RBF Annual Report 2072-73 I II RBF Annual Report 2072-73

Report Written by Smriti Pokharel

Edited by Min Bahadur Shahi

Layout and Design Chandra Dangol Bhaikaji Rajbahak

Published by Rato Bangala Partnership in Outreach Program / Rato Bangala Foundation Patan Dhoka, P.O. Box 202, Lalitpur, Nepal Tel: 977-1-5546843 / 5522614 Fax: 977-1-5547619

Printing by Jagadamba Press (Pvt) Ltd Hattiban, Lalitpur, Nepal Tel: 977-1-5250017 / 5250018 RBF Annual Report 2072-73 III

Executive Board of RBF

Chairperson Dr. Shanta Dixit

Vice Chairperson Mrs. Milan Dixit

Secretary Mr. Manesh Shrestha

Treasurer Mr. Uttam Thapa

Members Mrs. Aastha Thapa Pande Mrs. Maya Gauchan Mr. Shramik Mishra RBF Annual Report 2072-73 V

Preface

At the World Education Forum in Incheon, analysis undertaken by the Government of Republic of Korea, in May 2015, representa- Nepal and UNICEF shows that more than tives of the global education community a quarter of all out-of-school children live signed the Incheon Declaration, embracing in the same eight districts. Children belong- the proposed SDG 4 as the single universal ing to the privileged groups in Nepal have education goal, which commits countries to 10 year of schooling while children from the ensure inclusive and equitable quality edu- most marginalized groups (girls particular- cation and promote lifelong learning oppor- ly from the Tarai) have less than one year of tunities for all. SDG 4 and its targets advance schooling. a model where learning, in all its shapes and forms, has the power to influence people’s Nepal is addressing these issues by imple- choices to create more just, inclusive and menting the School Sector Reform Plan sustainable societies. To advance progress (SSRP) whose objective is to create equitable towards SDG4 and its targets, the global participation in basic education. It stresses education community adopted the Educa- on ensuring equitable access to quality ed- tion 2030 Framework for Action in Paris in ucation for all children between 4 and 16 November 2015 (UNESCO, 2015a). years through a right based approach and promotion of a child-friendly environment In Nepal, approximately half a million chil- in schools. The Consolidated Equity Strat- dren between the ages of five and 12 remain egy, developed by the Ministry of Education out of school. Bringing these children in with support from development partners, is school is likely to require additional re- the first of its kind in South Asia and is ex- sources as they face multiple barriers to ac- pected to provide a guiding framework for cess education and to be retained in school. implementing educational programs with A lot of work needs to be done to upgrade targeted interventions to reduce the num- the quality of education. Some factors ber of out-of-school children, bring down plaguing the education system are lack of the high drop-out rates and improve the teacher motivation to bring about changes learning outcomes among disadvantaged in schools, which results in low academic population in Nepal. performance. This again is linked to multiple factors such a well managed school and Nepal is also participating in the global the role of the Principal as the leader. Una- Out-of-School Children Initiative (OOS- ware parents too are not able to help and CI) to reduce the number of out-of-school support their children. Furthermore, the children by improving research on out-of- progress that has been observed within the school children, reviewing existing inter- education sector in Nepal has been skewed, ventions to enhance school participation with certain groups benefitting little or not and recommending context-appropriate at all in terms of education outcomes. A joint policies and strategies. VI RBF Annual Report 2072-73

This report highlights the work actively ously supported the RBPOP pioneering ef- carried out by RBF in 2072-2073, where fort to improve the government school sys- programs concentrated on training, capac- tem of Nepal. As Rato Bangala parents value ity-building and the provision of essential quality education that has benefited their material for community schools around the own children, they are keen to help facilitate country. Nawa Marga project was the big- education for all Nepali children. gest one carried out by RBF in the immediate aftermath of the devastating quake of However, not much will happen unless the Baisakh 2072. The earthquake crippled all public and private sectors work together. section of a nation’s life including educa- The Rato Bangala Foundation has initiated tion. RBF collaborated with Karkhana for an inspiring trend in the country. It is the the Nawa Marga Project training more than attempt of one small organization to garner 6400 teachers from Dhading and Kathman- support of multiple public sectors and enter du and surrounding districts. into a partnership with the Government’s educational bureaucracy. A thank you also The focus was on providing psychosocial goes to the Ministry of Education for giv- training to teachers in the immediate after- ing us permission to work on our multiple math to ease children back into school. The projects, the Department of Education for six month long unprecedented blockade authorizing the DEO to support the project, of the Nepal India boarder caused further and the District Education Officer for work- damage by compelling schools to remain ing together and accepting RBF as a collab- closed. Thus 2072 was a year that severely orative partner. impacted the education sector. Dailekh School Project and the Gulmi Projects were Finally and most importantly all individuals both phased out in 2072, after successfully working in Rato Bangala School and Rato completing the project cycle. RBPOP Phase Bangala Foundation are to be thanked for III is currently being designed and the plan their sincere dedication in striving to make is to begin implementation in 2074. the Foundation’s work meaningful.

We thank all Rato Bangala School parents, Shanta Dixit past and present those who have so gener- Chairperson RBF Annual Report 2072-73 VII

List of Abbreviations

RBF Rato Bangala Foundation RBPOP Rato Bangala Partnership in Outreach Program TGS Tsoknyi Gechak School RP Resource Person SS School Supervisor SMC School Management Committee RBS Rato Bangala School DEO District Education Office DoE Department of Education ToT Training of Trainers PTTP Primary Teacher Training Program FGD Focus Group Discussions TLC Temporary Learning Centers VDC Village Development Committees EGR Early Grade Reading WE World Education RM Reading Motivators LDO Local Development Officer SNGVK Saichik Namuna Gramin Vikas Kendra VEC Village Education Committee VDC Village Development Committee BSM Bal Sahitya Mahotsav EN Escuela Nueva CDC Curriculum Development Center CAS Continuous Assessment System ISAP Institute for Suitable Actions for Prosperity EDSPPS Earthquake Drills and Safety Preparedness Plans in Schools ECD Early Childhood Development SAARC South Asian Association for Regional Cooperation RBF Annual Report 2072-73 IX

Table of Contents

1. About RBF 1 2. Annual Summary 3 3. Rato Bangala Partnership in Outreach Program 4 Dailekh School Project 4 Planning for RBPOP Phase III 6 Scholarships provided to neighboring school children 7 English audiobook 7 Relief and Rehabilitation Works in Bhattedanda Schools 7 Network of RBPOP Schools 9 4. Nawa Marga 11 5. RBF as part of the National Education Cluster 15 6. Early Grade Reading Program 16 7. Earth Quake Drill and Safety Preparedness Plan in Schools 18 8. Enhancing Basic Quality Education in Western Gulmi 19 9. Kavre Project 22 10. Helping to Enhance the Quality of Education in Tsoknyi Gechak School 26 11. Technical Support to Schools in Simigaun 29 12. Trainings 30 Primary Teacher Training Program (PTTP) 30 Level One Training 31 Workshops 32 13. Bringing English to Classrooms: English Language Training in Dhading 34 14. Bal Sahitya Mahotsav (Children’s Literature Festival) 36 X RBF Annual Report 2072-73

15. Conferences 38 16. RBF Scholarship 39 17. Administration and Finance 40 18. Lessons Learnt 41

Annex Annex 1: List of Partner Schools in Kavre 44 Annex 2: Findings of the Baseline Survey of EGR 45 Annex 3: List of Staff Members 46 RBF Annual Report 2072-73 1

