THE BUTTERLAMP CHRONICLES TEACH FOR NEPAL MAGAZINE
YOUNG LEADERS CHANGING EDUCATION ANNUAL REPORT 2015/16
TEACH FOR NEPAL Annual Report 2015/16 1 One day all children in Nepal will attain an excellent education.
2 TEACH FOR NEPAL Annual Report 2015/16 TABLE OF CONTENTS Note from the CEO 4 Our Theory of Change 5 Fellows In Action 6 2016 Fellows 10 Alumni Leadership 12 Dialogue with the Principal 18 Conversation with Resource Person 20 Earthquake Relief 22 Photo Feature 24 Impact 30 Finances 33 Written and Compiled by Eva Manandhar On the Cover: Pratik Ghimire, Priyanka, Rukshana TEACH FOR NEPAL Annual Report 2015/16 3 Note from the CEO
Teach for Nepal was launched in 2012 as an independent During the period, our second cohort (2014 Fellows) Fellows initiative of Sarvodaya Shramadana Nepal, a non-profit and also completed their two years of service and joined our Alumni non-governmental organization registered in Nepal in 2008. network, while fourth cohort (2016 Fellows) entered the classrooms. Teach for Nepal was initially developed as a pilot project Among the students taught by Teach For Nepal Fellows to enhance the quality of education at public schools in Nepal and to about 98% achieved minimum Grade Point Average (GPA) required in bring fundamental transformation in Nepal’s education sector. After the School Leaving Certificate (SLC) examinations to continue on to successful completion of the initial three years, Teach For Nepal was the higher education. Through academic outcomes demonstrated at registered as a separate non-governmental organization with Lalitpur the SLC examinations and the fact that about 75% Alumni are currently District Administration Office in 2015. Additionally, Teach For Nepal is involved in education and related field, Teach For Nepal’s theory of currently affiliated with Social Welfare Council (SWC), a government change is beginning to take real shape. agency that monitors NGOs, and has received tax-exempt certified This was possible only with the guidance of our board organization status from Inland Revenue Department. Teach For Nepal members and advisors and contributions made by our partners and also has a Memorandum of Understanding (MOU) with Ministry and supporters. Department of Education, which enables Teach For Nepal to work We are deeply grateful for your support. directly in government schools. Thank you, In the first year of its independent existence, earthquake and political turmoil in Nepal had a huge impact in our work in 2015/16 Fiscal year. In the face of challenges, Teach For Nepal Fellows demonstrated remarkable leadership and perseverance. In spite of the personal hardship, not only did they continue to live and work in their placement communities, which were either destroyed by the earthquake or unsettled by the political crisis, they also became a source of hope and champion for children and people in villages by Shisir Khanal leading relief efforts as well as finding ways to support their students CEO and Co-Founder in the classroom - for physical needs (backpacks, stationary materials) and emotional support for the children who had suffered from trauma through psycho-social counseling.
4 TEACH FOR NEPAL Annual Report 2015/16 Our Theory of Change
Teach For Nepal is a movement of young leaders who seek to end education inequity in Nepal through direct service in classrooms and in long term by working in areas that drive structural change.
TEACH FOR NEPAL Annual Report 2015/16 5 fellows in action
LOVE FOR THE CHILDREN PREETI SHRESTHA TEACH FOR NEPAL FELLOW 2015
ome people live their lives 40’s-50’s, I would work with kids in wishing if they could get some capacity, whether it’s financially an opportunity to do what supporting them or motivating them they love, while some to give their best.” forgo the chance as they Sometimes, wishes can be are bound by obligations granted in the most unexpected ways. Sof life. Preeti Shrestha’s wish was to She came across an advertisement for work with children. “I have always Teach for Nepal in a newspaper while loved kids and have immense respect reading about the current events. for them.” Shrestha said, “I was “Since, Teach For Nepal’s vision crystal clear, by the time I reached my and my plan aligned, I applied for
6 TEACH FOR NEPAL Annual Report 2015/16 Fellowship right away. I still remember “Challenges are what makes life “Challenges are what makes life the moment as if it happened interesting and overcoming them is yesterday.” Shrestha explains, “Shisir interesting and overcoming them what makes life meaningful,” Shrestha dai called me to inform that I had been is what makes life meaningful.” says, “I also feel grateful to the Teach selected for the Fellowship. I was full For Nepal family, and the placement of joy knowing that I would be joining effectively. Her enthusiasm doesn’t end when her class ends, manager, who have helped me so the movement. And I am sure that I it spills out of her classroom as well. She has been able to much during the difficult period.” will never ever regret that decision.” manage various school cleaning activities and publish ‘House “I know I won’t be able to Teaching offered Shrestha Wall Magazine’ for the children. bring changes overnight but if we keep an opportunity to reminisce her school Children in her school are encouraged to exhibit collecting the drops of improvement we days. Shrestha explains she was a their talents. “We want our kids to realize their hidden will change it into an ocean of growth.” quiet and reserved student herself. talents so we encourage them to participate in dramas, She would never participate in class dancing and drawing,” Shrestha says, “Another interesting (Preeti has Masters in Business discussion voluntary and only answer thing the students are leading is padhero (water Administration (MBA) from Kurushetra to teachers if she was asked. Today she source) cleaning campaign where students are divided University. She joined Teach For Nepal is helping quiet and shy students gain into clusters, and students act as role models in their Fellowship in 2015 and is currently confidence to speak by motivating and communities.” teaching English at Ram Devi Secondary supporting them. For Shrestha, Fellowship has not been an easy School in Sindhupalchowk district.) Her students describe her cakewalk. She had to overcome the negative mindset of as resolved and assertive with a caring children over English courses. But by now, she has been heart. “Miss is very strict and firm,” able to encourage children to learn English language, do says a student, “She is like a friend their homework and share their problems in English. sometimes and also like an older sister.” Shrestha faced lots of ups and downs during Whenever she enters her her Fellowship; she bore the burdens of 2015 earthquake. classroom, Shrestha gives her 100% to Her placement community in Sindhupalchow was affected her students. She tries to understand heavily and like many she didn’t have a proper place to her students and helps them learn live and also faced health issues during the winter season.
