- The schools needed the basics – desks, benches, whiteboards, fun activities to keep the children excited. Footballs, table tennis, books that were not textbooks.
- This grew from strength to strength - in one year they may have sets of desk benches, after sometime they would have drinking water or better classrooms, library facilities, ECD
- But the schools needed more help…
HELP Recruiting Teachers
- Schools would have 2 or 3 teachers, understaffed and often not very well qualified
- We started recruiting some teachers into little small schools – maybe 5 or 6 schools, back in 2010-2011. We would announce a vacancy saying there is a school that needs a teacher and we would recruit that
teacher through HELP and send them to the school.
- Problem – there was a disconnect between the local teachers and the teachers recruited by HELP. They were our staff and we were not able to give them proper training or orientation.
2011
2013
Providing grants to Schools to recruit their own teachers
- After a few years (around 2012-2013) we converted that model to letting the school recruit themselves so they would have more ownership and we would provide the funds to them.
- We would provide a grant to them and using that money they would recruit they own teachers so we are seen as a supporter but then they are responsible for orientating the teacher and making them feel
comfortable and feel part of their family.
Earthquake
- Our priorities changed to building classrooms, building Temporary Learning Centres but there was devastation everywhere so we could only pick a few of them – we picked 15 schools. So we thought we could fix
these and then we couldn't really think about expanding the teachers funding programme because our priority was somewhere else.
- So until about 2017 we were still providing funding to about 15 schools so they could provide teachers based on what their needs.
2015
2017
Will the kids have good learning experiences in these new classrooms
- After having reconstructed all of the schools one of our priorities was to ensure that the children would be receiving good quality education in their new classrooms.
- Lots of discussions followed
Discussion with Teach For Nepal alumni
- After a lot of research and interviews with Teach for Nepal teachers, one of the main outcomes was that teachers were struggling to give children good education at Secondary Level because they did not have a strong foundation in basic literacy and numeracy.
2017
2019
Inception of Saathi Teachers Programm
- These discussions and the realization that attention and resources needed to go into the primary level helped us to initiate the Saathi Teachers Programme, which aims to transform the way children receive education at the primary level by increasing literacy and numeracy skills of students, with an additional focus on fostering and developing 4C skills in students.
- 10 Saathi teachers placed across 5 schools in Paanchpokhari Thangpal Rural Municipality
2009
Started by fixing the small things
- The schools needed the basics – desks, benches, whiteboards, fun activities to keep the children excited. Footballs, table tennis, books that were not textbooks.
- This grew from strength to strength - in one year they may have sets of desk benches, after sometime they would have drinking water or better classrooms, library facilities, ECD
- But the schools needed more help…
2011
HELP Recruiting Teachers
- Schools would have 2 or 3 teachers, understaffed and often not very well qualified
- We started recruiting some teachers into little small schools – maybe 5 or 6 schools, back in 2010-2011. We would announce a vacancy saying there is a school that needs a teacher and we would recruit that
teacher through HELP and send them to the school.
- Problem – there was a disconnect between the local teachers and the teachers recruited by HELP. They were our staff and we were not able to give them proper training or orientation.
2013
Providing grants to Schools to recruit their own teachers
- After a few years (around 2012-2013) we converted that model to letting the school recruit themselves so they would have more ownership and we would provide the funds to them.
- We would provide a grant to them and using that money they would recruit they own teachers so we are seen as a supporter but then they are responsible for orientating the teacher and making them feel
comfortable and feel part of their family.
2015
Earthquake
- Our priorities changed to building classrooms, building Temporary Learning Centres but there was devastation everywhere so we could only pick a few of them – we picked 15 schools. So we thought we could fix
these and then we couldn't really think about expanding the teachers funding programme because our priority was somewhere else.
- So until about 2017 we were still providing funding to about 15 schools so they could provide teachers based on what their needs.
2017
Will the kids have good learning experiences in these new classrooms
- After having reconstructed all of the schools one of our priorities was to ensure that the children would be receiving good quality education in their new classrooms.
- Lots of discussions followed
2017
Discussion with Teach For Nepal alumni
- After a lot of research and interviews with Teach for Nepal teachers, one of the main outcomes was that teachers were struggling to give children good education at Secondary Level because they did not have a strong foundation in basic literacy and numeracy.
2019
Inception of Saathi Teachers Programm
- These discussions and the realization that attention and resources needed to go into the primary level helped us to initiate the Saathi Teachers Programme, which aims to transform the way children receive education at the primary level by increasing literacy and numeracy skills of students, with an additional focus on fostering and developing 4C skills in students.
- 10 Saathi teachers placed across 5 schools in Paanchpokhari Thangpal Rural Municipality
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