1. About RBF

Rato Bangala Foundation (RBF), estab- In the last 14 years, RBF has successfully lished in 2002, seeks to ensure the right of introduced its uniquely communal ap- all Nepali children to high quality, child- proach in over 1500 schools in 22 districts friendly education. Since its inception, RBF of Nepal. It has trained more than 12000 has worked as a training institute which teachers and oriented parents, School Man- provides various types of trainings to pri- agement Committee members, and com- mary and secondary school teachers. It col- munity leaders. laborates closely with Bank Street College of Education in New York and Kathmandu The Foundation’s aim to improve the quality University in Nepal to run the Primary of education in Nepal dovetails neatly with Teacher Training Program (PTTP). the core objectives of the United Nations’ Education-for-All initiative and the UN- RBF focuses on improving classroom DP’s newly established Sustainable Devel- practices in schools around the country opment Goals. With 15 years of experience, In the last 14 with a particular emphasis on govern- RBF is uniquely placed to ensure that its years, RBF has ment schools, many of which lag sig- work is practical and meaningful, and that trained more than nificantly behind national standards in children acquire the life skills they need to 12000 teachers the areas of pedagogy and classroom man- succeed both within and beyond the school and oriented agement. The goal of RBF is to transform environment. parents, School public schools into child-centred, gender- Management sensitive, community-owned schools which RBF’s flagship program –Rato Bangala Part- Committee provide quality education to children. Em- nership in Outreach Program (RBPOP) – is members, and community ploying a ‘whole-school’ approach, the the result of collaboration between itself leaders. Foundation works with parents, teachers, and the Rato Bangala School (RBS). After and administrators as well as students so a series of extensive consultation and plan- · that all feel empowered and develop a sense ning sessions with RBS parents in 2003, the of ownership of their local schools and the Rato Bangala community determined it quality of education they offer. RBF believes would dedicate 18 per cent of yearly tuition that simple, low-cost, and locally available fees to help improve the quality of educa- teaching aids be used whenever possible and tion in government schools. Over the years, that classrooms should be organized to pro- this partnership has delivered remarkable mote participatory group-learning exercises results. in which no student is neglected. In such a setup, students interact and learn from each The first phase of RBPOP concentrated on other and teachers serve as facilitators and five districts: Dailekh, Dhading, Makwan- guides. RBF works with the government pur, Myagdi, and Lalitpur. Over five years, a both at the central and the local level, thus total of 50 schools from these districts par- ensuring the continuity and sustainability ticipated in various training programs fo- of its efforts in changing classroom practice. cused on improving child-friendly teaching 2 RBF Annual Report 2072-73

and learning practices; they also received Phase II on the district of Dailekh. The scholarship support and mini-grants for Dailekh School Project (DSP) reached an infrastructure projects. Phase I of RBPOP astonishing 513 schools, comprising ap- brought about valuable changes in these proximately 2000 teachers and 70000 stu- schools in the areas of pedagogy, communi- dents at the primary level. Echoing Phase ty engagement, and overall school manage- I, the DSP worked to improve teaching ment. Many have since become exemplars and learning practices through a combina- in their districts, setting the standard for the tion of teacher training programs, support- implementation of child-friendly practices ive supervision, and the supply of limited in their classrooms and building strong but durable teaching and learning materials. and productive relationships with their sur- After seven years, the Dailekh School Pro- rounding communities. ject was phased out in 2073.

Encouraged by the success of RBPOP RBPOP Phase III is currently under design; Phase I, the Foundation then resolved to RBF anticipates launch early in the next ac- concentrate the efforts and resources of ademic year (2074). RBF Annual Report 2072-73 3

2. Annual Summary

The Baisakh 2072, earthquake caused mas- related trauma in schools. For the Dailekh sive damage to livelihood and property, School Project, RBF distributed 5000 lime killing and injuring thousands of people. It plants to students who then planted these devastated 14 of Nepal’s densely populated around their communities as part of their mid-hill and mountain districts causing ex- social studies curriculum. Vocational Edu- tensive damage to homes, schools, and in- cation Training was provided to teachers frastructure. The earthquake proved to be a from three schools in Dailekh district with Nawa Marga heavy setback to a nation already crippled a view to improving students’ employment Project, which provided the by corruption and recent war and led to an opportunities and providing skills. Plan- much-needed increase in issues such as human traffick- ning commenced for RBPOP Phase III, psychosocial ing, urbanization and widespread mental which is expected to reach ten of Lalitpur’s training to more health trauma. A further blow was dealt by government schools in its first year (2074). than 6500 teachers the six month-long blockade, exacerbated Technical support was provided to schools in both Dhading by bickering political parties and external supported by Pitzer College and continued and Kathmandu interference, causing loss of business and with programs such as Early Grade Reading to address promoting a lucrative black market. Essen- (EGR) training for teachers, school leader- earthquake-related tial commodities such as fuel and cooking ship training for Principals in the district trauma in schools. gas were in short supply and inflation rose of Kavre, as well as ongoing distribution of · at an alarming rate. teaching and learning materials to government schools. A English language training Despite the difficulties and setbacks of 2072, was initiated in Dhading in a phasewise RBF continued with its work, conducting a manner, the Bal Sahitya Mahotsav hap- range of significant interventions such as pened with much fanfare and six workshops the Nawa Marga Project, which provided with scholars from Bank Street College of the much-needed psychosocial training to Education was initiated to train primary more than 6500 teachers in both Dhading grade teachers from various schools in and Kathmandu to address earthquake- Kathmandu. 4 RBF Annual Report 2072-73

3. Rato Bangala Partnership in Outreach Program

Dailekh School Project The DSP trained school leaders and teachers, provided backstopping activities, sup- The Dailekh School Project (DSP) sought ported the formation of child clubs, of- to overhaul teaching and learning at a scale fered supportive supervision, and supplied that would positively affect each and every teaching and learning materials for vari- household and lead to progressive socio eco- ous subjects. DSP intervened in a total of nomic changes in the district. The DSP was 513 schools in the district, touching 2,000 a collaborative effort between Rato Bangala teachers and 75,000 students. After five long School’s social wing – Rato Bangala Part- years of strenuous work, DSP ended its ten- DSP intervened nership in Outreach Program (RBPOP) – as ure in Dailekh in 2071. However, an agree- in a total of 513 well as the Department of Education, the ment was signed with the DoE, extending schools in the National Center for Education Development the project period for a further two years. district, touching (NCED), District Education Office (DEO), Initially 14 Field Officers (FOs) were sta- 2,000 teachers District Development Committee (DDC), tioned in Dailekh, but after the extension, and 75,000 one municipality, and 55 Village Develop- activities continued under the supervision students. ment Committees (VDC) in Dailekh. of a reduced team of FOs. · RBF Annual Report 2072-73 5

Lime Plantation and caring for the plant; when the trees ma- tured, families of students could derive an In 2072, 5000 lime seeds were purchased additional economic benefit by selling the In 2072, 5000 and distributed to grade three children who fruits. lime plants were planted the seeds in the school compound purchased and and in their backyards. The seeds were dis- Vocational Education Training distributed to tributed to 32 schools of two RCs in Dai- grade three lekh. The learning objectives of the Lime The Nepali National Curriculum Frame- children who Plantation project were to cultivate an ap- work, 2007, seeks to introduce Vocational, planted the seeds preciation for nature in students and teach Occupational, and Technological (VOT) in the school compound and in them how to care for the environment. The skills amongst students of grades 6-8. These their backyards. plantation project, as part of the social sci- skills are expected to pave way for children ence curriculum, linked well with guidelines to realize their interests and excel in the · outlined in the School Sector Reform Plan, same thereby becoming self-reliant through focusing on the fact that children should employment or by acquiring substantial in- be encouraged to learn differently by doing come-generating jobs. and observing in a safe secure environment. The Field Oficers observed that sttudents, VOT skills are now being taught in schools teachers and parents were seen nurturing throughout the country. Students partici- 6 RBF Annual Report 2072-73

School Visits

DSP staff stationed in Dailekh conducted regular school visits with RPs. As per the project guidelines they were required to visit 5-7 schools every month. In the school, they observed ongoing classes for the day and made suggestions to improve teaching and learning. Meetings were held with principals and teachers focusing on child clubs, student attendance, regular attendance of teachers, and so on.

pate in hands-on activities for a full 50 per Significant changes were brought about due cent of the teaching hours. Most of the to regular school visits. Teachers acquired schools in the country including the ones new ideas for teaching. Principals discussed in Dailekh are without basic amenities for problems faced by the school, most often running VOT lessons. Computer classes are these were addressed during DEO meet- taught on the board, and students are taught ings. As a result of ongoing school visits, the to make raised beds for a kitchen garden attendance of both teachers and students Teachers have without actual practice. Teachers have real- improved, and considerable progress has realized the ized the importance of studying VOT sub- been made regarding child-friendly teach- importance of jects, but schools lack the necessary equip- ing and learning practices. studying VOT ment and tutorial expertise to effectively subjects, but RC/DEO Meetings schools lack teach the subjects. the necessary DSP staff attended RC meetings held eve- Realizing the pressing need to impart the equipment and ry month at the DEO. Discussions usually know-how of multiple approaches to VOT tutorial expertise centered on ways to improve schools and teaching, RBF conducted a three day train- to effectively enhance school visits. Agendas included teach the subjects. ing session for seven teachers with the ob- introducing new and creative approaches to jective to connect theory to practice. The · teaching learning in classrooms, school vis- names of participating schools were Red its, preparing annual action calendars, and so Cross S.S., Krishna H.S.S., and Janata H.S.S. on. The opinions of teachers and principals The results of RBF’s VOT training were as were taken into consideration while making follows: The hands-on activities demon- joint working plans. These meetings paved strated during the three day training ena- way for collaborative work in the district. bled participants to make a product each during the session. Teachers recognized the importance of doing curriculum-based Planning for RBPOP Phase III teaching as opposed to simply relying on textbooks. The teachers felt the need to in- Serving as a role model in the country with clude a 90 minute practical lesson. The three the inclusion of an outreach, RBS initiated participating schools now have separate the concept of a public-private partnership rooms for running practical lessons on knit- in the education sector in 2003. In Phase III, ting and sewing along with computer labs. RBPOP will initiate a project in ten schools The agricultural tools required to teach the of Lalitpur. RBPOP/RBF will implement the subject have already been distributed and project jointly in coordination and in col- are being put to use. DSP staff monitored all laboration with the DEO of lalitpur. A core ongoing VOT classes during the year and team will be formed within RBF to work on reported in a timely manner. different aspects of the project. RBF Annual Report 2072-73 7

