Workshop Udayapur 2009  Chhing Lamu Sherpa

1. Background introduction

Mountain Spirit (MS) board members and support member have visited Udayapur’s Balkanya School of Finjoling Tatne to see overall impact of school support program and organized a consultative workshop. The Balkanya School is located in the side of peaceful area where people can see beautiful views of all mountain ranges from Kangchanjangha to Machhapuchhre but the Balkanya and rest of schools are facing challenges due to high migration in south low land to look for children’s education, health facilities and other employment opportunity. The support of MS in the isolated school of remote village had play significant role to retain their students. It takes one and half day walk on foot from memorable road down southern part of Udayapur.

There are very rare CDME telephone facilities in the villages. Main occupation is livestock and potato farm. Children, women and men are highly involved for firewood collection and livestock grazing. Some are shop keepers and find high use of alcohol among teenage especially among boys, men and women. However there is also good trend of leaving alcohol from senior members of the community.

We also found high need of sanitation, hygiene and health facilities as one VDC level sub-health post is located far from villages and condition of health facilities is quite bad. We founds only two toilets in whole VDCs at community level as far as our discussion and observation and need great sanitation and hygiene program along with improved cooking facilities. As they have been practicing open fire system and show high fire wood consumption even in one night. But some of household said "we do not consume as Army consume". We find hard to live in room during the cooking and find cold out side.

The team members have visited all surrounding Village Development Committee (VDC), wards and villages and talked to community members and management communities directly apart from filling up questioners with each individual school and community consultation. We found good impact of school support program in the villages and demand is high, however they are challenging for quality teaching and management for sustainability apart from capacity building and school motivation training to all teachers and parents.

Continue support of school teacher is challenging for Balkanya and other School as there is limited government support. The Balkanya have only two permanent teachers and rest of three teachers temporary teacher have been supported by village development committee (VDC) and Mountain Spirit (MS). This kind of situation is similar to other school due to unfair policy to mountain and hill regarding number of student equivalent to one teacher of government to mountain and hill. Government support only Looking at the hardship in difficult physical situation one teacher for 45 students in Hill and one teacher for 40 students in Mountain is not practical which need to be revised. The community needed lot of self initiative and positive inquiry apart from lobbying the teacher support program to government.

One day workshop was conducted by mountain spirit in Balkanya School involving all 5 other surrounded schools’ representative like teachers, students and management representatives. Appreciative Inquiry (AI) approaches has used in whole session to look the possibility status of other surrounding school instead of limiting one school (Balkanya) without limiting their capabilities and sensitize in further through capacity building training to Balkanya whom Mountain Spirit Deutschland (MSD) and Mountain Spirit Nepal (MSN) have been supporting for last 4 four years.

The program was facilitated by Mountain spirit in Balkanya School, Finjoling Tatne School, Udayapur on 24th Oct.2010. Total participants were 47 (11 teachers/staff,12 student, 4 parents and 17 school management committee chair, 3 MS members). We had a plan to meet only 5 schools but we end up involving one high school who has shown their high interest and commitment.

Team did not limit the interested children and community participants to acknowledge their idea.

         Drawing of Balkanya School Children

The SMC members, teachers and student felt that there is a need of some self-initiative tools and facilitation skills to mobilize the local level children and citizens for sustainability. AI may be one of the most powerful ‘problem-solving’ approaches as community members have committed to initiate small things which they can start up.

This report will provide status of schools and their strength, future dream, action plan with commitment of an empowering approach that has been demonstrated to positive growth and action.

2. Objectives:

The objectives of the workshop were:

  1. 1.Find out the impact of school support program interims of sustainability
  2. 2.To gear up the ongoing school improvement through planning and self-action along with personal commitment
  3. 3.To consult other surrounding school status instead of limiting one school
    1. 4.Introduce an easy and adaptable approach to teaches, SMC and students to perform their capability more comfortably

3. Session Introduction/ Methodology:

 

Started from the registration by MS support members, Sonam Sherpa. To make the introductory session interactive and participatory the facilitator asked the participants to choose a best flower’s name which they like and available in their surrounding. Then they have to share their favorable flower, name and representation. Lhakpa Sherpa, MS board member shared the purpose of visit, the APPA workshop and the core

value of education sectors.

Participants were encouraged to share some warm up game or song. In the same time facilitators shared some of the interesting stories. Some of them were their real and some were the incidents that they have heard or studied. The facilitator, Chhing Lamu Sherpa shared some of concern story along with the diagram of four- D model both in Nepali and in English; discovery, dream, Design and action. 4–D model

The facilitator explained here about the Appreciative Inquiry (AI) thoughts and about the model to be used for institutional development, business promotion and peaceful environmen  at household, school and in the community level.      

4. Discovery– Strength of schools

The participants were asked to explore and discover individually about the behavior, attitude, knowledge and skill within themselves. Once they came up with their individual strength outcomes they were asked to share their school’s strength in group in their perspective schools team in Discovery- D1 session

4.1 Good things of Secondary High School NAMETAR

  • Only one high school in the VDC
  • Regularity of class Ten student’s
  • Teachers are regular
  • There is drinking water and toilet
  • Good ground
  • Four school block

4.2 Good things of Balkanya Layer Secondary School, FINJOLING TATNE

  • Good physical facility (class room, building and toilet)
  • Support from MS
  • Good play material available
  • Library-good books available
  • Good participation in school management meeting
  • Increasing trend of school enrolment

4.3 Good things of Mahakali Layer Secondary School, THADAKHOLA

  • Regular presence of student
  • Teach student without punishment
  • Regular monitoring of students
  • Toilet, meeting room and good furniture support
  • Yearly planning of school and regular audit
  • Parents support dress for children
  • Extra school activities and public notice for scholarship