TEACH FOR NEPAL Annual Report 2015/16 7 A LEADERSHIP JOURNEY PRATIK GHIMIRE TEACH FOR NEPAL FELLOW 2015
hen Pratik Ghimire Maybe that is why Teach for first entered the Nepal Fellowship is not just a teaching village as a Fellow experience but a leadership journey he thought he knew as well. his boundaries and During the first year of Wwas not going to question the status fellowship he decided that his female quo. “Since, I was born in this place I students were going to participate went into this with a set notion, telling in an important sports event. He myself that I knew how things worked, even researched about the rules and that I would not question things,” methods of playing the game, but his says Ghimire. enthusiasm was not matched even by But the second year of the his own students as the boys refused Fellowship things changed as he to let the girls join them in sports. But got to know his students better. “I his persistence paid-off, the girls did started digging into issues, looking not only participate but also won in at things from students’ perspective. various sports. It was a great learning experience In communities where 85% for me,” Ghimire says. girls get married before the age of
8 TEACH FOR NEPAL Annual Report 2015/16 19, he says, “They should continue to activities. Upreti and Chaudhary started ‘Best out of Waste’ Even though Ghimire has a dream. I see that zeal in them, and I in which students make items such as pots, pillows, degree in Engineering, Ghimire joined do not want that to flounder away. So brooms using waste materials and Ghimire is leading the Fellowship to give back to the place I push them, and every time I do so, I handicraft sessions. where he was born. He also had a push myself a bit further as well.” All these activities, he says, has a very positive burning desire to work in education During the first year Pratik impact especially on students who were not doing very well sector, coupled with his curiosity to focused on various sports, not only in studies. “Amrita was one student who never spoke in class, learn about community schools led for his students to develop the skills but since she joined the handicraft sessions her confidence him to join the movement of Teach of playing different sports but he has grown, she even raises her hand in the classroom to For Nepal. also wanted his students to learn answer and she is improving on her studies as well,” says As a Teach For Nepal Fellow team building. Ghimire. She is just one example among many, whom in government school for over a year, While this year his focus Ghimire has seen a change in and is proud of how far they he says, “Being a Fellow, I feel that I am is on developing his students’ have come. not here only to teach, I hope to be a presentation skills, which he believes As for his classrooms what Ghimire is really proud role model for my students, in the sense is very important in today’s world. of is that he does not take books into the classroom. “I that, our students follow us in almost everything, we are the ones who must Another thing that teach what is important, what is necessary. I use books guide them in the correct direction.” most of his female students are only when I have to give students homework to practice,” enthusiastically taking part in is, he explains. the handicraft sessions. “I learn how His own co-Fellows as well as other teachers praise (After completing Bachelor’s to make different items from the his dedication. In the scorching heat under a tin roof, he runs of Engineering in Electronics & Internet and teach my students,” says coaching classes from 7 am to 10 am. Then takes classes Communications, Pratik joined Teach Ghimire. “I taught them how to make from 10am to 4pm, then another coaching session follows For Nepal Fellowship in 2015 and is photo frames and it also involves from 4pm to 5pm. serving at Shree Secondary School Mathematics.” he adds. Sohani Mujheliya in Janakpur, Dhanusa) Pratik Ghimire, Anuva “They should continue to dream. I Upreti and Sonan Chaudhary (Teach see that zeal in them, and I do not For Nepal Fellows) have also started want that to flounder away. So I a club called Sohani Mujeliya Student Youth Club (SMYSC), through which push them, and every time I do so, I they involve their students in various push myself a bit further as well.”
TEACH FOR NEPAL Annual Report 2015/16 9 10 TEACH FOR NEPAL Annual Report 2015/16 2016 FELLOWS 555 APPLICATIONS 308 FIRST INTERVIEW 162 ASSESSMENT CENTER 41 FELLOWS PLACED
TEACH FOR NEPAL Annual Report 2015/16 11 alumni leadership WHEELS ARE TURNING SAGENDRA SHRESTHA & EVA MANANDHAR
TEACH FOR NEPAL FELLOWS 2014
wo years of fellowship didn’t quite satiate the hunger to work in the education sector for alumni Sagendra Shrestha and Eva TManandhar. Actually, the two years, they say was just the beginning of a long journey ahead of them. During his Fellowship, Shrestha encountered many issues, “During the two-year Fellowship, I got to see the real context and scenario of public schools in Nepal. There were several problems that I encountered. However, two of them that needed to be quickly addressed were the level of education in secondary level and method of learning,” Shrestha said, “School children in public schools were not offered good foundation of education that they should have received. Secondary school students were facing problems primary level students faced.” Manandhar faced similar issues as well and adds, “Students in the secondary level not only had a weak base but the learning was very haphazard as well. It wasn’t about teaching them how to learn, but working on their ‘unlearning’ that was a big challenge.” After finishing their Fellowship, Shrestha and Manandhar have taken up the
12 TEACH FOR NEPAL Annual Report 2015/16 “I realized, to build a strong management Before the two supporting the teachers with Alumni’s stepped in, The District their lesson plans, designing system in public school, one need to Education Office had planned to activities that can be used take a managerial position that is why merge the school with another in classroom and conducting I decided to take on this responsibility. public school, if student number Friday tests. did not increase. “Reform of “This is just the Teach for Nepal Fellowship provided me this school was very important, beginning, we dream of taking this with the context and gave me a platform especially to financially weak initiative further and reforming so I could move ahead.” families. And I believe that public other public schools. We plan school can be as good as private on working collaboratively schools, if not better.” with school management said Shrestha. responsibility of collaboratively “After Fellowship, I committee and on building strong managing Shree Bhanodaya decided to work in a primary They have brought management that will ensure Primary School – a government school because I wanted to get about various changes at Shree smooth functioning of public school on the verge of getting a better understanding of the Bhanodaya Primary School. school,” says Manandhar. merged. Shrestha said, “I realized, complications in the primary level They are involved in various stages of undertakings such to build a strong management and ways we can improve it,” (Sagendra Shrestha, Teach For as, consistently following system in public school, one need said Manandhar. “If government Nepal Fellow 2014, served at up on student’s progress, to take a managerial position that schools provide students Siddhimangal Secondary School conducting meetings with is why I decided to take on this with necessary schooling, the in Siddhipur, Lalitpur and Eva parents regularly and building responsibility. Teach for Nepal problems faced by these students Manadhar, Teach For Nepal relationships with different Fellowship provided me with the in secondary level would be Fellow 2014, served at Terse organizations and individuals context and gave me a platform eradicated exponentially.” Secondary School in Talamarang, to support the school. They are so I could move ahead.” Sindhupalchowk) also involved in following and
