“Did you know this interview was supposed to be in English?” he asked with a smile. I reciprocated, although it was clear that his smile conveyed a sense of pity towards me. My smile, on the other hand, was more an expression of private shame.
I was being interviewed for the position of librarian at a residential English-medium school by the Managing Director. His personality was domineering: tall, well-built, and a pony tail.&nbsp;
I knew some of the questions he asked would be in English, but did not realise that I had to respond entirely in English too. I had some basic English language communication skills, but I was not fluent at the time.&nbsp;
“How are you planning to get by here? You clearly cannot speak the language, and our working language is English,” he said looking me directly in the eye. This interview was starting to scare me.
“म कथा भन्न सक्छु,” I blurted out in Nepali, trying to salvage my job prospect by highlighting my story-telling skills.“Okay. एउटा कथा सुनाउ,” he replied, as if to put me at ease. I immediately launched into a children’s story that had recently been published in Kopila, Kantipur’s school supplement.
Read also: <a href="https://nepalitimes.com/news/journalism-is-all-about-storytelling-and-money">Journalism is all about storytelling (and money)</a>
The story was about a letter that transformed the life of a girl with low self-esteem. She had felt unappreciated by everyone until the letter arrived from a dentist whom she had earlier helped by giving directions. The letter thanked her for being so helpful, and expressed how proud her mother must be for having such a smart daughter.&nbsp;
Despite my lack of English, the Managing Director must have found the story and my narration compelling. I got the job, but on probation and with condition attached: “You’re on your own. If you can’t connect with the students within a month, you’ll be let go.”&nbsp;
I started my job at the school library in 2006 just as the students were getting ready for their three-week summer break. Excitement and English chatter filled the air, but I could not quite follow what they were saying. They were too preoccupied with their vacation to notice me.&nbsp;
The library itself was a disaster zone. Books were scattered everywhere. And even though I had no prior knowledge of library management, I tried to bring some order into the chaos.&nbsp;
I was a voracious reader, but most of the books were in English and I felt overwhelmed. I dedicated long hours at the library, sometimes working late into the night. My goal was to familiarise myself with every single book in the stacks before the school year began, hoping to impress the students.&nbsp;
Read also: <a href="https://nepalitimes.com/opinion/read-and-let-read">Read and let read</a>, Anil Chitrakar
The holidays were coming to an end, and I felt the pressure mounting. Searching for a solution to ensure a smooth start, I came up with what I figured was a brilliant plan to convene a meeting with class captains before opening the library for all students. My reasoning was that if they were on board with enforcing library rules, the rest of the students would follow.
I was working late, and the Managing Director looked in, noticing the lights were still on. He seemed pleased to find the library in perfect condition, the books all organised.&nbsp;
“Don’t work late, a <a href="https://nepalitimes.com/opinion/comment/nepal-brings-back-the-snow-leopard">leopard</a> may show up,” he said.&nbsp;
“Really? A लियोपार्ड?” I gasped, pronouncing it ‘Leo-Pard’. “Yes, तर लियोपार्ड हैन लेपर्ड चाहिँ आउँछ and they will chew you up,” he said, chuckling, and pronouncing the word leopard properly.Embarrassed, I corrected myself, silently repeating the correct pronunciation of लेपर्ड. I only understood later that he was jokingly referring to children chewing me out, not an actual leopard. This humiliation destroyed my confidence, and I lost the confidence to engage in conversation, even in Nepali.
Read also:<a href="https://nepalitimes.com/opinion/angrezi/mai-commin-sir-qfdjg2uw"> "Mai commin, Sir?"</a>, Anbika Giri
The students returned and were informed about their meeting with the new Library Miss. There were two captains each from Class 4-10, and one school captain, totaling 13. I thought I was fully prepared, and it all began well.&nbsp;
But the assertiveness of the students and their fluency in English caught me completely off guard, and I fumbled for English words as my vocabulary vanished. Till this day, I feel the sweat on my forehead.
At first the class captains were taken aback, some attempted to correct my pronunciation, and then their giggling erupted into uncontrollable laughter. I could not bear the failure, and switched to Nepali but my confidence was shattered. I was not getting through at all. They walked away, making fun of my English pronunciation in a loud voice just to make sure I heard them.
Read also: <a href="https://nepalitimes.com/opinion/angrezi/hi-hee-and-haha-hihi">Hi-Hee and Haha-Hihi</a>, Anbika Giri
Deflated, I also felt embarrassed in front of the teachers, fearing that the students may have mocked me. They insisted I speak to them in English. I avoided making eye contact and interacting with the students, I hardly spoke to the teachers, and if I did it was in Nepali.
After two months, Wangdi Sir noticed my silence. He was an English teacher from Kalimpong and was rigorous yet popular among students. He stood out among his colleagues as one of the few who preferred to spend time in the library, engrossed in reading.
One day, he asked me why I was so quiet. I shared my story, unburdening myself. He chuckled initially, but offered practical tutorials about<a href="https://nepalitimes.com/news/why-do-so-many-nepali-students-underperform"> handling students </a>in English with sentences like “Why don’t you try the fiction section?” or “May I help you find your book?”
Read also: <a href="https://nepalitimes.com/here-now/learning-about-teaching">Learning about teaching</a>, Prakriti Kandel
Before Wangdi Sir’s help, whenever a student requested a book I would simply get it and hand it over to them without uttering a single word. Wangdi Sir taught me that recognising weakness was the first step in overcoming it. Steadily, my confidence level improved, and I started to build rapport with students. Whenever I mispronounced something, I would politely ask them to correct me.
My eight-month tenure transitioned from a state of humiliation to a one of humility. This was when my interest in children’s literature blossomed, and the library gave me a deeper understanding of the students’ perspectives and interests.&nbsp;
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. Find her previous columns <a href="https://nepalitimes.com/opinion/angrezi">here</a>.