The RBF team visited two RCs of Lalitpur Scholarships provided to RBPOP Phase I (total of four schools), to conduct a needs neighboring school children phased out in assessment survey. An evaluation question- 2065, leaving naire was prepared beforehand. RBF staff RBPOP has been providing scholarship to intact the network of schools. interviewed teachers, principals, and held children of neighboring school since the last focus group discussions to determine the 15 years. A specified amount as part of the · teaching and learning priorities of partici- scholarship is provided to help the children pating schools, and how RBF can best assist and their families buy books and uniforms them in achieving their targets. right before the start of the academic year. As of now 28 children receive benefits as RBPOP Phase III Project Design Workshop part of the RBPOP scholarship program. RBF staff participated in the Sara Levine facilitated content development workshop for In addition RBPOP provides scholarship to RBPOP Phase III, from 20 Baisakh to 3 Jestha. 9 students living in the hostel and studying The entire project cycle was discussed with in Rato Bangala School. These students have specific activities outlined for all three years been chosen from different parts of Nepal. of the project intervention. RBF staff are currently involved in developing training pack- English audiobook ages for the facilitators and simultaneously holding meetings to work on the project de- After securing permission from the Cur- sign part with Caitlin Sparks. The RBPOP riculum Development Center (CDC), RBF Phase III is expected to commence by 2074. prepared audiobooks of English textbooks for grades 1-10. The English audio recordings A meeting with Principals of neighbouring were created to help students understand schools of Lalitpur was held during Jestha as English language better by assisting them part of the RBPOP project design for Phase actively in areas of pronunciation and com- III. A total of 28 Principals, along with RPs prehension. The recordings are complete and In Phase III, and Under Secretary of the DoE, participat- will be distributed to RBF partner schools. RBPOP will initiate ed in the meeting. They were briefed about a project in ten RBPOP’s past work in Dailekh. Six RBPOP schools of Lalitpur. partner schools have already been shortlist- Relief and Rehabilitation Works · ed to participate; a further four schools will in Bhattedanda Schools be chosen from amongst the 28 schools for Phase III. Most principals have expressed a As part of its involvement with the NEC, keen desire to be a part of RBPOP Phase III RBF commenced work in Bhattedanda project. It is work in progress. VDC, Lalitpur. Eight schools were se- 8 RBF Annual Report 2072-73

students. RBF also facilitated post-disaster counselling training for 38 teachers and do- nated a range of Rato Bangala Kitab publi- cations.

As part of the follow up activity, RBF staff participated in the Education Cluster Meet held at DoE Sanothimi, Bhaktapur and in the DEO Office, Lalitpur. The meetings focused on reviewing activities completed lected to have Temporary Learning Cen- by participating organizations, facilitating tres (TLCs) constructed on their premises: classes during winter months, and initiat- Bhattedanda L.S.S.; Mahakali Devi H.S.S.; ing WASH (Water, Sanitation and Hygiene) Yespa P.S.; Kalidevi P.S.; Baghbhairav P.S.; projects in schools. Bhanu P.S.; Nileshwori P.S.; and Saatkan- ya P.S. Engineers were consulted to cre- The results of RBF’s involvement in the ate maps and design the TLCs, some of NEC can be cited as follows: eight schools which comprised as many as eight rooms. received fully functional Temporary Learn- The structures were built with the help of ing Centers; school bags, books, and other local community workers with recycled stationery items were provided to 614 stu- materials. In accordance with government dents; and 38 teachers received training stipulations, each room measured 14’ x 18’. on post-disaster counselling, which helped build their capacity to identify and support The Government had specified that each the traumatised children in their care. TLC should cost no more than NPR. 75000: RBF helped RBF covered this expense for its eight to build 22 schools. Despite difficult circumstances – Comumbia Visit: Escuela Nueva Temporary including nearby landslides and logisti- Learning cal challenges – the TLCs were completed Observing the Escuela Nueva Centers (TLC) in a timely manner. The eight schools RBF model in Colombia, in preparation · assisted were able to reopen on 17 Jestha, as for RBPOP Phase III per the official government schedule. A three member team from RBF and the Textbooks, school bags, two sets of uni- District Education Officer, Dhading, em- forms and stationeries were provided to 614 barked on a journey to Colombia to study RBF Annual Report 2072-73 9

Founder of the program. The objective of the visit was to study the program and effectively replicate all or some components of the program, for projects initiated by RBF.

Follow up program

A program to update stakeholders after the visit to Colombia was held on 20 Kartik. Invitees included members from the DoE, DEO, Lalitpur, and RBF Board Members. The visitors to Colombia presented their study on EN, after which the floor was open to meaningful discussion centered on the possibilities for introducing EN in Nepal. Although it was agreed that EN is a good education model for developing countries, it was decided that information needed to be disseminated on a larger scale to ensure participation and eventually acquire support from Government bodies. the Escuela Nueva (EN) model during Ashoj The objective of the visit was to 2072. Designed in the late 1970s, the model Network of RBPOP Schools study the program aims to improve the relevance, quality and and effectively effectiveness of education in Colombian The network of RBPOP schools formed at replicate all or schools. Centered on the use of an active the outset in 2061. It consists of 10 schools some components learning methodology, EN has been adopt- in Dailekh, three schools in Mallika RC, and of the program, ed by more than 30 countries around the seven schools in Narayan RC. The program for projects globe. The RBF team visited three schools phased out in 2065 leaving intact the net- initiated by RBF. in Colombia and spent considerable time work of schools. In 2072, mobile meetings · interacting with students, teachers, and were held at one of the member schools on a 10 RBF Annual Report 2072-73

The program phased out in 2065 leaving intact the network of schools. ·

rotation basis, and were attended by school changes as a result of these meetings, which principals, teachers, and SMC Chairper- ensure the continuity of RBPOP project in- sons. Important issues faced by the schools terventions and sustain quality of education were discussed at the meeting and ways in the network schools. The collaboration to improvise education in the district was has created capable students excelling in ex- sought. RBF has noted a range of significant tracurricular activities and academics. RBF Annual Report 2072-73 11

4. Nawa Marga

Project: Nawa Marga training of over 6500 teachers from various districts in the country. The impact of the Baisakh 2072, earthquake that affected 14 districts of Nepal, was pro- The details of the program are as follows: found in all sectors, including education. The Post Disaster Needs Assessment car- Nawa Marga Phase I: Post-Earthquake ried out by the National Planning Commis- Relief through Education The Post Disaster sion, estimated that 8,242 community (pub- Needs Assessment lic) schools had been affected, with 25,134 Nawa Marga, the brainchild of RBF and carried out by the 2 classrooms fully destroyed and another Karkhana was conceived as a means of eas- National Planning 22,097 partially damaged. Institutional (pri- ing both teachers and students back into Commission, vate) schools also experienced significant classrooms in the aftermath of the earth- estimated that infrastructural damage with 956 classrooms quake. RBF and Karkhana recognised that 8,242 community fully destroyed and 3,983 classrooms par- returning to a normal teaching and learn- (public) schools had tially damaged.1 ing routine would be difficult after such a been affected, with 25,134 classrooms The government, Nepali citizens, and the fully destroyed and another 22,097 large I/NGO community all responded to partially damaged. the plight of earthquake survivors in different ways, providing a range of emergency · resources and services. RBF elected instead to collaborate with local NGO, Karkhana, to deliver psychosocial and subject pecific trainings to teachers and Principals in two of the worst hit districts, Kathmandu and Dhading. Knowing that many children had witnessed loss of life and destruction of property, RBF realised that teachers may not have the necessary skills to identify traumatised children, nor know how to address and alleviate their fears. Thus, the emergency package ‘Nawa Marga: Post Earthquake Relief through Education’ took shape. The intervention culminated in the

