Classrooms in Nepal still follow orthodox instruction methods where teachers spoon-feeds information, encourage memorisation for exams and discourage questioning. Students then become docile and are not motivated to think out of the box. A Kathmandu-based organisation is set to change that. Fun Play Learn works with schools in Kathmandu Valley to make learning especially science and maths fun and accessible through interactive sessions. The non-profit has 580 volunteers who visit 65 poorly-resourced local schools, most of them government run, in Koteswor, Baneswor, Chapagaun, Mahalaxmi, Lalitpur, and Basantapur reaching more than 8,100 students every week. Read also:<a href="https://www.nepalitimes.com/opinion/comment/practicing-mindfulness-in-schools"> Practicing mindfulness in schools</a>, Basu Gautam  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230710100736_99c3726bda54eb2760851c6604ec2af1c207a568a193d97f9d1437239d2cb476.jpg" data-media-id="editor_1" data-image-id="20230710100736_99c3726bda54eb2760851c6604ec2af1c207a568a193d97f9d1437239d2cb476" data-rendition-name="original" width="1500" height="1000" loading="lazy" alt="Playing to learn NT"> </figure>  Fun Play Learn was set up last year by Abhay Puri who previously worked at the Indian education NGO Pratham, and Sakar Pudasaini of the Kathmandu-based Karkhana to improve the quality of instruction and the education system in Nepal and the region. Puri is an Indian tech professional formerly with Google in Silicon Valley who is invested in making learning fun and accessible. He says, “Spending on education is the most optimal way to get a high payback for a nation.” Puri himself was not the brightest students before left for the US for higher studies. What he had was a lot of curiosity and questions, but the conventional education system didn’t encourage those qualities, especially if a student fails exams. &nbsp; So for the past two decades, Puri has dedicated himself to making education more accessible and learning more for fun so that children like him would be interested in instructions. He chose Nepal because it shares many cultural as well as education system similarities with India. Read also:<a href="https://www.nepalitimes.com/opinion/improving-learning-in-nepali-schools"> Improving learning in Nepali schools</a>, Barbara Butterworth  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230710100740_490f7108882ac3bba1b9a5b2120a53ac9a9d1f367722015a12575ecfb3f72c95.jpg" data-media-id="editor_3" data-image-id="20230710100740_490f7108882ac3bba1b9a5b2120a53ac9a9d1f367722015a12575ecfb3f72c95" data-rendition-name="original" width="1000" height="1500" loading="lazy" alt="Playing to learn NT"> </figure>  The key is to introduce and implement various kinds of games relevant to their instruction. Explains Puri: “Discipline often squelches your learning. It was a waste to not use play for children because playing allows children to be focused, passionate, and curious.” Puri likens his method to that of learning in the pre-industrial world. “I’d like my children to play with real mud, real pots and pans. See how cement is made,” he adds. “Learning is a continuous process of experimenting and failing. The community should provide a vehicle to do that.” Fun Play Learn uses a range of creative practices to integrate fun. During one of the sessions recently at a local school, volunteers passed around a pre-made origami fish and gave the children time to be creative with sheets of paper. Sure enough, the children immediately copied the complex folds to make their own paper fish. “Our methods are unorthodox, as we do not tell children how to do something. We act just as children and encourage them to ask questions so that they navigate the game along with us,” says team lead Ravi Timsina, adding that they are not trying to teach something entirely new but get children curious and excited. Read also: <a href="https://www.nepalitimes.com/here-now/growing-appetite-for-school-lunches">Growing appetite for school lunches</a>, Marty Logan  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230710100740_d7b2e4786fb289b137da6414065bd126cc6951ffe37682511b9875881fb4dd48.jpg" data-media-id="editor_5" data-image-id="20230710100740_d7b2e4786fb289b137da6414065bd126cc6951ffe37682511b9875881fb4dd48" data-rendition-name="original" width="1500" height="1000" loading="lazy" alt="Playing to learn NT"> </figure>  Fun Play Learn also trains local volunteers to become leaders, a grassroots organisation that encourages young people to take agency over the change they wish to make. Individual volunteers, their unique way of dealing with children, and their personal motivations are emphasised. One of their volunteers in the Anamnagar area is Payal Agrawal, a third-year Bachelor in Social Work student. She joined Fun Play Learn to utilise the time she would have otherwise wasted by procrastinating at home. She says: “Interacting with the kids and seeing them focused, independent, and curious gives me a sense of purpose and fulfillment.” Read also: <a href="https://www.nepalitimes.com/opinion/teaching-nepali-teachers-to-teach-better">Teaching Nepali teachers to teach better</a>, Tom Robertson

