When I was a kid, my father always brought a volleyball for me on his annual leave. Because of my volleyball skills at the time, I was a popular companion among many classmates. I wanted to play with my seniors on a full court but did not get the chance until I demonstrated the skills they were looking for. In my early teens, I was a first-team player in my village and a sought-after player at my school. In volleyball tournaments, I recall hearing my name called out by the crowd. We had much trouble traveling to the tournaments as a team. We had to sleep wrapped in hay and did not have enough money to buy decent food. However, the ecstasy I felt after winning was incredible. I cannot express how much joy the trophy brought me then. I recall every detail with great clarity. As a player, there were numerous difficulties but unimaginable fun and attachment. As a volleyball player, I cherished every moment of my life.

Life had to change. I had to continue my education. When I first arrived in Kathmandu in 2004, I attempted to join the Nepal Army as a Second Lieutenant. I was physically fit due to my hard work at volleyball practice. However, I was unsuccessful in the final stage of the recruitment process. The result broke my heart. I finished my B.Ed. and considered pursuing a job. Out of the blue, I joined a private English medium school. I made it through an academic year despite being a novice. The fantasy of becoming a national volleyball player and representing my country always haunted me. Doing an undesired job for survival was equivalent to capital punishment. I merely taught the students to push the sun down the hill all day. I cannot express how much I regretted not attempting the Second Lieutenant again. I regretted not having the patience to pursue my career as a player.

My life as a private school teacher was tedious. Academically I learned nothing significant. I sharpened my skills in spoken English, nonetheless. In 2015, I attempted the Teachers' Service Commission examination. I was selected as a Secondary English Teacher. My family members were not delighted to hear the news, but they also realized the importance of a permanent job. The first year of teaching in a government school was not satisfactory. A large number of students in the class often irritated me. At the beginning of 2016, I watched a video by Steve Jobs. (The text has been included in the grade XI English textbook now) In his speech, Steve says, "If today were the last day of my life, would I want to do what I am about to do today? Whenever the answer has been NO for too many days in a row, I know I need to change something". It changed my way of thinking. One fine morning, I said to myself, "I could not do what I loved, but I can love what I am doing". I relished the classes, and interacting with the students was exciting. My personal life was discussed with my students. I cannot say my story inspired them, but it made me happy. I went to class and powered up. I started preparing materials and writing reflections. I was loved and admired as a rejuvenated teacher and a cheerful human being.

Learning never ends. Academic life is always connected to learning, unlearning, and relearning. I learned to lose as a player. Learning to emerge from a loss was a big achievement. As a human being, it is not possible to win every time. Sports taught me courage and discipline. Failures in Army recruitment taught me to remain calm in times of distress. The early years of teaching contributed to a great change in my life. I must accept that teaching was an undesired career for me. It just landed on my plate. John C. Maxwell says, "Our decisions, not our conditions, determine our quality of life". I still want to know whether our life is determined by destiny or decisions.

Nevertheless, now, I am a rejuvenated teacher. I am in love with my work of teaching. I have regrets, but they are not powerful enough to take me away from this profession. I have already decided to move on. Regrets have turned into rejoicing, and complacency has turned into rejuvenation.

 

शैक्षिकसत्र २०८० को सुरुवात सँगै विद्यालय तहका सबै पाठ्यक्रम परिमार्जन कार्य सकिएको छ । अघिल्लो शैक्षिकसत्र देखि कक्षा १-३ को एकिकृत पाठ्यक्रम पूर्ण कार्यान्वयनमा गएको छ । कक्षा ४-८  को पाठ्यक्रमले विषयगत रुपमा एकरुपता पनि ल्याएको छ ।  कक्षा ४ देखि १० सम्म पाठ्यघण्टा ३२ र वार्षिक कार्यघण्टा १०२४ राखिएको छ । आन्तरिक मूल्याङ्कनको पक्ष बलियो बनाउन खोजिएको छ । विषयगत रुपमा केही भिन्नता भएपनि आन्तरिक मूल्याङ्कनले कक्षा सहभागिता र परियोजना कार्यलाई महत्वपूर्ण स्थान दिएको छ । त्रैमासिक परीक्षाको मूल्याङ्कनलाई आन्तरिक मूल्याङ्कनले समेटेको कारण यो शैक्षिकसत्र देखि वार्षिक परीक्षाको नतिजा प्रकाशन गर्दा १०/२०/६० प्रतिशतको हिसाब गर्ने झन्झट पनि हटेको छ ।

