Shree Chharka Bhot Priomary School Chharka VDC, Tsarak, Dolpo

PROJECT REPORT 2016

1. School’s operation

The school functioned

very successfully without

any obstacles and hindrance

this year. We have sufficient

supplies including textbooks

and stationery. The number

of the student increased

satisfyingly and same time

we have an extra new

teacher this year who was

supported by the Dolpo Tulku Charitable Foundation. So this year we have 5

teachers, including myself as the coordinator, and around 60 students attending

the school.

After transferring two of the government teacher in 2015, the government

has not yet appointed a teacher for Tsarka School. So from the side of the

government, we only have the headmaster.

Even though six months school session is not sufficient to complete the

academic curriculum which is set for a year’s duration, but the teachers and the

students managed to cover all the necessary subjects within this limited time. On

addition to the daily classes, the students are given assignments every day. And

since we have only six months of school duration in a year, except 15 days of

Yartsa Gunbu holiday, and a picnic day at the end of the session, we have only

one day off (weekend) in a week.

In the afternoon of every Friday, we conducted various extra-curriculum

activities like, sanitation, drawing and paintings, story reading, debate, quiz

contest and etc. Among all, the sanitation was done as the basic activity of every

Friday. We led the children to clean their classrooms, courtyard and the whole

environment of the school. Most often, we taught the students how to wash their

hands and how to brush their teeth.

Regarding subjects and teachers arrangement; we totally taught 7 different

subjects which were English, Nepali, Tibetan, Science, Social, Math and Health/

Environment, and the teachers were distributed equally to the subjects according

to their ability. It would be best if we could manage each teacher for each subject,

but since we have fewer teachers, all of them shared two or more subjects in

common. For every subjects we have a subject teacher, which means he/she has

the majority responsibility of the subject even though the subject were shared by

two or three other teachers.

The school duration in a day was from morning 8:30 to evening 4:00 pm.

We set a stable timetable of subjects and periods and carried it out for the whole

six months. Each period’s duration was 45 minutes and we had seven periods in a

day. For the junior students of nursery and lower kindergarten, we have fewer

subjects.

As the essence of the school is the teachers and the students, and the

information that flows between them, we have been putting all our effort on the

daily teaching.

Data of new students attended Tsarka School in the academic year 2016

S.N. Name of Student Gender Age Class Parent’s Name Address Descripton

1 Yangchen Metok Female 12 2 Gyaltsen Chharka-4 Enrolled

2 Tsewang Dadhul Male 9 U.Kg. Karma Dolma Chharka-2 Enrolled

3 Tsering Choedol Female 4 Nursery Dawa Lahwang Chharka-5 Potential

4 Pasang Lhamo Female 5 Nursery Sonam Rinchen Chharka-1 Potential

5 Samthen Sangmo Female 7 Nursery Sonam Rinchen Chharka-1 Potential

6 Karma Dolkar Female 6 Nursery Samdup Chharka-2 Potential

7 Tse-Tso Female 6 Nursery Konchok Chharka-4 Potential

8 Choewang Male 7 Nursery Yungdrung Tsewang Chharka-1 Potential

9 Tse-Dup Male 5 Nursery Tashi Tenzin Chharka-1 Potential

10 Tenzin Samdup Male 6 Nursery Ngima Tsering Chharka-2 Potential

11 Namdrol Male 5 Nursery Namgyal Dorjee Chharka- Potential

12 Pema Dolma Female 4 Nursery Ngidha Dorjee Chharka-1 Potential

13 Tenzin Male 4 Nursery Khandu Chharka-1 Potential

14 Karma Tsultrim Male 5 Nursery Kunga Namgyal Chharka-4 Potential

15 Pema Tenzin Male 7 Nursery Gyurme Chharka- Enrolled

16 Rinchen Lhamo Female 6 Nursery Drukay Barong Enrolled

2. Extra projects:

a) Temporary Hostel

As in the past year, this year too, we have arranged the temporary Hostel for

those enrolled students whose family has no sufficient manpower to look after

them in the village during the summer pasture migration. Using the community

building, we have arranged two different bedrooms for the hostel children. The

rest of the equipments including the mess provision were managed by the

parents themselves. Every day, two teachers rotationally took care of the hostel

children and the cook with the rotational assistance of the teachers, cooked food

for both the teachers and the hostel students. This year, we have 10 children

staying in the hostel in the beginning and dropped down to 8 in the end.

