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ANNUAL PROGRESS REPORT

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Head Office: Project Office:

Bhanimandal-13, Nilkantha M.C-3,

Lalitpur Puchharbazzar, Dhadingbensi

EDUCATIONAL HORIZONS NEPAL

(EHN)

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7th Annual General Assembly

Program Schedule

Master of Ceremony: Uttam Rajkarnikar (General Secretary)

Dated: October 6th. 2017 (Aswin 22, 2074)

Chaired: Dhruba Raj Ghimire (Chairperson)

Venue: Early Childhood Education Center, (ECEC)

Bhanimandal,Lalitpur

Time: 3:45-4:54 pm

Program Time Responsible Remarks Opening 3:45-3:50 pm Ms. Kamala Rai

Welcome 3:51 -3:55pm Mr. Uttam Rajkarnikar

Message 3:56- 4:06 pm Mr. Krishna B. Shrestha

Annual Progress Report 2073/74,

and Plan of 2074/75

4:07 - 4:16 pm Mr. Shyam K. Rai (Bimal) Presentation

Financial Report 2073/74 & Budget

074/75

4:17– 4:26 pm Ms. Arpanah Rongong

and Ms. Rosy Gurung

Presentation

Approval of the policies 4:27-4:36 pm Mr. Uttam Rajkarnikar

Auditor selection/appointment and

auditor charge

4:37-4:41pm Mr. Uttam Rajkarnikar

Announcements 4:42-4:44 pm Mr. Uttam Rajkarnikar

Vote of Thanks 4:45-4:49 pm Mr. Dhruba Raj Ghimire

Closing remarks 4:50- 4:53 pm Mr. Dhruba Raj Ghimire

Membership renewals 4:54-onwards Ms. Rosy Gurung

Delicious food 4:54-onwards Ms. Samjhana, other staff

Specials on Agenda:

1. Presentation and approval of Annual Progress Report and Project Plan of next Project

Year

2. Presentation and approval of Audited Financial Report and Budget of next Project Year

3. Auditor selection/appointment and auditor charge confirmation

4. Approval of the Policies; Anti-corruption, human rights, environment, Assets ….

I

Executive Summary

Educational Horizons Nepal (EHN) implemented three projects in Dhading this year. ECDE-

Project aimed at bringing improvements in teaching-learning pattern adopted by the ECD class

teachers. A total of 49 ECD class teachers from 49 ECD classes/schools received the certificate

of completion of 18 Days ECD Class Teacher Training this year. They were certified as the

capable ECD class teachers to conduct the ECD class activities in improved methods based on

the holistic development of children. Parent education program Day-II, for the parents of children

in ECD class was conducted in 32 schools to make the parents aware of their proper responses

to the holistic development of their children. A total of 1530 parents were directly benefitted

by the Day II parent education program. Child friendly learning activities; circle times, singing,

dances, story-telling, theme teachings, art and crafts, materials development from locally available

resources and so on have been started in these schools after the training. A total of 1819 children

were directly benefitted by the training and parent education program. They have become more

interactive and dynamic in taking part in all learning activities.

ECD classroom reconstruction work in Paropakar Basic School and Tamai Ratmate HSS is going

to be completed. About 75% is completed in Tamai Ratmate HSS and about 50% completed in

Paropakar Basic School. The building will be handed over to the DEO by the end of September

2017. Each year, about 40 ECD class children, 36 class-one children, 2 ECD class teachers,

and 2 class-one teachers from both the reconstructed buildings will directly be benefitted

after the completion of.

A total of 21 Basic Schools in Dhading were benefitted by the MBB library project this

year. Total 17 schools/libraries received new extra books in the library this year. Total

370 children/students and 21 teachers in this year were directly benefitted by the project.

Effective implementation of the work plan and proper coordination with the Government

and community stakeholders in the process of project implementation, were the major

strategies adopted to reach to the targeted outputs.

II

Table of Contents

1. Today’s Program Schedule …………………………………………………………….I

2. Executive Summary…………………………………………………………….………II

3. Message from the Chairperson………………………………………….…………..…1

4. Message from Project Coordinator………………………………….……………..….2

5. About EHN…………………………………………………………………………….3

6. Ongoing Programs and Projects ……………………………………………………....5

7. Project Achievements ………………………………………………………………....7

7.1 ECDE-Project……………………………………………………………………....…..7

7.1.1 ECD Class teacher training: First Phase…………………………………………...7

7.1.2 ECD Class teacher training: Second Phase………………………………………..8

7.1.3 ECD Class teacher training: Third Phase………………………………………….9

7.1.4 Parent Education Program………………………………………………………..11

7.1.5 Mid-Term Project Evaluation……………………………………………....……..12

7.2 ECD Classroom Building Reconstruction Project…………………………...………14

7.3 My Book Buddy Library Project…………………………………………………...…15

8. Project Monitoring and Follow-Up program………………………………………...17

9. Early Childhood Education Conference………………………………………….….18

10. International Child Development Program (ICDP)…………………………………18

11. Effective Coordination with the Stakeholders………………………………....…….19

12. Stories of Changes………………………………………………………….………..19

13. Human Resource Development……………………………………………………..21

14. Challenges Faced-Lessons Gained……………………………………………...……21

15. Local Media……………………………………………………………………..……23

16. ECDE-Project Plan: Second Phase-2018-21…………………..…….……………….24

17. Work Plan for the Next Year Activities …………………………………....………25

18. Coordination, Learnings, Applications (Photos)…………………………….....…….27

WRITING AND EDITORIAL TEAM

Shyam K. Rai (Bimal), Uttam Rajkarnikar

PHOTOGRAPHS

Shyam Bdr. B.K., Prabin Kumar Tamang, Santa M. Sunuwar

1

Message from the Chairperson

Children as the pillar of nation, must be loved, cared, and protected today for

tomorrow. What their present situation is a determinant for their tomorrow’s

situation. Moreover, the situation the children is facing today is related to the

situation of nation. I am so grateful to be a part of bringing changes in the lives

of children through Educational Horizons Nepal (EHN).

