure learning was organized for
the teachers of both project schools.
The participants visited to Tistung
VDC of Makwanpur District to
observe the child friendly Model
School where they observed Janata Primary School Tistung-8, Jhapre and Kali Devi
Primary School Tistung-2, Malagiri. During the visit, participants involved in interaction
program with teachers focusing on the success methods to make the school child friendly
and interactive teaching in their school. During the same visit, the teachers also observed
the child friendly model class.
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4.6.2.5. Intensive Follow-up and Support Teachers' Clinic:
GAN has been carrying out intensive follow-up of the trained teacher and the activities
carried out in the schools. Likewise, at least two times a month teachers’ clinic in each
School was carried out. In these classes,
teachers discussed about problems faced
during classroom teaching and identify
some solutions by themselves with the
help of interactions done by them in the
same classes. GAN supported to
produce child friendly teaching learning
materials and effective use of them.
These clinics helped them in their
professional development. As a result,
teachers have started to teach the
students by using group/pair work,
developed classroom agreement, use of job chart, use of chants and songs, etc. So now they
have been developing child friendly learning environment in their School.
At the initial stage, these clinics were facilitated by the resource trainer of GAN but later on
teachers became self capable for the facilitation of the class and now they have been
facilitating their own classes.
4.6.2.6. Child Club Formation and Mobilization
Child club is taken as one of the strong
vehicles for children's life skill
development and the platform to explore
their talents. It is also a platform where
they can meet, discuss and share the
subjects and the issues related to their
rights and work for their rights
protection. To develop children’s life
skill development, child clubs were
formed in both of the schools of project
area. As expected, positive changes have
shown by the child club members. They
have started to manage the morning
assembly of school where they are using
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the assembly as a platform to develop their leadership skill and gained general knowledge.
Children have been organizing different co-curricular activities such as quiz, debate by
themselves.
4.6.2.7. Review Meeting:
One day review meeting with the participation of both school's stakeholders was carried out
in January 2013. The participants represented teachers, children representative, SMC, PTA
and DEO representative. Resource
trainer of the project who was also
responsible person of GAN for the
project shared about the ongoing
activities. After his presentation, there
was session on interaction in which
participants engaged in the review
process. They expressed that the
activities till the date were found very
positive. They also shared that the most
remarkable part of the project was that
the project would go along with the
partnership with school. Regular follow
up of trained teacher for transformation in class was the positive aspect of the project
expressed by head teachers and teachers too.
4.7 Better Classroom Better Learning 2, Makawanpur
4.7.1 Introduction of the Project
As the 'Better Classroom Better Learning' project in 2 schools of Makwanpur district i.e.
in Nirmal Higher Secondary School, Bastipur and Araniko Secondary School, Basamadi
was successfully implemented from September 2012 to December 2012, the same project
was implemented in other 8 schools in Makawanpur, 2 schools in Chitwan and in 2 schools
in Parsa district to enhance the quality education in cooperation with Our Sansar on the
basis of need and the demand of the schools.
4.7.2 Objectives of the Project
To improve classroom teaching learning environment in community schools
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4.7.3 Project Activities
4.7.3.1 School Baseline survey and Situation analysis of individual schools
GAN Staff visited schools located in Hadikhola VDC and Basamadi VDC and carried out
existing situation analysis exercise
using interview and questionnaires.
The interview, questionnaires and data
filling sheets were also used to acquire
accurate information of the schools as
far as possible. Likewise, resource
person of the area and meeting with
district education office was also
carried out to find the actual situation
of the school. With the information
gathered and also from interview,
eight schools who wanted to change
their teaching methodologies and to create child friendly school environment in their
school's classroom were selected.
Likewise, same kind of baseline survey was also done in Chitwan and Parsa district in
proposed two schools which supported to identify the potential schools for project
intervention.