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Playing to learn

<figure><img width="2500" height="1370" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221109141144/636baede9c7e80680e07801cjpeg.jpg" alt=""/><figcaption>A teacher prepares for online classes through the Teach For Nepal program. Photos: TEACH FOR NEPAL</figcaption></figure>Nepal’s schools have been closed now for nearly five months, and while some have shifted to online classes, Zoom and YouTube are not the answer for schools in the districts. Teachers fear many students will have dropped out when schools physically reopen.Ichksha Pandey, 15, is a student in Nauthar village of Lamjung and dreams of becoming a nurse to improve healthcare standards in her village. Shreya Thapa, a fellow with the <a href="https://www.nepalitimes.com/here-now/good-fellows/" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/here-now/good-fellows/&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNHV5GNbJzuTiesKBhlxCV9tiwgEUQ">Teach for Nepal</a> project says she is one of the sharpest students in class, a keen and curious learner. For the past three months, Pandey has been attending television classes broadcast by the government. But it is difficult when her father scolds her for spending too much time on schoolwork at home, she says.“I have to do all the household work because there is no one else in the house to take care of it,” she says. “My parents didn’t go to school so it’s hard to make them believe my education should get the most priority.”Pandey is determined to continue her studies, but has seen classmates and juniors lose interest in school during these months because some do not have access to television and radio. Those who do are quickly discouraged without teachers physically present to hammer home the importance of education and walk them through difficult problems, she says.“Relying on technology won’t work for us,” said Moin Uddin, an alumnus of Teach For Nepal, an organisation that tries to address the <a href="https://www.nepalitimes.com/editorial/lowest-common-denominator/" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/editorial/lowest-common-denominator/&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNHbTgM10DvfVe3P9gHOR6k_hazpJQ">inequities in education in the country</a>. “COVID-19 has to end, school has to start. That is the only way out.” <figure><img width="640" height="1138" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221109141144/636baee19c7e80680e07801djpeg.jpg" alt=""><figcaption> </figcaption></figure>School closures brought about by the coronavirus have affected more than <a href="https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures" data-saferedirecturl="https://www.google.com/url?q=https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNFpl9y7Llh6KA4zySkYCsNFlAcV9A">1 billion students worldwide</a>. <a href="https://www.undp.org/content/undp/en/home/news-centre/news/2020/COVID19_Human_development_on_course_to_decline_for_the_first_time_since_1990.html" data-saferedirecturl="https://www.google.com/url?q=https://www.undp.org/content/undp/en/home/news-centre/news/2020/COVID19_Human_development_on_course_to_decline_for_the_first_time_since_1990.html&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNGs1ocG3vm6hegEsP6uO4RkRSyBVA">According to UNDP estimates,</a> 86% of primary children in the poorest countries are effectively out of school now because they lack tools for web-based learning, compared with 20% in the richer ones.  In developing countries like Nepal, school closures have wiped out recent gains in education,<a href="https://www.unicef.org/eap/stories/covid-19-threatens-reverse-education-gains" data-saferedirecturl="https://www.google.com/url?q=https://www.unicef.org/eap/stories/covid-19-threatens-reverse-education-gains&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNG8ysy-xkuLKIvjjpB1if35OZI0kA"> writes Maida Pasic, an education specialist at UNICEF</a>. There is also growing evidence of learners being pulled back into child labour, according to the International Labour Organisation (ILO). At Terse Higher Secondary School in Talamarang of Sindhupalchok district nearly all families of the students enrolled are subsistence farmers. <a href="https://www.nepalitimes.com/banner/class-struggle-2/" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/banner/class-struggle-2/&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNFNrvIwGWU1NJURrmUUQTecndpvfA">Children often drop out </a>because they cannot afford school, a situation that has worsened during the pandemic as family members working in Kathmandu and India have lost their jobs, and had just started recovering from the <a href="http://archive.nepalitimes.com/article/nation/tragedy-of-teacher-teach-for-nepal,2206" data-saferedirecturl="https://www.google.com/url?q=http://archive.nepalitimes.com/article/nation/tragedy-of-teacher-teach-for-nepal,2206&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNGWTkrH-1mSIZ3zcM197StdGrRXCQ">2015 earthquake.