Coordination, Innovation, Celebration


NOTE: This story was originally posted in Writers' Diary.

My Solar Lantern has now got an important space in my room in the evenings. It glows at evening adding to the ambiance of my room. My room seemed like a deserted gloom in the evenings; nevertheless my Solar Lantern is now there in the corner being evidentiary of me getting new energy.

I bought this Solar Lantern while I was visiting the city of York, in England. York has been a source of inspiration in my life. Even a day of roaming around the parts of the city, esp. National Railway Museum, the Minster Church and etc had made a remarkable impression in my mind. I still remember the song performance : ’stary stary night’ on the footpath, York Visitor Information Desk, and two caring people taking picture of me at the city walls area.

York has got life in it. What I found more interesting there was ‘Poundland’ where we get many things, each item in a pound !! I entered there, as a lucky national of Nepal (a Southern country). I bought a frying pan, a body spray and this Solar Lantern.

The most catching thing: It was printed on the cover of this lantern like there is no need to replace the battery. It sounded like it works forever.

After I returned to Nepal, I kept it at the top of my house. Its glowing at evenings looked nothing, as number of such Garden Solar Lanterns makes a nice ambience in the evening-garden with much landscape design and other arrangements. The fantasy for me was that I am naturally overwhelmed with things caring mother earth. The Solar Lantern was such thing which could reduce the use of fossil fuels, or biomass. But to what extent? The answers could be nearly equal to zero.

However, what sort of fantasy I have made with the particular Solar Lantern; is an example. I hope so.

Time passed on. Busy life schedule began. One day I noticed that one of my nephews pulled the LED off from the Solar Lantern. Then after, the whole remaining things were ready for disposal. My room had been in mess those days. Fortunate Solar Lantern was not disposed off. One day I found a LED when I was removing dirt from the corners of the room. I just collected the other parts of the Lantern and went to a repair service.

The man who was busy on fixing the FM radio questioned me: Are you sure that you will mend this? I replied: Yes, Just for amusement, hehe. He took NPR. 15 for fixing it and asked to keep it under the Sun for complete 4 hours or so. I did the same and waited till the evening.

The very day was lengthy for me. I didn’t have any work to be done for that day. The Lantern did not glow in the evening. Initially, I was worried. Silly I, I then remembered to switch it on. Still it did not glow. Ahh, it was automatic, I then covered the Solar Panel with palm, and then it glowed being sensitive to the darkness.

Amazingly, the LED that I found was not white one, it was red LED. So, it was dimmer than it was before with the white LED. It had already taken much of my efforts; I found a place in my room to add some to the ambience of my room. Before that, I had taken some pictures of red glowing Lantern using my Chinese Mobile Phone.

TSL 2018 International Schools Essay Competition & Debate (Newsletter Reposted)

TSL 2018 International Schools Essay Competition & Debate

'My plan to protect and manage our oceans, seas and marine resources'


Last Chance to Enter!

The Trust for Sustainable Living is pleased to invite schoolchildren around the world to tell their best ideas for conserving the world's oceans and marine resources.

One overall Grand Prize Winner (plus Teacher and Parent) will receive a free trip to the International Schools Debates in the Seychelles in early July 2018 (see Programme), and the top essays will receive special recognition as Finalists or Honourable Mentions. All participants are welcome to attend the Debates, which promise to be a wonderful learning opportunity for all ages!

The essay competition and debate are focused on helping to achieve UN SDG (Sustainable Development Goal) #14.

Further information can be found on the competition website.

To participate, Teachers must register
 and submit essays* by 17th Dec 2017

Additional information
Login Page (to submit essays) - Schools Resources
Teacher Help Page - Debate Programme

(* the same registration and submission dates also apply for the annual TSL Schools Sustainability Challenge video competition)


There is a Story behind Every Dream!

Whenever the word ‘Dream’ or any of its synonyms strikes to my mind, it refreshes all those memory from my past where I used to enjoy the most believing myself as the king of my achievements. Although it was my imaginary world but I used to believe it more than one believes their breath.

