2023
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Gurukul Secondary School, Bharatpur
- Working in this large school in the province of Chitwan was not easy: the strict hierarchical structure of the organisation, the disinterest of the school management in our work, the illness of the headmaster and the blurred distinction between supervision and teaching led to many misunderstandings and frustrations. The two coordinators of the pre-school and classes 1 to 10 tried to implement our suggestions within their limited competences. However, some teachers were unwilling or unable to make meaningful changes to their teaching.
Glee Academy School, Dhangadhi
- At this outreach in the far west of Nepal, we were able to implement an amazing amount of our ideas in a short time because the headmistress knew us and our way of working from before: She was an English teacher at Stepping Stone School, where we had worked twice. Not only did things change very quickly in the classroom, but the large playground was cleared of rubbish every day by the pupils, and the drinking water soon stopped flowing uncontrollably across the playground.
- The next mission is already planned to monitor and improve the implementation. We were also able to accompany and support the cooperation between the Darshana School in Kathmandu and the Glee Academy (Zoom meetings on organizational and methodological issues, teacher and student exchanges, etc.)
[report]
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2022
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Darshana English Secondary School, Kathmandu
- At this school, we first wanted to see how many of our online ideas were actually implemented. Our hopes were modest based on our experience with the remote assignment a year ago. However, the initial skepticism on both sides soon gave way to a trusting cooperation during the personal contact with the school management and the teachers. Especially in the preschool department, very positive changes quickly became apparent: Planning for a new building for the preschool, a new collection room, English classes for the teachers, etc.
However, a major problem at Darshana School was the lack of infrastructure: The computer lab had two broken laptops, and the science lab had virtually no visual materials (models, posters, etc.). Therefore, the two teachers mostly taught their subjects theoretically.
- After receiving financial support from our L2L Foundation, 22 "upgraded" laptops and a projector were installed in the computer lab from one day to the next, and the science teacher proudly showed the new microscopes and some models and posters to his students. Suddenly, the students showed an amazing interest in both subjects, and the computer teacher in particular literally blossomed: Chat groups, a (for now digital) school newspaper, exchange programs with other schools, etc. were the direct result of the new possibilities.
- In addition to countless classroom visits and some methodological-didactic workshops, we also offered consultations to the school management and the school board, which had a positive impact on the school's daily life. This positive trend was also confirmed during our short visit in the spring of 2023. We look forward to working with this school again in 2024.
[report]
Vidhya Sagar English Secondary School, Banepa
- During our third visit to this school, we found that the kindergarten was still being taught according to traditional patterns because the headmaster was unwilling to replace the veteran teachers. Especially the lack of English skills and the unwillingness to change make it difficult to provide modern education at the preschool level. At least we were able to get free play time. In the elementary school, on the other hand, there are some young teachers who have responded very positively to our suggestions and have implemented our ideas.
- At the high school, although the headmaster had played down the changes in the preliminary discussions with us, he was very quick to implement some changes based on our negative observations, such as classroom visits by the headmasters. Meanwhile, the changes seem to have had a positive effect on teaching and the atmosphere at the school.
[report]
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2021
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Darshana School, Kathmandu
- As we could not carry out the planned assignment at Darshana School in Kathmandu last year due to Covid, we tried to communicate our ideas via internet in seminars taking place from June to August 2021:
Besides some WhatsApp meetings with the school management, we offered 6 presentations on different didactic topics and with ideas for teaching mathematics and science. Besides that, we provided teachers with helpful documents to break up the distance learning and visited about 40 classes online.
- We would like to check whether the interventions were successful in person as soon as possible.
Bhanu Memorial School, Biratnagar
- Our third online course was held with Bhanu Memorial School in Biratnagar, where we had already worked in November 2019. Thanks to the strong commitment of the two deputies of the school management, the timely commissioning of the transmission facility through two cell phones placed in the classroom soon worked. Through 35 online classroom visits with written feedback and three workshops, we tried to refresh what we had taught (and what was partly forgotten) during our visit two years ago. In the lower classes, this was not too successful. The principal was unfortunately in Kathmandu most of the time because of an upcoming family wedding; he left the whole responsibility with his deputies which was detrimental to the motivation of the teaching staff.