It is a matter of great pleasure and honor for us to inform you that EHN has played a significant

role to make a difference in the quality of life of children; in collaboration with different actors.

The great achievement would not have been possible without the commitments from government

bodies, management committees, teachers and parents. We have witnessed a significant changes

in the child friendly learning environment in the Centers, positive environment in the families and

learning outcomes among children.

Therefore, on behalf of ENH Board, I would like to extend my sincere gratitude to all the

governmental, and non-governmental organizations, individuals, volunteers, and funding partners

for the generous support in prayer, finance, and others. The hard work and commitment from

all the EHN staff members and the level of support from EHN Board members is highly

appreciable. We thank God for his favor in this organization in the past and we seek his

continuous guidance in the days to come.

Dhruba Raj Ghimire

2

Message from Project Coordinator

I am very much honored to come up with the Annual Report 2073/74

(2016/17) of EHN. EHN has been making a significant difference directly, or

indirectly in the lives of children of ECD and other classes. We experienced

that EHN could make the same pattern of contribution this year too to the

lives of ECD and other class teachers, family members, and ECD class children.

The policies and the programs for educational sectors of Nepal are directed to bringing socio-

economic transformation, job oriented educational skills, and equitable access of all to education

etc. The admission rate of Class One including the experience of ECD in the year of 2072/73 was

62.4%. National Planning Commission (NPC), in the approved periodic plan (2073/74-2075/76)

focuses on the Early Childhood Development Education as one of the significant programs to

reach to the goal and objectives set in. A total of 35174 ECD centers/classes are established in

Nepal till the end of 2073. Focusing on the child development (physical, mental, social and

intellectual development) is one of the strategies of the plan. EHN worked on behalf of the

children from 200 ECD classes out of the total ones to the date in Dhading. In this way, EHN is

in the line with the development strategies of Government authorities. We could not be away

from a lot of challenges in the process of aligning the project implementation with the

Government plans. We, however, could reach to the target groups and beneficiaries by means

of the generous support from the supporting partner, Government as well as community

stakeholders, and with the remarkable hard-working of all the staff members.

I, on behalf of whole EHN family, would heartily like to express my sincere gratitude and thanks

to our Board Members, Nepal Government, ECEC, Shanti Nepal, and the funding partners,

especially, Bethel Margareta Hamrin, Silje Gunlaug Yun Eng, and Solveig A. Midtgarden from

HimalPartner who worked very hard with us for the project, Cathy Spirenburg from Book Buddy

Foundation who spent a lot of time with us in project preparation and management. Similarly,

Bertine Vermeer from Board of Special Needs and Stefen Peter along with Sabin Fitzi from

Interserve Switzerland are in the center of appreciation for creative ideas sharing with us on

behalf of their respective organization for the sake of Nepali children through EHN. Lastly, thank

you all again with looking forward to have your valuable suggestions and supports.

-Shyam K. Rai (Bimal)

3

ABOUT EHN

WHO WE ARE…Children are the pillars of nation for today and tomorrow, garlands of

family and society. Children are the cross-cutting issues. No existence of children, no existence

of family and society, but large number of Children in Nepal are out of the opportunity of quality

education and the mainstream of holistic development. Lack of teaching-learning materials, lack

of equipped teachers, lack of child friendly family environment, lack of child friendly

infrastructures, and so on are the major challenges because of which children’s holistic

development have been affected.

Educational Horizons Nepal (EHN) was established in 2009 AD, or 2067 BS as a Non-Profit, and

Non-Governmental social organization to be a part of minimizing these stated challenges for

ensuring the child friendly teaching pattern, the child friendly school and the home environment

for their holistic development of children, and moreover, for bringing positive transformation in

all aspects of the Nepalese society.

EHN VALUES

1. Love: We love all without caste, colour, religion, gender,

2. Inclusiveness: We value the equal participation of all individuals in all domains.

3. Integrity: We believe in placing our action in complete internal consistency or accuracy.

4. Relationship: We value the relationship among all people.

5. Uniqueness: We believe in equal essence of each individual as special one.

EHN VISION

All children in Nepal get

opportunity to learn

and develop to reach to

their full potential.

EHN MISSION

To create positive and

enabling environment in

the families, schools and

communities in a way

that children enjoy

learning and thrive.