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From humiliation to humility

When Nepalis are leaving the country in droves, there are unsung heroes providing selfless services in isolated parts of the country. Teachers like Sarala Basnet do not crave wealth or fame but work one day at a time to meet their ideal of bringing up the next generation of motivated and compassionate Nepalis. Sarala, as her name suggests, values simplicty and is guided by a straightforward attitude towards life: integrity, diligence and decency. After working her way up from a small village in Baglung, Sarala, at age 35, is the first female principal of Chandrodaya Secondary School in Abu Khaireni of Tanahu district. Back in Baglung, she was also the first female student to pass SLC from high school two decades ago at a time when very few girls attended school in such far-flung villages. “The mindset was that if the girl is educated, she will contaminate traditional culture,” recalls Basnet. “But I had my heart set from an early age to being an educator.” Her father was in the military, and Basnet was the youngest of many siblings. Luckily, the family valued education and sent her to school, unlike many of her childhood mates. But it was not an easy path. When she raised her young voice against prevailing <a href="https://www.nepalitimes.com/latest/fatal-discrimination/" target="_blank">gender inequality</a>, neighbours scoffed at her. This only made her more determined to be a teacher. After school, she graduated with a Bachelor of Education from Gorkha Campus, which was an accomplishment on its own at a time when <a href="https://www.nepalitimes.com/here-now/can-nepal-end-child-marriage-by-2030/" target="_blank">families married off their daughters </a>instead of sending them to colleges. She traveled to Butwal for an internship as a maths instructor but seeing the need in her own hometown, returned to Baglung and was a teacher for 17 years. Eight years ago she was transferred to Abu Khaireni and made principal in recognition of her dedication and commitment.  <figure><img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230303050312_84ca4e90b26674b418916f02c7beebf7728cff814e440ad82db72ebf69fbc892.jpg" data-media-id="editor_2" data-image-id="20230303050312_84ca4e90b26674b418916f02c7beebf7728cff814e440ad82db72ebf69fbc892" data-rendition-name="original" width="960" height="720" loading="lazy" alt="Nurture in her nature NT 2"></figure>  During this time, she got married to musician Krishna Prasad Bhatta, who works as a music teacher in Kathmandu. The couple has two children, 13 and 8. Abu Khaireni is a small picturesque farming town mostly inhabited by families whose <a href="https://www.nepalitimes.com/banner/diary-of-a-nepali-soldier-in-france/" target="_blank">men serve</a> in the British, Indian or Nepali armies. The rest of the young men have migrated for work to the Gulf or Malaysia. There are not a lot of jobs for young people here and <a href="https://www.nepalitimes.com/latest/nepal-child-marriages-spike-during-pandemic/" target="_blank">child marriage</a> is common. Which is why one of the first things Sarala did when she became a teacher was to counsel parents about the importance of schooling girls. It used to be the girl students who dropped out in Grade 5 when their parents married them off, but interestingly these days it is the boys who are dropping out. “The boys are leaving to work in the cities or to try to get into the military,” says Sarala. “This is worrying, it is not good for the future of this village.” Schools in rural Nepal have <a href="https://www.nepalitimes.com/banner/after-quantity-nepals-education-needs-quality/" target="_blank">insufficient amenities, instruction is impractical and curriculum outdated</a>. During the Covid-19 pandemic, students at Chandrodaya School did not have access to the Internet, and were deprived of online classes for nearly a year. To fill the gap, Basnet organised physical sessions with varying schedules for the students. By the time the second Covid wave hit in 2021, the school was prepared for <a href="https://www.nepalitimes.com/latest/face-to-face-classes-online/" target="_blank">remote classes</a>. Even so, parents still make students complete their household chores before or after school, and there is not much time for the children to play and have fun. Sarala remembers her own childhood and how she had to struggle to balance home work with homework. She had to finish her assignment under the faint light of a kerosene tuki lamp. “We had to walk an hour every day to get to school, the path was steep and through forests with wild animals,” she recalls. All 160 students at Chandrodaya now have access to extracurricular activities including basic computer classes, sports, and other contests, including arts and crafts. It is extraordinary for a government school to have activities that are much better than neighbouring private schools. After having spent over two decades shaping young minds, Basnet believes that age or circumstance should not affect the process of learning. She says: “We should never stop learning, it is a lifelong process. My biggest sense of fulfilment comes from seeing my students do well in life.”