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2020
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Vidhya Sagar English Secondary School, Banepa
- From October 5, 2020 to February 8, 2021, we were teaching online courses at the Vidhya Sagar English Secondary School in Banepa. We had already been working with this school in February/ March 2019. After three online discussions with the school management, we offered ideas to the teachers from different subjects and levels to enrich their lessons. In between, we visited about 25 remote and in person lessons and provided detailed written feedback afterwards. The teachers appreciated our help and the headmaster promised to encourage and monitor the implementation of the ideas. However, we would like to check the result of our efforts on site as soon as possible.
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October - December 2019
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Bhanu Memorial English Boarding School, Biratnagar
- Our 23rd Swisscontact mission took us once again to Biratnagar, in the very south of the country on the Indian border. But this time we visited the Bhanu Memorial English Boarding School. Mahendra Sitaula, the headmaster of the school, and his wife Sharada supported us actively in our work, so that soon the first successes in teaching could be seen. The teachers soon put some of our suggestions into practice and students confirmed again and again that the lessons had become more varied, exciting and instructive. On two Saturdays off, Mahendra and Sharada spoiled us with two interesting excursions into the surroundings of Biratnagar. This is one of the reasons why we will probably remember this trip as one of the most successful ones. [report]
Himjyoti EBS
- In the second part of our 23rd Swisscontact assignment we worked at the Himjyoti English Boarding School in Damak, one and a half hours' drive from Biratnagar. This time our work was more difficult from the beginning: The director was still teaching at another school, the teachers of the preschool had difficulties with English, and the infrastructure of the school was quite poor. Everyone involved assured us again and again how much they appreciated our work, but the implementation was very difficult. We are therefore not sure whether our efforts have brought much. But the director wants to implement as many of our recommendations as possible as soon as possible. [report]
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February/March 2019
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Vidhya Sagar English Secondary School
- The first impression of the follow-up assignment at the Vidhya Sagar English Secondary School soon shows that not all of our proposals from November 2017 were implemented. Primary and secondary school teachers are busy writing lesson plans. However, there are still big differences regarding the implementation in the classroom. Nothing has changed at all in preschool: English, as well as writing and "mathematics", are still being taught at an early age in order to satisfy parents' expectations and to set themselves apart from their competitors. Before the desired next assignment at this school something needs to change urgently! The short-term switch to 80-minute lessons, on the other hand, seems to be worthwhile. The new tasks for the Subject Coordinators in the area of quality assurance are also a positive aspect for the future.
[report]
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Autumn 2018
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Emmanuel English Secondary School, Dhulikhel
- Three years ago, shortly after the earthquake, an expert from Swisscontact was already working at this school. We, therefore, expect a well organized school with a sensible infrastructure. But the consequences of the earthquake are still too visible: rooms filled with junk and no computer room for the pupils; a much too small, dark teachers' room and no material room; dust and boxes with unknown contents everywhere; no visual aids or toys for the youngest! Through regular workshops, we show interested teachers the most important methodological findings. Some of them immediately try to implement what they have learned, but others have difficulty with the proposed changes. Especially the headmaster Udaya Bhushan hardly responds to our suggestions. Also from our predecessor, he hardly seems to have learned anything. The happy children compensate us for our unsuccessful attempts to prepare this school for a successful future. [report]
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Autumn 2017
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Vidhya Sagar English Secondary School, Banepa
- The impressive infrastructure - the school buildings were rebuilt in a new location after the 2015 earthquake - initially deceived us about the quality of teaching. Soon, however, we noticed that despite the three interactive blackboards, almost all classrooms were taught in the typical Nepalese way. We were able to convince the headmaster Hira Sharma of this very quickly, and he immediately took up the proposed changes. Soon we saw everywhere prepared lessons with more student activity. After two weeks we got support from Lea Hitz of the PHGR. [report]
Stepping Stone English Secondary School, Dhangadhi
- After an incredibly dusty drive in a suspensionless Landrover, a stopover in Butwal and a short visit to Lumbini we reached Dhangadhi on the second evening. Lea Hitz got a real impression of rural Nepal. The reception at school the next day was again very warm, but the impressions in the class were sobering. The many surveillance cameras in the classrooms coincided with the dissatisfaction of many teachers. The changes in teaching since our last visit were limited. Individual teachers, however, had implemented our suggestions well. In any case, the students were grateful for the changes.