In fact I can bet if anyone will show me someone in this world that hasn’t ever made the ‘Dream’ as their only World.
But now when I am inside our so called SOCIETY, I am in a great confusion about its existence as it is observed as a scenario of war where one group i.e. Dream seeker is struggling to turn their dream into reality and another group i.e. Parents/guardians are obstructing those dream seeker by forcing their own artificial wish upon them.

British writer and social critic, Charles Dickens had once said, “A dream, all a dream, that ends in nothing, and leaves the sleeper where he lay down, but I wish you to know that you inspired it.” Myself being no any exception, I too used to live a dream during my childhood and now attempting to turn that dream into reality i.e. to start a school where talent would be the benchers. In fact I have already named it “School of Talent.”

Since school days I have repeatedly been observing a scenario at my hometown where the children were forced to sacrifice their dream because of the high expectation of their parents to see their kids as doctor, engineer, architect, CA etc. in future. As the result of which, the much those kids were growing up, their born talents were decreasing its sharpness.

I still remember a boy named “Anuj Sah (Name Changed)” from my neighbour who was growing with only aim to become a 'Multi-talented' person because he was God gifted excellent at Dancing, writing, singing. He used to work hard in study too so that his parents won't obstruct him to follow his passion. But once I had observed him working as a staff at a cosmetic shop.
All that had got wasted not only because of his parent's high expectation and ignorance of his passion but also lack of infrastructure in small cities education system to provide training related to their gifted talent.

If talking about Nepal’s storm metropolitan city then it's ok but situation is so haphazard with the small cities of Nation. Small town's school do have a system to provide extra-activities classes but it is treated just like extra stuff as those classes gets administered by those teachers who is no doubt very good at study but un-skilled in that extra-activities. In this way those hidden talents in those school children gets limited within that class only.

So, my dream is to start an organization or say a team which will administer that extra-activities classes of those small town's schools with specialized teacher who will understand the importance of those passions, the much those kids do.

My dream is different in sense as it won't only provide appropriate training but also gift them an open platform to showcase their talent. That organization will work only for the exposure of their talent. Children are future of nation and needs proper guidance at their initial stage. Our organization as well as each team members will be dedicated to protect those talents and globalize it so that if a child wants to be a writer then he/she won't be forced to become a CA.

This dream will structure my soul by giving me a satisfied statement that "Yes I did something for the person like me”.

By Suresh Kumar Mukhiya

EarthCorps is hiring 2018 International Participants (Newsletter Reposted as Blog)

EarthCorps is Hiring!

Do you know a young adult who is working in the environmental field and is looking for an opportunity to advance their career?

Tell them about EarthCorps!

EarthCorps is accepting applications for international participants to train in Seattle, Washington, USA from June - December 2018.

EarthCorps' program is focused on environmental restoration, leadership development, and community building. International Participants will work on crews of six as they perform manual labor to improve the health of Washington forests and waters.

Work includes invasive plant removal, native plant installation, trail construction and maintenance, volunteer management, and more. Projects take place in a variety of urban, suburban, and rural settings.

In addition to physical work, the program devotes time to professional and personal growth through workshops and trainings that provide deeper context for the restoration work. 

 Learn more about our corps program and apply today!

International Participant positions are open to non-US residents only. Applicants must qualify for a J1 Trainee Visa and have a four year degree in an environmental field or five years of employment or volunteer experience in an environmental position.
Applications must be submitted by January 8, 2018.

Earthcorps_035Super drill Kristen Natasha
EarthCorps Green Logo

Adelaide Graduate Centre Postgraduate Research Scholarships

The University of Adelaide offers Adelaide Scholarships International (ASI) to attract high quality overseas postgraduate students to areas of research strength in the University of Adelaide to support its research effort.
The University of Adelaide is widely regarded as one of Australia’s leading Universities and it is the third-oldest university in Australia. The University is associated with five Nobel laureates and 104 Rhodes scholars.