Nurture in her nature

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20230112100128/63bfd2a19c7e80680e0d302ejpeg.jpg" alt="" width="1500" height="1000"/><figcaption>Photo: PRAKRITI KANDEL</figcaption></figure>In recent years, many scholars, policy makers, and educators have pointed to the abysmal results of <a href="https://www.nepalitimes.com/editorial/ministry-of-education-gets-an-f/" target="_blank" rel="noopener noreferrer">Nepal’s education system</a>, particularly its government schools. Some have noted the persistence of this low performance year after year.According to a 2017 Asian Development Bank (ADB) study of education in South Asia, student learning achievement in Nepal ‘has remained poor over the years’.Because of <a href="https://www.nepalitimes.com/banner/class-differences/" target="_blank" rel="noopener noreferrer">Nepal’s ineffective educational system</a>, the country as a whole suffers but especially those from rural and marginalised communities -- Dalit, ethnic minorities, and poorer Nepalis of all caste groups. As wealthier students move to private schools, students from marginalised groups increasingly make up most of the students attending public schools.In particular, the ADB places the blame on Nepal’s ineffective and outdated teaching methods: ‘The main issue in Nepal is how to address the weak performance of classroom teachers.’ It emphasised the need for ‘fresh perspectives’ for understanding teaching and teachers.By and large, ever since modern schools arrived in Nepal in the 1950s and 1960s, <a href="https://www.nepalitimes.com/here-now/good-fellows/" target="_blank" rel="noopener noreferrer">Nepali teachers</a> have taught the same way: using rote methods with teachers lecturing or reading material straight from the textbook and students listening and later regurgitating.This holds true, with only a few exceptions, from pre-K through college, in both government and private schools. Very few teachers encourage critical thinking, meaningful learning, or practical application.Why is rote so entrenched? Many factors seem to combine including cultural, political, policy, and personal factors. In an influential study, Nepal’s leading anthropologist Dor Bahadur Bista argued that a status-based anti-utilitarian philosophy of education embedded within Nepali religious traditions has long pervaded and undermined Nepal’s ‘modern’ schools.Historically, Bista says, education in Nepal has meant recreating hierarchy, not bringing about meaningful change in the world. The ADB addresses these foundational ideas when it calls for a new role for teachers: ‘It is important to develop teachers as facilitators and not as the sole source of knowledge and influence.’Other scholars have noted how Nepal’s autocratic rule before 1990 promoted narrow education traditions creating a mindset that still drives Nepal’s schools, including the emphasis on rote.In addition, Nepal’s culture of <a href="http://archive.nepalitimes.com/article/Nepali-Times-Buzz/teaching-teachers,3126" target="_blank" rel="noopener noreferrer">teacher education</a> is broken. Years of pre-service and professional development efforts have made little dent on how Nepali teachers teach.‘Most of the teacher education and training initiatives have failed to transform the classroom teaching and learning process,” the ABD report notes. It adds that this includes not just Nepal’s preservice training but also its in-service teacher education: ‘The opinion of most stakeholders is that in-service programs have been reduced to training halls and leave no impact on the teachers.’That’s worth emphasising: ‘no impact’. What has been the result of years of trainings costing millions of dollars? No impact.The problems with Nepal’s teacher training culture are many. The ABD stresses one key problem: what it calls the ‘approach to delivery of curriculum’. Nepali teacher education programs, it notes, are 'structurally loaded with adequate content … (but) the overall approach and delivery most often remains traditional and fairly weak’.In other words, in Nepal, even ‘expert’ teacher trainers primarily use rote teaching methods. Exactly those trainers charged with showing teachers how to use non-rote methods often themselves rely upon rote methods.They lecture about how teachers should not lecture. In doing so, Nepal’s trainings reproduce the core problems of its educational system: too much regurgitation and not enough higher-level thinking.“Got it?” trainers yell out to teachers after a lengthy rote explanation. “Got it,” respond the teachers, and everyone is happy.Kathmandu University professor Laxman Gnawali has researched the culture of trainings in Nepal, and finds two main problems. The first is methods imported from elsewhere. These methods work in these other places (presumably), and are assumed to work in Nepal, but are actually untested.Gnawali does not conclude that outside methods cannot work, just that they can work only if they are better road-tested and carefully tailored to the <a href="https://www.nepalitimes.com/here-now/digital-divide-exposes-class-divide-in-nepal-schools/" target="_blank" rel="noopener noreferrer">realities of Nepali classrooms</a>. That rarely happens. Instead there is an assumption that they should work.The second problem Gnawali identifies is the many ‘last mile’ barriers to implementation that Nepali teachers face. Student failures in English, he notes, “are often ascribed to teachers' under-performance.”“The plight of the teachers working in under-resourced classrooms,” he points out, “is habitually ignored.” That includes a daunting list of challenges: parents who are not literate, class sizes of 50 to 100 or more, hard-to-manage students, students who don’t speak much Nepali, multigrade classes, students years below grade level, a lack of materials, sometimes even no textbooks, and desks and benches fixed to ground or too crowded to move.Too often, Gnawali says, teacher trainings presume a near perfect teaching setting. Trainings “present to the trainees a picture of idealised classrooms which are well-laid out, materials rich, learner-friendly, within teacher's control and generally conducive to learning.”That’s not the reality real <a href="https://www.nepalitimes.com/here-now/a-decade-of-work-lost-in-4-months/" target="_blank" rel="noopener noreferrer">Nepali teachers</a> face in real classrooms. Instead, Gnawali says, Nepali schools need more “context-specific” methods.Many reports on Nepali education, including the ADB report, call for new teaching methods often developed in radically different teaching environments, but rarely place the emphasis on context specific appropriateness that Gnawali reminds us of.In addition, no discussion of the problem of teacher trainings would be complete without mention of two core problems. The first is one I have seen over the decades but is rarely commented upon: the problem of paying participants extra stipends on top of their salary and transportation costs to attend trainings."As soon as you say the word ‘training’ to a government teacher,” a teacher once told me, “he'll ask immediately, 'How much allowance is there?'"The extra money may guarantee high attendance – a common metric donors use to assess training ‘success’ -- but usually distorts who actually shows up for trainings and undermines their motivation to learn.And finally, there is little to no accountability for teachers. Teachers in Nepal are protected by political parties. The parties help teachers get hired and protect them when in the position. In effect, the political parties control hiring and firing, not the schools.Even if teachers do something egregious, they are rarely disciplined, much less fired. This almost total lack of accountability lowers performance across the board. It protects bad teaching.Reform efforts must account for these realities if they hope to bring any real change to <a href="https://www.nepalitimes.com/banner/after-quantity-nepals-education-needs-quality/" target="_blank" rel="noopener noreferrer">Nepal’s failing public school system</a>. In the meantime, a generation of Nepal’s youth will suffer the consequences.Tom Robertson is a historian and the former director of Fulbright Nepal.