4.7.3.2 Agreement with Schools
To assure the commitment of the accountability and responsibility by stakeholders of the
project and activities, tri-party agreement between GAN, DEO and individual schools of
selected 8 schools was made during orientation program. This agreement represented the
mutual understanding of role and responsibilities of all the parties involved. It also helped
to develop the partnership model between the implementing partners, donor and recipient
perspective.
4.7.3.3 Orientation to Resource Person of DEO
Resource persons representing district education office are the focal persons to support the
public schools of their catchment area. So, the role of resource person is crucial and
important for creating and developing child friendly environment in schools and creating
learning environment in school for the students. Keeping this in center, GAN also
implemented its project jointly partnering with the RPs where initially they were oriented
about the project and training modality. So to carry out Better Class Better learning training
too, resource persons of the respective areas were oriented about the training content so that
they could also facilitate the session as per modality. The process also aimed to enhance the
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skill of resource person so that s/he could follow and monitor the activities after the phase
out of the project or in absence of GAN. Altogether three RPs were oriented about the
modality (one each from Makwanpur, Chitwan and Parsa)
4.7.3.4 Teacher Training on Better Class Better Learning
Initially, six days teacher training on better class better learning for the teachers in whole
school approach was carried out for all the selected 12 schools (8 in Makwanpur, 2 in
Chitwan and 2 in Parsa). All the teachers
teaching primary level and lower secondary
level participated in the training. The
training was focused on 'Better classroom
Better learning' approach that included child
friendly teaching learning, interactive and
participative classroom delivery and
management and material production. The
training helped the teacher to improve their
teaching in interactive way with the help of
different teaching materials made up of
locally available resources. It was found that, after returning back to the respective schools,
teachers carried out, and regular reflection classes to share the learning objectives. The uses
of teaching materials was also increased which helped in creating child friendly teaching
environment. Altogether nine sets of training were organized during the reporting period
where altogether 224 teachers were benefited from the training.
4.7.3.5 Teachers’ Clinic
Regular teachers’ clinic has been
ongoing on all of the schools of the
selected schools. It has supported to
help to transform the learning of
training in their classroom. During the
teachers’ clinic, the teachers interacted
about their work plan, teaching
material production, and classroom
management. During the clinic,
teachers decided to develop their work
plan of the school, develop and use teaching learning material like job chart, agreement
chart, date chart, time chart, pocket chart, creative chart. Also in the same clinic, they
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developed creative chart as teaching material focusing on creativity of students. Altogether
18 clinics were conducted (10 Makwanpur, 4, Chitwan and 4 Parsa.)
4.8 Teachers’ Performance Development Project
4.8.1 Introduction of the Project
The ways teaching learning activities are being carried out in most of the schools in Nepal
are still very much chalk and talk. Teaching for small children is largely also based on
lecture. To improve such situation it seems very important that the teachers get some input
and opportunity for their performance development. But developing teachers' performance
is not enough to improve the situation. It is essential that we work on the entire four major
components (teacher, parents, management, and children) of the teacher education in
holistic way. In this context this is a proposal for whole school development of 6 model
schools of manohari VDC of Makwanpur district of Nepal.
4.8.2 Objective of the Project
To create good governance child friendly and interactive and joyful teaching learning and
active participation of community people
4.8.3 Project Activities
4.8.3.1 Selection of School for Intervention (Baseline Survey)
GAN Staff visited schools located in Manahari VDC and carried out existing situation
analysis exercise using interview and questionnaires. The interview and questionnaires and
data filling sheets were also used to acquire accurate information of the schools as far as
possible. Likewise, resource person of the area and meeting with district education office
was also carried out to find the actual situation of the school. With the information gathered
from interview and questionnaires, six schools were selected for the intervention of the
project. The selection criterion was based on the school’s interest who wanted to change
their teaching methodologies and to create child friendly school environment in their
school's classroom sensitizing the community of their school catchment area. On the basis
of baseline, the following six schools were selected for possible intervention:
• Pragati Primary School, Lothar
• Rastriya Secondary School, Sunachuri
• Rastriya Lower Secondary School, Ramantar
• Rastriya Rotary Secondary School, Manahari
• Mahendra Kiran Higher Secondary School, Simpani
• Shree Resheswar Primary School, Jyamire
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4.8.3.2 Agreement with schools
To assure the commitment of the accountability and responsibility by stakeholders of the
project and activities, tri-party agreement between GAN, DEO and individual schools of
selected 6 schools was made during orientation program. This agreement represented the
mutual understanding of role and responsibilities of all the parties involved. It also helped
to develop the partnership model between the implementing partners removing donor and
recipient perspective.