</a> Typically, 15 out of the school’s 600 students drop out every year. This year, they estimate many more children will not be re-joining classes when schools reopen, and the next two monsoon months are crucial. The Talamarang School has started a new mobile classroom initiative, in which teachers ride up to villages, gather students outdoors, and conduct lessons. Teacher Bhim Tamang says each one-way trip can take up to two hours due to poor roads. But it is the only way to get to his students, many of whom have been out of touch. “We tell them why education is important, why they should study,” he said. “Or they will forget about school and may have to get married.”  <figure><img width="4000" height="2250" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221109141144/636baee49c7e80680e07801ejpeg.jpg" alt=""><figcaption> </figcaption></figure>Studies have shown children are less susceptible to the coronavirus, and interventions aimed at them might have a <a href="https://www.nature.com/articles/s41591-020-0962-9" data-saferedirecturl="https://www.google.com/url?q=https://www.nature.com/articles/s41591-020-0962-9&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNGoZ-r7et1Z3ktZG2CJfbWsVihkqg">relatively small impact</a> on reducing transmissions. Yet, the learning gap between rich and poor will likely grow during the pandemic, and closing schools for five months causes children in low and middle-income countries to lose more than a full year’s worth of learning, <a href="https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/?preview_id=852591" data-saferedirecturl="https://www.google.com/url?q=https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/?preview_id%3D852591&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNH_-UG0yhCieGLkE8MUU8_Cy1GA0g">another Brookings report found</a>.“Reopening schools - when it is safe to do so - must be a priority otherwise we will see a devastating impact on children who are falling behind,” <a href="https://www.unicef.org/eap/stories/covid-19-threatens-reverse-education-gains" data-saferedirecturl="https://www.google.com/url?q=https://www.unicef.org/eap/stories/covid-19-threatens-reverse-education-gains&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNG8ysy-xkuLKIvjjpB1if35OZI0kA">Pasic of UNICEF wrote</a>.With so many young futures at stake, Nepal’s teachers have rallied to keep their students engaged and learning, even from a distance. <a href="https://www.nepalitimes.com/here-now/good-fellows/" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/here-now/good-fellows/&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNHV5GNbJzuTiesKBhlxCV9tiwgEUQ">Teach For Nepal fellow</a> Anup Buyo creates and uploads science videos on YouTube, then pays for his students’ mobile data so they can gather classmates in the same village to watch them together. Afterwards, they video call him with their questions.Still, he worries. “Their foundations are very poor and they will certainly forget everything we taught before this lockdown. It’s a decade of work lost in months,” he said.Teachers are hoping the Nepal government can provide them with more support as they try to get students back on track. “Support in terms of workbook copies, internet facilities and expenses for visiting villages and communities,” said Anish Manandhar, another <a href="https://www.nepalitimes.com/nepali-times-search/?q=teach+for+nepal" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/nepali-times-search/?q%3Dteach%2Bfor%2Bnepal&amp;source=gmail&amp;ust=1595821746172000&amp;usg=AFQjCNGfGm-eSucqPa4nuVIp-qm5JLCL_g">Teach For Nepal </a>volunteer teacher. <figure><img width="2880" height="1582" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221109141144/636baee89c7e80680e07801fjpeg.jpg" alt=""><figcaption> </figcaption></figure>Other volunteers like Samrita Maharjan say that as teachers they try to do their jobs during the lockdown school closure, but it is stressful. During a typical Zoom lesson, only four or five of Maharjan’s class of 60 students from Saraswoti Model Secondary School in Tanahu turn up. Most have no internet access, others cannot operate Zoom.“It’s not even their fault. Never in their lives have they heard of online classes. Using Zoom is new and scary for them,” she says.The government has acted slowly, schools closed without viable alternatives for remote learning, and more students are dropping out as their teachers struggle to reach them.“I wouldn’t blame the students because we can’t even cater to their learning in the right way,” Maharjan says, “if the virus is spreading at that speed, our execution must be double the speed right?”