Tom Robertson

Teaching Nepali teachers to teach better

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110121140/636ce3519c7e80680e096647jpeg.jpg" alt="" width="1500" height="1125"/><figcaption>Photo: PRATIBHA TULADHAR</figcaption></figure>Jyoti was standing just outside the gate when I stepped out. I walked past her hurriedly, on my way out to work. She caught up with me.Hello, I said.Hello, she smiled.My father is asking if you will tuition me, she asked.Tuition, what? I asked in return. I’m not sure.Oh, if you will teach me.Teach you what? I laughed lightly.Teach me. She smiled again.I said: Okay. Let me think about it. Let’s talk about this later?I smiled and she smiled back.Rushing to work, I kept thinking about how she had beamed when I had said okay. And inside my head I was already starting to plan what I could ‘teach’ her. The opportunity that had presented itself to me drummed an excitement in me. I was being given this chance to influence a young mind and how much I could do to help her discover.I could not stop smiling to myself. Book, books, I thought. I could begin with a book. I rummaged through my bookshelf in my mind. What would an 11-year-old want to read? Maybe stories about birds or dogs? Or about women role models? Or maybe a book of short-stories. Or maybe a comic book?When I was 11, one of my uncles had given me a book. Here, he had said, presenting it to me. Pretty As You Please (365 Recipes for Young Ladies). Read it when your period comes, he had said. And it did come soon after.The book had exactly 365 chapters, beginning with what it means to be a lady. So, a lady was what a woman was not, which introduced the idea of ‘class’.The book had a list of instructions on a number of things: how a young lady should sit, how she must speak, how she must walk. A lady is never supposed to sit like a man, she must sit with her legs together. She must speak with her voice calm and low, and walk in the same manner, calmly. Never run!The book also prescribed the correct way to laugh. Do not open your mouth and laugh like boys do. Laugh softly and wave your hand before you, just so that you can hide your embarrassment a little.Years later, I had retrieved the book from a box of old things and dumped it into the carton going out to trash. i am not a pretty girl. that is not what i do.The book did have a couple of useful tips though -- exercises for menstrual cramp, and on how to ask a male friend not to touch you. But do it politely, it said. I can barely recall what else the book had, but what I do remember is that I had gobbled the book down.At that time, I heard the term ‘act like a lady’ so often in school that I was convinced that was the only way to behave. Never sit with your legs spread out. Be kind, polite and gentle—all very well, but also to male friends who touch you in ways you do not like?So, when a boy punched me, I would say ‘ow’ in pain but never retaliate. When a family friend tripped me on Holi and pinned me down to the marble floor, the cold, hardness of it stinging my back, while he put abir on my face, again, I did not retaliate.When another boy slammed my head with a water-filled balloon and when the balloon fell on the road without bursting, I merely crushed it under my feet so that he would not pick it and use it against me again. I did not pick it and throw it back at him or tell him he was being a jerk. I had to be polite, right? Even in my aggressions. That is what the book said. And I had read the book too many times.In those days, my access to books was limited to the Enid Blytons. And while mysteries were still my genre, Nancy Drew Case Files were still not allowed because she had a boyfriend. And Agatha Christie, you could read a page or two in the library, but not borrow. So yes, I read Pretty as you Please on repeat, until I knew some recipes by heart: A good girl takes care of everyone around her.It was a while before Nancy Drews and other books happened. But it was not until I turned 14 that I met Little Women. I won the book as a prize. Spelling competition. And it was then that my impulse to run was validated. It was possible to be a girl and want to only read and write and not cling to a man, like Jo March -- the girl who changed the lives of millions of young women.Over the years, though, I find myself gravitating towards the idea of Aunt March. I’ve often wished I could have one to whisk me out of certain situations, but now, I want to become one. For Jos. Maybe for Jyoti.I make a mental list of books for her. I imagine explaining books to Jyoti. I plan assignments for her. She will be rewarded with a new book every time she finishes her assignment.Her first assignment will be around A House on Mango Street by Sandra Cisneros. When I hand her the book, I will ask her to open to the chapter, ‘A house of my own’ and ask her to read aloud:Not a flat. Not an apartment in back. Not a man’s houseNot a daddy’s. A house all my own. With my porch and my pillow, my pretty purple petunias. My books and my stories. My two shoes waiting beside the bed. Nobody to shake a stick at. Nobody’s garbage to pick up after. Only a house quiet as a snow, a space for myself to go, clean as paper before the poem.I surmise at Jyoti’s surprise and the sense of familiarity the words might evoke in her as she reads. I imagine she will shut the book and look at me and smile at me in acknowledgement. And I smile to myself.Suburban Tales is a monthly column in Nepali Times based on real people (with some names changed) in the author’s life.

Pratibha Tuladhar

Write fearlessly, she said

<figure><img width="1500" height="1125" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110111124/636cd15b9c7e80680e08f8acjpeg.jpg" alt=""/><figcaption>Changing Stories Nepal Fellow Sangeeta Basnet teaching at Amar Secondary School in Urhari of Dang.</figcaption></figure>When I taught in a Nepali government school, the biggest problem I faced was not poor facilities. Motivated teachers don't need much beyond chalk and a blackboard. The biggest problem was that so many children studied below their grade level. In Nepal, many Grade 6 students read at Grade 3 level. Many Grade 7 students cannot add or subtract, much less multiply or divide. Students lag behind by three or four years, and not just a few students, sometimes half the class may be behind.  This is an enormous problem, made worse by Covid-19. Few schools recognise the issue, or have skills and resources to address it. Public school teachers are too busy dealing with daily challenges. Students are therefore missing the chance to learn. Nepali students fall behind for many reasons. Some come unprepared for Grade 1 or 2, others get pulled out of school temporarily and never catch up. Some attend school irregularly, or struggle. <a href="https://www.nepalitimes.com/banner/seven-years-in-tityang/" target="_blank" rel="noopener noreferrer">Seven Years in Tityang</a>, Sangmin Kim While the problems children face at home are socio-economic, the barriers at school are many: uninspiring and irregular teaching, low teacher expectations, and poor school management. Schools where students fall behind rarely have the skills or resources needed to help them catch up. Some schools give up on them, dismissing the students as not capable instead of investing more time in helping them out. Low expectations become self-fulfilling. Many students lose confidence and drop out. They decide school is not worth the time, and join their parents in earning an income for their families. Or, they stay in school and move from grade to grade, year after year. Lacking a base to build upon, they lag farther and farther behind.  In subjects like Math or English that scaffold skills one on top of another, the students often just go through the motions, copying things but not understanding, and not really learning anything. Students either fail, or they cheat to move along. Cheating is widespread. That is how high school students, despite years of study, can barely read or write in English or Nepali. Many of the students are from diverse backgrounds who speak their mother tongue at home.This is a tragedy, but also a social justice issue. Those who lag behind often come from poor families, often Dalit or ethnic minority communities. Many are girls. The solution would be to catch the problem when the children first fall behind in primary school. At that point they are only a few lessons behind their friends, not years and years, and there would still be time to build a solid base.  "It's never the students’ fault," says Niharika Mainali of Changing Stories Nepal, which was founded in 2018 with an innovative approach that builds from the premise that all students can learn, and that we wrongly blame low performing students instead of admitting we are all responsible for their lack of opportunity.Changing Stories first identifies struggling primary students. At its schools in Hetauda and Dang, it assesses literacy and numeracy to determine the 15 lowest-performing students in grades 3, 4 and 5. Then, for 90 days, the students are tutored with two hours of extra Nepali and Math, either  before or after school. <figure><img width="1365" height="2048" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110111124/636cd15f9c7e80680e08f8adjpeg.jpg" alt=""><figcaption> </figcaption></figure><a href="https://www.nepalitimes.com/here-now/good-fellows/">Good fellows</a>, Prakriti KandelThe stress is on actual student learning, and the students are tested during and at the end of the program. Last year in Dang, the program had 20 groups of 15 students each.The remedial classes are taught by ‘Fellows’ of the organisation, who are talented, motivated college students trained by Changing Stories. While giving a helping hand to others, the young adults learn skills and experience and develop a taste for community service. "I was teaching Grade 9 near Janakpur, and found that many didn't know the English alphabet. I realised they needed an intervention long before high school," explains Mainali. "I had a good job in Kathmandu. But I often thought I could be of more service working with public schools. The privileged students I was working with didn't need me." She says schools make quick decisions about who can learn and who cannot, labeling students as incapable from a very young age. "The problem is not with the students. The students can learn, but we like to blame students for everything," she adds.In Dang at the start of the year, only 37% of students could read simple words, and only 18% could read a 4-sentence paragraph. At the program's end, 81% could read words, and 66% could read short sentences.In baseline math tests, only 9% could do two-digit addition problems. After the program, 87% could. Fewer than 1% of students could solve a 2-digit carry-over subtraction problem, or multiply. Afterwards, about half could do both. <figure><img width="1500" height="1125" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110111124/636cd1629c7e80680e08f8aejpeg.jpg" alt=""><figcaption> </figcaption></figure><a href="https://www.nepalitimes.com/here-now/digital-divide-exposes-class-divide-in-nepal-schools/">Digital divide exposes class divide in Nepal schools</a>, Nunuta RaiChanging Stories recorded similar progress in Hetauda, and have just started another year in Dang. The program seems like a fantastic bargain: for 90 sessions of 2-hour classes, each Fellow earns Rs14,000.Training costs and staff support add a little. But imagine the benefits, and compare them with the costs: students sitting in classrooms year after year not learning--a lifetime of underachievement.On a visit to Dang last year, I saw for myself why Changing Stories gets results. In a carpeted classroom painted in cheerful colours with student work on display, a Changing Stories Fellow worked with students on subtraction problems.She explained concepts with piles of सिन्का (small bamboo sticks) sitting on the floor next to her students. She smiled, but pushed when necessary. She believed in the children even though many others had abandoned hope.A Grade 4 student told me: "I like this class. Miss teaches well. If I don't understand, she shows me." Another student said, "Before I knew only addition, now I know subtraction. Now it comes easily."  I could see and hear the pride and self-confidence in these children.Tom Robertson, PhD is a historian and creator of the मिठो लेखाइ videos on writing technique. He taught in Nepal’s government schools as a Peace Corps volunteer in Khotang from 1993-1995.

