Dhan Bhadur comes from Baitadi, Nepal and has completed a Diploma in Agricultural (Plant Science) from Bhimdatta Polytechnic Institute. Dhan also worked as an Assistant Instructer at TSLC level and is a keen social activist for Environment Conservation.

Dhan previously worked as a teacher so Saathi Teachers Programme was a great opportunity to deepen his knowledge, skills, broaden his understanding of education and and refine his ability to convey information effectively. Dhan's purpose is to assist and make interactions more enjoyable and informative. He sees himself evolving further, becoming even more adept at understanding and responding to others' needs and to be continuously improving. 

Pusparaj Chaudhary, a 27-year-old educator from Nawalparasi-West, Lumbini Province, is passionate about transforming education. He holds a graduate degree and previously worked for three years in the ticketing department of a travel agency. Seeking a more fulfilling career, he joined the Saathi Teachers Programme to inspire both himself and his students.Through the Saathi Programme, Pusparaj has taught in two municipalities, dedicating two and a half years to primary-level education. He brought updated teaching methods and life skills to his students, always giving his best effort. He believes education should spark curiosity, critical thinking, and a love for lifelong learning, rather than focusing solely on memorization and testing.
Pusparaj's approach to teaching was shaped by his experience tutoring children from diverse backgrounds. He noticed that students in flexible, exploratory environments were more engaged, while those in rigid, test-centered settings were often stressed and disengaged.
Reflecting on his journey, Pusparaj feels grateful for the valuable experiences and connections he made. He encourages others passionate about education to join the Saathi Programme, as it offers a unique opportunity to grow, inspire change, and make a lasting impact on students' lives.

Sunita Sherchan is 51 years old from Kathmandu who has extensive experience in education and community development. Sunita believes in the importance of imparting knowledge, values, and skills to others using her experiences in education, culture, and art.

Sunita is passionate that good education should be accessible to everyone. She believes education can only be effective when teachers, students, and parents collaborate and work together. Sunita’s journey with the Saathi Teacher programme has helped her to grow in confidence and to realize her full potential. Through her experiences, she has learned the value of self-awareness and personal growth. Sunita is committed to  helping others overcome challenges and improve their lives through education.

Ajay Khadka is a 22-year-old educator from Namadi-5, Ramechhap, who is currently pursuing his Bachelor's degree whilst also working in the field of education. From an early experience as a teacher, Ajay passionately saw the importance for continuous, personal and professional growth within education. This led him to join the Saathi Teachers Programme, a platform that has helped him deepen his understanding of teaching, connect with like-minded individuals, and improve his leadership skills.

Ajay believes that true education goes beyond rote memorization because “book knowledge means nothing without practicality." Through the Saathi Programme, Ajay aims to become equipped with the skills to empower others and promote practical learning. He is dedicated to helping students achieve their full potential.

Priyanka Panday is 29 years old from Rupandehi and is currently pursuing her Bachelor's degree in Social work and Research. With experience in front desk management, she joined the Saathi Teachers Programme to expand her knowledge and help students. Priyanka is passionate about self-motivation, often reading inspiring books to stay focused and driven.

She believes that education is a powerful weapon to accomplish success throughout your life’s journey. Having studied in a competitive private school, she learned that comparison stifles creativity and harms the innocence of students. The Saathi Teachers Programme has taught her the importance of being child-friendly and fostering a supportive, friendly environment for learning. Priyanka is grateful for the opportunity to work towards her goal of becoming an educator who can make a positive impact on students’ lives.

Bijay Baidhakota is an enthusiastic and motivated young educator from Mygade 5, Tanahun, with a high school diploma (+2). At just 20 years old, Bijay joined the Saathi Teachers Programme with a desire to grow personally and professionally, and to make a positive impact in the lives of his students. Although he has no formal job experience, Bijay brings a fresh perspective to the classroom. He is committed to creating an open, friendly environment where students feel encouraged to express their views and engage in meaningful discussions. His classes are lively and engaging, covering not only textbook material but also broader topics to enrich students’ understanding of the world.

Bijay’s core belief is that education is about more than knowledge—it’s a tool for empowerment, growth, and social transformation. He sees education as a journey of self-discovery, both for himself and for his students, inspiring them to explore their potential.To future Saathi Teachers, Bijay advises embracing opportunities to grow and develop, as he has done in transforming from a reserved individual to a confident educator. The Saathi Teachers Programme, he believes, is an ideal platform for self-exploration and growth.

Shreejana Duwal is a passionate educator from Mangalachhen, Bhaktapur, with a Bachelor’s Degree in Environmental Science. Formerly a primary English teacher at Little World English School in Bhaktapur, she took a career break to focus on family. Motivated by a desire to make a meaningful impact, Shreejana joined the Saathi Teachers Programme to contribute to children’s education in rural Nepal and to continue her own personal growth.
Her approach to teaching has evolved significantly through her experiences. Initially viewing teaching as a process focused on academics, she now believes that a teacher’s role goes far beyond textbooks. She understands the deep trust children place in their teachers and strives to model positive values, seeing herself as a guide and mentor.
Shreejana is dedicated to improving literacy among her students, and she views the Saathi Teachers Programme as the ideal platform to make a difference while growing personally. She encourages others to join if they’re looking for a fulfilling way to impact children’s lives and develop themselves professionally and personally.

