The Effectiveness of the Teacher TrainingQuality Education Program

An Evaluation Report

Submitted to

Rural Education and Environment Development Center

(REED – Nepal)

Anamnagar, Kathmandu

2013

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STUDY TEAM

SN Name Responsibility Concerned district1 Prof. Bidya Nath

Koirala, Ph. D.Team Leader Taplejung

2 Dr. Saraswoti Bharati Senior Researcher

Taplejung

3 Ms. Saljita Shrestha Researcher Taplejung4 Mr. Rajkumar Dulal Researcher Solukhumbu, Sotang

Region5 Mr. Bijaya Raj Pant Researcher Solukhumbu, Sotang

Region6 Mr. Uttam Basel Researcher Solukhumbu, Nele

Region7 Mr. Tika Prasad Awasthi Researcher Solukhumbu, Nele

Region9 Mr. Ishwori Prasad

GyanwaliResearcher Solukhumbu, Khumbu

Region10 Mr. Sujan Raj Khanal Researcher Solukhumbu, Khumbu

Region

Team Facilitators from Reed Nepal

1. Janak Raj Joshi (Solukhumbu)

2. Keshav Dev Giri (Solukhumbu)

3. Rajendra Pant ( Taplejung)

EXECUTIVE SUMMARY

What makes education “sustainable” viz., relevant, effective,efficient and accessible to all? There is no single or unanimousanswer to this question. In fact, interplay of multiple factorsunderpins “sustainable education” and “teacher training” is one ofthose multiple factors. Reed Nepal is one of those significantorganizations that have attempted to boost “sustainable education” viaintroduction of “Teacher Training Program”. Reed Nepal has introducedTeacher Training Quality Education Program in three Himalayandistricts of Nepal, i.e., Solukhumbu, Taplejung, and Rasuwa. However,comparatively Solukhumbu has received longer term support from ReedNepal than other regions. Taplejung is fairly new and Rasuwa has gotminimum support from Reed Nepal.

This report encompasses comprehensive evaluation of “Teacher TrainingQuality Education Program” conducted by Reed Nepal in threeHimalayan districts of Nepal. The evaluation was done with the intentto identifying achievements as well as loopholes of the project. Theevaluation was basically centered on identifying the efficiency andeffectiveness of each training contents, training management, trainingprofiles of teachers, parents, students, school management committee(SMC) from quality education perspectives. The evaluation teamdocumented project achievements in (a) classroom settings (b)pedagogical changes (c) exam system (d) teacher’s reaction (e)community concern (f) government’s reaction (g) observations of thetraining skills transformation status (h) sustainability of theprojects initiatives. Along with the achievements, the evaluation teamalso documented the emerging issues and the lessons learnt from theproject implementation for further improvements and undertakings.

Ten persons were involved during evaluation of the project. Thesegroups of people reviewed documents, developed tools for all thestakeholders of education, tested them in Rasuwa, and finalized themin consultation with Reed Nepal for data collection. The study team

visited the field for two weeks and generated data through interview,class observation, focus group discussion, and reflection sessions.

The evaluation team found that the teachers were trained bothintensively and extensively, and monitored closely. Teachers wereassisted at the best to implement and practice their “learning” intoclassroom to make education more child-friendly. Because of theseinterventions, TTQEP made classroom setting and teachers' behaviorchild friendly. It also encouraged teachers to shift from monologue todialogue with students. Eventually, the project enabled students toimprove their learning achievements in case of Taplejung and Sotang aswell as Nele regions of Solukhumbu district. Nonetheless,notwithstanding TTQEP’s success stories at some regions, TTQEP did notfare well in Khumbu region of Solukhumbu district. This indicatesthat teachers of all program locations did not and/or could notutilize the Reed Nepal's training in the same way. The evaluationreport also documents that teacher training proved effective inseparately running primary and lower secondary schools but failed insome schools that had combined primary and lower secondary levels.Deurali Primary school, Deusha and Birendra Joty H. S. S. Sotangwere exception to it

Besides achievements of the project, the evaluation report alsodocuments some of the major challenges confronting TTQEP’ssustainability. Since teachers constantly require refresher training,frequent follow-up, periodic support, educational materials, and otherforms of non-material encouragements, TTQEP had a major challenge toresolve viz., “Who will take the responsibility of the teachers afterthe phase-out of TTQEP?” The discussion with DEOs clearly hinted thatthey were not yet ready to take the responsibility. Even the communitypeople are not able to do so technically. Moreover, teachers, SMC/PTAand local elites could not assure the evaluation team that theywill/can institutionalize Reed Nepal's inputs and process forsustainable and quality education.

Considering the challenge of TTQEP in continuing practical type ofteacher training program with constant follow up and guidance to keyteachers and Reed Nepal's staff, the evaluation team has also

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suggested measures to institutionalize Reed Nepal's initiative at thelocal level.

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LIST OF ABBREVIATIONS

CAS Continued Assessment System

CBO Community based organizations

CFS Child Friendly School

DEO District Education Officer

DOE District Education Office

FGD Focus Group Discussion

HSS Higher Secondary School

MOU Memorandum of understandings

NGO Non Governmental Organizations

PS Primary School

PTA Parents Teacher Association

REED – Nepal Rural Education and Environmental Development Center, Nepal

RP Resource Person

SMC School Management Committee

SS Secondary School

STT Subject Teaching Training

LIST OF TABLESTable 1: Reed Nepal's inputs for different stakeholders of education

Table 2: Number of the Informants

Table 3: Training beneficiaries of Reed Nepal's project

Table 4: Content of the Training

Table 5: Pedagogical changes in the studied classroom

Table 6: The difference that the community made in school

Table 7: DOE, DEO, and RPs on Reed Nepal's initiatives

Table 8: Transformed and pipelined skills of teachers

Table 9: Transformed and pipelined skills of other stakeholders

Table 10: Increased score of students in Taplejung district

Table 11: Students' score of Khumbu region

Table 12: Students' score of Sotang Region

Table 13: Students' score of Nele Region

Table 14: Students' score of Salleri Region

Table 15: SWOT of the Reed Nepal Project in display

LIST OF APPENDIX

Appendix A: LIST OF SAMPLED SCHOOL

Appendix B: REPORTED BEST PRACTICES OF SAMPLED SCHOOL

Appendix C: OBSERVATION CHECKLIST

Appendix D: SCHOOL/ CLASS OBSRATION FORM (developed by REED)

Appendix E: TEACHERS TRANING PROFILE

Appendix F: LIST OF THE SUPPORTED MATERIALS

Appendix G: LIST OF OTHER SUPPORTS

Appendix H: TOOLS

Appendix I (a): LEARNING NVIRONMENT OF THE SCHOOL AT SOLUKHUMBU DISTRICT

Appendix I (b): LEARNING ENVIRONMNT OF TH SCHOOLS AT TAPLEJUNG DISTRICT

Appendix J: EXPECTATIONS OF TEACHERS DURING TRAINING

Appendix K: OVERALL ASSESEMENT PARAMETERS OF THE REED NEPAL PROJECTS

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TABLE OF CONTENTS

STUDY TEAM...........................................................2EXECUTIVE SUMMARY....................................................3

LIST OF ABBREVIATIONS................................................4LIST OF TABLES.......................................................5

SECTION ONE: INTRODUCTION............................................2BACKGROUND..........................................................2

LEARNING FROM LITERATURES...........................................2EVALUATION OBJECTIVES...............................................4

PROJECT INPUT.......................................................4EVALUATION METHODOLOGY..............................................5

SECTION TWO: PROJECT INTERVENTIONS...................................71. CONTENT AND TRAINING MANAGEMENT.................................7

2. PROJECT ACHEIVEMETN FOR QUALITY IMPROVEMNT.....................103. PROJECT ASSESSMENT.............................................11

SECTION THREE: MAJOR FINDINGS.......................................19OVERVIEW...........................................................19

OVERALL ASSESSEMENT OF THE PROJECT.................................24THE SWOT RESULT....................................................25

SECTION FOUR........................................................27ISSUES AND FUTURE DIRECTION........................................27

ISSUES...........................................................27FUTURE DIRECTION...................................................28

REFERENCES..........................................................30APPENDIX............................................................31

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SECTION ONE: INTRODUCTION

BACKGROUNDEducation has witnessed remarkable paradigm shifts over the last fewyears in Nepal. From 1950's to 1990s, “access to education” formedone of the most significant national agenda. Nevertheless, since1990s to 2000, education paradigm shifted from “access to education”to “quality education”. From 2000 onward the country headed to tripleQ i.e. quality input, quality process, and quality product. The RuralEducation and Environmental Development Center, Nepal (Reed Nepal)since its inception in 1997 captured the contemporary shifts and hencefocused on teacher training along with other inputs such asscholarship, physical facilities, and many others. Its assumption wasthat the teacher training can make teachers socially accountable tobring all children to school; it can support teachers for qualityteaching and quality learning; it also can help teachers yield qualityoutput and outcomes.

Based upon the above mentioned assumptions, Reed Nepal implemented its“educational project” in Khumbu region of Solukhumbu district in 1997.Sir Edmund Hillary’s Himalayan Trust funded this initiative until2005. At present, the project has been expanded from Khumbu region toSotang and Nele regions of Solukhumbu district with the financialsupport of Himalayan Trust of United Kingdom. Likewise, Reed Nepal hasalso introduced this project in four clusters of Taplejung districtunder the financial aegis of Australian Himalayan Foundations. NepaliVillage foundation Australia and Naulakh Foundation are the financialpartners (supporters) of Reed Nepal.

Reed Nepal has developed a three year long teacher training course.This course consists of ten days’ main courses, refresher courses,capacity building workshop, and orientation programs. Thebeneficiaries of this course include schoolteachers of all levels, keyteachers, School Management Committee (SMC) and Parents Teacher

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Association (PTA) members, community members and obviouslyschoolchildren. Reed Nepal also provides educational andinstructional materials to its target schools (program introducedschools). Set of educational materials, child friendly furniture, andlibrary books are some of the examples of the provided materials(appendix F).

Official data shows that 1177 teachers and 26,500 students of 210schools have been benefitted directly. The number of the indirectbeneficiaries was more than double as the community people had alsoparticipated in orientation, workshop, and training programs. Directbeneficiaries include 70 key teachers who have been capacitated withnumber of trainings and workshop. They have developed leadershipability and facilitation skills to prepare quality teachers throughtraining, monitoring, and guidance. All the beneficiaries, although indifferent ways, have been instrumental in “raising awareness” on childparticipation and child rights.

LEARNING FROM LITERATURESThe study team reviewed project related documents (AHF & Reed Nepal,2011; Reed Nepal & DOE Solu, 2010; Reed Nepal & DOE Solu, 2009; Reedin Taplejung, 2007; Reed & DEO, 2007; Reed& DEO Salleri, 2005; Tucker,2001). These documents highlighted different aspects of education.The table below presents the major findings and learning derived fromthe review of related documents:

Synopsis of Document Review

Literature Major Highlights Learning for furtheraction

AHF & Reed Nepal,2011

Education is not parentsfriendly (P.7); CAS asproblem (P. 7). Highlyambitious role of keyteachers (P.7);coordination of training

Promote child clubs asan agent ofenvironmentalsustainability; alignwith governmentpolicy; manage

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is required (P.8); keyteachers are notorganizing training(p.10); communityorientation program istaken as a burden (P.10).

volunteer teachers tofit with local needs;improve gender equity.

Reed and DEO Solu,2009

Highlighted Reed Nepal'srole for the creation ofchild friendlyenvironment at classroom,school, and community;showed the importance oflocal curriculum, mathquiz, and mind mapping.

Emphasize teambuilding; regularizebrain gym; share thelearning of the keyteachers to all.

Reed in Taplejung,2007

Highlighted Reed Nepal'sprogram like brain gym,use of educationalmaterials, school selfassessment practice.

Train teachers inmulti-grade teachingmanagement, collectiveownership, andcommunityrelationship.

Reed Nepal & DEO,2007

Teachers felt difficultyin handling multi-grades.

Enhance socialnetworking among thekey teachers for theirlong termsustainability.

Reed Nepal and DEOSalleri, 2005

Teachers were trained inchild centered teaching,material development, useof checklist, motivation,and child psychology

Address languageproblem of the ethnicstudents; Enhance easyaccess/approach ofteachers to materialcollection anddevelopment.

Tucker, 2001 Reed Nepal helped improvephysical facilities inschool; teachers usededucational materials forclassroom instruction;students were neat andclean; teachers andcommunity had functionalcoordination.

Promote bilingualism,where English beemphasized equally;invite only thoseforeign volunteers towork withschoolteachers whohave educationbackground; develop

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Salleri TeacherTraining Center asCenter of Excellence.

The study highlights showed that Reed Nepal did many things to providequality education in its project schools. In fact, it met theexpectations of the teachers that were mentioned during training.Some of the learnings from these documents were found addressed butthere were some others that were not addressed yet. For example, ReedNepal became able to align its program with NCED in terms of the useof teacher training package. Nonetheless, it simultaneously failed todevelop school monitoring system that could be sustained undergovernment structure. The sustainability of Key Teachers, the fund topay the increased allowance to the teachers during training, regularmaterial supply to the schools are some of the examples that accordingto DEOs of the study districts government couldn’t afford. Thedevelopment of Salleri Teacher training center as center of excellencewas also one of the unfinished businesses of Reed Nepal.

The analysis of teachers' expectations also indicates that teacherswere still looking for the training on multi-grade teaching, all-inclusive pedagogy, language problem of the ethnic groups (appendix,J). This indicates that Reed Nepal has been inventing the same wheelover the years. It was partly so because of its program expansion andpartly so because the training of one place did not work as a modelfor other places.

EVALUATION OBJECTIVESIn general, this study has been conducted with a viewpoint to evaluateachievements and shortcomings of “Teacher Training QualityEducation Program” conducted by Reed Nepal. In particular, thisevaluation study aims at meeting following objectives:

1. To analyze the teacher training contents and training managementfrom quality education perspectives.

2. To prepare teachers’, parents’, students’ and school managementcommittee (SMC) members’ training profiles, which they receivedfrom Reed Nepal and other organizations (if any).

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3. To document achievements of the project in promoting qualityeducation in schools.