7% 9%
13% ALUMNI AREAS ENGAGEMENT 17% Education organizations 48% 6% Teaching 17% I/NGO Other 13% School leadership 9% Graduate Schools 7% Private Sector 6%
48%
TEACH FOR NEPAL Annual Report 2015/16 13 MATHEMATICS GURU RABI MAHARJAN abi Maharjan is working as Teacher Coach at Another area he is TEACH FOR NEPAL FELLOW 2013 Jana Uddhar Secondary School, Gamcha. The focusing on is teachers’ classroom school is operating under a new approach leadership. “Until and unless we as a collaborative school. Pete Pattisson and understand our students’ lives and Rajan Maharjan, Teach For Nepal Alumni, their communities, we will not be started working in the school where they able to teach them effectively, so Ralong with the government stakeholders look after the I am working on helping teachers management of the school. Maharjan joined the school build deeper connections with their this year. He works as a coach for the primary and lower students,” he explains. secondary Mathematics teachers. He supports them in He shares that their teaching. He also teaches Mathematics at lower Fellowship gave him skills in secondary and secondary levels. teaching and confidence in “We hold Maths teachers’ meeting every week, classroom leadership, and that it where we discuss the problems we face and support has motivated him to continue each other. I also help teachers to formulate their daily becoming a better teacher. He, lesson plans. I provide support to teachers in developing however, feels that he would not materials with local resources and help in new teaching call himself a leader yet, but that he strategies. I also help them to plan activities that can be is in the ‘process’ of becoming one. used to make the lesson more interesting.” Eventually, he plans It has not been an to work in a position such as easy journey for the team. Some a Vidyalaya Nirikshak (School teachers are supportive, some Inspector). Where he wants to needed convincing about the new focus on proper monitoring approach. “We have built a good and evaluation, which is one of relation with all the staff and now, the pressing problems existing they are more willing to move in Nepal’s education system. If ahead with it,” says Maharjan. corrected, would make education As to why he has more systematic and effective. continued to work in the education However, he also field he says, “I always knew I shares that a lot of problems wanted to work in the education rampant in the education system sector. It has been my dream. So, start from the classroom itself I chose to work in a government because teachers are not fully school as a Fellow, through which committed to their jobs. “If I got to understand the context every child in the classroom better. I have seen the problems comprehend the lesson taught, that exist, and now I need to dig in the problems wouldn’t even deeper.” exist.” says Maharjan “Youths “I feel that the first year need to actively participate and of the Fellowship was mostly trial become a part of the system and and error; it was in my second and dream that ‘One day all children third year of the Fellowship that will attain an excellent education’ my teaching got better. It has now is not far away.” given me the confidence to deliver what I know is a better way, not (Rabi Maharjan joined Teach For only to my students but also Nepal Fellowship in 2013 and to the teachers that I support.” served at Bagh Bhairab Secondary says Maharjan. School in Kaleshwar, Lalitpur for three years).
14 TEACH FOR NEPAL Annual Report 2015/16 AFTER-SCHOOL LEADER BIKASH DESHAR
TEACH FOR NEPAL FELLOW 2014
ikash Deshar is backgrounds. During the program currently working at they hold reflection sessions Sunsar Maya After based on a step-up-step-down School Program as model for selecting an incharge a Manager and the among the teachers, have been BHead Teacher. The program is some of his initiatives. for underprivileged kids who As to how the are either orphans or from poor Fellowship has helped him in his economic backgrounds - ones current job he says, “Teach For who are deprived of the love and Nepal Fellowship has made me care they deserve. efficient in planning lessons or After completing the events. The administrative and Fellowship, Deshar had his heart management experience I got and mind set on continuing to during my Fellowship has been work with kids. As a Science the foundation of my capacity Teacher, Bikash had his students to work as a manager,” says involved in a number of practical Deshar. He also shares that activities and projects during his the constant interaction with Fellowship. Searching for creative people with different mindsets, avenues, he learned about Sunsar socio-economical backgrounds, Maya After School Program and political ideologies and priorities decided to join. have helped him in relationship Some of the key areas building with his own staff as well that Deshar now works, include as other stakeholders. Above all, day-to-day operations of the the core part of his Fellowship after school program, adult - student motivation - has literacy programs, making lesson been something he has always plans, managing and training incorporated in his work not only teachers, keeping financial with his students but also with records, and reporting and the teachers in his team. evaluation of both teachers and students among others. He has (Bikash Deshar was Teach For also devised some program of his Nepal Fellow 2014 and taught at own. “Making sure that these kids Nawalpur Secondary School in get love and affection in our after Sindhupalchowk) school program and making them feel special has been my first priority,” says Deshar. Programs like ‘Gift a musical hour’ where special space, mindfulness and meditation sessions are offered to help kids who are from difficult
TEACH FOR NEPAL Annual Report 2015/16 15 CHANGING EDUCATION ABOVE THE CLOUDS SAMDEN SHERPA
TEACH FOR NEPAL FELLOW 2013
fter Teach For Nepal with Samden Sherpa while he was Kathmandu seeking a better life Fellowship Samden working at Anuvuti International. when he was young. He was Sherpa joined Sherpa found Khanals’s ideas and offered an opportunity to go to Classroom In the vision about Teach For Nepal a private school and completed Clouds, an education always thought provoking and his Bachelors’ in Social Work. Anon profit, that focuses on inspiring, which led him to do his Upon graduation, he decided to improving quality education at final year’s internship at Teach spend the next two years as a his home district of Solukhumbu. For Nepal. Fellow to discover his passion Teach For Nepal’s CEO Sherpa came from and himself. “For me two years and Co-Founder, Shisir Khanal a small village in Solukhumbu, as a Teach For Nepal Fellow drew shared ideas of Teach For Nepal but his parents migrated to a better picture of the public
