The Butterlamp Chronicles 2020

THE

BUTTERLAMP

CHRONICLES

BRIEF

TEACH FOR NEPAL MAGAZINE

ANNUAL REPORT 2019/20

jflif{s k|ltj]bg @)&^/&&

THE PROBLEMS AS WE SEE IT Unequal promises in Education

4,59,275 41.6% Of the total students enrolled in Grade 1 almost ten years ago (i.e., in the school year 2008),

only 58.4 percent students

reached up to Grade 10.1

REPEATED OR DROPPED OUT

without completing secondary education. In other words, only one child out of every two children enrolled in Grade 1 reached up to Grade 10.1

students appeared SEE in 2075 BS, 325330 of them were from public schools. In the same year, around 41% of private school students had A/A+ Grades while only about 4% public school students had A/A+ Grades. Despite the higher enrollment rate, Public schools have been able to produce only 1 academically sound student for every 10 similar students out of Private schools.2

85%

of all students in Nepal are enrolled in public schools. Free public education is the only option for the majority of these children who come from lower economic status.

Without a quality education, children cannot access better life opportunities and are forced into low-paid jobs, unsafe working conditions in foreign countries, and get caught in the vicious cycle of poverty.

1. Flash Report 2018/2019

2. SEE Results 2075, DOE

xfdLn] b]v]sf ;d:ofx? lzIffdf c;dfg afrfx? nueu b; jif{ klxn] @))* z}lIfs ;qsf] cWoog cg';f/ sIff ! df egf{ ePsf s'n ljBfyL{x? dWo]

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ljBfyLx?n] ls t bf]xf]¥ofPsf 5g\ ls t

ljBfno 5f]8s ] f 5g\ . csf]{ zAbdf eGg'kbf{, sIff ! df egf{ ePsf k|To]s b'O{ afnaflnsfx?dWo] Ps hgf dfq sIff !) ;Dd k'us ] f] ! b]lvG5 .

$,%(,@&%

hgf ljBfyL{x?n] @)&% ;fndf P;=O{=O{= kl/Iff lbPsf lyP h; dWo] #@%##) hgf ljBfyL{x? ;fd'bflos ljBfnosf lyP . ToxL ;fn, nueu $!Ü lghL ljBfnosf ljBfyL{x?sf] P÷P± u|8] lyof] eg] ;fd"bflos ljBfnosf hDdf $Ü ljBfyL{x?sf] P÷P± u|8] lyof] . ;fd'bflos ljBfnox?df pRr egf{ b/ eP tfklg lghL ljBfnodf cWoog u/]sf !) hgf ljBfyL{x?sf] t'ngdf dfq ! hgf z}lIfs ?kn] ;Ifd ljBfyL{ pTkfbg ug{ ;Ifd /x]sf] b]lvG5 . @

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g]kfnL ljBfyL{x? ;fd'bflos :s"nx?df egf{ x'g] ub{5g\ . oL ljBfyL{x? lgDg cfly{s cj:yf ePsf kl/jf/af6 cfpg] ePsfn] lgMz'Ns ;fj{hlgs lzIff g} pgLx?sfnflu Ps dfq ljsNk /xb} cfPsf] 5 .

u'0f:t/Lo lzIff gx'bfF afnaflnsfx?n] /fd|f] hLljsf]kfh{gsf cj;/ x?af6 jl~rt x'G5g\ / kmn:j?k sd tnadf /f]huf/L / c;'/lIft sfdx?sf nflu ljb]lzg' g} pgLx?sf] afWotf x'g] /x]sf] 5 h;sf sf/0f u/LaLsf] b'Zrqmdf pgLx? km:g afWo ePsf 5g\ .

!= ˆNofz l/kf]6{ @)!*÷@)!( @= P;=O{=O{= glthf @)&%, DOE

NOTE FROM THE CEO k|d'v sfo{sf/L clws[tsf] ;Gb]z

2019 lived up to its promises as Teach For Nepal’s 5th and 6th cohort of Fellows continuously stretched time and resources to ensure that all students were getting the attention and opportunity to learn and explore their fullest potential. There were Fellows whose day started at 5 am with extra classes for students needing additional support and ended at 11 pm as they finished preparing for the next day’s classroom sessions.

Fellows classrooms were becoming more and more interactive and engaging with ample visual and kinesthetic teaching techniques were practiced. Afterschool student clubs were run in almost all schools - STEM clubs, leadership skills clubs, sports clubs, health and fitness clubs, service clubs, English clubs; etc. Learning exhibitions and student’s learning tour was happening for the first time in many schools and communities.

As in previous years, one of our students – Asmita Mandal from Janakpur won the prestigious scholarship to United World College this year and reminded us why we do what we do.

4

TEACH FOR NEPAL

@)&^ ;fndf l6r km/ g]kfnsf kfFrf}F / 5f}7f}F sf]xf]6{sf k|1fyL{x¿n] ;d'bfodf lg/Gt/tfsf ;fy ;do / ePsf ;|f]t;fwgsf] e/k"/ k|of]u u/L cfˆgf ljBfyL{x¿sf] k"0f{ Ifdtfsf] cGj]if0f x'g] u/L l6r km/ g]kfnsf] jfrf / k|tL1f k"/f u/]sf lyP . s]xL k|1fyL{x¿sf] lbg ljxfg % ah] cfˆgf ljBfyL{x¿nfO{ yk ;xof]u lbgsf] nflu clQl/Qm sIffaf6 ;'? x'GYof] eg] s]xLsf] /ftsf] !! ah] csf]{ lbg sf] sIffsf] tof/L u/]/ dfq ;lsGYof] . k|1fyL{sf sIffsf]7fx¿df ljleGg k|sf/sf] b[iox¿ / ljBfyL{x¿sf] xnrn x'g] vfnsf cGt/lqmofTds lzIf0f k|ljlwx¿sf] cEof; ePsf] b]lvGYof] . nueu ;a} ljBfnox¿df lj1fg tyf k|ljlw Snax¿, g]t[Tjsf] ;Lk l;Sg] Snax¿, v]n Snax¿, :jf:Yo / lkm6g]; Snax¿, ;]jf Snax¿, c+u|]hL Snax¿Ù cflb h:tf Snax¿sf] ;~rfng eO/x]sf] lyof] . ;d'bfo / ljBfnox¿df klxnf] k6s l;sO{ d]nf, k|bz{gLx¿ / z}lIfs e|d0fx¿ eO/x]sf lyP . cl3Nnf] jif{df h:t}, xfd|f hgsk'/sL ljBfyL{, cl:dtf d08nn] o; aif{ o'gfO6]8 jN8{ sn]hsf] k|ltli7t 5fqj[lQ k|fKt u/];Fu} xfdLn] h] u5f}F{ Tof] lsg u5f}F{ t eGg] s'/f ofb lbnfOg\ .

In February 2020 as we welcomed our 8th cohort of Fellows, Asmita spoke at the event and inspired the incoming cohort by sharing the story of her life and what it took for a girl from rural Janakpur to break the traditional shackles and move ahead in life.

2020 should have helped us build on this momentum and take our movement further.

However, it decided to test our resilience and determination instead.

In the wake of the pandemic in early April, as everything went under lockdown, the Teach For Nepal community got together online. Amidst all the uncertainties, there was one clear consensus – that even though we do not have answers to all the questions, even though the magnitude of the crisis we were facing was beyond our locus of control, and even though our resources and current capacities were stretched, we would stand up in the face of this challenge and do something; somehow.

The pandemic was blatantly exposing the social inequalities that have persisted generation after generation. It seemed that students who didn’t have access to technology were going to be left behind. Students with low economic backgrounds were going to be at the risk of dropping out of school. Solutions were not obvious and the multidimensional effect of the crisis was unpredictable. Access to food and livelihood as well as the physical and emotional safety of our students and their families were at stake.

There was no obvious solution that was guaranteed to work for all people living within different contextual realities. No matter what we did, it seemed impossible to reach all

To:t} @)&^ ;fnsf] cGTo / && sf] ;'?jftL lbgx?Dff cf7f}F sf]xf]6{nfO{ xfdLn] :jfut u¥of}F . :jfut sfo{qmddf cl:dtfn] cfkm" s;/L hgsk"/sf] Pp6f u|fdL0f ufpFdf x's]{/ klg k/Dk/fut aGwg tf]8\b} hLjgdf cufl8 al9g\ eg]/ cfˆgf] syfn] k|]l/t ul/g\ . @)&& ;fnn] xfdLnfO{ xfd|f] cleofgnfO{ yk ultzLntf k|bfg ub}{ cem cufl8 a9fpg d2t ug{'kYof]{, t/ of] ;fnn] xfd|f] c7f]6 / b[9 ;+sNksf] k/LIf0f ug]{ lg0f{o u¥of] . @)&& ;fnsf] ;'?d} sf]/f]gf dxfdf/Lsf sf/0fn] ns8fpg ePkl5, xfdL l6r km/ g]kfnsf] ;d'bfo cgnfOg dfkm{t h'6\of}F . dxfdf/Lsf] ;'?jftdf ;a} s'/f clglZrt lyof] . xfdLn] ;fdgf ul//x]sf ;+s6sf] kl/df0f af/] xfdL ;a} cgle1 lyof}F . oL ;a} r'gf}tLx¿sf] ;fdgf ub}{ l6r km/ g]kfn ;d'bfo ldn]/ s'g} g s'g} tl/sfn] o; kl/l:yltsf] ;fdgf ug]{ c7f]6 u¥of}F . of] ;+s6sf] ;dodf xfdL;Fu ;a} k|Zgx¿sf] pQ/ geP tfklg xfdL To;sf] ;fdgf ug{ tTk/ /Xof}F / xfdL;Fu ePsf ;|f]t;fwgx¿ / xfd|f] Ifdtfx¿sf] e/k"/ k|of]u u/]/ eP klg xfdLn] cufl8 a9\g] lg0f{o u¥of}F . o'uf}F b]lv rNb} cfPsf] ;fdflhs c;dfgtfx¿nfO{ o; dxfdf/Ln] cem} :ki6 ¿kn] phfu/ ul//x]sf] lyof] . k|ljlwsf] kx'Fr gePsf ljBfyL{x¿ t emg} kl5 kg]{ h:tf] b]lvGYof] . cfly{s cj:yf sdhf]/ ePsf ljBfyL{x¿ ljBfno 5f]8\g] / emg al9 hf]lvddf kg]{ u/]sf b[i6fGt xfd|f nflu gofF x'g] s/} ePg . ;+s6sf] k|efj / ;dfwfg b'j} clglZrt lyof] . xfd|f ljBfyL{x¿ / pgLx¿sf kl/jf/sf nflu vfgf / hLljsf]kfh{gsf ;fwgx¿sf] kx'Frsf ;fy}] zf/Ll/s / efjgfTds ;'/Iffx¿ bfpdf k/]sf] lyof] . km/s kl/j]zdf a:g] ;a}sf nflu x'g] pko'Qm ;dfwfg s;};Fu lyPg . xfdLn] h] ubf{ klg ;a} ljBfyL{x¿df ;dfg ?kn] lg/Gt/ lzIff / efjgfTds ;b\efj k'¥ofpg c;Dej nfUg yfn]sf] lyof] .

students with emotional support and continue their learning.