4. To assess the project’s achievements in various areas viz., (a)classroom settings (b) pedagogical changes (c) exam system (d)teacher’s reaction (e) community concern (f) government’sreaction (g) observations of the training skills transformationstatus (h) sustainability of the project initiatives, etc.

5. To identify and address emerging issues and provide measurespertinent to quality education.

6. To generate lessons learnt so as to highlight strengths,weaknesses, opportunities, areas for improvement of the projectand measures to mainstream the “learning” in regular teachertraining program.

PROJECT INPUTIn order to change the traditional mindset of different stakeholdersof education, Reed Nepal began to work directly with the teachers,parents, students, and SMC/PTA members. It aimed at making childfriendly classrooms, introduce dialogical pedagogy in teaching,optimize the use of instructional materials in the classroom, andchange the evaluation system. Reed Nepal also supported its projectschools with varieties of materials (appendix F & G) that children cansee, compare, correlate and learn with them. It encouraged schools todecorate classrooms with educational materials. Reed Nepal alsoprovided a set of books (192 in number) to almost its entire projectschools (appendix G) to start a mini library. The support was evenbetter and stronger in Khumbu region of Solukhumbu district for theestablishment of library. Its intention was to encourage readingculture among students. Apart from these provisions, Reed Nepalprovided extra English teacher support to 5 schools of Solukhumbu. .

Reed Nepal supported schools for child friendly sitting arrangementi.e., floor sitting for lower grades, desk and bench support forhigher grades. In addition, Reed Nepal provided partial funding to theschools for classroom supports and science equipment facilities. Thespecific inputs that Reed Nepal provided to the educationalstakeholders have been synopsized in table 1.

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Table 1: Reed Nepal's inputs for different stakeholders of education

Schools Teachers Students Key Teachers*

Parents SMC/PTAmembers

ResourcePersons

Educational andnoneducationalmaterialsupplies(appendix, F &G)

Tendays'basictraining

Sixdays'refreshertraining

Childfriendlysittingarrangement

Referencebooksforlibrary

Sixdays’training

Onedayorientation

Threedays'workshop

One dayorientationprogram

Included astrainers

Source: Reed Nepal, 2013

*Apart from their regular salary, key teachers receive Rs 3-4,000 from Reed Nepal a year ashonorarium. S/he gets Rs. 500 a day during training with accommodation facilities while otherteachers receive only Rs 200 a day. Key teachers used to receive Rs. 500 for writing report toReed Nepal but now this amount of money has been increased by Rs. 1000. Apart from thesemonitory incentives, Key Teachers obtain 6 days' extra training. These key teachers areresponsible for class observation, individual and group discussion with teachers to bringimprovements in learning, and maintaining cordial relationship with all stakeholders ofeducation.

EVALUATION METHODOLOGYStudy process

To begin with, the evaluation or study team reviewed all the requiredReed Nepal's documents. These documents gave the team an insight todevelop tools for data generation from the field. The team also metthe project personnel and discussed over their concerns. Byamalgamating the insight of the literatures/documents and the concernof the project personnel, the study team prepared the tools fordifferent stakeholders of education (appendix, H). By incorporatingthe comments and the concerns of Reed Nepal personnel, the teamfinalized the tools for pilot testing.

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The evaluation team tested the tools in 3 schools and their catchmentsat Rasuwa district. This pilot testing worked in two ways: (1) ittrained the field researchers and (2) it got inputs from the field torevise the tools. During the process, the field researchers includingthe team leader observed classes, interviewed teachers, met keyteachers, organized group discussion sessions with students, parents,SMC/PTA members, and interviewed resource persons.

After the pilot testing of the study tools, the study team shared itsobservations and learning with Reed Nepal's project personnel. Byincorporating the reflection of the team members and the Reed Nepal'spersonnel, the tools were finalized for fieldwork.

The nine members’ study team started their field work on 17th of August2013 and completed it on 31st. of the same month. Three groups, eachcomprising of two members of the study team visited three regions ofSolukhumbu district for data generation. One group visited Taplejungfor the same purpose. Each group of the study team was accompanied bythe Reed Nepal's personnel. The purpose of Reed Nepal’s personnelaccompanying the study team was to show the trail to project schooland help the field researchers crosscheck the information that thefield researchers obtained through different measures. The teamleader, on the other hand, visited some schools of Taplejung districtand also monitored the work of field researchers of both studydistricts through his mobile communication. The field researchersalso communicated and updated their filed experiences to the teamleader and their counterparts for reciprocal learning.

Sample size

Prior to selecting school samples, the study team and Reed Nepal'spersonnel set three criteria. The mutually agreed criteria were (1)representation of the region (2) accessibility, and (3) school rankingas best, moderate, and worst doers. Using the criteria, Reed Nepalselected 28 schools as sample (appendix, A). Out of these sampleschools, 22 were taken from Solukhumbu and 6 were drawn fromTaplejung. The table below gives the details of the sample size ofthis study.

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Table 2: Number of the Informants

ParticularsStudy district

Total  Taplejung SolukhumbuNo. of Head Teacher 6 22 28No. of teachers 32 118 150No. of Key teachers 4 15 19No. of students 53 151 204No. of Parents 27 102 129No. of SMC members 20 96 116No. of education officials in DEO 3 7 10Total 151 533 684

Study tools

The study team applied five sets of evaluation tools. The first set oftools solicited the information from interviews and focus groupdiscussion (appendix H). The second set was applied to cross check theresource materials provided by REED and its uses in teaching learning(appendix F). The third set was used to cross check the teachers'trainings duration and its implementation in the classroom (appendixE). The fourth set was applied to collect the information from school/class observation (appendix D which was developed by Reed Nepal). Andfinally, the fifth set was used as a checklist of the resourcematerials (appendix C).

Analysis and interpretations

Quantitative data was drawn from official record whereas qualitativedata was schematized and grouped into different themes. Both thequantitative data and the qualitative information that the fieldresearchers obtained, were presented simultaneously to locate thesimilarities and differences between the two kinds of informationgenerated. Efforts were made to bring different perspectives of thestakeholders on the same issue. Based upon these interpretations,issues and learnings were drawn.

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SECTION TWO: PROJECT INTERVENTIONS

1. CONTENT AND TRAINING MANAGEMENT

Teacher training program has a six decade long history in Nepal. Overthese decades, Ministry of Education has been able to train 94.46%teachers of primary grades; 80.7% of lower secondary grades; 90.7 % ofsecondary grades; and 64.1% of higher secondary grades. But theresearch (Subedi et al., 2009) shows that these trainings have notbeen effective to improve teaching and learning situation. In orderto address these shortcomings, a number of teacher training providershave been putting their efforts and resources. Reed Nepal is one ofthem that have provided the training to different stakeholders ofeducation. The table below displays the list of the trainings andtheir beneficiaries in the project districts.

Table 3: Training beneficiaries of Reed Nepal's project

 Beneficiaries Taplejung SolukhumbuProject school 30 240No. of trained teachers 180 1277No. of trained key teachers 10 60No. of SMC/PTA members (3 days) 150 1670No. of parents (orientation) 1000 5000No. of children (orientation) 2,500 24,000

Reed Nepal's training has three phases. Each phase lasts for tendays. The contents vary in each phase (table 4, below). The firstphase focuses on classroom management, child psychology, and basicskills in developing educational materials. The second phase coversteaching strategies, classroom teaching practices, role model,behavior management, micro teaching and communication. The third phaseemphasizes on subject teaching, which covers the major five subjectssuch as English, Math, Science, Nepali and Social Studies.

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Reed Nepal organizes six days’ refresher training each year to updateteachers’ professional knowledge in their major subjects. Though theproject year differed for the study districts, the training contentswere the same (table 4, below). Table 4 provides the glimpse of thetraining contents of the Reed Nepal to different stakeholders ofeducation.

Table 4: Content of the Training

Training type

Contents of the training for all the teachersFirst Phase – 10

daysSecond Phase – 10 days Third Phase – 10

daysBasic Classroom

management, childpsychology, selfesteem, basic skillsin making classroommaterials.

Teaching strategies,practices of makingclassroom teaching ;teaching learningmaterials; role model,behavior management,characters of goodteacher, childpsychology, microteaching;communication skills.

Subject TeachingTraining (STT) -English, Math,Science, Nepali,Social Studies.

Refresher

Learning style, 8intelligence,teaching strategies,book making, activereading

STT – English,Science, Math,Science, Nepali,Social Studies

STT – English,Science, Math,Science, Nepali,Social Studies

Contents of Key teachers training/workshopFirst Phase – 6 days Second Phase – 6 days Third Phase – 6

daysRole and responsibilities ofkey teacher, child friendlyteacher, role of goodmanager, practice of classobservation form; feedbackform.

Effectivecommunication skills,leadership skills,role of key teachers,practice of classobservation form.

STT – English,Science, Math,Science, Nepali,Social Studies.

Contents of the training of SMC/PTA membersFirst phase – 3 days Second phase – 3 days Third phase – 3

daysRole and responsibilities ofSMC/PTA formation.

Process of formationof SMC/PTA, role of

Importance ofSMC, possible

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head teacher, role ofleader, role ofmanager, formation ofvillage educationcommittee.

work for SMC,annual planpreparation,child friendlyschool.

Contents of the parents' orientation programsRole of parents, concept of child friendly school, information aboutSMC/PTA, sharing their attitudes towards school.

Apart from the above training contents, Reed Nepal also conducts classobservation, gives demonstration classes, provides feedbacks, andhelps its stakeholders of education in making teaching learningmaterials, organizing meeting, data collection, and students'counseling.

In the management, Reed Nepal makes an assessment of how teachers areperforming in the classes, whether the materials have been best usedor not. It does so in three ways. First, Reed Nepal examinesteacher’s teaching technique. Second, it identifies the use ofresource materials in the classroom. And, third, it checks whetherteachers prepare lesson plan or not. Reed Nepal has also developedlesson observation tool to identify the focus of teachers in teachingand students activities / performances (appendix, D). It also providesa set of materials (appendix F) every year to its project schools sothat even the resources lacking schools and schools of remote areaswill be able to engage students in teaching learning process.

Reed Nepal has developed follow up mechanism at two levels. At theground level, it has prepared key teachers as supervisor, monitor, andcounselor. At the project level, its staffs crosscheck the work ofthe key teachers. Reed Nepal's trainers visit school at least twice ayear. They observe classes and provide support to the teachers inschools. Similarly, key teachers are trained in a way that they tooprovide technical support to the teachers of their assigned schools.Usually, key teachers are assigned for 3-5 schools, based on theschool distance. These key teachers visit schools at least twice ayear, observe the classroom and provide technical support to the

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teachers when confronted with difficulties. They also equip theirfellow teachers through telephone as per demand and necessity.

Unlike others, Reed Nepal follows whole school approach to training teachers and other stakeholders of education of that catchment. This type of training was experimented in BPEP II and was found effective to translate/practice training into classroom.

The study team analyzed the training contents and reviewed itsdelivery management. The team found that all the contents wererelated to teaching and learning process (table 4). Some of them wererelated to human resource mobilization: mobilization of students,teachers, parents, and community elites. The team also cross checkedReed Nepal's training contents with that of NCED and Rato BanglaFoundation and found that the contents were almost the same. Forinstance, even NCED and Rato Bangla Foundation’s training contentsincluded motivation, pedagogy, evaluation techniques, communitymobilization, lesson plan, home work, classroom setting, and childfriendly approach to teaching i.e. give up corporal punishment, changesitting arrangement, involve students in teaching training process,call them by dignified language and name etc. This cross check alsoprovided a clue that Reed Nepal added very little content like braingym but implemented the ongoing ones in a practical way.

For the training management, Reed Nepal implemented whole schoolapproach to teacher training. Because of this training, all teachershad developed the same thoughts. They used to share the applicabilityand non-applicability of the training contents in their classroom.This practice had also addressed the problem that “teachers don’tshare their learning to their colleagues” (Subedi et. al, 2006). Butthe students had another concern. Penwa, a girl child of Solukhumbuexpressed her concern in the following words,

We girls can hardly manage time to come to school. When all the teachers of our school go for training; we don’t have classes forlonger days. In other occasion as well, some teachers leave school without any information; it also disturbs our class for some days. So our main concern is why doesn’t Reed Nepal organizetrainings during summer and winter vacations.

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Penwa's concern gives Reed Nepal's management different options forteacher training: the first option is to organize teacher trainingduring the long vacations. The second option is to develop mobiletraining program and train teachers while teaching at their ownschools. The third option is to train teachers in the morning and theevening at their convenient location without impeding the regularclasses. The fourth option is to prepare self learnt modular trainingprograms for all teachers and shorten the training duration so thatthe classes will not be hampered. The fifth option is to developvideo clips of individual teacher and enable them to be reflective inhis/her own.

To the question, “what worked well?” the response of the teachers wasthat “the training, the material support, the management, and thefollow up program of Reed Nepal worked well”. This response alsovoices Penwa's concern. The study team found all the stakeholders ofeducation were of the same opinion that "follow up of Reed Nepalthrough its key teachers, PTA/SMC members, Reed Nepal's personnel, andRPs" worked well in enhancing teachers’ ability and willingness forbetter and quality teaching. However, there were some teachers at bothdistricts who gave credit to Reed Nepal's training. These teachersmentioned, "The contents are the same but Reed Nepal made itpractical". This indicated that it was commendable how Reed Nepal'smanagement made the same training contents practical and worthy.

1.2 Training profile

Practice shows that training, trainings, and opening are the threeterms that are often used in stakeholders' preparation. “Training”emphasizes particular method. “Trainings” provide multiple options toaddress/resolve the same issue/problem. And, “opening” gives clue tothe stakeholders. Reed Nepal has however followed the second approachto teacher training. In other words, it applied trainings that gavestakeholders multiple choices and options to address the localproblem. Reed Nepal also encouraged its trainees to come up with newthought and creative ideas as their own approach to facilitateteaching learning process.

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The study team has also prepared a training profile of thestakeholders of education (appendix, E). This profile shows that allthe stakeholders of education have been trained and/or oriented intheir prescribed roles as teacher, as SMC/PTA members, and as parents.But they were not prepared to learn each others' role. Because ofthis specified training/orientation, there were some misunderstandingsas well. For instance, some teachers were hesitant to be supervisedby the lowly qualified SMC/PTA members. They were also feelingawkward to be monitored by the primary schoolteachers as the keyteachers. Even the key teachers had perceived shared the samefeeling. These hierarchical mindsets of the teachers and thepositional power seeking attitude of the SMC/PTA were the areas thatseriously required addressing.