Data of temporary hostel students-2016 S.N. Name of students Gender Age Grade Name of Parent Address

1 Dzilnon Dorjee Male 10 Class 1 Mingdren Tsarka

2 Pema Dorjee Male 11 Class 1 Karma Tsewang Tsarka

3 Pema Tenzin Male 7 Nursery Gyurme Rigzin Tsarka

4 Ngawang Kalden Male 10 U.Kg Karma Namgyal Tsarka

5 Pema Dolkar Female 7 U.Kg Karma Namgyal Tsarka

6 Tsultrim Hoser Male 8 U.Kg Karma Tsarka

7 Tsering Mingdick Female 15 Class 1 Choegyap Tsarka

8 Passing Deki Female 13 Class 1 Sonam Wangdue Tsarka

9 Tenppa Gyaltsen Male 9 U.Kg Tashi Tenzin Tsarka

10 Rinchen Lhamo Female 6 Nursery Drukay Barong

b) Adult literacy program

Adult literacy program has been one of our yearly regular programs which

go along the regular administration of the school. Since all of the youth, especially

the girls, in the village of Tsarka are completely illiterate; we believe that the

literacy program is as important as the regular operation of the primary school.

Every evening after 5 pm, we set two hours’ classes led by two different teachers

rotationally. We taught English, Nepali, Tibetan and Basic calculations. We also

provided books and pencils free of cost to all the attendees.

As in the past years, this

year too, the program was

conducted for whole six months.

The number of attendees

satisfyingly increased this year;

almost all of the youth attended

the evening classes. Except during

the summer pasture migration,

Yartsa Gunbu session and during

the border market abroad, we regularly have students attending the evening

classes. But due to the cultural disapproval of our community, we hardly

witnessed a girl attending the classes.

List of the regular attendees of the adult literacy classes-2016

S.N. Name of Student Gender Age Parent’s Name Address

1 Pema Dawa Male 22 Wangden Chharka-

2 Tenzin Samdup Male 25 Phurba Tsering Chharka-

3 Phurba Gyaltsen Male 15 Migmar Chharka-

4 Lobsang Male 19 Tashi Choephel Chharka-

5 Ngawang Tenzin Male 19 Rigzin Chharka-

6 Tenzing Wangyal Male 17 Sonam Rinchen Chharka-

7 Namkha Tashi Male 22 Pema Tsering Chharka-

8 Tsering Darkay Male 20 Yungdrung Dadul Chharka-

9 Tsewang Lhagyal Male 18 Gaygya Chharka-

10 Tenzing Tseten Male 16 Karma Trinley Chharka-

11 Ngima Wangyal Male 23 Karma Dondup Chharka-

12 Tenzing Lhawang Male 23 Karma Tsewagn Chharka-

13 Tsewang Bonkyap Male 15 Karma Chharka-

14 Tsewang Darkay Male 16 Karma Druknang Chharka-

15 Pema Yeshea Male 23 Konchok Chharka-4

16 Nigma Wangdue Male 16 Choekyap Chharka-

17 Phurba Gyaltsen Male Chharka-

18 Urken Choephel Male 20 Jigme Chharka-

19 Phurba Samdup Male Chharka-

20 Ngidha Dorjee Male 26 Samten Gyaltsen Chharka-1

21 Tashi Samdp Male Soanm Wangdue Chharka-1

22 Tashi Male Pema Dechen Chharka-

23 Karma Choephel Male 25 Rigzin Chhark-1

3. Construction Project

We have started the

construction work of the

new building project this

year. Except the roofing,

we were about to complete

four rooms of the new

school block throughout

the summer. The roofs

were remained uncovered,

because we could not

transport the planks for the roof from Mukot village. We have bought 155 pieces

of (5 feet long) wooden planks in Mukot, a village that lies three days away from

Tsarka in the lower part of Dolpa. We bought the planks in early of June, but

because of the heavy rain in summer, the bridge of the Bhri River in Mukot was

carried away by the river, and we were unable to transport them this year.

The rooms were built in the best way ever possible with the labors group

we hired. Since we have an extreme shortage of stone (for masonry) in Tsarka,

the foundation and about a meter above the ground level was done with stone

and the rest of the walls were raised with adobe in traditional way. The labors

were skilled on this work so the finishing of the walls looked so strait as it were

built with cement. We have built each room exactly according to the engineering

design we prepared last year. Each room has 10 feet height from the ground level

to the ceiling level, 15 feet length and 13 feet breadth. The size of the room, we

believe, is wide enough to hold up to 15 students which is the highest number of

students we will have in a classroom. Usually we have larger number of students

in nursery and lower kindergarten. So, among the rooms that we are going to

build next time, we are planning to build two of them in to a little wider size.

