<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111413118/637230879c7e80680e0c256fjpeg.jpg" alt="" width="960" height="720"/><figcaption>EDUCATION FOR ALL: A Community Learning Centre for Musahar children built by the Mithila Wildlife Trust in Dhanusha.</figcaption></figure>Last week, as I was enjoying lunch with my soft-spoken colleague Dev Narayan Mandal, he said something in passing that caused me to down my cutlery. It was one of those run-that-past-me-again moments.In the two-and-a-half years that I have known Dev he had never shared this remarkable story from six years ago.In 2012, Dev returned to his home in Dhanusha district after working on animal rescue for ten years in Delhi. Coincidentally, this was soon after I myself returned home to live in the UK after eight years in Nepal.We never met then, but it is easy to see how our paths could have crossed in India. I was heading up operations to rescue Nepali child slaves who had been trafficked to perform in Indian circuses. The last operation was to free little girls from the dangerous Great Apollo Circus in Dehradun. Dev himself had been involved at that time in a raid on the same circus to free some bears.After returning to Nepal, Dev set up the Mithila Wildlife Trust (MWT) to try to reverse the environmental damage in the beloved local woodlands from his childhood. Forests that were supposed to be protected were being illegally logged.He got retired forestry workers to volunteer, and with the collaboration of 13 villages set out to protect the Dhanushadham Forest. Today, the rewilding program is a success and is being replicated elsewhere in Nepal.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111413118/6372308a9c7e80680e0c2570jpeg.jpg" alt="" width="720" height="960"><figcaption> </figcaption></figure>The forest had another problem, the poaching of wildlife by the local Musahar community that traditionally hunted for game meat on behalf of higher castes, and because they were not allowed to eat what they killed, they were only permitted to eat rat meat, hence their name.Times have changed, yet this centuries-old tradition survived in another form – illegal hunting of wildlife. Dev was convinced that the way to tackle this might be to set up a Community Learning Centre (CLC) for the education of Musahar children, and those from other excluded communities.Dev's rationale was that, aside from the edifying impact of education on young minds, at least if the children were in class they would not be poaching in the forests.He made a start by supporting extra tuition for the first batch of 28 Musahar children at the home of a college student, Jit Narayan Sada, who was paid a small allowance by the MWT so he himself could complete college studies. The response from the Musahar community was cool, but three years later a boost was to come from the unlikeliest quarter.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111413118/6372308d9c7e80680e0c2571jpeg.jpg" alt="" width="960" height="640">One day in 2016, a 12-year-old Musahar boy named Bishnu Sada was charged and gored by a wild boar. He was knocked off his feet, partially disemboweled, and lost consciousness. The group chased off the boar and carried Bishnu back to the village, traumatised and fearing the worst.Dev sprang into action, and took Bishnu to Janakpur Hospital, about 45 minutes away, where surgeons said Bishnu was beyond saving. To attempt to do so would be a total waste of money.Undeterred, Dev contacted Biratnagar Hospital, 200km to the east, sending surgeons their pictures of the gaping wound and exposed intestines. They agreed to attempt to save Bishnu's life. Against the odds, they were successful.Using his persuasive skills, Dev encouraged the impoverished Musahar community to contribute Rs400,000 to meet Bishnu’s medical bills and then sat down with the community leaders and asked them to quantify the annual financial return from their hunting activities, illicit or otherwise.