        Good things of Layer Secondary School, MACHKHARKA

  • Physical facilities

-       Good fencing around compound

-       Good play ground

-       Sable to run up to class 8

  • Education aspect

-       Class run according to lesson plan

-       Regularly of class

-       Applying school teaching policy

-       Presence of student and teacher rule and regulation

  • Management sectors

-       Flow seating arrangement class one to four

-       Regular couching to class 6 to 8

-       Active school management committee

        Good things of Panchawati Primary School, RAMITE

  • Two building and enough class room
  • Function of teacher and student committee
  • Applying free education policy
  • Regularity of teachers and students and support of PTA (Parents Teacher Association)
    • Regular monitoring of school management committee
    • Regular monitoring of school and apply free punishment teaching system
    • Transparency of government scholarship
    • Regular additional extra activities in school

        Good things of Panchakanya Primary School, DAHAR

  • Flour seating facilities in class one and two
  • Regular meeting of management committee
  • Regular Audit according to government policy
  • High participation if volunteer work of school
  • Regularity of student/ teachers
  • Toilet facilities
  • Extra activities in school

School members have been able to concentrate their school and analyze the things more in personal level. The divided participants were encouraged to present their positive and changing aspect through pictorial and written form as much as possible. Schools are facing the scarcity of teachers, vocational education, library facilities, basic health care and quality teaching. However there is high community willingness to promote education system for their children in their perspective schools.

 5.Dream of schools:

After the brief explanation of positive dream and stories sharing to whole group, facilitator asked the participants of each group to dream an ideal situation of the same community based school which they like to see in future. For this the participants were asked to close their eyes and leave their mind free to come up with their dreams and discuss in their own individual schools. In this stage the group dreamed about improvement of facilities of school, sanitation, and education for children and capacity building. They also show their commitment regarding community participation and contribution during the discussion. The dreams of the each group are briefly explained below.

 

5.1 Dream of Balkanya Layer secondary school FINJOLING TATNE

  1. Faculty for secondary school with building
  2. Regular attendance of student through trained teachers for fare free education, wareness 
        to parents and additional teacher support
  3. Expand play ground and availability of Musical instruments (there will be community  
        participation for play ground expansion)
  4. Availability of health care in school and in the community along with improved CHULA
  5. Develop as a model schools
  6. Strong monitoring and supervision system by SMC.
  7. Promotion eco-village tourism for sustainability of school and community livelihood -
        latter added based on discussion with community leaders

After having discussed among the participants they had dreams as follows: (i) there will be secondary schools within five years instead of lower secondary school so that diverse pupils will get opportunity to have education.- this dream will deal by community by collecting money for government deposit in our small facilitation (ii) They had a dream of having regular student, aware parents and all teachers trained for learning environment and additional teacher support so that number of students will be increased and effective classes will be running for the betterment of students. (iii) They had dream of getting health care facilities near by their villages as they have been facing problem even for small first aid care. (iv). As the compound was not fenced and find had to play ball due to sleeve in southern part along with music instrument like harmonium, gutter. Medals etc, (v) Become a model schools (English teaching facility, first aid service, Art and music facilities practices and life skill education along with enough furniture and education material) (vi) The SMC will be active in monitoring and supervising the school strictly so that the school will maintain teachers and students' rules and regulations and code of conduct Facilitator also discussed with key member of community on the possibility of developing eco friendly village for culture and community based tourism for livelihood of community that will impact for the health of children.

5.2 Dream of Mahendra secondary school NAMETR

  1. Develop for higher secondary school
  2. Additional two room building and permanent flow plaster of four rooms along with additional
        room for good practice of science and other creative art work
  3. There will be trained teacher with teaching and learning materials
  4. Permanent fencing along with basic furniture in each room
  5. Additional toilet
  6. additional teacher quota support
  7. Regular evaluation system develop

As the discussion made and allowed to have dreams of schools, the team found out that they had dream of having a higher secondary school instead of secondary school within five years and they have started to collect government deposit from community. Secondly, they dreamed of constructing two additional two room building along with room for practical science and for other creative work and permanent flow plaster of four rooms. Thirdly toilet construction is also their priority as they are not managing from present facilities and there is need of toilet facilities for boys and girls separately. They also looking for additional teacher support in their fourth priority and they also gave values for teachers training apart from permanent fencing and basic furniture support and continue the on going evaluation by SMC members.

5.3 Dream of Panchakanya Primary school DAHAR

  1. Lower secondary school
  2. Additional 3 room building along with two room toilet for girl and boy
  3. Fencing around school
  4. Additional teacher quota
  5. Play material and availability of reading material
  6. Telephone facilities
  7. Training to teachers
  8. Continuous Assessment System (CAS)
  9. Library

The first priority dream of Panchakanya Primary School was also developing the primary school into a lower secondary school as distance of secondary school is far which they are lobbying to government by themselves. They gave priority for three roomed building and separate toilet for girls and boys. Their other priority was fencing schools as open grazing livestock damage their garden. Their third priority was for additional teacher support like other as government policy to the mountain and hill’s teacher quota is not fear which government needed to look at. And they also gave equally values reading and play materials. There is no means of any communication and gave priority for a telephone facilities in schools and at the last but not in list they would like to have teachers training and continuous assessment system of student and library.

5.4 Dream of Panchawati Primary school RAMITE

  1. Toilet facilities for boy and girl
  2. Clean drinking water facilities
  3. Child friendly school; gardening in the surrounding of school with fencing
  4. New building construction along permanent plaster of existing school building
  5. Develop a ground with fencing
  6. Class room upgrade with library facility, furniture and teaching materials
  7. Additional teachers

The group of Panchawati Primary School Ramite was found having the dreams of making availability of toilet facilities for girls and boys separately, availability of drinking water facilities, and development of child friendly garden for practical teaching with fencing of the school compound. They also gave a priority for new building construction and cement plaster of the school building. They would like to upgrade class that needed to link with government along with library facilities and additional teachers.

