our education projects
Why is there a need?
Children in rural Nepal are disadvantaged right from birth. This is due to poor nutrition, immature motherhood and lack of parental awareness of early childhood development. Child rearing practices in Nepal traditionally do not involve any stimulation or play based learning. Young children are often left hanging in baskets whilst their mothers work in the fields. Crawling toddlers are frequently left locked in the house alone. In fact, most children over two years are left by themselves during the day to wander around. Older children may have to stay at home to look after younger siblings or work in the fields. Lack of early childhood education means that children enter school without adequate preparation and delayed development.
Furthermore, the majority of schools in rural Nepal are inadequately resourced and children often have to sit on dirty floors without a teacher. Teachers are poorly trained and lack motivation resulting in a high level of teacher absenteeism, poor teaching and children who receive ineffective education. The consequence is poor ability in class, failed exams and children dropping out of school, thus perpetuating a continuous cycle of a low level of education and poverty.
TO IMPROVE THE QUALITY OF EARLY YEARS EDUCATION IN NEPAL, WE CREATE STIMULATING LEARNING ENVIRONMENTS, RUN BY TRAINED AND ENTHUSIASTIC TEACHERS.
Through play, children develop a love of learning, understand concepts better, learn strategies and gain social & communication skills. Children who attend our early childhood centres tend to learn to read and write more quickly, have longer attention spans and can problem solve far better than children who have not attended. These are life skills that will benefit them throughout their lives, and that they can pass on to their own children.
Our primary school projects extend the play based learning concepts into early years school education. Teachers are trained in child friendly teaching methods, learn to create their own resources and supplement the curriculum with stimulating activities. They learn to improve classroom management and how to foster a love of learning in children.
In order for teachers to transfer their newly developed skills from our training to the classroom a quality learning environment is critical. Teacher training and a supportive environment work hand in hand. We refurbish classrooms and provide resources to create a safe and stimulating learning environment that is suited to the local culture and will support higher quality teaching. Classrooms move from dirt floors to carpet, from sitting on wooden pallets to desks, from chalk boards to access to crayons, paper and books.
When a school fully participates in our programme, the results can be remarkable. Classrooms are clean and tidy, resources are cared for and the children enjoy their lessons. As a result attendance improves and the school runs more smoothly.
“Our early childhood and school support projects are the first steps to bringing about long term change for the children of rural Nepal.”
where we work & project selection
We are based in rural Sindhupalchok at Sangachok Nursery, three hours north of Kathmandu. We have worked in over 25 villages in this area, and have now expanded to other parts of Nepal. Schools wishing to join our programme are assessed according to geographic location, attendance, and the school’s commitment to change. We also gauge the community's willingness to participate, as this is vital to improve educational outcomes for children.
“Our method promotes child friendly teaching, a teaching technique based on student participation, individual difference and well-being.”