1 National Planning Commission,, Post Disaster Needs Assessment, Kathmandu 2015, Pg 11. 2 Karkhana: An education company and a maker space. Located in Kathmandu Nepal. 12 RBF Annual Report 2072-73

be asked to tell a story about the day the earthquake happened while holding a ball of string. When they finished telling their story, they held on to the end of the string and threw the ball to another personon the other side of the circle who would begin telling their story. In the end, everyone in the class – and therefore all their experiences of the earthquake – would be connected by the string. Having children share their fears and listen to others in this open and interactive environment showed them that they weren’t traumatic experience: many children were alone in how they felt and facilitated the distressed at the thought of going back to grieving process. Incorporating activities school after witnessing death and destruc- such as the Web Activity into the learning tion; and teachers– who were likewise deal- routine after the earthquake helped relieve ing with their own shock –felt ill-equipped the stress children felt at leaving home and to identify traumatised children and allevi- returning to school. ate their fears. The Nawa Marga Program RBF estimates comprised intensive psychosocial training As a result, an estimated 150, 000 students that its five day to help teachers empathise productively benefited from Nawa Marga Phase I. lesson plan was with students, facilitate the healing pro- used by over 3000 cess, and return to a normal learning rou- teachers and Nawa Marga Phase II Principals in the tine as quickly as possible.Throughout the classes of around program, and in line with its commitment After successfully completing Phase I, Nawa 80000 students to promoting child-friendly schools, RBF Marga Phase II began in Dhading. A total from 641(587 trainers emphasised the school’s responsi- of 103 sessions were conducted within 12 community and 54 bility for ensuring the emotional well-being days, in multiple locations, covering all 20 private) schools in of its students. Resource Centers (RC) of Dhading. The Dhading. one day session conducted by 90 trainers · Training of Trainers (TOT) included RBF staff, RBS teachers, Karkhana staff and PTTP graduates. During the train- Phase I of the Nawa Marga Program began ings, teachers were familiarized with a range with the training of 90 teachers from RBS, of best practices for interacting in an educa- Kasthamandap School and Nisarga Batika tional context with distraught and trauma- School. Subsequently, these 90 teachers de- tized children. livered Nawa Marga trainings to approximately 3245 teachers in the districts of Kath- RBF estimates that its five day lesson plan mandu, Bhaktapur, Lalitpur, and Kavre. was used by over 3000 teachers and Princi- pals in the classes of around 80000 students RBF developed a five day lesson plan to from 641(587 community and 54 private) complement the training sessions. These schools. In addition, 587 schools received lesson plans consisted of activities, games, teaching learning materials to be used in role plays, and so on, and were designed classrooms. (List of materials attached in to help teachers encourage students to Annex 1). talk about their experiences of the earthquake and come to terms with their grief The intensive psychosocial training pro- and fears. For example, the so-called ‘Web vided participants with the knowledge and Activity’ required students and teachers to skills to interact productively with trauma- gather around in a circle; one person would tised children. Teachers were shown how RBF Annual Report 2072-73 13

to draft a safety plan for their respective ple at the local level to facilitate the same. schools and encouraged to conduct earth- Twenty six trainers were instructed on how quake drills on campus on a regular basis. to conduct subject specific trainings for Reflecting RBF’s ‘whole school’ approach, teachers of 587 schools in Dhading. Nawa Marga trainers also emphasised how students could effectively disseminate infor- Parallel sessions were conducted in multiple mation about disaster preparedness to the RC’s to cover the entire district within 10 wider community if they were encouraged days starting Ashoj 2, 2072. A total of 1214 to discuss such topics with their families. teachers from 561 schools participated in the sessions, learning ways to connect theo- RBF’s strong relationships with the District ries to textbooks and practicing hands-on Education Office (DEO) and Resource Per- techniques. Participating in these sessions sons (RPs) facilitated successful implemen- gave teachers an opportunity to understand tation of the program and helped RBF and Rato Bangala’s child-centered methodology Karkhana overcome the inevitable logistical of teaching – a methodology that reflects hurdles facing a program of this size. the national government policy.

Nawa Marga Phase III RBF also supported sets of materials– including globes, wooden blocks, wires, torch Phase III of the Nawa Marga Program, fo- batteries, measuring cylinders, light bulbs, cused again on the district of Dhading, de- rulers, and compasses – which were distrib- A total of 1214 livering subject specific training to teachers uted to participating community schools. teachers from in Science, Maths, and Nepali. These train- During training sessions, teachers were 561 schools ing sessions responded to a need RBF iden- first instructed on how to use these resourc- participated in tified during the previous two phases of the es in their classrooms then, under supervi- the sessions, program: teachers lacked knowledge, con- sion, asked to practice using them during learning ways to fidence, and the pedagogical skills to teach the sessions. connect theories these subjects effectively and in a child-cen- to textbooks and tered manner. Learning outcomes for stu- In total, 393 Science teachers, 388 Nepali practicing hands- dents had suffered as a result. teachers, and 433 Math teachers received on techniques. one day subject specific trainings. All 561 · A ToT program was conducted on 22 Bhad- schools received sets of teaching and learn- ra 2072, preparing trainers for Phase III. ing materials relevant to each of these sub- Simultaneously the DEO of Dhading pre- jects, plus a small library of 250 books pub- pared a movement plan and delegated peo- lished by Rato Bangala Kitab. 14 RBF Annual Report 2072-73

Nawa Marga Phase IV The study reinforced known facts: earthquakes do not kill people; rather, unsafe For Phase IV of the Nawa Marga Program, faulty structures do. Unsafe buildings are RBF worked in partnership with the Insti- the result of poor regulation, lack of re- tute for Social and Environmental Transi- sources, and low institutional capacity, to tion (ISET) Nepal to produce a report ad- name just a few. Unsurprisingly, school dressing school reconstruction efforts and members and their communities were well seeking to identify the best means of pro- aware of the structural deficiencies of school moting resilience. Both RBF and ISET ac- buildings prior to the 2072 earthquakes; knowledged that the physical learning space they expressed the need and desire to in- of a school is critical in supporting quality vest in safer and more functional buildings, teaching and learning outcomes. The re- with adequate facilities, in order to improve port, titled “Mainstreaming Resilience of the overall educational experience for their Schools: Rebuilding in Post Gorkha Earth- children. The report emphasised that the quake Nepal”, argues that resilient schools rebuilding of schools must take a learning- can be built by (1) reducing multi-hazard oriented approach to planning, budgeting, The report risks; (2) establishing a child-friendly lean- and implementation – informed by public emphasised that ing environment; (3) integratinglandscape, dialogue – so that the end results represent the rebuilding environment, and culture; and (4) encour- a “shared vision of the community”. of schools must aging community ownership. take a learning- Separately, RBF undertook an impact study oriented approach To arrive at these conclusions, 11 school of the Nawa Marga Program to assess the to planning, strengths and weaknesses of its interven- budgeting, and communities– including Principals, teach- implementation – ers, parents, community members, and stu- tion. A series of FGDs were conducted with informed by public dents – in Jiwanpur were asked to partici- parents and students, while teachers and dialogue – so that pate in focus group discussions (FGDs) and Principals were asked to complete a ques- the end results interviews to determine their aspirations for tionnaire assessing various aspects of the represent a “shared reconstruction as well as what they thought program. The results of the study showed vision of the the relationship between their school and that teachers and Principals were over- community”. the local community should look like. This whelmingly positive about the content and · was a highly consultative process, with each facilitation of the training sessions and ap- school treated as a unique case. A total of preciative of the supported materials, but six enumerators were trained to conduct the data collected from students and parents FGDs and interviews over a period of two indicated that more time training was nec- days. The notes and voices from the field essary to ensure school staff continued to were analysed to identify key grievances implement changes after the completion of and concerns. the program. RBF Annual Report 2072-73 15

5. RBF as part of the National Education Cluster

In the aftermath of the 2072 earthquakes, the national level, with the ultimate aim the Government of Nepal, along with the to bring students back to school by creat- MoE and Doe, reactivated the National ing a safe learning environment. RBF staff Education Cluster (NEC). Multiple I/NGOs participated actively in all meeting with joined the cluster and prepared a plan to in- the intention to reopen schools in a timely tervene in the earthquake affected areas. manner. The toilets of all eight schools were Helping schools reopen WASH program in schools repaired and two after the disaster schools received In addition, the toilets of all eight schools new water tanks The Government at the outset sought help were repaired and two schools received new and pipes. from development partners, by asking water tanks and pipes. In 6 of the schools · them for help to reopen schools, by either the money left over after making the TLC providing relief materials or helping with that was used to repair toilets. In addition rehabilitation activities. Regular meetings RBF helped schools amke a routine to their were held with representatives of the Edu- toilets and asked school authorities to keep cation Clusters both at the district and at soap etc in the same. 16 RBF Annual Report 2072-73