5.5 Dream of Majhakharka Lower secondary school

 i. Education Sectors

  1. Computer Education
  2. Trained teacher available
  3. Library facilities with book
  4. Technical, art, music and livelihood education
  1. ii.Physical facilities
    1. a.Four rooms for the students from 9 to 12 class including one practical room for creativity facility (there will be community contribution but need partial help)
    2. b.Addition buildings for one store room, one head teacher room, teachers room and one for accountant room

c. Child friendly drinking water facilities

  1. d.Separate toilet for boys and girls
  2. e.Child friendly garden
  3. f.
  4. g.Floor seating facilities to class 5

 

The group of Majhkharka lower secondary school had made numerous dreams to be fulfilled within 5 years like computer education, trained teacher, Library facilities with stocked books, technical education which they can apply in their livelihood their school in education sectors. Then they allocated physical facility’s priority separately; they gave priority four rooms for the students from class 9 to 12 including one practical room for practical education and creativity. They also gave for construction in their second priority too for one store room, one teacher room, one head teacher room and one room for accountant. Their third and but important priority was for child friendly drinking water which is lacking and then separate toilet for boys and girls along with child friendly garden, land purchase and floor seating management for class to class 5.

 

5.6 Dream of Mahakali lower secondary school THADOKHOLA

  1. I.Fare free education (No punishment at school) along with continuous assessment System of students (CAS) and regular monitoring system regarding attendance of teachers and students
  2. II.Enough furniture
  3. III.Toilets
    1. IV.Regular meeting of SMC and PTA along with annual planning and audit onfor schools improvement program (SIP),
    2. V.Students dress contributed by parents
    3. VI.Extra co-curricular activities for creativity
    4. VII.Distribution of scholarship publicly for transparent

 

The dreams were made by the group of stakeholders of Mahakali lower secondary school Thadokhola jointly. They gave priority of conducting fare free education, regular monitoring of attendance both for students and teachers to encourage them to come to the school on time and place for continuous assessment system for quality education and for regularity of students and in the school. Secondly they would like to see enough furniture in all class room. Thirdly they dream for separate toilet for boys and girls. Then they gave priority for regular meeting of School Management Committee (SMC) and PTA along with annual planning, soil audit to enhance schools improvement program (SIP). They are also dreamed that parent start to providing dress to their kids. At the end but not in the list they stressed for extra co-curricular activities in the schools for the all-round development of students and scholarship will be distributed publicly after notifying parents and students in transparent manner.

 

6 DESIGN

Participants find hard to prioritize and plan as they said that all are their important need and all of them are their priority. After some exercises on their priority, facilitators asked them to plan their need based on concern school groups where they can contribute and link with government and other NGOs and INGOs and encouraged teachers, parents and student to fulfill some of their dream through personal commitment which can be handle by themselves apart from schools’ group planning and the planning will be belonging to concern community and concern school. So VDC, DDC ((District development Committee,), DEO (District Education office) are open to contribute based on their resources on the plan and on dream as the plan has not covered all their dream and encourage to Mountain Spirit and other INGO, NGO for further sustainable livelihood based education and infrastructure development and pectoral planning

 

Most of schools wanted to upgrade their school from primary to secondary and secondary to high school and high school to college and gave first priority even though government’s minimum number of student quota policy may hamper them to fulfill their dreams, however community and teaches are willing to collect money voluntary for required which they are approaching to district government as much as possible.

 

6.1 Group Planning of Individual schools

Although all the issues came out in dreaming stage were important, the participants were asked to prioritize them based on actual need of the schools in Designing Stage. The dream that were prioritized by the participants and pull out activities during group planning which is given below as an example.


6.2 Personal Commitment (part of design)

In the part of design stage each participant was asked to do a commitment for, which they can perform/deliver within a year in their working area without any outside support. The commitments of the participants are shown in a tabulated form below-

 

Personal commitment of Participant for a year

 

S. N

Name of the participants

Position/

Location of school

Personal commitments

1

Mr Jambu Sherpa

Head Master BALKANYA School

  • Pencil support to 8 poor
    students of the school

2

Mr. Nurbu Sherpa

SMC PTA member Balkanya school

  • Plantation of 10 flower
    seedling in school

3

Mr. Sumba Lama Sherpa

Char of SMC, BALKANYA, Finjoling

  • Monitor of the commitment
    and plan one tree in school garden

4

Ms. Doma Sherpa

Female member of SMC

  • Plantation of 10 flower
    seedling in school

5

Ms. Dolma Sherpa

Student of BALKANYA

  • Two flower plantation
    in school

6

Ms. Manju Sherpa

,,     ,,

  • Five flower plantation
    in school

7

Ms. Bhakta Maya Magar

SMC Member

  • One flower plantation

8

Mr. Suresh Karki

Parents from KOPCHE

  • Raise awareness regarding
    the important of teaching
    without stick

9

Ms.Riku Sherpa

Parent

  • One flower plantation
    at school

10

Ms. Sunita Tamang

Teacher

  • Five flower plantation
    at school

11

Mr. Nir Bdr. Karki

SMC – Chair Thadakhola

  • Clean around school

12

Mr. Dafuri Sherpa

Parent of BALKANYA school

  • Five flower plantation
    in school

13

Mr. Nil Kumar Tamang

,,     ,,

  • Ten flowers plantation
    in school

14

Ms. Bipana Tamang

,,     ,,

  • Flower plantation in school – number?

15

Mr. Bal Bahadur Tamang

School helper

  • Watering in planted flower

16

Mr. Durga Bahadur Khadka

SMC Chair-NAMETAR Secondary School

  • Ten flowers and two trees
    plantation in school

17

Mr. Ram B.Tamang

Teacher- NAMETAR

  • Ten flowers and two trees
    plantation in school

18

Mr. Bikram Tamang

Student NAMETAR

  • Ten flowers and two trees
    plantation in school

19

Mr. Ratna Bahadur Bom

head master OF DAHAR

  • Dut pen support to 20 poor
    and talent students

20

Mr. Vishma Raj Khadka

Student of DAHAR

  • Five flowers plantation in school

21

Ms. Manju Tamang

Student of DAHAR

  • Five flowers plantation in school

22

Mr. Dipak Tamang

PTA member DAHAR

  • Ten flowers plantation in school

23

Mr. Ratna Bdr. Khadka

Asst. Head teacher – Dahar

  • Dut pen support to 20 poor
    and talented students

24

Mr. Hasta B. Tamang

PTA member DAHAR

  • Eight flowers plantation in school

25

Ms. Phul Maya Tamang

SMC Mahila member- DAHAR

  • Two flowers plantation in school

26

Ms. Netra K. Khadka

Head Master of RAMITE- PS

  • Ten flowers plantation in school

27

Ms. Lami Sherpa

Member- RAMITE

  • Ten flowers plantation in school

28

Mr. Tok Bahadur Rana

Teacher RAMITE-PS

  • 5 PAU e Plant plantation

29

Mr. Santa Ram Tamang

Teacher RAMITE-PS

  • Motivation to student providing
    chocolate

30

Mr. Dipak Magar

Student RAMITE-PS

  • Five flowers plantation in school

31

Mr. Yek B.Magar

SMC- RAMITE-PS

  • Support five Dot pen to poor
    children

32

Mr. Krishna Pulami

Female health worker- RAMITE

  • Five Saipatri flower plantation
    at school

33

Mr. Karna B. Magar

RAMITE- PS

  • Five Saipatri flower plantation
    at school

34

Mr. Vim B Pulami

Chairman – SMC (Majhakharka)