The big question for us was whether to stop and wait for things to get better or persist through these challenges. But we always “figure out”. That is who we are. We can’t stop.

The consensus was that - We have to do something somehow!!!

We believed that at times like these, we need leaders who are moved by compassion and empathy in relentlessly exploring ways to bridge the divide between the privileged and the socially and economically disenfranchised. We need leadership that believes in the possibility of solutions and opportunities for innovation in the grimmest of all moments.

We need leaders who reach out to their communities to listen and learn and collectively explore possible solutions to the common problems. We need leaders who put relentless effort towards trying and testing all possibilities and contribute the learnings from their trials and tribulations back to the community of leaders in the process of a collective exploration for sustainable solutions that drive meaningful impact.

xfd|f] nflu oL ;a} r'gf}tLx¿sf] afjh'b cufl8 a9\g] ls cj:yf ;fdfGo x'Gh]n ;a} s'/f /f]s]/ s'g]{ eGg] 7"nf] k|Zg lyof] . t/ xfdL xfd|f nflu rflxg] af6f] cfkm}F vG5fF}, ;dfwfg cfkm}F lgsfN5f}F eGg] xfd|f] ljZjf; xf] / of] g} xfd|f] c;n kl/ro klg aGb} cfPsf] 5 . xfdL sbflk /f]lsg ;Sb}gf}F . xfdLn] h;/L klg s]xL g s]xL t ug}{k5{ eGg]df g} xfdL ;a}sf] ;xdlt lyof] . ;+s6sf] ;dodf ;b\efj / ;xfg'e"ltaf6 k|]l/t g]t[TjbfoL e"ldsf v]Ng] ;d"xsf] cfjZostf x'G5 . o:tf] g]t[Tj h;n] ;fdflhs / cfly{s ?kdf ;DkGg ;d"x / jl~rt ;d"xaLr /x]sf] ljefhgnfO{ x6fpg] ;dfwfgx¿ vf]HgnfO{ cys k|of; ul//xG5 . clxn]sf] cfjZostf eg]sf] o:tf g]t[Tj xf] h;n] h:tf];'s} v/fa kl/l:yltdf klg gjLgtfsf ;fy ;dfwfg / ;+efjgf ;Dej 5 eGg] s'/fdf ljZjf; ub{5 . xfdLnfO{ To:tf g]t[Tjsf] cfjZostf 5 hf] cfˆgf] ;d'bfo;Dd k'u]/ ToxfF /x]sf ;femf ;d:ofx¿ ;'g]/ / a'em]/ To;sf nflu ;Defljt ;dfwfgsf] cGj]if0f ug{ cl3 ;g{;S5g\ . xfdLnfO{ To:tf] g]t[Tjsf] vfFrf] 5 hf] ;a} ;Defjgfx¿sf] vf]hLsf nflu cys k|of; / k/LIf0f ub{5g\ / o;af6 l;s]sf l;sfOx¿nfO{ k'gM ;d"xdf 5nkmn u/L lbuf] ;dfwfg / ;fy{s k|efjsf nflu ;b}j tof/ /xG5g\ .

And that is what we did.

xfdLn] ToxL u¥of}F Û

Our Fellows made relentless efforts and lead the way to find an antidote to the digital

xfd|f k|1fyL{x¿n] clxn] /xL cfPsf] l8lh6n l8efO8sf] ljsNk vf]Hgsf] nflu g]t[Tj ul//x] / b"/ lzIff ;a} ljBfyL{x¿sf] nflu ;'ne / ;fy{s agfpg cys k|of;x¿ klg ul//x] . oL k|of;x¿n] Pp6f lglZrt ;dfwfg k|bfg ug{ g;s]sf] x'g;S5, t/ oL k|of;x¿n] cFWof/f]df pHofnf]sf] lemNsfx¿ k}bf u¥of] eGg] s'/fdf s'g} z+sf 5}g .

divide and tried to make remote learning accessible and meaningful for all learners. The efforts that we made might not have offered a perfect answer to the predicament, but without a doubt, there were sparks of light in the darkness.

This year, we learned, we reminded ourselves of who we are as a community of changemakers - that if we remain committed to our mission, even amidst all uncertainties, we can find possibilities.

This Butter Lamp Chronicle is filled with our trials and tribulations during one of the most challenging and tragic times in the history of this generation.

o; jif{, xfdLn] w]/} s'/f l;s]sf 5f}F . xfdL kl/jt{gsf lgdf{tfx¿sf] ;d'bfo xf}F eg]/ ;lDemof}F . olb ;a} clglZrttfx¿sf afjh'b klg xfdL xfd|f] ;kgf k|lt k|lta4 /xG5f}F eg] xfdLn] y'k|} ;Defjgfx¿ kfpg ;S5f}F . of] …a6/ NofDk s|f]lgsnÚ of] clxn];Ddsf] ;a}eGbf r'gf}tLk"0f{ / b'Mvb ;dodf xfdLn] u/]sf k|of; / k|oTgx¿n] el/Psf] 5 .

equity moving forward relentlessly.

oL ;a}aLr xfdL xfd|f ljBfyL{x¿, ljBfnox¿, :yfgLob]lv ;+3Lo tx;Ddsf ;/sf/ / ;d:t ;xof]uLx¿ nufot ;dy{sx¿sf] ;d'bfo k|lt klg w]/} cfef/L 5f}F - h;n] lzIffdf ePsf] c;fdgtf cGTosf] of] cleofgnfO{ cufl8 a9fpg ;b}j ;fy lbPsf 5g\ Û

Swastika Shrestha Co-Founder & CEO

:jl:tsf >]i7 ;x-;+:yfks tyf k|d'v sfo{sf/L clws[t

And in all this, we couldn’t have been more grateful to our students, school, and community of supporters who kept us going - who kept this movement of education

ANNUAL REPORT 19/20

5

6

TEACH FOR NEPAL

FELLOWS

4982 1083 74 68 7

REGISTRATIONS APPLICATIONS GRADUATED

DIS TR IC TS

COHORT 2020

64 SCHOOLS

BRINGING THE TOTAL NUMBER OF FELLOWS TO 136

60%

ETHNICITY DALIT (2) JANAJATI (30) CHHETRI (3)

of the Cohorts 2020 were female.

FELLOWS BRAHMIN (16) NEWAR (8)

SCIENCE (21)

FA C U LT Y OTHER

SOCIAL SCIENCE / HUMANITIES

BUSINESS STUDIES

STEM

28 18 20 2

MATHS (18)

ENGLISH (29)

STORIES FROM INSIDE CLASSROOM LEADERSHIP DURING CRISIS: When nothing is certain, anything is possible.

ljktsf] ;dodf g]t[TjM ha s]lx klg s'/f lglZrt x'Fb}g ta h] klg ;Dej x'G5 . xfdLn] s] ug]{ <

What are we going to do?

h] eP klg ug]{ .

Let's do something.

s;/L ug]{ < h;/L eP klg ug]{ Û

In the wake of the pandemic, when Teach For Nepal community got together, amidst all the uncertainties, there was one clear consensus – that eventhough we do not have answers to all the questions, eventhough the magnitude of the crisis we are facing is beyond our locus of control, and eventhough our resources and current capacities are stretched, we will stand up in the face of this challenge and do something, somehow.

Leadership matters more in times of crisis. But what is the kind of leadership that is required at this time where the crisis is blatantly exposing the social inequalities that have persisted generations after generations? What do leaders need to do at this time when solutions are not obvious and the multidimensional effect of a crisis is unpredictable? Moreover, how do we move forward when one leader cannot offer a solution that works for all people living within different contextual realities?

At Teach For Nepal, we believe that at this time, we need leaders who are moved by compassion and empathy in relentlessly exploring ways to bridge the divide between the privileged and the socially and economically disenfranchised. We need leadership that believes in the possibility of solutions and opportunities for innovation in the 8

TEACH FOR NEPAL

How are we going to do it?

Let's do it somehow!

dxfdf/Lsf] ;'?jftL lbgx? k|fo clglZrt lyP . xfdLn] ;fdgf ul//x]sf] ;+s6sf] kl/df0faf/] xfdL ;a} cgle1 lyof}F . oL ;a} r'gf}tLx?sf] ;fdgf ub}{ l6r km/ g]kfn ;d'bfo ;a} ldn]/ s'g} g s'g} tl/sfn] o; k|sf/sf] kl/l:yltsf] ;fdgf ug]{ c7f]6 u¥of}F . of] ;+s6sf] ;dodf xfdL;Fu ;a} k|Zgx?sf] pQ/ geP tfklg xfdL o;sf] ;fdgf ug{ tTk/ /Xof}F / xfdL;Fu ePsf ;|f]t;fwgx? / Ifdtf k|of]u u/]/ xfdLn] cufl8 a9\g] lg0f{o u¥of}F . ;+s6sf] ;dodf g]t[Tjsf] dxTj al9 x'G5 . t/ o:tf] ;dodf s'g k|sf/sf] g]t[Tj rflxg] xf] h;n] k':tf}F k':tf b]lv /lx cfPsf] ;fdflhs c;dfgtfx?nfO{ phfu/ ug{ ;Sb5 < ha ;d:ofsf ;dfwfgx? g} :ki6 5}gg\ / ;+s6sf] ax'cfofdL k|efj ck|Toflzt 5 eg] o:tf] ;dodf g]t[Tjn] s] ug{ cfjZos 5 t< t/ Pp6} ;dfwfgn] ;a} kl/j]zdf /x]sf JolQmx?df sfd gug{ klg ;S5 ta xfdLn] s:tf] pkfo ckgfpg] < l6r km/ g]kfndf xfdLn] ljZjf; u/]sf] eg]sf] ;xfg'el" t;lxt k|l] /t ug{;Sg] g]tT[ jsf] cfjZostf xf] . ;fdflhs / cfly{s ?kdf jl~rt /x]s} cj:yfdf klg ljefhgnfO{ x6fpg] ;dfwgx? vf]Hg ;Sg] g]t[Tj xf] . clxn]sf] cfjZostf egsf] h:tf];'s} v/fa kl/l:yltdf klg gjLgtfsf ;fy ;dfwfg / ;+efjgfsf aLr cfzfsf] ls/0f k|:t't ug{ ;Sg] g]t[Tj xf] .

grimmest of all moments. We need leaders who reach out to their communities to listen and learn and collectively explore possible solutions to the common problems.

We need leaders who put relentless effort towards trying and testing all possibilities and contribute the learnings from their trials and tribulations back to the community of leaders in the process of a collective exploration for sustainable solutions that drive meaningful impact.

The Fellows during the pandemic displayed enormous leadership skills. Imagine teaching kids who do not have access to the internet. There are kids who have been affected by the pandemic. The Fellows had a colossal challenge at their hands and one fundamental question- how to reach the students?

