Coordination, Innovation, Celebration

Urban Environmental Education - 8-week online course (April 10–June 4, 2017)

Cornell University Civic Ecology Lab has announced another round of  8 weeks online course - Urban Environment Education.

The course has three payment options - you sponsor yourself and another who cannot afford. you sponsor yourself, and you cannot sponsor yourself owing to fact that you are from very low income country.

During the times of detachment of urban young ones and the nature, we have the highest of the need and here the opportunity to make ourselves prepared to connect them and join in the movement of sustainability.

More Details:

The negative impact of poverty on a child’s education

Poverty is a global issue, so it can be a development issue in the least developed countries and developing countries. Poverty, in general is scarcity, dearth or the condition of one who lacks a certain amount of material possessions or money. It is a multi-faceted concept, which entails social, economic, and political elements. According to the latest study conducted by Asian Development Bank, in Nepal 25.2% of the population lives below the national poverty line. Over the past decades, unfortunately, the economic gap has widened between Nepalese families. Educational outcomes are always influenced by family incomes. Despite the existence of the organizations working for poverty alleviation in Nepal, poverty has remained a stubborn fact of life. The Ministry of Co-operatives and Poverty Alleviation was established on 18 May 2012 by Nepal Government with a vision to prioritize co-operative sector and poverty alleviation, foreseeing the growth of cooperative sector in the nation, citizens’ curiosity and the world co-operative movement.

It is evident that socioeconomic disadvantage has a negative impact on the life outcomes of many Nepalese children. There are countless areas influenced by poverty. This write-up just lays emphasis on the impact of poverty on a child’s educational outcomes. Children from low-income family backgrounds often start school already behind their age-mates who come from more affluent families. School readiness reflects an individual child’s ability to excel at both academics and social life in a school environment. For holistic development of a child, physical well-being and appropriate motor development, emotional health and a positive approach to new experiences, age, appropriate social knowledge and cognitive skills are a must. It is proved that poverty decreases a child’s readiness for school through aspects of health, family life, schooling and neighborhoods.

 A child’s home has a particularly strong impact on school readiness. Children from low income families often don’t get motivated and show willingness to learn the social skills required to prepare them for school. The children who are raised in poverty-stricken family usually lack parental care, inspiration, and supervision. A report by Thomas concluded that children from lower income score significantly lower on measures of vocabulary and communication skills, knowledge of numbers, copying and symbol use, ability to concentrate and cooperatively play with other children than those who come from higher income families. Moreover, study by the Institute of Research and Public Policy (Montreal, Quebec) showed that differences between students from low and high economic neighbourhoods were evident by grade 3; children from low socioeconomic neighbourhoods were less likely to pass a grade 3 standard test.

 In Nepal, poor schoolchildren are forced to go to work do the worst jobs or risky jobs to support their family financially. They don’t go to school regularly; as a result, their academic performance is obviously declined. On the one hand, they miss lessons at school, and on the other hand, they aren’t able to afford to pay tuition fees of extra classes. When they are present at school, they are unlikely to be attentive due to their tired body as well as hopeless mindset. They are to rather think that their future is bleak. They are filled with pessimism. They feel inferior complexity.

 Another thing that adds to their woes is feud. A feud between a husband and a wife in poor family set-ups is common. When a child’s parents get into arguments frequently at night, the child tends to leave home forever. Leaving home means leaving school too. Not only this much, when a father and a mother quarrel over trivial matters, the father is likely to exert his anger on their children by tearing away their textbooks, notebooks and throwing away bags and stationery. When children are mature enough to understand their family condition, they will shift their attention from studies to employment. Another example, some parents agree to send their children to relatives’ or acquaintances’ homes to work as a domestic worker on condition that they take responsibility for the child’s education and accommodation. But only a handful of them turn out to be committed.
Even if children attend classes regularly, they fall behind their classmates in terms of presentation, English speaking skills, and mathematics because their parents cannot provide them with materials to carry out school projects, and hone all four skills of English; and self-practice materials for Math. Apart from these, such children are deprived of everyday access to newspapers and the Internet. They fail to keep abreast of current affairs or global news. A lack of these sources prevents poor children from outdoing other competitors in the academic field. According to this year’s SLC results, most of the students who failed SLC examination were from government schools; and the cause of such a poor result, doubtlessly, can be associated with low economic status.

Even if the children are very talented, he or she cannot perform up to the mark at school due to parents’ demotivation and unawareness. Instead of boosting up their morale by at least keeping promises, parents demoralize and discourage them assigning their economic circumstances. Parents aren’t aware of the real stories of those great personages who overcame economic, social and physical hurdles and difficulties to rise. Poverty also leads to discrimination and failure of grasping opportunities. Many poor parents are not conscious of benefits they are entitled to reap for their wards at school. The very sorry thing is that poor parents don’t show up at the PTMs (Parent-Teacher Meetings) to question teachers or schools about their offspring’s education, attendance and participation in extra-curricular activities.

Poor parents, unlike well-to-do cum educated parents, offer counseling, inquire into their necessities and sit with them to help them with their difficult homework and prepare for their exams. Furthermore, poor parents fail to inculcate good culture in their children. Consequently, they tend to be disruptive, rowdy and impulsive. In the end, they get expelled from their school. Parents, to an extent, are responsible for misconduct and mischief of a child.