 

  • Five Thingre Salla plan plantation
    at school

35

Mr. Shiva Kumar Rai

Asst. Head teacher LSS-MACHKHARKA

  • Drowning and Singing session
    to student

36

Mr. Prem B. Karki

Teacher – MAJHAKHARKA LSS

  • Two tree plantation in school

37

Mr. Harka Bahadur Tamang

,,

  • Five Thingre Salla   tree plantation
    in school

38

Mr. Prem Chandra Pulami

Student

  • Ten Thingre Salla tree plantation
    in school

39

Ms. Manu Maya Tamang

Student

  • Encourage to clean around
    school compound

40

Mr.Bishnu Bahadur Tamang

Teacher- LSS, THADAKHOLA-

  • Ten Dot support to poor students

41

Mr. Ubaraj Tamang

Student- LSS, THADAKHOLA-

  • Four flowers plantation

42

Mr. Hit Bahadur Tamang

,,       ,,

  • Two Babari flowers plantation

43

Mr. Agam Bdr. Tamang

SMC Member – Thadakhola

  • Five flowers plantation

 

 

 

  1. 7.DELIVERY

7.1 Immediate Action

 

Facilitator asked to choose an immediate action in the delivery stage. The participants decided to clean the training hall. All participants and facilitator have involved in the short action program as it was getting dark.

 

7.2 Reflection

Finally short reflection and assessment of the whole day session was initiated through individual expression. The summary of the participants’ assessment of the workshop is given below.

 

  • Provided practical knowledge by using interesting methods.
  • Found very useful for their school and for their children

 

However a day is not enough as participant were more than we expected. At the end of the workshop, both facilitators Ms. Chhing Lamu Sherpa and Lhakpa Sherpa made a closing remark and workshop came to an end

 

Next day, on 25th.Oct.2010, MS team members involved to unite family using Appreciative Inquiry before leaving the villages. And we arrived down hill around 10 pm in Chuhade after had walk and by jib as we needed to visit district headquarter next day

 

8 Overall findings of school support program.

 

8.1. General findings of Balkanya school support program:

With the support of Mountain Spirit Deutschland, Mountain Spirit Nepal has been facilitating the school support program in Balkanya school of Finjoling Tatne since 2006. The program was more focused on Balkanya even though some furniture support also went for other schools too.

 

The team members were able to look at the situation of Balkanya and other five surrounding schools. Team found total seven schools in whole village development Committee (VDC) and needed to involve one more schools in future if MS would cover at list one Nametar VDC.

 

There are increasing trend of boys and girls in school enrolment in the Balkanya schools and other surrounding schools. In Balkanya there were total five teachers including one female teacher. Two of them were from government quota and three of them were managed by the school with the support of VDC and Mountain Spirit. Regarding the support teacher, Ganga Karki (female teacher) was appointed in the beginning under the support fund of Mountain Spirit. Currently Tara Karki has been working as a teacher under the support fund from MS after Ganga’s absence due to her personal problem. So fund are using for teacher. It is good that they were able to appoint female teacher. Female teachers are in great need in Balkanya and other school of Nepal

 

There were three buildings with two separate toilets for boys and girls. Two buildings were supported by the Mountain Spirit and one was built by the support of earthquake relief fund. It is found a library attached with the staff room. The books were supplied to the library by the Mountain spirit which was found both child friendly and teachers friendly. Scholarship provided by the government was Rs.6060/ and NGO (Mountain Spirit) supported RS.24000/. They find great to have total amount was RS. 30,060/ but they still needed more to cover all students.

 

Community people had a great interest of promoting the school up to secondary level. Students came to school due to short distance and found good teachers and infrastructures of the school.

 

There is open fire system and some of community leader has shown the interest of improved stops which make room warm and create hot water as they have heard about that but never seen them.

 

We found limited supervision and monitoring visit from government particularly in lower secondary and primary school as we found four visits in secondary school (Nametar) which was quite good. However there is need of improvement for the visit from district education office in regular. In the same time VDC should a lot take responsibilities to develop a minimum standard for quality supervision for quality education setting with local indicators through participatory approaches? (See annex-1 for details)

 

8.2. Impact on Balkanya School.

The school has started for social audit in presence of SMC, PTA, teachers, students and parents. The management committee was formed in 2062/8/24 and meetings were held eight times on regarding the budgetary purpose. And team found that they do practice participatory approaches in their major decision.

 

The following impacts were revealed from the project implemented from the Udaypur District.

 

  1. Increased School enrolment of the students. There were only 53 students in 2007 and now there are 111 children. Ratio of girls enrolment has also increased dramatically (see annex-1, a). The trend of enrolment is positive if we look at the surrounding schools too (see Annex-1, table A to F). It has also impacted from the government's education focus program
  2. Community trusted the MS and egger to know MS future plan. There were high and active participation in the workshops and surrounding school voluntarily willing to participate in the short notice and developed their plan even though it was getting dark
  3. Students and teacher got benefited from the library material. We found some good attraction and motivated both teachers and student. Chairperson of Nametar school management committee leaders said " Himali Josh have given books and education material to Balkanya layer secondary school which we do not have even we are secondary school and wanted to have future attention of MS in their school as this is only one secondary school opportunity in the VDC"
  4. Students got benefited from the sports materials and it has been attraction to students- we should students and teacher were playing during break time but they find hard to ply ball as they have slop land and need some net support apart from expanding building
  5. SMC and community people got motivated and encouraged to upgrade the school up to the secondary level.
  6. Community people became more socialized and come together for joint activities. That can be seen from the list of participants

8.3 Challenges:

The Balkanya schools are still facing challenges of drinking water as piped water supply is not enough for children. The ground was available but not adequate for volleyball and football. And compound need some kind of net or fence and community are willing to expand the school ground through participatory manner but they were showing high interest if MS other can support net fencing due to slop land in their southern part. In the same time there are not health facilities in their villages and neither in schools. One VDC level sub-health post is far from the village and school and also lacking medical facilities; needed trained staff and necessary equipments apart from community empowerment.