Umesh Adhikari, a 20-year-old from Khotang, is currently pursuing his Bachelor's degree in Education. With a background in the hospitality sector, he decided to join the Saathi Teachers Programme to support the educational growth of children in rural areas.
Umesh is passionate about making a positive impact in the lives of young students. His core belief is that education is the foundation for a brighter future, a conviction shaped by his own childhood experiences. He is committed to sharing his knowledge and skills to empower children, helping them unlock their full potential.
For Umesh, the Saathi Teachers Programme is a platform to refine his teaching skills and continuously enhance his methods. He views this journey as an opportunity not only to contribute to the community but also to grow personally and professionally as an educator. His dedication to the program reflects his belief in the transformative power of education.

Roman Shreshtha is from Kathmandu. He has a Bachelor’s degree in CSIT and previously worked as a facilitator for the CTEVT course (computer operator) conducted by Global Inclusive Organization at Melamchi. He joined the Saathi Teachers Programme because he's always wanted to be a teacher and connected with the core value of the Program “Primary must not be secondary”.

He shares, “The Saathi Teachers Programme has helped him grow professionally through the teaching and training from HELP, whilst also enabling him to establish relationships with new and different people in rural communities.”

Nisha Tamang is pursuing B.Ed in Mathematics, amongst the 5th cohort of Saathi Teachers currently working at Shree Nanadaladevi Basic School.She feels that the purpose of her life is to inspire and teach children about the beauty of Maths. This stems from her experience as a student who was positively impacted by her own Maths teacher, which made her eager to impart this desire for education into those in more rural areas where opportunities are fewer. She found that the Saathi teachers programme vision aligns with her long-term goals.

She sees education as a tool for social change and believes that every child deserves quality learning experience regardless of background. She found various challenges while teaching. However, being able to witness students gain confidence and to have aspirations is very empowering for her.

She is Sneha Shrestha, a Saathi teacher from the 5th cohort. She is  from Imadol, Lalitpur and has been teaching at Shree Nandala Devi Basic School in Tripurasundari Rural Municipality, Sindhupalchok, as an English teacher. She is currently pursuing my Master's degree in Rural development from Tribhuvan University.

She joined the Saathi Teachers Programme because her previous job didn’t align with her aspirations for personal and professional growth. In search of an opportunity that matched her interests and offered a clear path for career development, she found her passion for nurturing children's development as the perfect fit. The Saathi Teachers Programme became the ideal platform for her to contribute meaningfully to the growth of young minds while advancing her own career goals.

She believes that teachers play a vital role in shaping children's minds as well as helping them build a strong base for their future. She is committed towards helping children in their growth and development. 

She is Namrata Singh from Sarlahi, currently residing in Imadol. She completed her Bachelor's degree in English from Tribhuvan University.

She discovered the Saathi Teachers Programme through social media at a time when she was seeking meaningful work in the education field. With her background in education, she joined the programme with the goal of enhancing students' academic performance and supporting school administrators, teachers, and staff. She is passionate about sparking curiosity, nurturing each student’s potential, and making a positive impact in the classroom.

If you're looking to explore and create change in education, consider becoming a Saathi Teacher—“To teach is to learn twice.”

Diwas Narayan Chaudhary is a 22 years old from Sunsari, currently pursuing his Bachelor’s degree in Science.

He joined the Saathi Teacher’s Program because he felt frustrated at his corporate job. He wanted to work somewhere that was making a difference and that would feel purposeful. His  role as a Saathi teacher has allowed him to share his knowledge with children in rural areas that are in need of quality education. He also has various personal interests including art and wants to impart those interests to the classes he teaches.

He believes education is imperative to all people, with a rapidly changing and evolving world and it needs to make sure that the youth of Nepal are set up for more successful and easier lives.

Whilst working as a Saathi teacher he is making a direct positive impact on a student's future.

Yasdda Dhakal is from Melamchi, currently pursuing her Bachelor’s Degree.

She joined the Saathi Teachers Programme because she wanted to work with children and communities in rural areas of Nepal as well as improve her areas of knowledge. She has used her recent experiences and the skills she has learnt in my past role as a teacher for the betterment of schools and children. She brings a smile to every child she works with.

She believes that one should always be both a student and a teacher, as learning is a lifelong process. Education, to her, is not just a means of survival but a way to explore and understand the world. For anyone who is passionate about ensuring that children's education is never compromised and wants to make a meaningful impact using their skills, she encourages you to join the Saathi Teachers Programme. 

Shree Bachchhalamai Basic School, Panchpokhari Thangpal Rural Municipality-06, Lekharka

Growing up in Tahachal, Kathmandu, Aawash always felt a strong pull toward giving back to his community. As a dedicated member of the Bafal Youth Club, he found his passion in volunteering—whether it was organizing blood donation drives, leading community clean-ups, or helping with health checkups. Through each experience, Aawash not only contributed to his neighborhood but also learned to communicate with people from all walks of life, building connections that would shape his future.