4

EXECUTIVE COMMITTEE

ADVISOR COMMITTEE

Mr. Gopal Sharma

(Member) Ms. Arpanah M. Rongong

(Treasurer)

Mr. Devananda Kadariya

(Member)

Mr. Krishna Bdr. Shrestha

(Vice (Chairperson) Mr. Dhruba Raj Ghimire

(Chairperson) Mr. Uttam Rajkarnikar

(General Secretary)

Ms. Kamala Rai

(Member)

Mr. Bishwash Sunuwar

(Member)

Mr. Yusuf K. Mahat

(Member)

Ms. Josien L. Graafland Ms. Reiny de. Wit

5

ONGOING PROGRAMS AND PROJECTS

Program: Child development and Education

Project: An Integrated project on Early Childhood Development and Education

(ECDE-Project, Phase-I)

Project Period: 2013-2017

Project District: Dhading

Project Coverage: 20 Resource Centers

Project Target Group: 1. ECD class teachers

2. Parents of ECD class children

3. Resource persons

4. Principals

5. SMC members

Project Beneficiaries: ECD class children age of 3-5 years.

Project Activities: 1. ECD Class Teachers Training

2. Parent Education Program (PE-Program)

3. Teaching-Learning Materials Distribution

Project Objectives: 1. Established child friendly ECD class and home environment

2. Improved teaching-learning practices in the ECD class

3. Improved parent’s response to children at home

Funding Partner: HimalPartner, Norway

Program: Post Earthquake Response Program

Project: ECD Classroom Building Reconstruction Project


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Project Period: 2016-2017

Project Rural Municipality: Jwalamukhi Rural Municipality & Nilkantha Municipality

Project Schools: 1. Shree Paropakar Basic School

2. Shree Tamai Ratmate HSS

Project Activities: 1. Establishment of two roomed classroom building reconstruction

2. Set up of teaching-Learning materials, cushions, carpets, furniture

Funding Partners: (1) INTERSERVE Switzerland

(2) Board of Special Needs, The Netherlands

Program: Education

Project: My Book Buddy Library Project (MBB-Project)

Project Period: 2014-2018 (Phase-I)


Project Coverage: 22 Basic schools

Project Target Groups: Students in Basic Schools

Project Activities: 1. Bookcase set up inside classroom

2. Books: Story, novel, dictionary, Atlas etc.,

Funding Partner: Book Buddy Foundation, The Netherlands

7

PROJECT ACHIEVEMENTS

Project Background

This project was designed to enhance the capability of the ECD class teachers, to make the

parents sensitized about their proper responses needed for the holistic development of their

children, to activate the School Management Committee (SMC) members, the principals, and the

Resource Persons (RPs) so that they can give their full creative effort on the overall management

of the ECD classes. Eighteen Days ECD class teacher training, eight hours parent education,

twenty five days Training of Trainers (ToT) for the RPs, one day orientation/activation program

for the SMC members and the principals are the major project activities of the project. The

project preparation and the management are done in the close coordination with the District

Education Office (DEO) and the District Coordination Committee (DCC).

Activities Conducted

1. ECD Class Teacher Training: First Phase

Teaching capacity development training for the ECD class teachers is one of the major project

activities. This was, however, interrupted for a year due to the earthquake that EHN involved

in the earthquake response program instead. So, after the interruption, EHN recommenced the

training this year for the ECD class teachers. A total of 50 new ECD class teachers received the

first phase training of 6 days this year conducted in Aarughat and Nilkantha resource centers.

Mr. Nanda Khapangi, Mr. Shanti Dahal, Ms. Geeta Kapali and Sumanna Shrestha, as the lead

trainers from ECEC, four resource persons from DEO as the co-trainers, and a trainer from

Shanti Nepal for the part of health contents made the program very successful.

Mr. Ishwor Kumar Shrestha, Resource Person in DEO, and Mr. Binod Aryal, Social Development

Program Officer, in District Coordination Committee (DCC) officially visited the program spot

with the boosting messages for the participants and EHN. The participants were well-equipped

1. AN INTEGRATED PROJECT ON EARLY CHILDHOOD DEVELOPMENT

AND EDUCATION (ECDE-PROJECT)

8

with the knowledge and skills of child friendly teaching-learning methodologies, teaching-learning

materials development from locally available resources, child friendly environment, and so on.

2. ECD Class Teacher Training: Second Phase

EHN conducted the second phase training this year in two places, Aarughat and

Dhadingbensi, from Falgun 11 to 16, 2073. A total of 50 ECD class teachers received the

training in both the places. In Aarughat, teacher trainers (TTs), Ms. Geeta Kapali and

Ms. Hadassah Dona Karthak as the lead trainers from ECEC, RP Mr. Nilkantha Regmi from DEO,

and a trainer from Shanti Nepal trained the participants for 6 days. In Dhadingbensi, teacher

trainers Ms. Prabha Rai and Sumanna Shrestha as the lead trainers from ECEC and RP Mr. Udaya

Bahadur Bhandari as the co-trainer from DEO trained the participants. Mr. Arjun Nepane from

Shanti Nepal trained the participants in the contents of Health, Nutrition and Sanitation.

Participants work in the group Participants learn making materials

9

3. ECD Class Teacher Training: Third Phase/Last Phase

EHN conducted the third phase training in both the places, Aarughat and Dhadingbensi, from Jun

8th to 14th, 2017. A total of 49 ECD class teachers received the certificate of the successful

completion of the 18 days ECD class teacher training. Ms. Geeta Kapali, Ms. Hadassah Ronggong,

Ms. Sumanna Shrestha, Ms. Prabha Chamling Rai and four resource persons trained the

participants for six days long. Mr. Shobhakar Regmi, Asst. DEO, distributed the certificate of

completion.