The materials that we have collected and used were normally of the best

quality. As you can see in the photos, the wooden materials we used for the doors

and windows were very much thicker and stronger than the normal size that

people use. Even though, everything is very expensive in Dolpo, especially the

wooden materials for building, we have been doing our best in purchasing the

best qualities, no matter how costly they were. Our principle has always been that

“we pay more attention on the quality than the quantity”.

Regarding the placing of the building, as you can see in the picture, we have

placed both of the new blocks at the right side of the old block, where we have

wide open field.

4. Sanitation Block:

The storage pit

behind the existing toilets

was covered with the mud

brought down by flood

during the rainy season and

the toilets were useless. So

this year, along with the

building project, we have

also built two new toilets.

We demolished the existing ruined toilets and built the new toilets on the very

place. One of the toilets was built in traditional compositing system and the other

was built in the modern fashion.

The compositing toilet was built because we have no proper water supply

during the beginning and the ending months of the school session. The water

supplier we have now can only provide water for a short time during summer. So

for the time being the compositing toilet is more suitable for us.

5. Community’s support:

In the past years, most importantly the community has supported the

school in providing fire wood for the school’s kitchen and the transportation of

the teachers’ mess provision from the border market to the school. In the winter

of 2015, they have also supported the school in carrying 67 pieces of heavy beams

from the border market voluntarily. The majority of the common villagers and the

parents of the enrolled students have been quite supportive to the school since

the beginning.

And today, the whole

community and especially the

parents turned out to be more

positive about the school. This

year, in October 10, we have had

a meeting with the parents and

the SMC concerning the villager’s

potential support for the school.

The meeting came to a

conclusion that every year the villagers will contribute Rs. 500/- and the parents

of the enrolled students will contribute Rs. 1,000/- from each household as the

matching fund for the school’s functioning. According to the meeting’s

conclusion, 50% of the total contribution raised will be used to cover the school’s

yearly requisites and the other 50% will be saved in a bank for the future of the

school. This is an important and suitable contribution that the SMC and the

parents have decided to make to the school. Later, while raising the contribution

from each household, which was done by our teachers at the end of the session,

no one disagreed or argued with the decision made by the SMC and the parents.

On top of that, on the result festival day, many of the villagers made additional

contribution to the school. Most surprisingly almost the whole villagers attended

our result festival program this year, which was really a surprising for us.

6. Government’s Support:

After transferring two of the government teacher in 2015, the government

had not designated a teacher for our school yet. From the government side, we

have only the headmaster this year.

Regarding the transparency on the government’s yearly regular funding for

the school, nothing much is yet improved. So far, the headmaster only handed us

41,000 rupees as the budget allocated to the ECD (Early Childhood Development).

He gave us this grant because the teacher designated for the ECD was Tse-

wangmo, a teacher hired by our private project. So we have some sort of right on

this grant.

We had a meeting in early of May concerning the government funding. On

that meeting, the SMC with the headmaster made agreement to pay for the

school’s yearly textbooks and stationery supplies using the government fund.

Again on the meeting we had with the SMC and the parents in early of October,

the issue of the government funding was one of our agendas. And again they

agreed with the same thing. But so far, except the ECD budget, we got nothing

from the whole amount of government’s funding. On top of that, the headmaster

has not even paid for his meals to the school’s mess for two years, which is

around Rs. 30,000.

Concerning this issue, we are going to give them a little more time. And if

the headmaster and the head of SMC failed to pay back the money within the

given time, we will approach the District Education Office to complaint the issue.

7. Building Construction Project of the Government:

In the fiscal year 2015/2016, the District Education Office has given

classroom building projects to almost all of the 23 VDCs in Dolpa District. Hence

Tsarka School was also given a 2 rooms building project in the same year.

In the early of May 2016, we held several meeting with the SMC regarding

the construction project. The total budget allocated from the government for the

two rooms classroom building was Rs. 1,350,000/- (thirteen lakh and fifty

thousand only). And we have also collected about same amount of budget for the

building project planned by ourselves for Tsarka School. So our thought was to

aggregate the budgets and construct the new block together. By doing this we

would be able to complete at least 8 new classrooms of the new school block,

four rooms by each side.

In the meetings, we have tried to convince them in combining the projects.

But they refused our opinion. The reason they mentioned was that firstly, the

government’s budget was meant to construct only two rooms, and secondly, the

government has its own prepared design which they must and will follow.

According to the government’s demanded design, the classrooms were much

wider then a normally needed size. Each classroom has 14.5 meters length and

8.5 meters breadth. And on top of that, the building must be built in cement

applied masonry.