His leadership journey began in school, where he served as the captain and mentored his juniors. However, personal challenges arose due to family difficulties, leading to financial struggles. To support himself, he worked various jobs over the years. His passion for teaching and mentoring was ignited during his school years, particularly by a math teacher whose patience, clarity, and encouragement left a lasting impact on him. He believes in providing patient, clear explanations and engaging lessons to support and motivate students, especially in rural areas. 

Aawash’s interest in rural teaching drives his career goals, as he aims to make a significant impact in regions where quality education is most needed. He views this experience as an opportunity to enhance his problem-solving skills while understanding the diverse needs of his students. Although he has faced challenges such as a lack of resources in teaching, he adapted by creating self-made materials that utilized local examples and encouraged interactive learning to keep students engaged. Looking to the future, he aspires to create a classroom environment that inspires confidence and curiosity while developing innovative teaching methods to foster a love for learning among his students.

Shree Bhotenamlang Secondary School, Panchpokhari Thangpal Rural Municipality-07, Bhotenamlang

Abhishek, from Tulsipur, Dang in Lumbini Province, has two years of experience working as a lower secondary teacher at Shanti Niketan Vidyalaya, where he gained expertise in lesson planning and classroom management. During this time, he created an inclusive and engaging learning environment for his students, assessed their progress, and provided constructive feedback for their improvement. He also collaborated with parents and colleagues to enhance student success. His parents instilled in him a strong sense of resilience and hard work, while his teachers played a crucial role in nurturing his curiosity and confidence. He draws inspiration from his teacher, Bishnu Sharma, known for his clarity, patience, and personal connection with students.

In his teaching approach, Abhishek emphasizes empathy, communication, and curiosity-driven learning, aiming to create a supportive and inclusive classroom environment. He believes in fostering critical thinking and problem-solving skills among his students. Passionate about reducing educational disparities in underserved communities, he sees his role as an opportunity to develop adaptability and a deeper understanding of the challenges facing rural education. As he progresses in his career, he aspires to become a more well-rounded and socially aware educator.

He has faced challenges, particularly with classroom management and balancing responsibilities as a new teacher. He successfully overcame these obstacles by seeking guidance from experienced teachers, attending workshops, and adapting his teaching methods. Looking to the future, he hopes to make a lasting impact on his students' academic and personal growth by building strong relationships with them and their families, fostering a collaborative learning environment. He also aims to stay updated with modern teaching strategies and continue his professional development.

Shree Bachchhalamai Basic School, Panchpokhari Thangpal Rural Municipality-06, Lekharka

Anmol hails from Panchpokhari Thangpal Rural Municipality, Sindhupalchowk in Bagmati Province and has a remarkable journey marked by resilience and commitment to education. He volunteered for 10 days at Helambu Education Livelihood and Partnership, where he focused on communication, record maintenance, and supporting the organization's operations. His role included assisting with various errands and logistical needs, as well as working closely with the Scholarship Coordinator to manage the administrative responsibilities. Anmol's determination is deeply influenced by his parents, who instilled in him the values of hard work and perseverance. Additionally, he was significantly inspired by Alina Shrestha, a fellow from Teach for Nepal, whose innovative teaching style and mentorship profoundly impacted his education and life.

Believing in resilience and perseverance, Anmol views challenges as opportunities to demonstrate strength. He is committed to creating inclusive learning environments that empower every student, particularly those facing difficulties. His teaching approach emphasizes fostering curiosity and discipline among learners. Passionate about rural education advocacy, Anmol aims to improve educational opportunities for underserved communities. He aspires to become a well-rounded educator who understands the unique challenges rural areas face and to contribute to enhancing educational environments.

Throughout his life, Anmol has faced personal and family struggles but despite these hardships, he remained focused on his education, achieving high rankings in his examinations. Looking ahead, Anmol seeks to continue his personal growth and make a meaningful impact on others. With this vision in mind, he has applied for a teaching license at the lower secondary level, aiming to contribute to the education sector. By continuing his teaching profession, Anmol hopes to bring about positive change in education, driven by his strong desire, dream, and belief in creating a more impactful and inclusive learning environment for future generations.

Shree Chandrodaya Secondary School, Aanbookhaireni Rural Municipality-01, Samastipur

Anushka Pun Magar, originally from Rukum in Karnali Province and now based in Bagmati Province, brings a personal touch to education, making computer science both accessible and engaging for her students. Over the past year, she has taught at Janata Secondary School, where her friendly and approachable teaching style has fostered a supportive learning environment.

Her passion for teaching was shaped by her own mentor, Naina, whose warmth and encouragement left a lasting impact. A quick learner herself, Anushka now applies those same skills in her classroom, helping students gain both technical knowledge and the confidence to explore new ideas.