 

The scholarship program is good attraction but government scholarship is only Rs.6060/ which they were worrying if MS could not continue.

 

They will also find big challenge if they do not get salary from government (VDC) after MS stop supporting from next years.

 

They are facing challenges of health facilities as there no even simple first aid kid neither in school nor in villages

 

They are also facing firewood scarcity due to high consumption in the villages especially due to deputed army camp and open fire practice especially in winter seasons. Community leaders said they are encouraging to use only dray wood but could not completely succeed. They have not initiated plantation program yet. However they are willing to use improved stove to consume fire wood but they also feel that room should be warm.

 

8.4 Situation of other surrounding schools:

 

Almost all schools is lacking basic reading materials and library facilities apart from Dahar primary school who got library support from UNICEF and Finjoling Tatne by Mountain spirit touch land through In the same time most of schools are lacking teacher’s insecurity and trained teachers apart from toilet facilities, fencing and school building for science and creativity (See perspective school’s plan of action, their dreams and annex-1- a, b, c, d,e &f for details).

 

There is also great attention needed from government visit and monitoring support particularly among primary and lower secondary school as we found monitoring visit in high school not other school in regular basis.

 

9. Visit district headquarters' institution in Gaighat

 

9.1 DEO visit in district headquarter

 

The team visited the DEO of Udayapur district to exchange the idea of teachers’ training on different subjects to enhance the capacity of teachers. Firstly our team explained the objectives of MS and explained about the support teacher for the Balkanya Lower Secondary School and the demand of surrounding schools. At the same time the team clearly put the Ms Back ground and its’ involvement. The assistant DEO (Mr.Jaya Mahat) was found to be very much positive to play the role of participation in the training program in future of MS to support the Schools and also said that the DEO would think positively to provide teacher support in future if they find budget on time. We discussed much about the policy of student teacher ratio like 1:50 (50 students = one teacher) in Terai, 1:45 (45 student = one teacher) in Hill and 1:40 (40 student = 1 teacher) in the Mountain.

 

We revealed the information that there are 5 campuses, 458 public schools and 76 institutional schools and 12 Resource centers in the whole districts.

 

DEO has started School sector Reform program from the academic year 2066/67 Higher education project from 2063/64 national literacy program from 265/66. Adult literacy classes for the people who are above 15 and Child development program Basic and alternate education inclusive education and so on.

 

9.2 NGO visit in district headquarter

 

There are 19 NGOs working in the field of education. Among them the Ilaka Balbikas NGO we visited which has been working in Udaypur district to promote the child rights in partnership with Save The Children Nepal since 2000. In 2006’ this project has been redesigned and developed based on past experiences ensure the rights of the children for quality education and participation and protection in the given context of armed conflict in the district. They have already initiated the program of CEMIS (community education Management System.) Mr. Man Bahadur rai from the NGO was very much interested to conduct any type of program in the collaborative approach. They seem have enough skilled manpower in their organization.

 

10. Recommendation

 

After having done the monitoring and evaluation of Bal Kanya Lower Secondary School, Finjoling Tatne and neighboring schools along with planning workshop and community consultation, the team would like to recommendation as follows:

 

  1. (1)Attention of government and policy review regarding teacher quota system: The government should revise the quota policy for mountain and hill as 45 student equivalent one teachers in difficult mountain hill’s physical situation do not encourage management as they always find hard due to high migration trend to find better education facilities in down plain area. In the same time there is high need of female and trained teachers. The mountain and hill schools needed additional teacher quota as at the moment they are managing from VDC budget and from NGO support. Education is one of right for children apart from basic right for food and health. So all teacher should be linked with government not with NGOs.

 

  1. (2)Training and capacity building: The teachers should be provided basic teaching and learning training along with learns without fear teaching methods

 

  1. (3)Community and school level basic Health facilities: First aid kid in each school should be managed by teachers and students. There is also need of strengthening VDC level health post which seems not working and all community could not reach easily. In the same time there is need of two community based basic health facility initiation in the area; one is in Finjoling Tatne and another is in MajKharka both are by road where many villager cross by. That facility should be managed by community themselves with basic training and knowledge through sustainable manner

 

  1. (4)School Fencing support: Fencing net should provide from outside and community should manage the expansion of playground own their on participations in Balskany and follow same theory to other schools for their community participation.

 

  1. (5)Monitoring and evaluation from Government side: The DEO should make visit to the school at list quarterly. They should give attention to primary and lower secondary school apart from secondary school as the team found their visit more in secondary compared to primary and lower secondary schools.