Training profile also gives a clue that the stakeholders of educationhave received various trainings/orientations. In the words ofteachers of Taplejung and Solukhumbu, “all teacher trainings werealmost the same. Some of them have received different terminologylike active teaching, child friendly learning etc". However theyfound brain gym as new to many trainers, all teachers and otherstakeholders of education. This demands constant reflection as well asrestructuring of the earlier trainings/orientations.

All the stakeholders of education have their own ways of doing andthinking. But the discussion with them revealed that these doing andthinking were yet to be explored and linked with Reed Nepal'straining: training to help teachers teach science through Tongba (localbrew), math through odan (local fireplace), social study through doko(load carrying basket) weaver and doko users, language through the useof oral culture and the likes. So was the case with the training ofthe SMC/PTA. There were many cultural ways to monitor and supervisehuman beings and cattle. These cultural ways need to be explored anddisseminated among SMC/PTAs to help them localize training and performtheir roles in an unobtrusive way.

PROJECT ACHIEVEMENTS FOR QUALITY IMPROVEMENT

The word quality is a relative term. It has different connotations todifferent stakeholders of education. The study team found that

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quality is the improved score and competent ability of the studentsfor teachers. For the parents, it is English speaking ability and thepotentiality to obtain job in future. For students, it is theregularity of the class and teachers' ability to teach them in an easyway. And, for RPs and government officials, it is an achievement ofcompetency based curriculum. The common understanding is thatstudents should have minimum level of competency as per their age,grade, and curricular assignments. It is also the ability to harnessjob once they leave school.

Keeping these ascribed parameters of quality education in mind, thestudy team analyzed students' score of the schools they were studying.The analysis shows the following result.

The study team asked students of grade 3-5 to read Nepali and solvemathematical problems. The team also checked students' exercise books,reviewed teachers' approach to score students, and came to theconclusion that children were poor in reading and writing; they hadunmanaged exercise books and yet teachers were not suggesting studentsproperly. For example, in Saraswoti LS, Tapethok of Taplejung, onlytwo children read fluently among thirteen in grade five. The similarcases found in Deurali PS Deusa. In khumbu – Nele region, 70 %children had done their homework but only one third of the teacherswere checking students' homework seriously.

The study team also noticed that local teachers had high tendency ofusing less time in school; punctuality and regularity was the questionfor them. There were some parents and SMC/PTA members who werereluctant to accept local teachers. The complaint of these informantsof both the district was, “vaneko Pani Terdain, garda pani gardain, k garne testoteacher lai, dusmani molna pani sakdainau" meaning local teachers are notdutiful and we want to get rid of them but we don’t want to take riskas well because they are local.

2. PROJECT ASSESSMENT

The study team assessed Reed Nepal's project by using 8 parametersviz., (a) classroom settings (b) pedagogical changes (c) exam system(d) teacher’s reaction (e) community concern (f) government’s reaction

25

(g) observations of the training skills transformation status (h)sustainability of the project initiatives. Below is the result of theproject assessment.

Change in classroom setting

Observation shows that teachers had changed classroom settingsespecially in primary grades. These changes had allowed students tolearn from each other. It had also reduced teachers' traditionalapproach to teaching: Teachers had been changed into facilitators andwere found scaffolding while students asked questions to them. Inother words, they had encouraged students to learn from peer and alsolearn from dictionary, library books, and community elites. Thepictures below depict the changed classroom setting. Picture 1:Students learn in group

Students at self reading: Apicture of Sewalung school ofTaplejung

Students at learning using material,A picture of Rani PS of Taplejung

The changed classroom setting had different meanings to differentpeople. For transformative teachers, it was an easy way to engagestudents in learning. For the traditional teachers, it was adifficult setting to let students listen to the teachers while s/heused to write in the black/white board. For some parents, it was

26

child friendly setting and for some others, it was a lazy business ofthe teacher. Despite all these observations of the stakeholders ofeducation, students of both the districts found that the changedclassroom setting was very interactive and friendly to them.According to them, "The changed setting was a fun, a way to learn fromthe friends, a way to make close friends for better learning, and away to learn even if the teacher is absent in class".

But the study team found that the changed classroom setting was notapplied in higher grades. Teachers had four arguments for it. Thefirst argument was that the furnitures were not available or adequateto redesign the classroom setting. The second argument was that theclasses were not appropriate. The third argument was that Reed Nepaldid not suggest them to do that way. The fourth argument was that itis not desirable for both the teachers and the students. The studyteam found that a very few teachers had developed alternative way toclassroom setting. Most of the teachers were following the traditionalsystem i.e. all students facing towards teachers.

These mindsets of the teachers left the impression on the study teamthat although teachers of all levels were trained simultaneously; theconcept of “changing classroom setting” was not applied in the highergrades. As to “why there is difference as such” is yet to be answeredand resolved.

Change in pedagogical process

Pedagogical change is the next parameter to assess the project.Classroom observation, interview with teachers, and FGD with parentsand students gave information that teachers were gradually shiftingfrom chalk and talk method to student friendly approach of teaching.The pedagogical change that was observed and/or reported in the studydistricts are as follows:

Table 5: Pedagogical changes in the studied classroom

Pedagogical changes Classroom practice of Taplejung and SolukhumbuFrom long lecture to activity based teaching

Teachers have changed their traditional lecture based practices to activities based teaching learning approaches.

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Children have ample time to participate in discussion

Children have been encouraged to do project work

From less use to more use of teaching materials

Teachers have been using educational materials while teaching. The number of educational material users has been increased.

Some teachers were using drawings in the absence of appropriate educational materials for them. It was so, especially in mathematic classroom.

Teachers were using local materials in teaching sciences and social study.

Classrooms were decorated with teacher – student made materials such as posters, pictures, flash card etc.

Students were using educational materialsfor their pair and group learning even inthe absence of teachers.

From no lesson plan toalternative plan

Busy teachers have developed the culture of preparing mental lesson plan.

Teachers who teach 5-7 periods have begunto keep logbook of their taught lesson.

Both types of teachers have begun to inform students about the next lesson to be taught.

From textbook to reference book

Schools have established mini library. Students have developed the habits to

look for new books to learn daily. Students are encouraged to use globe,

maps and other reference books.

Table 5, as mentioned above, shows that classroom culture has been changing gradually. This change was in favor of students. It gave students the opportunity to learn in their own as well as with their friends. Teachers were also found comfortable to engage students in learning. They were also found reducing their teaching for students' learning.

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Change in exam system

Over the years, DOE emphasized more on formative evaluation system.It introduced liberal promotion policy up to grade 6 and quarterlyexam system in other grade instead of traditional half yearly andearly system. Reed Nepal also reemphasized on the DOE policy.Because of this reemphasis, teachers had prepared students' individualportfolio up to grade 5. They had implemented liberal promotionpolicy as well. But the teachers were not comfortable with theliberal promotion policy as they argued, "students with lowperformance also get promotion. Because of this situation studentsfail in higher grades". The common understanding of the teachers oftwo districts was crosschecked whether there were remedial classes tothe weaker students. Interestingly, there were none. Similarly,efforts were made to find out the easiness and difficulty associatedwith the CAS forms to be filled out by the teachers. The study teamfound that the teachers were facing difficulty in filling students'evaluation form as per demand and requirement. These two casesimplied that teachers failed to implement liberal promotion policy asit was envisaged by DOE and reemphasized by Reed Nepal.

The study team also found that teachers followed traditional type ofexam system i.e. summative exam, paper pencil test, rating instead ofevaluating the students, and exam in a terrorized situation. Theywere finding difficulty in applying continuous assessment system (CAS)by saying that “We felt difficulty to apply CAS completely, becausesome students are not regular due to their family problem. We couldnot address family problems however”. They further said, “Class-upgrade without final exam has created distrust between parents andteachers, hence they too raised question against it like us”. In thewords of parents of Taplejung, “This system should be reformed in away that our children will be able to read and write correctlyaccording to their grade and age; otherwise we need to think about theintent of our teachers.”

Notwithstanding above mentioned problems, some teachers were usingproject work as exam system. But these teachers' experience was yetto be widely disseminated.

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Change in teachers 'reaction

The periodic reports of Reed Nepal gave intuition that some teachersof both the districts were not professionals: they were just likejagirdar (careless for the assigned duty). "This jagirdare concept was nomore with us" said the teachers of Taplejung district. Their sayingindicated that teachers have been changing gradually: they havedeveloped professionalism. Because of this changed professionalattitude, they were trying to be creative in their own. Thecreativity of the teachers of both districts was observed in thefollowing ways:

Teachers were accepting less qualified Key Teachers as well astheir supporter, guide, and supervisor. This signifies that thetraditionally embedded hierarchical mindset of the teachers hadbeen changing gradually.

Key teachers were also introducing unobtrusive approach tomonitoring and supervision, as traditional supervisors wereregarded as boss but the Key Teachers were regarded as theirprofessional helpers.

Culturally, teachers used to be comfortable in lecture methodbut now they were found engaged in dialogue with students andare also child friendly while dealing with them.

Teachers have begun to provide more time for students'activities instead of teaching only the course book.

Change in community concerns

History shows that in both districts, local elites opened schools,donated cash and kinds, exchanged their voluntary labor, and gaveinvaluable advisory support. Over the years, this enthusiasm of thecommunity had been changed into carelessness and gossip of the day.But the Reed Nepal became instrumental in regaining community concernsin schools. It provided the three days’ training for SMC/PTA membersand one day orientation program for parents and the community members.The training covers importance, role and responsibilities, possible

30

work etc. including the concept of child friendly school. Similarly,the orientation program for parents and community members focused onimportance of parental support, SMC’s role, child friendly school etc.(details, table 3). Because of these training and orientations thecommunity people realized their responsibilities towards the school.They also imbued the importance of child friendly school environment,child rights, and child right protection. Because of these inputs,community people performed some activities and others were in thepipeline:

Table 6: The difference that the community made in school

Communityconcerns

Solukhumbu Taplejung

Ininfrastructuredevelopment

Community people havesupported in infrastructuredevelopment in all visitedschools.

SMC/PTA and parentsshowed their activeinvolvements inmonitoring the teachersand supporting school forinfrastructuredevelopment.

In schoolmonitoring andsupervision

Balkanya PS had noticeablesupport of parents tomonitor and superviseteachers and studentactivities in a regular way

In Rani Primary school,parents were monitoringthe schools regularlyright from the morning tothe daylong. Otherschools were alsoplanning to do so.

In teacherrecruitment

Community people haveraised money to provide thesalary of the teachers.

Parents are willing tosupport food and lodgingto the qualifiedteachers.

In introducingIT inclassroom

Elites of the community have been encouraging schoolmanagement to introduce IT.

In improvingstudents'achievement

Guardians of Singhakali HSSwere monitoring theprogress of their childrenregularly

Mothers group of Rani PScatchment have beenmeeting every threemonths to discuss theissues related to

31

teachers and students.In makingteachersprofessional

Local elites and educatedtourists have beensuggesting schoolteachersto be child friendly.

Parents of Rani PS areproviding one to two hourtime for their childrenat home for their classpreparation and homework.They are cross checkingchildren’s exercisebooks.

The study team also found that communities had been active to ensureminimum physical facilities in school. Because of this, the studiedschools had enough classrooms and toilets. The expression of theparents of Phoktalung, Taplejung is the testimony of it that says,“Even you cannot imagine how the schools looked like before; it waslike a ‘goth (cowshed) but now it is completely changed.” So was theresponse of the parents of Balkanya Primary School of Solukhumbu.This change was possible because of the active participation andcontribution of the SMC / PTA members, parents and local community.Obviously there is Reed Nepal to make the parents active.

Change in government reaction

DOE has been signing MOU with bilateral agencies and INGOs for jointundertakings. But there are very few NGOs that have signed MOU withDOE for such initiative and Reed Nepal is one of them. Influenced bythe performance of Reed Nepal, DOE signed MOU with it. Among manyothers, this MOU has allowed Reed Nepal to develop training package,run it in its project schools, and accredit the teachers' trainingcertificate on behalf of the Government. Reed Nepal was foundsuccessful to translate this belief system into action. The followingwere the areas that DOE, DEO, and RP believed on Reed Nepal:

Table 7: DOE, DEO, and RPs on Reed Nepal's initiatives

Areas ofreaction

DOE DEOs RPs

Trainers' ability

Met NCED's norm for teacher

Worked with DEO for the selection of trainers

Used potential RPs as roster trainers

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training. Classroom performance

DEOs report shows that classrooms have been changed; teachers havebeen positivetowards theirrole of transforming society.

Better in performancebut the problem lies in the sustenance of the project spirit because (a) DEOs cannot support Key Teachers' on top remunerations, (b) they cannot ensure regular supplies similar to that of Reed Nepal to the project school (c) they cannot monitor and supervise school as Reed Nepal is doing because DEOs don’t have adequate staffs for it.

We have earned credibility of a good trainer and support provider because of Reed Nepal.

We also learnt brain gym that Reed Nepal taught to its project schools. We are encouraging other schools as well to apply this gym to makestudents always activeand creative.

Systemicimprovement

X Our training used to be "paper tiger" but Reed Nepal made it implementable

We have been able to regularize educationalmaterials’ exhibition with the help of Reed Nepal

The analysis of the response above shows that Reed Nepal has been ableto earn credibility from the government side. But it has also raisedthe issue to discuss further. The issue is how to sustain the supportsystem of Reed Nepal with the meager resources of the governmentsystem and how to make government's teacher training programimplementable at the classroom.

Transformed skills in the classroom

The review of the training packages shows that Reed Nepal provideddifferent skills to different stakeholders of education. This wasreconfirmed with informants as well. Table 8 depicts the list of theskills that the stakeholders obtained through Reed Nepal's training,orientation programs, and workshops. Some of the skills were

33

transformed and others were in the pipeline. The table below displaysthe transferred and pipelined skills of the teachers.

Table 8: Transformed and pipelined skills of teachers

Received skills Transformed skills Pipelined skillsCreating childfriendly classroomsetting.

Sitting arrangement ofprimary grades has beenchanged.

Students of highergrades are waiting forchanged sittingarrangement.

