This project focuses on training teachers in the remote Solukhumbu district of Nepal, helping ensure that children have better opportunities in life through an inclusive, high-quality education.
During the first year of the current education project (2021), the Lower Solukhumbu was still recovering from Covid-19. But thanks to the tenacity and commitment of our education partner REED Nepal, there has been much progress in the TTQIE (Teacher Training Quality and Inclusion Education) program.
Building on the former TTQE, the new program speaks to the next stages of education in the area and has an additional focus on inclusion.
We are almost halfway through the second year of the five-year project, with much work still to do. So far, in association with REED, we have tailored and rolled out the progressive Teacher Training Program with an emphasis on people with disabilities (PwD). The project has many elements and we are excited to share our work to date.
By supporting AHF and the Teacher Training Quality and Inclusion Education (TTQIE) Project, you have helped create a significant impact.
For example:
2021/22 Key Achievements
The delivery of the TTQIE program has gathered momentum since the COVID pandemic.
Below is a snapshot of our achievements:
- 360 teachers (185 female, 3 female PwD, 166 male, 6 male PwD) in 100 TTQIE Schools trained in integrated curriculum-based pedagogy.
- 47.66% increase in knowledge of integrated curriculum pedagogy (from 29.5% to 77.16%)
- On-site school support including mentoring and coaching for teachers provided to 70 of 100 TTQIE schools
- 34.58% increase in basic level Training in Mathematics knowledge by 5 female and 18 male teachers. All 23 teachers completed the initial phase of the Teachers Professional Development (TPD) and are now working towards phase two.
- Education-related awareness activities presented to 2720 parents of ECED and Early Grades 1–3 children, across 100 schools.
- 50 TTQIE schools are now taking an anti-corporal punishment approach thanks to specialised teacher training, school mentoring and code of conduct training.
- 3,568 community members (2509 female, 1059 male) demonstrate increased awareness of gender-based violence (GBV), suicide prevention and safeguarding after receiving training or attending orientation sessions.
- 94.01% rate of student retention from grade 8 to grade 10 across all 31 TTQIE secondary schools.
- 700 teachers trained in inclusive and quality teaching report being satisfied with the training.
- 265 members of mothers’ groups (233 female, 1 FwD, 31 male) were oriented on supporting vulnerable members of society to continue their education.
- Gender, Disability and Social Inclusion (GEDSI) training was given to 3,568 parents and child club members.
- A Garma Secondary School teacher has received salary supplementation for learning and teaching 6 deaf students with Nepali sign language.
- Coordination with the Nepali Association for the Welfare of the Blind (NAWB) has been conducted to provide braille teaching-learning materials for use with vision impaired children at Himalaya Dudh Kunda Primary School.
Key Project Outcomes
As we are almost halfway through the second year of this project REED are continuing to work towards meeting the six project outcomes for TTQIE:
- Increase teaching proficiency of teachers in all 100 TTQIE schools
- Strengthened governance and service delivery in all TTQIE schools
- Increased engagement of parents in the education of their children in all 100 schools under the TTQIE project
- Child-friendly and safe learning environment provided in 100 TTQIE schools
- Inclusive education improved in all 100 TTQIE schools by 2025
- Continuity of children's education during emergencies
Shikar Basic School: A Model for Replication
With your support, REED Nepal in partnership with AHF has steadily worked towards improving the education potential for local teachers. But that is not all they do. Through the TTQIE project, REED supplies education materials and offers child-centred teacher training that aids with classroom management. They also promote the value of education among parents, within the local communities, and among school key stakeholders.
One prime example is Shikhar Basic School. As schools reopened after Covid, a new Integrated Curriculum (IC) was introduced by the Nepal government for grades 1-3. Initially, there was confusion about how the curriculum worked. Many issues rose to the surface for schools like Shikhar, but “the teacher IC training was the most urgent and important one”, says Pramila Rai, a teacher at the school.
As staff were educated on new ways to engage children in learning, Shikhar Basic School moved towards grade teaching from subject teaching. This had a hugely positive impact, both on the teachers and the learning outcomes for children. Improvements in learning have been outstanding. Below are some of the results that prove there is a tangible increase in engagement and output.
Progress in Learning Achievements 2022 (marks out of 100)
- English – 15% increase from 51.8 to 67/100
- Science – 12%increase from 59.8 to 72/100
- Elective subjects – 19% increase from 54.4 to 73.6/100
Overall, there was an average 4% increase across all subjects. With such an impressive outcome, the school is now applying grade teaching across all grades. “This is a good opportunity and a new experience for us,” says Pramila. “Children are learning in a joyful environment through the new skills and ideas we have received from the training. This has been noticed by parents as well.”
We are proud of what your support has achieved with the TTQIE program to date. We will continue to work with REED to further gender and disability integration across all schools. With parents, community members and teaching staff attending orientation sessions, the current outcomes are encouraging.