 

  1. (6)School Plan of action follow ups and support: The budget is tentative and need of technician’s visit regarding building construction whoever are interested as there is need of supporting and facilitating their plan of action; either from government or from any interested donor as they are facing problem from basic infrastructure development and child friendly class rooms, toilet and drinking water support, library and fencing {see school plan of action- 6.1 (a, b, c, d, e & f) and annex-1 for details understanding}

 

  1. (7)Presence of Mountain Spirit for instructional strengthening: Mountain Spirit Deutschland and Mountain Spirit Nepal should support on strengthening school management committee, parents teacher association and promote youth and children’s creative initiative for sustainability. So there is need of second based program for capacity building and institutional development program in the area of Nametar VDC and Udayapur district

 

  1. (8)They are facing firewood scarcity day by day as army camp also consume high fire wood. There is high need of smokeless stop with back boiler facility to make room ward in winter, avoid eyes infection, make children and women’s work easy and save fire wood that will ultimately promote environment and health of the community

 

  1. (9)Mountain spirit should encourage local youth to form a group and strengthen them for future implementation and interaction part. As few youth, who have greatly helped to MS’s program and coming down during night time of journey. It would be effective if we mobilize local youth instead of taking one or two support members from MS headquarter to minimize cost and same time provide an opportunity to local youth for empowerment and future sustainability. In the same time MS will have strong group in the roots

 

9. Conclusion

 

It is hoped that undertaken visioning process as well as planning and personal commitment for the priority sectors will be followed looked at in future and link with government apart from the support of MS in capacity building and school support program. It would have been more effective especially if would have also taken government representative. However we were able to conduct the workshop and observed the condition of schools and physical facility of Balkanya School along with neighboring school’s status and need through the questioners and community interaction.

 

We discussed about the sustainability of Balkanya School with SMC members, Teacher Staff and parents as well. They were in the opinion of extending the school up to secondary level in the futures, but at the same time due to government policy regarding the teacher's students ratio it would be a little bit hard if VDC would not allow attritional fund for school but there should be the intervening action of expertise and education activist for considering the existing education policy of teachers students ratio like 1 : 50 in Terai, 1:45 in Hill and 1:40 in Mountain. Anyway few school of that periphery should be merged so that the secondary will be run there. The team found out that community people have been found very much enthusiastic about the school programs either   planning mechanism or training programs. The team found out that the school has been using all sports materials provided by the Mountain Spirit but the play ground was not big enough for football and volleyball. The drinking water was supplied but not sufficient for the children. And they have shown community managed health facilities in community and in schools.

 

The teaching learning activities was found satisfactory and lacking Teachers and students were found regular to the school. Scholarship was distributed in time in proper way. Parents were found very much positive towards the school. At the same time other school teachers and SMC members and other stakeholder were also expecting teaching and learning materials and other sports materials from NGO's like Mountain Spirit of from, government. Head teacher of Balkanya School was serious to continue the teacher supported by the Mountain Spirit even the agreement is being over. But there is still great need of capacity building continue scholarship program as there is growing trend of girls enrolment and they need additional moral support either from government or from NGO.

 

It was found that there is need of government presence and presence of NGOs like MS to give children and youth better environment of learning n and for institutional building.

 

Finally the MS team would like to draw the attention of all readers that each participant committed to fulfill personal commitment without any outside support and committed for their participation. So government, Mountain Spirit and other interested institution should support either their plan of action or some of their dream along with empowering local youth and groups.

 

ANNEX –1- Status of Balkanya and other surrounding schools

 

Evaluation of Balkanya School Support Program and situation update of other five     surrounding Schools of Nametar VDC, Udayapur

 

1.1 Balkanya Lower Secondary School’s Finding

 

The building was established in its own land. From the data the students are found to being creased every year. There is gender equality of teaches at school. There were only two teachers in government quota. Regarding the scholarship there were government and NGO supported scholarship. The amount of scholarship provided by the government was Rs, 6060/ and NGO like Mountain Spirit supported amount of scholarship was RS.24000/. The total amount was RS. 30,060/ which they feel great to receive from MS. But they find bit hard to cover all students, however the support of MS’s bag distribution from the scholarship fund have provided all students. Currently there were five teachers working at school. Two of them were in government quota and three of them were managed by the school with the support of VDC and Mountain Spirit. There were three buildings with two separate toilets for boys and girls. Two buildings were supported by the Mountain Spirit and one was built by the support of earthquake relief fund. There was a library attached with the staff room. The books were supplied to the library by the Mountain spirit which was found child friendly and teachers friendly as well. There was piped water supply but not enough for children.

 

The ground was available but not adequate for volleyball and football. The compound was not fenced even though it has expanded compared to before. The management committee was formed in 2062/8/24 and meetings were held eight times on regarding the budgetary purpose, construction and furniture. Community people had a great interest of promoting the school up to secondary level. Students came to school due to short distance, goods teachers and infrastructures of the school.

 

Regarding the support teachers, Ganga Karki (female teacher) was appointed in the beginning under the support fund of Mountain Spirit. Currently Tara Karki has been working as a teacher under the support fund MS after Ganga left for some personal reasons. There was a PTA (Parents Teachers Association) formed for the development of school. Similarly our team found the annual budget of school for the academic year 2066/67. The budget and grants were given by the Nepal government equivalent to the annual budget. However government support not much which we mention earlier. There was a tradition of social audit in presence of SMC, PTA, teachers, students and parents. There was a minimum visit made by district education office to the school.

 Table -A: Finjoling Tatne,

 

SN

Students

Academic year 2064/65

Academic year 2065/66

Academic year 2066/67

Academic year 2067/68

1.

Total students

53

80

90

111

2.

Girls of total

29

44

50

47

3.

Ethnic Indigenous

48

75

80

100

4.

Others

5

5

10

11

5

Dali’s

Not applicable (NA)

NA

NA

NA

Sources: According to school record students and questionnaire

Impact of the Project

 

The following impacts were revealed from the project implemented from the Udaypur District.

  1. Increased School enrolment of the students
  2. Community trusted the MS.
  3. Students and teacher got benefited from the library material.
  4. Students got benefited from the sports materials and it has been attraction to students
  5. SMC and community people got motivated and encouraged to upgrade the school up to the secondary level.
  6. Community people became more socialized and come together for joint activities

 1.2 Scholar ship and Text Books distribution in Majkharka in (2066/67)

 

According to school record students were found receiving the scholarship for the academic year 2066/67 from the government (District Education Office). There were seven teachers working in the school. Among them relief funded teacher -1, government quota -2, V.D.C and schools’ own source -4. Three teachers were found untrained. There was only one ethnic teacher found in the school.

 

About the school structure the school was not cemented but roof was made up of tin. There was no any library for the children. About the newspaper they used to get education pages monthly. There was only one toilet in the school for the children. Regarding drinking water there was piped water supplied but not sufficient. There was a play ground with wall.

