VILLAGE LIFE IN PICTURES

VILLAGE LIFE IN PICTURES

The illustrations on this page provide a brief graphic
description of the villagers' way of life within the southern Mahabharat region of Kabhre
Palanchok district. The photographs on the page Beneficiaries of NSP Aid illustrate some
typical southern Mahabharat village homes. The illustrations on this page shall focus on
the villagers' activities and the way they live.

Spreading the manure is women's job. They are very skillful
in the way they toss the manure onto the field while carrying the basket. The manure is a
mixture of animal dung and dry leaves collected in the jungle. Chemical fertilizer,
although available in Nepal, is totally out of the reach of the region's very poor
population. The next picture illustrates plowing and seeding corn. Both the plow and the
harness are home made by the villagers. This applies to all agricultural implements needed
to cultivate their fields.

Once the crops start to grow, keeping the weeds from the
fields becomes a daily task. The work in the fields goes on rain or shine. As a protection
when working in rainy weather, the villagers wear a home made umbrella made from bamboo
and several layers of dry leaves.

In the picture on the left, the green fields are millet,
the yellow fields are mustard. Mustard is grown as a source of cooking oil. Another daily
chore, usually taken care of by the children, is grazing the goats.

Only goats are taken grazing. Large cattle
such as cows, oxen and water buffaloes are kept within the household compound because they
are not as agile as goats and could slip and fall while grazing the steep hillsides. Every
day early in the morning, one or more members of the family must cut the fodder for the
family cattle. This task may require a long trip into the far off jungle. Dry leaves for
the manure compost must also be collected in the distant jungle.

Harvesting millet, this is a very time
consuming task by having to cut the seed clusters stem by stem. When the harvest time
approaches, as well as during the harvest time, family members must to keep a round the
clock watch to keep the predators such monkeys from prowling the fields and feeding on the
villagers' crops. The picture on the right illustrates a permanent field observation post.

After the crops have been harvested comes the
task of threshing the grain clusters. There are no mechanical devices available for this
purpose in rural Nepal. It is all accomplished with the help of animals or large poles.
This form of grain threshing is not unique just to southern Mahabharat but is in common
practice throughout all rural regions of the country.

Once the grain reaches the people's homes, the
next step is grinding it into flour. On the left is a water propelled corn flour mill.
These mills are usually constructed by the villagers in the valleys and are propelled by
water diverted from a nearby stream or river. Even the mouth of the bamboo basket that
discharges the grain is ingeniously designed to discharge one grain at a time into the
hole of the upper grinding stone. On the right is a foot operated home-made grinding tool
that grinds grain into flour by pounding it with the heavy wooden pole. In the
illustration, the woman is grinding millet.

Above are two views of the interior of a
village home's kitchen, which also serves as a living and dining room. The main family
rooms lack furniture, the family members just squat on bamboo pads on the mud floor. The
meals are also eaten without any utensils in plates also placed on the mud floor. In the
picture on the left, the housewife is cooking the family meal of corn paste. Near the wall
are empty corn cobs that substitute for firewood. The goats and chickens are also kept
near the entrance inside the house for the night. The reason for this is that animal
predators, such as jackals and mountain lions may be prowling the hills for prey during
the night.

When the villagers are not busy with
agricultural work, they engage in other activities that may be related to household
needs as the baby basket on the right, or as income generating activity. The main income
generating activities are bamboo basket weaving and broom making, both from raw materials
that grow in the Mahabharat jungles. However, the earnings from such activities are very
modest. For instance, it takes a man about two days to make one sturdy basket. When he
takes the baskets to sell them in the market, he will probably be paid no more than about
two dollars a piece.

The villagers also make headbands and ropes
needed for carrying loads from the very strong cactus fibre. They also make their
own fishing nets.

The tools needed in agricultural work - hoes,
sickles, the metal parts of plows, khukuri knives - are all made by village blacksmiths.
The village blacksmiths also make certain unique tools used by village tradesmen. The
picture on the right shows a village nursery. The main purpose of nurseries is
reforestation. The sad testimonial to the government's past neglect of the region is that
there are virtually no fruit trees within the southern Mahabharat. By contrast, all other
regions of the district located to the north of southern Mahabharat abound with citrus,
mango and banana trees that generate considerable economic benefits to the people in
those parts of the district from the sale of fruit.

Both men and women fish in their spare time.
Every person that goes fishing wears a small bamboo basket to store the catch. The men
fish with large nets and in deep waters. The women fish in shallow streams with small nets
attached to bamboo bows. Everything they catch, even tadpoles is taken home to enhance
their simple diet.

There are no shops within the southern
Mahabharat. If the villagers need to obtain some personal or household necessity, they
must make the long trip on foot to the nearest urban centre. Occasionally, a traveling
tailor makes a tour of the villages to sow or mend clothing. On the right is a blind man
walking the steep mountain trails alone unassisted. He has to rely on the compassion of
fellow villagers for the donation of food. In Nepal, there is no such thing as welfare
support payments to the poor by the local government. The poor and those unable to work
must take care of themselves or rely on the generosity of equally poor relatives or fellow
villagers.

