Provide six computers for Nepali school students

$528 $1,472
Raised Remaining


Students at a poor urban school in Kathmandu, Nepal, have no access to computers at home. At school, the four computers which are shared between all the pupils of the whole school, are old and often stop working, forcing the children to share one computer between five or more students. This project will fund six new computers so the students will be better equipped to continue their I.T. education and gain important skills necessary for higher education and future careers.

What is the issue, problem, or challenge?

In Nepal, computer education in schools is compulsory, but funding is not available to provide the necessary computers for students to use. At one school in Kathmandu, the four computers available for the students to use are old and frequently break down, so students have to share in groups. Often this means some students don't have the opportunity to use the computer at all during their one hour weekly class. As they don't have access to computers at home, this is impeding their I.T. learning.

How will this project solve this problem?

The funds raised from this project will go towards providing six new computers for the school, allowing the students to have much easier access to a computer during their I.T. classes. With these new computers, there will be a maximum of two students per computer. Having access to the computers during their classes will help the students to learn the I.T. skills necessary for entering higher education and for any career requiring these skills.

Potential Long Term Impact

All of the students at the school will be able to access the new computers, and this will encourage them to learn computer skills necessary for work in the future. This will help these students to have a greater chance of a more complete education and a brighter future. It is also a step towards increasing computer literacy in Nepal.

Funding Information

This project has been retired and is no longer accepting donations.



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