पाठ्यक्रमले शिक्षकलाई शिक्षण सिकाइ क्रियाकलाप सञ्चालन गर्ने बाटो देखाउने काम गर्छ । पाठ्यक्रम बिद् हिल्डा टाबाले पाठ्यक्रमलाई शिक्षण सिकाइको योजना भनेर परिभाषित गरेकी छन् । विद्यार्थीहरुमा पाठ्यक्रममा उल्लेख भएका सक्षमताहरु हासिल गराउन सहयोग पुगोस् भनेर पाठ्यक्रममा आधारित रहेर पाठ्यपुस्तक लेखिन्छन् । पाठ्यक्रमले पाठ्यपुस्तकको लेखनको बाटो पनि देखाउने रहेछ । तर शैक्षिकसत्र २०८० देखि लागु हुने पाठ्यक्रमले धेरै क्षेत्रमा शिक्षकलाई बाटो देखाउन चुकेको छ ।

राष्ट्रिय शिक्षा नीति २०७६ ले शिक्षित, सभ्य र सक्षम जनशक्ति, सामाजिक न्याय, रुपान्तरण र समृद्धि भन्ने दुरदृष्टि राखेको छ भने सबै तहको शिक्षालाई प्रतिस्पर्धी, प्रविधिमैत्री, रोजगारमुलक र उत्पादनमुखी बनाई देशको आवश्यकता अनुरुपको मानव संशाधन विकास गर्ने लक्ष्य लिएको छ । राज्यको नीति पढ्दै जादा खासै खोट लाउने ठाँउ भेटिदैन । तर यो नीतिसँग पाठ्यक्रम पटक्कै मेल खाँदैन । राष्ट्रिय शिक्षा नीतिले राखेको लक्ष्यमा प्रतिस्पर्धी शब्द राखिएको छ । यसको अर्थ विद्यालय शिक्षा पुरा गरेका विद्यार्थीहरु विश्व बजारमा प्रतिस्पर्धा गर्न सक्षम हुनेछन् । तर पाठ्यक्रमले विद्यार्थीलाई उसको रुचीको क्षेत्र छान्न दिएर त्यसको आधारमा मूल्याङ्कन गर्दैन । उदाहरणको लागि आधारभुत तहको एउटा विद्यार्थी कुनै खेलमा रुची राख्दछ तर अन्य क्षेत्रमा त्यति ध्यान दिदैन । हाम्रो पाठ्यक्रमले त्यो विद्यार्थीले खेलमा देखाएको रुचीलाई सम्बोधन गर्ने बाटो देखाउन सकेको छैन । खेल जस्तै अन्य क्षमता भएका विद्यार्थीहरुलाई अवसर दिने क्रियाकलापहरुको कल्पना नै गरेको देखिदैन । प्रतिभा प्रस्फुटनको लागि विद्यालयले सामाग्री किन्न सक्दैन र राज्यले लगानी गर्दैन । प्रतिभावान् विद्यार्थीहरुले जसरी पनि अङ्ग्रेजी जान्नै पर्छ, गणितका हिसाब गर्नै पर्छ अनि विज्ञानका शुत्र घोक्नै पर्छ । जसोतसो विद्यालय तह पुरा गरेर आफ्नो रुची अनुसार खेलकुदमै लाग्यो उसले विश्व बजारमा प्रतिस्पर्धा गर्नुपर्ने खेलाडी क्रिस्टियानो रोनाल्डोको छोरा हो । युरोपका कुनै विद्यार्थीलाई विद्यालयले दिएको अवसर र वातावरण हाम्रो विद्यालयको वातावरणमा तुलना नै हुन सक्दैन । हाम्रो पाठ्यक्रमले खेलकुद, सङ्गीत, चित्रकला जस्ता क्षेत्रलाई अतिरिक्त क्रियाकलाप भनेको छ । यी क्षेत्रहरु सबै विद्यार्थीका लागि अतिरिक्त क्रियाकलाप नै हुन्  भनेर ठोकुवा गर्न मिल्छ ? कसैको लागि सङ्गीत मूख्य क्रियाकलाप हुन सक्दैन र ?  विद्यार्थीका क्षमता चिनेर तदनुरुपको वातावरण ,स्रोत साधन र मूल्याङ्कनको अवसर  दिनको लागि हाम्रो पाठ्यक्रम ले बाटो देखाउन चुकेको छ ।