16 TEACH FOR NEPAL Annual Report 2015/16 “ During the Fellowship, I got an opportunity to ensure that CitC is providing the mission and vision of the quality education to the students organization,” said Sherpa, “As to understand the status of education in they cater. “In my first year we a result, all the employees now public schools better. So, I decided to further focused on institutionalizing the happily contribute one percent of continue my work in this sector.” organization. In the past, the their salary to support the mission relationship between employed of the organization.” education system in Nepal,” said Classrooms in the Clouds (CitC), teachers and the organization was Sherpa has been able Sherpa, “I was working within the Nepal. “During the Fellowship, I not positive. After my initiation, to incorporate various aspects of public school system and with got an opportunity to understand teachers’ got the chance to know values from Teach For Nepal into community members during the status of education in public each other, observe the projects of CitC. “In the past, implementing the Fellowship. It gave me schools better. So, I decided to CitC outside their area. Now, we a project meant only interacting an opportunity to understand further continue my work in this are able to offer teachers’ training with the School Management the system.” sector.” Sherpa said. at least twice a year, which we Committee and teachers but now Teach For Nepal At CitC he has taken hope will be fruitful for teachers the organization has developed provided Sherpa with leadership various roles in the organization, and eventually students.” the culture of involving the local training that helped him build handling building projects, He has been able to communities in all phases of the confidence and interpersonal ensuring good governance raise the commitment of his staff project,” said Sherpa. skills. He shares that the training and better quality of schools, towards the mission of CitC. He aspires every member of his he received during his Fellowship coordinating Teacher’s Training (Samden Sherpa was Teach For organization to carry the same also enhanced his competence to and Mentoring, and working Nepal Fellow 2013 and served at amount of value that Teach For lead various training program. closely with Social Welfare Jana Jagriti Secondary Schoool in Nepal’s team member carried. Samden Sherpa Council and different bodies of Ikudole, Lalitpur) currently works as Education Ministry of Education. “I was personally motivated to Development Manager for Sherpa has adopted develop the value of ownership several meaningful initiatives among all our staff towards
TEACH FOR NEPAL Annual Report 2015/16 17 turning the tables
How do you perceive the work Any significant change that done by TFN Fellows in your you could share? school? The effort they put in DIALOGUE TFN Fellows have was evident as we had the best not only been teaching but results ever in the SLC. been involved in various other WITH A activities as well. They try to How can the relationship understand the psychology of between existing teachers and individual students and then Fellows become better? PRINCIPAL teach and encourage them accordingly, which was not a Fellows should share pattern in other teachers. their planning and teaching techniques with other teachers THALA PRASAD TIMILSINA They have shown and do follow ups to make both professionalism and a deep sure that they are being taken PRINCIPAL, BIDHYADISHWARI SECONDARY SCHOOL, sense of commitment towards to the classroom. I also feel ASHRANG, LALITPUR their work. Their classes are that government teachers not restricted to just providing would benefit a lot from the bookish knowledge but also kind of trainings that Teach For practical knowledge. Nepal Fellows receive.
18 TEACH FOR NEPAL Annual Report 2015/16 As a Principal, any measures programs for awareness on What would you suggest What can be done to further you have taken to encourage technology even for parents. He Fellows to do differently? this mission? the Fellows? has also taken up the responsibility Teach For Nepal Fellows To take this movement I have always believed of learning and bringing up the are a bit lenient when it comes forward, the co-ordination that transformation is necessary issues faced by students during staff to punishing children, I do not between District Education in the education system. Seeing meetings. We work collectively to support corporal punishment, but Office, school and Teach the dedication of Fellows we solve these problems. I do feel that rewards and non- for Nepal should continue have designed plans to encourage As for Raj Kamal, he is physical punishments would help and strengthen. Fellows. I am working towards not just in the classroom, he even students grow. creating an environment where takes students on cultural tours, You have been not only the Fellows are not seen as being which broadens their knowledge. What is the mindset that you Principal but also a guardian to different, but as a part of the think a Fellow should come with? the Fellows. What motivated school and community. How can Fellows be more I think a Fellow you towards it? We hold discussions effective in the classroom? should set off with the attitude I feel that it is not and according to the capabilities I feel that Fellows to survive in any situation. only a professional obligation, of teachers we have assigned can be more effective if they can Basic skills like knowing how but also a personal duty for me different roles and responsibilities take curriculum and their style to cook do help. But most to look after Fellows as they put to existing teachers and Fellows. of teaching hand in hand. They importantly, I feel that the sense their trust on us once they reach should focus more on curriculum of commitment to do this has to the village. What roles have the current based activities. come from within. I remember once when Fellows taken up? it was raining heavily, Jayanti was The way Jayanti has Any other changes after facing problems as her roof was worked in the classroom and “The effort they the partnership with Teach dripping, I went to check and make has shown management skills (Fellows) put in was For Nepal? everything was alright. Initially, and leadership qualities is Bibek was not eating properly as he evident as we had Financially, we were commendable. She is also didn’t know how to cook, so I made in crisis, but after the partnership actively involved in Extra the best results ever an arrangement for him to eat with with Teach For Nepal, we Curricular Activity. other teachers. I’m really happy in the SLC.” have received help from other that he is now eating properly Bibek uses new associations as well, which has techniques in the classroom, but greatly helped us. These days the Fellows along with that, he also holds also share their personal problems with me.