The children raised in poor families cannot benefit from higher level of cognitively stimulating materials available in their homes compared to those children raised in the wealthy families. Owing to poverty, children ought to go to a low quality school where their talents are neither searched out nor nurtured. Besides, financial strain limits the housing and neighbourhood choices available to low-income families, forcing them to live in neighbourhoods characterized by high levels of crime and unemployment, low levels of resources, and a lack of collective efficacy among the residents. Children get brainwashed into having engaged in anti-social activities at the prospect of earning money rather than getting an education. Neighborhood residence, in turn, is associated with child and adolescent school outcomes above and beyond the effect of family poverty.

In a nutshell, government has to launch awareness programs, educate all citizens and create as many fair employment opportunities as possible to raise each family’s living standards at a fast pace.

Tallinn—An Unheard City on Earth

If I am not mistaken, there’s no human being who dislikes travelling. Not only does travelling expand our horizon but also relieves us of our boredom. So, the culture of travelling in the form of vacation is on the rise. Moreover, the question relating to travelling during a job interview or a speaking test of IELTS, TOEFL et cetera has been common.

 I’ve recently visited Tallinn, capital of Estonia to present my research paper at an international conference on the theme ‘Empowering Tomorrow’s Teachers’. Since it’s my second travel on the European soil after the UK, I was not that anxious and excited.

Tallinn sits on the southern shore of the Gulf of Finland, just 83 km south of Helsinki. The city shares a geographical latitude nearly identical with Stockholm (Sweden). This’s a green city, proudly boasting 40km2 of parks and forests with a 2km stretch of sandy beach bordering its bay. If you’re not prone to seasickness, Tallinn is the best holiday destination for you; for it’s a popular cruise destination bringing nearly 500 000 passengers to the town each—more than there are citizens in the city. Thanks to its small size and compact layout, Tallinn is extremely easy to get around.

I spent my first day at the new, modern Nordic Hotel Forum four-star business and conference hotel, which is situated in the heart of Tallinn on Viru Square, just a short stroll from business, shopping and entertainment venues. I was treated to breathtaking views of the sea, old Town and city centre from the terraces of the hotel, which is one of the country’s skyscrapers. My travel started from Town Hall Square, which has been the undisputed hub of Old Town since Medieval times. Historically, it served as a market and meeting place, and was the site of at least one execution resulting from a dispute over a bad omelette. This old town is a must-visit place. The second place I visit is St. Olav’s Church, which, in Medieval times, with its 159m spire was thought to be the tallest building in the world. Nowadays, it just remains as an important symbol of the town.

The third place I visited is Toompea Castle, a wooden fortress built on Toompea Hill sometime in the 10th or 11th century, was probably the first structure in what later became Tallinn. Foreign invaders replaced it with a stone building in 1227-29. Since its early days, the castle has served as the local seat of power for any empire ruling Estonia. In addition to these places, I visited Great Guild Hall, Tallinn City Museaum, Cathedral of St. Mary the Virgin et cetera. Due to time constraints and hectic schedule with international delegates, I couldn’t explore Tallinn to the fullest. Anyway, on the night before my flight back; I along with some high-profile delegates went for dining out and chilling out. We had traditional Estonian cuisine that includes Germanic, Scandinavian and Slavic and some most known dishes include sauerkraut, jellied pork, marinated eel, herring etc. The local signature drink is Vana Tallinn, a sweet liqueur. It’s weekend. Most bustling restaurants were packed. The more noticeable thing was that we had difficulty in finding a table to sit at and watching live football matches in a friendly pub, sipping cognac.

I explored pubs and restaurants on the last night of my stay. I had to do shopping in a hasty way on the day of my flight. I tried my hand at a shopping mall for souvenirs to take back home. Euros and local currencies are used there.

 Tallinn, a hidden paradise, is a fantastic place to experience each of the four seasons in all its glory. It’s a short stay, however, it; on the whole, was satisfactory. It really enriched my understanding of western lifestyle, and inspired me to appreciate the monuments, city’s structure, architectural remnant, a fairytale neighbourhood of gabled houses, Gothic spires, cobblestone streets, artwork, history, craft, and so on. While at home, I thoroughly felt rejuvenated.


- Samita Magar, ELT Professional 
This article speaks personal experience of an English language teacher. The reflective journal tries to disseminate why the teacher has chosen teaching profession and how someone can be benefited by being a teacher. Beside various challenges in this profession, there are significant positions of a teacher in the society that encourages growing generation to choose teaching profession. 
When I was studying in secondary school, there was my English teacher, by whose teaching, most of the students were happy. The students used to respect him since he inspired us for better performance besides only course book teaching. As I saw him being respected by all, I used to wish myself to be such a teacher and be surrounded by many children. He never judged the students negatively and always encouraged for better attempt in all activities. He was simple in living but always happy. Mostly we could see him much happier when we succeed on small matters too. Encouraged by his intelligence and passion for the students’ good achievements, I had decided to be a great teacher: role model teacher and assist learners for their better future.

At the beginning of the session, we can hear the news that terrifying number of students run for the subjects such as Science, Management, Hotel management etcetera. But I am the one who only saw better future in teaching: as the most prestigious profession. Although most of the youths follow those professions, I elected to be a “TEACHER”. It means I decided to be the one who leads the terrifying numbers of students running in search of so called higher and advanced professions, whose job is to facilitate and guide those professionals for their better future. In this sense I feel great in opting the teaching profession and feel proud of myself and my profession despite of the labour and hard works the teachers have to do daily.