The Listed are the certified teachers:

S.n. Certified ECD Class Teacher ECD Class/School Resource Person

1 Sabina Gurung Bhaise Basic School Nilkantha Regmi

2 Laxmi Danai Mahendrodaya H.S.S Nilkantha Regmi

3 Deuti Kandel Kalika Basic School Nilkantha Regmi

4 Goma Mijar Devisthan Basic School Nilkantha Regmi

5 Lila Adhikari Shivalaya Sec. School Nilkantha Regmi

6 Pramila Adhikari Jalpa Basic School Nilkantha Regmi

7 Purnima Ghale Satthar Basic School Nilkantha Regmi

8 Goma Shrestha Nawadurga Basic School Nilkantha Regmi

9 Sarmila Ranamagar Mahendrodaya Sec. School Nilkantha Regmi

10 Matrika Gubhaju Nagkanya Sec. School Nilkantha Regmi

11 Kamala Manandhar Badri Bishal Sec. School Nilkantha Regmi

12 Bhawani Shrestha Janajagriti Basic School Nilkantha Regmi

13 Deepa Majhi Jyamirechaur Sec. School Gyanendra Khakural

14 Belimaya Shrestha Salyankot Sec. School Gyanendra Khakural

15 Sarmila Burlakoti Kamaladevi Basic School Gyanendra Khakural

16 Bhagawati Timilsina Nrisinha Basic School Gyanendra Khakural

10

17 Parbati Adhikari Ranipouwa Sec. School Gyanendra Khakural

18 Rammaya Kumal Salyantar Sec. School Gyanendra Khakural

19 Sani Suchikar Chulidevi Sec. School Gyanendra Khakural

20 Kamala B.K. Aawagaman Basic School Gyanendra Khakural

21 Gyany Burlakoti Chakradevi Basic School Gyanendra Khakural

22 Sunakanchhi Jimba Aadarsha Sec. School Baburam Nepal

23 Gyanumaya Tamang Sarda Basic School Baburam Nepal

24 Sangita Tamang Mahakali Sec. School Baburam Nepal

25 Alina Subedi Panchakanya Basic School Baburam Nepal

26 Smriti Lama Latidevi Basic School Baburam Nepal

27 Sarita Basnet Lilakali Sec. School Baburam Nepal

28 Januka Aryal Ghourudevi Basic School Baburam Nepal

29 Rammaya Tamang Nawajyoti Basic School Baburam Nepal

30 Prabina Subedi Janasewa Basic School Baburam Nepal

31 Rukmani Nepal Bendidevi Basic School Baburam Nepal

32 Kamala Poudel Goganepani Basic School Baburam Nepal

33 Gousari Magar Rastriya Basic School Baburam Nepal

34 Sita Gurung Kanyadevi Basic School Udaya Bdr. Bhandari

35 Suntali Tamang Prakash Sec. School Udaya Bdr. Bhandari

36 Gauri Gurung Dhuseni Basic School Udaya Bdr. Bhandari

37 Goma Shrestha Manakamana Basic School Udaya Bdr. Bhandari

38 Bimala Sirmal Pateni Basic School Udaya Bdr. Bhandari

39 Sita Kumari Shrestha Kalika Basic School Udaya Bdr. Bhandari

40 Sarita Shrestha Panchhakanya Sec. School Udaya Bdr. Bhandari

41 Kalpana Gurung Shankhadevi Sec. School Udaya Bdr. Bhandari

42 Sharmila Pandit Karneshwor Sec. School Udaya Bdr. Bhandari

43 Phulmaya Ranamagar Rijalthok Basic School Udaya Bdr. Bhandari

44 Rita Pokhrel Jalkanya Basic School Udaya Bdr. Bhandari

45 Sarita Shrestha Newarpani Basic School Udaya Bdr. Bhandari

46 Mina Kumari Gurung Jalkanya Basic School Udaya Bdr. Bhandari

# Total: 46 Total: 46 Total RCs/RPs: 4

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4. Parent Education Program (PE-Program)

The PE Program is one of the activities of the ECDE-Project designed for the parents of ECD

class. This program is conducted for those parents whose children are learning in the ECD classes,

and the ECD class teacher of that class must be benefitted by the 18 days ECD class teacher

training. This is of 8 hours in duration divided into two phases as Day-One of 4 hours and Day-

Two for 4 hours. Making the parents sensitized about their responses to creating child friendly

home environment, to ensure child health, sanitation and nutrition, to ensure the child rights etc.,

needed for the holistic development of a child are the major objectives of the program.

EHN implements this program so as to give a joint intervention from home and ECD class on

the holistic development of the children. So, there is a systematic link between the PE program

and the teacher training. EHN has usually been conducting the Day-One just after the completion

of the 1st phase and the Day-Two after the completion of the 2nd phase ECD class teacher training.

Achievements

EHN conducted the Day-One program last Year and the Day-Two this year. The Day-Two

program was conducted in 32 ECD schools this year with around 1530 parents. They were well-

equipped with the knowledge and the skills of responding to their children in terms of the holistic

development approach. Field officers of EHN; Shyam Bahadur B.K., Santa Maya Sunuwar, and

Prabin Kumar Tamang, and RPs from DEO Dhading; Nilkantha Regmi, Baburam Nepal, Udaya

Bahadur Bhandari and Gyanendra Khakural jointly conducted/facilitated the whole program.

Staff, Shyam B.K., delivers parent education RP Nilkantha Regmi delivers the parent education

12

Mid-Term Project Evaluation

EHN conducted a mid-term project evaluation by an external evaluator covering the project

period 2013-2015 to assess the qualitative result brought by the project. Mr. Bed Prasad Sapkota,

an external evaluator, came up with the following conclusions and recommendations after the

evaluation processes.