Bibek Kadel, Fellow at Shree Saraswati Namuna Secondary School, Tanahun took the initiative to teach students life skills in a practical manner. Bibek posted a video of himself showing the process of germination. “We were able to involve not only the students but the parents and community members too in the process of online learning,” says Bibek.

The mental well-being of students is equally important during such crises. A teacher’s responsibility does not merely end by giving students assignments and correcting them.

It is equally important to understand what they are going through. “I am currently working on a project called Lockdown Leaders where my students will write a daily letter to me including their daily activities, feelings, and emotions” shares Rujma Thapa Magar, Fellow at Shree Secondary School Bijayabasti, Parsa. The students found an avenue to express themselves openly through the letters that they sent to Rujma.

Students asked Ojashwi if they could access the books in the library during the lockdown. Upon hearing their request Ojashwi KC, Fellow at Kalidevi Secondary School, Lalitpur asked for the help of a local teacher. “I was not there so I asked a local teacher to see if she could help the students out. Despite having a small child of her own she went to the library and sorted hundreds of books just so that the students could read it”, says Ojashwi.

Social media and telephone were also used as the mediums for teaching the students.

Anish Manadhar, Fellow at Kalika Chetana Secondary School, Sindupalchowk used Facebook groups and messenger to give students tasks and assignments. “I noticed that students did not show interest in the task and the assignments that we gave them so I quickly changed the modality and asked them to do the tasks that they like. As a result the students showed me their creative side and showed me their drawings, photography, and articles” shares Anish.

Due to the uncertainty of the situation, it was equally challenging for the Fellows and the students. Despite the constant efforts and new initiations led by the Fellows they were still facing numerous challenges. The major hinderance being access. In such situations Fellows checked on their students via phone calls.

The students’ lacked interest in the class, some did not have access to the internet and some were burdened with household chores, says Bibek. Students do not only have to attend the class in such situations but have to prepare for the exams in a not so distant future. “Not knowing what the students were feeling and what they are going through scares me the most, because mental and physical well-being are of utmost importance”, Ojashwi.

The issues faced by the students and the Fellows are complicated. The relentless trials that Fellows are leading to find an antidote to the digital divide and make remote learning accessible and meaningful for all learners. The efforts that our Fellows are making might not offer a perfect answer towards remote learning yet, but there are

xfdLnfO{ To:tf g]t[TjbfoL o'jfsf] cfjZostf /xG5 hf] cfˆgf] ;d'bfo;Dd k'u'g\ . ToxfF /x]sf ;femf ;d:ofx? ;'g'g, a'em'g . To;kZrft ;Defjgf / ;dfwfgx?sf] vf]hLsf nflu cys k|of; / k/LIf0f ug{ kl5 gk?g\ . o;af6 l;s]sf ;Lvx?nfO{ ;d"xdf 5nkmn u/L lbuf] ;dfwfg / ;fy{s k|efjsf nflu ;b}j tof/ klg /lx/x'g\ . o:t} xfdLn] vf]lh/x]sf] g]t[Tj sf]le8 dxfdf/Lsf ;dodf l6r km/ g]kfnsf k|1fyL{x?n] b]vfP . OG6/g]6sf] kx'Fr / pkof]u gePsf] ufpF7fpFx?df lzIf0f l;sfO{ s:tf] sl7g x'G5 eGg] xfdL sNkgf klg ug{ ;Sb}gf}F xf]nf . ToxfF dxfdf/Laf6 k|efljt ePsf aRrfx? x'G5g\ . k|1fyL{x?sfnflu tLg} ljBfyL{x? ;Dd s;/L k'Ug] eGg] 7"n} r'gf}tL cfOk/]sf] lyof] . o;} klg ;fdfGo cj:yfdf k|1fyL{x? 3f]sGt] ljBfsf] cfnf]rgf ul//x]s} x'G5g\ . >L ;/:jtL gd'gf dfWolds ljBfno, tgx's F f k|1fyL{, ljj]s s8]n F n] dxfdf/Lsf] ;'?jftL lbgb]lv cfkm\gf ljBfyL{x?nfO{ Jofjxfl/s k|of]ufTds tyf l;k d"ns lzIff k|bfg ug]{ kxn u/] . ljj]sn] c+s'/0fsf] k|lqmof b]vfpg] lel8of] cfkm}n] agfP / cfˆgf ljBfyL{;fd" ljleGg dfWodaf6 k|Zt't u/] . ljj]s eG5g\, æljBfyL{x?nfO{ dfq geO{ cleefjs / ;d'bfosf cGo ;b:ox?nfO{ klg cgnfOg lzIffsf] k|lqmofdf ;s] ;Dd ;fd]n u/]F .Æ of] sl7g ;dodf ljBfyL{x?sf] dfgl;s tyf dgf];dfdflhs cj:yf klg Tolts} dxTjk'0f{ x'G5 . Ps c;n lzIfssf] lhDd]jf/L leq ljBfyL{nfO{ k9fpg] / ljifo;Fu ;DalGwt sfo{x? lbg] sfd dfq kb}{g . ljBfyLx? s:tf] cj:yfdf 5g\, s] s'/fn] lrlGtt 5g\ oL ;a} s'/f a'em\g klg TolQs} dxTjk'0f{ x'G5 . >L dfWolds ljBfno ljhoa:tL, k;f{sL k|1fyL{ ?Hdf yfkf du/sf elG5g\, æxfn} ns8fpgsf] ;dodf …ns8fpg n]6;{Ú -ns8fpg kq_ gfds Pp6f k|f]h]S6df sfd ul//x]sL 5' . h; cGtu{t d]/f ljBfyL{x?n] cfˆgf ultljlwx?, cg'ejx? / efjgfx?nfO{ ;d]6]/ b}lgs Ps kq n]Vb5g\ .Æ ljBfyL{x?n] pgnfO{ k7fPsf] kqdfkm{t cfkm"nfO{ v'nf ?kdf cleJoQm ug{ ;s]sf]df ?Hdf lgs} v';L l5g\ . ns8fpgsf] ;dodf ljBfno aGb x'Fbf sfnLb]jL dfWolds ljBfno, nlntk'/sf s]xL ljBfyL{x?n] k|1fyL{ cf]hfZjL s];LnfO{ k':tsfnodf ePsf lstfax? k|of]u ug{ ldN5 ls eg]/ k|Zg u/] . ljBfno j/k/ gePsL cf]hZjLn] ToxLsf :yfgLo lzIfssf] d4t dfu]/} ePklg ljBfyL{sf] l;sfOnfO{ ;xof]u k'Ug]ul/ jftfj/0f agfOg\ . pgL elG5g\, æd ToxfF gePsfn] d}n] t'?Gt} upFdf x'g'ePSsf] Ps :yfgLo lzIfssf] d2taf6 laBfyL{x?sf nflu k':tsfnosf lstfa pknAw u/fOlbg cfu|x u/]F . pxfFn] cfˆgf] Pp6f ;fgf] aRrfsf] x]/rfx ug'{kg]{ ePtfklg k':tsfno uP/ ljBfyL{x?n] k9\g kfpg eg]/ ;of}+ lstfax? qmda4 ?kdf ldnfP/ /flvlbg'eof] .Æ To:t} kx'Fr ePsfx?sf nflu ns8fpgsf] ;dodf ;fdflhs ;~hfn / 6]lnkmf]gsf] k|of]u u/]/ klg ljBfyL{x?nfO{ k9fpg k|1fyL{x? nfluk/] . sflnsf r]tgf dfWolds ljBfno, l;Gw'kfNrf]ssf k|1fyL{ clgz dfgfw/n] km];a's ;d"x / d];]Gh/sf] k|of]u u/L laBfyL{x?nfO{ ljleGg sfdx? lbP . pgL eG5g\, ælaBfyL{x? xfdLn] lbPsf] u[xsfo{x?df vf;} ?lr b]vfPpFb}g lyP . tTsfn} d}n] cfˆgf] lzIf0f k|0fnL kl/jt{g u/]+ / pgLx?nfO{ dg kg]{ sfdx? dfq ug{ nufPF .+ kmn:j¿k ljBfyL{x?n] dnfO{ cfˆm\gf] /rgfTds kIf b]vfP / dnfO{ cfˆgf] lrq, kmf]6f]u|fkmL / n]vx? n]v]/ b]vfP .Æ clglZrttfk"0f{ cj:yf ePsfn] k|1fyL{ / ljBfyL{x? b'j}sf nflu r'gf}tL plQs} lyof] . k|1fyL{x?sf] g]t[Tjdf nuftf/ k|of; / gofF kxnx? klg eP . To;sf afjh"b pgLx? r'gf}tLsf] kxf8x? ylkg] qmd eg] /f]lsPsf] lyPg . kx'Fr g} k|d'v afwfsf ?kdf v8f eO/x]sf] lyof] . clgz nufot cGo k|1fyL{x?n] klg kmf]g ;Dks{ / cGo pknAw /x]sf dfWodaf6 ljBfyL{x?;Fu ;Dks{ a9fOg} /x]sf lyP . æsf]xL OG6/g]6sf] kx'Frdf lyP eg] sf]lx 3/sf] sfdsfhd} Ao:t lyP . o:tf] cj:yfdf ljBfyL{x?nfO{ sIffdf pkl:yt dfq geO{ lgs6 eljiodf k/LIffsf] nfu tof/L ug{'kg]{ r'gf}tL klg lyof],Æ ljj]s ;DemG5g\ . To:t} cf]h:jLsf nflu ljBfyL{sf] dfgl;s / zf/Ll/s :jf:Yo cToGt} dxTjk"0f{ x'g] / ljBfyL{x? o:tf] cj:yfaf6 u'lh|/x]sf 5g\ jf 5}gg\ eGg] yfxf gx'bF f pgnfO{ ;a} eGbf w]/} 8/ nfu]sf] s'/f atfOg . k|1fyL{x?n] cfˆgf] cys k|of;x?af6 clxn] /lx cfPsf] l8lh6n l8efO8sf] ljsNk vf]Hgsf nflu g]t[Tj ul//x]sf 5g\ . b'/ lzIff ;a} ljBfyL{sf] kx'Fr o:t} ljleGg j}slNks dfWodx?af6 vf]lh/x]sf 5g\ . tTsfnsf nflu xfd|f k|1fyL{x?n] u/]sf k|of; / ldx]gtn] b'/ lzIffsf] nflu lgbfg gx'g ;S5, t/ oL k|of;x?n] cfzfhgs cj:yfsf] l;h{gf eg] cjZo u/]sf] 5 .

promising ideas that shine out like sparks of light in the dark.