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221114131112/637230909c7e80680e0c2572jpeg.jpg" alt="" width="960" height="720"><figcaption> </figcaption></figure>After a great deal of discussion and number-crunching, they concluded that these were worth Rs300,000. Dev then pointed out that for this past year, they had effectively been in deficit. He suggested to the village elders that they would have been better off investing in their children's education rather than poaching wildlife.They agreed, and each household made a contribution at the very least of a piece of timber towards the set-up of the first Community Learning Centre—a simple construction of wood, clay and thatch.Since then, the CLC has grown from strength to strength, the original centre replaced by a brick house through a grant provided by the McGough Foundation (UK).This year, the number of students has increased to 286, with extra tutors being provided by the non-profit, SAATH. The teaching model is innovative. Jit Narayan Sada himself has left and enlisted in the Nepal Army, the first from the Musahar community. Funds permitting, better qualified new CLCs will be set up for other communities.I met Bishnu this week, he is a shy, slightly built lad, with a ready grin. He has every reason to smile having passed his 10th Grade SEE test, a rare achievement in his under-served community, and is  now enrolled in his first year of a Diploma in Engineering course.I will follow Bishnu’s academic progress with admiration for him, and for the man who saved his life.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221114131112/637230949c7e80680e0c2573jpeg.jpg" alt="" width="720" height="960"><figcaption> </figcaption></figure>Lt Col (retd) Philip Holmes is founder and CEO of Pipal Tree Foundationwww.pipaltree.org.ukTo support Dev Narayan Mandal’s Community Learning Centres, visit the ‘Big Give’ summer appeal. Donations until the 4th August are automatically doubled in value: https://pipaltree.info/summerRead more: <a href="http://archive.nepalitimes.com/news.php?id=14394#.YuOWKuxBz0s">Learning all about the birds and the trees</a>, Priya Joshi

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The Boy and the Boar

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111413118/637230619c7e80680e0c2563jpeg.jpg" alt="" width="1500" height="1000"/><figcaption>Photo: KUNDA DIXIT</figcaption></figure>Nepalis are proud to have never been colonised, and being South Asia’s oldest nation state. Keeping out the world may have preserved the sovereignty of a feudal state, but it meant that Nepal had a lot of catching up to do in terms of governance, consolidating democratic institutions, infrastructure, health and education.For example, we have been talking about the sorry state of the education system in the country for the past decades. Writing 52 years ago in an article titled ‘Education: the Road to Nowhere’, Prof Kamal Prakash Malla bemoaned the fact that ministers of education were in the habit of boasting that Nepal’s education system went from having just one college pre-1950 to 36 colleges and a university.Malla pointed out that this showed selective use of statistics to distort the truth, and ignore the <a href="https://www.nepalitimes.com/banner/after-quantity-nepals-education-needs-quality/">poor quality of instruction in schools and colleges</a>.Five decades later, after major political changes and many trials and errors in education, the substance of the debate on the need to improve the education system is still the same. Bureaucrats and politicians still cite statistics to prove progress in education, and like Malla wrote all those years ago, we are still on a journey without a destination.Read also: <a href="https://www.nepalitimes.com/banner/after-quantity-nepals-education-needs-quality/">After quantity, Nepal’s education needs quality</a>, Prakriti KandelIf statistics are so important, then these tell a different story: there are still 770,000 children below 12 who are not in school, 29% of <a href="https://www.nepalitimes.com/latest/half-of-nepals-girls-may-drop-out-of-school/">primary school students drop out</a> halfway, 43% of secondary school students do not complete Grade 10, and government school pupils have a pass rate of only 20%.Why is it that successive governments have not fixed the serious flaws in a system that allows 80% of students in public schools to waste time in classrooms in the name of ‘education’? It is not that Nepal's rulers are not aware of the disgraceful quality of education in government schools.The Minister of Education’s own surveys show shocking <a href="http://archive.nepalitimes.com/news.php?id=464#.Yt-86exBz0s">inequity in Nepal’s education system</a>. Among well-off families, 65% of children are educated, whereas the figure is only 12% for poorer households. Money for education is flowing into a black hole.The federal government has been cutting its education budget every year, but the investment is not being transferred to provincial ministries of education. This is widening the equity gap in education, and leading to a steady decline in the quality of instruction. Instead of leveling the playing