Nepal’s class divide

<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

Nepal’s only international aviation gateway, at Kathmandu airport, will cut night-time operation hours to allow construction of taxiways, and airlines have been told to curtail flights. This is expected to lead to more than normal chaos during the height of peak autumn and spring tourist seasons at an airport that is congested even at the best of times. The airport will close from 10PM to 8AM from 8 November-31 March 2025. The taxiways will now connect to the thresholds at both ends of the runway, making the airport more efficient in handling higher frequencies of landings and takeoffs. The parallel taxiway extension will allow international flights to land every 4 minutes instead of the current every 7 minutes. At present planes have to wait to land until a plane taking off backtracks along the runway.&nbsp; Kathmandu is Nepal’s only airport with international operations, and it has only one runway that is only one way in from the south over the mountains. With the taxiway improvement, the airport will be able to handle 42 aircraft landings and takeoffs per hour — double the current capacity.&nbsp; The Civil Aviation Authority of Nepal (CAAN) has been trying to entice international airlines to also start flying to and from the other two international airports at Pokhara and Bhairawa (Lumbini) by slashing landing and handling charges. But so far only Nepal Airlines operates a weekly flight to Bhairawa from Kuala Lumpur.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241018161016_046569e53d1d66cd445cc66c697c0ef724810aec9f54bdf827481e3cd6b80c32.jpg" data-media-id="editor_0" data-image-id="20241018161016_046569e53d1d66cd445cc66c697c0ef724810aec9f54bdf827481e3cd6b80c32" data-rendition-name="original" width="2356" height="1134" loading="lazy" alt="Kathmandu airport expansion"> <figcaption>Kathmandu Airport Expansion plan with extension of taxiways to the thresholds of runways 02 and 20 that will limit airport operations from 8 November 2024 - 31 March 2025. Areas in blue are existing structures, including the international terminal which in future will be the domestic airport, and the new international terminal near the north end of the runway,</figcaption> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241018121028_6e17cc2ee87c1b02d78cb54905825b7aa15299b7a00f5eddb01a59579ab85c1a.jpg" data-media-id="editor_1" data-image-id="20241018121028_6e17cc2ee87c1b02d78cb54905825b7aa15299b7a00f5eddb01a59579ab85c1a" data-rendition-name="original" width="1353" height="1328" loading="lazy" alt="Kathmandu airport NT"> </figure>  CAAN has reportedly told international airlines to cut their flight frequency to Kathmandu citing the shorter operation hours and has told budget airlines to shift some of their flights to Pokhara or Bhairawa, or face cuts. Many airlines currently operate regular flights to and from Kathmandu between 10PM and 8AM: Air Arabia to Sharjah, Fly Dubai to Dubai, Jazeera Airways to Kuwait, Cathay Pacific to Hong Kong, Singapore Airlines, several Nepal Airlines flights, and one of four daily flights by Qatar Airways to Doha. Jazeera Airways, FlyDubai, and Thai AirAsia have applied and got permission from CAAN to begin regular flights to Bhairawa’s Gautam Buddha International Airport. Starting 9 November, FlyDubai will start making a stopover in Bhairawa before flying on to Kathmandu. Immigration, customs and security are all fully functional in Bhairawa. In Kathmandu, the next phase of the airport upgrade includes converting the current international terminal for domestic operations, the construction of a new international terminal where the domestic departure area is now, as well as moving the hangars and the Nepal Army Air Wing to the eastern side of the runway. The apron area will also double its parking space for widebody jets. This is part of a Airport Capacity Enhancement Project that was initially funded through a $80 million loan from the Asian Development Bank (ADB), and the entire masterplan is expected to cost $800 million. This project is the latest upgrade to Nepal’s only international airport since it saw its first flight in 1949. The current international and domestic terminals are too small to handle the current annual traffic volume of 8.5 million passengers a year that is growing at 20% a year.

