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Nepal
Projects in Nepal
Village Schools Students Project Status
Chhinamakhu VDC, Bhojpur District 8 874 Year 1 - Implementation


13,988,644
14,574,733
Khas (Kshatriya/Chhetri (15.8%), Thakuri/Chhetri (1.47%), Brahmin/Bahun (12.7%), Magar (7.1%), Tharu (6.8%), Tamang (5.6%), Newar (5.5%), Muslim (4.3%), Kami (3.9%), Rai (2.7%), Gurung (2.5%), Damai/Dholi (2.4%), Other 92 ethnic groups (including Sherpas) (less than 2 % each)
Nepali (69%), Maithili (7%), Bhojpuri (5%), Tharu (3%), Tamang (2%), Gurung (1.5%), Newari/Nepal Bhasa (1%), Magar (1%), Awadhi (1%), Rai (1%), Limbu (<1%), Bajjika (<1%), and Other 81 languages (total less than one percent of the population)
$1,237.00

Labor Force (2004 estimate):

  • agriculture: 76%
  • services: 18%
  • manufacturing/craft-based industry: 6%
56.30%
54.70%
56,827 miles²
27°42′N 85°19′E
Capital: Kathmandu
5 Development Regions
14 Zones
75 Districts
3,913 Village Development Committees (VDC)
  • 1 Ministry of Education
  • 5 Regional Directorate
  • 34 Educational Training Centers (ETC)
  • 75 District Education Offices
  • Pre-Primary (ages 3-5) - "Shishu"
  • Primary (grades 1-5) - "Pra.Vi"
  • Lower Secondary (grades 6-8) - "Ni.Ma.Vi"
  • Secondary (grades 9-10) - "Ma.Vi"
  • Higher Secondary (grades 11-12), also known as I.A and 10+2 - "Uccha Ma.Vi."
150,000
26,000
415
5
4,030,045
2,195,835
147,123
Chhinamakhu VDC
Bhojpur District, Eastern Region (Purwanchal), Kosi Zone, Nepal
8 miles²
27.234789,86.962967
9 Wards
1,565
1,723
Bahun, Chhetri, Dalit, Damai, Gurung, Kami, Rai
Gurung, Nepali, Rai

VDC Organization: 1 elected chief, 9 elected ward chiefs, 1 village secretary and 4 members elected or nominated.