Teaching does not refer to only teaching course book and explaining the same matter to learners. It is more than transmitting skills, there should be the living act, hard work, commitment, dedication, trust and care. (Ayers, 1994). It supports that teaching is very risky, challenging job in which common people cannot be involved and spend long duration of time since to be a teacher a person should not possess any kind of jealousy, procrastination and flattery. The people who can accept risk or who dare to face every challenge as opportunities, only they are supposed to be the right candidates for this profession. So I really feel pleased that I am involved in such a challenging and difficult profession.

In my perspective, the teacher is one who listens to the 7th grader girl, complaining about her overprotecting mother and how she wishes she could wear, what clothes they want, she could show whatever she wants. Though the teacher has to listen the child, he /she calmly tells the child that her mother is being a good mother and taking care of her. A teacher is one who sits next to a boy even though his clothes and he smells bad, sits by his sides and helps him. A teacher is one, who devotes his/her time until midnight in order to change next day’s lesson plan as preferred by his learners. A good teacher is one, who thanks the parents for their support even he/she doesn’t get. So teachers are really great and I’d like to acknowledge them from my heart.

The other professionals may feel very proud in their professions but the reality is that it is almost impossible to be those professionals without the help of teacher. In every person’s life, the role of teacher is immeasurable. So I accept the teaching profession as the base for all other professions. There is significant number of reasons behind choosing the teaching profession. However, the most prevailing and compassionate reasons are discussed in details which are as follows:

Teaching: Respectable profession 

When I was just studying in fourth standard, there was a school in my village. There were three teachers to whom every person of the village used to greet and respect them as they are educated and having the concept that they know everything. If there is any event in the village like marriage ceremony, pooja or any other, they used to be called in the particular house with great respect and offer especial dishes for them. Furthermore, if there is any dispute among villagers they used to be called for the judgment. At that time I used to pray to the God to make me a teacher like them who used to be respected by all. By seeing such respect to the teachers while playing with the friends also I used to desire to play the role of teacher which I had observed intimately. And if anybody asked the aim in my life I used to say “teacher” without hesitation. From very beginning I had this concept that teacher is respectable profession which is not changed till now.

The great philosopher has also said that “those who educate children well are to be honored than those who produce them’. For instance; the parents of Helen Keller gave her birth but if the teacher had not inspired and guided her she could not be able to a famous writer and lecturer. The credit goes to the teachers who encouraged, guided and taught the beautiful art of living a life despite her disabilities. An American historian, journalist and novelist, Adams (1907) has said that “Teacher affects eternity; he can never tell where his influence stops.” (Episode1). It is reality in the sense that what a teacher writes on the board of students’ life can never be erased. In other profession, the professional may be provided car, quarter for staying and many other facilities, but when they are retired they don’t get any belongings and not greeted by the people too because they greeted to the post not to the person. Whereas the teachers whether they are in job or retired, they always remain respectable and get assistance where ever they go. They teach to numerous students throughout their life and their students reach in many different places and posts. So where ever they go, they get respect and assistance by the students. It is because, what post the students got that is by the encouragement and the guidance of teacher. So they remain respected in each and every moment throughout his life.

Highly Creative 

Teaching is such a profession where rigorous study is mandatory. When we study, obviously our mind processes, ponder about some matters and keep on getting creative solutions and plans too. Teaching is highly creative in the sense that while dealing with the children having wide range of interest, teachers have to be creative enough to tackle their curiosities, and make them take part in learning in creative manner. If one plan does not work, B plan should always be ready. This is how, teachers’ mind never get fully rest, and it needs to be mobilized each and every moment. As a result, creativity increases in multiplying way.

When we talk about the creativeness, nowadays the learners are becoming very much clever due to the development of technology. They can be quicker than teachers too. So teaching has become very challenging job. So at this context, the teachers need to be more up to date and have to be creative so that they can be respected by the learners. If the students find the teacher, weak in subject matter then they are supposed not to obey the teachers. That’s why it’s up to the teacher how they want to handle their profession. So C.S. Lewis has said that “The task of modern teacher is not to cut down the jungles, but to irrigate deserts.” It means the teachers need to be much creative in today’s context.

About the creativeness of the teacher an American historian, journalist and novelist (2013) has stated that “Teachers are the lifeblood of schools, but teaching is creative profession. Great teachers mentor, stimulate, provoke, engage.” (Episode1). I agree with it because if creativity is not there, that person cannot be a good teacher now days. In order to guide the students who are very clever by nature the teachers need to have creativeness in everything like; thinking, dealing, teaching and so on. So only the person having these qualities is teacher. And this is the reason why I chose the teaching profession behind many difficulties too.

Teacher: Role Model 

Everyone in life, has his/ her role model by whom they really get impressed. How I really got inspired by my English teacher was that he was a role model for me and I used to imitate him. Now days, the students are very clever, they follow whatever their teachers do rather than they preach or deliver in the classroom. So Towne (2012) has said that “A good teacher is like a candle, it consumed itself to light the way for others.” So in the name of becoming a teacher they really become moralistic character so that their students may take them as a role model. Teachers do not care about their desires but always devote their time to their learners.

As we generally call teacher as a role model; a teacher has to fulfil so many responsibilities. So Dey (2013) has mentioned that “the teachers need to be models for their learners, so that they can develop into disciplined, hardworking and successful person.” They always have to choose the right path and guide the learners towards that as in the systemic rules. If they fail to implement that then they are not good teacher. The teachers who really do good things and inspire learners do the similar can be the role model for many learners. Otherwise there can be seen only pseudo role model which should not be in teaching profession and let’s hope that won’t be. For example the teacher has to teach about ‘Good manner’ in the class then at first the teacher must know what is good manner and whether that is implemented by self or not.