ANNUAL REPORT 19/20

9

When the schools shut down, hopes shut down How is lockdown affecting the hopes and aspirations of girls?

ha ljBfnox? aGb x' G5g\ , cfzfx? aGb x' G5g\ ns8fpgn] s;/L aflnsfx?sf] cfzf / cfsf+IffnfO{ k|efljt ul//x]sf] 5 <

2015 g]kfnsf] blIf0fL e]udf ef/tLo ;Ldf glhs /x]sf] wg'iff lhNnfdf @)&# ;fndf klxnf] k6s l6r km/ g]kfnn] k|1fyL{ k7fPsf] lyof] . s[lifdf lge{/ of the vast southern plains that border India. Rich in agriculture, the land oxfFsf] clwsf+z If]q afnLgfnLsf nflu agfOPsf cfjZos l;+rfO{sf gx/x? stretches all the way to the horizon, with seasonal crops growing, mango groves, peepal trees, ponds, and irrigation channels cutting through the farms. df};dL cGgafnLx?, cfFk, kLknsf] ?v, kf]v/Lx?, kf/L lIflth;Dd} km} Classrooms are often overcrowded even though only half of the students who lnPsf] b]Vg ;lsG5 . o;} If]qdf /x]sf ljBfnosf sIffx? eg] egf{ ePsf ljBfyL{x?sf] ;+Vofsf] em08} cfwf dfq} pkl:yt x'Fbf klg sIffsf]7fx? eg] enroll show up to school every day. Schools are under-resourced and during le8ef8k"0f{ b]lvG5 . ljBfnox?df ;|f]t;fwgx?df klg sdL g} 5 . ;fy} summer, the small classroom without any fans makes it impossible for any udL{sf] ofddf t lbpF;f] kª\vf ljgf ;fgf sIff sf]7fdf s'g} k|sf/sf] lzIf0f learning activities to happen in the afternoon. ultljlwx? c;Dej k|fo b]lvG5 .

Teach For Nepal placed Fellows for the first time in Dhanusha which is part

2017 Radha (name changed), was one of the students studying in 10th grade in a school in Dhanusha. She’d had Teach For Nepal’s Fellows for three years and was progressing well in her studies. She’d joined a girls volleyball team, the first-ever girl’s sports team initiated by Fellows in that school. But early that year, her family wanted to get her married. She wanted to finish schools and hoped to be able to attend college. She reached out to the Fellows for help.

The three Fellows who were there took it onto themselves and made several visits to the family, informed them about the child marriage law, brought the school and community into the conversation, and pleaded on behalf of this girl to stop the wedding and let her complete school. All that battle just to enable her to continue school for one additional year. Fortunately, she was able to complete additional 2 years of schooling and give her 10th- grade board exams and graduate with first division.

10

TEACH FOR NEPAL

jif{ @)&$M wg'iffsf] Ps ljBfnodf !) sIffdf cWoog/t ljBfyL{x? dWo] Ps lyOg\ – /fwf -gfd kl/jt{g ul/Psf]_ . pgLnfO{ l6r km/ g]kfnsf km/s km/s k|1fyL{x?n] tLg jif{ k9fPsf lyP . pgn] cfˆgf] k9fO{df /fd|f] k|ult ul//x]sL lyOg\ . pgL cfˆgf] ljBfnodf l6r km/ g]kfn k|1fyL{x?åf/f z'¿ ul/Psf] klxnf] aflnsfx?sf] elnan 6f]nLdf ;d]t ;fd]n ePsL lyOg\ . ;f]xL jif{sf] z'?jftd} pgsf] kl/jf/n] pgsf] lax] ug{] lg0f{o u¥of] . pgnfO{ eg] sIff !) sf] k/LIff lbP/ sn]h uO{ cfˆgf] k9fO{ k"/f ug]{ 7"nf] OR5f lyof] . pgL ;xof]usf] nflu cfˆgf k|1fyL{ lzIfsx?;Dd k'lug\ . ToxfF /x]sf tLg k|1fyL{x?n] pgsf ;DaGwsf af/]df kl/jf/;Fu w]/} rf]l6 e]63f6 u/] . pgLx?nfO{ afnljjfxsf] lgodsfg'gsf af/]df hfgsf/L klg lbP, ;DemfP . ;fy} ;d'bfo / ljBfnonfO{ klg /fwfsf] lax] /f]Sg / pgnfO{ pgsf] lzIff k"/f ug]{ sfo{df ;+nUg u/fP . p;sf] k9fO{ hf/L /fVgsf] nflu pgLx? nflu k/] . w]/} k|of; / ;Djfb kl5 kmn:j?k pgn] b'O{ jif{sf] k9fO{ k"/f ul/g\ / pgsf] sIff !) sf]] af]8{ k/LIff lbO{ klxnf] l8lehgdf pQL0f{ ;d]t ul/g\ .

2020 Samikshya, English Teaching Fellow placed in the same district Dhanusha, was calling her students as a part of her routine follow-up during the lockdown period. That is when Manisha (name changed), a 17-year-old student, suddenly broke the news: "Muss, my family has finalized my wedding dates!"

Manisha is the class monitor. She paints, sings, and is exceptional in debates.

She wanted to be a nurse. Once married, we all know too well, that her achievement and aspirations will no longer matter. “The dowry is fairly less for us to afford and the in-laws seem like a good fit for my kid. Manisha’s father also wants to see her as a bride as he is going through chronic health issues. We cannot afford to miss this opportunity especially during this present context,” Manisha’s mother told Samikshya. Manisha is just one of the many girls who are being pulled out of school to be married off during this time. In the context of communities where the economic and socio-cultural barriers are already very high for female students, the pandemic leading to the shut down of schools further exacerbates the situation. The hope and determination to persist through the very many challenges and continue education begin to dwindle. The uncertainty becomes overwhelming and poverty so pressing that families and students are forced to make desperate choices. It takes a battle to keep one girl child in school long enough for her to complete the 10th- grade board exam. While we are writing this, Fellows are returning back to school and community so that they can support their students more closely and enable them to continue learning, persist through the many challenges, and hold on to their hopes and aspirations.

2021 This story, however, will not be complete without mentioning Asmita Mandal, one of our students from the same region of Dhanusha; she was raised and brought up in a similar economic, social, and cultural context. She was taught by Teach For Nepal Fellows for 3 years. After completing her 10th grade, she won the Samanata Foundation Fellowship to complete her 11th and 12th grade. This year, she won a scholarship to United World College in Norway. When the flight resumes at the end of this year, Asmita will take off to a new horizon in 2021 and become the first in her family to get a college degree and a role model in her community. For all of us at Teach For Nepal, she will remind us of what is possible for every child despite the several barriers.

jif{ @)&*M h'g jif{ wg'iff lhNnf d}F km]/L c+u|]hL ljifosL k|1fyL{ ;dLIff aGbfaGbLsf] ;dodf cfˆgf] lgoldt cg'udg ug]{ qmddf Ps lbg !& jifL{of ljBfyL{ dlgiff -gfd kl/jt{g ul/Psf]_ nfO{ kmf]g ;Dks{ ub}{ lyOg\ . æld;\, d]/f] kl/jf/n] d]/f] lax]sf] ldlt to ul/lbg' eof] lg,Æ dlgiffsf] pQ/ cfpF5 . dlgiff cfˆgf] sIffsL df]lg6/ x'g\ . pgLnfO{ uLt ufpg, lrq sf]g{ Psbd dgk5{ / pgL jfbljjfbdf t emg\ cAan dflglG5g\ . pgsf] eljiodf g;{ ag]/ c?sf] ;xfotf ug]{ 7"nf] nIo 5 . xfd|f] ;dfhdf Ps k6s ljjfx ePkl5 Pp6L aflnsfsf] cfzfcfsf+Iff / pknAwLx? ;kgfd} ;Lldt eOhfg] xfdL oxL ;dfhdf a:g]x?sf nflu gofF ;"rgf kSs} xf]Og . æof] k|:tfj Psbd /fd|f] 5 . xfdLnfO{ bfOhf] klg sd lbg'kg]{ x'G5 / s]6fsf] kl/jf/ klg /fd|}| b]lvG5 .Æ dlgiffsf a'afsf] :jf:Yo ;d:ofx? 5g\ / pgnfO{ b'nxLsf] ¿kdf b]Vg rfxG5g\ . clxn] sf]le8 dxfdf/Lsf a]nfdf t emg\ of] ;'gf}nf] cj;/nfO{ u'dfpg ;Sb}gf}+,Æ dlgiffsL cfdfn] elgg\ . dlgiff tL s}+og aflnsfx?dWo] Ps x'g\ h;nfO{ clxn]sf] cj:yfdf ljjfx ug{sf nflu ljBfno 5f]8\g afWo agfOPsf] 5 . klxn] g} cfly{s / ;fdflhs–;f+:s[lts afwfn] ubf{ aflnsfx?sf] k5fl8Psf] 5g\, To:tf ;d'bfodf dxfdf/Lsf] c;/ cem ulx/f] ?kdf k/]sf] 5 . d'Voul/ o:tf ;d'bfox?sf ljBfnox? klg aGb e}/x]sfn] aflnsfx?sf] l:ylt nfO{ cem} w]/} c;/ u/]sf] 5 . o:tf w]/} r'gf}tLx?sf sf/0f lzIff tkm{ rnfOPsf cfzfsf kfOnfx? 8Udufpg yfNb5g\ . oL ;d'bfox?df clxn]sf] clglZrttfsf sf/0f ljBfyL{ / pgsf kl/jf/x?df lg/fzf a9\g' klg :jefljs g} xf] . Pp6f aflnsfnfO{ nfdf] ;do;Dd ljBfnodf /fvL p;sf] sIff !) sf] k/LIff k"/f ug{sf] nflu of] ;d'bfodf o'4 g} n8\g'kg]{ cj:yf cfpF5 . xfdLn] of] n]v n]lv/xFbf, k|1fyL{x? tLg} ljBfyL{x?sf] l;sfO hf/L /fVgsf] nflu w]/} r'gf}ltx?sf afjh'b pgLx?sf] cfzf / cfsf+Iffx? agL pgLx?sf ;kgf k"/f ug{ ljBfno / ;d'bfodf lkmtf{ hfFb}5g\ . jif{ @)&&M wg'iff lhNnfs} xfd|L ljBfyL{ cl:dtf d08nsf] syf pNn]v gu/L of] syf ;fob k"/f x'g ;Sb}g . pgL klg p:t} cfly{s, ;fdflhs, / ;f+:s[lts kl/j]zdf x's]{sL x'g\ . pgnfO{ l6r km/ g]kfnsf k|1fyLn] klg # jif{ g} k9fPsf lyP . sIff !) k"/f u/]kl5, pgn] cfˆgf] sIff !! / !@ sf] k9fO k"/f ug{sf] nflu ;dfgtf kmfpG8]zg km]nf]lzk k|fKt ul/g\ . To;kl5 pgn] gj]{sf] o'gfO6]8 jN8{ sn]hdf 5fqj[lQ klg k|fKt ul/g . @)&* sf] ;'?jftL dlxgfdf j}b]lzs p8fg k'gM z'? ePkl5 cl:dtf gofF lIflthdf p8\g ;kmn x'g]l5g\ . pgsf] kl/jf/df sn]h l8u|L k|fKt ug]{ pgL klxnf] ;b:o ;d]t x'g]l5g\ / cfˆgf] ;d'bfodf Pp6f ;kmn pbfx/0f ;d]t aGg] l5g\ . ;d:ofx? ;Fu t h'Wb} hfg'g} 5 . t/ ;d:ofsf] hfnf] pl5g]/ ;kmntf r'Dg klg ;lsG5 x} eGg] ;Defjgfsf] syf cl:dtfn] xfdL l6r km/ g]kfnsf kl/jf/nfO{ lbO/x]sL l5g\ . of] cleofgdf lg/Gt/ cl3 al9/xg k|1fyL{x?sf] nufa / ldlxg]t, cl:dtf nufot dlgiff / /fwf h:tf xhf/f}F ljBfyL{sf cfzf, ljZjf; / ;Defjgfsf syfx? xfd|f nflu lg/Gt/ nl8/xg], cufl8 al9/xg] phf{sf ;|f]t x'g\ .