Conclusions1: The project was successful in achieving the outputs and indicators, which contributed

to the project partially meeting their overall objective. Master Trainers (MT) for child friendly

teaching methodology have gained knowledge and the skills for ECDC improvement have been

developed at a district level. The trained ECDC facilitators are motivated, and have succeeded in

putting their training into practice. However, about 32.57% of total facilitators were trained until

September 2016 out of a total of 4398 facilitators in the district. To train the remaining 67.42%

within the project period is unrealistic. The ECDCs which were visited during the field work were

found sufficient as per the number of children, and basic facilities were provided by the SMCs. Most

of the ECDCs have yet to be improved to have a toilet, a separate playground for the children,

sanitation regulations and the ability to sensitize other teachers towards the importance of standard

ECDCs for the holistic development of children. Resource persons of DEO as trained local resource

persons can be taken effective approaches to continue the monitoring and back up support to the

ECDC and the facilitators beyond the project completion. Likewise, parent education found another

effective initiative for changing attitude and behaviors of parents towards holistic development of

the children and creating ownership. But the target of number of benefitted parents through

education is also poor 3379 (17%) out of total 20000 targeted in project document.

The baseline records of actual situation of ECDCs and attitude and behaviors of parents/community

leaders and the teacher on the importance of improved ECDCs and holistic development of the

children are not found which is essential for evaluating the project effects at purpose level.

Likewise, the outputs result indicators of the project through training for facilitators and

educational materials support are not clear and well defined in project document. Therefore,

measuring changes at outputs level against the input and process is difficult. The project

management structure of EHN and staffing is found effective. However, the project staffs are

unclear about their role of coordination at district level and monitoring/ follow-up of the

implemented activities at field as they are lacking a clear and specified monthly and weekly plan

with clear result indicators in line with the project outputs.

1 Bed Prasad Sapkota/External evaluator

13

Above findings show that the project has planned and implemented in a community based and

integrated approach where the strategy of promoting community participation and building

confidence of the ECDC facilitators were adapted. The findings confirmed that it was a community-

based and integrated project that focused on promoting child friendly teaching/learning practice in

the ECD Centers (ECDC) of Dhading district through the training and follow up for the Resource

persons of DEO, the facilitators and parent education. The project’s aim is that the children will be

creative, open and friendly with the teachers/elders, confident to express their feelings and enjoy

learning and have an improved environment in the school as well as at home. However, the activities

were found to be more focused on training the RCs and facilitators and creating awareness of parents

towards the importance of health and nutrition to develop the children in a holistic manner. There

is a need to integrate activities for creating wider level awareness towards the child friendly

education including the health and nutrition among the local community leaders and representatives

of local government such as representatives of VDCs, ward citizen forum to create local ownership

Recommendations2:

Attention in coordination with district level stakeholders has to be given equally with the

other activities of the project

Coverage of the project should be more concentrated in focused geographical area rather

to cover whole district and all 20 resource centres. Project can be designed training and

follow up for all of the RPs and facilitators as general coverage/due focus on capacity

building of ECD facilitators through on site backstopping. Coaching and refresher training,

and some resource centres has to be selected for intensive intervention to provide focused

support and achieved desired change.

2 Bed Prasad Sapkota/External evaluator

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Project Background

This project was designed as the response to the earthquake of 2015. The reconstruction of two

roomed two ECD classroom buildings in the coordination with Nepal Reconstruction Authority

(NRA) is the main activity of the project. Shree Paropakar Basic School in Jwalamukhi Rural

Municipality, ward no 7 and Shree Tamai Ratmate Higher Secondary school in Nilkantha

municipality, ward no 14 are the benefitted schools.

Progress made and Beneficiaries

After the hard work for getting project approval from the respective Government authorities,

DLPIU, CLPIU, NRA, reconstruction in both the places commenced on Baisak 25th, 2074. About

75% and 50% works were completed in Tamai Ratmate and Paropakar basic school respectively

by the end of July 25th. 2017. It has been planned to complete all the remaining works by the end

of October 2017. About 32 ECD class children and 44 class-one children each year, 2 ECD

class teachers, and 2 class-one teachers in both the schools will directly be benefitted

after the completion of the building reconstruction.

2. ECD CLASSROOM BUILDING RECONSTRUCTION PROJECT

Reconstruction in Paropakar Basic School,

Jwalamukhi Rural municipality

Reconstruction in Tamai Ratmate HSS, Nilkantha

Municipality

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Project Background

This is a library type of project initiated in 2014 for 2018 in Dhading funded by Book Buddy

Foundation, The Netherlands. Setting up a library inside the classroom is the major activity of the

project. Needy schools are selected in the recommendation of the DEO for the project. A

portable bookcase made up of woods with four wheels so that teacher can move it wherever is

needed to place. The primary target group of the project is students. Novel books, story books,

atlases, dictionaries, science fictions are the major books kept in the bookcase. The class teacher

and the principal are the responsible persons for the effective operation and management of the

library. The bookcase is normally opened once a week, and the students can have the opportunity

of borrowing preferred books for reading at home. The class teacher can apply rules and

regulations to operate this project effectively. The main goal of the project is to develop/form

reading habit of students and to support for cognitive development of the children.