LIFE IN MAHABHARAT VILLAGES

The lifestyle of southern Mahabharat villagers can be best described as subsistence within a very primitive living environment. People live in simple mud and stone two story dwellings. When a natural disaster struck the region in 1993, many village homes situated in exposed locations collapsed in the heavy rain driven by strong winds. All village homes in rural Nepal are constructed of mud and stone. The main floor of every home doubles as a living room and kitchen and is often also shared by the family goats and chickens during the night. The villagers' homes have no furniture; the family and guests sit on straw mats on the mud floor. Babies are born in the village homes without any medical attention or supervision. Although the government has in recent years established a number of health posts, they still cannot provide adequate health care due to the distances involved. The mortality rate among newborn babies is very high. There are also many instances of mothers bleeding to death after giving birth, again due to the unavailability of medical help.
The food is cooked on an open fire inside the ground level living quarters. Since the houses have no chimneys and the majority of the main floor living quarters may have only a small window, the entire room is filled with smoke when the housewife cooks the morning or evening meal. The food is also simple in the extreme. It can be either corn or millet paste cooked in water and served with a spicy gravy or cooked nettles that the villagers pick along the hillsides. Vegetables are very rare within the region, the yellow Mahabharat soil is not well suited for vegetable growing. The food is served in brass or aluminum plates and eaten by the family on the mud floor. The villagers eat the same kind of food twice a day, every day. The upper level of the village homes serves as a bedroom but without beds. The villagers sleep in a dormitory style on the upper level's mud floor.
The villagers' daily activities focus entirely on household and agricultural chores. The daily chores include cultivating fields, cutting fodder for the family cattle and collecting firewood. The latter two activities usually involve long trips into a far off jungle. The region's entire population subsists on the produce of their own land. The main crops are corn and millet. Rice cultivation within the region is very rare. Virtually all villages are situated in the upper reaches of the hills. The topography of southern Mahabharat is all rugged mountain terrain with very steep hills and narrow valleys.
Everything needed by the villagers in the pursuit of their daily chores, such as agricultural tools and bamboo baskets are also produced by villagers within the villages. The majority of villagers are skilled bamboo basket weavers. Bamboo basket weaving and broom making are the two main income generating activities of the Mahabharat people. However, the earnings from such activities are very modest and barely sufficient for the purchase of other essential family needs.
The population within the region lives in relative isolation from civilization and urban centres. Depending on the location of a village within the region, it may take at least two days of travel on foot to reach the nearest urban centre of the district. Only the police check posts located in certain parts of the region are able to maintain wireless communication with the district headquarters. There is no electricity in any of the Mahabharat villages. Some villagers may own a cheap transistor radio that allows them to tune in to Nepal's only radio station to learn what is happening in the world at large. The level of literacy among the region's population is so low that they would not be able to read a newspaper even if it were available. Thus listening to a transistor radio is the only way to learn what is happening in their country outside of their home region. However, there are not many villagers who possess radios. Therefore, the region's population is very poorly informed both in domestic and world affairs.
Although it is gratifying to know that the majority of the region's children are now able to attend school, their level of literacy on reaching adulthood will also be quite limited. This is due to the fact that the majority of southern Mahabharat schools provide only education up to grade five. Another factor affecting the literacy level of school children is the poor quality of education in remote regions of Nepal. After graduating from grade five, the children will just barely be able to read and write. However, since about one half of the region's population are Tibeto-Burman speaking Tamangs, by attending school, the Tamang children will at least acquire the basics of the national language.
Access to education within the region beyond the five elementary grades is also very limited. Until relatively recently, there was only one secondary school located in the Taldunga village in the western part of the region. Taldunga is the centre of the region's Brahmins, thus it stands to reason that by the virtue of their high status within a Hindu state, that this village is being considered by the government establishment as the focal point of the region. In addition to the secondary school, Taldunga village also received the first health post, a police station and a bank within the region. The Taldunga valley also has the best agricultural land within the entire region.
Access to education beyond the elementary grades also presents a problem for children of very poor families who account for more than 95% of the region's population. The reason is that education beyond grade five is not free in Nepal. The parents of children who attend grades six and seven must contribute 25% toward the cost of operation of a lower secondary school. Parents of children who attend a secondary school (grades 8 - 11) must contribute 50% toward the school's operating budget. During our fourteen year presence within the southern Mahabharat, very few children from the villages that benefited from our projects went on to attend higher grades.
By contrast, we continue to be flooded with requests from young adults to join our training program for gainful employment. Due to the poor quality of education in remote parts of the country, it usually takes a child more than five years to pass grade five exams. By the time they pass grade five, they are already in their teens and the parents begin to arrange their marriages. It is not unusual for fifteen or sixteen year olds to marry. One reason for the teenage marriages is that pre-marital sex is considered a serious social offence. And although virtually all marriages are arranged by parents, they do last. We have had a few instances when some of our apprentices fell in love with a girl in a village where they were working, however, marriages of love are very rare. It is usually the boy's father's task to look for a bride for his son.
The marriages in Tamang communities are also made more complex because they can only take place between partners belonging to eligible clans. The Tamang community is subdivided into twenty five clans. A boy can marry a girl from any clan except his own or one considered as his brother clan. The marriages of Tamang boys and girls must also be in a descending order. The eldest son or daughter in the family must first get married before the next in line younger son or daughter can marry. Marriages between members of the same clan are never allowed. The Tamangs believe that all members of one clan are descendents from the same ancestor. In the case of brother clans, the common ancestors were brothers. However, all clans are considered to be equal in social and ritual status. A widow can marry her late husband's younger brother but not the elder brother. In accordance with local social customs, married couples never show affection for each other in public only in private.
The villagers do not engage in any recreational activities. By being engaged in hard manual labor all day provides them with lots of physical exercise. Although the villagers exhibit low resistance to disease, this is usually attributed to malnutrition. Heart disease is virtually unknown in rural Nepal. However, many villagers, especially women, acquire the bad habit of smoking home grown tobacco that often leads to lung cancer. Smoking may also account for the relatively high mortality rate among the region's adult population. When the villagers are not engaged agricultural work or other household related work, they frequently go down to the streams and rivers in the valleys to fish.

BENEFICIARIES OF NSP AID

When NSP engaged in development activities in Nepal twenty-four years ago, the main objective was to provide assistance with primary school construction to poor Tamang communities in the hills of Kabhre Palanchok district in eastern Nepal.



The Tamangs are the largest ethnic community among the Tibeto-Burman speaking peoples of the Himalayan region. In Nepal, the Tamangs represent more than ten percent of the country's population. Although some Tibeto-Burman communities adopted Hindu customs and Nepali language, theTamangs observe their unique lifestyle and religious beliefs and speak their own language.




They also rank as the most underprivileged among the Tibeto-Burman speaking communities of Nepal. The low profile of the Tamangs and the poverty that marks their villages are the result of concerted exploitation by the elite class over the centuries.



Following the Gorkhali conquest of Nepal in the 18th century, the land owned by the Tamangs was taken away from them and distributed to the ruling Brahmin and Chhetri courtier-class. The Tamangs were then retained as bonded laborers and near-slaves to work these very lands. During the Rana rule, the Tamangs were used as menial labor by the rulers and the courtier-class. They were also prohibited from joining the British Gurkha regiments in India, although the men belonging to other Tibeto-Burman communities - the Gurungs, Magars, Rais and Limbus were permitted. Tamangs were also prevented to join Nepal's own government administration and the military.

Historically, the Tamang people settled in the strategically important districts surrounding the Kathmandu valley. Feeling threatened by this encirclement, the Kathmandu rulers brought them forcibly under central rule and exploited them enough so that they could never rise, as they have not been able to this day. The psychology of the Tamangs took a beating during centuries of economic deprivation, political discrimination, and social marginalization.