 

Regarding the school management committee there was a school management committee formed in 2065/2/26. They held nine meetings on the agendas like building construction and repairmen, student’s admission, teacher’s appointment, additional room and donation collection.

Regarding PTA, there was a PTA formed for the development of school. Similarly our team found the annual budget of school for the academic year 2066/67. The budget and grants were given by the Nepal government equivalent to the annual budget. There was a tradition of social audit in presence of SMC, PTA, teachers, students and parents. There was a minimum visit made by district education office because there was only one visit of school supervisor rather RPs visited 5 times.

 

Talking to Mr. Shiva Kumar Rai (teacher) the achievements of the school it was very good, most of the children come to the school because it is very near to the children teachers are good and school building is also good and there is no tradition of punishment to the children.

Table - B : Lower secondary school Majhkharka

 

SN

Students

Academic year 2064/65

Academic year 2065/66

Academic year 2066/67

Academic year 2067/68

1.

Total students

128

186

238

252

2.

Girls of total

67

96

122

145

3.

Ethnic Indigenous

95

137

174

191

4.

Other

33

49

64

61

5.

Dalits

Not applicable (NA)

NA

NA

NA

 

Sources: According to school record students and questionnaire

1.3 Mahakali Lower secondary school Thadakhola

 

At that school, scholarship was available made by the government specially girls scholarship. There were three teachers in quota and one teacher was provided by VDC fund. The school building was made up of stone and mud but with tinned roof. There was no library for the children but monthly educational page as newspaper was available. Children used to get piped water but not enough. The play ground was available there with small wall.

 

The SMC was formed in 2065/01/16 and meeting was held six times for running class six, collection of donation furniture etc. The budget was formulated. The grant and other earmark budget was equivalent to annual budget prepared by the school. The school had prepared the SIP (School improvement plan).

 

There was very few visit of government to school but BAL Bikas samaj visited once a month to the school. As I was informed the school was regarded as good so students have been coming to the school for their formal education and for the better education because of the short distance, good teachers and well infrastructure

 

Table -C: Lower secondary school Thadakhola,

 

SN

Students

Academic year 2064/65

Academic year 2065/66

Academic year 2066/67

Academic year 2067/68

1.

Total students

70

53

56

61

2.

Girls of total

33

25

28

31

3.

Ethnic Indigenous

24

20

28

32

4.

Others,

50

33

28

30

5.

Dali’s

     Not applicable (NA)

    NA

NA

NA

 

Sources: According to school record students and questionnaire

1.4 Panchhawati Primary School, Ramite

Two Teachers were in government quota. The building was made up of stone and roof was made up of tin. There was no library, no news paper, no water supply, no toilets for boys and girls separately. There was a small play ground for the child which was not sufficient. Management committee was formed in 2066/02/28 and meetings were held several times for budgetary propose, academic development and infrastructure. They conducted social audit. Students used come to school due to close distance, goods teachers according to Netra Kumari Khadka, Head teacher.

 

Table - D: Primary School, Ramite

 

SN

Students

Academic year 2064/65

Academic year 2065/66

Academic year 2066/67

Academic year 2067/68

1.

Total students

55

57

93

93

2.

Girls out of total

28

29

48

50

3.

Ethnic Indigenous

55

57

93

93

4.

Others

NA

NA

NA

NA

5.

Dalits

NA

NA

NA

NA

 

Sources: According to school record students and questionnaire

 

 1.5. Panchakanya Primary Dahar

 

The Scholarship was available from government especially for girls. Two of them were marginalized. Total no of teachers were three. Two of them were in government quota and 1 from VDC. The building was made of stone with tined roof. There was a mini library managed by the UNICEF with 70 books for children. Those books were used by the both teachers and students. There was only one toilet for both boys and girls.

 

SN

Students

Academic year 2064/65

Academic year 2065/66

Academic year 2066/67

Academic year 2067/68

1.

Total students

80

85

82

102

2.

Girls out of total

53

54

47

50

3.

Ethnic Indigenous

55

63

50

60

4.

Others

25

22

32

42

5.

Dalits

NA

NA

NA

NA

Table – E : Primary Dahar

 

Sources: According to school record students and questionnaire

 1.6 Shree Mahendra Secondary School Nametar

 

As a secondary school, there were numbers of students. Significant number of girls and ethnics were found in the school. There was a fluctuation of enrolment in different academic years. It community started to send their children in school but there is also high migration trend in the mountain and hill villages.

 

Scholarship was available for children. The government quotas were given to the school as follows.

  • Primary-3,
  • Lower secondary-4
  • Secondary 3
  • One for mixed.

 

There was not a library although it was a secondary school even not newspaper available. The toilets for the children were not available except two. The school had a playground but not advanced for all sports. The SMC was formed in 2965/03/19 and meeting was held several times for building construction and teacher's appointment. The budget was formulated by the school and social audit also was in practice.

 

The government made four visits to the school to the school so far. The school was regarded as good in the status and students came to school for the good education because it is near to the students, friendly teachers and availability of scholarship.

Table – F: Nametar, Secondary School

 

SN

Students

Academic year 2064/65

Academic year 2065/66

Academic year 2066/67

Academic year 2067/68

1.

Total students

359

345

315

340

2.

Girls out of total

141

150

117

190

3.

Ethnic Indigenous

201

176

166

115

4.

Bramhan/ Chhetri & others

158

169

149

225

5.

Dalits

17

19

32

35

            Sources: According to school record students and questionnaire

ANNEX –2 : A Concept Paper of Evaluation and interaction with Peripheral Schools of Balknya for future Planning - 13thOct.2010

                                                          

Education is the powerful weapon to bring social changes, progress and awareness and ultimately generates human capital in the society and nation as a whole. Thinking this, Nepalese govt. has taken several initiations to uplift the educational status of the country o achieve the Millennium Development Goal 2015 and government of Nepal has run school support programs individually and jointly with NGO, INGO and civil societies but many remote villages and children are left behind from basic development and education. As present development is either focus in cities or in peripheral cities as country’s conflict make development narrow and limited in comfort zone

Recognizing the situation, Mountain Spirit started to take initiative from 2006 even during the harsh conflict time through small support from Mountain Spirit Deutschland in remote Sherpa village of Udaypur. But the support was limited in one village and in one school. The support is mainly focused on school repairmen, additional room of school construction, scholarship, and an additional teacher support along with library and sports materials support since 2006 in Balkanya primary. The MS has been supporting teacher for four years continuously but from December this support is going to be stopped and School Management Committee (SMC) may not continue from their sources and SMC of Balkanya may face a big challenge of continuing additional teacher.