COVID RESPONSE Radio Program 'Ma Sikdai Chhu' Launched

/]l8of] sfo{ qmd ‘d l;Sb} 5' ’ sf] k| If] k 0f

The enforcement of lockdown to prevent the outbreak of COVID-19 had negatively impacted students with limited resources in the rural areas of Nepal. During this time of crisis, Teach For Nepal (TFN) decided to commence a radio program from July 20 (Monday) - five days a week, in the nearby districts where the Fellows have been placed. The main objective of the radio program was to continue the learning process of the students.

sf]le8–!( sf] k|sf]k /f]Sg ns8fpgsf] sfof{Gjog eof] . g]kfnsf u|fdL0f If]qsf ;Lldt ;|f]t ePsf ljBfyL{x?nfO{ o;af6 lgs} gsf/fTds c;/x? kb}{uof] . h;sf sf/0f ljBfnox? 7Kk x'g uof] . ;+s6sf] o; 3l8df l6r km/ g]kfn -l6=Pkm=Pg=_ n] @)&& >fj0f % b]lv k|1fyL{x?sf] sfo{ynf] lglhssf lhNnfx?df xKtfsf] kfFr lbg /]l8of] sfo{qmd d l;Sb} 5' z'¿ ug]{ lg0f{o u¥of] . /]l8of] sfo{qmdsf] d'Vo p2]Zo ljBfyL{x?sf] l;sfO{ k|lqmof hf/L /fVg' lyof] .

TFN, since its establishment, has been placing Fellows as teachers in public schools located in the remote communities of the country. The vision to provide quality education to students, even during the time of the pandemic, had led TFN to announce an organizational radio program- ‘Ma Sikdai Chhu,’ as part of the rapid response to COVID crisis during the early days of lockdown, when everything came to a halt.

The initial survey conducted by our Fellows during the initial days of the lockdown presented an alarming results that approximately 35.25% and 60% of students had access to cable television and radio at their houses, respectively. With the results presented by the rapid survey conducted right after the lockdown, Fellows concluded that more than half of students have 12

TEACH FOR NEPAL

:yfkgfsfnb]lv g} l6=Pkm=Pg=n] b]zsf] b'u{d ;d'bfox?df /x]sf ;fd'bflos ljBfnox?df k|1fyL{ lzIfsx?sf] ¿kdf k7fO ToxfF /x]sf ;d:ofx?sf] lg/fs/0f ug]{ u/]sf] 5 . dxfdf/Lsf] ;dodf ;d]t ljBfyL{x?nfO{ u'0f:t/Lo lzIff k|bfg ug]{ qmdnfO{ lg/Gt/tf lbg'k5{ eGg] c7f]6sf ;fy l6=Pkm=Pg=n] …d l;Sb} 5'Ú gfds Ps ;+u7gfTds /]l8of] sfo{qmd ;+rfng u¥of] . w]/} eGbf w]/} ljBfyL{ ;dIf k'u]/ l;sfO{nfO{ lg/Gt/tf lbg] pQm sfo{qmdsf] d'Vo p2]Zo /]xsf] lyof] . l6r km/ g]kfnsf k|d'v sfo{sf/L clws[t :jl:tsf >]i7sf cg';f/ æns8fpgsf] k|f/lDes lbgx?df xfd|f k|1fyL{x?n] u/]sf] ;j]{If0f cg';f/ ljBfyL{x?sf] 3/df s]an l6eL sl/a #%=@%Ü / sl/a ^)Ü /]l8of]sf] kx'Fr ePsf] kfOof] . ;f]xL cg'?k xfdLn] xfd|f ljBfyL{x?sf] l;sfO hf/L/fVg] Ps

access to radios at their houses. Thus a program broadcasted through radio would be the most effective way to continue our students’ learning.

As part of the pilot project, this eight-week program was on-aired through local FM stations in 7 districts, where TFN Fellows have been serving. The program was broadcasted in Parsa and Southern Lalitpur in Radio Birgunj; Sindhupalchowk - Radio Melamchi; Dhanusha - Radio Janakpur; Lamjung -

k|efjsf/L dfWod /]l8of] x'g ;S5 eGg] lgSof]{n lgsfNof}F .Æ ;'?df kfon6 k|f]h]S6sf] ¿kdf, l6=Pkm=Pg= k|1fyL{x? sfo{/t & j6f lhNnfx?df cf7 xKtfsf] sfo{qmd ToxfFsf :yfgLo :6]zgx?sf] dfWodaf6 k|;f/0f ul/of] . sfo{qmd /]l8of] jL/u~håf/f k;f{ / blIf0fL nlntk'/df, l;Gw'kfNrf]sdf /]l8of] d]nDrLÙ wg'iffdf /]l8of] hgsk'/Ù ndh'Ëdf /]l8of] d:of{ªb\ LÙ tgfxFd' f /]l8of] bdf}nL / bfªdf /]l8of] k|sl[ tdf qmdzM k|zf/0f ul/Psf] lyof] . e]u cg';f/ ;dosf] tflnsf klg km/s agfOPsf] lyof] .

Radio Marshyangdi; Tanahu- Radio Damauli and Dang - Radio Prakriti.

"Every session of the radio program was designed to be suitable for students from grades 5 to 10. The learning content was presented in a form of radio drama focusing on building foundational skills in English, Maths, and Science, thus making the program very interesting for students,” shares Ruma Maharjan, who had been leading the radio project.

The program has given greater emphasis to subjects like English, maths, and science, along with psychosocial counseling and promoting lockdown diaries of students. Ruma further adds, “we did recognize the emotional roller coaster that our students were going through at that time, which is why we added a counseling session along with a platform for students to express themselves.” These will eventually work as a remedial course to a lot of basic concepts that students in public schools usually have regarding English, science, and mathematics.

Since the first lockdown imposed due to COVID, TFN Fellows continued reaching out to students through phone calls and social media for continuing the learning process in every way possible. One of the Fellows Prashant Gnawali remembers, “We couldn’t wait for everything to get better. As teachers, we felt the responsibility of doing something to get connected with

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our students and addressing their learning and psycho-social needs.”

The content of the program was designed by the TFN Fellows in collaboration with British Council, Meeting Point, TFN Alumni led initiations like My Emotions Matter, and Katha Express. The program was produced in the technical assistance of Radio Audio and The Record House.

More information about the radio program, ‘Ma Sikdai Chhu’, is available on its Facebook page

https://www.facebook.com/Masikdaichu/

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SUSTAINABLE SOLUTION THROUGH OUR ALUMNI PATHWAYS From deep valleys to high mountains

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August 2020, as we are writing this, Kathmandu valley is deserted and eerie silence spreads across the streets. Fear and chaos have taken over in some major cities where death tolls are rising. 87,96,624 children’s education, mental health, safety, and prospects are looming in uncertainty. It seems that everything has come to a stop. Except that it hasn’t.

“This is what we learned during our Fellowship, isn’t it? That when things get difficult, we can’t just wait and do nothing. We have to figure out a way…” says Sagendra. He is a 2014 TFN Fellow, who is currently a co-director at Collaborative Schools Network (CSN) that adopts and manages existing public (government-funded) schools in Nepal and has proven to transform the quality of education among the students coming from some of the most economically disadvantaged families.

This story is about Teach For Nepal Alumni - their unstoppable pursuits to continue supporting students and their uncompromising commitment to ensuring all children receive a quality education.

Sagendra Man Shrestha (TFN Alumni 2014), who's the current team of 13 at Collaborative School Network includes 11 Teach For Nepal Alumni. This in itself is an example of alumni collaboration towards alumni vision and ultimately to our ONE DAY vision that all children in Nepal will attain an excellent education.

14

TEACH FOR NEPAL

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The team has worked to find ways for the school to serve as a nexus that brings students and families together to keep them informed and share the responsibility of keeping students safe while continuing learning. Starting with creating a learning kit that students used to continue learning at home during the early phase of lock-down, the school has now reopened with a revised schedule and learning plan with all safety measures in place. It has trained family members of kindergarten students to come to school and stay with their children to ensure their safety as well as assist in the learning process.

Sagendra, who has an experience of codirecting and managing CSN for over four years shares, “excellence and equity are the cornerstones of good education systems, and these are challenged even during normal times. One thing we can all be certain of is a future filled with uncertainty. With the prolonged halt in education, the aforementioned gaps are certain to get further stretched.” Adding probable solutions to these problems he adds, "The problems we face today and unknown challenges of tomorrow can only be solved by cultivating a new set of practices in education. The ‘new normal’ demands a new experiment and approaches.”

Bikash Deshar (TFN Alum 2014) who is a Director at Crystal Mountain School in Upper Dolpo. From Kathmandu, Upper Dolpa is almost a day-long bus ride and then 5-6 days of trekking on narrow trails across an altitude of 4300m.

Needless to say, the schools are low on the human resource because of the pull towards city life. That was until Anup Thakuri (TFN Alumni, 2017) joined the school last year and brought Bikash and Shankar Pudasaini (TFN Alumni 2018) to this school which true to its name is situated in the foothills of mystical mountains.

However, it is not the breathtaking view of mountains that will make people wish their school was like that. The way teaching and learning is happening in this school - the hands-on experiential learning techniques, learning outdoors through games, and sheer joy in the learning process and sense of physical and emotional safety in schools, will make you realize that resources are not the limitations when the mindset of leadership is limitless.

Currently, Teach For Nepal has 250 alumni, out of which 60% continue to be directly involved in education and are leading the movement for education equity and quality education. Two years of Teach for Nepal Fellowship allows some of Nepal’s outstanding graduates to directly impact student’s learning outcomes, while understanding the systemic challenges and potentials for transformation in public education. Post fellowship, Teach For Nepal continues to nurture the leadership and growth of alumni while providing a space to collaborate, share best practices, and innovate solutions.

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ALUMNI LEADERSHIP Teach For Nepal has a growing community of Alumni who continue to collaborate in finding solutions to long-term systemic change in education.