Generations of Tamangs have worked as porters in Kathmandu town, and today the majority of rickshaw pullers and the three-wheeler tempo drivers are Tamangs. The lowest grade jobs in the trekking trade are manned by Tamangs. Although they have proven themselves as adept climbers, mountaineering expeditions rarely allow Tamangs above the base camp. Tamangs make up more than 90 percent of religious thangka painting laborers, hired as contract artists by Tibetan and Newar businessmen, who reap the real profits. More than 75 percent of the Tibetan carpet weaving labor are Tamangs, and the majority of kitchen boys in Kathmandu restaurants are young Tamangs.




Even though the Tamangs represent the largest segment of Nepal's population, as a people they are practically unrepresented in the country's national affairs. The proportion of Tamang population in Nepal is about equal to the combined population of the three elite communities - Brahmins, Chhetris and Newars. Yet these three groups represent the following percentages in public life: 93% of key civil service posts, 94% in the judicial system, 94% in the national administration, 83% in senior professions such as doctors and engineers, 87% of all army officers, 60% of the members of the Lower House of Parliament, and 70% of the Upper House.


At the time NSP was being founded, it became very clear that the Tamang people were the logical and a very deserving target for our development aid in Nepal.

THE SOUTHERN MAHABHARAT

The above illustration shows the eastern section of the Kabhre Palanchok Mahabharat range viewed from the Timal ridge north of the Roshi Khola river. The Mahabharat is the highest mountain range south of the Himalayan foothills that spans several districts. In Kabhre Palanchok district, the Mahabharat range occupies more then thirty percent of the district's territory between the Roshi Khola river in the north and the Kabhre-Sindhuli-Makawanpur district boundary in the south. Due to the limited and to some degree difficult access, the Mahabharat ridge virtually isolates the population of southern Mahabharat from the rest of the district. In the illustration below, the eastern part of the Timal region is the second ridge from the front.

The Mahabharat range, though scenically very beautiful, is a very rugged mountain region with very steep hillsides and narrow valleys. From the top of the Mahabharat ridge, on a clear day, one can observe a panorama of the entire Nepal Himalayas, from the Mount Everest region in the east, all the way to the Annapurnas in the west. The above illustration shows a section of the eastern Himalayas, the eastern part of Rolwaling Himal on the left and the Khumbu Himal on the right. Mt. Everest is clearly visible just to the right of centre. The picture below shows the central Himalayas as observed from the top of the Mahabharat ridge. The Dhaulagiri and Annapurna Himal is on the left, the Himalchuli-Manaslu Himal is on the right. These mountains are between 200 to 300 kilometers distant from where the pictures were taken, yet they are clearly identifiable.
There is only one access crossing into the western part of southern Mahabharat via Khopasi and the Phalametar VDC. The central and eastern parts of the region can be accessed via several crossings leading into the Dandagaon, Gokule, Phokshintar and Budhakhani VDCs. In the central and eastern part, a long trail traverses the top of the Mahabharat ridge. The trail is quite scenic as it passes through a dense rhododendron forest with occasional views toward the Himalayas or the hills of southern Mahabharat. In the spring, the forest abounds with a variety of wild flowers.


The pictures below illustrate the various parts of southern Mahabharat. The north, central and eastern part of the Budhakhani VDC, parts of the Bankhu VDC in the southeast along the Kabhre-Sindhuli district boundary, parts of Phokshintar, Ghartichap and Gokule VDCs in the central part of the region, and parts of the Dandagaon, Salme Chakal, Saldhara and Phalametar VDCs in the western and northwestern parts of the region. As can be observed from these photographs, although very beautiful, the southern Mahabharat is also a very rugged mountain region.
Although not as densely populated as northern regions of Kabhre district, the southern Mahabharat occupies nearly twenty five percent of the district's area. As far as local the economy is concerned, there is a great difference between the northern and the southern regions of the Mahabharat. A keen observer would hardly believe that the southern Mahabharat belongs to the same district. While the northern Mahabharat has a great abundance of citrus fruit orchards, virtually no fruit trees can be found throughout the southern part of the region. It seems that the limited and difficult access into the southern Mahabharat resulted in a major neglect of the region by government development planners.
The population settled along the northern slopes of the Mahabharat range derives considerable economic benefits from agriculture and fruit growing. By contrast, the entire economy of southern Mahabharat is based on subsistence or below subsistence farming. Due to the lack of development activities within the region throughout the past several decades, the southern Mahabharat remains the poorest region of Kabhre district and a undeveloped remote area.
The economic neglect of southern Mahabharat is not the only negative factor affecting the way of life of the region's population. There were very few schools within the region when we first engaged there in development activities more than a decade ago. Although many new primary schools have been established during the past decade, there are still many areas within the region where the distances to reach the nearest schoolhouse are too great for the children to be able to attend school.
The lack of schools in the past is also reflected in the high illiteracy level among the southern Mahabharat's population. The majority of teenage and adult population, especially women, is illiterate. Furthermore, access to education beyond the current primary grade five level is also almost non-existent. There is only one secondary school within the entire region.
Next to educational deprivation is the lack of health care facilities. Until about ten years ago, there was only one health post within the entire region. Yet, it is the southern Mahabharat's population that has the longest and most difficult route to reach any available health care facilities within the entire district. The neglect in this area has also been reflected in above average mortality rate among the region's population.
Whenever a natural calamity occurred in Kabhre Palanchok district, it has always been the southern Mahabharat that had suffered the greatest damage. This was the case when a major earthquake struck eastern Nepal in 1988, and also in July 1993, when heavy rainfall caused major floods in the valleys and massive landslides in the hills. The region's population is still recovering from the heavy damage caused by the floods and landslides. While the earthquake damaged or destroyed many village homes, the agricultural land remained virtually intact. On the other hand, the floods and landslides rendered many families both homeless and landless. Major damage has also been caused to the foot trails that represent the only means of transportation and communication in this roadless remote part of Nepal.
While the broad river valleys in other parts of Kabhre district have large tracts of agricultural land that may yield up to three crops per year, the narrow valleys between the very steep mountainsides within the southern Mahabharat offer very limited opportunity for crop cultivation. What little cultivation was possible in the past has for the most part been washed away by the floods of 1993.
Due to the region's isolated location, the lifestyle within the southern Mahabharat is perhaps a century behind that of the economically more prosperous hill regions of Nepal. Modernity has not yet started knocking on the doors within the region. However, the old fashioned lifestyle has also retained many positive aspects to it. Every village is like one large family, with the people helping each other whenever the need arises.
Although the majority of marriages among young couples are arranged by the parents, they do last. As poor as these people are, they adhere to very high moral standards. Such social ills as marriage breakups, family violence, abuse of women and children that affect highly developed societies are totally absent among the region's population.
Southern Mahabharat's population is made up of several ethnic communities. The Tamangs and Magars represent the largest segment of the region's population, along with a few small settlements of Newars, Majhis, Chhetris and Brahmins. The main crops are corn and millet. Due to the rugged mountain terrain and very narrow valleys, rice cultivation in the region is very limited. As mentioned earlier, there are virtually no fruit trees within the region. The soil is also not well suited for vegetable growing.
There is only very limited evidence of animal husbandry as a source of income. The marketable animals are goats or jungle boars (banels) bred by the Tamangs, providing the family can afford to purchase a baby boar from the government agencies in the Chitwan district. The sale of a grown boar may represent the family's only source of annual income.
Throughout our almost two decades long presence within the region, we have been very impressed by the local people and their keen desire to help themselves. They also appreciate the development assistance they receive. The projects that we support all fall into the local self-help category. Every community seeking our assistance makes a substantial in-kind contribution both in locally available materials and voluntary labor toward their project. The village project committees coordinate all project related activities from project planning through to implementation. We donate only such materials that cannot be provided through local resources and provide technical expertise in project design and during project implementation.