There are five girls already attending Garma school as part of the Going to School support (GSS) component of TTQIE, and they are completing their technical vocational training. We will keep you posted on news of their graduation.
Years two and three of the TTQIE project will also involve policy planning and further curriculum development, and mentoring for school management, good governance and administration procedures.
The ongoing success of this program is only made possible with your extraordinary support. For this we are incredibly grateful.
Project background
The Australian Himalayan Foundation works in partnership with the people of the Himalaya to help the most disadvantaged meet their priority needs through integrated improvements in education, health and the environment.
Established in 2005, AHF’s flagship Teacher Training and Quality Inclusive Education (TTQIE) project is helping to ensure that children living in one of the poorest regions of Nepal have access to inclusive, high quality education. AHF works with its partner REED Nepal to continuously improve opportunities through education.
The project includes a range of activities designed to foster a thriving school community and facilities including: teacher training; literacy programs; parent volunteer opportunities; support to child-led clubs; and providing materials for classroom and school upgrades.
Without access to quality education, children in remote communities like the Everest region of Nepal are deprived of essential life skills and knowledge gained from education. For these children, even to complete primary school is a significant achievement. Every year of schooling has a tangible and measurable academic outcome, influences future earnings, and also offers protection from child labour, early marriage and human trafficking. A key part of our work is focussed on addressing gender equality, disability inclusion and child safeguarding.
Project overview
TTQIE focuses on developing schools in the Solukhumbu district of Nepal to become centres of excellence (Namuna schools) with quality teachers and educational resources which provide safe and supportive learning environments integrating schools and communities.
The project goal is to achieve inclusive and quality education for all children in TTQIE schools in Solukhumbu, along with key activities that will support:
- Increased teacher capacity;
- Strengthened governance and service delivery across 7 rural municipalities and 100 TTQIE schools;
- Increased parent engagement across 100 schools for a supportive learning environment at home;
- Child friendly, safe and inclusive learning environment implemented at schools;
- Inclusive education for girls and Children with Disabilities (CwD) achieved in TTQIE schools, and
- Continuity of children's education during emergencies.
The target indicators for the project include 100% of TTQIE schools average learning achievements exceeding the national averages for grades 1-3 in numeracy and literature; grade 3 reading proficiency and grades 4-8 STEM subjects, by the end of the project. In addition:
- All TTQIE schools achieve at least 90% average student attendance rate by the end of the project period;
- At least 90% of students who have completed basic education (grade 8) retained till grade 10 in all 31 TTQIE secondary schools ;
- 100% TTQIE schools achieved at least 90% rate of students graduating (not repeating) and moving to next grade;
- Increased enrollment, attendance and retention (year to year) rate of disadvantaged students (girls, CwD) in each of 100 schools ;
- Students from 100 TTQIE schools in 7 rural municipalities have accessed continued education through alternative modes during emergencies.
The new education project will pay particular attention to promoting gender equality and equity, as well as improving child safeguarding, and preventing gender-based violence (GBV) and youth suicide.
What's covered in project cost
The $15,000 investment from Footprints will cover:
- Teaching resources and aids;
- Training workshops including training materials;
- Scholarships to enable some of the poorest and most vulnerable children to attend school (uniforms, school bags, books, stationery);
- Supporting AHF community partner REED to travel to the Everest region to conduct trainings and in-school support;
- Travel costs and other fees for trainers and volunteer teachers; and
- Funding related to program monitoring and evaluation.
Partner and community involvement
Accredited by the Nepalese Government’s National Centre for Education Development and implemented in coordination with the Ministry of Education, AHF’s Teacher Training and Quality Inclusive Education program is recognised as one of the most comprehensive education programs in Nepal.
TTQIE is implemented by the AHF’s Nepalese NGO partner REED Nepal with technical support from the AHF in areas such as program design, management, monitoring and evaluation. Monitoring and evaluating underperforming schools and teachers encourages better outcomes through in-school support, which continues to be an effective means to support the implementation of teacher training. Trainers from REED visit the schools in remote communities to observe the training in-school and provide valuable feedback and ongoing support.
The Australian Himalayan Foundation is a registered charitable organisation, a member of the Australian Council for International Development and accredited by the official Australian Government’s Overseas Aid Program (DFAT).
Part of a larger strategy
TTQIE continues to deliver on its long term goal of providing better opportunities in life for children in the remote Solukhumbu region of Nepal through improving the quality of education and delivers against the AHF’s 2020-2025 Strategic Plan’s Goal 1: Improve access to education and develop quality and inclusive education programs.
This is achieved through the upskilling of teachers, strengthening and school governance, providing educational resources, and empowering children, women, parents and community members.
We are continuing to work with REED to identify and address the key barriers to children attending school.
The program also ensures gender inclusion and retention of women and girls in education including Gender Equality, Disability and Social Inclusion (GEDSI) orientation training, as well as addressing barriers to access for children with disabilities and other marginalised groups.