Anushka employs a student-centered approach, believing in creating a comfortable classroom where students feel encouraged to engage, ask questions, and participate actively. She values friendly communication, treating her students as friends to build trust and promote open dialogue. Recognizing the limited access to knowledge and resources in rural public schools, Anushka is particularly passionate about teaching in these areas, where she aims to empower her students by providing guidance and support in a nurturing manner.

As a Saathi Teacher, Anushka is committed to bridging the knowledge gap for students in rural public schools, driven by her desire to contribute directly to their education. Her career aspirations involve being a teacher who earns the respect, love, and admiration of her students while fostering an environment conducive to learning and personal growth.

Having faced many personal challenges, Anushka has learned to adopt a mindset that embraces life's ups and downs, equipping her to handle difficult situations effectively. Looking to the future, her long-term goal is to be a respected teacher known for her dedication and approachability. Anushka is determined to continue developing her teaching skills and creating a positive, inclusive learning environment for all her students.

Shree Ganesh Basic School, Tripura Rural Municipality-02, Latu

Dipsikha Tamang, hailing from Ramechhap, is a determined and resilient individual who served as an Animator at SAHAS. With two years of experience in her role, Dipsikha  was responsible for running a learning camp for students and leading the Samvad group for the Kishwori group to improve numeracy and literacy. Dipsikha ’s journey to this role has been shaped by her personal background and the challenges she has overcome. Growing up as the middle child in her family, she was tasked with balancing household responsibilities while pursuing her education. Despite limited resources and the added pressure of managing her studies late at night, Dipsikha ’s determination never wavered, and she successfully completed her SEE ((Secondary Education Examination).

Dipsikha ’s decision to become a teacher was sparked by an unforgettable mentor, an English teacher who treated all students equally, taught effectively, and provided homework help. This teacher’s non-discriminatory approach left a lasting impression on Dipsikha , who aspires to carry forward the same values of respect and equality in her own teaching career. She is determined to become a teacher who not only educates but also loves and respects her students, guiding them toward the right path to success. Her reflection on past teachers in her village, many of whom were unqualified and disengaged, further fuels her resolve to be different. Dipsikha  is committed to learning better teaching methods and skills through the Saathi program, which she aims to apply in her future teaching endeavors.

In her role as an Animator, Dipsikha faced significant challenges, including a three-hour journey through a forest to reach the learning camp. Despite her fears, such as being chased by monkeys, she continued to make the trip alone, driven by her commitment to ensuring that students receive the education they deserve. This dedication reflects her personal philosophy of loving and respecting children while guiding them toward success. Dipsikha  is passionate about helping her students develop qualities like responsibility, integrity, and discipline, and she strives to embody the dedication and passion she has seen in her own role models.

The hardships Dipsikha  has faced, from managing household responsibilities to overcoming fear during her travels, have shaped her into a resilient and determined individual. These experiences have not deterred her but instead strengthened her resolve to continue her work and make a meaningful impact on her students’ lives. Dipsikha ’s aspirations extend beyond her current role; she envisions herself as a teacher who reflects the values of equality, respect, and dedication, inspiring her students to achieve their full potential. 

Shree Satkanyamati Secondary School, Panchpokhari Thangpal Rural Municipality-05, Gunsa

Diya, a native of the serene village of Panchpokhari, Thangpal in Bagmati Province, reflects on her childhood as the most beautiful time of her life. Growing up in a peaceful and close-knit family, she spent her early school years (classes 1-5) in a school that was conveniently close to her home. The school became her second home, a place where she felt safe, nurtured, and inspired. It was during these formative years that Diya’s passion for teaching began to take root. A simple classroom question—"What would you like to become in the future?"—sparked her initial interest in becoming a teacher. Over time, with encouragement from her family and teachers, this interest grew into a deep-seated desire to educate and inspire young minds. 

One of Diya’s most significant influences is her memorable teacher, Miss Anita, whose interactive and creative teaching style left a lasting impression. Miss Anita’s ability to explain concepts through relatable examples, her passion for teaching, and her encouragement of student participation inspired Diya to develop a love for teaching. Diya aspires to embody these qualities in her own teaching, aiming to create a cooperative, inclusive, and engaging learning environment. 

Diya’s journey has been anything but smooth. When her family circumstances changed, she took on the responsibility of balancing school and household duties. During this difficult period, she managed to study for her SEE (Secondary Education Examination) while caring for her younger siblings and helping them with their studies. These experiences taught her resilience, adaptability, and exceptional time management skills, shaping her into a determined and resourceful individual. Life’s challenges, including the COVID-19 lockdown, further strengthened her ability to persevere and tackle obstacles head-on.

Diya’s dreams and aspirations are deeply rooted in her commitment to rural education. She aspires to teach in community schools, addressing educational gaps and empowering students in areas where resources are limited. Diya believes that education is not just about academics but also about fostering emotional, social, and ethical growth. Over the next decade, she envisions herself making a tangible impact on her students’ lives, helping them develop into confident, critical thinkers who are prepared for the future.