अरु तिन वटा शब्द छन् प्रविधिमैत्री, रोजगारमुलक र उत्पादनमुखी । नीतिले विद्यार्थीलाई प्रविधिमैत्री बनाउने लक्ष्य राख्छ तर पाठ्यक्रमले कक्षा ६ देखि ८ सम्म कम्प्युटर विषय पढाउन मिल्दैन भन्छ । विज्ञान तथा प्रविधि भनेर सुचना तथा सञ्चार प्रविधिको लागि जम्मा ३० कार्यघण्टाको समय दिइएको छ । यति समयमा सिकाइ सिप, प्राविधिक साक्षरता सिप र सूचना साक्षरता सिप जस्ता व्यवहारकुशल सिप सिकाउन कति सम्भव होला । विश्व बजारमा प्रतिस्पर्धा गर्नको लागि विद्यालय तह पुरा गरेका विद्यार्थीलाई यति सिकाइले कसरी सम्भव होला ? अर्को अति महत्वपूर्ण शब्द छ रोजगारमुलक । यसो बिचार गर्नुस् त यो पाठ्यक्रमका सक्षमताहरु प्राप्त गरेर विद्यार्थीले रोजगारी सिर्जना गर्न सक्छ ? यो पाठ्यक्रमले उद्यमलाई प्रेरित गर्छ ? रोजगारमुलक भनेको जागिर खान सक्ने मात्र त पक्कै होइन होला । रोजगारको सिर्जना गर्न सक्ने बाटो यो पाठ्यक्रमका कुनै विषयले देखाएको छैन । पेशा व्यवसाय र प्रविधि शिक्षा विषय हटाएर झन् नीति सँग नमिल्ने अभ्यास गरिएको छ । उत्पादनमुखी बाटोमा पाठ्यक्रमले छेउटुप्पो छुन सकेको पनि देखिदैन ।

पाठ्यक्रम कार्यान्वयन गर्ने शिक्षकले हो । पाठ्यक्रम विकास केन्द्रले तयार पारेको पाठ्यक्रम देशभर उस्तै तरिकाले कार्यान्वयन हुन सक्ने सम्भावना हुँदैन । संघीयतालाई बिकेन्द्रिकरणको उच्चतम अभ्यास भन्ने तर व्यवहारमा भने प्रदेश सरकारलाई एउटा विषयको पनि पाठ्यक्रम तयार गर्न नदिने अनौठो अभ्यास नेपालमा छ । पाठ्यक्रमको धेरै हिस्सा त विद्यालयमा नै तयार हुनुपर्ने हो तर विद्यालयका आवश्यकता, शिक्षकका बिचार र विद्यार्थीका रुचीहरु पाठ्यक्रम निर्माणका क्रममा समेट्ने अभ्यास देखिएको छैन । स्थानिय पाठ्यक्रमले केही हदसम्म यो अबस्थाको सम्बोधन गर्न सक्थ्यो । रोजगारमुलक र उत्पादनमुखी पाठ्यक्रम कुनै स्थानीय सरकारले बनाएको मैले देखेको छैन । आफ्नो पालिकाको परिचय दिने बाहेक विद्यार्थीका प्रतिभालाई स्थान दिने विषयमा स्थानीय पाठ्यक्रम पनि चुकेको छ । यी सबै समस्याहरुलाई समाधान गर्ने प्रयास गर्दै शिक्षकको पाटोबाट गर्नुपर्ने धेरै छन् । पाठ्यक्रमले नदेखाएको बाटो अब शिक्षकले खोज्न जरुरी छ । समाज र देशलाई योगदान दिन सक्ने शिक्षाको राष्ट्रिय उद्देश्यले बोकेको भावनालाई प्रतिनिधित्व गर्ने नागरिक तयार पार्न सबै शिक्षक कम्मर कसेर लाग्नुपर्छ।

 

देशका नाम चलेका शिक्षाबिदहरुले सामुदायिक विद्यालय सुधार गर्न दिएका अर्ति उपदेशले दैनिक जसो सामाजिक सञ्जालमा स्थान पाउछन् । उनीहरुले पटकपटक भन्ने गरेका छन् कि प्रधानाध्यापकले चाहेमा सुधार गर्न सक्छन् । सामुदायिक विद्यालय सुधार्ने जिम्मा प्रधानाध्यापककै हो ? सुधार्न नचाहने को होला ? बिगारेको भनेर बदनाम हुन चाहने पनि छन् र ? सुधार्न नचाहने तर जिम्मेवारी नछोड्नेलाई हटाउन कसले रोकेको होला ? सुधार्न चाहनेहरुले कस्ता समस्याहरुसंग जुधिरहेका छन् ? यस्ता अनेक प्रश्नहरु छन् । 

सामुदायिक विद्यालय सुधार्ने जिम्मा कसको हो ?