Child friendlyteaching

Creative and youngteachers have been able toapply child friendlyteaching approaches.

Very experienced butchange resistingteachers were yet tobe convinced for childfriendly approach.They were convinced onthe old maxim that ofspare the rod andspoil the child.

Materialdevelopment

Although most of theeducational materials wereprepared during training;they were hanged on therope and pasted on thewall. Some of theteachers were alsoreferring them whileteaching and others wereusing them asinstructional materials.

Some teachers feltdifficulty in usingeducational materialswhile teaching. Theywere in need ofreflective materialsi.e. approach to helpstudents recap thelived materials andlink the lesson withthe reflectedmaterials that way.

Communitymobilization

Mothers group, SMC/PTAmembers, and communityelites of some schoolswere found volunteering aslocal supervisors to theirschools.

This volunteerism wassupposed to beimplanted in otherschools as well.

Table 8, as mentioned above, shows that some of the ideas like childsitting arrangement, use of educational materials, and use of local

34

supervision were transformed. But the same ideas were waiting to beapplied in higher grades and in some schools of the project VDCs.

Apart from the teachers, the study team also tried to figure out theeffect of training with other stakeholders. The team found some ofthe skills were transformed and others were waiting in the pipeline.The skills that they transformed and/or could not transform have beengiven in the table below:

Table 9: Transformed and pipelined skills of other stakeholders

Stakeholders

Receivedskills

Transformed skills Pipelined skills

Students Brain gym

Formationof eco-club

Students use to practicethe brain gym in theirhouses and with theirfriends as well.

Eco-clubs are there inschools. These clubs takeresponsibilities ofcleaning environment andplanting saplings.

Some parents alsowant to learnbrain gym andhelp theirchildren practiceit regularly.

Both parents andteachers werestaggering towork for childrights and rightsbased activities.

Parents Responsibilities asparents totheirchildren

Parents visit school tomonitor and superviseteachers' activities. Theyhave tried to send theirchildren to schoolregularly and also providetime at home.

Other parents areon the way tofollow the sameapproach.

SMC/PTAmembers

Differentapproachto schoolmonitoring

SMC/PTA members of selectedschools have started tomonitor schools turn byturn. They also hold postvisit meetings ifnecessary.

SMC/PTAs werelooking foralternatives torender theirservices toimprove schools.

Keyteachers

Monitorand adviseteachers

Key teachers have visitedschools twice a year andprovided suggestions as per

They use togather at oneplace once in

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the need of teachers.

They also share the bestpractices and lessonslearnt with teachers.

three months andshare theirexperiences.

Table 9, as depicted above, indicates that the non-teachingstakeholders of education were also found interested and instrumentalfor school reform. This was possible because of Reed Nepal's inputsgiven over the years. It also indicates that Reed Nepal has to workmore for the effective implementation of the pipelined activities.

Sustainability of the project

Five different ideas emerged for the sustainability of Reed Nepal'sinitiative: (1) the trained teachers can create a culture toinstitutionalize the learning into action. (2) Other groups of peoplecan continue the spirit of Reed Nepal. (3) Apart from teachers,parents and SMC/PTA members have been trained. Because of thesetrainings and orientations, new culture will emerge and therebysustain Reed Nepal's initiative. (4) One should be creative toinstitutionalize Reed Nepal's activity one by one. (5) Gradually, theReed Nepal trained teachers will be retired; new teachers will notlearn from them and then the entire investment will be useless. Thefirst idea was the belief of Reed Nepal staff. The second was thebelief of the people of Solukhumbu who were on the trial toSagarmatha, the highest peak of the world. According to them, theywill find some other NGOs to institutionalize the output of thistraining. The third group of the people believed that convincedstakeholders of education will retain the essence of Reed Nepaltraining. Fourth groups of the people were optimistic toinstitutionalize Reed Nepal initiated activity one by one. For them,VDC can regularize the support system; RPs can ensure refreshertraining; volunteers can transform themselves as Key Teachers and soon. Fifth, there has been third party involvement in selected schoolsof the study districts. NGO/CBO/Users' Committee were involved in it.The growing concerns of the locally organized group will sustain ReedNepal's initiative. Sixth, some group of the people belonged to C and

36

D group like teachers of Taplejung were not in a position to changetheir traditional approach to teaching as they were used to it andfelt comfortable in it.

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SECTION THREE: MAJOR FINDINGS

OVERVIEWREED Nepal has reached out to 180 schoolteachers and head teachers of30 schools in Taplejung and 1277 schoolteachers and head teachers of240 schools in Solukhumbu with its whole school approach to teachertraining program. In the first phase of training, the teachers andhead teachers received training in classroom management, childpsychology, self esteem development process, basic skills for materialdevelopment, and child centered teaching learning practices. In thesecond phase, they obtained training on teaching strategies, use ofinstructional materials, role model, behavior management, charactersof good teacher, child psychology, micro teaching, and communicationskills. In the third phase, they received subject specific teachingmethods, and solutions to confronted problems. The content of thethird phase was reiterated during refresher training. Training ofeach phase was found useful for both the teachers and head teachers ina sense that it made them (a) practically clear about the developmentand use of educational materials (b) realize the importance of CFS andviolence free teaching (c) develop confidence on subject teaching.

Despite Reed Nepal's efforts, teachers were looking for the trainingon multi grade teaching technique and technique for handling disabledchildren. These examples were drawn from Sewalung SS, Phoktalung PSand Deurali PS of Taplejung and Naulekh PS of Solukhumbu districts.Other schools had faced problems in managing classes when teacherswere irregular be it because of the personal reason or because of thetraining and orientation sessions that usually took teachers out ofschool.

Terrains of change

The study team observed 91 Classes in Solukhumbu and 33 classes inTaplejung. The analysis of the observation form (annex C & D) showedthat teachers were putting their efforts to make classes childfriendly by forming groups, enabling students for group work, teaching

38

students through games, songs, and role play, and using educationalmaterials while teaching. On the basis of this observation and crosssectional discussion with different stakeholders of education, theteam categorized schools into four groups viz., (a) school with goodteam spirit, devoted teachers, and cooperative SMC/PTA (b) devotedteachers but could not manage classroom instruction as it wasenvisaged. In Nepali terms these schools belong to garna khojeko taradhanga napugeko (wanted to transform classroom but did not know thetechnicalities (c) weak management and inadequate team spirit, and (d)highly involved in party politics, weak in management, and lessinterest for changes.

As we found, type A and B schoolteachers and students were punctual,hard working and devoted for quality education. Deurali PS and RaniPS of Taplejung and Naulekh PS of Solukhumbu were the examples ofthese categories. The common response of the schoolteachers andstudents there was “samay gaeko ta pattai hundain” (time flees so fast inschool: we enjoy school very much). Their experiences were like, “Welearn in team and prepare educational materials in team. This savestime, money and efforts”. These teachers were found using games andsongs to motivate children and listening and observing students attheir work. The students were also responding teachers in a promptway even though they were engaged in group work and discussionsessions.

Type C and D schoolteachers had their own arguments. They said,

We need to spend more time on household commitment. Once we areback to home, lots of household chores are waiting for us. Insuch condition, how we can we manage time to follow as Reed Nepalexpects. We do not have safe places in school to keep thematerials so we use what we have now, although are well informedabout its importance and uses of it.

The educational materials that the teachers of C and D categorypointed were not new; they were not appropriate to the age and gradelevels of the students as well. This showed that training worked as

39

lumping everything into one vessel. It also indicated that ReedNepal's training requires gradation to befit the teachers of differentabilities and attitudes.

Classroom observation also showed that C and D type teachers were notfound interested in the use of local materials. These teachers in thewords of former DEO Taplejug were like ""madaurule maad pani khayena;aushadhi pani khayena" (patient neither takes food nor medicine). Infact, they were found irrecoverable. So they had only pocket board,flash cards, hanging cards, music and games to show the outsiders.Seven schools of Solukhumbu and three schools in Taplejung districtsbelonged to this type D. The former DEO further said, these teachersare thetna, bhute dadchhan nabhute tokna garo hunchha (these are half fried, iffried more they will be burnt; if not they won’t be edible). ReedNepal was warning such teachers of their worse performance. At thesame time, Reed Nepal was also paying special attention to theseschools for a specific standard in its working areas.

Levels of supervisory support

Reed Nepal provided two levels of supervisory services to its projectschools. At the first level, schools were supervised by the KeyTeachers. At the second level, Reed Nepal's staffs used to monitorthe Key Teachers and other teachers' activities together. Both thesupervisory approaches were found helpful for teachers to sort out thedifficulties faced. They also helped building likeminded teachers'network for reciprocal learning. In addition, key teacher’s level ofconfidence was also found increased. Their experience belowexemplifies the Key Teachers saying.

Our confidence level is totally changed than what we had before.Because of this increased confidence we are not only teaching thefellow teachers but are also learning from them. Thisreciprocity of learning has established us as experts amongfellow teachers and at the same time, we have received periodicinputs for our own classes to teach.

Child friendly environment in school

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The studied schools were trying their best to provide child friendlyschool environment for better learning. They had well furnishedclassroom, decorated walls with charts, figures, drawings, flashcards, word meanings, moral instructions, songs, and poems. Thedrawings were prepared by children and the educational materials wereprepared by teachers. Despite the efforts, some of the schools wererated as highly satisfactory, some others fall into satisfactorycategory and others were in need of improvements (appendix Ia & Ib).

To all the stakeholders of education, CFS implies ‘no use of corporalpunishment’. Keeping this definition in mind, teachers of both thedistricts responded that they had exercised physical, corporal andmental punishment. They were also active in protecting children fromabuse and harm. But the students denied these claims of theirteachers. They were of the opinion that punishment and abuse of anykinds were dramatically reduced after Reed Nepal's teacher training.They also mentioned that many teachers were showing respect to them aswell. But the corporal punishment was not totally eliminated at leastin the experience of the students. Teachers, according to thestudents, were punishing them occasionally. They were using ‘plasticpipe’ to punish students who failed to do homework, displayeddisobedience to teachers, and violated class rules.

Creative teachers always sought alternative approach to punishstudents in a child friendly approach. For example, teachers ofKharikhola SS of Solukhumbu district gave more homework to thestudents; they also took students to take oath in Buddhist monastery.But the teachers of Sabitri PS of Taplejung used "halka (light/soft)punishment”. These halka (soft) punishment providers argued that “ekaljaati ko samaj ma nasiyet chahincha” (single group of people requirepunishment because they are used to the punishment at home and thecommunity).

An interesting finding was that more experienced teachers gave morecorporal punishments. According to these teachers, parents and SMC/PTAmembers were also in favor of corporal punishment to maintain the

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discipline. This gives a clue that teachers need alternativeapproaches to control class and make students active.

Child clubs in school

This study showed that most of the schools in Sollukhumbu have alreadyformed Child clubs named ‘Eco Clubs’. These eco clubs were foundorganizing extracurricular activities like poem contest, quiz contest,and sports. They were also found involved in cleaning-school, flowerplantation and taking care of them regularly. The eco clubs were yetto work on protecting child rights and providing services accordingly.

Best practices in schools

The study team listed the reported best practices of studied schools(appendix, B). The analysis of these practices showed that provisionof key teachers and brain gym are the best approaches to be expandedin other parts of the country. Child friendly sitting arrangement,student centered pedagogy, team work of the teachers, jointinitiatives of PTA/SMC members, and book making by the students werealso the best practices that have been advocated by DEOs of alldistricts already.

Students' achievement

Ideally, teacher training should help students increase their learningachievement. Keeping this ideal concept in mind, the study team triedto identify the increase in students' achievement as an outcome ofReed Nepal's teacher training program. It calculated the year wisescores of the students from grade 1 to grade 7 if they are lowersecondary schools and up to grade 5 if they are secondary and highersecondary schools. This calculation showed that there has been anincrease in students' score. The increase in the score helped claimthat teacher training has contributed to quality education. The tablebelow shows the increase of students' score in Taplejung district.

Table 10: Increased score of students in Taplejung district

School/Year (in Nepali

2066 2067 2068 2069 Increased %

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Calendar)Deurali PS

45.4 49.8 50.9 54.6 9.2

Sewalung LS

32.2 36.6 42.5 45.6 13.4

Phoktalung PS

34.7 40.15 42.4 53.3 18.6

Sundevi SS

32.7 38.6 41.23 49.8 17.1

SaraswotiLS

36.9 37 39.85 54.6 17.7

Rani PS 44.2 46.5 49.09 52.8 8.6Average score by year

37.7 41.67 44.06 51.07 14.1

Table 10, as mentioned above gives a picture that there has beenchanges in students' score over the years. This change was possiblebecause of Reed Nepal's interventions. It also indicates that rate ofincrease is different from school to school i.e. 8.60 of Rani PS to18.60 of Phoktalung PS. Keeping the maximum and the minimum increasein students' score, Reed Nepal classified the schools and gave moreinputs to them as well. This practice of using objective criteria tograde schools and give additional support is worth an interventionthat Reed Nepal did.

Though Reed Nepal applied the same criteria to assess the schools ofSolukhumbu, the result of the students was different from region toregion. The possible reason, one could claim that Reed Nepal startedits program in different regions at different time periods. Forinstance, Reed Nepal began to work in Khumbu region in 1997; did thesame in Sotang region in 2008; and began to work since 2011 in Neleregion. Table 11, as drawn below is the region-wise increment ofstudents' score.