Shree Satkanyamati Secondary School, Panchpokhari Thangpal Rural Municipality-05, Gunsa

Joshana Byanjankar is a storyteller at heart, using her skills to bridge communities and amplify voices. As a Trainee at ActionAid Nepal, she spent a year conducting field visits, gathering impactful stories, and ensuring seamless documentation for reports. From maintaining correspondence records to managing the Child Sponsorship database, her role was rooted in organization and engagement. She also brought stories to life through translation, photography, and videography, highlighting her dedication to meaningful communication.

Before stepping into this role, Joshana worked as a Teaching Assistant at the International Child Resources Institute Nepal (2019–2020), where she gained hands-on experience in education and child development. Whether in the classroom or the field, her work reflects a deep commitment to social impact and community-driven storytelling.

Joshana’s personal background has significantly shaped her values and aspirations. During her childhood, she faced a major setback when she had to miss school in grade 4 due to her family’s financial and social challenges. This experience created a significant gap in her education but also instilled in her a deep appreciation for the transformative power of education. After about a year and a half, she returned to school, determined to catch up and excel. This period taught her that education is not just about acquiring knowledge but also about personal growth, building relationships, and developing resilience. Her journey has fueled her commitment to ensuring that other children, especially those in rural areas, do not face similar barriers to education.

Joshana’s inspiration to become a teacher stems from her most memorable teacher, her Nepali teacher, whose attributes stood out among the 50 teachers at her school. She was deeply inspired by this teacher’s effective communication, adaptability, positive reinforcement, and enthusiasm. Joshana aspires to emulate these qualities in her own teaching, particularly in engaging with students and creating a supportive learning environment. She believes in the transformative power of education, especially in rural areas, and is passionate about serving as a Saathi teacher in rural public schools. Her goal is to make a significant impact on the lives of children with fewer opportunities, understanding the unique challenges faced by rural communities, and approaching her work with empathy and compassion.

Joshana’s teaching philosophy is rooted in continuous improvement and adaptability. She envisions herself, after 10 years of teaching, as an educator who shares knowledge, embraces new technologies, and values student feedback. She emphasizes the importance of staying flexible and open to change in an evolving educational landscape. 

Shree Saraswati Basic School, Panchpokhari Thangpal Rural Municipality-08, Lapse

Junmaya Tamang, a dedicated teacher from the rural village of Panchpokhari Thangpal, has the experience of serving at Shree Satkanyamati Secondary School for two months. Her journey to becoming an educator is deeply rooted in her personal background and childhood experiences. Growing up in a rural setting, Junmaya spent her early years helping her parents with household chores, such as gathering grass and cooking meals, before heading to school. Her childhood was marked by the hard work and struggles of her parents, which inspired her to pursue education as a means to create a meaningful impact. Their unwavering support and encouragement played a pivotal role in shaping her into the dedicated teacher she is today.

Junmaya ’s love for teaching is rooted in the wisdom of her most cherished teacher, Mr. Navin Gole, whose simple yet effective teaching methods left a lasting impression on her. She admires his qualities of being approachable, honest, diligent, motivated, and sincere, and she aspires to embody these traits in her own teaching career. Junmaya is particularly passionate about teaching in rural community schools, where she sees a pressing need for improving the quality of education. She believes that a strong educational foundation is essential for building a better future, much like a sturdy house requires a solid base. For her, teaching is not just a profession but an opportunity to share knowledge, grow personally, and positively influence the lives of her students.

Junmaya’s journey has been marked by significant challenges. At a young age, she took on responsibilities beyond her years to support her family. This experience of hardship and resilience shaped her determination to overcome obstacles and reinforced her commitment to education. It also instilled in her a deep sense of empathy for students facing similar struggles.

Over the past months, Junmaya has gained valuable insights into her responsibilities as a teacher, the dynamics of the school environment, and the psychology of her students. She has learned what it means to earn respect as an educator and the qualities that define a good teacher. Her goal is to achieve the respect and honor that come with being a dedicated and sincere educator. Looking ahead, Junmaya envisions herself continuing to grow as a teacher and contributing to the improvement of education in rural schools. She aspires to be recognized as a teacher who embodies dedication, sincerity, and a genuine commitment to her students’ success. 

Shree Chandrodaya Secondary School, Aanbookhaireni Rural Municipality-01, Samastipur

Liza Thapa has been shaping young minds for the past year as a passionate and dedicated Basic Level Science Teacher at Bidhya Sagar English Boarding School in Kathmandu. Her responsibilities included lesson planning, maintaining a clean and orderly classroom environment, initiating creative activities for students, communicating with parents, and planning outdoor events. Liza’s journey into teaching is deeply influenced by her happy and supportive childhood. Her parents provided her with the best study materials and encouraged her to work hard, which played a significant role in her academic and personal development. Their unwavering support instilled in her a strong work ethic and a love for learning, which she now brings to her classroom.

