Key Achievements

NCLR has specifically adopted a Community Mobilization include training, research, materials development, advocacy and consultancy services for educational programs.

• A four-member advisory board council comprised of ECD experts, academicians, master trainers, policy makers, educational leaders has been formed to guide overall project activities, formulate strategies, review objective progress and catalyze the project’s intervention processes;
• Provision of trained coordinators to drive and expedite overall project activities and service deliveries;
• Provision of National Director to mentor overall project activities, and to provide administrative, logistical and managerial assistance;
• Formation of a four-member Project Management Unit (PMU) comprised of 1 advisor, project coordinator, national director and local community representative; -Formation of sub-committees at the school level to make sure that basic health, hygiene and sanitation needs are appropriately identified and properly dealt with;
• Formation of 3 member teacher’s group in school to sustain the changes as well as to make sure that we make best use of the ECD materials, protect them and keep them up-to-date and in a ready-to-use mode with assistance from ICRI-Nepal’s experts;
• Training and empowerment of school head teachers to monitor the overall teaching and learning process and provide feedback on outcome

During the past year, NCLR Team has conducted several highly acclaimed Teachers’ Training Program workshops for educators at both public and private schools in the Kathmandu areas. NCLR has received requests to expand its services to the rural areas outside Kathmandu valley as well. It has received the enthusiastic support of the Ministry of Education and Sports, Department of Education, National Center for Educational Development, Research Center for Educational Innovation & Development/Tribhuvan University (CERID/TU), Curriculum Development Center (CDC) who the main governmental organizations responsible for the education and welfare of children in Nepal.

In addition to larger scale, multi-day workshops conducted at a variety of locations, we work with individual teachers in each school on a weekly basis, spending a minimum of 3 to 4 hours assisting them with planning, technical support and material development skills delivery. Participating teachers also attend regular monthly meetings at ICRI-Nepal’s office to share best practices and learn new techniques from each other and from NCLR facilitators.

NCLR team organized interschool visitation programs in pre-schools for the teachers/ participants to share information, ideas, experiences regarding classes modeling, sharing materials safe keep and usages, overall setup etc…

NCLR Team conducted classroom reorganization and reconstruction workshops to assist schools in making classrooms more conducive to learning and “child-friendly.” Most classrooms in Nepal are in traditional condition, with decaying walls, ceilings, doors and windows, dilapidated furnishings, and few if any educational materials. Beyond these reorganization and reconstruction workshops, NCLR has provided technical assistance and limited funding to individual schools participating in the NCLR Teachers’ Training Program, facilitated the repair and painting of crumbling classroom walls, ceilings, doors and windows, and furnishing classrooms with needed materials. We are working closely with school administrators to assure that they utilize their own resources as much as possible to accomplish the work themselves. The entire restructuring/reorganization activity has been accomplished with true participation and team spirit of the School Management Committee Members, the community leaders, the parents/guardian, the teachers, the older children, and local/non-local volunteers.

ICRI-Nepal and its program, NCLR, have received virtually unanimous positive feedbacks from the teachers and school administrators who have participated in its Teachers’ Training Programs, in-service training for supervisory personnel, seminars, and classroom reorganization projects. NCLR team is working closely with private foundations, local NGOs, and Nepali governmental offices to continue our work and find ways to create sustainable solutions to Nepal’s need for educational support and reform. Most importantly, as compared to last year, after the intervention of this program in Choina Bina Guru Ganesh Primary School and Pragati Sikshya Sadan Secondary School, the enrollment of children has significantly increased this year. There were about 18 students in pre-primary section of Choina School but this year the enrollment is about 35. Similarly, there were 22 in nursery and 26 in KG last year in Pragati School where as this year the number has gone up to 40 in nursery and 35 in KG.