field, education is entrenching class differences.The <a href="https://www.nepalitimes.com/here-now/digital-divide-exposes-class-divide-in-nepal-schools/">privileged get a world-class education</a> and fit into the world’s best universities, whereas the rest migrate to the Gulf for jobs. Those who stay behind are swallowed by a corrupt bureaucracy and contaminated politics.Read also: <a href="http://archive.nepalitimes.com/news.php?id=41#.Yt-8luxBz0s">Education for all and all for education</a>, Naresh NewarThe main reason Nepal still lags behind in development is our distorted and inappropriate system of education that is churning out deficient human resources. The blame game is heaped on private schools. There are regulatory issues with for-profit schools, but private school enrollment is low in districts where public schools offer quality education. Private schools and colleges are providing much-needed education in Nepali, and reducing the numbers of Nepalis who used to have to go abroad.Punishing private schools to improve government schools never worked, and will be a backward step. The best way to <a href="https://www.nepalitimes.com/latest/sisterhoods-empowering-education-in-nepal/">reduce the commercialisation of education</a> is to improve the standard of public schools. Government schools have a lot to learn from private ones about curriculum, instruction, management and facilities, and some PPP models have demonstrated this.Read also: <a href="https://www.nepalitimes.com/latest/sisterhoods-empowering-education-in-nepal/">Sisterhoods empowering education in Nepal</a>, Nepali TimesSome government schools have made the wrong move to try to emulate private schools, and introduce English-medium instruction for fee-paying students. This is creating a rich-poor distinction within schools, which is unjust and goes against Nepal’s egalitarian Constitution.As with everything else, the main blame goes to a political class that forgets when it gets to power the very values enshrined in the Constitution, the manifestos of their parties, and promises to voters. In fact, leftist politicians are the most prominent investors in the private school sector, and eagerly pass legislation that unfairly benefits them.The new generation will reject politicians who thrive on hollow nationalism, but neglect education forcing them to migrate overseas for work.We have to <a href="http://archive.nepalitimes.com/news.php?id=19596#.Yt-9pOxBz0s">take politics out of education</a>, reward good public schools and their teachers, invest in teacher training and facilities of government schools. That is the only way to prevent Nepal from becoming a failed state.Rabin GiriRead more: <a href="http://archive.nepalitimes.com/news.php?id=19596#.Yt-9pOxBz0s">No time for school</a>, Nepali Times

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Class differences

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108101144/636a259f9c7e80680e0439d1jpeg.jpg" alt="" width="1250" height="783"/><figcaption>Singha Darbar</figcaption></figure>The news that no student went to enroll for graduate studies at the History Department of Tribhuvan University is disturbing. How can anyone not love <a href="https://www.nepalitimes.com/review/the-rest-is-history-for-john-whelpton/" target="_blank" rel="noopener">history </a>in a country so steeped in it? All those colourful characters, events, places, plots, wars, treaties, have inspired so much research and books.We have not even begun to scratch the surface of what we can turn our history into. Imagine a tele-serial movie with Jung Bahadur or Tripura Sundari as the main protagonists? How about an animated classic about Bhrikuti or <a href="https://www.nepalitimes.com/here-now/the-life-and-times-of-arniko/" target="_blank" rel="noopener">Arniko </a>and their expeditions and adventures to <a href="https://www.nepalitimes.com/banner/on-a-high-note/" target="_blank" rel="noopener">Tibet </a>and <a href="https://www.nepalitimes.com/editorial/what-china-really-wants/" target="_blank" rel="noopener">China</a>. Perhaps this is the problem: our history text books and teachers are boring, and the exams that rely on <a href="https://www.nepalitimes.com/banner/after-quantity-nepals-education-needs-quality/" target="_blank" rel="noopener">rote memorization</a> rather than understanding the annals of the past are the last nails on the History Department’s coffin.The future of the new airport at <a href="https://www.nepalitimes.com/here-now/lumbinis-unholy-mess/" target="_blank" rel="noopener">Lumbini </a>depends on how well we