During the Fellowship, Fellows closely work with the school and community and develop an understanding of prevailing social factors (caste, gender, geography, language, ethnicity) which impede educational injustice. They understand the role of a transformational teacher can play towards justice of public school students. They live and learn several leadership lessons from the school and community. But regardless of how intense this journey is, this is just the beginning.

At the end of two years, Fellows are inducted into the Alumni movement, where they find their piece in the puzzle of educational inequity. Drawing from their Fellowship experience, they collaborate to explore other external factors that contribute to education inequity. Alumni who come from very diverse background then work from their respective spaces in the puzzle, take the movement forward through different pathways.

Education Leadership

Private sector / Entrepreneurship

NGO and Grassroots

Policy / Government

International Aid / INGOs

FELLOWS FROM 2013 TO 2019

'13 '14 '15 '16 '17 '18 '19

Bhawana Shrestha Bijaya Mani Poudel Bindu Sharma Binita Subedi Dil Kumar Sijali Gayatri kc Isha Shrestha Jalan Maharjan Kabindra Manandhar Kushal Pokharel Laxmi Khatri Manoj Pahari Milan Dahal Narayan Adhikari Prabin Raj Niraula Prajwal Khadka Pushpa Raj Nepal Rabi Maharjan Rajan Maharjan Ram Ashish Chaudhary Ramesh Ghimire Rijuta Maharjan Rojee Maharjan Sabal Sharma Samden Sherpa Seetu Shakya Sunil Gautam Sushant Rijal

Babita Kushwaha Bikash Deshar Drishya Gurung Eva Manandhar Jigme Sherpa Nawang Thora Sherpa Nija Maharjan Prakash Man Shrestha Prashneel Nepal Ranjit Mahato Sabina Shrestha Sagendra Man Shrestha Samiccha Dhungel Samiksha Adhikari Sanu Bhandari Shina Shrestha Shirijung Hang Rai Shiv Kandel Sumitra Shrestha

Aastha Bhattarai Akash Thajur Amrit Puri Anjana Pokhrel Ankush Uprety Anuva Uprety Ashish Shrestha Asmita Bhusal Basant Mote Bibek Upadhayaya Dipa Dhungana Dipesh Maharjan Gaurab Shrestha Gopal Jha Hom B Thapa Jayanti Lama Kedar Prasad Bhadari Krishna Prasad Sharma Madhavi Upadhayaya Manil Maharjan Manoj Pandey Medha Joshi Milan Kumar Sardar Thakur Niharika Mainali Nikita Thapaliya Parbati Shrestha Patikshya Bhandari Prabal Pradhan Pratik Ghimire Pratik Lamichhane Magar Pratistha Rai Pravakar Prasad Shah Preeti Shrestha Rabindra Dangol Raj kamal Shahi Ram Keshar Thapa Ravindranath Dahal Rishika Pokhrel Roshan Dhungel Ruma Maharjan Rupsha Nakarmi Rusha Adhikari Sabin Maharjan Sajani Shrestha Sami Manandhar Sarika Shrestha Satish Kumar Sah Shailaja Kasaju Shristi Shrestha Sneha Bajracharya Suman Gyawali Sumit Kharel Suraj Karki Susham Rajbhandari Ujjwal Koirala

Aakriti Rimal Anu Karki Ashish Dangol Astha Khatri Bhawana Sharma Bibek Kapali Binita Pradhan Bipin Maharjan Bishal Neupane Dawit Gurung Deependra KC Dinesh Mehta Gaurab Raj Pandey Hari Pandey Jenisha Shakya Jyoti Gautam Kalpana Bhattarai Kalyan Adhikari Madhav Prasad Devkota Mandira Rijal Manish Jung Thapa Manita Malakar Padam Raj Awasthi Pooja Bhetwal Pratikshya Subedi Ranjana Gautam Ranjita Dhodari Ratan Prasasd Devkota Richa Neupane Sabrina Thapa Sagar Dhakal Sani Maharjan Santoosh Rai Sofia Pradhan Sonon Chaudhary Subash Parajuli Subodh Ghimire Tashi Dolma Lama Tej Prasakash Gautam

Aayush Shrestha Amien Shakya Amita Sharma Anup Thakuri Ashrina Ranjit Arti Gurung Bidi Yolkey Rai Bishal Khaiju Dikshya Khadka Dipu Sampang Rai Durga Prasad Kandel Keshar Shrestha Khusbu Shah Kishor Subedi Labh kumar Yadav Luniva Bajracharya Mahesh Silwal Manisha Kumari Muniram Prasad Pokhrel Nisha Mahat Oohina Bhatta Prawesh Baral Priyanka Thapa Puja Khanal Puja Tripathi Robin Chaudhary Sadhana Shrestha Samiksha Pandit Sanam Shah Thakuri Sanjay Thapa Sapu Shrestha Saroj Ghimire Sonam Yangzom Sherpa Sujina Shakya Suman Ghale Suraj Timalsina Swechhya Rajbhandari Tek Bahadur Karki Ujjwal Shrestha Upasana Pau Shakya

Abhiraj Wagle Alina Shrestha Ambi Rai Anil Thapa Anita Bhandari Anula Shakya Arjun Kohar Aruna Sharma Avesha Pradhan Baban Sah Bhupendra Yadav Bikash Dangal Bikash Ghimire Bina Bhattarai Chetan Tandon Desh Nyoupane Dikesh Shrestha Dipak Gautam Ganesh Paudel Gayatri Pradhan Jyoti Chettri Kamal Khatri Kanchan Shrestha Kavita Karkee Kritesh Bhatta Kshetra Thekare Kumod Sah Mahima Joshi Manisha Dumre Marshal Pokhrel Mingma K.C Mohamed Ansari Moin Uddin Nanshu Pokharel Nikhil Subedi Nirajan Ghimire Osina Uprety Pranay Shrestha Prashant Jha Prashuma Rai Pratik Upadhayaya Praveen Manandhar Rabin Adhikari Rabu Ranjit Rajendra Desar Rajendra Saud Ramesh Maharjan Rojani Tamang Rubik Joshi Sabanam Maharjan Sabina Parajuli Salina Nagarkoti Sama Dongol Samit Shakya Sangita Shrestha Santosh Lamsal Sarita Thapa Shankar Pudasaini Shristhi Koirala Sita Thapa Smriti Aryal Subarna Basnet Subhechchha Bhandari Subina Basnet Sujata Khatiwada Sunil Magar Urusha Shrestha Utsha Shrestha Vijay Singh

Aakriti Dangol Aashish Ghimire Anish Bhujel Anish Manandhar Anjali Koirala Anup Buyo Baikuntha Raj Rijal Bhawana Paudel Bibek Kandel Bijay Sangroula Bishal Shrestha Bishwas Regmi Dhurba Mahato Dikshya Paudel Dinesh Kumar Sharma Divya Poudel Ganesh Basnet Hari Bhakta Dhital Hari Gopal Adhikari Himanshu Rai Jeni Shrestha Jyoti Timilsina Kabita Kehhari Ksheeteez Kumar Makaju Lelina Subedi Manoj Rai Milan Dahal Narayan Kafle Niraj Kumar Mishra Nirmala Gautam Nirvana Thakur Ojashwi KC Paras Shrestha Pema Lama Prakriti Joshi Prasanna Khanal Pratima Angdembe Pratima Shrestha Preeti Thapa Prerana Maharjan Puja Adhikari Pushpa Thapa Ranjana Tamang Rhitu Shrestha Rujma Thapa Magar Sabitri Thapa Sachin Bhatta Sagar Ghimire Sagar Poudel Sajan Shrestha Samikshya Shrestha Samrita Maharjan Sandesh Subedi Sandhya Adhikari Saroja Hakuduwal Shiva Chaudhary Shree Krishna Dangol Shreya Thapa Sudarshan Gautam Sudarshan Rajbhandary Suruchi Shahi Surya Nepal Sushovit Sainju Sweta Basnet Tas Bahadur Gurung Trishna Kandel Ujjwal Devkota

ANNUAL REPORT 19/20

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MOMENTS OF THE YEAR (19/20) jif{sf ;Demgfx¿ @)&^÷&& LEARNING INSTITUTE Teach For Nepal’s Institute is an intensive six weeks long residential training that covers sessions on lesson planning, classroom management, community relations and much more.

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First day of the 2020 Learning Institute, where all the probable Fellows print their first step towards Teach For Nepal Movement.

2020 Fellows Rekha and Bharati during Learning Institute 2020. During the institute, Fellows learn different teaching pedagogy; learn about classroom practices and discuss about the social injustice existing around them. These sessions helps them to get ready for the classrooms and the community.

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TEACH FOR NEPAL

2020 Fellows Nimmi Basnet and Isha Neupane presenting numerous challenges that public school students have to overcome in order to reach their predictable future.

Learning from the community: During the community immersion visit, which is part of Learning Institute, the Fellows learn challenges and opportunities of living in the community and overcoming them.

ANNUAL REPORT 19/20

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SHRAMADANA Shramadana is an integral part of every Learning Institute for the incoming Fellows. Shramadana in not just an act of service but within it is the value of “Sarvodaya" that believe that a fair and equitable society is possible.

Shramadana allows our participants to connect with community and people as a critical insider with respect and humility. This give them an opportunity to understand prevailing social factors (caste, gender, geography, language, ethnicity) which impede educational injustice. This experience also provokes them to inquire on the role of an agent (transformational teacher) towards justice for public school students.

Shramadana brings people together to find solutions to our common problems, contribute actively to the solutions, and at the end to reflect and learn from the experience and celebrate the accomplishment.

k|To]s jif{ ul/g] >dbfg gofF k|1fyL{x?sf nflu cfjf;Lo k|lzIf0fsf] Ps dxTjk"0f{ l;sfO{ cj;/ xf] . >dbfg s]jn ;]jfd"vL sfo{dfq geP/ ;jf]{bo sf] d'NodfGotf / ljZjf;df cfwfl/t Ps lgikIf Gofo;+ut ;dfhsf] kl/sNkgf ug]{ cj;/ klg xf] . >dbfgn] xfd|f ;xefuLx?nfO{ ;Ddfg / ljgd|tf ;Fu ;d'bfo / dflg;x? ;+u hf]8\g Ps dxTjk"0f{ e"ldsf v]Nb5 . o;n] pgLx?nfO{ xfd|f ;dfhdf JofKt k|rlnt ;fdflhs sf/sx? -hftL, lnª\u, e"uf]n, efiff, hftLotf_ nfO{ a'‰g] df}sf lbG5, h;n] z}lIfs c;dtfnfO{ ;w}F afwf k'¥ofO/x]sf] 5 . o:tf cg'ejx?n] k|1fyL{x?nfO{ ;fd'bflos ljBfnoleq /lxcfPsf GofoLs kIf;Fu ;DalGwt k|Zgx? ;f]Wg emsemSofpF5 . >dbfgn] dflg;x?nfO{ Ps 7fpFdf NofP/ xfd|f ;femf ;d:of sf] ;dfwfg vf]Hg k|]l/t ub{5 eg] ;f]xL cg'ej / l;sx?af6 kfPsf pknlAwx?df /dfpFb} 1fg xfFl;n ug{ klg xf};nf k|bfg ub{5 .