Although, teaching is very challenging job, it is the base of every child’s future. If the child has got good education, it can ensure the child’s life, if not the life of child may be spoiled. For teaching, the teacher has to be the multifunctional professional. Teaching is not only delivering what we have rather it is an art which is supposed to bring effective learning in students (Mursell, 2013). Although there are many challenges and obstacles in teaching profession, I feel really proud to be a teacher and choosing this unique profession Since teaching creates all other professions, to be a teacher and involve in this profession is not an easy job. Therefore I chose teaching as my profession and I do not have repentance in it, rather I am proud to be a teacher.


Dey, S.K.(2013).Teaching of English.India:Dorling Kindersley.

Mursell, L.J.(2013).Successful teaching. Delhi: Surjeet Publication.

Towne, D. (2012).Home thoughts. Mustafa Kemal (Atatuk Trans.) Home thoughts.(originally published in 1991)

Hiking with 3rd Graders

“If you are seeking creative ideas, go out walking. Angels whisper to a man when he goes for a walk” Raymond Inmon
We were getting ready for Balthali hike. It was the years first hiking for students at Aksharaa School Kandaghari, Grade 4 & 5 had already left for Bandipur & Chitlang and today it was for grade 3’s turn. As I reached Aksharaa, Parents started to come to drop their children; we were supposed to move at 9 from the school. Well I was excited as hiking has always been a part of my interest and happiness; it’s simply a reason to get closer to the nature. However a bit confused & overwhelmed as it was the first time with such younger children, so I had kind of a mixed feeling.
 Parents seemed very worried and it was obvious being a parent to an eight/nine year old and sending them for an overnight trip. They even showed concern towards the weight of the bag that they carried as it was 2 hours uphill and downhill hike. I was in doubt myself but I tried to convince them as deep down I had trust that children are stronger than adults , here I remember a quote from Lady Bird Johnson “Children are likely to live up to what you believe of them” and I could see it true there! But then, it was their first time, very first time!
The bus stopped at khopasi, children were so excited to get down, I can’t explain in words! Then the journey started, we walked and walked. While on the way I observed the children and their behavior. It was difficult for some of them but then I had to motivate them, sometimes showing the little boys and girls for whom the travel seemed everyday task and sometimes old man & women who carried huge luggage on their back while walking. The amazing thing was that they didn’t give up, what they knew was yes the bag is heavy and I’m tired, but I have to make it to the top! Though for me, inside I was very scared for the kids as the walkway was very narrow and one wrong step would lead something serious! I had been telling and shouting throughout the way, on your left, on your right, please walk through the corners! Some of them were very scared of the suspension bridge (we had to cross 3) which they enjoyed the most while returning.
The good thing about Balthali hike we could view our destination from the base , though it would take a great deal to make it to the top, the top view from the bottom was a great inspiration thinking that we’re a step closer. And finally after 2 hours hike we made it. Personally it wasn’t much of as compared to the hikes I have been earlier; this was an easy one full of fun with natural beauties. However, could be difficult for the ones having first time though.
I was thinking the kids must be so tired but alas! I was so wrong; as I could see them running and playing all around when we reached at the top of Balthali Eco Hill Resort. I was with the last group as I wanted to assure that no one is left behind or to check if everything was alright. We divided them in groups of 3, 4 and 5 numbers among 4 teachers and 4 parents including myself making sure that we give them proper attention while they have fun. They enjoyed the lunch and dinner, we did too! The food was really good, so was the room, very neat and clean!!
I kept on checking time and again through the rooms to make sure that kids are safe and having good times. We made sure that we took the attendance regularly while and after the hike. They told stories, fun jokes and danced a lot. It was a very good chance to observe the children, how they felt being away from home. But to my surprise none of them even talked about home, they were so happy being away and to have been able to spend night with their friends. Teachers and parents (who accompanied) were enjoying with the kids talking and sharing. I could see it as a strong rapport build up opportunity. Also I observed some different sides in some of the students like I had never seen them being so responsible, taking care of themselves ( changing pajama’s, inners, brushing teeth, putting lotions on their own, looking for their belongings, keeping snacks thinking that they might need while returning back). Students along with teachers were very happy and excited to share the bed with their friends. But for me, I wasn’t sleep which generally happens when I leave home, I woke almost 5-6 times in midnight to check whether the kids had their blankets on or if anybody wanted to go washroom.
The next day we woke up and got ready for returning, returning trip was very easy compared to that of going and took less time as well. Some of the students also collected stones, leaves and pines. When I asked why they were doing so? They replied, it was a gift/souvenir for their parents, how sweet was that!
As most of the school these days take their students on trips, I would like to suggest must checklist and to-do’s prior the trip; Pre-Trip ActivitiesSet Learning Objective , Involving & Including ParentsSet Expectation & Discuss Possible Risk Factors & Post Trip Activity.
A well planned and well organized trip develops various skills in children such as working in collaboration, problem solving ability, leadership, also increases their socio-cognition, develops research habit, gives them ability to compare and contrast, observation skill, generates curiosity, love nature and most importantly makes them independent raising their self confidence. They also develop travelling habits using map skills; explore their own country with various culture and lifestyles which develops respect feeling in them.