सामुदायिक विद्यालयको अपनत्वका विषयमा अनेक सवाल जवाफ भएका पाइन्छन् । एकले अर्कोलाई दोष लाएर उम्किने परिपाटी पनि चर्कै छ । विद्यालय व्यवस्थापन समितिलाई जिम्मा दिएर सरकार चुप लागेर बसेको छ । तर विद्यालय व्यवस्थापन समितिको तामझाम अधिकांश विद्यालयमा समिति गठन गर्ने दिनमा मात्रै 

सिमित भएको देखिन्छ । विद्यालय व्यवस्थापन समिति गठन गर्ने दिनसम्म "हामी सुधार्छौं विद्यालय" भनेर कम्मर कसेका सदस्यहरु एक महिना बित्न नपाउदै भन्न थाल्छन् "हामीले गर्ने त केही काम नै रहेनछ सबै जिम्मेवारी प्रधानाध्यापककै रहेछ" । अब प्रधानाध्यापकले कसैलाई जिम्मा दिने ठाँउ देख्दैन र छैन । मूख्यरुपमा विद्यालयको प्रशासनिक र शैक्षिक सुधार गर्ने जिम्मा प्रधानाध्यापककै हो । सामान्य प्रशासनिक सुधार गर्न त्यति धेरै दुख गर्नु पनि पर्दैन । शिक्षकलाई समय पालना गराउने, कार्यालयको अभिलेख चुस्त राख्ने, जुनसुकै काम गर्दा आफु अगाडि सर्ने, विद्यालयको सरसफाईमा ध्यान दिने र विद्यार्थीका आवश्यकता र चाहनालाई सम्बोधन गर्ने प्रयास गरेमा मात्र पनि विद्यालयमा धेरै सुधार हुन सक्छ। विद्यालय सुधारकै लागि विद्यालय सुधार योजना निर्माण र कार्यान्वयन गर्ने (धेरै विद्यालयमा सुधारको उद्देश्य राखेर बनाएको देखिदैन), वार्षिक समिक्षा गर्ने, कार्यालय समय भन्दा केही थप समय विद्यालयका लागि दिने र आर्थिक पारदर्शीता कायम गर्ने कार्यहरु गरेमा मात्र पनि विद्यालय धेरै हदसम्म सुधार हुनसक्छ। यसो भन्दै गर्दा ख्याल गर्नुपर्ने कुरा के छ भने धेरै नै समय विद्यालयलाई दियो भने प्रधानाध्यापकलाई सुकुम्बासी भन्छन्। त्यो पनि सहनु पर्छ । समय दिनु मात्र पर्याप्त चाइ अबस्य होइन । शैक्षिक सुधारका लागि त प्रधानाध्यापकले योजना मात्र बनाउन सक्छ । कार्यान्वयन गराउने जिम्मा पनि उसैको हो तर सबै कक्षामा आफै अध्यापन गर्नु असम्भव हुने नै भयो । यस अर्थमा शैक्षिक सुधारको जिम्मा प्रधानाध्यापकको भन्दा बढी शिक्षककै देखिन्छ। विद्यालयमा भवन अपर्याप्त छन् र कक्षाकोठामा सामाग्रीहरुको अभाव छ भने विद्यालय सञ्चालन गर्न कठिनाई हुन्छ। यस्तो अबस्थामा व्यवस्थापन समितिको भूमिका मुख्य रहन्छ । शिक्षा नियमावली २०५९ को परिच्छेद ६ नियम २५ मा विद्यालय व्यवस्थापन समितिका काम कर्तव्य र अधिकार मध्ये क र ख मा विद्यालय सञ्चालन, रेखदेख, निरीक्षण र व्यवस्थापन गर्ने तथा विद्यालयका लागि चाहिने आर्थिक स्रोत जुटाउने भनिएको छ । यसको अर्थ यी कामहरुमा प्रधानाध्यापकको सक्रियता कम गर्न खोजिएको छ । विद्यालयको प्रशासनिक कार्यका अतिरिक्त विद्यालय व्यवस्थापन समितिको कार्य समेत प्रधानाध्यापकले गर्नुपर्दा कार्यभार झनै थपिएको छ । अन्य कुराहरुको जानकारी नभएपनि विद्यालय व्यवस्थापन समितिका सदस्यहरुलाई शिक्षा नियमावली २०५९ को नियम २५ (२) को विद्यालय व्यवस्थापन समितिले आफ्नो अधिकार मध्ये आवश्यकताअनुसार केही अधिकार व्यवस्थापन समितको सदस्य सचिवलाई प्रत्यायोजन गर्न सक्नेछ भन्ने व्यवस्थाको बारेमा भने जानकारी छ । आफ्नो फाइदाको लागि यही नियमको सहारा लिने प्रधानाध्यापकहरु नभएका भने होइनन् । यी सबै पक्षहरुलाई हेर्दा विद्यालयको सुधार गर्नमा सबै सरोकारवालाहरु जिम्मेवार हुनुपर्ने देखिएपनि राम्रो हुँदा जस लिन हानाथाप गर्ने र नराम्रो हुँदा प्रधानाध्यापकको टाउकोमा दोष थोपर्ने चलन रहेको धेरै प्रधानाध्यापकहरुको निष्कर्श छ ।