Liza fondly remembers her teacher, Mr. Pradip Shrestha, who created a friendly and supportive classroom environment. She recalls how Mr. Shrestha encouraged students to ask questions without fear of judgment, fostering a sense of curiosity and confidence. Liza aspires to recreate this same nurturing environment for her own students, where they feel safe to explore, learn, and grow. Her teaching philosophy is rooted in building trust and open communication with her students, ensuring they feel valued and supported.

However, Liza’s teaching journey has not been without challenges. Early in her career, she faced difficulties when most of her students failed her subject, leading to complaints from parents. With the support of her school principal, she learned the importance of effective communication with parents and adapted her teaching methods to make science more accessible and engaging for her students. Over time, she attended training sessions provided by the school, where she learned fun and interactive teaching techniques. These experiences helped her grow as an educator, enabling her to connect better with her students and improve their academic performance.

Liza views teaching as a rewarding opportunity for both personal and professional growth. She enjoys working with children and is committed to continuously improving her skills to provide the best possible education for her students. Looking ahead, Liza envisions a future where her students succeed in life and remember her as a teacher they can look up to. She aims to contribute positively to their futures by fostering a love for learning and helping them develop the skills they need to thrive. 

Shree Saraswati Basic School, Panchpokhari Thangpal Rural Municipality-08, Lapse

Mandawi Pandey is a driven and passionate individual who worked as a Flutter Dart Intern at Broadway Infosys IT Learning Center in Bhairahawa. With a year of experience in her role, she specialized in developing cross-platform mobile applications using the Flutter framework. Mandawi’s technical expertise is complemented by her creativity and problem-solving skills, which she has honed through hands-on project experience and continuous learning.

Mandawi’s journey is shaped by her diverse life experiences and her deep-rooted belief in the transformative power of education. Growing up, she developed a strong appreciation for learning and a dream to provide free education to those in rural areas. She sees initiatives like the ‘Saathi Teachers Programme’ as an opportunity to make a meaningful impact and empower underserved communities.

One of her most significant inspirations comes from an English teacher during her third semester of Bachelor’s studies. This teacher’s humble demeanor, positive attitude, and supportive teaching style created a welcoming and inspiring classroom environment. Mandawi carries these lessons with her and aspires to replicate the same nurturing atmosphere in her own teaching. Her goal is to ensure that every student, especially those in rural areas, has access to quality education and the guidance they need to succeed.

Throughout her journey, Mandawi has faced and overcome numerous challenges, including adapting to the fast-paced flow of information and staying relevant in a constantly evolving field. She has learned to embrace continuous learning, break down large goals into manageable steps, and seek help when needed. These experiences have taught her resilience, adaptability, and the importance of stepping out of her comfort zone.

Mandawi aspires to combine her technical skills with her passion for education to create innovative learning solutions for underserved communities. She envisions herself as a mentor and educator who not only imparts knowledge but also inspires students to dream big and achieve their goals. Her ultimate mission is to leave a lasting legacy of empowerment, ensuring that every student she works with has the opportunity to succeed and make a difference in the world.

In the future, Mandawi aims to contribute positively to the lives of students by providing a supportive and nurturing environment that goes beyond traditional education. She hopes to mentor new teachers, develop impactful educational projects, and continue growing as an educator. 

Shree Chandidevi Basic School, Aanbookhaireni Rural Municipality-06, Purlung

Nabaraj Shrestha brings hands-on expertise in sustainable agriculture, having spent a year training farmers at the Nepal Agroforestry Foundation (NAF) in Bhanu, Tanahun. His work focused on equipping farmers with essential skills in coffee plantation, care, management, pruning, and shade regulation. Through his training, he played a vital role in enhancing agricultural practices, ensuring better yields, and promoting sustainable farming techniques in the region. His work included ensuring that farmers gain the necessary knowledge and skills to improve their coffee cultivation practices, contributing to sustainable agricultural development. In addition to his role at NAF, Nabaraj has experience as a part-time teacher for Science and Mathematics for grades 7 to 9 during his Bachelor’s studies, showcasing his versatility and commitment to education.

Nabaraj grew up in a middle-class family of four, with his father working in Dubai and his mother taking on the role of raising the family. His mother’s dedication, such as the time she ran to school to bring him forgotten stationery, left a lasting impression on him and motivated him to excel academically. Nabaraj consistently ranked first in his class, driven by a strong realization of the value of education and a desire to succeed.

Nabaraj’s most memorable teacher is Mr. Narayan Kunwar, his mathematics teacher, who was known for his energetic, dedicated, and hardworking approach. Mr. Kunwar prioritized students’ needs over politics and actively involved students in solving problems on the board, which boosted Nabaraj’s confidence and contributed to his growth. This experience deeply influenced Nabaraj’s teaching philosophy and his commitment to student-centered education.

Nabaraj emphasizes the importance of a positive attitude toward students who are struggling in their studies, believing that they may need different learning methods or more time to grasp concepts. He values building trust with students and their parents, creating a supportive and inclusive learning environment. Nabaraj advocates for an effective and practical approach to teaching, ensuring that students not only understand theoretical concepts but also apply them in real-life situations.