know and tell the history of Gautam Buddha, his nativity site and the lore surrounding it. <a href="https://www.nepalitimes.com/here-now/janakpur-to-janakpur/" target="_blank" rel="noopener">Janakpur </a>is going to prosper as the home of Sita and the links to Ram and his birthplace across the border in Ayodhya.Many of the newly created 753 <a href="https://www.nepalitimes.com/editorial/trickledown-corruption/" target="_blank" rel="noopener">local governments</a> could become financially viable by reviving their historical sites, creating the needed infrastructure and services for visitors, and organising annual trips for schools and colleges. Without any students in the History Department where will we get the needed human capital for this work?We are missing out even on Nepal’s recent political history. Who will now conduct research and tell the story of how the Kosi Barrage came to be, and why it was a folly. The story of Nepal’s early attempts at <a href="https://archive.nepalitimes.com/regular-columns/Economic-Class/waiting-for-an-industrial-revolution,784" target="_blank" rel="noopener">industrialisation </a>with Biratnagar Jute Mill is worth a museum. And across Nepal are ruins of The Gorkha Conquest and the Ango-Nepal Wars that can be restored and serve as historical landmarks.Read also: <a href="https://www.nepalitimes.com/banner/lest-we-forget/" target="_blank" rel="noopener">Lest we forget</a>, David SeddonHow many Nepalis are aware that Rana Mukteswar and Bhim Mukteswar in Kathmandu are where King Rana Bahadur Shah and Prime Minister Bhimsen Thapa died? Have you recently been to Hanuman Dhoka and noticed the state of the courtyard where the Kot massacre took place? Will we forget and loose these sites because no one wants to study history anymore?In the absence of academic discourse, the narrative on social media is swayed by emotion and identity. History as it is taught in high school text books is being challenged. What really happened in Kirtipur in 1767? How did Nepal negotiate the 1816 Sugauli Treaty? How did the Mallas come to power and how were the Kirats and Lichavis displaced? Is there a market for a ‘people’s history of Nepal’? Our history books today have no mention of the <a href="https://www.nepalitimes.com/banner/remembering-not-to-forget-peoples-war/" target="_blank" rel="noopener">1996-2006 conflict</a>.The time may be right to make the History Department attractive to students by combining it with other related subjects like <a href="https://www.nepalitimes.com/opinion/guiding-nepals-tourism-industry/" target="_blank" rel="noopener">tourism</a>, art and craft, museums, research academies, planning commissions. This will help make history learning the base from which students can branch out to more lucrative jobs. What can’t we teach Japanese and Korean history to those going to these countries for work?Can we teach the history and language of the Gulf states as the new wave of more qualified Nepalis will begin to <a href="https://www.nepalitimes.com/opinion/changing-the-headlines-on-migration/" target="_blank" rel="noopener">migrate </a>to the region? We could even run special classes on the war history of Nepal and other parts of the world where Nepali <a href="https://archive.nepalitimes.com/article/nation/Nepal-from-war-makers-to-peace-keepers,2565" target="_blank" rel="noopener">peacekeepers </a>will be assigned.  Nepal Army could even pay the History Department for this service.Identity politics is here to stay and the provinces and local governments will have to incorporate a new curriculum that includes the histories of the local people in addition to Nepal’s national narrative. This is a lot of work, and we will need to train teachers and print books. Much of this can happen on-line, which means there is a good future for learning and teaching history.Ward 16 of Patan is organising an art and culture festival on 27-31 March where it hopes to promote the world heritage site, famous temples like the Hiranya Varna Mahavihar (Golden Temple) and the creations of the numerous artists who live and work here. They are looking for historians to help in this task.Anil Chitrakar is President of Siddharthinc

Anil Chitrakar

The end of history