Households (1991 Nepal Census): 639 individual households

39
8
780
94
Shree Tribhuvan Ma.Vi.
2
K-10
0.00 hours
16
350
School Management Committee (SMC)
Parent Teacher Association (PTA)
IMG_3292
Shree Theula Pratawit Pra.Vi.
1
K-3
0.50 hours
4
30
School Management Committee (SMC)
Parent Teacher Association (PTA)
Shree Theula Pratawit Pra.Vi.
Shree Ghorenagi Pra.Vi.
3
K-5
0.50 hours
6
105
School Management Committee (SMC)
Parent Teacher Association (PTA)
Shree Tribhuvan Ma.Vi.
Chomolungma Community Private English School
2
K-5
0.50 hours
7
60
School Management Committee (SMC)
Chomolungma English School
Shree Sapten Pra.Vi.
6
K-5
1.00 hours
6
87
School Management Committee (SMC)
Parent Teacher Association (PTA)
Shree Sapten Pra.Vi.
Shree Adarsha Pra.Vi.
5
K-3
1.00 hours
3
6
School Management Committee (SMC)
Parent Teacher Association (PTA)
Shree Adarsha Pra.Vi.
Shree Janajagriti Pra.Vi.
9
K-5
2.50 hours
5
79
School Management Committee (SMC)
Parent Teacher Association (PTA)
Shree Janajagriti Pra.Vi.
Shree Saraswati Ni.Ma.Vi.
8
K-7
2.50 hours
7
157
School Management Committee (SMC)
Parent Teacher Association (PTA)
IMG_3702
001 - Chhinamakhu Needs Assessment
Nov 7 2008 - Nov 20 2008
8
39
957
17.70 on National Examination
IMG_3334
School One: Shree Tribhuvan Ma.Vi., Word No. 2, Chhinamakhu
  • Observation of living conditions as well as informal meetings; discussing pressing issues with students, parents, and teachers.
  • Organizing formal meetings with the teachers in 2 sets of meetings:
    • Introductory meeting to tell them about Thus Thought and determine their needs
    • Followed by 14 class observation/audit in different subjects from grade 1-10 taught by different sets of teachers.
  • Held 3 sets of meetings with students from grades 1-5, 6-8, and 9-10 to better understand the needs of the students.
  • Follow-up meeting with teachers to get their feedback and initial ideas.
  • Formal meeting with parents of top students, teachers, principles, and village officials.
School Two: Shree Saraswati Ni.Ma.Vi., Word No. 8, Rumala
  • 1 session with the teachers, principle, parents whose children were not regularly attending school.
  • Observe the conditions of the school infrastructure.
Other Schools:
  • Visited 5 of the 8 schools to observe the conditions of the infrastructure and understand the distance between houses and schools.
  • At home met with a 1st grade student who attended private school to better understand the difference of resources such as materials and curriculum between public and private schools.
Understanding the Student Life:
  • Worked with several different households to observe and understand the household activity such as chores and fieldwork that take student time.
Search for Positive Deviance:
  • Worked with the different elements of the village from students to teachers, to differences in home life in order to discover traces of positive deviance. Analyzed why some students perform better than others. What are the parents doing differently than other parents? What are students doing differently than other students?
Team Building and Organizing
  • Determined which people in the village would be great to work with and engage with.
  • In Katmandu, brought together Chhinamakhu villagers who have migrated to Katmandu to present the school needs and started the process of how Thus Thought can work together with them to address the needs identified.


Weak Foundation
  • Students in all grades felt that they were weak in Math, Science, and English. These are the subjects that students usually fail in SLC examinations. Refer to Appendix C for information on student pass rate on SLC examination from 1992 to 2007. The average pass rate for 15 years is only 17%.
  • Both a confidence and knowledge issue.
  • Too much focus on imparting subject material from textbook.
  • Lacking other skill sets such as research, presentation, working in groups, thinking, creativity, self-directed learning, and civic duties.
  • The quality of the 8 schools were all different. When the students graduated from the 1-5 school and joined the main school, their knowledge level was not at the 6th grade level of the main school.
Lack of Rich Learning Environment
  • Mostly using textbook and classroom lecture method.
  • Concepts such as Australian explorers, which they were learning in English, were far from the student learning schema. For example, learning about explorers with small, low-quality, black and white pictures in the textbook is not conducive learning the class material.
  • Even the teachers who are mostly local, have not traveled outside the village, find it hard to make the students understand such material.
Students Not Empowered
  • There is no student organization or representation where they can utilize their leadership skills, organizing skills, working in teams, or have a voice in their education.
  • The student learning structure is “Top Down” rather than interactive in which students do not have the ability to give and receive feedback.
  • Students are not being utilized for responsible tasks such as library or computer lab supervision and management. For example, a teacher was in charge of opening the library but she does not have time in her day to open it. Therefore students only have access to the library once a week for an hour. Students could easily run this for little training and low supervision.
  • No student clubs based on their interests in which they can learn valuable tasks such as organizing, raising funds, or practicing English.
Student Life/Time
  • Daily household chores. Amount of chores vary by family. Have to find time to study between their home chores and field work.
  • Distance from school can be up to 2 hours each way and still have to do their chores at home both before and after.
  • Certain seasons such as harvesting/planting time, the children have to do more work than usual.
  • Most parents are not actively involved in the students education. They send their children to school but they do not really follow up to their attendance and what they are learning at school.
  • In most cases the parents are illiterate, so they do not understand how much time the students need for their education as well as cannot assist with assignments and coursework.
Varied Teacher Quality
  • Teachers go through a 10 month training course once in a career. Also, teachers within the village attend this training session at varied times so that the information is not current and consistent.
  • There is no formal “knowledge sharing” between teachers. Therefore techniques and strategies that are or are not working are not addressed amongst teachers.
  • There is no ongoing assistance to help with the implementing what they have learned in their training course. Therefore benefits of undergoing the training are lost over time.
  • Teaching quality varies between schools. Therefore, when students are put into upper level courses their skills are vastly different depending on where they have attended previous schooling.