Looking at the sustainability of program, MS has to play facilitating role between govt. and parents/ guardians as stakeholders for further support and infrastructure and teacher support as much as possible and need to build the capacity of SMC and stakeholders to initiate their development themselves which is missing according to previous field visit report and feedback.

The team will find out best practices and explore the area of improvement in Balkanya school of Finjoling and interactions with four other surrounding schools teaches SMC members and students during workshop and identify specific capability building, empowerment and self management type of training and awareness program along with the commitment of local SMC, teachers and students.

Team is going to conduct Monitoring and evaluation of Balkanya primary School in Udayapur to find the impact of the intervention. The team will conduct, key informant interview and focus group discussion with stakeholders along with one day workshop. The team will meet District Education office for information and data update for documentation and future second phase proposal to expand program in other sounding villages.

 

Appreciative Inquiry methodology will be used to mobilize SMC, teachers and students t start their initiative for themselves and for future coordination. Stockholder's representative like parents, teachers, and head teachers, students PTA members, DEO and RCs will be consulted

Apart from M/E and workshop for future program development, the teams will also handover library materials to Balkanya Primary School as it is already scheduled in the 14th AGM of MS.   Please see schedule for details with outcome indicators, budget for workshop, consultant fee and coordination meeting along with MS volunteer expenses. As MS voice chair is contributing volunteer time for her home village and for MS.

 

                                                                      Team members:

                                                                       1. Chhing Lamu Sherpa – member

                                                                       2. Lakpa Sherpa   – member

                                                                       3. Sonam Sherpa- local support member

 

One of local members started journey from 18th Oct 2010 at advance

Annex – 4 : List of participant

 

S.No.

Name

Organization

Designation

Address

1

Mr Harka Brd. Tamang

Lower Secondary School – Majhakharka

Member

 

Aale

2

Ms. Manu Maya Tamang

,,

Student

Majhakharka

3

Mr. Prem Chandra Pulami

,,

Student

,,

4

Mr. Prem Bdr. Karki

,,

Teacher

,,

5

Mr. Shiva Kumar Rai

,,

Assist. head teacher

,,

6

Mr. Bhiv Bhadur Pulami

,,

Chairman

,,

7

Mr. Sumba Lama Sherpa

Balkanya School

Chairman

Bhalebas

8

Mr. Jangbu Sherpa

,,

Head teacher

Finjoling Tatne

9

Mr. Norbu Sherpa

,,

Member

,,

10

Ms. Doma Sherpa

,,

Student

,,

11

Ms. Manju Sherpa

,,

Student

Kopche

12

Ms. Riku Sherpa

,,

Parents

Ramite

13

Ms. Bhakta Maya Magar

,,

Member

Kopche

14

Ms. Sunita Tamang

,,

Teacher

Bhalebas

15

Mr. Tok Bdr. Rana Magar

Panchawati Primary School

Chairman

Ramite

16

Mr. Santa Ram Tamang

,,

Teacher

Nametar

17

Ms. Netra Kumari Khadka

,,

Teacher

……….??????

18

Ms. Lami Sherpa

,,

Student

Ramite

19

Mr. Ubaraj Tamang

Mahakali School Thadokhola

Student

Thadokhola

20

Mr. Bishnu Bdr. Tamang

,,

Teacher

,,

21

Mr. Hit Bdr. Tamang

,,

Student

,,

22

Mr. Ratna Bdr. Khadka

Panchakanya School- Dahar

 

Head teacher

Nametar

23

Mr. Bhishma Raj Khadka

,,

Student

,,

24

Mr. Dafuri Sherpa

Balkanya School

Member

Thadokhola

25

Mr. Hasta Bdr. Tamang

Panchakanya School- Dahar

 

Member

Nigale

26

Mr. Bikram Tamang

Mahendra Secondary School

Student

Nametar

27

Mr. Ram Bdr. Tamang

,,

Teacher

,,

28

Mr. Durga Bdr. Khadka

,,

Chairman

,,

29

Mr. Deepak Tamang

Panchakanya School

Member

,,

30

Mr. Ek Bdr Magar

Panchawati Primary School

Member

,,

31

Mr. Nima Dorje Sherpa

Balkanya School

Member

Bhalebas

32

Mr. Agam Bdr. Tamang

Mahakali School Thadokhola

Member

Thadokhola

33

Mr. Nir Bahadur Karki

,,

Chairman

Nametar

34

Mr. Khadka Bdr. Karki

,,

Member

Thadokhola

35

Mr. Dukpa Lama

Ramite

Parent

Finjoling Tatne

36

Ms. Doma Sherpa

Balkanya School

Parent

,,

37

Mr. Lila Tamang

,,

Member

,,

38

Mr. Phul Maya Tamang

Panchakanya School- Dahar

Parent

Gogan Khola -8

39

Ms. Manjo Tamang

,,

Student

,,

40

Mr. Deepak Magar

Ramite

Student

Hattikharka

41

Mr. Dut Man Tamang

Mahakali School Thadokhola

Peon

Thadokhola

42

Ms. Dil Maya Tamang

Panchakanya School- Dahar

 

Student

Dahar

43

Mr. Suresh Karki

Balkanya School

Teacher

Nametar

44

Mr. Karna Bdr. Magar

Primary School, Ramite

Member

,,

45

Ms. Chhing Lama Sherpa

Mountain Spirit

Vice- President

Baluwatar

46

Mr. Lakpa Sherpa

,,

Executive Member

,,

47

Mr. Sonam Sherpa

,,

Ass. Member

,,

  Annex- 5, Pictures                                                                    

                                             

 

 

Beautiful time of the year

Appreciative Inquiry among MS members & community as an extra Initiative