Neha K.C
School Coordinator, Aksharaa School


Career Opportunities on Technical and Vocational Education/Training Projects at British Council Nepal

British Council Nepal has announced various career opportunities for co-implementing EU Funded project - EU/Nepal Practical Partnership for Technical Vocational Education and Training Reform (TVET PP).

The positions are based in Kathmandu and the application closing date has been set to Wednesday, 18th January 2017.

Please follow this link for more details.

British Council has also announced open position for Deputy Team Leader and Driver for four year period of time. Application deadline for these are set to Monday, 16th January 2017.

TSL 2017 International Schools Essay Competition and Debate

The reputed international schools event is back !

TSL 2017 International Schools Essay Competition and Debate
Theme: Climate Action
Events: Letter writing in Essay format, Debate
Age groups: School children of ages 7-11 and 11-17

Key Dates
1 September 2016 – School/Teacher registration opens
15 December 2016 – Closing date for essay submissions (and Schools Sustainability Challenge video entries)
31 January 2017 – All schools notified of winning Finalists and Honourable Mentions, and invited to attend the Debates & Awards.
3-7 July 2017 – International Schools Debates & Awards, UK. In addition to the Primary and Secondary School Debates, participants will enjoy a special programme of climate action themed educational visits and events, including a series of workshops and exchanges to support Teacher Champions in delivering quality sustainability teaching back at their schools. All participants other than the Grand Prize Winner’s party are responsible for making their own travel arrangements (e.g. flights, transfers, accommodation, subsistence and miscellaneous costs).

Essay Competition
Students are invited to write an essay outlining their thoughts on climate action, in English, as follows:
Primary students (ages 7-11): ‘My Plan for Climate Action’ (max. 400 words)
Secondary students (ages 11-17): ‘We Can Beat Climate Change by 2030’ (max. 600 words)

An international panel of judges, drawn from experts and educationalists in the field, will select the winning entries for each age category. The essays will be judged for originality and creative thinking and the potential to contribute to a broad-ranging and constructive international dialogue on future pathways for climate action. The winning essays will be published on the competition website.
For each category, schools are invited to submit up to 30 essays online. (These must be submitted by the Teacher Champion, using the login details provided at registration. Paper and emailed copies cannot be accepted, and essays more than 10% over the word limit will be automatically rejected.)



शिक्षक मित्रहरुमा अनुरोध

दीपक चन्दर ओझा

सामुदायिक बिद्यालयको शिक्षाको गुणस्तर दिनप्रतिदिन खस्किदै गएको छ । यसमा कतिपय कमिकमजोरी हाम्रा आफ्नै पनि छन , तर हामी शिक्षक लाई माथिल्लो निकायहरुले दोश्रो दर्जाको कर्मचारीको रुपमा लिने गरेको पाइन्छ । हामिहरु सङै सेवा प्रवेश हुने निजामती शाखा अधिकृत मन्त्रालय को सचिव सम्म पुग्छ भने हाम्रा त्यति नै योग्यता भएका संगै बिद्यालय सेवामा प्रवेश गरेका माध्यमिक शिक्षक जहाँ को त्यहीँ । हामी शिक्षकहरु लाई यस्तो विभेद किन ? हामीले अध्यापन गराएका हाम्रा बिध्यार्थी निजामती तर्फबाट उच्च पदमा पुग्न सफल हुने हामी शिक्षण पेशामा जहाँको त्यहीँ । 

यसको एउटा मात्र कारण नीति निर्माण तहमा हामी पुग्न नसक्नु । यो अन्तर्विभेद समाप्त गर्न शिक्षा क्षेत्रमा रहेका प्रशासनिक सनरचनाहरु समायोजन गरि पुनर्गठन गरिनु पर्दछ । सामुदायिक बिद्यालयको स्वीकृत शिक्षक दरबन्दी र नेपाल शिक्षा सेवा अन्तर्गतको स्वीकृत दरबन्दी लाई समायोजन गरि नेपाल राष्ट्रिय शिक्षक सेवा गठन गरि सो अन्तर्गत शिक्षक दरबन्दी पुनर्गठन गरि कायम गरिनु पर्दछ । स्थायी दरबन्दीमा कार्यरत स्थायी शिक्षक र नेपाल शिक्षा सेवा सेवा मा कार्यरत निजामती कर्मचारीलाई उक्त दरबन्दीमा समायोजन गरिनु पर्दछ । 

शिक्षा मन्त्रालय र मातहतका निकाय मा काम गर्ने कर्मचारी को तह निम्नानुसार हुनु पर्दछ : १ सचिव - राष्ट्रिय शिक्षक (रा.शि.) विशिस्ट श्रेणी २. सहसचिव- रा.शि. अतिरिक्त विशिस्ट श्रेणी ३. उपसचिव - रा. शि. प्रथम श्रेणी ४. शाखा अधिकृत बिद्यालय निरीक्षक वा सो सरह र माध्यमिक प्र.अ.- रा.शि. द्धितिय श्रेणी ५. माध्यमिक शिक्षक र आधारभूत(१-८) प्र.अ. - रा.शि. तृतीय श्रेणी ६. आधारभूत शिक्षक(६--८) र आधारभूत तह(१-५) प्रधानाध्यापक - रा.शि चतुर्थ श्रेणी ७. अधारभूत शिक्षक (१-५) - रा.शि. पाचौं श्रेणी  

यो कुरामा गम्भीर भइ सोचेरमात्र उपलब्धीमुलक सुझाव सहित comment गर्नु हुन आआफ्नो क्षेत्रबाट आवाज उठाइ दिनु हुन अनुरोध छ ।

Nepal's Education: money for nothing ?