Nabaraj envisions a future where he can contribute to the development of rural communities through education. He aims to inspire and empower students, particularly those in underserved areas, to reach their full potential. His ultimate goal is to become a professor who not only imparts knowledge but also fosters critical thinking, creativity, and a love for learning in his students.

Shree Golmeshwari Basic School, Panchopokhari Thangpal Rural Municipality-06, Taar

Pramila Tamang, from Mankha, Sindhupalchowk, has spent her time turning research into meaningful insights that help shape her community. During her year as a researcher at Tuki Sangh, she worked closely on data collection, gathering crucial information on school-going children, including those who had dropped out, graduated, transferred, or were differently abled. Her efforts contributed to a deeper understanding of educational trends in Sindhupalchowk, helping to inform initiatives aimed at improving student retention and support systems. In addition to her research work, Pramila has been trained by Teach Ministry Nepal in primary-level teaching and has taught social studies and mathematics at Gatesamane Thimi Church, showcasing her passion for education and her commitment to making a difference in the lives of students.

Pramila’s journey is deeply rooted in her personal experiences and background. Growing up, she initially struggled with mathematics but overcame these challenges with the help of supportive teachers who used innovative teaching methods. This experience not only improved her academic performance but also ignited her passion for math. She fondly remembers an English teacher who went above and beyond to provide resources like audio recorders, practice books, and vocabulary exercises, offering her an education comparable to private school standards despite attending a government school. Inspired by this teacher’s dedication, Pramila aims to bring the same energy and innovative teaching methods into her own classroom.

Pramila has faced her share of challenges, including personal loss and hardship. However, with the support of her family, she overcame this difficult time and emerged stronger. This experience has deepened her empathy and strengthened her resolve to help others, particularly children facing their own struggles. It has also reinforced her commitment to pursuing her teaching dreams and making a positive impact on the lives of her students.

Motivated by her rural background and the challenges her parents faced when migrating to the city for better education opportunities, Pramila has a strong desire to teach in rural schools. She dreams of creating an environment where children do not need to leave their villages for quality education. Her vision is to provide students with the tools and support they need to succeed, ensuring they can thrive in their own communities. She envisions a future where, after 10 years of teaching, she will see the fruits of her labor in the form of her students’ beautiful smiles, dreams, discipline, and growth into good human beings. 

Shree Suryodaya Basic School, Aanbookhaireni Rural Municipality-01, Yanchowk 

Priya Karki, from Bhaktapur, is a passionate and dedicated teacher who carries the experience of teaching at Gyansudha Pathsala under her belt. With one year of experience in her role, she taught English to primary-level students, prepared lesson plans, and assessed students' progress while providing constructive feedback. Priya’s commitment to education is further strengthened by her additional training in Montessori methods at the Modern Montessori Training Center, where she learned to support children’s development and encourage independence in learning. She focuses on improving students’ reading, writing, and speaking skills through engaging activities like games and stories, making learning both effective and enjoyable.

Priya’s motivation to teach stems from her personal background and experiences. Growing up in a small family with her father as the sole breadwinner, she was inspired by his dedication and hard work. She overcame her shyness through a school speech competition, which boosted her confidence and reinforced her belief in the power of perseverance. Priya also helped her siblings with their studies while managing her own, which instilled in her a sense of discipline and responsibility. Her teaching inspiration comes from Sabita Ma’am, a teacher who used engaging methods and paid attention to every student, motivating Priya to adopt a similar approach in her own teaching.

Priya is particularly passionate about teaching in rural public schools as a Saathi teacher, where she hopes to make a difference in the lives of students who lack access to resources. She believes that teaching in these areas will help her develop key skills like adaptability, patience, and creative problem-solving. Priya aims to apply her education and training in real classroom settings, learning to manage diverse classrooms and address teaching challenges effectively. Her teaching philosophy is deeply influenced by Sabita Ma’am’s qualities of patience, creativity, and attentiveness, which she strives to embody in her own practice.

Priya’s aspirations go beyond academic teaching; she desires to instill life skills like critical thinking, teamwork, and self-belief in her students. She aims to make learning enjoyable through simple and fun methods, ensuring that students are not only educated but also inspired to reach their full potential. 

Shree Suryodaya Basic School, Aanbookhaireni Rural Municipality-01, Yanchowk 

Growing up in a rural family, Shisir faced significant personal and family hardships. Despite these challenges, Shisir’s parents prioritized education, sending him to school and instilling in him the belief that learning could pave the way for a better future. As the youngest son, he carries the weight of his family’s sacrifices and the memories of a difficult past, but he remains committed to his studies as a way to honor their efforts. For Shisir, childhood may have been filled with sadness, but he firmly believes that education and perseverance can shape a brighter future.

One of Shisir’s greatest inspirations comes from his teacher, Ganesh Karki, who left a lasting impression on him. Ganesh Karki’s teaching style stood out for its strong communication skills, patience, and creative methods of engaging students. Shisir admires his teacher’s positive attitude, leadership qualities, and the discipline he brought to the classroom. These attributes have deeply influenced Shisir’s own teaching philosophy, which emphasizes knowledge, patience, effective communication, and a positive attitude. He also values discipline and leadership, qualities he hopes to bring into his own classroom to inspire and guide his students.