Morning circle at Shree Tribhuvan Secondary School, Ghanapokhara, Lamjung where Fellows were warming up for Shramadana 2020.

The Fellows, Teach For Nepal staffs, and the community came together for Shramadana to flatten the land for assembly ground.

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WALKATHON 2019 Highlights of 2019 Walkathon which is an annual fundraising event of TFN. A solidarity walk organized with a commitment that regardless of any socio economic status, no children will be left behind. Students in TFN placed schools walk as much as 3 hours one way just to reach school. About a thousand youths actively participate to fundraise and organize the event in collaboration with TFN.

;g @)!( ;fnsf] jfsfygsf s]lx emnsx¿M jfsfyg l6r km/ g]kfnsf] jflif{s sfo{qmd xf] . of] sfo{qmddf ;xefuLx? ;fdflhs jf cfly{s l:yltsf cfwf/ df s'g} afnaflnsf k9fO{af6 al~rt x'g'x'b}g eGg] k|lta4tfsf ;fy lx8\g] ub{5g\ . l6r km/ g]kfnsf k|1fyL{n] k9fpg] ÚlaBfnodf b}lgs # 306f ;Dd lx8]/ laBfno cfpg] ljBfyL{x¿ 5g\ . sl/a Ps xhf/ o'jfx¿ ;lqmotfsf ;fy of] sfo{qmddf ;xeflu eO l6r km/ g]kfn;Fu ;xsfo{ ul/ cfof]hg klg ub{5g\ .

Highlights of Walkathon 2019: Students and college leads from various colleges and schools in Kathmandu take part in Walkathon.

Students and college leads walked for more than 5 kilometers to express their solidarity to our public school students who have to walk every single day in order to receive quality education.

TFN college leads, selected from more than 30 colleges, gathering after Walkathon 2019.

PARENT’S EVENT Highlights of TFN Parents’ event where Fellows’ parents are oriented about their kid’s journey for the next two years. During the event they get to hear from TFN’s supporters and stakeholders and board members about the Teach For Nepal movement.

l6r km/ g]kfn cleefjs e]nf l6r km/ g]kfnsf] jflif{s sfo{qmd xf] hxfF l6r km/ g]kfndf 5gf]6 ePsf k|1fyL{sf cleefjsnfO{ o; cleofgsf af/]df hfgsf/L lbOg] ub{5 . o; sfo{qmddf cleefjsx¿n] l6r km/ g]kfnsf ;dy{s, ;/f]sf/jfnf / af]8{ ;b:oaf6 o; cleofgsf] hfgsf/L kfpg]5g\ .

TFN Leadership Council member and Member of the Parliament, Gagan Kumar Thapa, and Keynote speaker for the event Michael E. Mussi, Chief of the counselor section at the US embassy, talking to the prospective 2020 Fellows and their parents.

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APPRECIATION EVENING AND SUPPORTER’S ENGAGEMENT IN CLASSROOMS. Every year Teach For Nepal takes diverse support group to their classrooms so that they can witness and get the first hand experience of the impact that our Fellows are making inside the classrooms. With events like ‘One day in a classroom’ and supporter’s appreciation evening, annually hundreds of individual supporters and other supporting organizations get this opportunity.

ANNUAL REPORT 19/20

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ONE DAY IN A CLASSROOM TEACH FOR NEPAL IS A MOVEMENT OF PEOPLE WHO BELIEVE IN STRENGTHENING PUBLIC EDUCATION. l6r km/ g]kfn Ps z}lIfs cleofg xf] hxfF ;fj{hlgs lzIffsf] u'0f:t/ alnof] agfpg k5{ eGg] wf/0ff ePsf JolQmx¿ nflu k5{g\ .

One day in a Classroom is an initiative to inspire students to aim high and aspire to their fullest potential by taking leaders from various sectors - Members of Parliament, Ambassadors, Senior Government Officials, CEOs of Corporations, Celebrities, and other role models to the classroom. The visitors inspire students with their life stories, struggles, successes, lessons they have learned, their past or current job, their travels, education, or share about people who inspired them when they were growing up.

“sIffsf]7fdf Ps lbg” sfo{qmd cGtu{t ljBfyL{nfO{ pRr nIo /fVg / pgLx¿sf] k"0f{ Ifdtfsf] rfxgf hufpg ljleGg If]qsf JolQmx¿, ;f+;bsf ;b:ox¿, /fhb"tx¿, jl/i7 ;/sf/L clwsf/Lx¿, ;+:yfsf k|d'v sfo{sf/L clwsf/Lx¿, ;]lna|]6Lx¿, / cGo /f]n df]8]nx¿nfO{ sIffsf]7fdf k|f]T;flxt ug]{ kxn u5{g\ . sIffsf]7fdf cfpg] kfx'gfx¿n] ljBfyL{x¿nfO{ pgLx¿sf] hLjgsf syfx¿, ;‹if{x¿, ;kmntfx¿, To;af6 l;s]sf kf7x¿, pgLx¿sf] ljut jf xfnsf] cfa4tf, pgLx¿sf] ofqf, lzIff, jf pgLx? k|]l/t ePsf JolQmsf af/] hfgsf/L lbg] ub{5g\ .

Deputy CEO of NCC Bank, Bandana Pathak, taking classes with students of Shree Kalika Chetana Secondary School, Phataksheela. She talked about about general banking scenario of Nepal and suggesting how the students can enter the banking world after completion of their Bachelors level.

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HH Bajaj team visiting Shree Sipatindhara Janata Secondary School, Sindhupalchowk, where they shared their own experiences of working in one of the largest companies in Nepal. The various teams shared their respective field ideas to the students so that they could learn practical aspects of working in a commercial company after completing their schooling.

Surya Nepal team visiting school in Parsa. Surya Nepal has been supporting five schools in Parsa where Teach For Nepal Fellows have been serving. The staffers and other operational team makes timely visit to Fellows class annaully to share their experiences with the students. This is also an opportunity to see how their contribution has been enabling different communities and students living there.

Prativa Pandey, Scientist, Founder and CEO at Catalyst Technology Nepal, motivating young boys and girls to look for opportunities in STEM education.

Miss Universe Nepal Manita Devkota sharing the importance of girls empowerment and expressing yourself in public with the students of Shree Secondary School, Balapur, Dang - where she emphasized on the importance of being independent, responsible, confident and a good decision maker.

Bhushan Tuladhar, Head of Environment Department and Member of City Planning Commission at Kathmandu Metropolitan City, sharing an important lesson on importance of environment to the students of Shree Saraswati Namuna Secondary School, Tanahun.

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Rajan came running to the DIG Pitambar Adhikari and asked him if he could become a police officer one day. DIG Adhikari visited Shree Kalika Chetana Secondary School in Melamchi Sindhupalchowk and shared how any capable individuals can get into government services and serve the nation. He emphasized on the necessity of young capable generations to lead Nepal police.

Sanima Bank CEO, Bhuwan K. Dahal, Rastriya Banijya Bank CEO Kiran Kumar Shrestha talked about their personal life journey and financial literacy respectively to the students with Shree Secondary School, Bijayabasti, Parsa. Both of them have been a true champions of Teach For Nepal since the inception.

Prabin Raj Joshi, Director at Brihaspati Vidyasadan, visiting Shree Satkanyamati Secondary School, Gunsa, Sindhupalchowk during the 'One Day' event.

Miss Nepal 2018 Shrinkhala Khatiwada shared the importance of dreaming and achieving goals in life with the students of Janak Secondary School, Gimdi, Lalitpur.

Youtuber and vlogger Sisan Baniya talked about taking unconventional pathways; chasing one’s dreams and still making your living with your dream job. He went to Ganga Milan Secondary School in Ghermu, Lamjung.

Miss Nepal 2012 Shristi Shrestha talking to the students of Shree Thulothakani Secondary School, Melamchi, about choosing right career for self growth and girls empowerment.

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Actor Prashant Tamrakar shared about the importance of personality development with the students of Shree Saraswati Namuna Secondary School, Tanahun

Social activist, former Miss Nepal and entrepreneur Malvika Subba sharing the importance of public speaking and personality development with the students of Sindhupalchowk.

Suman Pokhrel, CEO IME Group; Mahesh Swar, AGM at Kantipur Publication; and Miss Nepal Shrinkhala Khatiwada receiving appreciation from students of Shree Janak Secondary School, Gimdi – Katuwa, after spending a day talking about finance and econmy, marketing and grooming yourself for the future respectively with the students.

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CURRENT YEAR AMOUNT (NPR)

PREVIOUS YEAR AMOUNT (NPR)

Co-Funding (TFN Core Project Income) Contribution from Local Government Contributions from Schools Corporate Grants Events Income (Annual Event) Individual Donations In-Kind Income Interest Income Foundation Grants Sales of Production and Income Grants from UN Habitat Health Insurance Refund

18,255,295 977,087 26,139,465 36,250 1,457,864 463,556 30,146,390 212,088

8,585,765 3,383,049 16,792,365 2,418,900 2,033,310 858,972 38,274,372 62,500 372,640

Total (A)

77,687,994

72,781,873

Recruitment, Selection and Matriculation (RSM) Community Affairs, Placement & School Relations Training & Support Fellow Support Fellows Stipend Alumni Fundraising & Outreach Impact Evaluations Management, Admin and Office Expenses Support My School Expenses

5,931,781 5,053,344 15,235,626 4,156,487 32,597,860 1,683,361 4,182,745 522,570 8,324,220 -

6,843,294 3,084,018 14,959,312 3,997,227 26,674,661 1,046,544 6,202,468 907,931 9,066,418 -

Total (A)

77,687,994

72,781,873

Balance of Income Over Expenditure (A-B)

-

-

S.N. (A)

(B)

PARTICULARS

SCHEDULE

Income

Expenses

Audited by CA Prahlad Gautam, Partner of Kuber & Co. Chartered Accountants Audited on October 15,2020

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INDIVIDUAL DONORS Aakriti Rimal Aakriti Thapa Aarushi Bhandari Aayush Basnet Aayushi Agrawal Ajit Maskey Alisha Ghimire Amartya Ojaswi Upadhyay Amein Shakya Amrita Rajbhandary Anjani Joshi Ankana Sheth Ankush Upreti Anthony Kaveh Antoo Shrestha Anu Karki Arun Poudel Arun Thing Ashma Vaidya Ashrina Ranjit Aska Dolma Sherpa Ayush Panta Barbara Butterworth Batsal Devkota Bhumi Rana Magar Bhushan Tuladhar Bibek Balami Bidi Yolkey Rai Bijay Mani Paudel Bikash Dangal Bikash Deshar Bipin Maharjan Bishal Neupane Chabbi Lal Shrish Chizu Gurung Dave Minett Dave Minett Deepti Sharma Dibya Phuyal Dibyesh Giri Diksha Shrestha Dilip Kumar Munankarmi Diwakar Silwal Dolma Sherpa Durga Gautam Dzameer Dzulkifli Ganesh Chaudhary Gatisheel Cluster Goonja Shrestha Harish Awasthi