4.8.3.3 School Visioning Workshop
GAN organized one day individual school visioning workshop to develop a shared
understanding of the project with all
the stakeholders and parties involved
including SMC chairperson, PTA
chairperson, Head teachers, teachers,
students. During the program, with
joint effort, participants analyzed their
existing situation and practiced the
activities that they were doing for the
upliftment of educational environment
and the environment that they wanted
to see within next year. For discussion,
homogeneous group was formed i.e.
group of PTA, SMC, Teacher and
Student was formed and discussed accordingly. So the common understanding of the
project and the possible activities were also discussed during the program.
4.8.3.4 SMC, PTA capacity building workshop
SMC/PTA members are the key actors to make participatory management in school. To
promote participatory management in individual school, GAN organized one day
sharing/interaction meeting of SMC/PTA in its project schools. The main objective of the
meeting was to increase awareness of SMC/PTA members on their role and responsibility,
maintain transparency, support in participatory decision making and accountability and to
provide opportunity to share and interact on participatory management in school and also
for involvement of community in school. It was a joint meeting between SMC/PTA
members, parents, students and teachers. A total of 125 individuals from SMC/PTA
members, teachers, students and parents attended the meeting.
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4.8.3.5 Teacher training
A 6 days long teacher training on better class better learning for the teachers in whole
school approach was carried out for all
the selected 6 schools. All the teachers
teaching in primary level and lower
secondary level were participated in the
training. The training was focused on
'Better classroom Better learning'
approach that included child friendly
teaching learning, interactive and
participative classroom delivery and
management and material production.
The training helped the teacher to
improve their teaching in interactive way with the help of different teaching materials made
up of locally available resources. It was found that, after returning back to the respective
schools, teachers carried out regular reflection classes to share the learning objectives. Also
uses of teaching materials was increased which also helped in creating child friendly
teaching environment. A total of 26 teachers were present in the training.
4.8.3.6 Teachers clinic, class observation and feedback
Teachers' Clinic has been one another perennial activity that took places in the project
schools fortnightly. The whole clinic was divided into two sessions: Reflection Session
(First) and Input session (Second). Reflection session covered dealing with problems
incurred during teaching learning process, teaching materials development and their uses,
innovative inputs on child friendly -child centred pedagogy and other issues related to
classroom teaching. In the input session, GAN’s teachers’ clinic package was implemented
to uplift their proficiency. All the teachers from project schools have been benefited by
these sessions. As a result of this, many teachers have brought about significant change in
their conventional ways of classroom teaching and the children are enjoying their learning
through games, group, pair, and project work activities along with use of various teaching
aids.
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4.8.3.7 Model child friendly school visit.
For the positive change in the environment of the school, the role of head teachers and
teachers is very crucial. So, head
teachers and teachers must learn
different idea of positive and good
practices from others. Putting this in
the center, GAN organized model
school visit in Kali Devi Primary
School and Janata Primary School
located in Tistung VDC of
Makwanpur district for the head
teachers, teachers and SMC/PTA
representatives of schools of project
area. With the help of visit, they grasped the best practices of model school and replicate
them in their own. This learning visit helped the teachers and head teachers to contextualize
their learning in their classroom. Not only the teachers, the visit also included
representatives of VDC, DDC and DEO which also supported to work more thoroughly for
creating child friendly environment by observing the best practices. After the visit teachers
also carried out reflection session to discuss about their observation and prepared their plan
of action for each individual school for further intervention.