TEACH FOR NEPAL Annual Report 2015/16 19 CONVERSATION WITH A RESOURCE PERSON DAMBER B. SHRESTHA
RESOURCE PERSON, SINDHUPALCHOWK
20 TEACH FOR NEPAL Annual Report 2015/16 What do you think of the work “When Teach For Nepal sends qualified of Teach For Nepal Fellows? I have been impressed and enthusiastic fellows to such schools, by the dedication and they are actually doing a huge favour commitment of Teach For Nepal to the government.” Fellows, the way they sincerely work from morning till night. It is quite evident that they Do you think the education remote areas in that people are are wholeheartedly devoted system can be reformed? not willing to go to remote areas to this mission, the vision of I believe that when to teach. Teach For Nepal. one gives up hope then things I have even said this in become impossible but when my speeches that when Teach you move ahead with conviction How should the government For Nepal sends qualified and that you can do it and then it will perceive the work done by enthusiastic Fellows to such be done. Teach For Nepal? schools, they are actually doing a Teaching should not be I feel that the education huge favor to the government. taken up as a job to earn money, ministry should not see Teach it is a profession that one needs For Nepal as a separate entity, to be fully committed to. It is How can Fellows further this but should look at it as a sister very challenging and one must be mission beyond the classroom? organization, which is assisting willing to rise to the challenges They should also take the work of the government. every single day. part in social activities, hold The government should take this discussions with parents and up in the policy level to further community members, they strengthen and sustain this effort. How can teachers improve should be the ones to take an themselves? initiative to create a platform. How can the collaboration Every teacher should Talk about the movement and between government teachers be very up to date. He or She create awareness in the villages. and Fellows be strengthened? should maintain a notebook, Fellows are the ones where he writes down new ideas A sharing culture who will carry the name of Teach and information and take it to should be developed between For Nepal forward, they go and the classroom, professional government teachers and Teach live as family members which is development is very necessary. For Nepal Fellows, as both can very commendable. learn from each other. While, Fellows can share about the What do you feel is lacking and Any final message to Fellows? tools and techniques they know needs to be done to improve When a Fellow goes about, they can also learn a lot the education sector? into a school or village, he or about teaching and specially NCED provides long she should not go there as a about children from experienced term and short term trainings to different entity, but with the teachers in government schools. teachers every year, however just feeling that it is now a part of giving trainings are not enough, his or her identity. for these trainings to be result Any suggestions for Teach For The work that Teach Nepal Fellows? based constant monitoring is necessary which I feel is lacking. For Nepal is doing is not just for I think during the two the future of the children but years Fellows should also make for the nation building Teach For an effort to better understand How is Teach For Nepal helping Nepal should be proud of this. the management and structure the education sector? of government schools, along A number of secondary with government rules and schools have been initiated by the policies. This will help them community, but a major problem grow professionally and more most of them are facing is the importantly they will be able lack of funds even to provide to contribute towards better salary to teachers. And another policy formation. problem faced by schools in
TEACH FOR NEPAL Annual Report 2015/16 21 EARTHQUAKE RELIEF Following the earthquake, with the leadership of the Fellows, we launched immediate relief efforts. We provided food, shelter and immediate relief support in over 100 communities that our placement schools served. We ran a camp for over 100, Grade 10 children during the monsoon season. During this time, some of our Fellows spent their time in villages running extra classes. Especially in areas where we weren’t able to support. Additionally, when schools resumed we supported schools to run lunch programs, facilitated and distributed school bags and stationery supplies, benefiting over 8,000 children in our placement schools.
Served Backpacks and stationary School Based Lunch 30,000 5,000 8,800 people with emergency students children relief support
22 TEACH FOR NEPAL Annual Report 2015/16 MONSOON CAMP The earthquake damaged most of Teach For Nepal’s placement schools. For several weeks schools were closed. While this seriously impeded teaching and learning process of all students, Grade 10 students were adversely impacted, since they were required to appear for the national board examinations called the School Leaving Certificate (SLC) in March. Therefore, to ensure that children, particularly, Grade 10 students could continue with the studies Teach For Nepal organized monsoon camp in Kathmandu. About 107 students from five district schools from some of the furthest communities in Lalitpur attended the camp. The camp, led by Teach For Nepal Fellows, the students not only continued on with their normal course of study, but also had the opportunity to interact with young professional and leaders from different sectors, as well as visit historical and educational institutions in Kathmandu.
TEACH FOR NEPAL Annual Report 2015/16 23 photo feature
MOMENTS OF THE YEAR LOOKING BACK AT THE YEAR... OUR JOURNEY IN IMAGES
24 TEACH FOR NEPAL Annual Report 2015/16 Left: Learning in Group. Fellows using new techniques to make class engaging and making learning process fun.
Top Right: One of the student, who participated in “Big Brother Big Sister” initiative explains her learning to a visitor during the induction event.
Bottom Right:Teach For Nepal Fellows takes number of initiatives in the community. In Simle, Pyutar, Lalitpur Fellows bring community members together through weekly movie and documentary shows where they feature educational movies. They also use the gathering as an opportunity to inform and engage parents about school and educational issues.
TEACH FOR NEPAL Annual Report 2015/16 25 Top: Fellow Drop Off. In April 2016, the fourth cohort (2016 Fellows) arrived in their placement communities.
Bottom: Students of Jana Bikas Seconday School in Sindhupalchowk performing a play during Teach For Nepal’s Annual Induction Event. Mentored by Jigme Sherpa (Teach For Nepal Fellow 2014) and Sristi Shrestha (Teach For Nepal Fellow 2015) the group was invited into national school play competion. The group was the only one among all public schools participating in the competition.
26 TEACH FOR NEPAL Annual Report 2015/16 Top: Teach For Nepal welcomes 2016 cohort with “Passing the Light” celebration at the annual induction event.
Bottom: Leadership Journey Begins. 2016 Fellows begin their leadership journey during the first day of the Learning Institute.