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161116/636922199c7e80680e03a10cjpeg.jpg" alt="" width="1500" height="1000"/><figcaption>Bikram Rai</figcaption></figure>Nepal has made dramatic improvements in literacy rates and <a href="http://archive.nepalitimes.com/article/editorial/performance-legitimacy,3505" target="_blank" rel="noopener">school enrollment</a> over the past 20 years. The same <a href="http://archive.nepalitimes.com/news.php?id=857#.W5obd84zaUm" target="_blank" rel="noopener">cannot be said for the quality of education</a>, however.Teacher training just focuses on how to use existing sloppily-produced text books to prepare for exams rather than the underlying philosophy behind the curriculum. Assessments are used to catch and punish students, rather than to understand if they are learning properly.Though not perfect, educators agree that Nepal’s curriculum is sufficiently good, and includes details about skills students need to learn in every subject. But ineffective implementation of the curriculum impedes true learning, and jeopardises the future of the country's young minds.Most teachers are oblivious of the difference between curriculum and textbooks, so teaching primarily becomes making students memorise these books. Rajendra Dahal of Shikshak magazine says the domination of textbook-learning means that curriculum aims do not reach classrooms.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161116/6369221c9c7e80680e03a10djpeg.jpg" alt="" width="1400" height="1027"><figcaption> </figcaption></figure>Textbooks have now become a part of the problem, perpetuating the gap between classrooms and the curriculum. Experts say a good curriculum should not be driven by textbooks or exams, rather by an overall vision that tries to identify the country’s needs. Learning should be experiential and related to the students’ world, and what they identify with.Says one Nepali teacher trainer: “Present teacher training is only about how to use textbooks, not why and how to realise the goals of the curriculum. Teachers have to know how children learn, as well as the purpose and goal of the curriculum.”Beyond this, textbooks are often <a href="https://archive.nepalitimes.com/article/nation/school-textbooks-in-Nepal-are-outrageously-bad,2475" target="_blank" rel="noopener">shoddy, full of mistakes and poorly written</a> and produced. When teachers focus primarily on such textbooks, the problem is compounded.Students are therefore <a href="http://archive.nepalitimes.com/article/nation/Learning-from-experience,2038" target="_blank" rel="noopener">deprived of the experiential learning</a> that comes from the world around them. Instead of embracing this, the education system dismisses students’ reality and instills an illusion that rote learning from a textbook and sitting exams is a proper education.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161116/6369221f9c7e80680e03a10ejpeg.jpg" alt="" width="490" height="688"><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161120/636922219c7e80680e03a10fjpeg.jpg" alt="" width="500" height="340">“Classroom models must now change to better facilitate learning. Students themselves are a rich trove of knowledge, not just the empty vessels we have treated them as ,” explains Lava Deo Awasthi, former Secretary of Education. He adds that teachers went through a traditional learning system themselves and have to unlearn the style they learnt at school.The National Center for Educational Development (NCED) has been launching periodical teacher training programs, bringing teachers up to speed on pedagogy, using of teaching resources and conducting activities.“Many teachers now have access to training, but teachers must also implement what they learn,” says Diwakar Chapagain of NCED. “Teachers can give excellent model classes, but if one happens to stumble into a regular class of the same teacher, then the quality of teaching is not great.”Textbook improvement is just a component of overall quality of education. And teachers alone cannot be blamed, they need more support and training to help understand their roles.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161120/636922239c7e80680e03a110jpeg.jpg" alt="" width="500" height="275">“So the focus must shift to mobilising teacher training materials and library books to promote better learning,” says Shanta Dixit of <a href="http://archive.nepalitimes.com/news.php?id=19131#.W5ob084zaUk" target="_blank" rel="noopener">Rato Bangala Foundation</a>, which is involved in upgrading the capacity of teachers in government schools. “Motivated teachers will not just paraphrase textbooks, but foster critical thinking and creativity to fulfill curriculum aims.”With local governments now in place, the opportunity to improve gaps between classrooms and curriculum is immense. However, Kathmandu has been reluctant to hand over power over education to local governments.