  • Course tuition fees for two years for a Masters degree by Research and three years for a Doctoral research degree (an extension is possible for doctoral programs only),
  • An annual living allowance ($26,288 in 2016) for two years for a Masters degree by Research and three years for a Doctoral research degree (an extension is possible for doctoral programs only), and
  • For Student Visa (Subclass 500) visa holders the award provides compulsory standard Overseas Student Health Cover (OSHC) Worldcare policy for the student and their spouse and dependents (if any) for the standard duration of the student visa.  It does not cover the additional 6 month extended student visa period post thesis submission. If the award holder does not hold a subclass 500 visa then he/she is responsible for the cost of health insurance.


  • In order to be eligible applicants are required to have successfully completed at least the equivalent of an Australian First Class Honours degree (this is a four year degree with a major research project in the final year). All qualifying programs of study must be successfully completed.
  • Scholarships will be awarded on academic merit and research potential. Extra-curricular achievements are not considered.
  • International applicants must not hold a research qualification regarded by the University of Adelaide to be equivalent to an Australian Research Doctorate degree or, if undertaking a Research Masters degree, not hold a research qualification regarded by the University of Adelaide to be equivalent to or higher than an Australian Research Masters degree.
  • International applicants who have not provided evidence of their meeting the minimum English language proficiency requirements for direct entry by the scholarship closing date, or who have completed a Pre-Enrolment English Program to meet the entry requirements for the intended program of study, are not eligible.
  • Citizens and Permanent Residents of Australia, and citizens of New Zealand are ineligible.
  • Those undertaking research via remote candidature are ineligible.
  • Candidates are required to enrol in the University of Adelaide as ‘international students’ and must maintain ‘international student’ status for the duration of their enrolment in the University.
  • Candidates who have applied for Australian permanent resident status can apply for ASI scholarships.
  • International applicants are not eligible if they have already commenced the degree for which they are seeking an award, unless they can establish that they were unable to apply in the previous round.
  • Scholarships holders must commence study at the University of Adelaide in the semester the scholarship is offered.
  • Applicants who applied and were eligible for consideration in an international scholarship round, and were unsuccessful, will automatically be reconsidered in the following international scholarship round, assuming they hold a valid offer of candidature for that intake. An applicant who has been considered in 2 rounds cannot be reconsidered in any future scholarship rounds.
  • The offer of a scholarship is contingent upon a student not being offered another award by the Commonwealth of Australia, the University of Adelaide, or an overseas sponsor. The University reserves the right to withdraw an offer of a scholarship at any time prior to enrolment if it is advised that an awardee has been offered a scholarship equal to or in excess of the financial value of the award offered by the University.

British Chevening Scholarship for International Student 2017, UK

Applications are now open for 2018/2019 Chevening Scholarships and some Chevening Fellowships. Chevening offers a unique opportunity for future leaders, influencers, and decision-makers from all over the world to develop professionally and academically, network extensively, experience UK culture, and build lasting positive relationships with the UK.
Chevening Scholarships are the UK Government’s global scholarship programme, funded by the Foreign and Commonwealth Office (FCO) and partner organisations. The programme offers awards to outstanding scholars with leadership potential from around the world to study for a master’s degree in any subject at any UK university.
The significance of the Chevening scholarship scheme rests on its large scope – approximately 700 scholarships are awarded each year to students from more than 110 countries, allowing students from developing countries to access British tertiary education institutions, some of which are of a very high standard as determined by international rankings.
The most popular destinations for the Chevening Scholars to study in 2011 were the London School of Economics & Political Science, University College London, and the Universities of Oxford, Cambridge, Edinburgh, University of Nottingham, University of Bath and King’s College London.