TEACH FOR NEPAL Annual Report 2015/16 27 Top: In 2015, during Teach For Nepal Walkathon, about 800 college students walked five Kilometers raising Rs. 800,000 for Teach For Nepal.
Bottom: In Chandeshwari School in Simle, Teach For Nepal Fellows have formed football clubs for both girls and the boys. Their effort to use football as a learning tool earned them USD $1000 grant from Huracan Foundation. The funds will be used to purchase sporting equipments for the children.
28 TEACH FOR NEPAL Annual Report 2015/16 Top: During Annual Shramdana, done as part of the Learning Institute, 2016 Fellows and Teach For Nepal staff helped clear debris of earthquake damaged schools in Manekharka of Sindhupalchowk district.
Bottom: In Dhanusa schools, Fellows organized Maths, Science and English exhibitions in their schools with the active participation of their students.
TEACH FOR NEPAL Annual Report 2015/16 29 students scholarships IMPACT ANITA TAMANG
am here because of Teach never had an opportunity. I For Nepal Fellows. If Teach am learning how to swim, play 664 For Nepal Fellows had not football and dance my heart Number of Fellows taught students been placed in my school, out, and I am also involved in who appeared in 2016 SLC I would never have had lots of project. an opportunity to apply Initially, when I Ifor Samaanta scholarship, informed my family and friends which eventually led me about the scholarship they 98% to receiving a United World discouraged me to accept it, but Students secure 1.6 College (UWC) scholarship. eventually my family agreed to let For me they are not me pursue my higher education in only my teachers, but also my a foreign country. The education advisors, sometimes friends system here is also amazing. I feel and sometimes my dai (older great when I am with my friends. 96 brothers) and didi (older sisters). But sometimes I do miss Nepal. Fellows teaching in classroom Before leaving for India they took as of April 2016 I think that TFN fellows me out for dinner and bought are ‘real’ teachers, because they me lots of things, I would need don’t teach only the course book, during my schooling. but teaches us with practical Studying in another knowledge. While some teachers 47 country has been an amazing only give priority to high achieving Alumni who completed experience for me. I am gaining students, Teach For Nepal Fellows Teach For Nepal Fellowship as of April 2016 new knowledge and participating give equal priority to every student, in various new activities I’ve they are friendly to students and 3 Number of districts Teach For Nepal Fellows placed at 36 Number of schools Teach For Nepal Fellows working in 7,000 Number of students taught by Teach For Nepal Fellows
30 TEACH FOR NEPAL Annual Report 2015/16 they inspire us to try harder. They Both of them focused us on understand our problems and are personal skills like being able always willing to help us find solutions. to speak in front of the I was a very quiet student, classroom. With their help I have back in my village the teachers were gained confidence and strict. If we were not able to give the find speaking in front of a mass right answers we were punished so I very easy. They also encouraged mostly kept silent. After I met Teach us to help others who were For Nepal Fellows they surprised struggling with studies, and it not me. They were completely different, only helped them, but grew our they were very friendly. I started to confidence levels as well. participate in the classroom more They taught us to because I was not afraid anymore. set goals and to achieve them. They showed us Without their help I would not inspirational movies, cartoons, have been able to receive the gave us motivational talks and even scholarship for me to learn shared their own stories. Because of many new things. Even here at all this my confidence grew and I felt Samaanta a lot of focus is on like I could do anything. our overall development and leadership skills. We need to give Where I am now is because presentations at HLE Nepal and of Teach For Nepal Fellows. even interact with people from different countries, and I feel well equipped to do it. The new batch of students who received the SHARMILA scholarship have also joined us, and some of them are finding it TAMANG difficult to cope with their course as many og them are in English, I have been able to guide them for am currently studying two hours daily in the evening. Management at VS Nikatan For them, teaching College on Samaanta did not mean just teaching from Foundation scholarship. the course book or making us Kushal sir informed us memorize the subject, in their about the scholarship, classes, we got to learn things II applied and was selected. in a practical manner so that we Kushal sir and Prabin sir could understand better, which helped us to be more confident, has been very helpful. involved us in various extra Prabin sir used to ask activities and also developed us to solve math problems on our leadership qualities. What I the board, which boosted our really liked about them was that confidence level, while Kushal sir they not only focused on the asked us to make presentations, good student but gave equal he conducted quizzes and emphasis to those who were involved us in group activities. struggling as well.
TEACH FOR NEPAL Annual Report 2015/16 31 STUDENT PERCEPTION Rigorous SURVEY JUNE 2016 expectations held
Each year Teach For Nepal takes part in Student Perception Survey that is % favorable being administered in many of our network partner countries. This survey is 85 an interesting opportunity to listen and learn from our students. It assesses the extent to which students experience our Fellows’ classroom environment COMPARISONS as engaging, demanding, and supportive of their intellectual growth. In June TEACH FOR ALL 74% 2016, we conducted the survey in our Third Cohort Fellows’ classrooms. Below is the summary of the results.