Table 11: Students' score of Khumbu region

SNSchools/Year (in Nepali Calendar) 2064

2065

2066 2067 2068

2069

Increased by %

1 Lukla LSS, Lukla 46.4 53.4 45.1 50.45 56.2 53.4 6.99

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7 6 9 9 6

2Mahendra Jyoti HSS

44.69

41.80

39.07 44.00

43.21

41.80

-2.89

3 Pemachholing PS40.5

046.7

939.1

0 39.4535.6

546.7

96.29

4Himalaya PS,Namche

65.85

65.96

68.45 76.38

77.03

65.96

0.11

5Khumjung SS,Khumjung

63.84

55.88

57.59 54.46

56.07

55.88

-7.96

6 Kharikhola HSS41.5

839.2

636.2

4 39.5538.9

040.2

3-1.35

7 Naulekh PS48.2

452.1

144.1

5 45.3344.3

349.03

0.79

8 Taksindhu SS32.0

533.1

239.6

5 45.9446.2

242.5

210.47

9 Saraswoti LSS37.3

240.8

739.2

8 43.5666.6

045.18

7.86

 Average score by year

46.72

47.69

45.14 48.79

51.58

49.52

2.26

Table 11 shows that there is overall increment of students' score ifwe regard 2064 as base year. But, three schools viz., Mahendra JyotiHSS, Khumjung SS, Kharikhola SS were exception to it: these schoolswere not doing better in spite of Reed Nepal's input. The table alsoreveals that primary and lower secondary schools were able to scoremore, indicating that primary schoolteachers did better than theircounterparts of combined high school and higher secondary schools.Kharikhola and Mahendrajyoti were such examples. One of the possiblereasons was that the primary schoolteachers internalized the trainingmore than the teachers of the combined high and higher secondaryschools. But, the school-wise data showed that Mahendrajyoti HigherSecondary and Khumjung Secondary schools though well equipped did notprove themselves as better schools in terms of students' scoreachievement. Naulekh, though it is a Primary school, remained weakover the years. Similar was the result of the schools that had extrateacher support from Himalayan Trust through Reed Nepal. This mighthave been so because of the inadequate number of teachers who werecomfortable to teach with new approach to teaching as Reed Nepaltrained them. The next possible reason was that some of the better

44

students of the Sherpa family migrated elsewhere from their community.Whatsoever the case, this display of the score raised the seriousquestion against the teacher training program and/or the receivers ofit.

Contrary to the above findings, Sotang region was exception. In boththe schools, athough one was secondary and the next was primary,students obtained better score over the years. Only Sagarmatha wasexception in 2067: the score was reduced by 1.2. It was also notablethat this school did quantum jump in students' score if we comparewith the base year. This was possible because of the maximum use ofeducational materials by the teachers and library use by the students.The table 12 presents the details of the students' scores in these twoschools.

Table 12: Students' score of Sotang Region

SNSchools/Year(inNepali Calendar)

2065 2066 2067 2068 2069

Increased %

1 Sagarmatha SS34.6

7 40.06 39.04 57.25 57.5722.9

2 Balkanya PS37.0

4 35.94 37.36 56.39 54.4717.07

3 Hulu SS42.8

8 43.73 41.16 54.92 60.9618.08

4Birendrajyoti HSS

39.88 39.14 44.34 44.34 60.17

20.29

5 Janasudhar LSS39.5

0 41.34 47.56 48.56 51.4211.92

6 Sagarmatha SS36.4

5 37.55 49.87 52.38 50.0413.59

7 Deurali PS * * * 36.00 37.00 1.0Average score by year

38.40 39.63 43.22 49.98 53.09

17.3

*Newly established school

The table above presents the fact that with some fluctuation in thescore between the years, students of all schools scored more andbetter in comparison with the base year 2065. But, these schools werenot maintaining the same pace of increment in their students' score ineach year: their scores were fluctuating from year to year. The table

45

also shows that Sagarmata SS became the best performing school interms of students' achievement.

If we compare the students' score of two regions of Solukhumbudistrict, one can see that the same teacher training worked in Sotangbut did not yield substantial gain in Khumbu region. Teachers'composition and the level of teachers might have also effect on it.Nele region also displayed the similar situation as that of Sotang:here the teacher training worked well to raise the score of thestudents. Table 13 shows the details of Nele region in which ReedNepal started to work only from the academic year 2065.

Table 13: Students' score of Nele Region

SNSchools/Year(in Nepali Calendar) 2067 2068

Increased%

1 SinghaKali HSS 36.74 38.56 1.822 Barbot PS 33.11 40.73 7.623 Thakumala LSS 31.41 40.92 9.51

4Jivanjyoti HSS Nele 30.86 38.09

7.23

Average score 33.02 39.58 6.56

Table 13, as mentioned above, gives a picture that all students ofNele region scoredbetter in comparison with the base year 2067.Salleri region had good result in terms of students' achievement.Table 14, as drawn below, displays the result that each year studentsscored better. The detail of the students' score by year has beenpresented below.

Table 14: Students' score of Salleri Region

SNSchools/Year(in Nepali Calendar) 2065 2066 2067 2068 2069

Increased%

1Janajagirti LSS 36.63 44.65 49.43 51.60 55.57

18.94

2 Garma SS 35.46 36.94 38.36 39.20 54.47 19.01

46

Average 36.04 40.79 45.39 45.40 55.02 9.97

The analysis of the three tables of Solukhumbu district showed thatthe oldest area of Reed Nepal's intervention did not progress thatmuch in comparison with the new area. It also indicated that bothNele and Saleri regions gave more satisfactory result. Out of theseregions, Sotang stood first in terms of students average scoreincrement. Nele became the second and Salleri the third. Khumjungbecame the low performing area in terms of students' achievement.Even the comparison of inter and intra district data gave the resultthat the latest intervention worked more than the earlier ones.

OVERALL ASSESSEMENT OF THE PROJECT

Relevancy, effectiveness, efficiency, impact, and sustainability werethe six parameters for overall assessment of the Reed Nepal's project(appendix K). Relevancy was assessed by asking the three questionsviz., did this project address the needs of the teachers, students,and parents? In response to these questions the study team found thatthe project tried to improve students' achievement through teachers.However it had small programs for students and parents. In thissense, this project is relevant to capacitate teachers, empowerparents, and ultimately reach to the students. There was a room forredesigning this project by keeping the students at the center. So,the study team found the answer that teachers were capacitated throughtraining, they were motivated for teaching, and they had developedconfidence in performing their tasks. At this point, a question mightemerge regarding, “what for the students? The answer was to find outthe framemework that encompasses both the teachers and the students.

Efficiency of the project was evaluated based on three criteria asthat of school selection procedure, implementation status, andapproach to sustainability. The study team found that schools wereselected in the remote rural and interior part of the country. Theimplementation status was well and good because of the timely supply

47

of the materials, money, and human resources. Nevertheless, there waslittle effort to sustain the project because there was no phase-in andphase-out plan with the schools, community, and SMC/PTA. And, yetthe study team found that efforts were made to develop child friendlyenvironment in school.

Effectiveness of the project was assessed by the success and theeffect of the project. The study team found that the project wassuccessful to meet its stipulated objectives in many ways. The teamalso came up with the understanding that this project preparedteachers for child friendly school by changing their teaching culturei.e. from teacher centered to student centered. Because of theseefforts students were found critical and confident.

Impact of the Reed Nepal project was evaluated by asking two questionsviz., successful approach and best practice. The study team foundthat rigorous teacher training and two way follow up system were thebest approaches. Amomg all other practices, the brain gyms for thestudents, key teachers for monitoring and support system, and periodicsupply of the required materials were the best practices. Because ofthese efforts, teachers and the community people had developedpositive attitude towards schools, schoolteachers and the supportsystems.

Three questions like what changes occurred, how the people becameinstrumental for change and innovation, and what were the measures tosustain the activities following the withdrawal of the project wereasked to find out the sustainability of the project. In response tothese questions, the study team found that Reed Nepal's projectbrought desirable changes in some schools whereas in other fewschools, it has been unable to change the situation. Moreover thisproject has no phase-in and phase-out program with the schools,community, and SMC/PTA and/or local government. In this sense,sustainability remained a question after phase out of the Reed Nepalprogram.

48

THE SWOT RESULTOn the basis of above assessment, the study team found whole school

teacher training and extensive monitoring with necessary support

system are the strengths of Reed Nepal project. The weakness is the

supply based support system. The opportunity is the presence of young

teachers in schools. And the threat is the politicized/partitioned

(divided into political party lines) and rajako kaam kaile jala gham

(official works are always for others) mindsets of the teachers.

Table 15 draws the list of SWOT results that the study team found.

Table 15: SWOT of the Reed Nepal Project in display

Strengths Weaknesses Opportunities Threats Trained all

teachers of each project schools intensively.

Oriented non-teaching stakeholders of education every year.

Made brain gym as brand.

Made classroom setting child friendly.

Advocated for library and ICT use in schools.

Decorated classrooms with

Not to generate local wisdom totrain teachers and orient other stakeholders of education.

Supply materialsto individual school centrally

There are bestdoing teachers, SMC/PTA members, Key Teachers, and many more. These human resources are yet to be keptin roster as resource person for theneighbors and the country asa whole

Folk knowledgeis everywhere that can be

Supervisionby key teachers and whole school training are the life blood of this program. Both the concept might die once if theproject will be phased out.

Maintainingthe quality

49

educational materials.

Enabled teachers to develop and useeducational. materials while teaching

Monitored teachersby Key Teachers and Project staff regularly.

Persuaded teaches to apply feedback through reciprocallearning.

Warned and gave time to the schools for improvement.

Supported teachersteaching English as a subject.

Close monitoring of the less performing schools.

Improved teacher and students’ relation.

. Not to

develop phase in and phaseout plan as one day the project is to withdraw.

Not good conditionfor the storage of the materials.

Not to ensure disable friendly environment in allschools.

harvested for improved teaching learning.

SMC/PTA members of selected schools have been capacitated and hence their zeal should be harvested.

ICT and library foundations have been prepared.

and faith of the people is also a threat because they are always looking forbetterment.

Donor dependency on teacher and material support need replacementby the local sources (which are yet to be explored).

The SWOT result shows that Reed Nepal has contributed many things to its project areas. But there are some other things as well that demand additional support. Among the required support is the functional institution to transfer the project outcome for its guaranteed continuation. The second is the systemic zeal to retain project outcome and output. The third is the mechanism to answer the heightened expectations of the community from teachers, SMC/PTA members, and government mechanism.

50

SECTION FIVE

ISSUES AND FUTURE DIRECTIONThe study team reflected over formal and informal discussions, andobservation reports. Based on these reflections, the team identifiedthe following as issues and future directions.

ISSUESIssues related to mother tongue education

Sherpa students of Solukhumbu and Limbu and Rai students ofTaplejung had to learn Nepali and English from their mothertongue. But the teachers were not found translating theirlanguages to Nepali and English. Nor they were aware of thescripts of these language groups. In fact, teachers wereconventionally trained about the language immersion andsubmersion approach to teaching. In this situation the issuesare (a) how to help students of ethnic group learn Nepali andEnglish from their own languages (b) how to prepare teachers fortherapeutic approach to language teaching (c) how to enableteachers to learn students' languages analytically and helpstudents learn English and Nepali easily (d) how to helpteachers apply bridge foundation to language and script learning(e) how to help teachers link the terms, verbs, and genders ofeach other’s languages (f) how to make teachers integralist whowill be able to link students, parents, textbooks, and his/herown ideas about a specific topic so that students will knowdifferent dimensions of each persons' saying and then becomeinformed decision maker for himself/herself.

Issues related to help students bridge different learnings

Reed Nepal trained teachers as generalists and subjectspecialists. But there was the third area, i.e. make teachersintegralists. Here, the issue is how to help children bridgetheir learnings that they obtain from different teachers and

51

different subjects taught in a day and how to integrate theirlearning of home and community with that of schools.

Issues related to educational materials

Reed Nepal encouraged teachers to prepare educational materialsand use them regularly. But some of the teachers were takingmaterial development as extra burden to them. At this point theissue is (a) how to ensure the easy availability of educationalmaterials to each school without giving burden to the teachers(b) how to encourage teachers to refer the available materials inthe classroom (c) how to teach teachers to use reflectiveapproach to teaching in the absence of appropriate educationalmaterials (d) how to prepare teachers teach science throughTongwa (local brew) drinking, math from Odan (local fireplace),and language from listening the sounds of the stream.

Issues related to child rights

Schools had eco-clubs to encourage children’s activeparticipation in extracurricular activities. Here, the issue ishow to institutionalize it under SZOP that requires (a) childprotection committee at school level (b) child clubs at theschool/community level.

Teachers were supposed to deal with differently-abled childrenand the children of different age, grades and abilities. Herethe issue is how to prepare teachers for all inclusive approachesto teaching.

Issues related to ensure quality education

Local teachers of some school were found irregular andunaccountable to their duty. Here, the issue is how to make themregular and accountable for their task.

Quality education has been a concern of all the stakeholders ofeducation. Usually, they are looking for improved score. Herethe issue is how to prepare Reed Nepal specific quality educationparameters such as what Reed Nepal means by quality, what are

52

their indicators and indexes, who is there to assess quality, andhow to assess them etc and implement in its project schools.

Some schools had library and others were in need of it. Here theissue is how to develop library and moreover how to developreading culture.

Some politically motivated teachers were advocating for theirideal type education systems i.e. janabadi shiksha (peoples'education) of Nepal Communist Party (Maoist); janamukhi shiksha(pro-people education) of Nepal Communist Party (UML), andSamajbadi shiksha (socialist education) of Nepali Congressbelievers. Here the issue is how to amalgam all these idealtypes of education system through teacher training.

Teachers showed their concern that some students of lower gradeswere not bringing books, pencils and copies. Here, the issue ishow to address this problem so that reading and writing ispossible to all students.

Some teachers were interested in the use of ICT and others werereluctant to use it in the classroom. Here, the issue is how toprepare all teachers to use the ICT like mobile, radio, andtelevision for education and finally enable them for computerassisted teaching.

Issues related to sustainable funding

Schools need some funds to update teachers, prepare educationalmaterials, and support needy children. This requires a definiteamount of money in each school. Here the issue is how to createschool improvement fund that will be helpful for students andteachers of each school and also expand the experience of incomegenerating program of Reed Nepal that was started in 2001.

Issues related to lesson plan

Teachers realized that making lesson plan for all seven periods aday is almost impossible. So teachers had no lesson plan. Someof the teachers claimed that they had mental plan and othersargued that they write log plan. Here the issue is what kinds oflesson plan we want to propose for the training. The next issue

53

is how to develop practical type of lesson plan and/oralternatives.

Issues related to CAS

Teachers felt difficulty in filling the CAS form regularly.Here, the issue is how to develop teacher-friendly CAS formand/or how to help teachers to fill the CAS form easily.

FUTURE DIRECTIONKeeping the findings and the issues (as mentioned above) in mind, andalso following the suggestions of the dissemination session with theDOE, CDC, NCED, and DEO personnel, the study team came up with thefollowing directions that Reed Nepal should:

At the teachers' level

Explore the local wisdom that blends content, needs, and teachertraining so that teachers can use local wisdom, local curricula,and local materials in classroom.