NSP TARGET REGION IN NEPAL

All development activities undertaken by NSP during the past two and a half decades focused on the hill regions of Kabhre Palanchok district in eastern Nepal. Kabhre district can be reached along the Arniko highway connecting Kathmandu with Kodari on the border leading into Tibet. Kabhre district has a population of approximately 350,000 made up of eight very diverse ethnic communities. The Tibeto-Burman speaking Tamangs represent about fifty percent of Kabhre district's population.

Initially, our development aid focused on the central Timal region, but was later expanded to other hill regions north of the Sun Kosi river. In 1985, we have shifted our development aid to the southern Mahabharat region, the southernmost region of the district situated between the Mahabharat ridge in the north and the Kabhre-Sindhuli-Makawanpur district boundary in the south. The high Mahabharat ridge spans the entire length of the district. The limited and difficult access virtually isolates the southern Mahabharat region from the rest of the district. The region is also the poorest and the most backward area within Kabhre district and is officially considered an undeveloped area. Prior to NSP's initiation of development activities within the southern Mahabharat, the region did not benefit from any development assistance, governmental or NGO, in spite of the obvious needs of the region's population.
The southern Mahabharat, although scenically very beautiful, is a much more rugged mountain region than the central and northern regions of Kabhre district with steep mountainsides and narrow valleys. The concluding paragraph of the Community Needs Assessment report that was undertaken in 1993, at the request of the Ontario International Development Program, sums up the Mahabharat region and its population as follows:
"Topographically, the southern Mahabharat is a remote mountain region with steep hillsides, often reaching very high altitude (3,000 metres or 10,000 feet) and deep narrow valleys. The population suffers from poverty, lack of safe water and health care facilities, a lack of income generating opportunities, difficult terrain, poor links of communication and a great distance from a motorable road and urban centres. The subsistence farming on low productivity land barely meets their food needs. The critical food self-sufficiency has been further acerbated by a major natural disaster which had struck the region in 1993. The capacities of the Mahabharat people are hard work, their dedication to the community cause and their willingness to participate in any development activity that would bring about an improvement in their primitive way of life. They are prepared to contribute whatever is necessary in local resources and voluntary labor to achieve those goals."

NEPAL IN A CAPSULE

Nepal is a small Kingdom in the Himalayas wedged between two major Asian powers - India and China. The country has become a favorite destination for mountaineers and mountain trekkers, and justly so - among the ten world's highest mountains, eight are located within the boundaries of Nepal including Mt. Everest. Nepal also offers spectacular mountain scenery.
However, virtually all visitors to Nepal see only the small part of the country that derives considerable economic benefits from tourism. One only needs to step behind the backdrop of the beautiful mountain scenery into the remote regions of Nepal that the casual visitors never see, to learn that the majority of Nepal's population lives in abject poverty. In spite of substantial external development assistance, Nepal remains one of the ten least developed countries.
Nepal's backwardness can be attributed to many factors. Prior to the Chinese takeover of Tibet, Nepal was completely isolated from all external influences by the then rulers of the country. Other factors are the country's topography - 85% of Nepal's territory are mountains, the absence of roads (Nepal has only 1,565 miles/2,900km of poorly paved roads), travel throughout most of the country is possible only on foot and transportation by manpower, and a very large population (20 million) in a relatively small country (comparable in size to the state of Florida). The population density is 365 people per square mile.
Administratively, Nepal is divided into seventy five districts and each district into approximately ninety Village Development Committees (VDCs). The dark spot in the centre of the map is Kabhre Palanchok district, NSP's target region for development assistance. More than 90% of Nepal's population lives in rural areas and is engaged in agriculture, although only 17% of Nepal's territory is under cultivation. The majority of rural population are subsistence or below subsistence farmers. About one half of the population lives below the poverty level, which in Nepalese terms is defined as an expenditure for a minimum daily calorie requirement.
Any official statistics on the status of progress in Nepal must be taken with caution. In 1970, the life expectancy was only 29 years, in 1993 it was quoted as 51. The main contributing factor to the high mortality rate is the lack of emergency medical facilities particularly in rural regions of the country. The lack of medical facilities must also be blamed for the very high infant mortality - 112 per 1,000 babies.
Although the official literacy ratio is being quoted as 26%, any observer visiting remote regions of Nepal will find that the majority of adult and teenage population is illiterate. This can again be attributed to the lack of schools in rural areas and the distances involved to reach those that existed. Twenty years ago, primary level education was only up to grade 3, but has since been upgraded to grade 5. However, the quality of education in remote regions is quite poor. It is doubtful that any child in a remote rural region of Nepal now passing grade five will be able to read a book or newspaper or be able to write a letter.
What impresses the majority of visitors to Nepal most are the Nepalese people. It would be impossible to meet friendlier and more charming people in any other country. Nepal is a country where a visitor can feel completely safe. This also reflected in the virtual absence of crime. The crime rate in Nepal is less than one percent per 100,000 population, which is probably the lowest anywhere in the world.
Following the overthrow of the Rana regime in 1951, parliamentary democracy was established in Nepal, but ten years later, the present King's father abolished the parliamentary democracy, established a partyless Panchayat system of government and became an absolute monarch. Throughout the subsequent twenty nine years, the political forces within the country continued to be active. The resistance to absolute monarchy culminated in 1990 with the movement for the restoration of democracy. In April of that year, the King relented and allowed the restoration of a democratic system of government under constitutional monarchy. In 1996 the CPN/Maoist presented to the government a list of social program they wanted to see implemented. The request was ignored by the Deuba led government, which led the CPN/M going underground and declaring an armed insurrection called People's War. The insurrection lasted ten years and resulted in the loss of more than 13,000 lives. In 2006 the political parties joined the Maoists in a civil upraising against the oppressive royal regime. The upraising was successful and the king was forced to relinquish all executive power. Subsequently, the recalled parliament held elections to Constituent Assembly elections with CPN/Maoist winning almost half of the seats and becoming the largest political party. The first session of the CA abolished monarchy and declared Nepal a Democratic Federal Republic.