Project Benefitted Schools

S.n. Schools RCs RPs

1 Shree Gurdum Basic School Naubise Tulsi Prasad Khanal

2 Shree Chandidevi Basic School Naubise Tulsi Prasad Khanal

3 Shree Mahalaxmi Basic School Naubise Tulsi Prasad Khanal

4 Shree Nirseshor Basic School Naubise Tulsi Prasad Khanal

5 Shree Janata Basic School Naubise Tulsi Prasad Khanal

6 Shree Barahi Basic School Naubise Tulsi Prasad Khanal

7 Shree Gyanodaya Basic School Naubise Tulsi Prasad Khanal

8 Shree Janakalyan Basic School Naubise Tulsi Prasad Khanal

9 Shree Setidevi Basic School Naubise Tulsi Prasad Khanal

10 Shree Kaule Basic School Naubise Tulsi Prasad Khanal

11 Shree Janashakti Basic School Naubise Tulsi Prasad Khanal

12 Shree Nisakot Basic School Naubise Tulsi Prasad Khanal

13 Shree Saraswati Basic School Naubise Tulsi Prasad Khanal

14 Shree Sthanapati Basic School Chainpur Babu Krishna Shrestha

15 Shree Devisthan Basic School Chainpur Babu Krishna Shrestha

3. My BOOK BUDDY LIBRARY PROJECT (MBB-Library Project)

16

Prepared bookcases for the library

16 Shree Jalamukhi Basic School Chainpur Babu Krishna Shrestha

17 Shree Nabodit Basic School Chainpur Babu Krishna Shrestha

18 Shree Gyanbodh Basic School Chainpur Babu Krishna Shrestha

19 Shree Nayadevi Basic School Nalang Sudharshan Bhatta

20 Shree Jagriti Basic School Maidee Om Parsad Pathak

21 Shree Bedbyash Basic School Tripureshor Prem Kumari Malla

22 Shree Rithabote Basic School Baireni Ramji Gautam

Project Outputs

Four new schools have been added to the project this year. The listed schools with the serial

number 19-22 above in the table are the new schools added to the project. A total of 851 students

and 60 teachers were directly getting benefitted by the project in the year. The students have

access to their interesting books. The teachers have used some of the relevant contents of the

library books as the contents to be taught in the classroom. The teachers have experienced that

their classes have become more interesting due to the interest of students in reading books. The

need of library in these schools was fulfilled now.

RP, SS, and the Principal accept the project

ownership Mr. Shobhakar Regmi (Asst. DEO) hands over the

project ownership to the principal

Inauguration: Asst. DEO, SS, RP, principal, students, parents

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Project Outcomes

The students have become more interested in reading books that their habit was changed due to

the beautiful books with the interesting stories and other contents. The teacher’s classes have

become more interactive due to the children’s participation in the learning activities. The students

have become more inquisitive than before.

Project Monitoring and Follow up Program

EHN conducted the monitoring visits, under the ECDE-Project, in ECD classes after the

completion of the training phases. Two staff members and 2 resource persons involved in the

works. The ECD class teachers’ performances, overall changes brought in the class, and changes

in the parents were monitored. Parents were found utilizing their knowledge in practices that

they have started treating their children equally, giving free time to children to play, let them help

in kitchen, sending prepared lunch, sending with neat and tidy dress etc.

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Early Childhood Education Conference

(ECE-Conference)

A total of 9 Resource Persons and 2 School Supervisors from Dhading attended the ECE-

Conference organized by ECEC, held on 20th to 21st of Kartik 2073 in the school assembly hall of

St. Xavier’s School, Jawalakhel. These participants were the beneficiaries of 25 Days ToT program

delivered by EHN in 2015, so they were invited to this conference to make them refreshed and

motivated towards the effective implementation of knowledge and skills they gained from the

ToT. National and international experts in the area of early childhood education made each

session beneficial. The participants made their own action plan on the last day of the conference.

Mr. Keshav Poudel, RP, planned –“I shall try my best for the availability of educational materials

in ECD class, and shall organize one interaction program with all the ECD class teachers in each

year for the effective management of the ECD class.” Mr. Sher Bdr. Adhikari planned –“I shall

make strong agenda related to ECD class and parent education in the meeting of school

management committee and meeting in resource center.”

International Child Development Program (ICDP)

EHN conducted the caregiver’s meetings of 16 hours for parents, guardians, and baby expecting

couple in Church of God, Lagankhel. A total of 9 participants equipped with the knowledge of

the 8 ICDP themes. They understood on how to let

children realize caregiver’s love, how to follow the

child’s lead, how to communicate with

children in turn, how to praise and acknowledge

the children, how to create and expand the meaning of

the context, how to scaffold them in their

developmental milestones etc. Sanukanchhi Gole,

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one of the participants and mother of 6 children, responded that “…I am now able to treat my

children according to these ICDP themes, I promise that I shall try to utilize all these in my action

on behalf of my children….”

This is not a programmed activity of EHN, but is a spontaneous activity conducted just after the

ICDP facilitator’s workshops received by Shyam and Prabin in ECEC. This, however, could bring

some impacts on the life of parents/caregivers who attended the 16 hours program.

EFFECTIVE COORDINATION WITH LOCAL GOVERNMENTS

The Government authorities, DEO, DCC, DAO, DOE, DLPIU, CLPIU, NRA, were coordinated

regularly for the effective preparation and management of the projects. All the project activities

were implemented together with the officials of

these authorities. EHN coordinated more than 60 times

in total with these authorities in the year. The

coordination with DEO, DCC, DOE, DAO, DLPIU, CLPIU

and NRA was 23 times, 10 times, 1 time, 10 times, 4

times, and 9 times respectively. The officials visited, in the beginning and at the end of, the project

activities implementation.