Kathmandu airport to cut flight hours

As Kathmandu becomes more congested and polluted, and with remote online work becoming the norm, many professional Nepalis are planning to retire in Pokhara, or move there.&nbsp; With its stunning mountain panorama, balmy winters and proximity to a profusion of wilderness areas, builders are responding to this demand with new townhouses, housing development and apartments. One such block of flats is the 10-storey <a href="https://sungavaapartment.com/">Sungava Apartment</a> located at Phulbari above the Seti River, near the point where it flows into and under Pokhara. The imposing structure near Manipal Hospital is almost complete, and on a recent visit the site was strewn with huge boulders unearthed while digging the foundation.&nbsp; The Seti brought down these boulders during a gigantic flood that geologists estimate happened 800 years ago when a chunk of Annapurna IV broke off and ploughed into the glacier below. Today, Sungava (means ‘orchid’) sits safely on a high terrace, 100m above the blue-green Seti and commands a view of Dhaulagiri, Annapurna South, Machapuchre, Annapurna III and IV.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024102411104_5f8fc736c86ea3c08d7bef43bb727081d3cc1a2caa55ae2b441717e6044de7e9.jpg" data-media-id="editor_1" data-image-id="2024102411104_5f8fc736c86ea3c08d7bef43bb727081d3cc1a2caa55ae2b441717e6044de7e9" data-rendition-name="original" width="2016" height="1512" loading="lazy" alt="High living below the Himalaya NT"> </figure>  The soil here is conglomerate that has solidified like concrete, and the boulders were extracted by heavy earthmovers. It is intriguing to think that these metamorphic rocks as big as cars, rounded by glacial grinding, were once a part of a much higher Annapurna IV. Even for those with little interest in geology, Sungava is an ideal place to contemplate the tectonic forces that pushed these peaks into the sky to be sculpted into delicate shapes by wind, snow, earthquake and avalanche over millions of years. The view of the Himalayan panorama from Sungava’s many balconies are breathtaking when not obscured by clouds, or the haze that drifts in from across the southern border. On most days, just watching the towering pyramid of Machapuchre (Tamu name: कतासुँ क्लिको) play hide and seek with the clouds is mesmerising. There are rocks aplenty at Phulbari, and it is probably the flowers that grew along the flat terraces e that gave the place its flowery name. The boulders will hopefully be turned into a rock garden while landscaping. An nearby restaurant complex is making the best use of the stones in its design, using flat rocks as outdoor benches and tables. Sungava was designed by the husband-wife architect team of Deepak Sherchan and Jyoti Joshi of <a href="https://thedarkmermaidamarbshrestha.blogspot.com/2013/12/creative-builders-collaborative-cbc.html">Creative Builders Collaborative (CBC)</a>, which also built Heritage Plaza, Indreni Apartment and numerous other projects in Nepal. Sadbhavana retains CBC’s trademark Newari-style masonry and here it borrows from the orange brickwork of the old town of Pokhara, integrating it with modern design elements. A few of those heritage houses are still standing in Ganesh Tole and Ram Krishna Tole in Pokhara’s old quarter.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024102411108_5eb64a4885961b6d30781cefeb1e8a313da313ac5227c7a66b60f0c7d48d6fab.jpg" data-media-id="editor_3" data-image-id="2024102411108_5eb64a4885961b6d30781cefeb1e8a313da313ac5227c7a66b60f0c7d48d6fab" data-rendition-name="original" width="1362" height="595" loading="lazy" alt="High living below the Himalaya NT"> </figure>  About 400m from the apartment past a bend on the river, and down below three tiers of terraces in the canyon is a suspension bridge. Below it, the Seti is still swollen with post-monsoon flow as it tumbles away in a hurry to head down south.&nbsp; Back at the apartment, it is quiet, far away from the hubbub of Lakeside a 15 minute drive away, and in the lap of greenery. There are 52 units at Sungava and it already has a close-knit prospective community of professionals, including doctors, publishers, engineers, and businesspeople from the renewable energy and IT sectors.&nbsp; Some residents say they opted for a second home in Pokhara to make it a ‘base camp’ to explore the Annapurnas with its many hiking trails made newly accessible with new roads. With the NRN citizenship law, overseas Nepalis can now also buy the flats. &nbsp; The floor plans include options for north and south-facing 3-bedroom apartments with verandas, and the facility has underground parking has EV charging, heated pool, sauna and gym. There are still some unsold apartments with panoramic views of the mountains and one can imagine oneself at the kitchen with its huge window, humming a ditty while preparing breakfast: “खाना पकाउँ हिमाल हेरेर...”

