building hope, one computer lab at a time

EduTech’s Video Report for Shree Jana Jagriti School in Lamjung

Hope is a key ingredient to education. Providing hands-on computer skills does just that for rural students in remote parts of Nepal. KISC EQUIP has partnered with EduTech Nepal to build computer labs in its partner schools. There have been eight total computer labs built since this partnership was formed. This accomplishment could not have been achieved without the generous support from funding partners and EduTech’s robust expertise. Most of all, each school has petitioned and contributed on its end to see these built.

The partnership is a three-way relationship. Each school is responsible for paying for the construction of the furniture that must be very specific and follow other criteria to have a computer lab built. KISC EQUIP provides ongoing training for both ICT teachers and regular teachers on how to integrate technology into their curriculum.

Three computer labs have been built in Lamjung in the past month. We have aimed for five more labs to be built this year and look forward to offering students in these remote setting experience with ICT that they would otherwise not experience hands-on. We are always looking for more funding partners to make this possible. If you’re eager to provide tangible hope to these rural communities contact KISC EQUIP at equip@kisc.edu.np.

So far we’ve received some large donations to fund each lab. However, what would it look like if we built the lab from individual donations? This could mean 20 people giving about $125 for each monitor. This could be a class of students feeling led to provide the technology they already have to a school in Nepal that can’t provide the same. Hope comes from all directions and in all different sizes. How can you help?

The first time many of these students have interacted with a computer.

Teachers learning how to use the computers at a new lab in Lamjung to integrate ICT into their subjects.

Embedded Ideas of learning in Nepal

In Nepal, there is a saying, "धावन्ति खेती घोकन्ति विद्या," that roughly translates to "you have to continually visit the field to farm well and continually memorize by rote to gain knowledge." This has historically been a positive message of diligence toward studying or farming to achieve good results. This guiding principle is deeply rooted in Nepal's education system.

Originally, learning was reserved for memorizing religious texts by the highest caste. Students would chant the words in a rhythm to make it easier to retain large amounts of information. They were even known to tie their hair to the wall in order to keep awake for long periods of time. Although, you will not see hair being tied to walls, this type of chanting is still quite common all over the country. Our teacher trainer, Phurba Tamang, remembers using this same technique of chanting during his schooling.

“I remember one of the most influential teachers in the community challenging us to memorize specific information. I stayed up all night to memorize the information. When the next morning arrived, he asked who had memorized the information. I confidently raised my hand. When he called on me, I stood up and my mind went blank. This was when I realized this form of learning has its limitations.”

Compulsory schooling is a newer concept in Nepal. In the 1950s, only 4% of school-aged children attended any form of schooling. The high caste students that did attend school mainly memorized religious books. Nepal has made tremendous strides in the last seventy years, yet the same deep-rooted ideas of learning remain.

Reform to the national curriculum has targetted a more integrated approach where skills and content knowledge can be more relevant to students’ daily lives. The task of adopting the new curriculum remains a huge hurdle as teachers have not yet been exposed to these ideas.

EQUIP sees a great need to train teachers to fully adopt this new curriculum. This requires understanding the context and changing underlying beliefs. Instead of seeing the textbook as the source of knowledge, but a jumping-off point to be co-creators of knowledge with their students. The task isn’t easy with the embedded ideas of learning but we do see glimpses of understanding as we train and support teachers in our partner schools.

Expanding to Rukum District

Over the last year, EQUIP has been exploring the opportunity to expand our programme to West Rukum District. Human Development and Community Services already has a strong presence in Rukum through their work in the local hospital. Last year EQUIP submitted a proposal to Samaritan’s Purse Germany for funding for the Nepali academic year April 2021 - March 2022. We now have clearance to begin work in Chaurjahari.

In September, Dil traveled to Chaurjahari with a representative from EduTech, the organisation we are working with in Lamjung, for a school inspection and discussion with the mayor about plans to set up the first ICT lab in one of the schools.

In December, EduTech, Basic School Nakhira and EQUIP signed a tripartite Memorandum of Understanding for a new computer lab to be set up in the school.

“We are excited to equip teachers in such a remote area with 21st century skills.”

This lab will provide hope and opportunities to the children, families and the local community.

It will also help teachers and students with ICT education and enhance learning of other subjects too. We are excited about this opportunity to equip teachers in such a remote area with 21st century skills.

Feeding Program

Hungry children cannot learn

“Some of my students only have tea and biscuits in the morning before coming to school” a teacher in one of our partner schools in Lamjung told us. “By the afternoon, they are so hungry they can’t learn”. 

In another school, the Principal shared the story of a student who had little interest in learning and came to school irregularly. After some time, the teachers realised that his large family had no land and no source of income. They often struggled to find food to eat, and when the student was hungry, he did not come to school. One of the teachers started bringing extra food from her home to share with him and the student began to come to school with the hope of getting something to eat. For the last two years, the student has been given a snack every day at school. Sometimes teachers provide food or other students share their lunch with him. That student is now regularly attending school and is doing well in his studies.

Stories like this are common in rural schools in Nepal. Many children walk for up to 2 hours to get to school and so, even if they eat rice before leaving home, they are hungry when they arrive.