United Kingdom


A Chevening Scholarship normally covers
  • University tuition fees
  • A monthly stipend
  • Travel costs to and from the UK
  • An arrival allowance
  • A homeward departure allowance
  • The cost of one visa application
  • A travel grant to attend Chevening events in the UK


  • Be a citizen of a Chevening-eligible country
  • Return to your country of citizenship for a minimum of two years after your award has ended
  • Have an undergraduate degree that will enable you to gain entry onto a postgraduate programme at a UK university. This is typically equivalent to an upper second-class 2:1 honours degree in the UK.
  • Have at least two years’ work experience (this may be up to five years for fellowship programmes, so please refer to your country page for further details)
  • Apply to three different eligible UK university courses and have received an unconditional offer from one of these choices by 12 July 2018
  • Meet the Chevening English language requirement by 12 July 2018
  • In order to receive a Chevening Award, all applicants must demonstrate that they have fulfilled the Chevening English language requirement by 12 July 2018.
All applicants to ensure they have fulfilled the English language requirement as early as possible by either:
  • Taking an English language test
  • Claiming an exemption based on the UKVI exempt categories
Chevening accepts English language tests from five providers:
  • Academic IELTS
  • Pearson PTE Academic
  • Cambridge English: Advanced (CEA)
  • Trinity ISE II (B2)
Applicants must ensure they meet the minimum work experience requirement for the award that they are applying to before submitting their Chevening application:
  • Chevening Scholarships – two years’ work experience
  • Chevening Fellowships – either five or seven years’ work experience depending on the fellowship. Please check your country page for eligibility details relating to the specific fellowship you are applying to.
    If you do not already have the required level of work experience, you will be unable to submit your application (To get the more specific information please visit the official website)
  • Click on the following link.

Educators in Nepal

- Akhil Karn
Parenthood is a job that requires one to give up almost all of one’s time and energy for the well-being of another. Teachers too are, by nature, givers. The desire to help others, to give something for other’s inspiration, to be a part of students' betterment, to inspire the children in the classroom are some of the reasons many young people choose this path in life.

We find the teachers constantly giving for others especially a young and idealistic teacher. S/he truly believes s/he is helping a young person. He/she would mark the test papers whole night, spending hours perfecting lessons or making resources. Oftentimes there wouldn't be any distinction between his/her personal and professional lives.

These days the class monitoring and paperwork that teachers have to endure has increased in volume and perceived importance. The teachers struggle to keep up with the inefficient record keeping at schools and the endless meetings. The frequency of testing has also increased and the content the teachers are asked to teach has become more prescriptive.

Even with all these pressure at work, teaching as a profession has steadily seen a decline in a decent wage. Privately run schools, with a few exceptions, regularly underpay and overwork their staffs. As a teacher ages, he can see his youth slipping by, wages stagnate, pensions reduced and have reduced job security. Still teachers keep working in the face of losing the prime years of their lives, dwindling resources, limited rights, and rarely even their sanity being taken away.

Sometimes people who influence the growth of a society the least are the ones who are paid the most. Why is this so? You'd love a teacher if they shield your kids from a crazed gunman shooting up a school, protecting them. You adore educators when they use their bodies to protect a kid from a falling wall. But the moment the teachers decide to unite to voice their grievances about limited job security or reasonable pay or manageable workload and all of sudden they are labeled as crazy union thugs.

With lack of respect and with minimum wages, teachers today spend the last ounce of their energy trying to make a difference in their students' lives. Teaching as a profession is losing its pride. Teachers along with politicians have taken the respect out of their professions for so long that the public has lost faith in them. Look at the recent doctors’ strike which people were largely supportive of. In contrast, during the teachers’ strike, there were comments from parents and general public about how selfish the teachers were. The teachers today are treated as the slaves of the 21st century.

Young people should be able to see teaching as a profession that’s both noble and sustainable. It’s about time the teaching profession is elevated to the level where it truly belongs. The teachers should be rewarded for their dedication to teaching the children.

One change that needs to come is in the attitudes of the parents. They generally believe that since they are paying for the teachers' salaries, it gives them an upper hand in dealing with the school and the teachers. This same attitude is passed onto their wards as they spend more time with their guardians than they do with their teachers.

Teaching and teachers have shaped generations and informed the masses for centuries. It still plays a vital role in lifting a populace out of illiteracy. However the abundance of educators shouldn't mean the value of each educator is diminished. In contrast, it just means that we can now educate more people.

Author's Bio: Mr. Karn has been teaching in secondary school of Nepal for 7 years. Currently a secondary Mathematics teacher at Suvatara School, he is also an active member of Teachers' Network Nepal.

Popular Posts