6. Early Grade Reading Program

Current development literature indicates ing (EGR) Program in 2014. The major that the learning achievement of primary thrust of the program is to encourage read- school children of developing countries ing amongst children of grades one to three remains distressingly low in comparison and is expected to reach all Nepali schools to others. Nepal is no exception to this. by 2018, in a phase-wise manner. Guided Research carried out by Save the Children by this framework, RBF, with support from in schools of Nepal (2010), found that 80 UNICEF and in collaboration with World The School Sector percent of grade two children enrolled in Education (WE) has developed content Reform Program community schools were unable to read and process to help children improve their (SSRP) 2009- a single word. Those who could read did reading and comprehension skills. The 2015, sought to so at a rate of only five words per minute.3 EGR package has been jointly implemeted tackle the issue The School Sector Reform Program (SSRP) in Accham, Bajura, Gulmi, Lalitpur, Mugu by introducing 2009-2015, sought to tackle the issue by in- etc. RBF has facilitated the trainings in the the National Early troducing the National Early Grade Read- above mentioned districts. Grade Reading Program in 2014. ·

3 Early Grade Learning Community of Practice. 2010.‘Early Grade Reading: Igniting Education for All’. Early Grade Learning Community of Practice. RBF Annual Report 2072-73 17

According to US Aid, research has shown continuous assessment and so on. Par- that “children who learn to read in a lan- ticipants were then able to go back to their guage they speak well develop stronger schools and introduce the program in their reading skills.”4 With this in mind, the EGR classes. program aims to assist children to improve their Nepali language skills in the four piv- A baseline as part of the project was con- otal areas of listening, speaking, reading, ducted at a later date in the six above men- Participants from and writing. Emphasis is placed on improv- tioned schools, as part of the project. (Re- six project schools ing the overall teaching and learning envi- sults attached in Annex 6). took part in the ronment in classrooms where the program five day EGR has been implemented. training. · EGR in neighboring schools of Lalitpur

RBF and WE were satisfied to see the out- come and receive positive feedback after jointly implementing its EGR package in various districts. RBF was thus encouraged to move ahead and introduce the package in other districts as well. Hence six RBF partner schools, from Lalitpur were chosen to implement the program in. RBF trainers conducted a session on EGR for teachers from the schools. A total of 14 participants took part in the training, which focussed on introducing EGR materials, practice teaching, reading assessment, level identification,

4 USAid. 2011. ‘USAid Education Strategy: Opportunity through Learning’. Washington, DC: USAid Available at http://pdf. usaid.gov/pdf_docs/Pdacq946.pdf 18 RBF Annual Report 2072-73

7. Earthquake Drill and Safety Preparedness Plans in Schools

RBF will work with 20 schools of Lalitpur helping develop safety preparedness in the district for the EDSPPS. Segments of the targeted community, and conducting regu- project consist of developing a total of 20 lar drills in schools. It is believed that disas- model schools, conducting advocacy with ter risk reduction is best practiced through Segments of the the government to include earthquake pre- schools because schools can facilitate a cul- project consist paredness in the school curriculum, and ture of disaster preparedness in the wider of developing a working on the School Improvement Plan community. A baseline survey has been total of 20 model (SIP). The project will entail visiting schools, conducted for the project. schools, conducting advocacy with the government to include earthquake preparedness in the school curriculum, and working on the School Improvement Plan (SIP). · RBF Annual Report 2072-73 19

8. Enhancing Basic Quality Education in Western Gulmi

Background and installing libraries in schools. Its engagement motivated stakeholders who felt RBF initiated and implemented the “En- that better infrastructure was needed to im- hancing Basic Quality Education in Western prove teaching learning on the whole. They Gulmi” project, aimed at assisting schools thus worked as a team to improve school in that area meet the minimum enabling facilities and the teaching learning process. conditions outlined in the School Sector RBF staff worked closely with the DEO and Reform Program (SSRP). RBF’s interven- the parent bodies, trained teachers working tion directly benefitted 4000 students, 200 at the primary level in partner schools, and Emphasis was teachers, and 6000 parents in 31 commu- conducted supportive monitoring in schools. placed on nity schools of Gulmi. Emphasis was placed improving teachers’ on improving teachers’ pedagogical knowl- Endline Survey pedagogical edge and developing their classroom man- knowledge and agement skills. RBF followed an integrated At the conclusion of the Gulmi project, five developing approach investing in teacher training RBF trainers partnered with five scholars their classroom methodologies, teaching learning materials, from Kathmandu University to conduct an management skills. · 20 RBF Annual Report 2072-73

endline survey in thirty schools The meth- work with RBF; (3) age appropriate teachers odology for the end line survey consisted of need to be trained; (4) reading clubs should using a questionnaire containing 14 ques- be strengthened; (5) School Management tions. Classrooms and teaching learning Committees (SMCs) should be strength- Classrooms and practices were observed, and Principals and ened; (6) unannounced visits must be con- teaching learning teachers were interviewed. ducted to more accurately gauge how well practices were schools are meeting key SSRP targets; and observed, and Principals and Achievement level of students during (7) subject specific trainings should be pro- teachers were baseline and endline vided for teachers. interviewed. Some of the recommendations from the Phase out of the project · visiting teams were as follows: (1) frequent monitoring and evaluation by RBF staff in In Shrawan 2072, a program phase out ses- the project area is necessary; (2) a set of sion was held. DEO officials, Principals, guidelines should be provided to teachers teachers, and RBF staff attended. This ses- and Principals wanting to collaboratively sion confirmed that the program had been

Types of Libraries 90

73.3 66.7 53.3

26.6

Managed School having Library with Daily Catalog system/ library library 100 books schedule complete list Baseline Endline RBF Annual Report 2072-73 21

Achievement level of the student in baseline and endline 56.5 52.1 52.2 49.4 50.8 46.6 46.3 45.8 44.6 43.6 44.2 45.6

Class 1 Class 2 Class 3 Class 4 Class 5 Class I-V Baseline Endline well-received by participants and that key visit, RBF trainers also conducted a library stakeholders were positive about the pros- management training session for 45 teach- pects of replicating the project in other ers and stakeholders. parts of the district. A total of five clusters were subsequently formed for this purpose The Western Gulmi project prompted a and one school was chosen to coordinate number of significant improvements in par- RBF trainers each cluster. ticipating schools, such as print rich class- conducted rooms, neat-looking children, an increase a library RBF also conducted follow up visits to in the use of locally made teaching and management seven schools in Gulmi from 29 Kartik to learning materials, infrastructure develop- training session 4 Mangshir. The team reported that three ment, and so on. Teachers were seen mak- for 45 teachers of the seven schools were seen using job ing an effort to come to school on time and and stakeholders. charts, encouraging group work in class, appeared motivated to bring about positive · and holding regular meetings. During the changes in their schools. 22 RBF Annual Report 2072-73

9. Kavre Project

RBF has collaborated with 52 schools in Kavre to improve the overall quality of education in these schools. Kavre is a densely populated district and RBF’s intervention reached a large number of school children. To start the project, RBF conducted a baseline survey, and held group meetings and A day-long discussions with stakeholders in order to orientation was set clear goals tailored to local needs. To organized for achieve these goals, RBF partnered with local stakeholders, Namuna Shaichshik GraminVikas Kendra cal Development Officer (LDO), NSGVK including the DEO, (NSGVK), a local non-government organi- members, school community stakeholders, School Supervisor zation (NGO) that focuses on providing and RBF staff. In addition, a day-long ori- (SS), RPs, School better health and education. (List of partner entation was organized for local stakehold- Management schools attached in Annex 2). ers, including the DEO, School Supervisor Committee (SMC) (SS), RPs, School Management Committee Chairpersons, Principals, and Permission was secured from relevant gov- (SMC) Chairpersons, Principals, and so on. so on. ernment agencies to start the project. A RBF staff gave a presentation outlining dif- meeting was held at the district headquar- ferent interventions initiated by the Foun- · ters in Kuntabesi. In attendance were the dation to empower school leaders, parents, District Education Officer (DEO), the -Lo and teachers. The orientation encouraged RBF Annual Report 2072-73 23

meaningful discussions between partici- Improving SLC results by enhancing pants resulting in a genuine interest to work teachers’ capacity collaboratively with each other. Eleven of the 52 schools chosen for the Baseline Survey Kavre project were secondary schools, comprising grades one to ten. A total of 687 On the basis of the meetings held with stake- students were expected to take part in the holders, a baseline survey was conducted. School Leaving Certificate (SLC) exams RBF and NSGVK staff visited seven schools at these schools. The SLC exams in Nepal RBF conducted a to administer the survey. They spent an en- are viewed as the benchmark to evaluate two day training tire day in one school, collecting informa- student success, yet many students fail to session for 29 tion, holding focus group discussions with achieve a passing mark. teachers teaching teachers, and taking photographs. The base- grade ten. line survey provided a realistic picture of With an intention to help students perform · the schools, and helped RBF staff design an well in the upcoming SLC exams, RBF con- effective intervention that would effectively ducted a two day training session for 29 target the needs of participating schools. grade ten teachers. Eight RBF staff trav-