आधारभुत सुधार नै कठिन

प्रधानाध्यापकले चाहेर विद्यालय सुध्रेका छन् तर  बिगार्न चाहने प्रधानाध्यापक पनि छन् र ? अबस्य छैनन् वा अत्यन्तै कम होलान्। सुधार्ने चाहना धेरैको छ । अवरोधहरु के छन् भनेर एकिनका साथ सबैलाई मिल्ने कुराहरु लेख्न सम्भव नहोला र लेखेका कुराहरु सबैको लागि उपयुक्त पनि नहोलान् । आफ्नो करिब ५ वर्षको अनुभव र प्रधानाध्यापकहरुसंगको अनौपचारिक छलफलहरुको आधारमा भन्दैछु, सामुदायिक विद्यालय सुधार्ने चाहना मात्र राखेर सुधार सम्भव छैन । विद्यालयमा शिक्षकलाई समय पालना गर्ने बनाउन नै कतिपय प्रधानाध्यापकहरुलाई फलामको चिउरा चपाउनु सरह भएको सुनिन्छ । बिद्वानहरु भन्छन्, मान्छेले तीनवटा कामको लागि जन्मजात प्रतिभावान् हुन जरुरी छैनः समय पालना गर्न, सकरात्मक सोच्न र आफुले सिक्न बाकी रहेका कुराहरु थाहा पाउन। त्यही साधारण लाग्ने समय पालना धेरैको टाउको दुखाइ बनिरहेको छ । कम्तिमा १० बज्नुभन्दा अगाडि विद्यालय आउने र ४ बजेसम्म काम गर्नुपर्ने कुरा कसैले भन्नुपर्ने कुरा नै होइनन् । यस्तो अबस्थामा प्रधानाध्यापकहरुलाई बोल्दा शत्रु कमाइने नबोल्दा इज्जत गुमाइने (मेरा गुरु हेमराज काफ्लेका शब्दहरु परिमार्जन गरिएको) भने जस्तै भएको छ । व्यक्तिगत रुपमा मलाई पनि यो समस्या समाधान गर्न अलि कडा कदम नै चाल्नु परेको सम्झना छ । मेरो पिरियड सकियो म अब घर जान्छु भन्ने खालका अचम्मका चलन विद्यालयमा म आफैले देखेको हो । धेरै साथीहरुले आजका दिनसम्म पनि यस्ता समस्याहरु समाधान गर्नै नसकेको सुनाउनुहुन्छ । एकजना साथीको अनुभव झन् रमाइलो छ । वहाँको विद्यालयमा कार्यरत एकजना शिक्षक ११ बजे आउनुभएछ । वहाँले ढिलो आउने शिक्षकलाई "धेरै पटक यस्तो भयो आज तपाइँको आधा दिन बिदा कट्टी हुन्छ " भन्नुभएछ । अब हाजिर कापीमा बिदा त जनाइसकियो  किन कक्षामा जानु भनेर शिक्षक १ बजेपछि मात्र कक्षामा जानुभयो । २ घण्टा मेरो बिदाको समय हो भनेर अफिस मै बस्नुभयो । यो मानसिकता कसरी सुधार्ने भन्ने प्रश्नको उत्तर मैले दिन सकिन । शिक्षकहरुको सकरात्मक सोच बिना विद्यालयको सिकाइ उपलब्धि सुधार गर्न सम्भव छैन। यसमा धेरैको बिमत्ति नहोला । तर दिनमा एकचोटी पात्रोमा रातो खोज्दै बस्नेले बोलीमा जतिसुकै सकरात्मकता देखाए पनि व्यवहारमा नकरात्मकता झल्किन समय लाग्दैन । स्थानीय प्रधानाध्यापकलाई त आफ्नै समय व्यवस्थापन गर्नै कठिन भएको अनुभव छ । बिहे ब्रतबन्ध मलामी आदी त कतिपय बिदा लिनै पर्ने अबस्थाहरु पनि आउलान् । बिभिन्न कार्यक्रमहरुमा आतिथ्य ग्रहण गर्न आउने अनुरोध समेत स्वीकार गर्ने हो भने सेलिब्रेटी बन्न सकिएला विद्यालय सुधार्न सकिदैन भन्ने धेरैलाई थाहा छ । सबै चाहिन्छन् मन राख्दिनै पर्यो भन्ने बाध्यता पनि होला । 