Encourage teachers to list down their pedagogical knowledge andskill in one place; ask them which one is it that they have beenapplying, which one is it that they want to apply with localmodification and which one is it that the want to add.

Promote teachers to teach students from their surroundings suchas science from Tongwa drinking, math from Odan, and languagefrom stream.

Change the focus of the program i.e. from how teachers shouldteach to how students should learn and teacher should facilitateit.

Provide alternative approaches to corporal punishment todiscipline students. One of the alternatives is to ask restlessstudents jump and then count the number or measure thetemperature of their body.

Study the culture of schools that has team spirit and enableteachers to be assimilated in it.

54

Replace the romantic song by patriotic song with romantic andfolk music in brain gym so that students will know two thingstogether, the content of brain gym and the patriotism.

At the students' level

Help students’ bridge knowledge that they obtain from differentteachers and different sources through informal and formalsharing sessions.

Redesign student preparation program so that they can learn toaccomplish duty to obtain their rights and rights to performduty.

Encourage students to learn each others language and help themfigure out the commonality and differences in word composition,grammar use, spelling, sentence construction and many more whileteaching

At the DEO level

Create educational improvement fund at school level by (a)receiving the support of the local VDC (b) generating thedonations of the local people during marriage and other socialfunctions (c) raising some amount of money at the time ofharvesting the cash crops.

At the NCED, CDO, and DOE level

Design workable lesson plan and/or alternatives that fit withteachers' workload.

Think of alternative approach to fill the CAS form or redesignthe form to make it teacher friendly.

Help teachers analyze students score as an individual and asclass. Also prepare them to provide remedial measures to theneedy students.

Align Reed Nepal's training in line with Teachers' ProfessionalDevelopment (TPD) of NCED so that teachers will not be taken outof the classroom twice for the similar training. Also prepareteacher preparation mobile team to reach at individual school andhelp retain teachers for teaching

55

At the DOE and DEO level

Enable students to listen to each other, transcribe the listeningand ask the third one to read the transcribed text as readingmaterials.

At the SMC/PTA level

Encourage teachers to apply ICT in classroom. Prepare SMC/PTA, teachers, and students to create disabled

friendly environment in and out of school. Prepare SMC/PTA to use non-salaried fund for the purchase of

educational materials to reduce donor dependency

REFERENCES

A report on the Refresher Training Workshops for Primary Teachers, Solukhumbu District ( Salleri 4 – 9 December 2005, Chaurikharka 14 – 18 December 2005).

A report on the Refresher Training Workshops for Primary Teachers (Salleri 24 – 29 December 2006, 30 December 2006 – 5 January 2007).

A report on Quality Education Refresher Training for Primary Teachers on Child Centered Teaching ( Sotang and Bung Cluster, June 7 – 9, 2009), Solukhumbu.

A report on the Second Phase teachers Training Workshop (Sotang, December 16 2009 – January 5, 2010).

A report on the Quality Education Refresher Training to the Teachers of Taplejung and School Management Committee, September 2007.

Teachers Education in Solukhumbu Region of Nepal. A Comparision of Solukhumbu Teacher Traning Program Schools and Non Solukhumbu Teacher Training Schools, 2001.

Teacher Training Quality Education Program, Sotang District – Phase 1 – 2009 – 2011.

Reflection – Rajendra Prasad Pant, Sherep Sherpa, Banb Kelly, Ruth Luthi, David, (undated).

56

Subedi et. al., (2009). Contribution of teacher training to primary education development in Nepal. Sanothimi, Bhaktapur: Nepal. National Center for Educational Development.

APPENDIXAppendix A: LIST OF SAMPLED SCHOOL

District Cluster/region

SN School name Location Program lunched

Taplejung     

Ikhabu 

1 Phuktanglung PS Ikhabu - 6

2010

2 Rani PS Ikhabu - 1

2010

3 Sewalung LSS Ikhabu - 4

2010

4 Sundevi SS Ikhabu 2010 Lelep 5 Deurali PS Lelep 2007 Tapethok 6 Saraswati LS Tapethok

- 2010

Solukhumbu

Sotang (2nd phase)

7 Balkanya PS Waku-9 2008

            

8 Sagarmatha SS Waku-5 2008 9 Hulu SS Pawai-8 2008

10 BirendraJyoti HSS Sotang-4 200811 Sagarmatha SS Bung-4 200812 Janasudhar LSS Bung - 200813 Deurali PS Deusa-6 2008

   Khumbu area ( first phase)    

14 Naulekh PS Juving - 7

1997

15 Janajagriti LS Salleri– 5

1997

16 Khumjunj SS Khumjung 199717 Saraswoti LS Fuleli 199718 Kharikhola HSS Juving –

91997

19 Taksindhu SS Nunthala 199720 Lukla LSS Lukla 1997

57

21 MahendraJyoti HSS Chaurikharka

1997

22 Pemacholing PS Ghat 199723 Himalaya PS Namche 199724 Garma SS Garma 2011

   Nele ( 3rd phase) 

25 Singhakali SS Tingla– 5 201126 Barboat PS Tingla– 1 201127 Thakumala LSS Kangel 201128 JivanJyoti HSS Nele 2011

58

Appendix B: REPORTED BEST PRACTICES OF SAMPLED SCHOOL

SN School’s name

Best practices of Solukhumbu district

1 SaraswotiLS, Fuleli,

ECD classroom management Teaching learning Environment Staff cooperation Parents support

2 Taksindu SS,Nunthala

Display of teaching materials Students’ discipline Parents support

3 JanajagritiLS, Salleri

Making and using of teaching materials Applying student centered methods Role of head teacher Role of key teacher Staff cooperation

4 Garma SS,

Garma

Display of real objects Role of head teacher Dedicated teachers

5 Singhakali

HSS

Guardians’ Awareness towards quality education

6 BarbotPS,Tingla

Community support to school Staff cooperation Student Achievement is more than 50 in all

subjects7 Thakumala

LS, Kangel Scholarship distributed on the basis of need

analysis with justice Clean environment in the classroom

8 Jivan JyotiHSS, Nele

Active child club Child Friendly playground

9 Naulekh PS, Juving

Brain Gym: Excellently performed Well facilitated and attractive building Child centered teaching - Group was formed,

participatory Classroom Management: Excellent with child-

friendly furniture Child-friendly toilet, drinking water, class

room structures, furniture, play ground, teachers’ behavior to students

Teacher/student-made materials and local materials were displayed

59

Parents supportive to school Active child club

10 Kharikhola HSS, Juving – 9

Brain Gym: Excellently performed Attractive, well facilitated physical

infrastructure with separate boys girls hostels and teachers’ quarters

Proper use of computer lab and lbrary Teaching style - Group, participatory, and

child centered Classroom Management: Excellent with child-

friendly furniture Teacher/student-made materials along with

local materials were displayed Child-friendly toilet, drinking water, class

room structures, furniture, play ground, teachers’ behavior to students

Sharing culture among teachers Active child club

11 Balkanya PS,Waku-9

Brain Gym: Excellently performed Teaching style was good: Group method,

participatory, and child centered teaching methodology applied

Classroom Management: Excellent with child-friendly furniture and round/face-to-face sitting

Teacher/student-made materials along with local materials were displayed in the classroom

Sharing culture among teachers Highly active SMC, especially SMC chair Child club averagely active

12 Hulu SS, Pawai-8

Average practice of brain gym Teaching methodology was slightly affected by

training. Rare use of teaching materials Practice of CAS system though not effectively

13 Birendra Jyoti HSS, Sotang-4

Brain Gym: Excellently performed Classroom Management: Excellent with child-

friendly furniture Teacher/student-made materials along with

local materials were displayed in the classroom

Child-friendliness with best availability of 60

toilet, drinking water, class room structures,furniture, play ground, teachers’ behavior to students

Sharing culture among teachers Constructive role of Key teacher Active child club

14 Sagarmatha SS, Bung-4

Brain Gym: Excellently performed English medium instruction, English pray Excellent classroom management with child-

friendly furniture Teacher/student-made materials along with

local materials were displayed in the classroom

Language cohesion in the school. Kshetris and Bahuns also spoke Kulung language fluently

Child-friendliness with best availability of toilet, drinking water, furniture, play ground, teachers’ behavior to students though physical facility

Sharing culture among teachers Active child club

15 Janasudhar LS, Denam

Brain Gym: Good performance Teaching style was good: Learning by doing,

participatory, and child centered teaching applied

Classroom Management: Good with child-friendlyfurniture and round/face-to-face sitting

Teacher/student-made materials along with local materials were displayed in the classroom

Practice of CAS system16 Deurali PS,

Deusa Display of teaching materials (though fragile

state) Availability of toilets for students Parents and SMC's contribution and activeness

to improve school17 Lukla LSS Well maintained

Focused on quality Active students Committed SMC

18 Mahendra Jyoti HSS

Brain Gym Classroom decoration

61

19 Pemacholing PS

Model MGML school of DEO Subject specific classroom Students pass from this schools showed good

results in other school20 Khumjung PS Co – curricular and extra activities were

highly emphasized with four group division of student.

English medium of instruction Increased students number after English medium Display of teacher and students made materials

21 Himlaya SS Regular parents teacher meeting Active PTA Maintained quality, even children back from

Kathmandu Student made materials focused on health,

locally available materials used Well equipped

22 Sagarmatha SS, Bung

Use of instructional materials Teachers cooperation Brain Gym Active children participation English medium instruction

23 Phoktalung PS, Taplejung

Child friendly teachers Display of educational materials Role of head teacher

24 Rani PS, Taplejung

Use of instructional materials Team spirit of teachers Parental monitoring and supervision system Active child club Active participation of children in classroom Clean school environment Record keeping system Parental awareness through monthly meeting and

door to door visits25 Sewalung SS,

Taplejung Enthusiastic young teachers Use of locally available material for

instruction26 Saraswoti

LS, Taplejung

Child friendly playground Parental anxiety for quality education and

teachers attitude Display of student made book

27 Sundevi SS, Child friendly classroom setting

62

Taplejung Local support from the community Collection of local materials Toilet facility Team spirit of the teachers

28 Deurali PS, Taplejung

Child friendly furniture and the sitting arrangement

Friendly dealing of the teachers with students Inquisitive students to learn from the

teachers and outsiders as well Students of higher grades teaching to the

lower grades

Appendix C: OBSERVATION CHECKLIST

Material development and use

Name of school : Date:

Teachers name: Grade:

Subject: No. of Student:

Unit:

Materials are developed according to the objectives of teaching

Yes No Remarks

Proper instructional materialsMaterials are sufficientEasily visible materialsMaterials are prepared and brought in the class but not used properlyPictorial materials are used more than textualTextual materials are used more than pictorialMaterials are used to take help for teaching onlyMaterials are used to encourage students for being initiative to find problems and solutionsTeacher made materials are usedStudent made materials are usedMaterials are made according to the level of

63

studentsMaterials are relevant according to the objectives of teachingReusable materialsExpensive materials are usedLocally made materials are usedStudents are given opportunity to use materialsStudent made materials are displayed in the classroomLocally available materials are collected and useReal materials are used in teaching

64

Appendix D: SCHOOL/ CLASS OBSRATION FORM (developed by REED)

65

Appendix E: TEACHERS TRANING PROFILE (Reed Nepal will fill thisinformation)

66

Appendix F: LIST OF THE SUPPORTED MATERIALS

SN Particular Specification UnitQty

1 A4 paper JK 70 gm, paper one 70 gm rim 3

2 Card board paper 4 color 150 gm Indian sheet200

3 News print paper 20"x30" Nepali white sheet250

4 Graph paper 100 sheet pad A4 size pad 2

5 Litho paper orient letter size rim 36 world Atlas Nepali Ekta publication pcs 2

7 Crayon color (12 color single pkt) camel jumbo pack pack 15

8 Sketch pen (12 color single pkt) balaji water color pack 3

9 Permanent marker 4 color mix

snowman Japanese original doz 2

10 water color 6 color tinbox pack camel pack 3

11 Gems clip (paper clips)single pkt deli plastic coated pack 3

12 Thumb pin single pkt deli nikkle plating pack 313 Aloo pin single pkt deli nikkle plaiting pack 314 Stapler machine kangroo original pcs 215 Stapler pin single pkt kangroo original pack 516 Gum 700 ml camel botl 217 Nails 2"/3"/4" mix kg 218 Hammer 250 gm wooden handle pcs 119 Rubber band 250 gm pkt color mix pack 2

20 Plastic Scale long 60 cm Natraj flat pcs 3

21 Plastic Scale short 30cm Natraj flat pcs 3

22 Mount cutter MEI RX 993, thick blade pcs 423 Mount cutter blade thick blade original pkt 2

24 Scissors plastic handle medium, 11008 meicong dao RX993, strong pcs 2

25 String (carpet string) 4 lines thick (ason ko) pcs 1526 Hole punch kangroo medium 480 dp pcs 1

67

27 Table pencil sharpener Deli pcs 128 Paint brush fine art Nepal made doz 229 Black board paint pasupati/umbrella lit 1

30 Black board paint brush3 "   pcs 1

31 Volley ball 5 No. micasa thailand original pcs 1

32 Foot ball 5 No. Mr. Yod Thailand original pcs 1

33 Volley ball foot ball Pump leg handle pcs 1

34 Skipping rope wooden handle plastic string pcs 18

35 Madal 16 inch fine pcs 136 Color mix plate 4 part medium pcs 1537 Pencil natraj original pack 1238 Eraser natraj 20 pcs pack pack 139 Volley ball net Vinex pcs 140 Tin Box 12"x18"x35" 24 gaze hulas tin pcs 141 Glue stick 35 gm Amos, Korea pcs 2