STORIES OF CHANGE

“My techniques of teaching-learning activities in the ECD classroom

were not good before receiving this training. I learnt so many contents

in this training useful in conducting the ECD class. After receiving the

training, I changed my style of teaching-learning patterns that I started

facilitating the children through story-telling, songs, dances, learning

materials, plays, art and craft etc.,. I started getting children in circle

and U shape while facilitating them in learning activities inside the class which became

so effective. I created more corners in the class. I have made some other learning

materials as well by the materials what find around. I always prepare a daily lesson

plan for the class….”

Kamala B.K. (ECD

class teacher

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“This training impacted me deeply. I learnt that children should be

facilitated through plays, songs, stories, etc., in the learning process. I

am convinced now not to give physical punishment to children. I

understood the importance of a lesson plan. I was totally unknown to

health and sanitation issues related to the children in ECD class, but

this training taught me about the First Aid needed in the class on behalf

of children. I started conducting maximum 3 activities based on the same content by

keeping them in a circle, or U-shape. Minimum one time in a week, I take the children

to outdoor visit nearby the class. I am trying to introduce new songs and stories for

children. I make my activities based on the daily lesson plan. I mostly use plays, stories,

songs, materials, and dances in the class. I have been giving simple first aid too to

children if they get simply injured, like bandaging, measuring fever, not allowing water

to fainted children etc., I found the children more interactive and interested in learning

activities when I applied these all learnings received from the trainings….”

“I have two children. My children were unknown to good things before

joining the ECD class and PE program. My children have started brushing

teeth. They learnt singing a song, play with other children without

fighting, they know not to defecate outside, but use toilets. I have

started now to send prepared lunch from home. I visit ECD class daily.

I communicate with teachers about my children’s performances. I have

reduced beating my children now. I am trying to create a favorable home

environment/child friendly home environment for them”

“I have one baby boy learning in this ECD class. I come to ECD class

daily to drop and receive. I always send prepared lunch. I join parent

meeting. My child was shy to talk to others, but now he is interactive.

He has learnt simple A B C D, and Ka kha etc., I am trying to create a

child friendly environment at home. The best thing developed in my

child is that he always wants to go to school to learn. When he gets in

the morning and says that “Mummy, I go to school today to read, ok?.”

Gyanu Pathak

(ECD class teacher)

Samjhana Kumal

(Parent)

Mandira Darai

(Parent)

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HUMAN RESOURCE DEVELOPMENT

Mr. Shyam Kumar Rai, Project Coordinator, and Mr. Prabin Kumar Tamang, Field Officer,

received the ICDP facilitator training from ECEC this year. This training is about creating effective

communication for building a healthy relationship between children and parents, or caregivers

needed for the holistic development. It has helped the participants make the Parent Education

Program more effective. Project coordinator received an advanced training on Effective Proposal

and Report Writing from International Standard Icon (ISI), Lalitpur.

CHALLENGES FACED-LEARNINGS GAINED

Challenges Faced:

First, transportation was the main challenge. Properly scheduled transportation was not available

in the project area. Unscheduled run of vehicles and blockade of the road due to the rainy season

disturbed the project activities to be implemented on time. EHN was compelled to reserve a

vehicle to reach to the spot for the activity implementation.

Second, challenge was created by the local level election. The teachers and parents had engaged

in the activities of the election promotion. ECD classes were totally closed for months. So, the

activities were postponed for a period of time.

Third, challenge was found in the implementation level that the teacher faced challenges while

implementing their learnings. Lack of infrastructure; no proper place for children, no warm

cushion and carpets, no water, no toilet facility etc. because of which teachers confronted with

the difficulties to implement the learnings.

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Fourth, challenge was to cover all the target groups with the monitoring and follow up program

in terms of transportation access and budget availability.

Learnings Gained:

(1) It was learnt that major project activities should not be planned to implement in geographically

difficult areas at the time of rainy seasons. Bad condition of road may block the schedule.

(2) It was learnt that a spontaneous visiting to Government authorities would be beneficial that

we can get information on time about the upcoming events in the district which may affect

the project in a positive or negative way.

(3) Delivering training only to the teachers cannot bring the specific developments in the ECD

classes. The ECD class children cannot pay attention to the learning activities, conducted by

the teachers in the class, without proper availability of the infrastructures they need according

to their age. Only child friendly learning activities cannot create a child friendly environment

inside the ECD classroom. So, the availability of the child friendly infrastructure creates the

child friendly ECD class environment to attract the attention of the children towards learning

and holistic development.

(4) The project coverage area or ECD schools should be specific or realistic for the quality

changes. If the area is specific, we can give intensive intervention in terms of effective

monitoring and follow up visits, transportation to reach to the area on time, making availability

of infrastructures and tracking outputs and outcomes effectively.

(5) Parents cannot treat their children according to their learnings in the PE program due to lack

of resources, so parent should be responded with income generation programs so that they

can manage the needed resources for children when they are financially sustained. Scheduled

follow up after the PE program along with the programs of income generation can bring the

concrete outcomes.