Investment for nothing?

I had never been a teacher for state-funded institution with fairly higher salary than that the teachers of most of the private schools get. I would like to ask Nepali teachers who work in state-funded institutions. Have you worked much hard to 'redefine' your collective capacity so that you can confidently keep your child in the same institution? If you cannot be confident in answering this, I can say that Nepal's education is in complete paradox until you represent 'the state' in 'education'. I am not fully blaming to state-funded teachers, also many of bureaucrats and political leadership who see 'teacher' just as job, leaving 'responsibility' out of the mental universe. If the blame continues, I too could have many shortcomings. However, I believe that the critics should be regarded as correction opportunities.
I would be networking with teachers of private and public schools of Nepal, being on grassroot. Yet it has been much difficult to convince the teachers getting into the ethos of 'power of collective effort' for educational transformation in the country. Now, my aspiration is much overshadowed as I just have to use ICT to communicate with people from my country where positive aspirations are challenged by many constraints-  extremely inadequate electrical energy being one of those.
In Norway, I have dealt with many professions who represent 'state' and found common aspect in their attitudes - full of responsibility that justifies their job. I met police, fire-fighters, lecturers, professors, drivers (public transportation), bureaucrats and so on. Their jobs and Norway as welfare-state seem to be much in symbiosis.

Nepal has been investing much in education and other sectors, yet the expected outcome that sustains itself is yet to achieve. I suggest blame-game to end and replaced by corrective criticisms; and every professions in Nepal be fair and just- for their job that is synonymous to collective responsibility.

Earning for nothing?

Many of Nepali youth members have been leaving the country in the name of 1) foreign employment and 2) higher studies. If I have to guess the figure of those who leave the country for jobs abroad, I would say almost more than ninety percent of Nepalese remittance sources end up working with frustrations in the countries where human rights of foreign workers have been compromised for economic benefit of companies. Low-pay, pathetic living- and working environment, unlawful provisions of exit-visa have been adding to the sufferings of those who leave the country and enter into debt-and-visa-trap.

I have not attempted to develop conceptual framework on the science of underdevelopment. However, the brain drain could be one of the significant aspect of it. Many intellects have been leaving the country in the name of higher studies and the dilemma of the nation is - they never aspire to return. The blame-game on existing politics and system plays imperative on this. Those, who return - are frustrated that their enthusiasm is hijacked by the self-centred attitudes of those who represent the state - political leadership and bureaucrats and most importantly - teachers. Self-centredness hereby means - neglecting responsibility as a half of job and prioritising other half of it - money.

Jernbanetorget: a station where many student-workers can be seen
In Norway, I find some Nepali people who know that I am a student here ask me - " .. from work?". Very few of those ask me - " .. from campus?". Sometimes, I feel that I should answer them - "We people are just overvaluing financial gains that intellectual-skill development, right?"

The money, more decently called as remuneration or salary, here plays no role in transformation of the nation-state as the most energetic force, youths wish to leave the country and set their dreams on foreign lands- in Western Europe, the USA, Japan, Canada and Australia among many other attractions for them.

Those students who become able to make money in developed countries, prioritising work hours than study hours have been purchasing over-valued properties in home country. Here comes another problem - those who work hard in country and save some amount from the remuneration, won't be able to get a sniff of the property which has been excessively over valued by those whose elderly and ailing parents live in houses full of uneasy silence. On the other hand, what is handy if such students do not aspire to utilise the intellect and skills, living with loved-ones and working in home-country.

So, the science of 'money for nothing' in so called developing countries is more than I can explain.

Reproduction of: value or vain?

Young and Old - bridging the gap through collective action
Once, I was walking on the sidewalk of Karl Johan Gate, the road to royal palace in Oslo. I encountered two little girls who seemed like upper high school students. They were offering cookies and hot drink (Gløgg og pepperkaker) randomly to the people walking by the street's popular sidewalk. They seemed delighted when I accepted those. It could have been the Christmas tradition of Norwegian children to do something good to make father Christmas happy. I can see the culture of reproduction of positive values in children in Norway - this is just an example.
Norwegian pre schools and schools take their children in outdoor education, which takes each child to the closest proximity with nature. Norwegians are rich or at least supported fully by the richness of the nation's economy (and culture - I say) and many of them do not feel like they need private vehicle - car or motorbike. They understand a lot about ecological sustainability and the system makes them work for it, they have one of the best public transport system in the world. Apart from this,  here is the culture of volunteering, doing something good for others who are in trouble - something we see as social aspect of sustainability.

We Nepalese also do not want our children to be self-centred than caring ones. But, they learn the values from their surroundings- in fact much from their family. The context of Nepalese parenting scenario is: The 'science of non-productivity' is there somewhere if almost many of our families forget collective power of transformation and see nearest (though unsustainable) so called individual benefits. Our children and we may have have gaps, hence we are not able in reproducing values in our children, for we have lost precious phase of parenting, in the race of immediate- (so-called) benefit. What we are reproducing is- vain amongst our youngest of the generations- a threat to aspiration of 'transforming nation state'. If we are not changing the pattern, the thesis will be more towards deep-rooting and our children as adults will be continuing the same cycle.

