Education Nepal Project #7797

Literacy and Livelihoods for 445 Women in Nepal

by Language Development Centre - Nepal

Project Report | Oct 30, 2017
Visit Report of Marghatti Freed Kamaiya Group 2017

By Pushker Kadel | Director, Language Development Centre Nepal

One member sharing his experiences & Progress

Language Development Centre Nepal [LDC-Nepal] is giving consultative and small financial support to Help Society Nepal [HS-Nepal] to implement Land and Food Security Program for Freed Kamaiya and Kamlahari in Dang, Bardiya and Kailali since 1 February 2016. The program is implemented through local community groups. Our team was visited different community to know local community's especially Freed Kamaiya's ideas and their progress. I am delighted to share one of our visit and meeting report for your kind information.

We visited the "Marghatti Freed Kamaiya Group" [10 October 2017] and made open interaction with group and other community members of ward number 7, Barbardiya Municipality, Bardiya.

Group formation date: 27 September 2016

Total numbers of member: 25 [Female: 14, Male: 11]

Progress:

Seasonal and Off Vegetable Farming: The group is started vegetable farming since February 2017. They are able to make gross profit Rs. 115,000/- [Rs. 4,600 per member]. This group is also created "Group Reserve Fund" and each group member was donated this fund Rs. 250/-. They have plan to continue to run this reserve fund. Group members are very happy with their progress and planning to continue this activity. We offered them some technical and seed supports.
Group Saving Credit Activity: The group is decided to start "Saving & Credit" program within group and setup later as a Cooperative. Each member is saving Rs. 50/- per month since last six months. The collected amount Rs. 1,250/- per month is loan to its member in group collateral. Group has made provision that the member hast to invest this loan in productive sector. Interest rate of loan is 2% only.

We had a good interaction with group and community members. This is encouraging for us because group is committed to continue their activities to improve their life situation and invest their income in children's education. They have also some concerns, Sunita BK [Secretary] said, "We are looking great cooperation to have official certificate [Lalpurja] of our land." One of the member from the community said, "We would like to change our socio-economic situation to have quality life and gain more respect in the community."

We found that Freed Kamaiyas and Kamlharies are interested to use their capacities in productive field and looking for more training, technical support and consultation to improve their performance. We have to provide our support continuously to involve them self employment through skill development training to ensure basic facilities in their life.

We have to aware and motivate them to see big dream in their life. If people are start to think positively and involve in their profession with great hope, then prosperity will be easily achieved. "Our mindset is badly manipulated. We have to workout to rewire our mindset through right information, good-quality education and indoctrination." [P. Kadel, Oct 2017]

I would like to contribute myself with your great cooperation through the Language Development Centre Nepal.

We are grateful for your support. Thank you.

Group photo after meeting

Meeting with group members and staff

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Sep 26, 2017
Promoting Bi/Multilingual Education in Limbu Communities

By Pushker Kadel | Director, Language Development Centre Nepal

MLE Manual and Reference book handover to school

I am delighted to share our project activities report in Limbu communities, local community [Government] schools and Community Learning Centre [CLC] to promote Bi/Multilingual Education [Bi/MLE]. Our support is helping to use Limbu language as an Instruction language in basic education [Formal and Non-Formal/Literacy]. Local partner's [Yakthung Academy Nepal] member had one-to-one meeting with School Head Teachers, local community's leaders and Indigenous Knowledge [IK] holders to know their perceptions about language, education and development issue in their schools and communities.

During our visit we provided some books and MLE reference manual to eleven schools and one CLC for their library. Fiftteen trilingual [Limbu-Nepali-English] books and 2 MLE reference manual was handover to each school and CLC. School head teacher was requesting us to provide training to their teachers to introduce MLE is their schools. IK holders was asking us to help to collect and edit local literature for school program. One head teacher from Gyan Jyoti Basic School said, "I would like to introduce MLE in our school but due to lack of training it is not possible its effective implementation. How would your organisation develop partnership with us?" This is very challenging statement for us because we do not have enough funding to provide regular support to them as per their request.

We found that all local stakeholders are anticipating for our support to implement effective and successful MLE program in their respective schools and communities. "Stakeholders especially parents and teachers have to be literate and convinced about the benefit of Bi/Multilingual Education for its effective implementation with best policy and plan." [P. Kadel, 2017]

We have to literate our parents especially mothers in Limbu language to promote language, education and development activties in Limbu communities. Because if parents are illiterate they will not able to support their children's education.

We are trying to support the local communities to literate them about the five key benefits of Bi/MLE. 1) Family benefits, 2) Educational benefits, 3) Career benefits, 4) Cultural benefits and 5) Additional language benefits. But our support is not enough to convince them about Bi/MLE.

I would like to contribute to implement effective and successful Bi/Multilingual Education in Nepal with your great cooperation through the Language Development Centre Nepal.

We are grateful for your support. Thank you.

Pushker Kadel, LDC-Nepal Director

Thank you letter from Community Learning Centre

Thank you letter from Basic School

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Aug 17, 2017
LDC-Nepal's Project Update August 17, 2017

By Pushker Kadel | Director, Language Development Centre Nepal

Limbu Community Meeting about Education Issue

Why are parents investing their income in children's education?

I would like to share some findings from my own experiences last year (July 2016 to July 2017) about language, education, development issues and parent’s perception about education. During this time, I met many people, especially parents, teachers and students. It was wonderful experience for me to learn or understand parent's dreams about their children future.

I found each parent is dreaming about their children been successful in education. They would not like to see their children lead the same life as their own. In conclusion I believe, "Success and satisfaction, including academic, professional, educational, and spiritual, will be determined by the level of commitment and the willingness to use the past experiences and knowledge to achieve this. This perspective must be incorporated into our education system."[P. Kadel, 2017]

One rickshaw driver from Birgunj said, "I would like to see my son have a successful life and a good education, so I am investing my income for his education." Friends from Birgunj have told me, parents are more committed and devoted towards a good future of their children. The mind-set of parents is changing and they are positive to make more investment on educating their children. I had a meeting with a parent in Dang, she said, "We see educated people lives is more comfortable and progressive, so I would like to spend my income for my children's education." When I asked her what she did, she said, I am a daily worker and saving money for my children's education.

The Rickshaw driver and the lady are both model parents committed to providing the best possible education for their children. They are looking for quality education but unfortunately "a mismatched education system, a non-responsive political mind-set and setting and unrealistic policies of the state are the main reasons why Nepal is considered backward and its people are not respected by others. Nepalese lives will not be improved until we realise that. The quality of life depends on the quality of its education, politics and policies of the state." [P. Kadel, 2017]

I would like to contribute to change Nepal’s education situation by using best practises in language, education and development programs, with your cooperation through the Language Development Centre Nepal.

We are grateful for your support. Thank you.

Pushker Kadel, LDC-Nepal Director

Tharu Community Meeting about Education Issue

Tharu parents with their children

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