A total of 36 persons actively participated in this visit program. Through this visit, head
teachers and teacher were motivated to change their own school in their own level in a child
centered and child friendly way.
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5. Overall achievements in 2012/2013
During the period of 2012/13, GAN carried out seven major sectors under the Child
Education Facilitation Project. They are:, a) Child Friendly - Child Centered Teaching
Learning Pedagogy b) Creating English speaking environment c) Child Friendly
school/Classroom management d) Child club and life skills development e) School Good
governance f) Access of education
Achievements:
• Sixteen primary, lower secondary and secondary level teachers from project schools
received intensive training on Child Friendly - Child Centered Teaching Learning
Pedagogy and have developed themselves as facilitator focal teachers for their
respective schools. These focal teachers are now able to run weekly Teachers' Clinic
in their schools themselves for new input and for finding solutions of problems if
any.
• Approximately 574 teachers further received training on Child Friendly - Child
Centered Teaching Learning Pedagogy; low cost - no cost teaching material
development and communicative English language course. These teachers now
conduct their classes with verities of techniques: using materials, games, rhymes and
songs, group/pair/project work etc. Teachers have learnt to make various materials
corresponding to their lesson. Many of the teachers have initiated delivering lessons
using English medium. Some of the teachers communicate with their colleagues in
English.
• Enhanced skill of 14 ECD facilitators so that they can facilitate ECD centers in more
friendly way. Facilitators have also developed their skills to produce teaching
materials by using their locally available resources. Facilitators have begun using
their learnt skills in their centers.
• The classrooms are better managed with different teaching materials, posters,
children's creation, job chart, classroom norms on the wall. Desk and benches have
been arranged in U shape or suiting for group/pair work. At least one classroom in
each school has been developed as modal child friendly classroom with floor seating
arrangement and low table for class work. Some schools are upgraded in
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infrastructure with sufficient classroom to accommodate students. Children are seen
enjoying with outdoor play materials.
• SMC and PTAs of the targeted schools have become more active and responsible
concerning school related issues. Their participation in meetings and decision making
has improved. Many schools now conduct social audit in front of stakeholders and
beneficiaries. Quality Circle (QC) formed in schools is undertaking their
responsibilities properly. Parents frequently visit schools to supervise and monitor
educational activities happening there. Home environment for children's study has
been improved to some extent.
• Children from underprivileged and deprived community are seen walking to and
from school in neat and clean outfits. Children's absent rate in school has decreased.
Children's enrollment in public schools is slowly gearing-up. Children now have
platform to demonstrate talent and potentiality through the child club in their
school/community. Children are seen planning and implementing various extra-
curricular, co-curricular, formal and non-formal activities in school and in the
community. In the year 64 new child clubs were formed and are being facilitated by
GAN.
• 35 subject oriented model classrooms were established which became model in
establishment for increasing learning achievement of students. The established
classroom motivated to create other classes in the form of subject oriented model
classes
6. Networking and Co-ordination
GAN has been coordinating, collaborating, and cooperating with like-minded
Governmental Organizations (GOs), International Non-Governmental Organizations
(INGOs), Non-Governmental organizations (NGOs), and CBOs at central as well as local
level. The objective of this kind of coordination and networking is to develop a healthy
working environment and mutual cooperation among the like-minded organizations at local
as well as at central level.
Department and District Education Office, Global Action UK, Isle of Man, World Vision
International, British Council, Aussie Australia, Emma Trust Australia, Our Sansar, Esther
Benjamin Trust, Intervita Onlus, Pahar Trust Nepal (PTN), VSO and National Campaign
for Education (NCE), Young Star Club, Solukhumbu, are the main partners of GAN in this
period.
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Mobilization of GAN resources/expertise
• GAN mobilized its human resources to improve the communicative English of
teachers in Kavre district in the cooperation of Action Aid.