आर्थिक पक्ष झन् कठिन

यस्तै अबस्था भए किन मरिहत्ते गर्छन् त ?

 Introduction

Shree Bagdevi Secondary School is located at Mandandeupur-12, Jyamdi, Kavre, around 50 kilometres away from Kathmandu. It is one of the leading schools of the municipality and also the leader school of wand number 12. At present, 18 teachers serve at the school and more than 400 students are enrolled in the academic year 2078 BS.

At the outset, it is important to talk about the background of the situation before describing the experiences and practices of the school during the COVID-19 pandemic. The government of Nepal decided to close community and private schools across the country from the 5th of Chaitra 2076, after the COVID- 19 began to have a global impact. The government announced a nationwide lockdown on the 11th of Chaitra 2076. As a result, most of the teachers travelled to their home town whereas the students were compelled to be locked inside. In those difficult circumstances, the school administration had to be closed as well.

Here, I have made an attempt to shed light on all the activities done by the school since the outbreak of COVID-19 in reference to the circulars and directives by the government and decisions made by the School Management Committee itself.

Our First Attempt to Live with the Pandemic

Mandandeupur Municipality, Education, Youth and Sports department issued a circular to publish the results by the end of Jestha,2076 B.S. It was not welcomed by many at that moment because travelling was not allowed without a pass. However, the decision had to be followed. Some local teachers and the headteacher gathered at school to prepare the results of the final examination. The teachers who were far from the school sent the marks through social media and email. While publishing the results, Parents were also informed through social media and results were posted in the school’s catchment area. The students were informed about the result through phone calls and a copy of each class's result was posted on all the localities. Each teacher was assigned the job of talking to the parents about the grades secured by the students in the final examination. Almost all the students were informed about their results and some of them were worried about the continuation of their classes. In the meantime, another circular from the government was published and it allowed the stationery shops to open and sell the books. All the schools were asked to make admissions and distribute the books to the students.

Student Admission Program

From 22, Jestha 2077 BS, we started admission of students in the physical presence of parents at school. We were very excited to find all the parents enthusiastic about their children’s admission. We again published a notice with a separate schedule for each village in order to avoid any kind of crowd at school. Until that time there were no cases of COVID around the catchment area of our school. We telephoned the students who were out of their hometown and asked them to come back if possible. After conducting the admission campaign for more than 10 days, we started distributing books to the students who were enrolled. The students who were not enrolled also started to get enrolled by and by seeing their friends coming back home with new books. The school administration also invited all the School Management Committee members to school and always entertained their constructive feedback. All the other stakeholders provided their inputs regarding safety measures and possible ways to facilitate the students. Some guardians helped us with maintaining physical distance and also provided some precautionary tips to the students. All the students received their textbooks and we paved a way forward to facilitate the students using alternative methods.

In the first phase of alternative facilitation, the school administration called all the local teachers and shared some ideas about designing worksheets. The teachers who were not able to travel to school were also instructed to design worksheets. All the worksheets were collected, printed and distributed to the students at their doorsteps. Some parents were happy to know about the campaign of the school but many of them didn't pay any attention to it. The problem with most of the stakeholders was they were waiting for the schools to open. They were not aware of their responsibilities.

ICT Training for Teachers

The use of ICT is one of the essential skills to have in modern days particularly for teachers. People have started talking about MALL (Mobile Assisted Language Learning) and CALL (Computer Assisted Language Learning) these days. Video conferencing apps are mushrooming and teachers at present must be able to use them.

 After the students were enrolled, the teachers demanded training in basic computer skills. The headteacher facilitated the teachers with various skills of computer. Most of the teachers started from the beginning by turning on and shutting down the laptops. The first few days were very difficult but after being accustomed to the basics they were able to create their own emails. The teachers also learned about other google applications like Docs, Drive and Forms. There were sessions about using video-conferencing apps like ZOOM and Google Meet. Altogether 14 teachers were trained for a month and at the end of the training, the teachers were able to prepare school results on Microsoft Excel and lesson plans on PowerPoint. The training was observed by the Ward chairman and he was very impressed with the efforts made by the school administration.

