Education  Nepal Project #15921

Training 1500 village teachers from Nepal

by PHASE Nepal Vetted since 2011 Top Ranked Site Visit Verified
The computer Lab being set up at Keraunja School
The computer Lab being set up at Keraunja School

Enhancing Schools with New Technology in the Remote

To supplement its teacher training programme, PHASE has also been supporting basic learning materials and classroom setup materials such as white boards, flooring, furniture , visual charts etc to upgrade the schools in its project areas.

During this course, PHASE has established a first ever computer lab in the only secondary school in the remote village of Keraunja, North Gorkha.

Keraunja lies at a two day walking distance from the nearest road access and is highly deprived in health, education and livelihood opportunites. In addition, the area was hugely affected by the 2015 earthquake. PHASE has been supporting the community with its integrated project to enhance health services, school education and income generation in the people.

The new computer lab which only has now 5 computers from PHASE's support is first of its kind in the village. Although it is not sufficient, it is good start to provide the ethnic gurung children with an opportunity to experience computer technology. Government of Nepal curriculum has computer education as compulsory subject in the schools but the children from remote project areas of PHASE have seen a computer only in the pictures of their books. Everyone in the village is excited about learning computer in the school. This initiative was taken after identifying few computer literate youth teachers in the schools who could lead the class, based on the government curriculum. PHASE decided to buy and support these computers with the funds from its educatio project after receiving numerous requests by the school managment and the new local ward government. The lab is being set up and will be fully operational from the third week of May.

"The new computer lab will definitely make the children from our remote community, digital literate and make them ready for this new age."

-Principal, Kerauja Secondary School, Karaunja

An aerial view of Keraunja Village, North Gorkha
An aerial view of Keraunja Village, North Gorkha
Teachers of Kerauja Village after a PHASE Training
Teachers of Kerauja Village after a PHASE Training
Teachers during a training activity
Teachers during a training activity

A total of 52 teachers from 8 schools participated in PHASE Nepal Best Teaching Practices Training. During those training the teachers learned and practised the child centred and participatory strategies for better learning achievement and enhancement of critical thinking in children. These activities were designed based on the findings of the classroom baseline survey done before the training. A thorough observation of classes will also be done after the training to measure training achievement in teachers. After the observation 15 outstanding teachers will be developed as mentor teachers to conduct peer to peer support programme in the participant schools. 

The training was mainly focussed on the maximum engagement of children in the classroom to support critical thinking and different learning styles in children, unlike traditional lecture style classroom. The other focus of the training was to identify and utilize local materials in teaching especially in the limited resource areas like Kashigaun and Keraunja. In addition to the training, PHASE provided basic teaching materials and visuals for the classrooms of these participant schools.

" The sessions were interactive and practical enough to implement immediately in our classrooms. I especially liked the improvised mini whiteboards made from white papers inside the transparent plastic envelopes. I have used it for the first time and find it really useful for quick assessment and practice in my classroom."

- Prem Bahadur Gurung, Teacher, Manjushree Secondary School, Kashigaun.

Teachers during a training activity
Teachers during a training activity
A typical deprived classroom in Bajura
A typical deprived classroom in Bajura

12 Model Classrooms in Remote Schools of Bajura

As part of our Teacher Training Programme, PHASE upgrades and improves the situation of the deprived school classrooms in addition to providing training to the teachers. With this intention PHASE has created 12 model classrooms in each of the 12 rural schools in Kolti Village of Bajura.

During the process PHASE worked on strengthening students groups, teachers groups and school management first and then gave the responsibilities to them to decide what they would actually want in their class rooms to make them a model. PHASE-trained Mentor teachers were given responsibility to lead such discussions. 

This participatory method bore good results. The School Management Committee of one of the schools, Budhinanda Primary School Kolti, worked really fast on deciding the looks and content of their model class in their school. PHASE set up a first model class in their school last November, the first piloted model classroom in the whole village.

This provided guidance to the other school management committees who also started to have meetings and set up model classroom in their schools too. This was the main goal of the PHASE project, people deciding for their own development. PHASE Nepal kept on providing them necessary support, guidance and orientation. Slower school management committees were encouraged by peer pressure from more effective ones.

After that, PHASE received request letters from all the remaining 11 schools of the village. The letters were analyzed and the necessary materials were purchased and sent to the village. Once the materials were handed to the schools, refresher trainings were provided to the teachers to guide them for the proper usage of visual aids, math aids and other teaching materials.