<h4>Examining examinations</h4><figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161120/636922259c7e80680e03a111jpeg.jpg" alt="" width="1400" height="1050"><figcaption> </figcaption></figure>Every year in June, there are news flashes about who passed and failed the high school SEE tests. But how good are these exams?Evaluation <a href="http://archive.nepalitimes.com/article/nation/grading-the-grades,3124" target="_blank" rel="noopener">was changed into grading system</a> to make it more descriptive and holistic, but all that happened was that numbers were converted into letter-grades. Exams still fail to capture the true sense of a students’ ability, and SEE questions are still primarily memory based.The curriculum also provides guidelines for evaluation, and to receive an A+, a student must possess exceptional skills of ‘problem-solving, creativity, critical expression and participation’. But exams do not measure any such abilities.Many teachers and parents believe that good exam results indicate quality, so teachers teach to enable students to pass the existing exams, making them memorise facts and practice on past papers. But if exams themselves were to improve to ask analytical questions, students would do even more poorly because they are only taught to regurgitate text book content.“Without teachers being trained to foster skills and thoughts in students, we are now limited to asking traditional questions,” says Chandra Mani Paudel of the National Examinations Board.Paudel says he has started work to change this by improving questions so that they will measure application and thinking skills, beyond what is just memory-based. The Board has already started training teachers on better question-setting.Paudel says he plans to completely change the existing focus by empowering teachers, preparing quality questions and researching about how it affects students. He adds: “This is new and will take time. It will also need support from the Education Ministry to take it forward.”

After quantity, Nepal's education needs quality

<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107111156/6368e44c9c7e80680e0333d0jpeg.jpg" alt="" width="1000" height="659"/>Environmental pollution is not Nepal’s only problem. Citizens around the globe share social, economic and developmental problems. If our situation is the same, our destiny is also the same. So, we have no choice but to unite and solve our problems together. We have to think beyond our surroundings and become global citizens.”These words are not from an environmentalist or a politician, but from Ankit Sangroula, a Grade 8 student at Mount View School in Bhaktapur. Speaking at Hotel Yak &amp; Yeti, his speech left the room full of adults awestruck.Sangroula is one of the students mentored by <a href="https://schoolsonline.britishcouncil.org/about-programmes/connecting-classrooms">Connecting Classrooms</a>, a joint initiative between the British Council and the UK’s Department for International Development (DfID). The program is designed to cultivate knowledge, skills and values in young people so they can live and work in a globalised economy. Working off the beaten track of academic system, the initiative connects students across the world to foster national and international friendship.It also inspires young people to make positive contributions locally and globally. For example, in Baijanathpur, Morang, eight toilets were built by students from Makalu School without any support from donors or local banks. They gave an alternative to villagers who previously used riverbanks as a bathroom where they were sometimes bitten by snakes or chased by the police, but now they have an alternative. The local village council and the rest of the villagers followed their steps by constructing more toilets.The Open Defecation Eradication Project was one of the Council’s successful Social Action Projects conducted in Nepal’s schools. The projects are student-led initiatives focused on tackling community issues and inspiring leadership and team spirit in students. The Social Action Project has been collaborating with 100 schools from 24 districts, involving 16,200 students and reaching out to around 17,000 community members to solve social problems.