Shisir is passionate about teaching in rural public schools, particularly in underserved communities. He sees education as a powerful tool for empowerment and recognizes the unique challenges rural areas face in accessing quality learning opportunities. By teaching in these communities, he aims to bridge the education gap and help students unlock their full potential. Shisir believes that working in rural areas will also help him develop essential skills like adaptability, problem-solving, and cross-cultural communication, which will be invaluable for his future career in education and community development.

Looking ahead, Shisir’s goals as a teacher are rooted in creating a nurturing and inclusive learning environment where students feel valued and motivated to excel. He aims to inspire a love for learning and build strong foundational skills in his students. By implementing innovative teaching strategies and fostering a sense of inclusivity, Shisir hopes to leave a lasting positive impact on his students’ lives. His ultimate vision is to equip them with the knowledge, values, and confidence they need to succeed, ensuring that they, too, can overcome challenges and shape a brighter future for themselves and their communities.

Shree Kalika Secondary School, Tripurasundari Rural Municipality-06, Tekanpur

Susmita Thapa’s journey is one of resilience, determination, and a deep commitment to education. Growing up in a small, close-knit society, her world was largely confined to her home and school. As the eldest daughter, she received plenty of affection but had limited educational support from her family. Her childhood was marked by the fear and uncertainty of the conflict period (2062-2063 BS), yet she persevered in her studies, completing up to grade 5 with the help of her uncle, who played a pivotal role in her education. His guidance in mathematics and boarding education not only helped her academically but also inspired her to dream bigger and aim higher.

Susmita’s educational journey was profoundly influenced by her teacher, Jagat Mani Soti, whose ability to simplify complex subjects and make learning enjoyable left a lasting impression on her. She attributes much of her academic success to his engaging and supportive teaching style, which has shaped her own philosophy as an educator. Susmita believes that good teachers should be confident, reliable, and approachable, treating students as friends while remaining committed to their work. She emphasizes the importance of understanding students’ perspectives, being punctual, and taking responsibility for their growth. These principles guide her vision of what it means to be an effective and inspiring teacher.

Susmita’s journey has been filled with challenges, the toughest being her fight against child marriage—a barrier she overcame through education and self-empowerment. With the support of her family, she took decisive steps to reclaim her future, demonstrating remarkable strength and resilience. This experience has fueled her determination to empower others through education and to create opportunities for students to thrive despite their circumstances.

Motivated by her own experiences studying in a rural setting, Susmita is deeply committed to improving the quality of education for students in similar circumstances. She understands the challenges they face and sees teaching in rural schools as an opportunity to make a meaningful difference. For her, it’s not just about imparting knowledge but also about understanding diverse cultures and community issues. She believes this experience will not only enrich her own learning but also open new career opportunities, allowing her to contribute more effectively to the field of education.

Shree Bhotenamlang Secondary School, Panchpokhari Thangpal Rural Municipality-07, Bhotenamlang

Umesh Dhungana is not just a teacher—he’s a mentor who brings warmth, curiosity, and a sense of community into his classroom. Over the past year, he has taught primary-level science and mathematics at Asphodel Public School, where his adaptability and interactive teaching style have made learning both engaging and accessible for his students. His approach to education is rooted in connection, ensuring that every child feels seen and supported.

His passion for teaching stems from his own childhood, filled with moments of teamwork and learning. Growing up in a close-knit family in Tikapur, Kailali, he spent his days playing football and cricket with his siblings and helping his grandmother make her famous pickles. These early experiences taught him the value of collaboration and patience—qualities he now instills in his students, both inside and outside the classroom.

One of Umesh’s greatest inspirations is his former teacher, Mr. Mahesh Sharma, who had a remarkable talent for simplifying complex scientific concepts and making learning enjoyable through real-world examples. Umesh aspires to replicate this approach in his own teaching, striving to create a comfortable and open environment where students feel safe to learn and express themselves. He places a strong emphasis on building personal connections with his students, treating them as friends while fostering mutual respect. Umesh is particularly committed to improving education in rural areas, driven by a passion to bridge educational gaps for children in underserved communities. His goal is to serve as a Saathi Teacher in rural regions, where he hopes to inspire students and make a meaningful impact despite the challenges they face.

Umesh’s journey as a teacher has not been without its difficulties. In his early days, he encountered students who struggled with foundational concepts, which initially led to frustration. However, he overcame these challenges by adapting his teaching style, offering personalized support, and incorporating interactive activities to create a safe and communicative learning space. His persistence paid off, resulting in significant improvements in student confidence and academic performance. Looking ahead, Umesh aims to leave a lasting positive impact on his students' lives, helping them grow both academically and personally. He is committed to continuous professional development, staying updated with the latest educational trends, and contributing to his school community. Beyond the classroom, Umesh envisions mentoring new teachers and participating in projects that extend learning opportunities to the broader community, reflecting his dedication to education and community empowerment.