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Program Objectives:

The key challenge facing education in rural districts of Nepal is not building more schools but improving the education delivered, so children are equipped with the kind of education that changes lives.

This program aims to:

  • Improve educational outcomes in more than 300 schools
  • Boost the skills of 1700 teachers through the provision of Teacher Training workshops
  • Provide a better education for over 42,000 children

The Teacher Training and Quality Education program is conducted throughout the year and involves a series of workshops that include:

• Key Teacher Training: to train gifted teachers to train other teachers in the region

• Refresher Teacher Training: to provide additional training to teachers who have already attended the main teacher training workshops

• Primary Teacher Training: to provide initial training for inexperienced teachers who have only completed a rudimentary education

• Community Support Workshops: to ensure community involvement and support that is vital to the long term outcomes of the program

In the impoverished and remote regions of the Lower Solu Khumbu, there are very limited opportunities for children.  With an appropriate education strategy that includes assistance for community support (which is vital for attendance), social cohesion and local involvement in schools, there is an inevitable increase in children regularly attending and remaining in school.

Community Involvement:

The TTQE program is run hand in hand with the local community partners and experienced volunteers, ensuring sustainable benefits and increased community support.  This program is jointly led by a group of highly experienced teacher trainer co-ordinators, AHF in-country partners in Nepal and a small team of Australian and New Zealand volunteer teacher trainers.

Project Background:

The Australian Himalayan Foundation’s Teacher Training and Quality Education program (TTQE), which operates in one of the poorest regions of rural Nepal – the Lower Solu Khumbu, helps to ensure that all children have access to a primary education.

With the support of funding from the Footprints Network over the years, achievements include:

  • Increased primary school attendance
  • Increased girls enrolment rates
  • Increased retention rates of students through to secondary school

The program also includes support for Key Teacher Workshops designed to fast track the most able teachers so that they can eventually train other teachers – creating a truly sustainable program.  The AHF has to date trained over 55 local teachers in the region who have now become teacher trainers themselves.

Our Impact in the Solu Khumbu – an Individual’s Perspective:

Laxman Karki is a primary school teacher working in the Nele district of the Solu Khumbu region of Nepal.  He has been working as a teacher since 1993. In 2003 he was transferred to Nele as part of a Government plan to attract more teachers to rural districts of Nepal.  Like most of his contemporaries Laxman only received rudimentary training before becoming a teacher. He relied heavily on traditional teaching methods and had little comprehension of child friendly education methods or professional classroom management.  

Three years ago training commenced in the Nele district and REED soon identified Laxman’s potential as a talented teacher. Following initial training that attracted over 90% of the primary school teachers in the district, Laxman was selected to attend the ‘key teacher’ workshops that provide further intensive training for the brightest and most highly motivated teachers in the district.  

According to Laxman the training provided an exceptional impetus to his career. “Within the first few days of the initial training workshop my eyes were opened. I began to realise that the REED trainers could open up so many possibilities. Before the end of the first 10-day workshop I was already re-planning my classes. I had learned to use different teaching techniques like gallery work, field trips, post box, experiments, mobile tree, jigsaw, mind mapping, active reading and project work.” With the addition of educational resources provided by AHF Laxman says he has been able to improve classroom management and in particular the performance of the weaker students.  

AHF has also been able to translate the value of education throughout the wider community. According to Laxman the introduction of School Management and Community workshops has made his job far easier. “Before the workshops parents rarely visited the school. Now the parents are more aware for the need for education. They have become more involved in schools activities and have taken interest in the progress of their children”.  

Laxman will continue his training at the key teacher workshops where he will improve and extend his capacity as a teacher so that eventually he will be able to support and train his fellow teachers and, in turn, enhance the quality of education for children in the remote Nele district of Nepal.

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