WHAT IS NEPAL SCHOOL PROJECTS

Nepal School Projects (NSP) is a non-governmental organization (NGO) located in Ontario, Canada, founded in 1975, and run entirely by volunteers. NSP is incorporated as a non-profit organization with the Government of Ontario, and also has a charitable organization status with Revenue Canada - registration BN 11905 3411 RR0001. NSP is also eligible to apply for matching contributions of public funds from the Canadian International Development Agency (CIDA) in support of its development activities in Nepal.
The implementation of the projects we support in Nepal is carried out by our counterpart organization NSP/Nepal. NSP/Nepal has been incorporated with the Kabhre Palanchok district administration as a non-profit organization and is managed by its own Board of Directors. It is also affiliated with the Social Welfare Council and the NGO Federation of Nepal. NSP/Nepal's chief executive officer is Mr. Rakam S. Ghalam; NSP/Nepal's office is located on Sri Marga 442 in Lazimpat; telephone number is 4419980. Correspondence can be directed to GPO Box 4479. NSP/Nepal can also be reached by e-mail at nsp-nepal@nepal-school-projects.org .
The key objectives of our organization are to raise and allocate funds for development projects in rural Nepal. The emphasis must be on "grass-roots" projects that clearly benefit the needy and underprivileged people.
NSP feels that the best approach toward development activities in Third World countries is to put the beneficiaries in charge of development projects within their own communities. The local people themselves best understand their own problems and should be encouraged to seek their own solutions, possibly with the help of external material assistance. This approach is also reflected in the reluctance of the Nepalese government to allow expatriates, with a few rare exceptions, to seek or accept employment in Nepal. And when professional expertise is needed, qualified Nepalese professionals can always be found in virtually all fields of endeavor.
For the benefit of anyone who may be interested in working in Nepal, or to become involved in NSP project activities in Nepal, we must point out that we cannot engage any expatriate volunteers in the activities we support in Nepal. We are also not able to provide any information concerning employment possibilities for expatriates or expatriate volunteers in Nepal. Such information should be sought from the Nepalese Embassy in Washington, D.C., large bilateral organizations or NGOs that have a visible presence in Nepal, or the concerned government agencies in Nepal such as the SWC.

Voluntary controlled school

Prior to the Education Act 1944, voluntary schools were those associated with a foundation, usually a religious group. That Act imposed higher standards on school facilities, and offered voluntary schools a choice in funding the costs this would incur.
Voluntary controlled schools would have all their costs met by the state, but would be controlled by the Local Education Authority.
Voluntary aided schools would be only partly funded by the state, with the foundation responsible for 50% of capital works but having greater influence over the school.
The Roman Catholic Church chose to retain control of its schools, while more than half of Church of England schools became voluntary controlled.[1]

Foundation school

In England and Wales, a foundation school is a state-funded school in which a foundation or trust has some formal influence in the running of the school. Foundation schools were set up under the School Standards and Framework Act 1998 to replace grant-maintained schools, which were funded directly by central government. Grant-maintained schools that had previously been voluntary controlled or county schools (but not voluntary aided) usually became foundation schools.
Foundation schools are a kind of "maintained school", meaning that they are funded by central government via the Local Education Authority, and do not charge fees to students. The land and buildings are typically owned by a charitable foundation. Like voluntary controlled schools, foundation schools are wholly funded by government, with the foundation appointing about a quarter of the school governors. As with voluntary aided schools, the governing body employs the staff and has responsibility for admissions to the school, subject to rules imposed by central government. Pupils follow the National Curriculum.[1][2][3]
Within the maintained sector in England, approximately 2% of primary schools and 15% of secondary schools are foundation schools. Almost all of these are non-faith schools.[4]

Community school

A community school in England and Wales is a type of school that is run wholly by the local education authority (LEA). The LEA is responsible for the school's admissions, owns the school's estate and employs the school's staff.[1][2][3]
In the mid-19th century, government involvement in schooling consisted of annual grants to the National Society for Promoting Religious Education and the British and Foreign School Society to support the "voluntary schools" that they ran, and monitoring inspections of these schools. The Elementary Education Act 1870 imposed stricter standards on schools, and provided for the setting up of locally elected school boards in boroughs and parishes across England and Wales, empowered to set up elementary-level board schools where voluntary provision was insufficient. A number of voluntary schools, especially those of the BFSS, chose to become board schools. Parents were still required to pay fees, though the fees of the poorest were paid by the board.[4]
The Education Act 1902 abolished school boards, transferring their functions to counties and boroughs acting as Local Education Authorities. The board schools were thus renamed county schools. The Act also introduced county secondary schools, which were greatly expanded during the 20th century.[4] The schools were renamed community schools in the School Standards and Framework Act 1998.[5]
Approximately 61% of the state-funded primary and secondary schools in England are community schools.[6]

Secondary school

Secondary school is a term used to describe an educational institution where the final stage of compulsory schooling, known as secondary education, takes place. It follows on from primary or elementary education.
There are many different types of secondary school, and the terminology used varies around the world. Children usually transfer to secondary school between the ages of 14 years, and finish between the ages of 16–18 years, though there is considerable variation from country to country.

Public school (privately funded)

In most of the United Kingdom and in some Commonwealth countries, a public school is a traditional privately operated secondary school that is funded by the payment of tuition fees.[1] These schools, wherever located, often follow a British educational tradition. Originally, many were single-sex boarding schools, but many are now co-educational with both boarders and day-pupils. This usage is synonymous with preparatory school in the USA, although in British English preparatory school has a different meaning.
Whether a particular independent school is or is not a public school is not clearly defined, although there are some which indisputably are, and others which clearly are not. While this usage of the term public school is common in most of the United Kingdom, it can be ambiguous in Scotland, where it often refers to a publicly funded school.