Hashana Shrestha Haydi Village Tech Solutions Hemanta Bhattarai HIM Electronics Team Hom Bahadur Thapa Ishwor Shrestha Jagadish Bhattarai Jagdish Pandey Jalan Maharjan Jaya Rai Jayanti Lama Jenn Jimmy Lama Jocelyn Kmet Joe Wallace Kabin Pandey Kalpana Parajuli Kalyan Adhikari Kedar Bhandari Khika Prasad Nepal Khil Bahadur Thapa Kim Duea Kishore Subedi Krishna Kumar K.C Kritika Acharya Kumar Karki Kunja Rai Late Binod B. Rajbhandary Lhakpa Lama Lim Pao Yen Lochan Paudel Madhav Prasad Devkota Mahesh Bajracharya Mahesh Shakya Mamta Dhakal Mandira Rijal Manik Shakya Maria E.I. Shrestha Marshal Pokharel Melissa I Moore Mina Limbu Mohan Basnet Mona Aditya Moulika Deoja Nawang Thora Sherpa Neejan Shrestha Niamh Gleeson Nibedita Sharma Niharika Mainali Nita Rana

Noshan Bhattarai Padam Raj Awasthi Paldorje Education Fund Prabin Niraula Prajwal Khadka Prarthana Sherchan Prashant Rajbhandari Prashanti Ravanavarapu Prashneel (Raju Babu) Nepal Pratik Ghimire Pratik Shrestha Pratiksha Adhikari Priyanka Chaudhary Puja Shrestha Purochan Udas Rabin Sigdel Radha Joshi Rajan Maharjan Rajendra Prasas Pradhan Rajesh Rauniyar Rakesh Karna Ram Keshar Thapa Raman Bhattarai Rashmi Bajracharya Ratan Devkota Rebati Ram (Rafael) Poudel Reejesh Uparkoti Renata Senju Reshu Aryal Dhungana Rijuta Maharjan Robin Chaudhary Rohit Marwadi Roshan Ghimire Roshan Pradhan Roshee Lamichhane Bhusal Ruma Maharjan Rupa Laxmi Shah Sabitri Baral Sabitri Gurung Sadhana Shrestha Sagendra Shrestha Sajani Shrestha Samden Sherpa Samjhana Gurung Samjhana Thapa Sandeep Bohara Sandeep Sapkota Sangita Rai Sanjana Shrestha Sanjeeta Bijukchhe

Sanjeev Karki Sanjeevani Theeng Scott Bandoroff Scott Votey and Lisa Vollendorf Shailendra Jha Shailesh Gongal Shane Callaghan Shanti Gurung Sheetal Tuladhar Shie Haur Tan Shina Shrestha Shiri Jung Hang Rai Shisir Khanal Shreeram Adhikari Shriju Pradhan Shrini Singh Simon Nussbaum Smriti Limbu Sneha Shrestha Sophie Guo Srijana Angdembey Srijana Rana Subash Parajuli Sudeep Acharya Sudeep Shrestha Sujeena Shakya Sujin Joshi Sujina Shakya Suman Shakya Sunita Humagain Surender Bhandari Suresh Thapa Susan Webster Sushila Dangol Sushma Aryal Sushma Manandhar Sushmita Subedi Sushmita Subedi Suvechha Tandon Suveg Pandey Swastika Shrestha Tika Lamsal Toshi Gurung Uddhav Sharma Ulrike Kurz Wendy Kopp Yashpal Subedi Yogyata Ojha

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THE BOARD & LEADERSHIP COUNCIL

Amina Singh

Anil Keshary Shah

Bina Jha

Gagan Thapa

Jagadish Bhattarai

Juna Mathema

Kedar Bhakta Mathema

Kiran Nepal

Rajan Shrestha

Rameshore Khanal

Reshu Aryal Dhungana

Shekhar Golchha

Teach For Nepal Staff Swastika Shrestha Krishna Kumar K.C. Shailendra Jha Prajwal Khadka Khika Prasad Nepal Amir Joshi Lochan Paudel Rakesh Karna Ruma Maharjan Sadhana Shrestha Kalyan Adhikari Kishor Subedi Aayusha Prasain Ram Keshar Thapa Anu Karki Ashrina Ranjit

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Chief Executive Officer Chief of Staff Director of Operations and RSM Associate Director of Development and Partnership Community Affairs Manager Communications Manager Admin and Logistics Manger Finance Manager Events Manager Program Assistant Impact Evaluation Manager Community Affairs Manager Alumni Impact Officer Recruitment Manager Selection Coordinator Recruitment Coordinator

TEACH FOR NEPAL

Manidra Rijal Jalan Maharjna Hom B Thapa Jayanti Lama Pratik Ghimire Bishal Neupane Madhav Prasad Devkota Robin Chaudhary Sadhana Shrestha Sujina Shakya Alina Shrestha Kritesh Bhatta Subina Basnet Sirjana Dhital Amir Shrestha

Recruitment Coordinator Senior Development Manager Trainer & Impact Manager – Science Trainer & Impact Manager – English Trainer & Impact – Maths Leadershp Development Manger Leadership Development Manager Leadership Development Coordinator Leadership Development Coordinator Leadership Development Coordinator Leadership Development Coordinator Leadership Development Coordinator Leadership Development Coordinator Office Assistant Admin Assistant

OUR PARTNERS AND SUPPORTERS PROGRAM PARTNERS Government of Nepal Ministry of Education Science and Technology

Government of Nepal Ministry of Science, Education and Technology Center for Education and Human Resources Development

LOCAL GOVERNMENT PARTNERS Panchpokhari Thangpal Rural Municipality Sindhupalchowk

Marsyangdi Rural Municipality Lamjung

Tulsipur Sub-Metropolitan City Dang

Indrawati Rural Municipality Sidhupalchowk

Melamchi Municipality Sindhupalchowk

Bagmati Rural Municipality Lalitpur

Mithila Bihari Municipality Dhanusa

Dordi Rural Municipality Lamjung

SUPPORTERS

IN KIND SUPPORT

ANNUAL REPORT 19/20

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TEACH FOR NEPAL PARTNER SCHOOLS

Melamchi Municipality, Sindhupalchok Shree Batase Secondary School, Batase Shree Indreshwari Secondary School, Melamchi Shree Kalika Chetana Secondary School, Phataksheela Shree Mahankali Secondary School, Bansbari Shree Terse Secondary School, Talamarang Shree Thulothakani Secondary School, Thakani Shree Sitaladevi Secondary School, Shikharpur

Bagmati Rural Municipality, Lalitpur Shree Bidhyadhishwari Secondary School, Ashrang Shree Chandeshwari Secondary School, Simle Shree Janajagriti Secondary School, Ikudol Shree Janak Secondary School, Gimdi-Katuwa Shree Kalidevi Secondary School, Malta Shree Narayani Secondary School, Gimdi

Mithilabihari Municipality, Dhanusha Shree Ja. Ra. Secondary School, Parshuramtalau Shree Janta Secondary School, Kajara Ramaul Shree Mithila Basic School, Kachuri Shree Rashtriya Secondary School, Laliya Shree Secondary School, Mithileshwar Mahuwahi

Dordi Rural Municipality, Lamjung

Marsyangdi Rural Municipality, Lamjung

Indrawati Rural Municipality, Sindhupalchok

Shree Amarjyoti Basic School, Simi Shree Chaitanyoday Secondary School, Nauthar Shree Dhodeni Basic School, Saranchok Shree Jeeven Amar Basic School, Lapsibot Shree Bhagawan Basic School, Kirtipur Shree Saraswati Mohan Basic School, Thapakhet Shree Srijansheel Basic School, Sandhikhola

Shree Chandroday Secondary School, Bahundada Shree Gramkalyan Secondary School, Nyaun Ganga Milan Secondary Secondary School, Ghermu Shree Mahendradev Secondary School, Taranche Prabhat Shantipurna Secondary School, Badagaon Shree Prem Milaan Secondary School, Chhapa Shree Tribhuvan Secondary School, Ghanpokhara

Shree Bhimeshwari Secondary School, Bhimtar Shree Kamaladevi Secondary School, Aanpchaur Shree Nawalpur Secondary School, Nawalpur Shree Satidevi Secondary School, Borgaon Shree Simhamati Secondary School, Kunchok Shree Simpaleshwari Secondary School, Simpal Kavre Sipa Tindhara Janata Secondary School, Bhotsipa

Konjyosom Rural Municipality, Lalitpur

Paterwa Sugauli Rural Municipality, Parsa

Jira Bhawani Rural Municipality, Parsa

Shree Baghbhairab Secondary School, Chaughare

Nepal Rashtriya Secondary School, Nichuta

Nepal Rashtriya Secondary School, Sedwa

Myagde Rural Municipality, Tanahun

Sakhuwa parsauni Rural Municipality, Parsa

Thori Rural Municipality, Parsa

Shree Ratna Secondary School, Manpang

Shree Dipnarayan Adarsh Secondary School, Sripur

Gyan Batika Secondary School, Subarnapur Shree Secondary School, Bijayabasti, Bijayabasti

Chautara Sangachowk Gadhi Municipality Sindhupalchowk

Panchpokharithangpal Rural Municipality, Sindhupalchok

Tulsipur Sub Metropolitan City, Dang

Shree Ramdevi Secondary School, Jalkeni

Shree Bhim Vidhyashram Secondary School, Banskhark Shree Bhotandevi Secondary School, Bhotan Shree Bhotenamlang Secondary School, Bhotenamlang Shree Chilaune Secondary School, Manekharka Shree Langarche Secondary School, Langarche Shree Raithane Secondary School, Raithane Shree Satkanyamati Secondary School, Gunsa

Shuklagandaki Municipality, Tanahun Shree Janakalyan Secondary School, Belchautara Shree Saraswati Namuna Secondary School, Khairenitar

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TEACH FOR NEPAL

Shree Ambeshwari Secondary School, Ambapur Shree Janajagriti Secondary School, Patubangaon Shree Janajyoti Secondary School, Tuhiraniyapur Shree Nawajagaran Secondary School, Kutechaur Shree Saraswati Secondary School, Damargaon Shree Secondary School, Balapur Shree Secondary School, Kalakhola Shree Secondary School, Bhitrisakram Shree Secondary School, Doghare Shree Secondary School, Pratapkot

ONE DAY ALL CHILDREN IN NEPAL WILL ATTAIN AN EXCELLENT EDUCATION.

MAKE A DIFFERENCE

TEACH FOR NEPAL TFN House 140 Chitra Marga, Kantipath Jamal, Kathmandu, Nepal Tel: +977-1-4240105 Email: info@teachfornepal.org www.teachfornepal.org teach4nepal

TeachForNepal

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