Overall average Learning fully Student input internalized and ideas valued
79 % favorable 84 % favorable 82 % favorable
COMPARISONS COMPARISONS COMPARISONS TEACH FOR ALL 67% TEACH FOR ALL 72% TEACH FOR ALL 70%
Encouraging Positive culture Understanding and supportive and learning checked for relationships environment and ensured fostered created 80 % favorable 58 % favorable 80 % favorable COMPARISONS COMPARISONS COMPARISONS TEACH FOR ALL 63% TEACH FOR ALL 47% TEACH FOR ALL 69%
32 TEACH FOR NEPAL Annual Report 2015/16 finances
Teach For Nepal Audited Financial Statement Summary for the Fiscal Year 2015/16 Income
0.7% S.N. Particulars Amount 1.8% (A) Income 2.4% 15% Opening Balance 7,000.00
International Grants 42,471,349.43 6.4% Contributions from Schools 3,680,499.00 Corporate Grants 1,400,000.00 Events Income 1,059,045.00 Individual Donations 393,680.19 Other Income 154,770.00 73.4% Contribution from Sarvodaya Nepal 8,673,236.70 Sujita Chaudhary Trust Fund 900.00 Total (A) 57,840,480.32 International Grants 73.4% (B) Expenses Contribution from Sarvodaya Nepal 15% Recruitment and Selection 2,936,623.30 Contributions from Schools 6.4% Placement and School Relations 550,119.00 Corporate Grants 2.4% Events Income 1.8% Training and Support 13,771,467.21 Individual Donations 0.7% Fellows 23,540,208.43 Fundraising & Outreach 797,808.15 Management, Admin and Office Expenses 5,532,897.73 Alumni Leadership 6,285.00 Income Impact Evaluation 68,654.00 Sujita Chaudhary Trust Fund 57,720.00 1.7% Miscellaneous Expenses 14,190.00 11.7% 6.2% Total (B) 47,275,972.82 (C) Fund Balance (TFN) 10,564,507.50 29.1%
Fund Balance Represented by 49.8% Bank 12,919,895.66 Cash 42,800.00 Advances/Receivables 1,289,153.23 Paybles/Creditors 3,687,341.39 Fellows 49.8% Total 10,564,507.50 Training and Support 29.1% Management, Admin and Office Expenses 11.7% Recruitment and Selection 6.2% Audited by Pralhad Gautam, Proprietor of P. Gautam Fundraising & Outreach 1.7% & Associates, Chartered Accountants
TEACH FOR NEPAL Annual Report 2015/16 33 PARTNERS & SUPPORTERS
HH Bajaj & Dealers Network 1 Aashirbaad Automobiles Pvt Ltd , Magani Chowk, Parsa 28 Gupta Brothers Auto Trade , Mirchaiya 55 P&P Auto Pvt.Ltd , Kalanki 2 Ansari Auto Traders , Parasi 29 Gupta Motors , On the way to Gadimai, Kalaiya 56 Prajapati Auto Pvt.Ltd , koteshwor 3 Arbin & Brother's Auto , Dharan 30 Ichhashakti Automobiles Pvt Ltd , Nayabajar, Pokhara 57 Punam & Prasanna auto Trade , Khandbari 4 ARG Enterprises , Khalanga- Darchula 31 Jaimini Stores & Suppliers , Tikapur 58 R.S Automobiles , Katari 5 Arjun Enterprises , Sukedhara 32 Janak Automobiles , Janakpur 59 Ranu Auto Centre , Inaruwa 6 Asheem auto parts , Birendranagar surkhet 33 Jhimruk Traders Pyuthan , Pyuthan 60 Rapti Auto Engineering , Ghorahi-11, Dang 7 Auto City , Biratchowk 34 Kala Marketing Pvt. Ltd , Dhading 61 Rishav Motors ,Shreepur, Birgunj 8 Auto City , Itahari 35 Kalika Auto Link , Gaighat 62 Ritik Enterprises Pvt Ltd ,Lalbandi, Sarlahi 9 Auto Gear Traders , Battisputali 36 Karki Auto Center , Sitapaila 63 S&S Enterprises , Bhaktapur 10 Auto Sansar Pvt. Ltd. , Balkhu 37 Kedarnath Motorcycle Parts , Jeetpur 4 No 64 Sagar & Brother's Trade Link, Ilam 11 Auto View Pvt.Ltd , New Baneshwor 38 Khan Auto Mobiles & Elec. , Rajbiraj 65 Sagarmatha Automobiles , Resunga-9,Tamghas Gulmi 12 Bajh Automobiles , Bhairahawa 39 KM Enterprises , Mahendranagar 66 Samrat Automobiles Traders , Chandrauta 13 Bardiya auto International , Guleriya-8, Bardiya 40 M&M Motorcycle Shopie , Kumaripati 67 Santoshi Spare Parts , Waling -1 Bhakunde Syanjgja 14 Bhairab Automobiles , Butwal 41 Manakamana Auto Works , Rampur-7, Palpa Rampur 68 Satau Chandi Auto Parts , Putalibazar-1, Syangja 15 Brothers Auto Pvt Ltd , Gongabu 42 Manakamana Trade Link , Lahan 69 Shine Auto Home Pvt.Ltd , Balaju 16 Chandannath Auto Care Center Jumla , Chandannath-6-Jumla 43 Mechi Power Mobile Trade , Birtamod 70 Shiva Shakti Automobiles ,Purano Bauspark Ghumti, Baglung 17 Chandeshwori Auto Solution , Charikot 44 Mustang Automobiles , In front of Airport, Jomsom 71 Shree Ram Janaki Auto , Bardibas 18 Check In Auto Pvt Ltd , Shivamandir-3, Kawasoti 45 Narayani Motors , Shahid Chowk, Narayanghat 72 Shree Saud Automotives , Dadeldhura 19 Dinesh Automotives , Dhangadi 46 Nepal Trade Channel , Nepalgunj - 24, Nepalgunj 73 Shubham Auto Link , Maharajgunj 20 Dip Enterprises , Main Road, Aabukhaireni 47 New Horizon Auto Center , Hetauda, Main road 74 Siraha S Traders , Siraha 21 Dipkala Enterprises , Pathari 48 New Namaste Auto , Thimi 75 Speed Auto , Nuwakot 22 Easy Enterprises Pvt Ltd , Boudha 49 New Sangam Enterprises , Damak 76 Srijendra Auto , Dillibazar 23 fa. & sons Auto Pvt. Ltd , Tinkune 50 New Sangam Enterprises ,Urlabari 77 Star Auto Enterprises , Lainchaur 24 Ganga Automobiles , Lamki 51 New SDS Enterprises , Main Road, Jitpur 78 Supadeurali Traders , Arghakhanchi 25 Global Auto Link , Tribeni Tole, Lamjung 52 Nissas Motors , Bakulahar, Ra na Pa -8, Tadi 79 Suren Heart Yatayat Sewa Pvt Ltd , Gorkha 26 GMT Automobiles , Byas-11, Damauli 53 Nityam Traders , Nijgadh 80 Ugrachandi Auto world , Banepa 27 Golmeshwor Auto , Gwarko 54 Om Auto Center , Jaleshwor 81 Yes & brothers auto , Biratnagar