Survey on Availability of Electronic Devices

In collaboration with Ward Education Committee, the school administration decided to conduct a survey about the availability of electronic tools in the catchment area. We developed a form where we included questionnaires about the availability of Television, Radio, Computer, Internet and Mobile phones.  Teachers were assigned to collect information through the home visits and it was done in a week. The result of that survey indicated that there was no possibility of online classes in our area. From the findings, we were almost sure that homeschooling or home visit was the best alternative. The mobile phone was accessible to many of them but the phones were not suitable for watching videos and internet surfing. Nepal Telecom's network was found very poor in most of the areas. The students were not able to access learning materials available on the internet due to a very poor network. Overall, we were disappointed with the results and we had very limited alternatives with us. We prepared a report based on the responses and handed a copy to the Ward office so that they could also make an analysis of the people of the locality.

Establishment of Alternative Learning Centres

After almost three months of strict lockdown, the government issued a circular including an idea of ‘homeschooling’. According to the directive, Alternative learning centres had to be established and teachers were instructed to work from where they were during that time. Parents were given a huge responsibility of facilitating the children in their study. 

In the meantime, we also established seven temporary learning centres in five different localities. Teachers were assigned to facilitate the students every morning and students were provided with worksheets and other learning materials. Some audiovisual materials were provided to the teachers so that the students could learn in an entertaining environment. Parents, however, were hesitant to send their children to those learning centres in the beginning. Later on, few students attended but we as a team decided not to continue those temporary learning centres.

In terms of effectiveness, this program seems to have failed in all places of Mandandeupur Municipality. There is no way to blame only one party for the failure of this program. Students could not get the opportunity to learn because the teachers did not have enough materials. Although the teachers could have downloaded video materials on their mobile phones so that the students would have shown some interest in joining the classes but unfortunately they also failed to do so. On the other hand, it was very difficult to manage the students due to the rainy season. The teachers used some students’ houses to facilitate but it was not a wise decision in terms of maintaining a physical distance. The students were asked to wear masks but small children did not follow the instructions. Another problem was that the teachers had to walk around two hours to visit the learning centres and it was obviously more difficult due to the extremely bad condition of the road and there was a risk of landslides as well. Overall, it was not an effective way to facilitate the students through temporary learning centres.

After two weeks of trying out temporary learning centres, an SMC meeting was called at school and we all reached the conclusion that learning should be resumed at school. We made a plan and asked for the permission of the Ward Chairman. He consented and we started shift wise face to face facilitation at school. It didn’t seem to be a wise decision in the beginning but other schools in the Municipality also followed the same kind of model. A health desk was set up at school and the students were instructed to follow all the precautions. It was going well for around three weeks and the Municipality officials intervened. The school was closed again. 

Radio Education Program

In collaboration with Radio Namobuddha in Dhulikhel, Mandandeupur Municipality and Eco Himal Nepal, tried to facilitate compulsory subjects for students from classes 6 to 10 every evening. For the program, recorded programs were aired by mobilizing teachers working in schools within the municipality. Although the teachers worked hard during the rainy season, the radio program did not seem to be successful. The teachers did not study the effectiveness of radio in the community and the students did not use it as an opportunity and the alternative learning task force formed in the municipality could not hold a single meeting. The task committee could have talked to the teachers from different parts of the municipality and make plans for the forthcoming days. They were merely complaining about the teachers sitting at home but could not suggest any way out. Although radio was an important medium of alternative learning, it was largely one-sided, and the lack of interaction and communication, which is an important part of teaching-learning, also reduced students' interest. It seems that a radio program can be successful only if it is able to broadcast live radio programs and teach by interacting over the phone.

School Resumed with all Students

After the long vacation of Dashain and Tihar, we started face to face classes on a regular basis. Almost all the schools did the same during that time. We had already conducted our first terminal examination before the vacation so, after Tihar, it was easier for us to conduct another examination. Everything was going well until the month of Chaitra, 2077 and all of a sudden, another variant of COVID affected many people. We were asked to conclude the academic year as early as possible. SEE examination was cancelled and again the students were in dilemma. This year, the government made decisions a bit quicker than the previous year so, the result of SEE has already been published through internal evaluation.

