Teacher Training Quality Education Programme-TTQEP
To maintain and improve the quality of education in the Taplejung project area, several educational events were held throughout the year. Teachers, parents, students, and management committee all directly profited from the TTQE program. Himalayan Trust UK has led the way in providing financial aid and significant support for both hard and soft skills to youngsters from remote rural areas so they can pursue higher education. Most schools outperform the national standard in terms of teaching, access to learning materials, student involvement, drinking water availability, lavatory facilities, school buildings, science labs, library management, student learning outcomes, and the overall learning environment at the school. Some schools even surpass the national standard, while others stay within it. Project intervention directly improved learning outcomes of the students, decreased dropout rates, increased promotion rates, increased students' participation during the classroom teaching and the formation of a reading habit. 1078 girls and 1007 boys were directly benefited with the program intervention in the 35 schools in 2023/24. The project's goal is to maintain the quality of education provided in schools through the promotion of teacher training, the creation of a network of child clubs, the delivery of management training to the head teacher and the school management committee, formation and mobilization of youth volunteering group , students engagement through learning centre , formation of mother's groups, and the establishment of a scholarship program, to name a few significant initiatives. Project activity supports in developing reading fluency, numeracy, and life skill of the pupil. Along with this, best performing school, teacher, head teacher, students and management committee members were encouraged by giving special honour under the LAPP event.
Transforming Education: SMC’s Impact on Shree Saraswati Secondary School, Tapethok
Overcoming Early School Struggles: Established in 1961 AD, Shree Saraswati Secondary School, Tapethok, has witnessed a long journey of educational transformation. In its early years, both children and parents showed little interest in schooling, pushing the school toward the risk of closure. The lack of awareness about the importance of education and limited resources made it difficult to retain students. According to Limbu, the situation gradually improved with the introduction of various educational development strategies. A key player in this transformation was the School Management Committee (SMC), which actively worked towards addressing challenges and fostering a better learning environment.
The Leadership of Deepak Limbu: Strengthening the foundation
| Figure: Dipak Limbu (right) with the Chairperson Rajan Limbu of Phaktanglung Rural Municipality (middle right) and TTQEP Project Manager (second left), Principal (left).
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A new School Management Committee was formed in 2020 AD, under the leadership of Limbu. Determined to elevate the quality of education, the committee focused on implementing structural, financial, and social reforms. After completing a successful first term, Limbu was re-elected for a second term in December 2024, continuing his mission of educational development. Under his leadership, the SMC has actively collaborated with various educational organizations, local government bodies, and community stakeholders to enhance the school’s financial stability, physical infrastructure, and cultural engagement. These efforts have contributed significantly to the school’s growth and sustainability.
Community Engagement and Infrastructure Development
A remarkable initiative introduced by the SMC is the daily school monitoring by parents, ensuring accountability and quality education for students. Furthermore, recognizing the need for a safe and well-equipped learning environment, the committee collaborated with a local micro-hydro project to construct a boundary wall for the playground and fence the school premises. These developments have not only improved safety but have also encouraged a sense of ownership and responsibility among the local community.
Current Status and Future Aspirations
At present, Shree Saraswati Secondary School serves 264 students from Wards 4, 5, and 6 of Phaktanglung RM. With 14 dedicated teachers, the school continues to provide quality education to the children of the region. The SMC, under the leadership of Limbu, remains committed to further enhancing the school’s infrastructure, academic performance, and community engagement. By fostering strong partnerships and maintaining an active role in school affairs, the SMC is setting an inspiring example of how community-driven leadership can transform education in rural Nepal.
| Limbu expressed his appreciation to REED Nepal stating, “First of all, I would like to express my gratitude to REED Nepal for its unparalleled contribution to the education sector and I never forget the tireless effort of Mr. Rajendra pant .He and REED Nepal team has played a vital role in improving the quality of education in our school by managing the construction of school buildings, organizing various training programs, and enhancing the capacity of teachers. For these invaluable efforts, I extend my heartfelt thanks. We hope and expect REED Nepal’s continued support and cooperation in the coming days. I also hope HTUK continues to help in the days ahead. Thank you!” |
A Teacher’s Commitment: Bidur Mabo’s Lifelong Dedication to Student Success.
Early Life and Education
Bidur Mabo was born on December 8, 1979, in the eastern part of Taplejung district. He was the eldest among three brothers in his family and was determined to complete his education despite the financial challenges his family faced. Due to financial constraints, he could not afford to rent a room near his school, forcing him to walk two and half an hour to school for secondary education.
Career Beginnings
In December 1998, Mabo began his teaching career in Phungling. He relocated from the eastern part of the district headquarters, Phungling, to the eastern village of Sirijungha Mamankhe, Taplejung. His appointment with the Teacher Service Commission (TSC) marked a significant milestone in his teaching journey. Although he had no prior teaching experience, Mabo’s passion for education and the positive responses from his students helped him gain confidence in his new role.
Professional Development through REED Nepal
REED Nepal played a crucial role in enhancing Bidur’s teaching abilities. REED provided him with various professional development opportunities including leadership training, classroom management, ICT and curriculum discrimination training. Additionally, Bidur benefited from class observations, feedback and model classes conducted by REED which further refined his teaching methods. Through these opportunities, Bidur has become deeply committed to ensuring his students achieve positive learning outcomes and enjoy the process of learning. Throughout his career, Mabo has primarily focused on teaching at the basic education level (grades 1 to 5), and he remains enthusiastic about creating a positive and engaging learning environment for young students. His commitment to student success and his enjoyment of the teaching process continue to guide his work.
| Acknowledging REED Nepal’s efforts, Mabo stated, “I highly appreciate the contributions made by REED Nepal in the educational, economic, and infrastructural development of the school. I hope that in the coming days, REED Nepal will continue to support the school’s educational initiatives by enhancing student learning achievements through child-friendly and student-centered teaching approaches. Furthermore, I expect that the organization will continue to provide necessary training opportunities to schools, stakeholders, and all teachers, enabling them to adopt practical and effective teaching methodologies.” |
School WASH facilities