Single-sex education

Single-sex education (SSE) is the practice of conducting education where male and female students attend separate classes or in separate buildings or schools. The practice was predominant before the mid-twentieth century, particularly in secondary education and higher education. Single-sex education in many cultures is advocated on the basis of tradition, as well as religion and is practiced in many parts of the world. A number of studies starting in the 1990s are showing statistical data that children from single-sex schools are outperforming students from coeducational schools[1]}. In 2002, because of these studies and bipartisan support, the US law of 1972 that made coeducation in public schools mandatory was revoked and funding was given in support of the single-sex option. There are now associations of parents who are advocating for single-sex education.
According to supporters, gender roles can be subverted in a single-sex environment (e.g. Sax, 2005)[2]; boys will be more likely to pursue the arts, and girls more likely to pursue mathematics and science. Margrét Pála Ólafsdóttir, an Icelandic educator who introduced single-sex kindergarten to Iceland in 1989, stated: "Both sexes seek tasks they know. They select behavior they know and consider appropriate for their sex. In mixed schools, each sex monopolises its stereotyped tasks and behavior so the sex that really needs to practice new things never gets the opportunity. Thus, mixed-sex schools support and increase the old traditional roles."
There are some neurological and chemical differences that can be observed in adults. The average woman is believed to use the left hemisphere of the brain more often; this area of the brain is associated with speaking, reading and writing. Likewise their frontal lobe (facilitates speech, thought and emotion) is more active. Some argue that this must thus hold true for girls of all ages as well. [3] Thus, girls retain and process information better with open ended assignments that allow them to fully express themselves.[4]
According to some studies (Kadidy & Ditty, 2001, Elliot, 1971, Cone-Wesson & Ramirez, 1998) females hear better than males which would call for males to sit closer to the front of the classroom to hear instruction better; as males usually are seated in the rear of the classroom, this would be a change from the traditional seating arrangement. Also females have higher levels of estrogen in the brain which reduce aggressive behavior and is thought to create a calmer classroom atmosphere.[5] They are also more likely to assume a leadership role in a single-gendered classroom than in a co-educational one.[6]
In short, some argue that all males and females receive and process information differently, hear and see differently, and develop at different paces[7]; therefore, they argue, different teaching styles and classroom structures should be adopted to accommodate both sexes. Further research involving classroom observation and gender specific instruction implementation should be monitored and considered, especially concerning the differences within a group of one sex as opposed to the rest of the class[8].
Supporters argue that socialization is not the same as putting together, but is a matter of educating in habits such as respect, generosity, fairness, loyalty, courtesy, etc. And this can be done with more success knowing the distinct tendencies of boys and girls.
Catholics usually refer to teachings of Pope Pius XI in 1929. He wrote an encyclical entitled "Christian Education of Youth" where he addressed the topic of coeducation. He said there, after condemning sex education, "False also and harmful to Christian education is the so-called method "co-education". This too, by many of its supporters is founded upon naturalism and the denial of original sin."

Mixed-sex education

Mixed-sex education (also known as coeducation), is the integrated education of males and females in the same institution. The opposite situation is described as single-sex education. Most older institutions of higher education restricted their enrollment to a single sex at some point in their history, and since then have changed their policies to become coeducational.
Co-ed (or coed) is the shortened adjectival form of "coeducation", and the word co-ed is sometimes also used, in the United States, as a noun to refer to a female student at a coeducational college or university. This usage reflects the historical process by which it was often female pupils who were admitted to schools originally reserved for boys, and thus it was they who were identified with its becoming "coeducational".
The word is also often used to describe a situation in which both sexes are integrated in any form (e.g. "The team is co-ed").

Private school

Private schools, also known as independent schools, are not administered by local, state or national governments; thus, they retain the right to select their students and are funded in whole or in part by charging their students tuition, rather than relying on public (state) funds. In the United Kingdom and several other Commonwealth countries, the use of the term is generally restricted to primary and secondary educational levels; it is almost never used of universities and other tertiary institutions. Private education in North America covers the whole gamut of educational activity, ranging from pre-school to tertiary level institutions. Annual tuitions at K-12 schools range from nothing at tuition-free schools to more than $45,000 at several New England prep schools.
The secondary level includes schools offering grades 7 through 12 and grade 13. This category includes university-preparatory schools or "prep schools", boarding schools and day schools. Tuition at private secondary schools varies from school to school and depends on many factors, including the location of the school, the willingness of parents to pay, peer tuitions and the school's financial endowment. High tuition, schools claim, is used to pay higher salaries for the best teachers and also used to provide enriched learning environments, including a low student to teacher ratio, small class sizes and services, such as libraries, science laboratories and computers. Some private schools are boarding schools and many military academies are privately owned or operated as well.
Religiously affiliated and denominational schools form a subcategory of private schools. Some such schools teach religious education, together with the usual academic subjects to impress their particular faith's beliefs and traditions in the students who attend. Others use the denomination as more of a general label to describe on what the founders based their belief, while still maintaining a fine distinction between academics and religion. They include parochial schools, a term which is often used to denote Roman Catholic schools. Other religious groups represented in the K-12 private education sector include Protestants, Jews, Muslims and the Orthodox Christians.
Many educational alternatives, such as independent schools, are also privately financed. Private schools often avoid some state regulations, although in the name of educational quality, most comply with regulations relating to the educational content of classes. Religious private schools often simply add religious instruction to the courses provided by local public schools.
Special assistance schools aim to improve the lives of their students by providing services tailored to very specific needs of individual students. Such schools include tutoring schools and schools to assist the learning of handicapped children.

North America and the United States

In North America, the term school can refer to any educational institution at any level, and covers all of the following: preschool (for toddlers), kindergarten, elementary school, middle school (also called intermediate school or junior high school, depending on specific age groups and geographic region), senior high school, college, university, and graduate school.
In the US, school performance through high school is monitored by each state's Department of Education. Charter schools are publicly funded elementary or secondary schools that have been freed from some of the rules, regulations, and statutes that apply to other public schools. The terms grammar school and grade school are sometimes used to refer to a primary school.

Europe

In much of continental Europe, the term school usually applies to primary education, with primary schools that last between six and nine years, depending on the country. It also applies to secondary education, with secondary schools often divided between Gymnasiums and vocational schools, which again depending on country and type of school educate students for between three and six years. The term school is rarely used for tertiary education, except for some upper or high schools (German: Hochschule) which are used to describe colleges and universities.