24 RBF Annual Report 2072-73

elled to Kavre and conducted trainings in Training of School Leaders in math, science, social studies, and English Kathmandu with special focus on question papers, an- swering patterns, and time management. To Over a period of three days, 31 Jestha-2 ensure both teachers and students had time Asar 2073, an intense training session for 90 to put newly acquired skills and knowl- school leaders of Kavre, was held in Kath- From 31 Jestha – edge into practice, training was conducted mandu valley. Participants visited RBS to 2 Asar 2073, an two months before the exam. Each teacher intense training observe child-friendly practices and class- session for 90 was assisted to prepare an individual plan rooms first hand; they also attended sessions school leaders of for 30 days as well as an action plan for two on cultivating a ‘Growth Mindset’, and on Kavre, was held months for their schools. RBF staff reported making a School Improvement Plan (SIP). in RBF that teachers diligently followed the plans, School leaders were asked to complete their and this resulted in a marked improvement · SIPs when they returned to their schools in SLC results for their students. then send a copy to RBF for feedback and

SIP in schools in 2015, Base Line Data 40 35 30 25 20 15 10 5

0 Schools having Schools having initial Schools developing Schools having complete SIP copy of SIP SIP no SIP RBF Annual Report 2072-73 25

SIP in schools in 2016 (After the Workshop) 30

0 Schools having Schools having initial Schools developing School having complete SIP copy of SIP SIP no SIP

Teacher training for EGR

As part of the Kavre project, RBF also conducted EGR trainings to 80 teachers from 48 schools over the period of 9-21 Jestha 2073. This training aimed to assist commu- As part of the Kavre project, RBF nity school teachers understand key ideas also conducted and techniques for early grade reading, and EGR trainings to to actively explore these through participat- 80 teachers from ing in hands-on activities. Upon comple- 48 schools over tion of the training sets of EGR books were the period of 9-21 guidance. At the time of writing, 16 Princi- provided to the schools. The Kavre project Jestha 2073. pals have submitted their SIPs to RBF. is ongoing. ·

Total no. of participants at the EGR training

Male Female Total 26 RBF Annual Report 2072-73

10. Helping to enhance the quality of education in Tsoknyi Gechak School

Tsoknyi Gechak School (TGS) is a primary school situated in Chobhar, Kirtipur, with an enrolment of 130 students. Primary sub- RBF has been jects taught in the school are Nepali, Eng- contracted to lish, Tibetan, science, social studies, and work with TGS mathematics. TGS is also a Gompa school to improve the overall quality where Buddhist values are taught in a se- of education cure peaceful environment. RBF has been in the school contracted to work with TGS to improve the through child- overall quality of education in the school centered teaching through child-centered teaching and learn- and learning ing methodologies. methodologies. tivities of the past year and develop new · Planning workshop for plans for 2072; on 14 Shrawan, a second TGS stakeholders workshop was conducted during which RBF staff introduced the idea of integrated In RBF’s second year of collaboration with lesson plans to TGS teachers and addressed TGS, three workshops were held: on 1 the topic of ‘multiple intelligence’; finally, a Shrawan, RBF staff visited TGS and con- third session was completed on 1 Bhadra, ducted a one day workshop to review ac- where teachers learnt the importance of RBF Annual Report 2072-73 27

taking their students on field trips to com- Training on Integrated Lessons plement the subjects covered in text books. Teachers also learnt how to plan ahead and The training held on 15 Chaitra was de- prepare for these trips. signed to familiarise TGS teachers with the theory of integrated lessons and enable Educational Exhibition them to devise their own integrated lesson plans.Teachers were divided into groups An educational exhibition was held in TGS and instructed in how each lesson could be on 14 Magh, 2072. Highlights included book aligned with the curriculum. stalls, games, and storytelling sessions. RBF trainers attended the exhibition and found EGR training in TGS A five day EGR training was considerable progress in comparison to the conducted for 12 A five day EGR training was conducted exhibition held in 2071, thus affirming that teachers of TGS child-centered teaching and learning meth- for 12 teachers of the school, by RBF staff. by RBF staff. odologies had improved at the school. An Pivotal activities of the training included important intervention consisted of RBF demonstrating the importance of read- · trainers giving inputs to TGS teachers to en- ing, identifying EGR materials, improving able them to hold meaningful educational classroom dynamics, creating lesson plans exhibitions in their school. etc. 28 RBF Annual Report 2072-73

A graduation ceremony was held for 17 participants, on 24 Chaitra, presided by the Rimpoche. ·

Graduation Ceremony ticipants, on 24 Chaitra, presided by the Rimpoche. He thanked the trainers for their To mark the completion of the two year hard work and dedication, and shared his primary level teacher training program, a vision for a modern monastic school. Cer- graduation ceremony was held for 17 par- tificates were distributed during the program. RBF Annual Report 2072-73 29

11. Technical Support to Schools in Simigaun

RBF and Pitzer College collaborated to work and comittee members. Pivotal activities in Mahendra Shanti S.S., Balkot, Bhaktapur, included detailed observation of the school, and Simigaun P.S., Dolakha. RBF staff vis- meeting SMC members and teachers, scaf- ited Mahendra S.S. at the outset of 2071 and folding for teachers, introducing the Multi a needs assessment survey was conducted. Grade Multi Level (MGML) approach for A training focused on “methodology” was teachers, introducing reading corners in conducted for teachers of the schools. The classrooms, and developing an action plan collaboration continued on to 2072. for six months (Baisakh to Asoj 2073). The school has potential to serve as a model Visit to Dolakha and Simigaun school in the area. However, sincere effort and dedication on part of teachers and prin- RBF staff visited Simigaun P.S., Dolakha, cipals is required to achieve this status. The from 15-18 Baisakh 2073, to hold meet- next set of activities to be initiated for the The school has ings and conduct workshops for teachers project is currently being designed. potential to serve as a model school in the area. · 30 RBF Annual Report 2072-73

12. Trainings

Primary Teacher Training Program (PTTP)

The PTTP is a unique teacher-training course that brings together the strengths of three institutions: RBF, Kathmandu Univer- sity, and Bank Street College of Education (New York, USA). The PTTP course struc- tured to create professional teachers well- versed in the theory of child development and philosophy of education. The strength of the program lies in the integration of A total of 22 theory and practice: lessons learnt in the PTTP Graduation Ceremony Graduates classrooms are practiced in the field and received new knowledge is built from the experience. The PTTP graduation ceremony for 2071- certificates by Students are provided close one on-one su- 72 was held on Bhadra 31, 2072. A total of Chief Guest pervision and support of advisors through- Khaga Raj Baral, 22 Graduates received certificates by Chief Director of NCED. out the year. This training is rigorous, Guest Khaga Raj Baral, Director of NCED. demanding full-time commitment from Participants included Prof. Mahesh Ban- · students, and aims to empower teachers skota, Dean, Kathmandu University (KU), to be self-confident and motivated profes- Principals of partner schools, Trainers, Ad- sionals. visors, and PTTP graduates. Highlights of RBF Annual Report 2072-73 31

the program consisted of a speech by the Level One Training Chief Guest, RBF Chair and the Dean of KU, a dance by RBS students and poetry The Level One Training is a 12 week course recitation by the graduates. which aims to introduce trainees to the philosophy of child-centered education. This Observing Demonstration Schools training is best suited for in-service teachers, since learnings from the training can be A total of As part of the training course, PTTP stu- directly applied to classroom settings. The 22 students graduated from dents observed ‘demonstration classes’ at course is held during evenings with RBS RBS, the British School, and the Lincoln PTTP 2071-72. teachers as the primary trainers. In 2072-2073, School. During the visits, students devel- 27 students were op their practical skills by participating in Level One Training 32nd Batch accepted to the classes and learn about the workings of the Closing Ceremony PTTP. school from curriculum implementation to · classroom management. The 32nd Batch Level One Training Closing Ceremony was held on 18 Kartik 2072. The PTTP Annual Community Study Chief Guest consisted of the Assistant DEO of Lalitpur. A total of 28 trainees graduated The annual community study outside the from the program. valley took place from 18-21 Poush. Twenty seven trainee teachers travelled to Pokhara for a total of four days to study a community in depth. This study provides an opportunity for trainees to work together and bond with advisors and friends. They learn and explore a specific topic or a community in depth, appreciate its complexities and take lesson from it. At the end of the study, they presented their findings in a form of a “Big B o o k”.