Comparing with the approved engineering design, the government

prepared budget seems insufficient to complete the construction. Thus, the SMC

also decided to put the rest of the government’s funding of the year 2016,

including the snack allowance, scholarship and etc. to the building project as a

matching fund. Additionally, they have also demolished down the two rooms old

government building and used all the materials including the stones and slates,

except a half of the wooden materials like laths and beams.

The disappointing part was that when the SMC constructed the building,

they constructed in such a way that it did not meet even 50% of the government’s

demanded design. Each classroom has around 7 meters length and around 3.5

meters breadth. The height was 7 feet in the middle of the ceiling and it dropped

down in slope

to both sides in

order to cover

with tin. So the

height of the

ceiling above

the door was 6

feet, and the ceiling of the corridor was only 5 feet. On top of that they did the

roofing only with bare tin raised by thin wooden laths. The bare tin will be very

noisy while raining, and very cold in early spring and autumn.

Financially it seems that at the most, they have invested 65% of the budget

in the construction field. After all, the SMC led by the headmaster and the

chairman, repeated the same old story of corruption in the field of construction

project. Since the SMC is the authorized committee concerning government’s

activities, even being aware of what was going on, we could do nothing for the

time being.

8. The books of Asia Foundation:

The books of Asia Foundation

arrived safely at our school. As the

story reading and telling has been one

of our basic extra-curriculum

activates, the books provided by the

Asia Foundation has been really

helpful. The books were of highest

quality and too colorful that the

children loved them very much.

We have stored them safely on the bookshelf in the office along with the

other reading books that we have.

9. Teachers’ Performance

All of the teachers hired by our project performed their job very

impressively. The duties and responsibilities were shared equally among the

teachers. They have seven classes/periods in a day and two hours’ adult literacy

classes in the evening which came rotationally twice a week. On addition to the

daily basic job, they were given extra duties and responsibilities like being in

charge of mess items, being in charge of stationery distribution, being in charge of

fire wood, being in charge of sanitation of the school. All of these extra duties

were shared equally among the teachers, and there were some other duties that

were set rotationally among them which were, taking care of the hostel children,

helping the cook in kitchen and watering the green house. The teachers

performed all the duties and responsibilities dedicatedly. We have two new

teachers this year. One was from Tsarka and one was from Bijer VDC. Since all of

our teachers were from Dolpo, they performed their job with deep caring and

keen concern.

10. Audit Repot of ICDF Funding/

Financial Report of the spring budget:

The budget we received from ICDF in spring as the advance salaries of teachers

and cook was Rs. 525,145/-The total money paid to the teachers in advance and

to the cook at the end of the school session was Rs. 519,000/-The remaining

money/balance we have now is Rs. 6,145/-

The cook was paid Rs. 15,000/- per month only during the six months of school

session and Rs. 15,000/- as her food allowance. (In the past few years, the food

expense of the cook has been afforded by the teachers commonly.)

Detail of expense:

S.N Teachers/Staffs Total Salary Advance Salary Paid

1 Tse-Wangmo Gurung 216,000/- 108,000/- 108,000/-

2 Thupten Gyaltsen Gurung 198,000/- 99,000/- 99,000/-

3 Tashi Choesang Gurung 180,000 90,000/- 90,000/-

4 Tsering Samdup Gurung 234,000/- 117,000/- 117,000/-

5 Ngima (Cook) 105,000/- 105,000/-

Total 933,000/- 519,000/-

11. Examination Result-2016:

Result Sheet of class: Two Subject Nepali English Tibetan Maths Science Social Grad

Per

cen

tage

Div

isio

n

Po

siti

on

Res

ult

Term 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total Total

Full Marks 40 60 100 40 60 100 40 60 100 40 60 100 40 60 100 40 60 100 600

Pass Marks 16 20 36 16 20 36 16 20 36 16 20 36 16 20 36 16 20 36 216

S.N Students 76

1 Yangchen Lhamo 48 60 100 34 46 80 33 54 87 43 50 93 38 51 89 36 51 87 543 91% Dist. 1st pass

2 Yangchen Metok 46 60 100 31 43 74 33 57 90 44 49 93 35 50 85 36 48 82 528 88% Dist. 2nd pass

3 Kunga Tsewang 42 58 88 21 27 48 24 55 79 33 43 76 13 30 43 22 38 60 403.2 67% 1st Pass

4 Ngawang Jigme 41 56 97 26 26 52 26 38 64 41 49 90 1 35 55 28 44 72 429 72% 1st 3rd pass

Result Sheet of class: One Subject Nepali English Tibetan Maths Science Social Grad