Europe

In much of continental Europe, the term school usually applies to primary education, with primary schools that last between six and nine years, depending on the country. It also applies to secondary education, with secondary schools often divided between Gymnasiums and vocational schools, which again depending on country and type of school educate students for between three and six years. The term school is rarely used for tertiary education, except for some upper or high schools (German: Hochschule) which are used to describe colleges and universities.

India

In ancient India, schools were in the form of Gurukuls. Gurukuls were traditional Hindu residential schools of learning; typically the teacher's house or a monastery. During the Mughal rule, Madrasahs were introduced in India to educate the Muslim children. British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion.
Under the British rule in India, Christian missionaries from England, USA and other countries established missionary and boarding schools throughout the country. Later as these schools gained in popularity, more were started and some gained prestige. These schools marked the beginning of modern schooling in India and the syllabus and calendar they followed became the benchmark for schools in modern India. Today most of the schools follow the missionary school model in terms of tutoring, subject / syllabus, governance etc...with minor changes. Schools in India range from schools with large campuses with thousands of students and hefty fees to schools where children are taught under a tree with a small / no campus and are totally free of cost. There are various boards of schools in India, namely Central Board for Secondary Education (CBSE), Council for the Indian School Certificate Examinations (CISCE), Madrasa Boards of various states, Matriculation Boards of various states, State Boards of various boards, Anglo Indian Board, and so on. The typical syllabus today includes Language(s), Mathematics, Science - Physics, Chemistry, Biology, Geography, History, General Knowledge, Information Technology / Computer Science etc... Extra curricular activities include physical education / sports and cultural activities like music, choreography, painting, theater / drama etc...

United Kingdom and Commonwealth of Nations

In the United Kingdom, the term school refers primarily to pre-university institutions, and these can, for the most part, be divided into pre-schools or nursery schools, primary schools (sometimes further divided into infant school and junior school), and secondary schools. There are various types of secondary schools which include grammar schools, comprehensives, secondary moderns and city academies. In Scotland school performance is monitored by Her Majesty's Inspectorate of Education. Ofsted reports on performance in England and Wales.
In the United Kingdom, most schools are publicly funded and known as state schools or maintained schools in which tuition is provided free. There are also private schools or independent schools that charge fees. Some of the most selective and expensive private schools are known as public schools, a usage that can be confusing to speakers of North American English. In North American usage, a public school is one that is publicly funded or run.
In much of the Commonwealth of Nations, including Australia, New Zealand, India, Pakistan, Bangladesh, Sri Lanka, Kenya, and Tanzania, the term school refers primarily to pre-university institutions.

History and development of schools

The concept of grouping students together in a centralized location for learning has existed since Classical antiquity. Formal schools have existed at least since ancient Greece (see Academy), ancient India (see Gurukul) and ancient China (see History of education in China). The Byzantine Empire had an established schooling system beginning at the primary level. According to Traditions and Encounters, the founding of the primary education system began in 425 A.D. and "… military personnel usually had at least a primary education …". The sometimes efficient and often large government of the Empire meant that educated citizens were a must. Although Byzantium lost much of the grandeur of Roman culture and extravagance due to a need for survival, the Empire emphasized efficiency in its war manuals, allowi. The Byzantine education system continued until the empire's collapse in 1453 AD.[2]
Islam was another culture to develop a schooling system in the modern sense of the word. Emphasis was put on knowledge and therefore a systematic way of teaching and spreading knowledge was developed in purpose built structures. At first, mosques combined both religious performance and learning activities, but by the ninth century, the Madrassa was introduced, a proper school built independently from the mosque. They were also the first to make the Madrassa system a public domain under the control of the Caliph. The Nizamiyya madrasa is considered by consensus of scholars to be the earliest surviving school, built towards 1066 CE by Emir Nizam Al-Mulk.[citation needed]
Under the Ottomans, the towns of Bursa and Edirne became the main centers of learning. The Ottoman system of Kulliye, a building complex containing a mosque, a hospital, madrassa, and public kitchen and dining areas, revolutionized the education system, making learning accessible to a wider public through its free meals, health care and sometimes free accommodation.

One-room school in 1935, Alabama.
The nineteenth century historian, Scott holds that a remarkable correspondence exists between the procedure established by those institutions and the methods of the present day. They had their collegiate courses, their prizes for proficiency in scholarship, their oratorical and poetical contests, their commencements and their degrees. In the department of medicine, a severe and prolonged examination, conducted by the most eminent physicians of the capital, was exacted of all candidates desirous of practicing their profession, and such as were unable to stand the test were formally pronounced incompetent.[citation needed]
In Europe during the Middle Ages and much of the Early Modern period, the main purpose of schools (as opposed to universities) was to teach the Latin language. This led to the term grammar school which in the United States is used informally to refer to a primary school but in the United Kingdom means a school that selects entrants on their ability or aptitude. Following this, the school curriculum has gradually broadened to include literacy in the vernacular language as well as technical, artistic, scientific and practical subjects.
Many of the earlier public schools in the United States were one-room schools where a single teacher taught seven grades of boys and girls in the same classroom. Beginning in the 1920s, one-room schools were consolidated into multiple classroom facilities with transportation increasingly provided by kid hacks and school buses.

School

A school (from Greek σχολή (scholē), originally meaning "leisure", and also "that in which leisure is employed", "school"),[1] is an institution designed to allow and encourage students (or "pupils") to learn, under the supervision of teachers. Most countries have systems of formal education, which is commonly compulsory. In these systems, students progress through a series of schools. The names for these schools vary by country (discussed in the Regional section below), but generally include primary school for young children and secondary school for teenagers who have completed primary education.
In addition to these core schools, students in a given country may also have access to and attend schools both before and after primary and secondary education. Kindergarten or pre-school provide some schooling to very young children (typically ages 3-5). University, vocational school, college or seminary may be available after (or in lieu of) secondary school. A school may also be dedicated to one particular field, such as a school of economics or a school of dance. Alternative schools may provide nontraditional curriculum and methods.
There are also non-government schools, called private schools. Private schools may be for children with special needs when the government does not supply for them; religious, such as Christian Schools, Khalsa Schools, Torah Schools and others; or schools that have a higher standard of education or seek to foster other personal achievements. Schools for adults include institutions of corporate training and Military education and training.
In homeschooling and online schools, teaching and learning take place outside of a traditional school building.