High living below the Himalaya

When the United Nations held its Summit of the Future at its headquarters in New York in September, many world leaders, including Nepal’s Prime Minister K P Oli, highlighted the effect of climate breakdown in increasing the frequency and intensity of natural disasters. What did not get as much attention was the long term impact of the climate crisis on food production. In fact, heat stress, weather extremes and the consequences on rain-fed agriculture is already being felt worldwide, undermining the chances of the <a href="https://unstats.un.org/sdgs/">UN’s Sustainable Development Goals (SDGs)</a> being met by 2030.&nbsp; The SDG’s 17 targets commit countries like Nepal to reduce poverty and inequality, end malnutrition, protect the natural environment, and ensure that citizens all enjoy health, justice and prosperity without leaving anyone behind.&nbsp; However, besides the impact of climate breakdown on agricultural production, in Nepal the area under cultivation is impacted by urban expansion, falling productivity and the need for expensive inputs like fertiliser and pesticides.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241019041052_626413c5baf4dae407ac9579231b41daeb51510aa636b75aeb7489d94cca6a62.jpg" data-media-id="editor_1" data-image-id="20241019041052_626413c5baf4dae407ac9579231b41daeb51510aa636b75aeb7489d94cca6a62" data-rendition-name="original" width="999" height="1500" loading="lazy" alt="urban agriculture in Kathmandu"> <figcaption>Kathmandu's urban sprawl is eating into its fertile cultivable lands. Photo: TAYLOR MASON</figcaption> </figure>  Now, a new study led by Nepali researcher Prajal Pradhan at the University of Groningen in The Netherlands looks at how urban agriculture may offer a solution to falling food production and meeting SDG targets. The researchers evaluated 1,450 publications exploring the contributions of urban agriculture with both positive and negative effects, and published their findings in the journal Cells Report Sustainability. Urban agriculture can help achieve 17 SDGs, positively influencing 81 targets. However, it could also undermine 51 goals.&nbsp; Read also: <a href="https://nepalitimes.com/here-now/the-vanishing-land">The vanishing land</a>, Taylor Mason “Urban agriculture offers immense potential for sustainable development, but realising this potential depends crucially on adopting practices that minimise its adverse effects while maximising its benefits,” Pradhan explains. Urban agriculture can substantially enhance urban food security, provide employment to the urban poor, serve as ground water recharge in built-up areas, and preserve open spaces that can serve as safe havens during disasters like earthquakes. However, it also presents problems like the potential health risks from contamination and the need for expensive inputs. &nbsp; “Urban agriculture plays a definitive role in advancing the SDGs, but achieving this requires tailored, context-specific solutions that address the unique challenges of different regions,” says Yuanchao Hu of Wuhan University in China and who is a researcher at the Potsdam Institute for Climate Impact Research. “But it needs equitable access and rigorous management of environmental risks.”&nbsp; Rapid urbanisation is eating into Nepal’s most fertile agricultural land, which means farming in remaining open spaces inside cities can be a viable alternative, especially as food prices rise.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241019041052_7b7c9413086226fbdc630d45acf772cfa1ced77a8970b9056ec5ec7e5226fdf8.jpg" data-media-id="editor_3" data-image-id="20241019041052_7b7c9413086226fbdc630d45acf772cfa1ced77a8970b9056ec5ec7e5226fdf8" data-rendition-name="original" width="1500" height="999" loading="lazy" alt="urban agriculture in Kathmandu"> <figcaption>A vegetable patch in between new houses in Thimi. Photo: TAYLOR MASON</figcaption> </figure>  “The conversion of Nepal’s most fertile land into cities is a severe problem,” Pradhan told Nepali Times. “Crop cultivation, horticulture, agroforestry, beekeeping, livestock rearing, or aquaculture can all be farming activities within and around cities.”&nbsp; The study makes recommendations for sustainable practices that build on the positive aspects of urban agriculture while mitigating the downsides, thereby promoting more resilient cities in future. Research shows that urban agriculture has been helping many countries attain SDG targets by enhancing food security and biodiversity while helping education and preservation of open spaces.&nbsp; Indeed, many farmers from the hinterland who have settled in Kathmandu Valley or other urban areas of the country have been practicing urban agriculture, leasing neighbourhood patches or cultivating roof gardens both out of necessity because of inflation and falling income to grow their own food, and also as a fulfilling hobby. Saurav Dhakal, a sustainability advocate with Story Cycle and now research fellow at the Asian Institute of Technology in Thailand, says there are socio-economic and environmental benefits of urban agriculture. “It provides benefits to all urban dwellers, regardless of their income status,” says Dhakal, “families get fresh food, and there are many other benefits like water retention, heat regulation and biodiversity. These are all public goods, so special government incentives may be needed.” It is not unusual to see vegetable patches and even paddy fields within inner city Kathmandu where an older generation of farmers are using available fertile land and <a href="https://archive.nepalitimes.com/article/Nepali-Times-Buzz/rooftop-gardens-kathmandu,1415">roof gardens to produce fresh, nutritious food </a>to reduce their dependence on food items that have to be bought after being trucked in from large distances.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024101905100_1291ce98dbbb8caed8702ac4b1d469b3e13016d7ecaaf3bfd5f91c974d3c0c77.jpg" data-media-id="editor_5" data-image-id="2024101905100_1291ce98dbbb8caed8702ac4b1d469b3e13016d7ecaaf3bfd5f91c974d3c0c77" data-rendition-name="original" width="1500" height="999" loading="lazy" alt="urban agriculture in Kathmandu"> <figcaption>An older generation of farmers are using any available fertile land to continue farming but it is getting more and more difficult. Photo: TAYLOR MASON </figcaption> </figure>  Nepal’s urban population grew rapidly from only 3.6% in 1991 to 25% today. There is large outmigration from the mountains to peri-urban areas of the Tarai, to Kathmandu Valley and Pokhara, with many young men then moving abroad for work. Kathmandu Valley’s population has swelled to nearly 3 million, and is growing at 6.5% a year. Dilip Shrestha, 71, used to work for Nepal Food Corporation, so he knew firsthand about inflation, shortages and vegetables with pesticide residue. So, when he designed his new house in Kathmandu, he built a spacious roof where he grows cucumber, ginger, garlic, coriander, onions, tomatoes, chili, beans, okra, pumpkin and lettuce. His family eats healthier, and he has reduced dependence on the market.&nbsp; The co-author of the Cell Reports Sustainability journal article, Daya Raj Subedi who is a PhD candidate at Beijing Forestry University, says urban agriculture also promotes inclusion and psycho-social wellbeing.&nbsp; He says, “A crucial finding of the study is the identification of opportunities and challenges associated with urban agriculture, it can promote sustainable transformation of society.” In Banepa, 55-year-old Bijaya Manandhar in her lifetime has watched the fertile farms of her neighbourhood that used to supply vegetables to Kathmandu, now completely built up with no open space left. The pandemic lockdown prompted her to turn to the family’s <a href="https://nepalitimes.com/banner/rooftop-agriculture-on-the-roof-of-the-world">ancestral livelihood by growing food</a> not on terrace farms, but on the roof terrace. Manandhar is now a part of <a href="https://nepalitimes.com/banner/rooftop-agriculture-on-the-roof-of-the-world%5C%5C">कौसी खेती र करेसाबारी क्रान्ती</a> (Rooftop Farming and Garden Revolution) which has an online membership of 52,000, and awards annual prizes to women who excel in urban agriculture.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241019041052_7257f5def8f823f35a799fa6f6825e153f2ffa406ac11325d4fe74049b79e96d.jpg" data-media-id="editor_8" data-image-id="20241019041052_7257f5def8f823f35a799fa6f6825e153f2ffa406ac11325d4fe74049b79e96d" data-rendition-name="original" width="1600" height="736" loading="lazy" alt="urban agriculture in Kathmandu"> <figcaption>Rooftop farming is gaining popularity as a form of urban agriculture. </figcaption> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241019041052_beff1a4494ce896dd8fd383ee1f518e5448bcf7ea8bb138255391c7bcb9769ed.jpg" data-media-id="editor_9" data-image-id="20241019041052_beff1a4494ce896dd8fd383ee1f518e5448bcf7ea8bb138255391c7bcb9769ed" data-rendition-name="original" width="4000" height="3000" loading="lazy" alt="urban agriculture in Kathmandu"> </figure>  Pradhan says the challenge now is to upscale such examples of successful urban agricultural practices so they support Neal’s efforts to meet SDG targets. He adds, “Crop cultivation around cities can be protected by land use plans and regulations. Promoting community-based agriculture, including rooftop gardens, requires community engagement and public-private partnerships across the food value chain.”&nbsp; Such support would accelerate the popularity of existing rooftop farming and community gardens in Kathmandu Valley, or kitchen garden initiatives in Pokhara, and building on traditional farming practices that are preserved and integrated into urban settings like in Bhaktapur and Banepa. In Lalitpur, the Women Entrepreneurship Facilitation Center promotes urban farming enhancing both sustainability and empowerment.&nbsp; Another co-author of the report, Yuanchao Hu from China says followup research of the team will aim to identify good practices in local urban agriculture practices. He adds, “There are examples of urban agriculture that optimise sustainability, ensuring that it remains a viable solution for cities globally while countries try to meet SDG targets.” Prajal Pradhan, Daya Raj Subedi, Kshitij Dahal, Yuanchao Hu, Prakriti Gurung, Sijal Pokharel, Sagar Kafle, Biplav Khatri, Sudeeksha Basyal, Monika Gurung, and Aruna Joshi. Urban Agriculture matters for sustainable development. Cell Reports Sustainability, 1:100217, 2024. [DOI: 10.1016/j.crsus.2024.100217] Prajal Pradhan (<a href="mailto:p.pradhan@rug.nl">p.pradhan@rug.nl</a>) This article is brought to you by <a href="https://nepalitimes.com/" target="_blank">Nepali Times</a>, in collaboration with <a href="https://inpsjapan.com/en/" target="_blank">INPS Japan</a> and <a href="https://sgi-peace.org/" target="_blank">Soka Gakkai International</a>, in consultative status with UN ECOSOC.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240630110640_30c3782f9c09219bf1c249b51483a3cfb7a53a06d117d2aebd23ca7080d12758.jpg" data-media-id="editor_14" data-image-id="20240630110640_30c3782f9c09219bf1c249b51483a3cfb7a53a06d117d2aebd23ca7080d12758" data-rendition-name="original" width="680" height="103" loading="lazy" alt="SDG logo"> </figure>