How to Learn Program Overview

Education is not only about teachers teaching. Another major component of being successful at school is for students to become more effective at learning. Understanding how he/she learns, how to manage his/her study, and applying specific study techniques to enhance learning are very critical for success. Reading for comprehension, writing with conciseness, taking quality lesson notes, relating knowledge for understanding, and preparing and taking exams are some of the fundamental techniques that will help to improve a student's performance at school. The goal of How to Learn program is to help students become better at acquiring new knowledge, which will help them succeed in school and life.

How to Learn Program Partnerships

For the How to Learn program, Thus Thought has partnered with two Denver based nonprofits:


Partnerships

Organization

Name

Email

Phone

Mercy Housing

Savina Treves

streves@mercyhousing.org

303-321-5421

Elizabeth Bogetveit

ebogetveit@mercyhousing.org

Donna Baiocco

DBaiocco@mercyhousing.org

Spring Institute

Burna Dunn

bdunn@springinstitute.org

303-863-0188

Gaye Horne

ghorne@springinstitute.org

Thus Thought

ShaTin Rai

shatin.rai@thusthought.org

303-949-9573

Patrick O’Fallon

patrick.ofallon@thusthought.org


How to Learn Curriculum

Goal: To provide immigrant students the academic know-hows on performing better in their high school


Target Audience: Immigrant High School Aged Students

Number of Potential Students: 36 Students

Target Class Size: Select 8 Students who have relatively good English and leadership qualities


Course Duration: 7 weeks (three 30-45 minutes lessons per week)

Target Start Date: 25-Jan-2010 Target End Date: 15-Mar-2010

Time: MW(7:15-8:00 pm), F (6:15-7:00 pm), Saturday/Sunday (make up sessions)

Location: Community Room, Grace Apartments at 8888 E. 13th Ave, Denver, CO 80220


Thus Thought’s Course Material: Student Handbook

Student Materials (required):

  1. Hole puncher & ruler
  2. Binder
  3. Blank papers & pens
  4. Simple planner w/ calendar
  5. Student's school textbooks for various subjects


Program Overview

Week #

Main Objective

Duration

1.

Understanding How You Learn

3 lessons

2.

Managing Your Study

3 lessons

3.

Study Techniques (Part 1)

3 lessons

4

Study Techniques (Part 2)

3 lessons

5.

Putting it All Together (Non-Technical Subjects)

3 lessons

6.

Putting it All Together (Technical Subjects)

3 lessons

7.

Exam Performance

3 lessons


Lesson Delivery Format (general structure)

Sequence #

Teaching Activity

1.

Review Previous Lesson

  • Do-it-Yourself Exercise

2.

Brief Overview of New Lesson

3.

Hands-on Activity

  • Example followed by Do-it-Yourself Exercise, or

  • Do-it-Yourself Exercise followed by Example

4.

Questions/Feedback/Extra Help


Program Incentives, Evaluation & Continuation

Program

Options

Incentives

  • Snacks

  • Certificate of completion

  • Option - tutor-role (once successfully completed)

Evaluation

Feedback Survey

  • Students

  • Mercy Housing staff

Lesson Audits & Evaluations

  • Thus Thought's Educators

    • Ashante Butcher, Karen Hinds

  • Mercy Housing & Spring Institute

Progress Report

  • check student progress from their high school over a 3-6 months period

Continuation

Build capacity at Mercy Housing

  • New Program Leads – Mercy Housing Staff/Volunteers

  • Student Tutors – selected from students who have completed the program

Advisory/Support Role - Thus Thought

Program Revision – after 6 months

How to Learn - Lesson Details

Week 1 – Understanding How You Learn

Lesson 1

(30 minutes)

Introduction

- Background

- Differences in the education system

- What is effective learning?

