Since 2005, travelers like you have helped us change the world through micro-donations.

  1. A total of
    2286
    Travelers

  2. donated
    $15012.66
    (100% funded)

  3. to help improve
    Education

  4. impacting
    100
    people

  5. in
    Nepal

Project background

The Australian Himalayan Foundation works in partnership with the people of the Himalaya to help the most disadvantaged meet their priority needs through integrated improvements in education, health and the environment.

Established in 2005, AHF’s flagship Teacher Training and Quality Inclusive Education (TTQIE) project is helping to ensure that children living in one of the poorest regions of Nepal have access to inclusive, high quality education. AHF works with its partner REED Nepal to continuously improve opportunities through education.

The project includes a range of activities designed to foster a thriving school community and facilities including: teacher training; literacy programs; parent volunteer opportunities; support to child-led clubs; and providing materials for classroom and school upgrades.

Without access to quality education, children in remote communities like the Everest region of Nepal are deprived of essential life skills and knowledge gained from education. For these children, even to complete primary school is a significant achievement. Every year of schooling has a tangible and measurable academic outcome, influences future earnings, and also offers protection from child labour, early marriage and human trafficking. A key part of our work is focussed on addressing gender equality, disability inclusion and child safeguarding.

Project overview

TTQIE focuses on developing schools in the Solukhumbu district of Nepal to become centres of excellence (Namuna schools) with quality teachers and educational resources which provide safe and supportive learning environments integrating schools and communities. 

The project goal is to achieve inclusive and quality education for all children in TTQIE schools in Solukhumbu, along with key activities that will support:

  • Increased teacher capacity;
  • Strengthened governance and service delivery across 7 rural municipalities and 100 TTQIE schools;
  • Increased parent engagement across 100 schools for a supportive learning environment at home;
  • Child friendly, safe and inclusive learning environment implemented at schools; 
  • Inclusive education for girls and Children with Disabilities (CwD) achieved in TTQIE schools, and
  • Continuity of children's education during emergencies.

The target indicators for the project include 100% of TTQIE schools average learning achievements exceeding the national averages for grades 1-3 in numeracy and literature; grade 3 reading proficiency and grades 4-8 STEM subjects, by the end of the project. In addition: 

  • All TTQIE schools achieve at least 90% average student attendance rate by the end of the project period;
  • At least 90% of students who have completed basic education (grade 8) retained till grade 10 in all 31 TTQIE secondary schools ;
  • 100% TTQIE schools achieved at least 90% rate of students graduating (not repeating) and moving to next grade;
  • Increased enrollment, attendance and retention (year to year) rate of disadvantaged students (girls, CwD) in each of 100 schools ;
  • Students from 100 TTQIE schools in 7 rural municipalities have accessed continued education through alternative modes during emergencies.

The new education project will pay particular attention to promoting gender equality and equity, as well as improving child safeguarding, and preventing gender-based violence (GBV) and youth suicide.

What's covered in project cost

The $15,000 investment from Footprints will cover: 

  • Teaching resources and aids;
  • Training workshops including training materials;
  • Scholarships to enable some of the poorest and most vulnerable children to attend school (uniforms, school bags, books, stationery);
  • Supporting AHF community partner REED to travel to the Everest region to conduct trainings and in-school support;
  • Travel costs and other fees for trainers and volunteer teachers; and
  • Funding related to program monitoring and evaluation.

Partner and community involvement

Accredited by the Nepalese Government’s National Centre for Education Development and implemented in coordination with the Ministry of Education, AHF’s Teacher Training and Quality Inclusive Education program is recognised as one of the most comprehensive education programs in Nepal.

TTQIE is implemented by the AHF’s Nepalese NGO partner REED Nepal with technical support from the AHF in areas such as program design, management, monitoring and evaluation. Monitoring and evaluating  underperforming schools and teachers encourages better outcomes through in-school support, which continues to be an effective means to support the implementation of teacher training. Trainers from REED visit the schools in remote communities to observe the training in-school and provide valuable feedback and ongoing support.

The Australian Himalayan Foundation is a registered charitable organisation, a member of the Australian Council for International Development and accredited by the official Australian Government’s Overseas Aid Program (DFAT).

Part of a larger strategy

TTQIE continues to deliver on its long term goal of providing better opportunities in life for children in the remote Solukhumbu region of Nepal through improving the quality of education and delivers against the AHF’s 2020-2025 Strategic Plan’s Goal 1: Improve access to education and develop quality and inclusive education programs.

This is achieved through the upskilling of teachers, strengthening and school governance, providing educational resources, and empowering children, women, parents and community members.

We are continuing to work with REED to identify and address the key barriers to children attending school. 

The program also ensures gender inclusion and retention of women and girls in education including Gender Equality, Disability and Social Inclusion (GEDSI) orientation training, as well as addressing barriers to access for children with disabilities and other marginalised groups.

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