फेलोसिपले मलाई जे सिकायो

नारायण अधिकारी

उज्यालो पछि अँध्यारो र अँध्यारो पछि उज्यालो सधैं भइरह्यो तर यो एकैनासको कहिल्यै भएन ।
हरेक दिन फरक भएर बित्यो यो वर्ष पनि ।
असिम अनुभूतिहरु सँगालेर काठमाडौं फर्कने दिनसम्म जनकपुर वरवरका आँपका बगैंचाहरुमा लटरम्म चिचिलाहरु लागेका देखिन्थे ।
मानिसका आ-आफ्नै रफ्तार हेर्दा यस्तो लाग्थ्यो कि मनभित्र सबैका सपनाका चिचिलाहरु यसैगरि भर्भराईरहेछन् ।
उखरमाउलो गर्मिको के कुरा गर्नु, सम्झँदैमा पसिना छुट्छ ।
एक बर्षे जनकपुर यात्रा जिवनरेखाबाट हटाईदिने हो भने मेरो सारा जिन्दगी साँच्चिकै बेकारको हुनेछ ।
लक्ष्मीप्रसादलाई आफ्नो साहित्य यात्रामा 'मुनामदन' जसरी प्रिय बन्यो उस्तै भयो मेरो जिवन यात्रामा धनुषामा टिच फर नेपालको फेलोसिप पनि ।
अरुले मलाई पक्कै पनि 'पढाउने मान्छे' सोचे तर म धेरै कुराहरु 'पढ्ने मान्छे' भएर आएँ ।
अरुले मलाई 'सबैलाई माया गर्ने मान्छे' भन्ने बुझे तर म 'आफैंलाई धेरै माया गर्ने मान्छे" भएँ ।
कतिपयले मलाई 'अरुलाई बदल्न हिडेको मान्छे' ठाने तर म सम्पुर्ण रुपले आफैं बदलिएँ ।
हो, मैले आफ्नो फेलोसिपमा जिवनको स्वार्थ भेट्टाएँ, कर्मको अनुपम सन्तुष्टी भेट्टाएँ ।
कतिपयको मुखबाट यदाकदा सुन्छु :- 'मेरो लागि कुनै बाटो छैन....'
"सबैको लागि बाटो पहिलेनै बनिसकेको छ, आँखा खोलेर हेर्ने मात्र आफ्नो काम हो" । आँखै बन्द गरेर कहाँ बाटो देखिन्छ त ?
ज्ञान, विवेक र बिश्वास जति बढायो, उति नै बाटोहरु देख्ने आँखाहरु चम्किला हुने रहेछन् ।

एस.एल.सि. परिक्षा सुरु हुन एक महिना पनि बाँकि नहुँदा परिक्षाको तयारी गरिरहेकी कक्षा १० मा अध्यायनरत एक छात्राको बिहे भयो । म निम्तो मान्न उनको घरमा जाँदा दुलही पहिरनमा सजिएकी उनले मेरो बडो स्वागत गरिन् । आफ्नै हातले खाना पस्केर दिइन् ।
म सोचमग्न भएँ । भोजका बिभिन्न परिकार लिएर मेरो अगाडी आइरहँदा मेरो आँखाले उनलाई होमवर्क देखाउन आईरहेकी एउटी मिहेनती बिद्यार्थी मात्रै देखिरह्यो ।
बेहुला बेहुलीको लागि सजाईएको कारमा चढ्नुअघि उनले आफ्नी मिल्ने साथीसँग एउटै थालमा भोज खाईन् । सायद उनिहरुले यो विवश बिछोडलाई साँस्कृतिक परम्पराको रुपमा सहज ठाने ।
मन चोर्ने हेतुले साथीचाहिँलाई मैले सोधें -"तिमि चाहिँ भोज कहिले खुवाउँछौ त?"
'म अहिल्यै भोज खुवाउँदिन सर' ।
'किन' ?
"किनकि मेरो सपना पूरा गर्नु छ" ।
'तिमि जुन अवस्थामा छौ, त्यसले तिम्रो सपना पूरा गर्न देला' ?
"तपाईले नै भन्नुभएको होईन, आफुमा विश्वास राख्नुपर्छ भनेर ? म मा पुर्ण विश्वास छ"
म झसङ्गै भएँ ।
भोलिपल्ट विद्यालय जाँदै गर्दा कोहि बच्चा रोईरहेको आवाजले मेरा पैतालाहरु टक्क अडिए । यसो हेरें साडिको सप्कोले टाउको सहित मुख छोपेर कोहि बिबाहिता भक्कानो छोडेर रुँदै थिइन् । 'के भएछ' भनेर बुझ्न खोज्दा कसैले बतायो- 'उनका श्रीमानले मदिराको मातमा बेस्सरि पिटे रे’ ।
आँपका चिचिला जस्तै धेरै बालिकाहरुका सपनाहरु बढ्नै नपाई सामाजिक हुरिले उडाइरहेको आभाष भयो मलाई ।
फर्केर हेर्दा ति अनेक आँखाहरुमा खेलिरहेका सुखद् भबिष्यका अभिलाषाहरु देखेर म भावविभोर हुन्छु ।
'तपाईबाट हामीले धेरै कुरा सिक्न पायौं, हामीलाई छोडेर नजानुस्, हाम्रो आँखाभरि आँशु हुन्छ' भन्ने निर्दोष मनका आवाजहरुले सायद मलाई आजीवन प्रेरणा दिईरहने छ ।

अप्ठ्यारोमा साजिलोको खोजि, अभाबमा अनेक प्राप्तिको खोजि, अहम् भाबमा सम्मानको खोजि भईरहने मृगतृष्णालाई सोचाई र बुझाईको परिबर्तित शैलिले काबुमा ल्याईदिएको छ आज ।
मेरो मन यति धेरै सजिब र यथार्थ कथाहरुले भरिएका छन्, र यसले मलाई यति धेरै बलियो बनाएको छ कि अब म जहाँ पुगेर जे पनि गर्न सक्छु ।
'काम' प्राय सबैले पाउँछन् तर 'आफ्नो महत्व अनुभूत गर्न पाइने काम' कमैले पाउँछन् । जीवनको सार्थकता आफैं भित्र हुँदो रहेछ भन्ने कुरा मलाई फेलोसिपले सिकायो। 

English Grammar Practice

Fill in the blanks with the most appropriate word.