Per

cen

tage

Div

isio

n

Po

siti

on

Res

ult

Term 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total Total

Full Marks 40 60 100 40 60 100 40 60 100 40 60 100 40 60 100 40 60 100 600

Pass Marks 16 20 36 16 20 36 16 20 36 16 20 36 16 20 36 16 20 36 216

S.N Students

1 Pema Gyurme 33 40 73 33 39 72 31 47 77 40 56 96 20 41 60 31 32 63 441.1 74% 1st pass

2 Ngawang

Kalden 33 52 85 33 46 79 36 51 87 48 56 100 24 51 75 31 39 70 499.2 83% Dist. 2nd pass

3 Dzilnon Dorjee 36 37 73 39 49 88 38 53 88 46 53 99 29 54 93 34 46 80 510.6 85% Dist. 1st Pass

4 Tsewang Tenzin

28 48 76 33 24 57 32 42 75 30 46 76 29 40 69 26 37 63 414.6 69% 1st pass

5 Kunang Buti 41 51 92 35 45 80 37 45 81 43 52 85 28 41 69 28 41 89 475.4 79% 1st 3rd pass

6 Tsering

Mingdick 38 38 76 33 36 69 38 54 92 45 55 100 18 42 60 26 37 63 459.2 77% 1st pass

7 Pema Dorjee 30 38 70 29 39 58 39 49 88 46 55 100 22 36 58 30 35 65 438.5 73% 1st pass

8 Passang Deki 24 37 61 9 21 30 35 36 72 40 50 90 18 27 45 18 32 50 346.5 58% 2nd 1st Pass

Result Sheet of class: U. Kg. Subject Nepali English Tibetan Maths Science Social Grad

Per

cen

tage

Div

isio

n

Po

siti

on

Res

ult

Term 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total 2nd 3rd Total Total

Full Marks 40 60 100 40 60 100 40 60 100 40 60 100 40 60 100 40 60 100 600

Pass Marks 16 20 36 16 20 36 16 20 36 16 20 36 16 20 36 16 20 36 216

S.N Students

1 Tsultrim Hoser 44 55 99 31 56 87 36 48 84 39 60 99 33 49 82 31 57 88 538.5 90% Dist. 2nd pass

2 Tenpa Gyaltsen 36 35 71 37 39 66 37 55 92 40 52 92 25 42 67 24 40 64 452 75% 1st pass

3 Tsewang Dadul 23 37 60 33 50 83 30 48 78 38 58 96 29 50 79 30 51 81 476.5 79% 1st Pass

4 Dundup 39 49 88 34 40 74 37 50 87 40 55 95 31 51 82 21 48 69 494.5 82% Dist. 3rd pass

5 Tenzin Samdp 17 38 55 27 48 75 18 43 61 30 50 80 25 36 61 16 47 63 395 66% 1st pass

6 Ngyma Sangay 24 27 51 27 30 57 18 32 50 22 36 56 18 49 67 11 39 50 331 55% 2nd pass

7 Yungdrung

Lodoe 13 24 37 23 26 49 19 29 48 38 43 81 14 20 34 17 29 46 294.5 49% 2nd pass

8 Dolma Tsering 44 56 102 38 56 94 37 53 90 38 56 94 30 57 87 31 54 85 552 92% Dist. 1st Pass

9 Pema Dolkar 36 45 81 30 48 78 34 42 76 40 58 98 28 46 74 26 46 72 479 80% Dist. pass

Result Sheet of Nursery

Subjects Nepali English Tibetan Maths Total

Position Remarks Full Marks 100 100 100 100 400

Pass Marks 36 36 36 36 144

S.N. Students

1 Pema Tenzin 67 68 41 71 243 2nd A

2 Palzang Tsering 77 70 50 95 292 1st A

3 Karma Gyurme 1 15 18 22 68 3rd C

4 Tsering Choedol 20 33 15 34 102 B

5 Pasang Lhamo 34 24 33 56 147 B

6 Samthen Sangmo 22 15 21 23 81 C

7 Karma Dolkar 16 33 14 22 85 C

8 Tse-Tso 22 33 45 35 135 B

9 Choewang 34 22 20 23 99 C

10 Tse-Dup 14 13 19 18 64 C

12 Tenzin Samdup 20 21 23 43 107 B

13 Namdrol 14 16 17 19 66 C

14 Pema Dolma 12 16 18 12 58 D

15 Tenzin 20 14 16 19 69 C

16 Karma Tsultrim 23 22 17 19 81 C

18 Rinchen Lhamo 17 20 21 16 74 C

19 Tenzin Choksang 23 32 19 22 96 C

Prepared by Tsering Samdup Project coordinator Shree Chharka Bhot Primary School Chharka VDC, Dolpa, Nepal Date: 11 December, 2016