A total of 22 students graduated from PTTP 2071-72. In 2072-2073, 27 students were accepted to the PTTP. 32 RBF Annual Report 2072-73

Level One Training 33rd Batch Workshops Closing Ceremony Workshop on Early Childhood The Level One Training for the 33rd batch Development A total of 22 commenced on Magh 13. The closing Graduates ceremony was held on 17 Chaitra 2072. A workshop on Building Early Childhood received Mr. Netra Dahal, School Supervisor, DEO Development through Creative Teaching certificates by Lalitpur, was the Chief Guest. Highlights Learning was conducted by Amber John- Chief Guest of the program included a speech by ston and Kelsey Keithler, teachers from Khaga Raj Baral, the Chief Guest along with certificate Beijing on 11 Ashoj. Attended by more Director of NCED. distribution. The “Insight” magazine con- than 70 participants, it consisted of defining · sisting of a variety of articles written by quality early childhood education, support- teacher trainees was handed out during the ing young students’ natural curiosity and ceremony. A total of 26 teacher trainees creativity as learners, while simultaneously graduated. encouraging participants to deal with each RBF Annual Report 2072-73 33

child differently and encourage creativity NYC, was held on 17 Asar 2073. A total The training in children. The workshop was followed by of 30 participants took part in the was beneficial a talk on early childhood development for workshop which focussed on using flash for teachers of limited participants on 13 Ashoj. cards, medium of songs and creative ac- primary grades. tivities while teaching young children. · Tools for Assisting Children The training was beneficial for teachers of in Early Literacy primary grades. Most participants’ opined that they enjoyed the workshop and have A workshop by Melissa Davis, teacher come up with new ideas to better teach chil- from Bank Street College of Education, dren in class. 34 RBF Annual Report 2072-73

13. Bringing English to Classrooms: an English Language Training in Dhading

The prominence of English language across Science in primary grades. The 17-day the world has encouraged community training (6 hours each day) package was de- schools to promote English as the medium veloped for English, Math and Science, for The primary of teaching. teachers of Primary Grades from Achane objective of the H.S.S, Jan Jyoti P.S, Chakreswori L.S.S, Dau- training was to assist teacher The training facilitated by RBF trainers to rali P.S, Jaljale P.S and Yuba P.S. The primary participants to help teachers overcome the problems of objective of the training was to assist teacher witness and English language proficiency coupled with participants to witness and realize that lan- realize that the lack of effective teaching skills and si- guage learning is a whole brain activity and language learning multaneously equip teachers with Basic that it can happen faster and better if taught is a whole brain English language skills (listening, speak- using a holistic approach. Therefore the core activity and that ing, reading and writing), language aspects of the training focused on an integrated ap- it can happen (grammar and vocabulary) and teaching proach to learning language hence focus faster and better techniques for teaching English, Math and shifted to English language not as an isolat- if taught using a holistic approach. · RBF Annual Report 2072-73 35

ed subject but as a medium of learning. Yet The planning generated by teachers during another core objective of the training was to the course of the training showed commit- The planning make participant teachers see the aforemen- ment on their part to implement their learn- generated by tioned idea synthesize into practice through ings in class. They expressed a keen desire teachers during activities designed for the training. to provide continuity to the lessons learnt. the course of the Moreover, during the training, teachers de- training showed The essence of this course was to motivate veloped mini-lessons using English as the commitment teacher participants to learn English and language of instruction – this indicated that on their part to simultaneously reflect on the sessions and teachers were now more confident to inter- implement their choose appropriate doable activities that act in English. learnings in class. could easily be practiced in their respective · classrooms.

RBF trainers conducted an English language training program in Dhading from 6-24 Baisakh, 2073, in Sri Achane Higher Secondary School, Khaharey, Dhading. The training helped teachers overcome the problems of English language proficiency, coupled with the lack of effective teaching skills and simultaneously equipping teachers with basic English language skills (listening, speaking, reading and writing), language aspects (grammar and vocabulary) and teaching techniques. 36 RBF Annual Report 2072-73

14. Bal Sahitya Mahotsav (Children’s Literature Festival)

Bal Sahitya Mahotsav (BSM) 2072, organ- Day 1 ized by the Rato Bangala Group of Institu- tions, was held in the RBS premises. The The first day of the Mahotsav was dedicated first day was devoted to children while the to engaging children and teachers in a va- second day focused on preparing teachers riety of creative workshops conducted by The open sessions included activities from various districts to hold a festival of diverse groups of trainers, including RBF such as author children’s literature in their own districts. trainers. Both open and closed sessions ran read aloud, action The festival saw a collaboration of educators throughout the day. The open sessions in- poetry, puppet and professionals working with children’s cluded activities such as author read aloud, making, drop literature to provide relevant and engaging action poetry, puppet making, drop every- everything and workshops for children between the ages of thing and read, and Newari dance. read, and Newari 3-16. RBF staff were involved in organizing dance. and planning the two day festival, which The closed sessions included mural making, · involved facilitating smooth flow of guests, illustrating a story, slam poetry, philosophy training teachers from the districts, and for children, and learning through drama. conducting workshops. In addition, there were book stalls and food RBF Annual Report 2072-73 37

stalls. The Guest of Honour was Mr. Pe- kind of activities that could be devised to ter Lerangis, a renowned children’s author encourage and motivate children to read from America. books. The participants were familiarized with activities by applying the concepts and Day 2 ideas they had learnt while reading. Such Day two of activities are important so as to motivate BSM focused Day two of BSM focused on training 40 students to inculcate reading habits. on training 40 teachers from community schools located teachers from in Kathmandu valley, Dolakha, Sindhupal- All teachers participated enthusiastically community chowk, and Kaski districts. The objective of and came up with creative ideas on ways to schools located the training was to help teachers develop an foster a culture of reading. The participants in Kathmandu action plan to conduct BSM in their own realized that holding a festival like BSM was valley, Dolakha, schools. The workshop, covering primary achievable if the school management as well Sindhupalchowk, aspects of BSM, ran two parallel training as the community members worked togeth- and Kaski districts. sessions with three facilitators leading each er. Collaboration between school manage- · group. The first group had 18 participants ment and local community was emphasised whereas the second had 22. The workshop as crucial to the success of any future chil- aimed to facilitate discussions amongst dren’s literature festivals. teachers of community schools to help them understand the essence of a children’s litera- The results were as follows: approximately ture festival and contextualize it into their 1000 children from Kathmandu valley par- own locations to help children develop good ticipated in the Mahotsav. The program en- reading habits. The activities conducted for couraged parents to read books and incul- the day revolved around understanding the cate a habit of reading in their children. 38 RBF Annual Report 2072-73

15. Conferences

Engo Challenge in New Delhi GESF Conference (Dubai)

RBF staff participated in the prestigious The RBF Chair attended the Global Educa- Engo Challenge held at the All India Habi- tion and Skills Forum (GESF) held in Dubai tat Center in New Delhi on 22 and 23 Ashoj. on 29-30 Falgun to discuss in detail the ex- The highlights of the program consisted of pansion of public-private partnership (PPP) workshops and conferences, participated in in education as a way of achieving educa- by more than 1000 delegates from SAARC tion for all. The event brought together par- countries. NGOs, based on their ability to ticipants from over 35 countries, around use ICT, were awarded by a panel of jurists, 100 of whom were speakers. Prominent The highlights screened from applications received from speakers included Tony Blair, Irina Bokova, of the program NGOs from all eight SAARC countries. RBF Andreas Schleicher, and Fred van Leeuwen. consisted of staff presented on the use and relevance of The Program was an eclectic mixture of Ple- workshops and ICT in the programs implemented by RBF nary, Debate Chamber, Ed Talk, Meet the conferences, such as the English audio, radio program in Mentor, Teacher Masterclasses, and Panel participated in by Dailekh, newsletters, and proficient use of discussions. more than 1000 delegates from its website. RBF was recognized for its con- SAARC countries. tribution to improving education in Nepal. · RBF Annual Report 2072-73 39

16. RBF Scholarship

RBF manages the scholarship funds for students studying in Rato Bangala School and living in the attached hostel. All facilities for the all-round development of a child is given to the scholarship recipients. Currently there are eight children residing in the RBS hostel and benefiting from the scholarship program. RBF manages the funds, meant for the children, and ensures that they receive proper upbringing.