Teach For Nepal- Partner Schools Contributors 1 Baghbhairab Higher Secondary School ,Kaleshwor 15 Janjagriti HS School Sangachok , Sindhupalchok 1 Amrit Bahadur Paudel 23 Jimmy Lama 46 Ravi , Lalitpur 16 Jyotidaya Secodary School , Chapagaun , Lalitpur 2 Anuj Neupane 24 Kamal Sapkota 47 Rebati Ram Paudel 2 Baghbhairab Secondary School ,Chaughare , 17 Kalika Chetana Ma.Vi. Phatakshila , 3 Ashma Poudyal 25 Kaymu Nepal 48 Reshu Aryal Lalitpur Sindhupalchok 4 Barbara Ferrari 26 Khika Prasad Nepal 49 Rita Rai 3 Bhimsen Adharsha Secondary School , 18 Kundala Devi Ma.Vi. Thulosirubari , 5 Barbara Green 27 Krishna KC 50 Sachin Khadka Burunchuli, Lalitpur Sindhupalchok 6 Bhusan Tuladhar 28 Krishna Sharma 51 Samir Raut 4 Bhimsen Ma.Vi, Sangachok , Sindhupalchok 19 Mahakali Ma.Vi., Bansbari ,Sindhupalchok 7 Bijay Neupane 29 Laurie Vasily 52 Samita Shrestha 5 Bidhyadishwori Higher Secondary School , 20 Mahalaxmi Higher Secondary School 8 Bijaya 30 Leigh Biddlecome 53 Sandra Licon Ashrang Lalitpur 21 Narayani HS School , Gimdee, Lalitpur 9 Bijaya Paudel 31 Lochan Paudel 54 Sangita Maharjan 6 Buddha Bhagwan Secondary School , Manikhel, 22 Nawalpur Ma Vi, Nawalpur , Sindhupalchok 10 Bina Karki 32 Manoj Pahari 55 Shamita Lalitpur 23 Rajeswor Nidhi Higher Secondary School, 11 Binod Maharjan 33 Mary Beth Hamel 56 Shilpa Adhikari 7 Buddha Secondary School , Nagrain , Dhanusha 12 Bishrut S Thapa 34 Natalie Parker 57 Shisir Khanal 8 Chandeswori Secondary School , Simle, Lalitpur 24 Ram Devi Ma Vi, Sangachok , Sindhupalchok 13 Bishwas Ghimire 35 Nathan Peirce 58 Shriju Pradhan 9 Ganesh Secodary School , Dukuchhap , Lalitpur 25 Shree Higher Secondary School, Bagchauda 14 Claire Staley 36 Nayan Tara Gurung 59 Siddhant gauchan 10 Gothbhanjyang Higher Secondary School , ,Dhanusha 15 Colin Holmes Kakshapati 60 Simon Graffy Dalchoki , Lalitpur 26 Shree Secondary School, Mithileshwar Mauhahi , 16 Diana Smith & Bruce 37 Prabin Niraula 61 Sofia Pradhan 11 Indreswori Ma.Vi, Melamchi , Sindhupalchok Dhanusha Patton 38 Pradeep Chhetri 62 Sujin Joshi 12 Jana Bikasah Ma.Vi, Sangachok , Sindhupalchok 27 Siddhimangal Higher Secondary School 17 Dibya Phuyal 39 Prajwal Khadka 63 Suniti Thapa 13 Janajagriti Higher Secondary School , Ikudol , 28 Terse Ma.Vi. Talamarang , Sindhupalchok 18 Dr. Nil Pandey 40 Prani Manandhar 64 Suveg Pandey Lalitpur 29 Udayakharkha Secondary School 19 Faolan Jones 41 R. Sheth 65 Swastika Shrestha 14 Janak Secondary School , Gimdee, Lalitpur 20 Hemanta Bhattarai 42 Rabin Gurung 66 Wen Yu Willia 21 ICICI 43 Ram Babu Shrestha 67 Wendy Kopp 22 Jasmine Dolma’s 44 Ranju Rai 68 Yashpal Subedi parents (Jimmy Lama) 45 Ratan P Devkota THE BOARD AND LEADERSHIP COUNCIL
Anil Keshary Shah Gagan Thapa Jagadish Bhattarai Kedar Bhakta Mathema Kiran Nepal
Rajan Shrestha Rameshore Khanal Reshu Aryal Dhungana Shekhar Golchha Dr. Mana Prasad Wagley
STAFF *
Shisir Khanal Chief Executive Officer Shailendra Jha Recruitment and Selection Manager Swastika Shrestha Head of Training Kamal Sapkota Selection Coordinator Krishna Kumar K.C Leadership Development Manager Manoj Pahari Recruitment Coordinator Amrit Poudel Leadership Development Manager Laxmi Rajak Impact Evaluation Coordinator Khika Prasad Nepal Leadership Development Manager Suprasanna Aryal Communications Associate Jalan Maharjan Leadership Development Manager Nawang Thora Sherpa Fundraising Coordinator Bijaya Mani Paudel Leadership Development Manager Shristi K.C Fundraising Coordinator Prabin Raj Niraula Leadership Development Manager Shiv Kandel Documentation Coordinator Laxmi K.C Leadership Development Manager Shrijana Dhital Office Assistant Sanu Bhandari Leadership Development Manager Nirajan Khathayat Administrative Assistant Drishya Gurung Leadership Development Manager Raju Babu Nepal Leadership Development Manager Narayan Adhikari Finance Manager * Staff who worked at Teach For Nepal during the FY 2015/16 Lochan Paudel Admin and Logistic Coordinator At the time of this publication not all staff were active Prajwal Khadka Placement Coordinator
TEACH FOR NEPAL Annual Report 2015/16 35 MAKE A DIFFERENCE
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36 TEACH FOR NEPAL Annual Report A2015/16 Partner in the Global Education Network Teach For All