42 Attendance board 16"x18" 1cm thick plywood pcs 2

43 pocket board cloth 60"x2mtr cotton pcs 2

68

Appendix G: LIST OF OTHER SUPPORTS

SN School name Location

Program lunched

Library support

Room support

Material support

Furniture support

ScienceEquipment Support

1 Phuktanglung PS

Ikhabu - 6

2010 √ - √ √ √

2 Rani PS Ikhabu - 1

2010 √ - √ √ √

3 Sewalung LSS Ikhabu - 4

2010 √ - √ √ √

4 Sundevi SS Ikhabu 2010 √ - √ √ √5 Deurali PS Lelep 2007 √ √ √ √ √6 Saraswati LS Tapetho

k - 2010 √ - √ √ √

7 Balkanya PS Waku-9 2008 √ - √ √ √8 Sagarmatha SS Waku-5 2008 √ - √ √ √9 Hulu SS Pawai-8 2008 √ - √ √ √

10 BirendraJyotiHSS

Sotang-4

2008 √ - √ √ √

11 Sagarmatha SS Bung-4 2008 √ - √ √ √12 Janasudhar

LSS Bung - 2008 √ - √ √ √

13 Deurali PS Deusa-6 2008 √ - √ √ -14 Taksindhu SS Nunthal

a1997 √ - √ √ √

15 Janajagriti LS

Salleri– 5

1997 √ - √ √ √

16 Khumjunj SS Khumjung

1997 √ - √ √ √

17 Saraswoti LS Fuleli 1997 √ - √ √ √18 Kharikhola

HSSJuving – 9

1997 √ - √ √ √

19 Taksindhu SS Nunthala

1997 √ - √ √ √

20 Lukla LSS Lukla 1997 √ - √ √ √21 MahendraJyoti

HSSChaurikharka

1997 √ - √ √ √

22 Pemacholing PS

Ghat 1997 √ - √ √ √

69

23 Himalaya PS Namche 1997 √ - √ √ √24 Garma SS Garma 2011 √ - √ √ -25 Singhakali SS Tingla–

52011 √ - √ √ -

26 Barboat PS Tingla–1

2011 √ - √ √ -

27 Thakumala LSS Kangel 2011 √ - √ √ -28 JivanJyoti

HSSNele 2011 √ - √ √ -

-

70

Appendix H: TOOLS

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% ljb\ofno jfnd}qL agfpg s] s:tf k|ls[of s;/L ckgfpg' eof] < s] s:tf ;d:ofx? cfP < ;dfwfgsf pkfox? s] s] ckgfpg eof] <

^=/L8 g]kfnn] k|bfg u/]sf] Aoa:yfog tflndn] tkfO{sf] ljBfno Aoa:yfkgdfs'g s'g kIfdf s;/L ;xof]u k'¥ofof] <

u'0f:t/df k7gkf7gdf cGo

&= tflnddf s] s:tf z}lIfs ;fdu|L ljt/0f ul/Psf lyP < tL ;fdu|Lx? lzIf0f l;sfO lj|mofsnfksf kIfaf6 pkof]uL lyP, slQsf] dfqfdf pkof]u ul/P To;n] z}lIfs u'0f:t/df s'g} k|efj k/]sf] cg'ej ug'{ ePsf] 5 <

s;/L<*= ljb\ofnsf] z}lIfs pknlAwdf of] tflnd slQsf] k|efjsf/L eof] <(= of] tflndaf6 s]s:tf] ;'wf/ eof] <

lzIf0f l;sfO lj|mofsnfksf] ;~rfng / ljljwtfdf, ljb\ofyL{ d"Nof8\sg kb\ltsf] k|of]u / glthfsf] pkof]udf, z}lIfs pknlAwdf ;'wf/ Nofpg, ljb\ofyL{sf] z}lIfs tyf u}/ z}lIfs Jojxf/df lzIfssf] z}lIfs tyf u}/ z}lIfs Jojxf/df

!) ljb\ofnoaf6 ul/b} cfPsf] d"Nof8\sg kb\bltdf tflnd k|fKt lzIfsx?af6s] s:tf] ;'wf/ cfof]{ <

s] lzIfsn] ug]{ d"Nof8\sgsf] t/Lsfdf

71

glthfsf cfwf/df l;sf?sf l;sfO ;d:ofsf] lgbfg ug{df z}lIfs kxn ug]{ kl/kf6Lsf] yfngLdf d"Nof8\sg glthf cg';f/ k9fpgdf l;sfO ;d:ofsf]] klxrfg u/L lgbfg ug{df -pbfx/0f ;d]t ;8\

sng ug{]_ !! ;du|df of] tflndsf] l;sfO s] s] /x\of] <

pknlAwdf k|lqmofdf

!@= l;sfO x:tfGt/0f ug{ s] s:tf] ug'{ ePsf] 5<!# yk s] lj|mofsnfk ug{ pko'St 7fGg' x'G5 <!$= d'Vo lzIfssf] e"ldsf -Provision of Key teachers] _ ljb\onodf cfwfl/t z}lIfs ;xof]usf

nflu slTtsf] k|efjsf/L ePsf] dxz"; ug'{ ePsf] 5 < !% s] o; k|sf/sf] Joj:yfn] z}lIfs pknlAwdf ;'wf/ ug{ ;xof]u k'u]sf] 5 <

5 eg] s] / s;/L -pbfx/0f ;8\sng]{+_ 5}g eg] lsg / s;/L -pbfx/0f ;8\sng]{+_

!^ = olx k|lj|mltsf] tflnd ;~rfng ug{' kg]{ cj:yf cfPdf tflndssf] s'g s'g kIfx?df ;'wf/ ug'{knf{ <

ljifoj:tdf', tflnd ;~rfng k|lj|mof, ;fdu|L ljsf; / pkof]udf cGo -5nkmn u/L ;"rgf ;8\sng ug]{_

!& lzIffdf ;'wf/ ug{ jfnSnjsf] s]s:tf] e"ldsf kfpg'eof]<!* ljBfno jfn ;+/If0f ;ldltsf] lg<!( kl/of]hgfn] 5f]8]kl5 s] ug{] ljrf/ 5<

cfkm}n] :s"n kl/jf/n] cGon]

Key Teachersf nflu k|ZgfjnL

!= u'0f:t/Lo lzIff eGgfn] s] j'em\g' ePsf] 5 <@ tkfO{n] x]/]sf ljb\ofnosf] lzIff u'0f:t/Lo 5 t <

5 eg] s;/L< s]n] ub{f u'0f:t/Lo eof]< ePg eg] lsg<

# jfnd}qL ljb\ofno eGgfn] s:tf] ljb\ofnonfO{ j'em\g' ePsf] 5 <

72

@ tkfO{n] x]/]sf] ljb\ofno / sIffsf]7fsf] jftfj/0f jfnd}qL lzIf0f l;sfO lj|mofsnfksf nflu pko'St 5 t <

5 eg] s;/L< s]n] ub{f jfnd}qL eof]< ePg eg] lsg<

l/8 g]kfnn] ;~rfng u/]sf] of] sfo{j|mdn] sxf+ sxf+ / s] s] k|efj kf/]sf] 5<

ljb\ofnodf, lzIf0f l;sfO lj|mofsnfkdf lzIfsf] Jojxf/df cGodf

@= tflnd k|fKt lzIfsnfO{ sIff lzIf0fdf ;xof]u ug{ l/8 g]kfnn] pknAwu/fPsf k7g ;dfu|L]x? s]s:tf 5g\ <

lzIf0f l;sfOdf slQs.] k|of]u ePsf] 5 < k|of]u gePsf klg 5g\ < lsg<

#= ljb\ofnodf k':tsfnosf] Joj:yf 5 <

ljb\ofyL{n] k':tsx? s;/L k|of]u ug]{ u/]sf 5g\< k':tsfno / b}lgs lzIf0f l;sfO lj|mofsnfkaLr s;/L ;DaGw :yflkt

x'g] u/]sf] 5 < cGo s]xL eP<

$= jfns]lGb|t kmlg{r/sf] pknAwtfn] lzIf0f l;sfOdf s]s:tf] k|efjk/]sf] 5 <

lzIfsx?s.] wf/0ffdf ljb\ofyL{x?sf] l;sfOdf sIff lzIf0fsf] k|jGwdf ljb\ofyL{sf] lgoldtftf j9f}Tt/Ldf cGodf

%= ljb\ofnodf u7g ePsf] jfnSnjn] s] s:tf] k|efj k/]sf] 5 < jfnSnj dfkm{t ePsf ;'wf/sf cEof;x? s] s] kfpg' ePsf] 5< ljb\ofno Joj:yfkgdf ;xhsf/L lzIf0f l;sfO jftfj/0f l;h{gfdf l;sfO ;d:of ;dfwfgdf

73

k':tsfnosf] k|of]udf ljb\ofnodf x'g] jfnz]fif0fsf] cGTo ug{]df jfn:jf:Yo sfod ug{df lzIfs tyf ljb\ofyL{sf] lgoldttf a9fpgdf jfnjflnsf nflu lbOg] b08 36fpgdf gsf/fTds k|efj s]xL ePdf

^= ljb\ofno jfn sNof0f ;ldltn] lg<& d'Vo lzIfssf] Joj:yfaf6 lzIf0f l;sfOdf s] s:tf] k|efj k/]sf] 5<

z}lIfs u'0f:t/ ;'wf/sf nflu cGo sfo{sf nflu

*= tkfO{sf] ljrf/df l/8 g]kfnn] ;~rfng u/]sf] of] sfo{j|mddf ;'wf/ ug'’{ kg]{ kIfx? s] s] 5g\ <

tflnd ;~rfng k|lj|mofdf ;fdu|L ljt/0f / o;sf] k|of]udf ljb\ofnodf cfwfl/t ;xof]u kb\lt ;'wfg{df cg'udg tyf k[i7kf]if0f lbgdf sfo{j|mdsf] lbuf]kgf ;'lglZrt ug{d

cleefjsf nflu k|ZgfjnL

!= tkfO{n] cfkm\gf jfnjflnsfx?df ljut s]xL jif{ otf s]s:tf] Jojxfl/s kl/jt{g dxz"; ug'{ ePsf] 5

jfnjflnsfx?n] ug]{ Jojxf/df, lzIfsn] lbg] u[xsfo{df, jfnjflnsfsf] z}lIfs pknlAwdf

@= ljb\ofnosf] z}lIfs jftfj/0f, lzIfsn] ug]{ lzIf0f z}nLdf s]xL kl/jt{g ePsf] kfpg'ePsf] 5 <

#= tkfO{sf] ljrf/df jfnaflnsfnfO{ s] s;/L k9fPdf pgLx?sf] z}lIfs pknlAwdf ;'wf/ cfp5 h:tf] nfU5 <

$ s] To;/L k9fPsf] 5 t<%= ljb\ofnon] s] s:tf sfo{s|ddf lgDtf] k7fpg] u/]sf] 5 <

jfnjflnsfsf] z}lIfs pknlAwsf jf/]df, z}lIfs ;d:ofsf af/]df,

^ lzIfs jf ljb\ofnoaf6 yk ;"rgf kfpg] ug{" ePsf] 5 < s] s:tf ljifodf ;"rgf kfpg] ePsf] 5 < s'g' s'g j]nfdf-;"rgf klg ;8\sng ug]{_

74

%= tflnd lnPsf] lzIfs / glnPsf] lzIfsn] ug]{ Jojxf/df s] s:tf] kl/jt{g kfpg' ePsf] 5 <

^= tkfO{n] ljBfnosf] ljsfzsf] nflu s;/L ;xof]u k'¥ofpb} cfpg' ePsf] 5<

ljb\ofno Joj:yfkg ;ldltsf kbflwsf/L!= tkfOsf] ljb\ofno c? ljb\ofnoeGbf s] s] s'/fdf ˚km/s 5<

ljb\ofnosf] ;aeGbf /fd|f k2x? s] s] 5g\ < dg gkg]{ lg < jfnd}qL 5 jf 5}g < 5 eg] s;/L < 5}g eg] lsg<

@= tkfO{sf] ljb\ofnosf ;j} lzIfsx?n] l/8 g]kfnsf] tkm{af6 tflnd k|fKt u/]sf 5g\ <

o;/L tflnd lnPsf lzIfsaf6 ljb\ofno jfnd}qL agfpg s]s] sfdu/]sf 5g\<

lzIf0f l;sfO lj|mofsnfk jfnd}qL jgfpg s]s] sfd u/]sf 5g\< z}lIfs pknlAwdf ;'wf/ Nofpg s] s:tf sfo{x? u/]sf 5g\ <

#= ljb\ofnosf] z}lIfs pknlAwsf ;DaGwdf tkfO{ s] eGg' x'G5 < z}lIfs u'0f:t/ psf:g lzIfsn] s] s:tf sfd ub}{ cfPsf 5g\ < lzIf0f l;sfOdf s] s] kl/jt{g ePsf] 5<

$= tflndaf6 lzIfsn] z}lIfs ;fdu|L tof/ u/L ljb\ofnodf NofPsf lyP< xfn ljb\ofnodf To:t} z}lIfs ;fdu|L ljsf; ug{] sfd ePsf] 5< tL} z}lIfs ;fdu|Lx? sIff sf]7fdf pkof]u ug]{ u/]s{f

kfpg'[ ePsf] 5 < lsg<

%= ljb\ofnsf lzIfsn] z}lIfs u'0f:t/ psf:g s] s:tf gof k|ofzx? ug]{ u/]sf 5g\ <

^= lzIfsn] ljb\ofyL{ d"Nof8\sgsf ;DaGwdf s]s:tf] kl/jet{g u/]sf]do;"z ug'[ ePsf] 5 <

lag/Get/ ljb\ofyL{ d"Nof8sg kb\belt nub' ug{] u/]sf] l;sfO ;d:of klxrfg u/L she]/ ljb\ofyL{no{ yk lzIf0f ug]

{ u/]sf] z}Ifl0fs k/fez{ ug]{ u/]sf]

&= l;sfOsf jf/]df cleefjsnfO{ ;"rgf ug]{ u/]sf 5g\ <

75

cleefjs ,lzIfs, ljb\ono Joj:yfkg ;ldltdf d"Nof8\sg ;DjGwL5nkmn

l;sfO ;DaGwdf ;do ;dodf 5nkmn cGo s]xL

*= l/8 g]kfnn] ;~rfng u/]sf] tflnds} sf/0f tkfO{sf] ljb\ofnosflzIfsn] ;Dkfbg ug]{ lj|mofsnfk / cGo Jojxf/df s]s:tf kl/jt{g ePsf] 5 <(= l/8 g]kfnsf] tflnd sfo{j|mddf d'Vo lzIfs g]6js{ tof/ u/L pkof]udf

NofPsf] cj:yf 5 o;n]] ljb\ofnosf] z}lIfs pknlAwdf ;'wf/ Nofpg s] s:tf] e"ldsf lgj{fx u/]sf] 5 <