'A decade of work lost in 4 months’

https://www.youtube.com/watch?v=wj109RD1eFo&amp;feature=youtu.beThere is a debate in behavioural science about which plays a more significant part in determining gender roles: nature or nurture. Most children are raised with gender stereotypes, but are they born with some gender traits? What role does society play in defining what <a href="http://archive.nepalitimes.com/article/Nepali-Times-Buzz/feminity-to-masculinity,1952" target="_blank" rel="noopener">masculinity and femininity</a> mean?Despite being tied down by <a href="https://www.nepalitimes.com/editorial/patriarchy-in-an-oligarchy/" target="_blank" rel="noopener">patriarchal</a> traditions, education and exposure to the wider world are changing <a href="https://archive.nepalitimes.com/regular-columns/guest-editorial/leave-no-one-behind-gender-roles,858" target="_blank" rel="noopener">gender perceptions and roles</a> in Nepal. Slowly, rule breakers are becoming the rule.<h2>Ram Kumar Rai, Dancer</h2><h2>"Art is for everyone irrespective of gender. It is about aesthetics.”</h2><figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fae9c7e80680e04a5dcjpeg.jpg" alt="" width="1400" height="934"/><figcaption>Photo: SONAM CHOEKYI LAMA</figcaption></figure>Ram Kumar Rai is rare: he is a male kathak teacher. He teaches the classical Indian dance form to young boys and girls in schools across Kathmandu, one of them being Rhythm Dance Academy. Rai commutes in heavy traffic every morning twice a week to Basundhara. He loves teaching dance but enjoys dancing even more: “When I first performed, I believed I attained mokshya.”Read also: <a href="https://www.nepalitimes.com/?p=25894&amp;preview=true" target="_blank" rel="noopener">Non-toxic, healthy masculinity</a>, Jessica Amity Born in a village in Bhojpur district in eastern Nepal, where the life's aim of most boys is to join the British or Indian Army, Rai was drawn to art as a child, sitting on his father’s lap while he read the holy books. His father also used to play the madal drum and his children all danced to its rhythm. Rai discovered that he enjoyed dancing, letting his body sway to the beat.He came to Kathmandu to study, and enrolled at Srijana College of Fine Arts. Rai did not have a male role model while growing up, and despite facing ridicule every step of the way, he pursued his dream to dance.<h2>Aagya Khanal, Stunt Rider</h2><h2>"As female riders, no one discriminates against us. If a man can do it, a woman can too.”</h2><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fb19c7e80680e04a5ddjpeg.jpg" alt="" width="1400" height="934">Aagya Khanal, 22, is a stunt rider, a rarity among her male peers. But she is only doing what came naturally to her — she has enjoyed riding motorcycles since childhood.Still, Khanal never thought she would become a professional until three years ago when she went to a motorbike race and saw women riders doing stunts. She immediately joined the team.“I was scared when I started. But I used to look at other lady stunt riders and in that way overcame my fear,” she says.An even bigger hurdle was her parents. “I was in a dilemma whether to tell my parents or not. When I confessed to my brother and sister, even they were concerned about the risks and did not support my choice,” Khanal recalls.Her parents soon found out what she was up to after seeing photos of their daughter performing stunts. They asked her to stop, but she continued. Eventually, they came around after finding out that people appreciated her skill.Read also:<a href="https://www.nepalitimes.com/banner/anita-and-the-art-of-motorcycle-maintenance/" target="_blank" rel="noopener">Anita and the art of motorcycle maintenance</a>, Taylor Mason<a href="https://www.nepalitimes.com/from-the-nepali-press/women-conservationists-brave-discrimination-and-the-wild/" target="_blank" rel="noopener">Women conservationists brave discrimination, and the wild</a><h2>Diwakar Chhetri, Teacher</h2><h2>"I have never seen teaching as a gendered profession.”</h2><figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fb49c7e80680e04a5dejpeg.jpg" alt="" width="1400" height="933"><figcaption> </figcaption></figure>When Diwakar Chhetri became a Grade 8 class teacher at a school in Lalitpur, he did not realise he was the first male class teacher in the junior section. However, gender has never been a concern for Chhetri. He has heard fellow teachers say that men are more qualified to teach higher grades and women are more suited for primary school, but he knows that is an ill-informed stereotype. So is the belief that male teachers are better at science and maths instruction.Chhetri is passionate about his profession, and he thinks that drive is much more important than whether a teacher is a woman or man. “It is not my personal mission to break gender rules but our patriarchal society has notions about what jobs are for men and which for women.”Chhetri now teaches lower secondary grades, for students aged 9-13, and believes those are formative years for children because they need guidance, but also the freedom to explore. He says he became a teacher because his role model was his mother, a teacher as well. Some think Chhetri became a school teacher because he could not excel at any other profession, but he says they do not understand the value of the profession, including how important it is to bring up the next generation of citizens to know about their rights and responsibilities.Read also:<a href="http://archive.nepalitimes.com/article/Nepali-Times-Buzz/feminity-to-masculinity,1952" target="_blank" rel="noopener">From femininity to masculinity</a>, Bernardo Michael and George Varughese<a href="http://archive.nepalitimes.com/page/women-standing-above-the-ground" target="_blank" rel="noopener">Standing above the crowd</a>, Cynthia Choo, Stéphane Huët and Ayesha Shakya<a href="https://www.nepalitimes.com/uncategorized/stereotyping-women-as-victims/" target="_blank" rel="noopener">Stereotyping women as victims</a>, Radha Adhikari and Jeevan Sharma<h2>Non-toxic, healthy masculinity</h2><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fb79c7e80680e04a5dfjpeg.jpg" alt="" width="1400" height="643"><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fbc9c7e80680e04a5e0jpeg.jpg" alt="" width="1400" height="651">Photos and interviews by Jessica Amity

Hop over the gender gap

<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

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.