We started the academic year 2078 from Ashad 1 2078.  This year also we admitted students like we did last year. Students were given a schedule for their admission and they did accordingly. We have already distributed books and have called the students into two groups. The first group turns up at 10 and leave at 1 and the second group stays at school from 1 to 4. We have maintained physical distance and have not allowed the students without masks. The students bring water bottles and are not allowed to eat tiffin at school. We check the temperature every day and send the suspected ones back home. We also talk to the parents and stakeholders regularly about the possible risks and situations of the localities.

Role of Parents and the Local Government

Procedures and guidelines issued by the Government of Nepal during the lockdown have made parenting a very important aspect of alternative learning. Although the concept of homeschooling was expected to create a learning environment at home and monitor the activities of students in radio and television programs, the role of parents, especially in rural areas, seemed disappointing. As the role of parents was not positive in the catchment area of Bagdevi Secondary School, the students could not benefit from the programs aired on Nepal Television. There was no monitoring of the use of worksheets sent by the school and not doing homework. The fact that teachers do not respond positively to phone calls and do not communicate with interest about students confirms that parents are not responsible. Parents were not found responsible for the excessive use of mobile phones by children.

The practice of federalism has given ample opportunities to the local government to prove their worth in the pandemic. In the first phase of the lockdown, the local government provided the schools with buckets and soaps. It was helpful to the students in temporary learning centres to wash hands. Later on. the municipality office provided masks and sanitisers to run the school in the physical presence of the students. However, in terms of proper planning and monitoring, the local government should have done better. They were clueless about preparing materials and did not make any progress on providing fibre internet to the schools. It was a good opportunity to make the schools digital and train the teachers with digital literacy. The local government failed in this aspect.

The Effect of COVID-19 on Students

Covid 19 has invaded the world, the students were not left untouched by it. Students were at risk of labour exploitation due to being at home for a long time. After receiving information from the catchment area of ​​the school that some students had gone to work with their parents in brick kilns in Bhaktapur, the school administration tried to stop them but the parents did not want to come in contact. As a result, 11 students of the school were dropped out.

The students who were preparing for SEE felt that their hard work of the year was wasted. The situation of the students studying in class 12 was no different. Students in the upper classes were found to be addicted to mobile games and ignored by their parents even when contacted. It was found that the students did not pay attention to reading due to digital addiction.

Most of the students were disappointed after the government decided to publish the SEE results from the internal assessment. They felt that their self-esteem was hurt so they were unhappy that the results were published. On the other hand, after the decision was taken to conduct the Class 12 examination through a forty per cent internal assessment, the students responded that it had at least paved the way for study at the campus level.

A worrying factor created by this situation is, the quality of education is just going down. The students are not taught according to the demand of the curriculum. They are upgraded by so-called internal evaluation. If it is done following all the guidelines, the students will feel that it is an injustice to them as they have not been facilitated well. However, the students who are upgraded now, have a huge responsibility on their shoulders. It is likely to create a huge gap in the whole system of the country. A scientific evaluation is what we need today. If not checked now, it will be a disaster, particularly in our education system.

The Way Forward

The global pandemic is still on and we have not been allowed to open schools on a regular basis. At the moment, we have been running classes in two shifts every day. The students are divided in two groups. Large classes with more than forty students are divided into two classes to maintain physical distance. Teachers use multimedia in most of the classes so that the students understand better. Smart TV is installed in every class and wireless internet is also available. Project work is focused these days and the students complete the tasks individually.

We have always tried to work together with our parents and we have contacted them regularly. We have distributed CUG sim cards and it is easier to call the parents now. We are not able to conduct extra-curricular activities so students are given project works to bridge the gap. The school administration is planning to use the library for enhancing students' reading habits. If the schools are completely closed again then we are planning to facilitate through a CUG conference call.

COVID -19 is a blessing in disguise if we can make progress in digital literacy for teachers and students. Classes of grade 12 are online through ZOOM and students' attendance is also increasing. Teachers are learning to make worksheets and PowerPoint slides in their leisure time. Parents also have opportunities to hand over their skills to the children. They can teach their children traditional handicraft skills. It is the best time for promoting local skills and culture as well.

Teachers are blamed for not doing anything during the pandemic and everyone has to remember that this is not the last pandemic. We might face several others like the COVID-19 so it is necessary to make preparations for alternative methods of facilitation. Recorded classes can be useful for future use and every school should be asked to make their own plans to overcome the pandemics. Students should be at the centre of attention and learning should not stop irrespective of any condition. The school administration is hopeful that all the stakeholders have learned a lesson due to this pandemic that it is important to make proper plans to overcome the situations like COVID-19. By the grace of God, let us hope that we don't have to face a similar situation. Everyone must keep in mind; hope for the best and prepare for the worst.