Back to the land in the cities

The 700-year-old Lakshmi Narasingha temple in Bhaktapur houses a rare half-lion and half-human incarnation of Lord Vishnu carrying the Goddess Lakshmi. The temple was destroyed in the 1934 mega earthquake that killed 10,000 people and destroyed many monuments in Kathmandu Valley. It was rebuilt by a German project in the 1980s, but as a single-storey structure instead of its original two-tier pagoda design.&nbsp; With new findings from in-depth research, Bhaktapur municipality began re-restoring the temple in 2021, preserving its original architecture.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241017131016_2fae38cce543ad7b1f6de632feb3e212e08ed1acedd747830e949d7b8e878f18.jpg" data-media-id="editor_0" data-image-id="20241017131016_2fae38cce543ad7b1f6de632feb3e212e08ed1acedd747830e949d7b8e878f18" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="In with the old in Nepal NT"> </figure>  “Our temples and heritage sites hold deep meaning. It is disheartening to witness how often they lose their original elements, whether by design or accident,” explains Kumar Chawal of the Consumer Committee of Bhaktapur. “There is a need to preserve our architecture and protect its historical value for future generations. Otherwise, we risk losing a vital part of our identity.” The Laksmi Narsingha restoration is similar to the Bhai Dega temple in Patan Darbar Square which also collapsed in 1934, but was rebuilt with a Moghul-style dome by the Rana government at the time. Only two months before the 2015 earthquake, heritage conservationists had started to rebuild Bhai Dega as the original three-tier based on early photographs. But priorities shifted when four other temples in the square were brought down by the 7.8M earthquake on 25 April 2015.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241017131016_697ea707d9ad163be5de5f2efbf5b70d3cab771adcc22f0fae6bf937c6cb0130.jpg" data-media-id="editor_1" data-image-id="20241017131016_697ea707d9ad163be5de5f2efbf5b70d3cab771adcc22f0fae6bf937c6cb0130" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="In with the old in Nepal NT"> </figure>  This showed how damage to monuments in Kathmandu Valley spanned from one earthquake to the next. Bhai Dega restoration remains half-complete to this day because money for its restoration ran out.&nbsp; Whereas Bhai Dega restoration was done by the Kathmandu Valley Preservation Trust with grants from western embassies and international foundations, in Bhaktapur it is the municipality itself that allocated the Rs30.7 million needed to restore the Lakshmi Narasingha temple. The expected date of completion is early 2025. The municipality and local communities are focusing on two main aspects: preserving the past and promoting localisation. The restoration team has designed a blueprint for the temple by using historical photographs and insights from older generations.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241017131016_182882fdc393c99e70d1d0490319e415229563666c4934e3a582426ebf00ca30.jpg" data-media-id="editor_2" data-image-id="20241017131016_182882fdc393c99e70d1d0490319e415229563666c4934e3a582426ebf00ca30" data-rendition-name="original" width="1200" height="560" loading="lazy" alt="In with the old in Nepal NT"> </figure>  “At first, the Lakshmi Narasingha temple had only one entrance, but during the demolition process, we uncovered the foundations of four doors. Now, we are restoring all of them. This is an example of how our ancient structures have changed over time, often without our knowledge,” says Chawal. “Constructing temples is not like building houses. They carry historical and spiritual values, which is why they hold a special place in our hearts,” he adds. By replicating ancient design elements and rebuilding the temple as accurately as possible to its original form, the team has stayed true to Bhaktapur’s soul. But the restoration also revived ancient techniques that were in danger of being forgotten, generating employment for woodcarvers, masons, and contractors. The community of Bhaktapur’s Gahiti neighbourhood near the famous Nyatapola Temple has also set aside specific days for locals to volunteer in the reconstruction work. This has encouraged young people to take pride in ownership of their heritage. Families have also supported the effort by donating funds for bells, the temple pinnacle, and other structural features to the temple.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241017131016_db850ec0c084cdbe54f65bee92dad2ad8122d20fd60ec87ec086fbb9d2f72bd6.jpg" data-media-id="editor_3" data-image-id="20241017131016_db850ec0c084cdbe54f65bee92dad2ad8122d20fd60ec87ec086fbb9d2f72bd6" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="In with the old in Nepal NT"> </figure>  “I feel at peace knowing I have contributed my sweat to restoring this temple,” said one volunteer. “It is our duty to preserve our temples and heritage. The Nyatapola area will look magical once this temple is completed.” Community mobilisation is a long-standing tradition in Bhaktapur. In the past, locals have actively participated in the restoration of other temples in the city, such as Bhairav and Nyatapola fostering a strong sense of ownership. This collective engagement has not only been crucial in preserving the city's historical monuments but also in strengthening the bond between local communities and their heritage, says officials at the municipality. While securing funding is essential, and the municipality showed it values heritage conservation, the Lakshmi Narasingha restoration is proof that active involvement and sense of responsibility of the local community is as important, if not more. Local involvement also means that the monuments will be cared for into the future, When locals take ownership of these efforts, the restored monuments are not only protected in the present but are also cared for in the future.