All facilities for the all-round development of a child is given to the scholarship recipients. · 40 RBF Annual Report 2072-73

17. Administration and Finance

RBF Board Meeting RBF Review and Planning Meet

The first RBF Board for the year was held The RBF Review and Planning meet was on 13 Kartik, 2072. The Annual Report held in Nagarkot on 28-29 Asar, 2072. All and the Audit Report for 2071/2072 was staff participated in the meet which fo- approved by the Board. The Annual Plan cussed on reviewing activities of the past for 2072/2073 was approved by the Board. year and planning ahead for 2073-74. RBF The second RBF Board Meeting was held completed nine major projects in 2072, of on 28 Magh, 2072. A mid-term evaluation which Nawa Marga was the biggest, training was done for programs initiated by RBF; a total of 6400 teachers in several districts. its progress was presented to the Board. Dailekh School Project and Gulmi project The other two board meeting for the year phased out completely in 2072. Kavre pro- were held on 2072/04/32 and 2072/10/28 ject continued unto 2073. Staff were also respectively. assigned specific projects for 2073-74 and are now responsible for planning ahead RBF Annual General Meeting (AGM) and executing the projects according to an agreed-upon schedule of deadlines. All staff The RBF AGM was held on 20 Kartik, 2072. bonded well with each other during the two The Annual Report for 2071/2072, RBF day retreat. Plan for 2072/2073 and the Audit Report 2071/2072 was presented at the AGM. The Organization Renewal: RBF is registered as budget for 2072/2073 was approved by the an NGO in the DEO, Lalitpur. RBF renewed Board. its membership for the year 2072-73.

Friday Meetings RBF was audited by an external accounting firm and was given a clean chit for having all Mandatory Friday meetings were held in its finances in order. RBF throughout the year. Staff discussed current projects including problems en- Staff Retreat countered and solutions found. These meetings helps staff stay abreast of their Seven RBF staff participated in a 3 day colleagues work, and ensure an accoun- retreat in Pokhara from 22-24 Falgun. It table and transparent approach to the was a refreshing experience which helped development and implementation of RBF staff bond, and boosted both morale and programs. creativity. RBF Annual Report 2072-73 41

18. Lessons Learnt

A) Attitude of the teacher: The success of a E) Practical Training, Support Groups school hinges not only on the teacher’s and Supportive Supervision. If teacher capabilities, but also on their attitude trainings focus heavily on theory, they and behaviour. Teachers holding a Mas- are unable to make a connection in ters Degree are sometimes less involved the classroom. Teachers work best in and productive in classroom than those groups and share their learning and who have only passed the SLC exami- problems with each other. RBF aims nation. A motivated teacher is essen- to train several teachers from the same tial for the development of schools and school simultaneously so that they students. could have a shared vision and a com- mon plan. Continuous supervision B) Trainings should be given to those and support by the field officers and who will work in the school for a sub- fellow teachers was provided so that stantial amount of time. Providing the teachers could continue to success- training to teachers on the verge of fully implement the knowledge and retirement is not the best decision skills gained from the training. Voca- for the school and for its sustainable de- tional Education Curriculum should velopment. be introduced in all partner schools to enable students to gain hands-on C) RBF in all of its projects works col- experience. laboratively with the Government at all levels. Without coordination with the F) Focus on Primary Education. A strong Government, working at the grassroots foundation is necessary to ensure suc- level becomes impossible. The sucess of cess at the secondary level. When Nawa Marga and Dailekh School Pro- schools have a secondary level, they do ject can be attributed to working closely not give priority to the primary level, with the government. This is needed to and this leads to major problems in ensure sucess of a project as well. terms of quality of education at the primary grades. D) Working with fewer schools in depth rather than in width. It is best to take G) Teachers are curious and welcome add- an integrated approach while worked responsibility. Teachers get a sense ing with schools and all project should of belonging in the school if they are dwelve deep. Coordination with vari- given responsibilities and are also curious agencies becomes difficult with vast ous to learn. If teachers work in a team number of schools and the impact may and share responsibilities, they assume be much less due to divided attention. ownership and take pride in their work. 42 RBF Annual Report 2072-73

For this, longer durations of training making lesson plans. An effective su- need to be provided. One day trainings pervision system in addition to the will not suffice. training is essential to ensure that teachers plan their lessons well. For this H) Teachers and students learn best by the teaching load has to be lessened. using teaching learning materials. Al- though this was an important aspect J) Monitoring visits are essential: Surprise of the RBF program, it was not possi- and planned monitoring visits need ble to ensure that all the teachers used to be conducted every few months teaching material effectively. While the to know the actual reality in partner impact study results of Nawa Marga de- schools. Before embarking on a visit, picted that the materials had been used, the external scholars should be given more needs to be done during training time to conduct research on their own sessions to ensure teachers feel confi- to know the actual ground reality. dent to use the given materials. k. A post training implementation plan is I) Making lesson plans prior to the train- one of the most important elements to ings. Teachers are not in the habit of ensure sucess of a particular training. RBF Annual Report 2072-73 43

Annex 44 RBF Annual Report 2072-73

Annex 1 List of Partner Schools in Kavre

Gairibisauna, Deupur Nayagau, Deupur Tapesgwar H.S.S. Mahakali H.S.S. Bramhayani S.S. Dwarpaleshowar L.S. Mahadev P.S. Bindhbasini P.S. Jhalkanedevi P.S. Golmeshwari P.S. Devbalabhadreshwar P.S. Deupur P.S. Nabachetana P.S. Janaprabhat P.S. Panchakanya P.S. Mahankaleshwar P.S. Chandeni, Mandan Bhimsen P.S. Uma Shaha Shikshyalaya H.S.S. Bhabani P.S. Bindhabasini S.S. Kalika L.S.S. Baluwapati, Deupur Kulachaur P.S. Baluwa S.S. Kalikumari P.S. Mahakali S.S. Himjyoti P.S. Janakalyan L.S. Bhadrakali L.S. Jyamdi, Mandan Sanjivani P.S. Bagdevi H.S. Janasews P.S. Indrawati S.S. Nadajyoti P.S. Chamundadevi P.S. Jayasaraswati P.S. Mahdevsthan, Mandan Ganesh P.S. Dedithumka H.S.S. Bal Chetana P.S. Dedithumka L.S.S. Namuna P.S. Bhabani L.S.S. Janajagaran P.S. Umabidhyamandir L.S.S. Radhakrishna L.S. Jaishithok, Mandan Deurali P.S. Chandeni S.S. Saraswoti P.S. Chandrawati P.S. Bajrayogini P.S. Panchakanya L.S. Kalidevi P.S. Bhagawati P.S. Setidevi P.S. Janajagriti P.S.

RBF Annual Report 2072-73 45 of Average araswati 75 60 62 71 70 62 35 43 54 26 42 57 27 55 62 32 30 15 24 26 66 58 61 67 30 17 17 25 87 55 63 58 48 65 81 41 59 66 80 48 59 63 57 68 88 68 87 83 72 89 80 82 63 86 72 86 70 81 74 93 58 87 88 64 85 68 81 47 40 81 37 93 77 72 82 94 80 95 90 68 H.S.S H.S.S H.S.S H.S.S the schools 65 59 26 45 60 33 75 61 78 59 78 65 57 67 59 66 73 90 67 87 66 79 89 62 H.S.S H.S.S Rudrayani Rudrayani Prativa Yuva Mahendra Adarsha Saul Adarsh Harisidhi S ords ords nex 2 14 72 words clarity Story 15 per min) words (fluency Story 16 3 questions comprehension Story 75 67 13 comprehension Paragraph 3 questions 12 per min) words (fluency Paragraph 22 28 11 35 words clarity Paragraph 7 matras) (with recognition Word 11 w 8 words) (compound recognition Word 5 w 9 27 words clarity Sentences 10 per min) words (fluency Sentences 21 29 6 5 words meaning Word N. 2 (2) Comprehension Listening 4 questions 3 Barna 36 letters Byanjan 4 Barna 13 letters Shoor 5 5 words (simple) recognition Word 82 79 S. Language Component 1 (1) Comprehension Listening 3 questions An Findings of the Baseline Survey of EGR Survey of EGR Baseline of the Findings 46 RBF Annual Report 2072-73

Annex 3 List of Staff Members

Babita Sharma Chapagain Nirupan Karki Trainer Intern

Bhaikaji Rajbahak Pranay Rana Computer Database Officer Intern

Bharat Ghimire Safala Rajbhandari Office Assistant Trainer

Caitlin Sparks Saraswati Rajbhandari Australian Volunteer Training Coordinator

Chandani Singh Smriti Pokharel Junior Program Officer Communication and Documentation Officer Hari Pudasaini Finance and Admin Officer Sunil Pokharel Training Coordinator/Curriculum Expert Midesh Maharjan Trainer Utsav Neupane Trainer Min Bahadur Shahi Program Manager