• Similarly, it utilized its human resources to carry out fifteen days English Language
Teacher Training course in collaboration with British Council.
• It provided support National Campaign for Education to conduct capacity building
workshop on Right to Education.
• Organized National Child Protection Conference in collaboration with National Child
Protection Alliance.
• Conducted Child friendly local governance Lalitpur district workshop for
representatives of major political parties, NGO's and personnel from government line
agencies in collaboration with District Development Committee Lalitpur.
• Reached Better Class Room Better Learning (GAN Published book) to wider
organizations, schools, NCED, DEO teachers etc.
Publication
1. News Letter
2. Wall magazine Publication Handbook
7. Challenges
During the period of implementation of programs, Global Action Nepal had to face various
challenges. Some of the major challenges faced during the reporting period are as follows:
• Getting through to project staff located in rural community from Kathmandu office
and the other way around has been always a big challenge in terms of sharing and
disseminating important/urgent information. Sometimes either side had to spent
hours trying to reach each other through phone due to poor or no signal at all and in
the absence of internet and electricity.
• Frequent turnover of well oriented/trained staff is another big challenge faced by
GAN. The turnover sometimes happens from the organization side due to the staff's
inefficiency in work, unprofessional and indifferent behavior/attitude. Whereas it
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happens from other side too because s/he gets better opportunities in other
organizations, s/he faces difficulties adjusting to rural setting, want to resume study
by quitting job etc.
• Lengthy procedures for procurements of goods and items needed for the
accomplishment of project task, delay in approving program and budget and
impractical compliances to be meet as set by donors has also caused postponement of
set activities affecting to overall performance of GAN with under spent fund.
• Global Action Nepal's major focus in the program is improving quality of education
through human resource development and bringing about attitudinal change among
beneficiaries through training, workshops and exposure to real context. Many a time
beneficiaries/stakeholders take this aspect very lightly and decline to cooperate. They
look for big physical/hardware support which everyone can see immediately compare
to GAN's software support that is more tangible in the long run.
• Another major challenge faced by GAN during the project period was managing time
of both the teachers and the community people for carrying out project related
activities. GAN has been guided by the ethos of carrying out its project related
activities during the vacations and or coinciding them with other school holidays, so
that the day to day teaching learning activities and administrative work is not
disturbed. Whereas most of the teachers are found reluctant to use their free times.
Besides, in several cases numbers of teachers are in long or short holidays and or
leave denying their involvement in the activities. The cases were more or less same
with the community beneficiaries for they are too pretty much busy in farming and
trade.
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8. CONCLUSION
In conclusion, however there were lots of
challenges directly affecting the outcomes of
the project, there were abundant opportunities
too, for successful implementation of the
planned activities. Global Action Nepal leave
no stone unturned in cashing those
opportunities. As a result this year has
produced encouraging results in terms of both
event organizing and achieving objectives,
particularly towards child friendly classroom
setting and creating interactive teaching
learning environment in target schools.
GAN successfully completed its annual
targets and started to continue its plan of
action for the period ahead. The progress of
the projects to date has been very positive and
we hope they will be completed in line with
expectations.
Appreciation received from the targeted
partner schools and their beneficiaries is the
clear evidence in this regard. The credit for
this success firstly goes to all those staff
members who worked very hard by giving
more than their hundred percent effort and
energy and secondly to all associated to this
project. GAN is proud with what the partner
schools achieved; something that it can share
with other organizations and people. In the
coming days, GAN is committed to giving its
full efforts to the areas in which it has
strength: community mobilization for Child
friendly quality education; school good
governance; teacher training; child rights; and
the child club promotion program
"ETTE+ training by Global Action Nepal
is fruitful for me as a teacher. "I had
never been a part of this kind of
training before". After getting this
training, I have learnt so many new
teaching techniques, rhymes,
materials etc. My English proficiency is
gradually increased day by day.