!) = lzIfs tflnd sfo{j|mdaf6 tkfO{n] s] s:tf gof s'/fx? l;Sg' eof] s] tL l;sfOx? z}lIfs u'0f:t/sf nflu sltsf] pkof]uL ;flat

ePsf 5g\ < s;/L<

!! = lzIfs tflnd sfo{j|mdnfO{ a9L k|efjsf/L agfpg s]s:tf] Joj:yf x'g'cTofjZos 7fGg' ePsf] 5 <

!@ = l;sfO x:tfGt/0f ug{ s] s:tf] yk lj|mofsnfk ug'{ pko'St 7fGg' x'G5<

!# lzIffdf ;'wf/ ug{ jfnSnjsf] s]s:tf] e"ldsf kfpg'eof]<!$ ljBfno jfn ;+/If0f ;ldltsf] lg<!% kl/of]hgfn] 5f]8]kl5 s] ug{] ljrf/ 5<

cfkm}n] :s"n kl/jf/n] cGon]

lzIfssf nflu k|ZgfjnL! u'0f:t/Lo lzIff eGgfn] s] j'em\g' ePsf] 5 <@ tkfO{sf] ljb\ofnosf] lzIff u'0f:t/Lo 5 t <

5 eg] s;/L< s]n] ub{f u'0f:t/Lo eof]< ePg eg] lsg<

# jfnd}qL ljb\ofno eGgfn] s:tf] ljb\ofnonfO{ j'em\g' ePsf] 5 < @ tkfO{sf] ljb\ofno / sIffsf]7fsf] jftfj/0f jfnd}qL lzIf0f l;sfO

lj|mofsnfksf nflu pko'St 5 t < 5 eg] s;/L<

76

s]n] ub{f jfnd}qL eof]< ePg eg] lsg<

# tkfO{n] kfpg' ePsf] tflndn] s] s:tf ;Lk,1fg tyf wf/0ffx? ljsf; u/\of]<

$ tL ;Lk lzIf0f l;sfO lj|mofsnfksf nflu s] s;/L pkof]uL eP < tflndaf6 k|fKt ;Lk, k|of]u ul/Psf] If]q, k|of]usf] tl/sf

%= tflnd sfo{j|mdn] s]s:tf z}lIfs ;fdu|L ljsf; ug{ l;sfof] < ^ tLd4] s]s:tf ;fdu|Lx? b}lgs lzIf0f l;sfO lj|mofsnfksf nflupkof]uL eP

<& s'g txsf] ljb\ofyL{ / lzIf0fsf nflu tof/ ul/Psf lyP <* s] tL ;fdu|Lx? ljb\ofyL}sf] tx / pd]/ cg';f/ pko'St lyP< ( tL ;fdu|Lx? lbuf]?kdf k|of]u ug{ ;lsg] vfnsf 5g\ jf lyP <

s;/L< lsg ePgg\<

$= tflnddf ljsl;t tyf ljtl/t z}lIfs ;fdu|Lx?sf] pkof]usf sf/0f k7gkf7g ug]{ ljifosf] z}lIfs pknlAwdf ;'wf/ cfPsf] 5 <

z}lIfs pknlAwdf ;'wf/, Jojxf/df ;'wf/, sIff ;xeflutfdf ;'wf/, ts{ tyf ;d:of ;dfwfg snfdf ;'wf/ cGo

%= tflndaf6 k|fKt ;Lksf sf/0f tkfO{n] cjnDag ub} cfpg' ePsf] ljb\ofyL{d"Nof8\sg kb\bltdf s'g} kl/jt{g ePsf] 5 <

lgbfgfTds t/Lsfdf, pkrf/fTds t/Lsfdf ;d:of ;dfwfgdf d"Nof8\sgsf] glthf ljZn]if0fdf lzIf0f l;sfOdf ;'wf/sf nflu ul/g] cGo sfo{df lg/Gt/ ljb\ofyL} d"Nof8\sgdf

^= tkfO{sf] ljrf/df of] kl/of]hgf -lzIfs tflnd_ sf] ;du| pknlAw s] xf]<

77

&= tflndsf ljifoa:t'' / tflnd ;+~rfng ljlw ;Dawdf tkfO{sf] wf/0ff s] 5 <

* /L8 g]kfnnfO{ lzIfs tflnd ;Dawdf s] ;'dmfa lbg' x'G5 <

( = kl/of]hgfn] Joj:yf u/]sf] d'Vo lzIfssf] k|jGw -Provision of Key teachers_ / e"ldsf ljb\ofnodf x'g] lzIf0f l;sfOdf ;xof]uL eP jf ePgg\<

eP eg] s ]s;/L < ePgg\ eg] lsg <

(= Key teachers sf] cawf/0ff af/] tkfO{sf] wf/0ff s] 5 <!) of] Joj:yfsf] lbuf]kgf s]s;/L sfod ug{ ;lsG5 <

!! = jfnd}qL ljb\ofno /fli6o k|f?k @)^& af/] s;/L hfgsf/L kfpg' eof] <

o;jf/] s'g} tflnd klg kfpg' ePsf] 5 < 5 eg] slt lbgsf] < s;n] tflnd lbof]< !@ tkfO{nfO{ xfn jfnd}qL sIff Aoa:yfkg ug{ s'g s'g tflndn] s;/L ;xof]u u/]sf] 5<-sIffsf]7fsf] Aoa:yfkg;d]tsf] canf]sgu/L l6kf]6ug]{_

!# lzIffdf ;'wf/ ug{ jfnSnjsf] s]s:tf] e"ldsf kfpg'eof]<!$ ljBfno jfn ;+/If0f ;ldltsf] lg<!% kl/of]hgfn] 5f]8]kl5 s] ug{] ljrf/ 5<

cfkm}n] :s"n kl/jf/n] cGon]

ljb\ofyLsf nflu k|ZgfjnL

!= tkfO{sf] ljb\ofno c? ljb\ofnoeGbf s] s] s'/fdf ˚km/s 5< ljb\ofnosf] ;aeGbf dg kg]{ s'/f s] xf] / lsg < dg gkg]{ lg <

@=tkfO{nfO{ k9fpg] lzIfsn] ug]{ Jojxf/df klxn] / clxn]df s:tf] kl/jt{gkfpg' ePsf] 5 <

JolQmut Jojxf/df k7gkf7gdf

78

d"Nof8\sg ljl3df l;sfO ;fdu|Lsf] pTkfbg / k|of]udf , l;sf?sf] ;xeflutfdf u[xsfo{ hfRg]df cGo s'/fdf

#= xfn lzIfsx?n] b}lgs ?kdf lzIf0f l;sfO lj|mofsnfk ;~rfng s;/L ub}cfpg' ePsf] 5 <

of]hgf jgfp5g jf jgfpb}gg\ z}lIfs ;fdu|L ljsf; tyf k|of]u x'G5 jf x'b}g, ;fGble{s z}lIfs ;fdu|Lsf] k|of]u u5{g jf ub}{gg\, kf7\ok':ts jfx]s cGo ;fdu|L k|of]u u5{g jf ub}{gg\, cGo s]xL ePdf

$= lzIfsn] tkfOn] l;s] jf gl;s]sf] s] s;/L d"Nof8\sg ug]{ ug'{ ePsf] 5<

l;sfO ;d:of ;dfwfgsf nflu u[xsfo{df k[i7kf]if0f lbgsf nflu z}lIfs pknlAwdf sdhf]/ ePsf ljBfyL{sf nflu cGo s]xL ePdf

%= tkfO{nfO s:tf] l;sfO z}nL dg k5{ < lzIfssf] s:tf] Jojxf/ dg k5{ < s] tkfO{sf] ljb\ofnodf tkfOn] eg] h:t} lzIfsx? x'g'x'G5 < 5}gg eg] lsg<

^= ljb\ofnosf ;j} lzIfsx?n] tflnd lng' ePsf] 5, tkfOsf] ljrf/df s:tfs:tf ljifodf lzIfsnfO{ k'g tflnd lbg' knf{ <

&=jfns]lGb|t kmlg{r/sf] pknAwtfn] lzIf0f l;sfOdf s]s:tf] k|efj k/]sf] 5 <

lzIfsx?s.] larf/df ljb\ofyL{x?sf] l;sfOdf sIff lzIf0fdf ljb\ofyL{sf] lgoldtftfdf j9f}Tt/L ;DaGwdf

cGo s]xL ePdf

*= ljb\ofnodf k':tsfnosf] Joj:yf klg 5 <

ljb\ofyL{n] tL k':tsx? s;/L k|of]u ug]{ u/]sf 5g\<

79

k':tsfnodf l;s]sf s'/f b}lgs lzIf0f l;sfOdf s;/L hf]8g]{ u/]sf 5g\<

cGo s]xL ePdf

(= s:tf] ljb\ofno jfnd}qL x'G5< tkfO{sf] ljb\ofno jfnd}qL 5 jf 5}g< 5 eg] s;/L< 5}g eg] lsg<

!) s:tf lzIfs l;sf?d}qL x'G5g\< tkfO{sf] ljb\ofno l;sf?d}qL 5 jf 5}g<

5 eg] s;/L< 5}g eg] lsg<

!! s:tf] lzIf0f jfnd}qL x'G5< tkfO{sf] ljb\ofno lzIf0f d}qL 5 jf 5}g<

5 eg] s;/L< 5}g eg] lsg<

!@= ljb\ofnon] afn ;xeflutfsf] nflu s] s:tf sfo{s|dx¿sf] Aoa:yfu/]sf] 5<

afnNsa tL sfo{s|dnfO{ s;/L ;3fPsf] 5< ljBfno ljsfzdf s;/L ;xof]u k'¥ofPsf] 5 < cGo s]xL eP

!# ljBfno jfn ;+/If0f ;ldltn] lg< cGo s]xL ePdf

80

Appendix I (a): Learning Environment of the schools of Solukhumbu district

Highlysatisfacto

ry

Satisfactory

Need improvements

SaraswotiLS, Fuleli

Garma SS,Garma

Singhakali HSS Making and using teaching materials Applying teaching methodology in the

classroom Coordinating with key teacher Managing classroom

TaksindhuSS,Nunthala

BarbotPS,Tingla

Thakumala LS, Kangel Making and displaying teaching materials Applying teaching methodology properly in

the classroom Measuring learning achievement of the

students regularlyJanajagriti LS,Salleri

Janasudhar LS,Denam

Jivan Jyoti HSS, Nele Developing well organized classrooms Ensuring minimum learning environment for

all students Managing specialized equipments for

disable students Making enjoyable classroom environment

NaulekhPS,Juving-7

BalkanyaPS, Waku-9

Hulu SS, Pawai-8 Maximizing the use of Brain Gym for

stdents' learning replacing love song by child song Activating teachers for their creative and

critical participation in school affairs Erasing poster and pamphlets of political

parties Improving toilet facilities for all

students Managing drinking water facilities as

basic needs of the students Maximizing the use of teaching materials Developing the confidence of teachers Reducing ‘blaming culture’ for improved

relation among stakeholders of education Finding alternatives to corporal

81

punishment KharikholaHSS,Juving– 9

Deurali PS, Deusa-6 Improving teaching technique, using

educational materials, and making childfriendly classroom

Improving physical facility in school Reducing negligence and passiveness of the

teachers for educational improvement Making teachers accountable for their

assigned duty Lukla LSS,Lukla

Pemacholing PS, Ghat

KhumjungSS,Khumjung

HimalayaPS, Namche

SagarmathaSS, Bung

Sagarmatha SS,Waku

Mahendra Jyoti HSS, Chaurikharka, Use of available resource materials Less use of corporal punishment Sharing among teachers Focused on CFS

82

Appendix I (b): Learning Environment of the schools of Taplejungdistrict

Highlysatisfacto

ry

Satisfactory

Need improvements

Rani PS,Ikhabu

PhotalungPS,Ikhabu

Saraswoti LS, Tapethok Looking for additional educational

materials in the classroom. Improving the regularity and punctuality

of the local teachers in school Creating clean school environment

including staff office Rearranging classroom setting Checking homework and class work with

practical suggestions Facilitating students' assembly regularly Starting classes on time, morning assembly

and other classesDeuraliPS, Lelep

SundeviSS,Ikhabu

Sewalung SS, Ikhabu Reducing influences of the political

parties Promoting team work Preparing ad using more educational

materials for better instruction Organizing lower grades effectively Improving teaching techniques of the lower

grades Inviting and involving parents for school

improvement Maintaining transparency through school

auditing

83

Appendix J: EXPECTATIONS OF TEACHERS DURING TRAINING

Solukhumbu ,2010

Solukhumbu, 2009 Solukhumbu, 2007 Taplejung, 2007

skill to address students' absenteeism

ways to learnlocal language easily

child psychology

community participation

quality education

child rights ways to

develop self esteem

cooperative learning

school management

CAS multigrade

teaching

development and use of teaching learning materials

child friendly environment

group work songs and

games school

management skills

skills to do effective teaching

problem solving

lesson plan preparation

extracurricular activities

skills for in school and out school interaction

child centered teaching

development and use of teaching learning materials

motivation child

psychology

multigrade teaching

child psychology

use of local materials

responsibilities of stakeholders of education

creative art meaning and

use of teaching learning materials

84

Appendix K: OVERALL ASSESEMENT PARAMETERS OF THE REED NEPAL PROJECTS

Relevance Was the project useful for the teachers and the students? Did the project address the needs of the teachers? Did the project support the concerns related to

child rights? Did the project address the need of the parents and

other stakeholders of education?

Efficiency Was the project successfully designed and implemented? Did the project efficiently implement its programs? Did the selection process ensure that projects

funds were aligned with DOE and DEO aims to providequality education?

To what extent this project can be sustained without external support?

Effectiveness

What has been the contribution of this project on the improvement of teaching learning situation?

How successful was the program in targeting projectlocations?

What was the effect of the project on students' learning achievement?

Impact What worked to improve students' learning achievement?

Which approaches were most successful in improving teaching learning situation?

What have been the best practices that can be carried in other parts of the country?

Sustainability

How sustainable were the project activities? How successful was the project to create additional

interest among stakeholders of education for improved teaching learning situation?

To what extent this project was successful in leveraging change in teachers' and students' practices?

Are there any local ways that ensure the sustainability of the project?

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