Understanding Your Learning Environment

- When?

- Where?

- How?

Lesson 2

(30 minutes)

Understanding Your Learning Style

- Multiple Intelligences

(Visual, Verbal, Bodily, Logical, Musical, Interpersonal, Intrapersonal

Lesson 3

(45 minutes)

Understanding Your Memory

- Using Smaller Time Block

- Connecting Related Knowledge

- Regular Review

- Practicing Output

- Sleeping on it & Waking up on it

Putting it All Together

- Review


Week 2 – Managing Your Study

Lesson 1

(30 minutes)

Time Management

- Calendaring Major Events

- 5-Minutes a day

Lesson 2

(30 minutes)

Preparing to Study

5-Steps Process

1. Preparing to
learn

2. Relaxing to
control stress

3. Pumping your
self-esteem

4. Sharpening
your focus

5. Activating your brain

Lesson 3

(45 minutes)

Putting it All Together

- Review


Week 3 – Study Techniques (Part 1 of 2)

Lesson 1

(30 minutes)

Types of Knowledge

- Types of Knowledge

  1. Factual Knowledge

  2. Conceptual Knowledge

  3. Procedural Knowledge

  4. Meta-cognitive Knowledge

- Note taking formats based on knowledge types

Lesson 2

(30 minutes)

Reading


- 3-Step Process

1. Preview

2. Read

3. Review

- Note taking

Lesson 3

(45 minutes)

Listening

- 3-Step Process

1. Preview

2. Active Listening

3. Review

- Note taking

Putting it All Together

- Review


Week 4 – Study Techniques (Part 2 of 2)

Lesson 1

(30 minutes)

Writing

- 4-Step Process

1. Explore ideas

2. Outline

3. Write

4. Revise

- Note taking

Lesson 2

(30 minutes)

Speaking

- 2-Step Process

1. Organizing

2. Delivery

- Note taking

Lesson 3

(45 minutes)

Problem Solving

- 3-Step Process

1. 3-Pass Problem Solving

2. Study Groups

3. Review Sample Problems

- Note taking

Putting it All Together

- Review


Week 5 – Putting it All Together (Non-Technical Subjects)

Lesson 1

(30 minutes)

Studying Non-Technical Subjects

- Note taking

- 5-Step Process (overview)

1. Cluster Notes into Groups

2. Build Memory Aids

3. Cover Sheet for Groupings

4. Review – Quiz/Recall

5. Eliminate Question Marks

Lesson 2

(30 minutes)

Study to Learn

5-Step Process

1. Cluster Notes into Groups

2. Build Memory Aids

3. Cover Sheet for Groupings

4. Review – Quiz/Recall

5. Eliminate Question Marks

Lesson 3

(45 minutes)

Putting it All Together

- Review


Week 6 – Putting it All Together (Technical Subjects)

Lesson 1

(30 minutes)

Studying Technical Subjects

- Note taking

- 5-Step Process (Overview)

1. Build Mega-Problem sets

2. Build Memory Aids

3. Cover Sheet for Problem sets

4. Review/Solve – Quiz/Recall

5. Eliminate Question Marks

Lesson 2

(30 minutes)

Study to Learn

- 5-Step Process

1. Build Mega-Problem sets

2. Build Memory Aids

3. Cover Sheet for Problem sets

4. Review/Solve – Quiz/Recall

5. Eliminate Question Marks

Lesson 3

(45 minutes)

Putting it All Together

- Review


Week 7 – Exam Performance

Lesson 1

(30 minutes)

Exam Preparation

- 3-Step Process

1. Size up the Exam

2. Organize

3. Self Test

Lesson 2

(30 minutes)

Exam Taking

- Before Exam

- During Exam

1. Skim whole exam

2. Budget time

3. Answer Easy to Hard

Lesson 3

(45 minutes)

Specific Exam Strategies

- Specific exam strategies

  1. Multiple Choice

  2. Fill-in the Blanks

  3. Matching

  4. Short Answers

  5. Essays

Putting it All Together

- Review