Reconstruction Project Primary Beneficiaries

80 Children- 76 Teachers- 4

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LOCAL MEDIA

24

ECDE-PROJECT PLAN: SECOND PHASE - 2018-2021

Project Background

The ECDE-Project was launched in 2013 for 2017 (Five Year), so this is going to be completed

by the end of December 2017. This was the first project phase. The second project phase will be

implemented in 2018 for 2021 (Four Years). This phase will give an intensive intervention not

only on the training for the ECD class teachers, but primarily will work through the four strategic

patterns with focusing on: Specific project areas, Capacity development of teachers, parents,

principals, SMC/PTA members, Infrastructure development of the ECD class, and Intensive joint

monitoring and follow up program by the side of implementing partner, government stakeholders,

and funding partner.

This project phase plan has been made based on the project evaluation report, past challenges,

learnings, budget availability, Government and funding partner’s advices. Jwalamukhi Rural

Municipality and Nilkantha Municipality will be the project area of this phase. The ECD classes in

these two areas have already been covered with the 18 days ECD class teacher training. That is

why, these two areas have been selected for the second intervention to bring the real changes

in. A total of 10 ECD class teachers, 2 RPs, 10 principals, 40 SMC and PTA members, 2 rural

municipality officers, 1600 parents, and 1600 children will be the primary beneficiaries by the end

of the project in 2021.

Project Goal: Children received appropriate environment and developed holistically

Project Objective: Established clean and comfortable environments where children receive

developmentally appropriate care and teaching-learning pattern for holistic development by the

end of the project

Expected Outputs:

1. Child friendly Infrastructures set up in ECD classroom

2. Capable ECD class teachers

3. Equipped ECD class teachers, SMC and PTA members, principals, RP's, parents/caregivers,

and officers from rural municipality with the knowledge and skills of ICDP themes.

4. Educated parents/caregivers about their proper responses for holistic child development

5. Active SMC & PTA members, principals, and RPs toward ECD classes management

25

6. Sensitized Government workers, apart from RPs and principals, about the importance of

implementing ICDP

Expected Outcomes:

1. Child-friendly environments established in ECD class and at home

2. ECD class teachers used child-friendly play-way methods

3. Improved communication between children and their parents, teachers and caregivers

4. Parents/caregivers provide for their children's basic needs

5. SMC and PTA members, principals and RPs are involved in managing and assisting the ECD

classes

6. SMC and PTA members sat for meeting, planned, and visited the ECD class

7. Government workers demonstrated an increased interest for ICDP

WORK PLAN FOR THE NEXT YEAR ACTIVITIES

1AN INTEGRATED PROJECT ON EARLY CHILDHOOD

DEVELOPMENT AND EDUCATION (ECDE-PROJECT)

A. Project Monitoring and Evaluation in 50 schools

1 Joint monitoring visits to 13 ECD classes x x x x

2 Joint monitoring visits to 13 ECD classes x x



B. Project Monitoring and Evaluation in 75 schools




4 Final project evaluation by Government x x

C.ECD Class Teacher Refresher Training for 143

teachers)

1 3 Days Refresher Training for 25 teachers (75 GM) x






7 3 Days Refresher Training for 46 teachers x x

May Jun

Project Months

PROJECT ACTIVITIESS.n.

July Aug Sep Oct

PROJECT MONTHS

(2074/75) 2017 (2074/75) 2018

Dec Jan Feb Mar AprlNo

26

D. Parent Education Program (PE-Program)

1 PE-Program in 18 schools x x

2 MY BOOKBUDDY LIBRARY PROJECT

1 Joint monitoring visits to 4 schools x x

2 Joint monitoring visits to 17 schools x x

3 Book addition to 17 schools x x

4 Book addition to 4 schools x

5 Joint Monitoring visits to 4 schools x x

6 Joint monitoring visits to 17 schools x x x

3 ECD CLASSROOM BUILDING RECONSTRUCTION PROJECT

1 Reconstruction works in Tamai Ratmate school x x x

2 Work completion in Tamai Ratmate school x

3 Building handover of Tamai Ratmate to DEO x

4 Reconstruction works in Paropakar school x x x x

5 Work completion in Paropakar school x

6 Building handover of Paropakar school to DEO x

4 ECDE-PROJECT (SECOND PHASE)

1 Coordination Meeting with Rural Municipality x

2 Coordination Meeting with RPs, principals, SMC, PTA x

3 Joint Coordination Meeting with all the stakeholders x x

4 1st Intervention in 2 schools: Infrastructure x

5 2nd intervention in 2 schools: Infrastruccture x

6 3rd intervention in 2 schools: Infrastructure x

7 4th intervention in 2 schools: Infrastructure x

8 5th intervention in 2 schools: Infrastructure x

9 Refresher Training to ECD class teachers x

10

Activation/consultation program for RPs, principals,

SMC and PTA members, ECD class teachersx x

11

ICDP/PE program for RPs, principals, SMC and PTA

members, ECD class teachers, officer from RMx x

12 ICDP/PE program for parents x x

13 Joint monitoring visits to 2 schools x





Project Months

Project Months

ECDE-Project: Beneficiaries

3399 ECD Class children- 1812 ECD Class children (Disabled)- 7 ECD class teachers- 50 Parents- 1530

MBB-LibraryProject: Beneficiaries

391 Children- 370 Teachers- 21

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COORDINATIONS-LEARNINGS-APPLICATIONS

28

Asst. DEO Shobhakar Regmi motivates participants DPAC Meeting in DCC with the Government and

Non-Government stakeholders

ECD Classroom building reconstruction ECD Classroom building reconstruction

annual progress report -...

Documents