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107111156/6368e44e9c7e80680e0333d1jpeg.jpg" alt="" width="640" height="960"><figcaption> </figcaption></figure>The project results have left many impressed. “When these little students came to us to talk about building toilets, we were so proud of them. All of us here are really thankful for this initiative,” says Jhameli Rishidev of Baijanathpur.In total, <a href="https://www.facebook.com/BritishCouncilNepal/">British Council</a> has reached out to more than 250 schools in Nepal through International School Award (ISA), integrated with a curriculum that focuses on digital literacy, critical thinking and problem solving, creativity and imagination, student leadership, collaboration and communication and citizenship.The event where Sangroula gave a confident speech was ISA, one of the key programs of the British Council under Connecting Classrooms that recognises schools showing strong commitment to enriching students’ lives and inspiring interest in international cultures and global issues.“Through ISA, I have learnt to use the knowledge we get from books to solve problems around us. Before, we just read books and listened to our teachers. But now we learn by doing,” says Sangroula.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107111156/6368e4519c7e80680e0333d2jpeg.jpg" alt="" width="1000" height="665"><figcaption> </figcaption></figure>Nineteen other schools were awarded and four schools were re-accredited for the year 2017/18 during the event, out of 42 schools from 14 districts. The award, into its 6th edition, is endorsed by the Department of Education.Connecting Classrooms has reached out to students, teachers and school leaders in over 30 countries to improve teaching and learning experience through school partnerships and policy dialogues, recognising and awarding progressive schools and encouraging students to lead initiatives. It also provides core skill training to school leaders and teachers on how to make the profession more effective and impactful.Dhani Ram Sharma, a teacher from Nepal Rastriya Chandraganga Secondary School in Surkhet says, "ISA brought dynamic changes in our teaching staff as well as students. Students got golden opportunity to interact with international students through Skype and email. We, teachers learnt about ICT and brought changes in our traditional/ lecture teaching approach, developing innovative techniques."<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107111156/6368e4549c7e80680e0333d3jpeg.jpg" alt="" width="640" height="427"><figcaption> </figcaption></figure><figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107111156/6368e4579c7e80680e0333d4jpeg.jpg" alt="" width="640" height="417"><figcaption> </figcaption></figure>Schools receiving International School Award 2017/18<table width="518"><tbody><tr><td width="55">1</td><td width="349">Nepal Rastriya Chandra Ganga school</td><td width="113">Surkhet</td></tr><tr><td width="55">2</td><td width="349">Orchid School</td><td width="113">Chitwan</td></tr><tr><td width="55">3</td><td width="349">Celebration Co-ed School</td><td width="113">Kathmandu</td></tr><tr><td width="55">4</td><td width="349">Vidya Sagar English Secondary school</td><td width="113">Kavre</td></tr><tr><td width="55">5</td><td width="349">Nabin Audhyogic Kadak Bahadur Rita School</td><td width="113">Rupandehi</td></tr><tr><td width="55">6</td><td width="349">Sanskriti International School</td><td width="113">Kathmandu</td></tr><tr><td width="55">7</td><td width="349">Him Rashmi Secondary School</td><td width="113">Kathmandu</td></tr><tr><td width="55">8</td><td width="349">Pragyan Academy</td><td width="113">Jhapa</td></tr><tr><td width="55">9</td><td width="349">KK International School</td><td width="113">Dharan</td></tr><tr><td width="55">10</td><td width="349">Mount View English Boarding School</td><td width="113">Bhaktapur</td></tr><tr><td width="55">11</td><td width="349">Traibidya Sikchhya Sadan Academy</td><td width="113">Kathmandu</td></tr><tr><td width="55">12</td><td width="349">Sudesha High School</td><td width="113">Lalitpur</td></tr><tr><td width="55">13</td><td width="349">Eureka School</td><td width="113">Dharan</td></tr><tr><td width="55">14</td><td width="349">Jhapa Model School</td><td width="113">Jhapa</td></tr><tr><td width="55">15</td><td width="349">Babylon School</td><td width="113">Kathmandu</td></tr><tr><td width="55">16</td><td width="349">Shreejana Higher Secondary Boarding School</td><td width="113">Pokhara</td></tr><tr><td width="55">17</td><td width="349">Ambika secondary school</td><td width="113">Pokhara</td></tr><tr><td width="55">18</td><td width="349">Gorkha Intl Public School</td><td width="113">Dang</td></tr><tr><td width="55">19</td><td width="349">Eurokids school Chhauni</td><td width="113">Kathmandu</td></tr></tbody></table>

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