Another thing I must appreciate
regarding ETTE+ and GAN is CC event
and teachers' clinic. Students have got
a chance to expose them self outside
their own school too. During teachers'
clinic, I learnt to make materials and
its usage inside classroom. Though my
school is, pre primary but my students
have got a chance to be a part of CC
event and get prize too. Next times
teachers' clinic is going to conduct on
my school and I am so much excited
and happy for that. As a whole, after
this ETTE+ training, inside classroom
some measurable changes like
classroom management, material
production and its use, use of English
language inside classroom etc have
been noticed."
Goma Thapa
Head Teacher
Balbikash Primary School, Lamjung
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Appreciation Text and quotes from beneficiaries
Annex I
Team Work Can Change Government School
Education is essential for the overall development of a country like Nepal. Today,
education has become an indispensable factor in the development of various
sphere of society. Child friendly teaching is becoming more and more popular in
Nepal. There are quite a few teachers who have been trained to use child friendly
Methodology by GAN and now are trying to implement their knowledge in their
classrooms. However, GAN has succeeded to establish the Child friendly
classroom in working Districts, among them Kaversthali Secondary School
located in Kaversthali VDC Kathmandu is one. In the past, this school was
famous place for illegal and criminal activities. This school is rewarding by
community by participating in school and in rolling children. Nowadays students
are able to use whatever they learn and they can apply it in day to day life and
work. This is one of the best examples to encourage sharing the teaching
methodology and training materials among teachers. Since, they have been
collecting and developing huge child friendly materials for their classroom
teaching. GAN team used to make learning visit in different model schools out of
the valley. Now our school is totally child friendly school. When I go to RC
Meeting, other head teachers scold me saying 'why are you admitting our
school's children to your school?' When I hear this I smile and think that my
dream now is being changed into reality. So, all this success goes to Kaversthali
team as well as Global Action Nepal.
Prahalad Kumar Pokhrel
Head Teacher
Kabresthali Secondary School, Kabresthali
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I have more than 20 years experience of teaching to the primary level children in Lamjung
district. Now I realize that I taught nothing to my students for 20 years, and I did not have any
skills of teaching in two decades of my teaching though I had taken many trainings from
Nepal government because the training from Global Action Nepal has shown me the proper
ways of teaching. It has not only given methodology of teaching but also has given me input
on various aspects of teaching. So GAN has given me the best training in my life.
Tara Devi Regmi
Teacher
Shree Shree Akalabaaiachha Lower Secondary School, Bhoteodar, Lamjung
I am one of the trainees of Global Action Nepal. Unfortunately, I could take part in the first
phase of the training due to my health problem. But the other teachers from my school took
part in the training. When I went to those teachers’ classroom who had taken ETTE+ first
phase training, I found something different in their class. I found the students very active, they
were enjoying, they were divided into groups and pairs, the teachers were speaking less but
the students were speaking much, there was interaction among the students and the teachers
were with some materials. And then, when the teachers came into office, I asked why there
was change in the classroom. They, in one voice, replied that it was the result of ETTE +
training. Then I realized that I should not miss the second phase training. So I attended all the
seven days. Now it has changed my thought inside the classroom and outside the classroom.
Jamuna Thapa
Teacher
Shree Laxminarayan Secondary School, Archalbot, Lamjung
Within this one year, I have felt so many changes in this school. Before 6 months no parents would come
school to attend meeting. Even SME's meeting would not be happened regularly but now they are monitoring
the school every day. Parents have divided their role to visit school and when they come to school they
observe students and teacher's after dance student's health and hygiene physical condition of school etc and
also write some suggestions. Similarly now sitting arrangement is managed in v shape in every class so that
there is enough space to carry out group work and other activities, similarly classroom is partly decorated by
teaching and management materials. Child club is also working activity. They collect fine if somebody remains
absent or goes from school before school time without permission. It has supported to increase students
regularity and they are saving certain money on piggy bank to conduct other extracurricular activities.
Ramsaran Ojha
Focal Teacher
Devi Primary School, Phedi, Kathmandu