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February 2017
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Birgunj, Parsa District, Terai
- Gautam English Secondary School 18.1 February 2017 Gautam
- In our third assignment at this big school, we cannot do much for a week, because the whole school is preparing for a sports day.
- Then we visit the classes and conduct two workshops on different topics every day.
- Also specific instructions and three workshops for the school management demand a lot of energy from us and from the participants.
- Family Lama offers two exciting weekend excursions to the countryside and the Chitwan National Park.
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November/ December 2016
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Trisuli, Nuwakot, Gerkhu 4
- Uttargaya Public English Secondary School UPESS [report]
Biratnagar
- Bal Kalyan Vidya Mandir BKVM [report]
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February 2016:
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Trisuli, Nuwakot, Gerkhu 4
- Uttargaya Public English Secondary School UPESS [report]
Unfortunately, we had to cancel this assignment after 10 days, due to medical reasons (persistent hiccup).
Biratnagar
- Bal Kalyan Vidya Mandir BKVM
As the hiccups did not stop we had to postpone this assignment to the coming autumn.
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November/ December 2015: |
Dhading Besi, Dhading District:
Stepping Stone English School [report] |
February 2015: |
Kathmandu:
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December 2014: |
Chapali, Kathmandu:
- Victor Hugo Manjushree Vidyapith [report]
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November 2014: |
Dhangadhi, Far Western Region:
- Stepping Stone English School [report]
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September 2013: |
Chapali, Kathmandu:
- Victor Hugo Manjushree Vidyapith [report]
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February/
March 2013: |
Pokhara:
- Himanchal Boarding School [report]
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November/ December 2012: |
Kathmandu
- Golden Gate College [report]
- Pathshala Nepal School und Touch Wood Kindergarten [report]
- New Summit School [report]
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April/
May 2012: |
Banepa, Kavre District
- Baylor International Academy [report]
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October/ November/ December 2011: |
Dhawa (Ghorka District)
- Shree Prabhat Public School on behalf of "Learning Planet" [reports 1 and 2]
Kathmandu
- Fluorescent Higher Secondary School [report]
- Southwestern State College
- Kinder Care International Pre-School [report]
- Learn to Learn Nepal (Teacher training workshops)
Tansen (Palpa District)
- Palpa PABSON (Private and Boarding School Of Nepal) [report]
Besishahar (Lamjung District)
Dhading (Dhading District)
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February/
March 2011: |
Kathmandu, Lalitpur, and Damak (Terai)
- Garfield Academy [report]
- Sano Sansar Kindergarten [report]
- KinderCare International Pre-School [report]
- National Teachers Training Centre [report]
- Sunrise Secondary English School [report]
- Southwestern State College [report]
- Greenway Educational Academy [report]
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September/ October 2010: |
Kathmandu and Lalitpur
- Kangaroo Kids Kindergarten [report]
- KidsCare International Pre-School [report]
- Sunrise Secondary English School [report]
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November/ December 2009: |
Biratnagar (Terai) and Birgunj (Terai)
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March 2009: |
Biratnagar (Terai)
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November/ December 2008: |
Kathmandu and Birgunj (Terai)
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January/
February 2008: |
Kathmandu and Lalitpur
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November 2006: |
Birgunj (Terai)
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