I strongly believe in education as a form of leadership. I have always been passionate about working with children because I believe that they are the pillars of the nation who, with the right exposure and support, can work to enhance the future for the better through their leadership. Having worked in the field of education for 10 years, the most rewarding experience for me has been the Teach For Nepal Fellowship, through which I taught Science in a remote village of Sindhupalchowk  in 2017 for 2 years.  Reflecting on this journey, I see that I learnt much more than I was able to give. I learnt not to give up and to try things in a different way if the first way did not work. And most importantly, it strengthened my belief that education empowers people and communities. This is one of the reasons I joined the Saathi Teachers Programme. With the knowledge I acquired , skills I refined and experiences I gained, I now want to empower others to create a greater impact in education. Combining my experiences of working in education, including teaching and managing educational programmes, and my degree in Education, I want to help educators create a learning space where each learner feels safe, accepted and included.

I think a journey like this is so rewarding and fulfilling. It helps one identify what they value in life and helps them understand how society functions. For me, staying grounded and humble is essential to true leadership, and you learn so much more about yourself by challenging your limits. This journey will be the beginning of finding your purpose in life, finding your WHY! 
 

Driven by a strong belief that every child deserves access to quality education regardless of location, Amulya Shrestha joined the Saathi Teachers Program to help bridge educational gaps in rural Nepal. With a Master’s in Development Studies from Kathmandu University, Amulya’s journey is shaped by both academic knowledge and two years of frontline teaching experience as a Teach for Nepal Fellow in Parsa District. His time in the Terai region taught him the power of dedicated mentorship and the resilience of students and teachers alike, further inspiring his commitment to rural education.
As a Teacher Development Coordinator for the Paanchpokhari cluster, Amulya brings valuable insights into classroom dynamics and effective teacher support strategies. In his role as Teacher Development Coordinator, he oversees the program's efforts to train and mentor 10 Saathi teachers across 5 schools in Panchpokhari Thangpal Rural Municipality. His responsibilities include classroom observations, organising workshops, and guiding teachers in developing community-focused action projects.
Amulya is deeply committed to fostering a supportive learning environment. His collaborative approach encourages teachers to innovate and grow, enabling them to effectively engage students and promote a love for learning. Beyond his work with Saathi Teachers, Amulya is a development enthusiast with a strong strategic mindset and a talent for building meaningful connections with both educators and students. His career is driven by a profound dedication to creating sustainable educational impact and a commitment to continuous growth and excellence in the education sector.

Aruna Shrestha Karki has a degree in Environmental Science and is currently working as a Teacher's Development Coordinator for Tripurasundari Cluster at Saathi Teachers Programme. 
Aruna writes: “Growing up as a student in a government public school in Nepal, I often felt underprivileged in terms of educational resources and opportunities. Looking back, I still remember that teachers focused on students at the top of the class or those at the bottom. The average students often felt left out and invisible in the classroom. This experience has driven me to work with underprivileged students since my early teenage years. I believe that every student deserves to be seen, heard, and supported, regardless of their academic standing. With these experiences, I felt connected with the mission of the Saathi Teachers Programme which led me to join as a Saathi teacher back in 2022.
My Saathi journey has been transformative both personally and professionally. After completion of a two year long Saathi teacher journey, I felt a deep sense of belonging within the programme. This prompted me to take on the role of Teachers Development Coordinator, where I support 8 Saathi teachers (Suvaaramva cluster) working in four different schools of Tripurasundari Rural Municipality, Sindhupalchowk.”
 

Safina Maharjan is 25 years old and has a Bachelor’s degree in Environmental Science and is passionate about helping children through education. She currently works as a Teachers Development Coordinator Aaanbookhaireni cluster. 
Safina started her journey as a teacher right after she left school by working at an orphanage school. Safina was exposed to the struggles of many children. One interaction was particularly poignant when a student, who had lost his mother at a young age, referred to Safina as “ mother”. This deeply moved her and made her realize how important it is to support these children and help them to build a better future for themselves. 
After leaving that job to continue her studies, Safina stayed connected to education by volunteering as a Child Learning Facilitator. She built strong bonds with the children in the community, who started to see her as an “elder sister.” This strengthened her desire to make a real difference in their lives, and it led her to join the Saathi Teachers Programme. Spending two years in this programme gave her valuable skills and experiences that shaped her as an educator.
Her belief in the power of good education comes from her own experience as a student. She struggled in school until class 6 and failed many exams. But when her mother enrolled her in a coaching class, the teacher’s support helped her to improve and become a much better student. This experience taught her that the quality of education depends on the teacher and how they connect with their students.
Now, as the Teacher Development Coordinator, her goal is to help other Saathi Teachers grow and build their confidence so that they can make a difference in children’s lives. Her time with Saathi has helped her grow not only as a teacher but also as a leader. She is excited to continue being a part of this programme and to contribute to the future of education.
 

Karan Tamang is a Graphic Designer and Social Media Manager at the Saathi Teachers Programme/Helambu Education and Livelihood Partnership (HELP). He completed his Diploma in Computer Engineering from Kathmandu Institute of Technology and is currently pursuing a Bachelor of Science in Computer Science at King’s College.

Despite his background in computer science, Karan has a deep passion for the education sector. As a Saathi Teacher Alumni (2024), he dedicated his time to teaching in Lekharka, Panchpokhari Thangpal Rural Municipality-06, Sindhupalchowk. Reflecting on his experience, he describes his Saathi Teachers journey as transformative, full of learning, and adventurous. Teaching and working with young minds remain some of his most cherished memories.

Karan is also a HELP Scholarship recipient (2018), a recognition of his dedication and potential. Through his work, he continues to contribute to education and community development, blending his skills in technology and teaching to make a meaningful impact.

My name is Kishor Raj Singh and I am from Sukedhara-4, Kathmandu. I have an MBA degree in Finance and Administration and I previously worked at the Need Employment Service. I joined HELP as a Finance & Admin Officer and I enjoy working at an NGO as it allows me to contribute to positive change through advocating for Child rights, providing healthcare to underrepresented populations and supporting education initiatives. Our programme is dedicated to addressing pressing social issues and improving the lives of marginalised communities. The satisfaction that comes from knowing my efforts are making a difference in the lives of those in need is unparalleled.
I believe that continual improvement to our school system should be shared by everyone involved including school staff, parents, students, and the community. A shared goal of the improvement of education can become a catalyst for continued growth in the ways we educate and support our young. Students and adults contribute their ideas, feelings and insights as well as personal and cultural histories to every situation. Children have the ability to be active, capable contributors to a learning community.
Kishor currently works as the Finance and Admin Officer at HELP.