1. Simla sent me ____ sms last week. (a/an/the)
2. Arjun has gone to ___ UAE. (a/an/the)
3. ___ boys are singing a song. (Most/Most of/The most)
4. _____ rice is rotten in the sack. (A/Two/Some)
5. ________ girls are beautiful. (That/Those/The)
6. ______ things should be taken seriously. (This/Such/That)
7. _________ books were checked within a short period of time. (Little/Several/Much)
8. _____ of the cake is mixed with cream. (Most/The Most/Must)
9. __________ pens are expensive. (Few/Little/Much)
10. _____ one of these chairs is broken. (Few/Each/All)
11. ______ hard work has to be done to get through this test. (Few/Many/A little)
12. Copper is ____ useful metal. (a/an/the)
13. Anju has returned from_____ America. (x/an/the)
14. I saw ____ ewe lying dead beside the road. (a/an/the)
15. ____Mt. Everest is in Nepal. (A/X/The)
16. Dr Gurung won ____ Madan Prize. (a/the/x)
17. There is_____ news for you. (a/an/x)
18. ___ tiger is a carnivorous animal that lives the jungle. (A/The/X)
19. ____ book I bought yesterday is very interesting to read. (A/The/X)
20. He ____ tea every morning. (drink/drinks/drank)
21. Honey____ sweet. (is/was/am)
22. He and I_____ going to market for shopping. (am/are/is)
23. My uncle ___________ tomorrow. (arrives/is arriving/was arriving)
24. Sheila _____ her case, look. (has packed/packed/had packed)
25. It _________________ since morning. (is raining/has been raining/rained)
26. She________________ unconscious since four o’clock. (has been/is/was)
27. Shital ______________the race in 2015. (has won/won/had won)
28. When I reached the counter, the counter _____________ closed. (had been/was/has)
29. By next March we _________________ here for four years. (shall be living/shall have been living/shall have lived)
30. He will____________ before you go to see him. (be leaving/will leave/will have left)
31. I will ______________ here till Sunday. (stay/be staying/will have been staying)
32. Ram thinks that he _____________ meet me tomorrow. (is going to/will/will have)
33. When the bell rang, Reena ___________ some revision work. (is doing/will be doing/was doing)
34. Mom said angrily, “You __________ TV!” (always watch/always are watching/often watch)
35. _______ (Can/Could) you pass me the salt? (polite request)
36. I ________ (can/could) sing a song. (ability)
37. ______ (Might/May) success attend you! (wish)
38. He _________ (may/might/could) be drawing a picture. (weakest possibility)
39. ______ (May/Can) I phone you tonight, Sir? (formal situation)
40. You ________ (should/have to) obey your parents. (moral duty)
41. Riya _______(mustn’t/doesn’t have to) wear school uniform on Saturdays.(voluntary)
42. Dinesh ___________ (must/has to) return the book within one week of issuance. (library rule)
43. I ________ (must/have to) carry necessary things even if the organizer has promised. (insistence)
44. We _____ (must/ought to) help the needy. (moral obligation)
45. Ram failed Literature paper, he ____________ (should study/should have studied) hard.
46. I _____________________ (didn’t need to buy it/I needn’t have bought it). Anyway, my money is saved.
47. I went to the jungle and met a tiger. Luckily, I _____ (can/could) climb the tree and save my life.)
48. Arjun _________ (could/was able to) save his life in the war.
49. Diya _______ (can/is able to) apply for this job now.
50. Sumitra will go to Bangladesh _____ January 17, 2017. (in/on/at)
51. Arun goes to bed ____ 10 pm. (in/on/at)
52. If you boil water, it________ (steams/will steam/can steam).
53. He got his books ________. (to cover/covered/cover)
54. Amrit got his sister ______ (clean/cleaned/to clean) his bedroom.
55. Aarya made her servant _________ (wash/to wash/washed) clothes.
56. Anju had her mother ______ (to teach/teach/taught) her maths.
57. Let’s play volleyball, _________? (will you/shall we/should we)
58. Let us sing a song,_______? (will you, shall we/do you)


1. an 2. the 3. Most 4. Some 5. Those 6. Such 7. Several 8. Most 9. Few 10. Each 11. A little 12. a 13. x 14. a 15. x 16. the 17. x 18. A/The 19. The 20. drinks 21. is 22. are 23. is arriving 24. has packed 25. has been raining 26. has been 27. won 28. had been 29. shall have been living 30. have left 31. be staying 32. will 33. was doing 34. always are watching 35. Could 36. can 37. May 38. Could 39. May 40. should 41. doesn’t have to 42. has to 43. must 44. ought to 45. should have 46. didn’t need to buy it 47. could 48. was able to 49. can 50. on 51. at 52. steams 53. covered 54. to clean 55. wash 56. teach 57. shall we 58. will you


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