Now all the 12 schools of Kolti have well maintained model classrooms in their schools with all the necessary learning materials, visual aids, and science and sports materials. These classrooms have provided trained teachers with the necessary resources and ambience to use the Best Teaching Practices they have learned in the PHASE teacher training.

"I am glad that my teachers do not complain about teaching materials now. They are trained and now they have resources from the model school. I am grateful to PHASE Nepal and hope this kind of support continues."

Padam Bahadur Shahi, Principal

Chandranath Basic School, Kolti , Bajura

A PHASE created model classroom with materials.
A PHASE created model classroom with materials.
A refresher teacher training by PHASE Trainer
A refresher teacher training by PHASE Trainer

Among 75 districts in Nepal, Bajura is ranked 75 as per the HDI report 2016. PHASE Nepal Teacher Training program aims to improve the learning environments of schools in 5 Village Development Committees (VDCs) of Bajura, through an intensive teacher training and follow up support to teachers.

The specific activities are:

  • Train and provide follow up support for 350 teachers
  • Train  mentor teachers to provide school-based monitoring and support
  • Recruit, Train and Support and  1 new trainer to build him/her as  a master trainer
  • Train all 350 teachers on gender sensitivity in schools.

 The teacher training program consisted of:

-          Classroom baseline assessment

-          Awareness-Level training in teaching methodology

-          Gender Sensitivity training (1-day course)

-          Post training classroom observation

-          Selection of mentor teachers

-          Training of Trainers (TOT) for mentor teachers (2 days training, 5-days observation/feedback)

-          Peer observation, feedback and reporting from mentor teachers

-          Focus group discussions with female students

 All activities were conducted in coordination with District Education Office, Bajura, community members, local resource centre and PHASE staff.

 The following were the achievements from the teacher training program

-          361 teachers completed the awareness-level training and gender sensitivity training

-          361 teachers had pre and post-course assessment and ongoing observation and feedback

-          78 mentor teachers completed the Training of Trainers course and provided ongoing support other teachers in their school

 “The PHASE approach is unique and we appreciate that you first observe the teachers in the classroom before the training and supplement the missing elements during the training. Many of the teachers from my school have been observed for the first time through this program. PHASE teacher training has rejuvenated our enthusiasm for teaching. The best part of it is the continuous follow up and feedback. Being selected as a mentor is a big opportunity for me. It’s great because we teachers are sharing ideas with each other and there is an environment of interaction in the school.”

         Bir Jung Shahi, Principal of Budhinanda Primary School in Kolti (Bajura).


Attachments:

Strengthening School Management Committee for improving quality of education

In 2016 PHASE conducted a series of Teacher Training and School Mentorship program in 11 schools in Kolti Village Development Committee (VDC). 58 teachers were trained and 18 outstanding teachers were provided additional training for mentoring their fellow teachers in the schools. The aim of the program is to improve access to and quality of education. PHASE also initiated follow up program of creating model classrooms and also supported in the capacity building of School Management Committee (SMC) for effective school governance. The SMC were trained and oriented as part of their awareness raising and capacity building. One of the core aims of the project was to empower two important bodies of school governance for the betterment of the school, the School Management Committee (SMC) and the Parents Teacher Association (PTA). Through this project, PHASE Nepal helped to organize regular meetings of the PTA and SMC in the schools with the expressed goal of making parents and school officials more aware of their specific roles and responsibilities in the overall management of the school including the quality of instruction. A total of 85 PTA and SMC members from 12 schools of Kolti village received the first orientation and training session from PHASE. As a direct consequence of their participation in these trainings PTA and SMC members become more aware of the powerful and positive role they can play in school management and governance.

Before participating in this training, the chairpersons of the school management committees in Kolti, would hardly dare to question school directives that came from the principals as the principals are considered educated and having a higher social status than other community members. After the training, however, these same SMC and PTA members realized their roles and responsibilities in improving the quality of education in the school through their active participation and input in decision making. The PTA and SMC members in the schools we worked with, now appreciate the legal authority and moral responsibility they have with respect to the effective management of the schools. Raju Devkota, SMC member of Chandranath Lower Secondary School said “I felt that school management committee should be more serious about improving the schools, not just relying on the principal to do everything.” These SMCs and PTA will receive a follow up orientation and additional training sessions during the duration of the project period. They were thankful for the continued support PHASE Nepal has been providing to schools to improve the quality of education.


Attachments:
 

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Organization Information

PHASE Nepal

Location: Kathmandu - Nepal
Website: http:/​/​www.phasenepal.org
Project Leader:
Ashley Hagar
Kathmandu, Kathmandu Nepal
$8,274 raised of $10,000 goal
 
153 donations
$1,726 to go
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