Poverty is a key factor in keeping children out of school, pushing children into labour and even to being trafficked (All Children in School Global Initiative on Out-of-School Children, Nepal Country Study, 2016). According to World Bank (2010) data, about a quarter of the population of Nepal falls below the national poverty line of US$1.25 per day and this is the most significant barrier to education (All Children in School Global Initiative on Out-of-School Children, Nepal Country Study, 2016).

Hungry children can’t concentrate in class and have little motivation to study. School feeding programmes are known to be one of the most effective ways of improving school attendance and achievement (Bryan, J., S. et al. 2004. Nutrients for cognitive development in school-aged children. Nutr Rev., 62: 295-306.)

Aiming to provide excellent education in rural schools, we in KISC EQUIP realise that however inspiring our training may be; however many new ideas we suggest to our teachers; however good the teaching is, hungry children can’t learn. The Lamjung school feeding programme aims to enable our students to reach their potential by attending school regularly and being able to learn.

It costs only £35 ($42) a year to feed a child at school. All students from Nursery to Grade 5 will receive a simple, nutritious midday meal cooked by the parents. By giving to the school feeding programme, you will make a difference to a child in a rural school not just for now, but for their whole future.

FARMING AND PARENTING

Through EQUIP many farming parents are learning how to better support their children as they are educated.

Dil’s experience in Lamjung

Nepal is predominantly an agricultural country, and around August in Lamjung, people are busy planting their millet crops. Most of the parents come to our workshop seminars straight from their fields. Sometimes they are exhausted and being in the school is a sort of break before they return to their work.

“Many parents sacrifice a day’s wage to attend our workshops.”

Women planting millet in Nepal

Many parents sacrifice a day’s wage to attend our workshops. When they are called to school, they often ask the principal, ‘what do we get?’ They are expecting something tangible or monetary support.

In August, Dil conducted parent seminars in five of our Lamjung partner schools. The focus was ‘the role of parents in the holistic development of their children’. Most of attendees at the seminars were mothers.

This highlights another key feature of contemporary life in Nepal, where many fathers are absent from the family home for long periods as they work as migrant workers in Gulf countries and other parts of South East Asia. This can bring a much-needed financial boost for low-income families, but there are consequences. Families feel negative impacts when a father is missing for years. It can lead to a breakdown in family social cohesion.

Teacher trainer Dil delivers a parent seminar in Lamjung.

Even in this context, a total of 113 parents attended the seminars. Dil challenged the parents to be good role models through games, videos and stories. Parents realised that they were focusing on one aspect of their child’s development. They learned what the holistic development of a child means and their role in it. In spite of the challenges they face on a daily basis to even spend time with their children, they appreciate the opportunity to learn new approaches.

Through this significant training that EQUIP provides, we look to bring good family values, as part of our Christian beliefs, into the communities of our partner schools.

Technology Enhances Learning

Skills cannot be learned without hands-on practice

By Simon Hall

Trying to learn how to use a computer without ever touching a computer is like trying to learn how to ride a bike without ever putting your feet on the pedals. You can memorise all of the concepts and processes, but without feeling the wind in your hair and the butterflies in your stomach, you can’t really claim to KNOW how to ride.

At EQUIP it’s our goal to help our partner schools establish computer labs that enable their students to gain practical skills, in addition to the theory presented in their textbooks. We believe these are vital skills in the 21st Century – not just for the modern work environment, but for future learning, self-confidence and communication.

Each school is responsible for building the furniture to a specific design that minimizes exposed wires and theft.

“Projects like this do not get off the ground without a relationship of trust and shared responsibility.”

The computer lab project has taken different forms over the last few years. Now, in partnership with EduTech Nepal, we will be able to provide the highest quality, best thought out and longest-lasting setup possible.

The computer systems we are installing are designed so they can run all day on a battery. Devices are networked together so that files and screens can be shared. The software is completely genuine, which is rare in a country where most is counterfeit and virus-ridden.

Furthermore, the tables have been specifically designed to safely hide all the wiring, and computers are installed in such a way that they do not function outside of the classroom setup, minimising the risk for theft or accidental disappearance.

“I do not have a computer at home so I’m excited to learn these skills for my future.” - Bishwa Gurung

Projects like this do not get off the ground without a relationship of trust and shared responsibility. We’ve entered a three-way agreement with EduTech and each partner school.

EduTech provides the computer equipment, setup, training and the bulk of the costs. The schools commit to providing the furniture, a secure and well-managed room and to putting money into a maintenance fund each year.

EQUIP plays an important role in liaising with the school, training the teachers, monitoring, follow-up as well as a portion of the costs for future labs.

Setup is carried out by all parties involved

We are convinced that these labs are an important learning tool and will have a meaningful impact on the students. Moreover, the labs can be used to train and equip teachers from other schools and the wider community.

We have plans to provide several more computer labs over the coming years. One is already in process and will hopefully be completed by the end of 2019.

To complete this project, each lab costs $5,000. Fortunately, EduTech will help match our fundraising and we only need $3,500 raised to cover a lab. If you would be interested in supporting this project, please click below or personally get in contact with us at equip@kisc.edu.np

Thank you for your support, and please continue to pray for the students and teachers as they make good use of their new labs.

Every donation goes directly toward funding a high-quality computer lab for a partner school. Each lab only costs $3,500 as EduTech Nepal will cover the remaining costs. Feel free to email equip@kisc.edu.np so we can guide you through the process.