The Present Status of School

The Present Status of School

This school is located in rural area. The most of the students in this school are children of farmers and backward indigenous nationality community group. So the school has not been able to built enough physical infrastructure for qualitative education. 367 students are studying and 25 teachers and staffs are engaged in this school. The fees are not collected completely from the students who are studying in school because of low income of their guardians. The school is compelled to teach 133 students freely and 234 with fees among 367 students from a family and the poor, orphan and talented students on the reference of VDCs, political parties, societies etc.


The school is not strong economically because of shouldering the expenditure of 25 teachers and staffs even in low income and rent of house because of lack of school’s own building to administer the school. The school is not running smoothly with its own income.

Because of current status and situation of school, there is a difficulty to achieve qualitative and experimental education to school. The school is not able to fulfill sufficient materials for science laboratory because of school’s weak economic aspect. It is not able to establish school standard library. However, this school is starting future in own fair path continuously to obtain its aim facing economic and physical difficulties. Though the lack of source and materials, this school made 100% students passed (S.L.C. in 1st division from 2060 upto now continuously and the scoring is above 67%. This school has also awarded Baras Excellent Award 2062 scoring the first position in this area. The school is proud of it. The school would like to commit its continuous devotion for the better result than previous.

The donation, in fact, is the common property of this area. Therefore, the responsibility of its protection and conversation also should be the subjects of public concern to the locals

These all physical properties but by school will be properly of school or the public but not the private. These things funded in school fund. Their administration and expenditure will be administered and spent for the welfare by the school management committee, elected in each two years. The all properties achieved by school will remain in the school. These things won’t be misused carelessly. Daily care and administration will be done by the selected principal or other determined personality by the school management committee.

The instruction given by the society or personality who help in school’s physical for the preservation and administration of materials will be obeyed. The donor society can point out an individual to administer. The donor society can indenisation and supervise in any time. The donor society and the work together in the help of financial works. So, it is implemented and administered use and administration of obtained help transparently in selected / pointed sector. The name of donor is prescribed in materials and offices obtained as help for school.

Vision:-

Not to let poor helpless, orphan handicapped dalit, janajati and genius students away from the light of qualitative education.

Mission:-

To make the parents aware on the education of their children.
To emphasis on the all round development of children.
To inspire the public representatives in the development of educations.
To develop the spirit of education as service but not as business.
To emphasis on education of co-operation spirit.
To build the teachers 100% trained.

Strategy:-

To encourage the socially marginalized and unable (Weak) students in Education(for that) to bring programs through V.D.C., D.D.C. and local associations- societies. To serve the education for all. To maintain the help in national and International standard to maintains the sources and materials. For that, to administer it by local public representatives establishing fund. To enhance contact with different campuses for free education to the aimed /desired students in higher education.



Source:-

The school income are the fee collected from affordable/ payable parents, donation( help) from D.D.C., Club and other social instruction and fees from sponsored students.

Scholarship:-

This school in non- profiting school governed by private sector, this school is administering with co-operation feelings. Although 133 students including Dalit, Janajati, poor, helpless, orphan, talented etc are gaining education with full or partial scholarship in this school, this is the 37% of total students. This would be the development of school if sources are maintained from different from different social instructions to such students

Administrative and Implantation of Fund:
This school is obtained help of computer, books, medicine etc. from different association, societies and personalities since its establishment.

These things given to the school are public property. The protection and conversation of the things are the subjects of public concern.

These all physical properties obtained by school will be solely the property of school (the public). These things funded in school fund. Their administration and expenditure will be administered and spent for the welfare by the school management committee, elected in each two years. All properties achieved by school will remain in the school.

These things won’t be misused carelessly. Daily care and Everyday administration and the protection of the property will be done by the principal or other authorized personnel from the management committee.

The instruction given by the society or personal for school’s physical preservation and administration will be considered seriously. The donor society can point out an individual as administer. The donor can investigate and supervise in any time. The donor society and the school can collaborate for the financial works. So, the overall implementation and administration will be transparent in the selected/ pointed sector. The name of donor is prescribed in materials and office obtained as help for school.




Conclusion:-

This school located at north east in rural area of Kathmandu district struggling with different problems laboring to get its determined goal is committed and solemn vowed to serve the education of 21st century to co-operate with education related societies and personality to make the education for all and to fulfill physical educational standard of public. For that school is committed to exchange mutual help developing brotherly relationship with the societies like a piece of our bread can serve the life of someone.

The Aims of School

This school has aimed to product enable manpower to obtain class wise and level wise nationla objectives providing quantitative though it is administering with limit source and equipment. The aims are pointed out as followings.

• This school mainly aims to prepare a disciplined, creative, dedicated and ideal citizen serving qualitative education for preservation and promotion of nation, nationality sovereignty and democracy taking school as society of enlighting education.


• To nature out an dhelp the innate capaticy of peroson and possibility of personality develpopment.
• To help in the development of healthy, social life promoting human, nation, nation and social value and beliefs.
• To help in keeping own identification i nnational and international status for modern, favourable life living.
• To help in socialization of individual and to found the social integrity.
• To help in conversation and utilization of natural environment and national heritages.
• To serve the education preserving and promoting Nepalese arts and cultural
• To build self-depended, enable, strength, strength citizen to the studetns in future emphasizing in creative, experimental vocational and technical education according to necessity of present era.
• To serve stanard education encouraging socially back dalits, weak poor and talented childrean
• To be effortions for the preservation and promotion of professional rights., welfare of teacher and staffs.
• To increase the level of school up to (10+2) Higher Secondary Level serving standard and qualitative.

serenehill

About Serene Hill school

The school, Serene Hill Englsih Secondary School. a non profitalbe with co-operative sprit is established is 2054 B.S by soleman promised, committed youth and well known companion in social development at Bajrayogini V.D.C ward no 1. Kathmandu adminsitered by private sector to serve the qualitative education. This school is running in a rural area. Now 367 students are studying and 25 teaching and non staffs are serving in in this school. This school grabbed desired progress in a short period of its establishment. This school is facing various difficulties de to rural are of its location. The source of incoem is agricultural to most of the people in this area. The parents of students who are studying in this school have very low amount of income. They are not only unable to pay fee but also unable to pay on time. So average standardization of school is not enhancing.

This school is administered by private sector however it is serving fully or partially free education to 133 students of talented, poor, dalits, orphans and Janajati of five VDC's Bajrayogini, Suntole, Lapsephedi, Pukhulachhi and Indrayani of Sankhu area.

Thus, this school is running further with the feeling of servitude, emphasizing standard education, expecting help, support, courtesy of parents, teacher, students as well as of Ed. Devoted societies.