I have been working as the principal of Manmaiju Secondary School Kathmandu for 4 years. Of the 900 children attending the school, 90 percent are children of parents who work as wage laborers in remote villages outside Kathmandu. Our goal is to educate them.

The education system of Nepal has not been able to provide knowledge of skillful, practical, culture-based knowledge. We have been making some efforts. 

Our education focuses only on knowledge. The way of teaching, examination and assessment is also focused on knowledge. We have not been able to provide education with culture, behavior and skills according to the interests and abilities of the students. If you have masters in science, management, education, engineering, why can't you run a master's program in domestic work and skills like tailoring, plumbing or hair cutting? In the

course, what is theoretical can also be taught with skills. Schools can also teach these skills, behaviors and manners by making extra class policies. Our school is open 12 hours a day. There are regular classes as well as extra classes from 6 am to 6 pm. Children's clubs and girls' networks are not the only source of problems. Leadership development exercises are also conducted. Every formal event in the school is led by students. Students are counselled, not punished. A counseling committee has been formed for that. The midday meal program is monitored by the mother group. Parents get first priority in school maintenance, painting. Alumni scattered in different areas are connected with students to conduct extracurricular activities. We have been doing these little things even without a budget. Local government also helps.

The government should allocate the budget according to the needs of schools rather than just for building construction, physical infrastructure and teacher salaries. Every year there is a big rumor that students have failed, but the state has not helped the failed students to conduct remedial classes to pass. Students do not seem to be interested in doing extracurricular activities such as teaching skills, behavior, culture, sports, music, computers etc. according to the student's wishes. This is also a common problem of 28,000 public schools across the country.

I see the need for teacher banks in each municipality to improve student learning. Female teachers are on maternity leave. Kiriya leaves. The teacher will be on sick leave. Who will teach at that time? If a bank of former teachers and studying students is made, children need not be deprived of education. Reform is possible in public schools even if party politics is kept out of the school premises. If there is team work between students, parents, teachers, management committee and the government, an excellent community school can be made. Schools have groups rather than teams. Political thought should be knowledge and awareness.

95 percent of our school students also say they will go abroad in the future. The school is also responsible for overseas travel. In the curriculum, more than the content of country and local heritage, cultural history, foreign affairs are covered. The fascination with English medium in schools is also more than necessary. Nepal is the only country where students are fined in schools for speaking the national language. Attention should be given to giving the students the knowledge and skills that are appropriate to them while showing their potential in the country.

The number of students in our school, which dropped to around 500 during the earthquake, has now increased to 900. 91 percent of the students passed last year's SEE. While the national average was only 48 percent. Based on the results of class 8 and 10, our school has reached the second position in Tarakeshwar Municipality.

In 2076, I got a permanent appointment as a secondary school teacher from the Teachers Service Commission. In 6 months after that, I have been in the role of assistant principal and since July 2077, I have been in the role of principal. The journey from studying management to entering the teaching profession is a tumultuous one. I started teaching in Gyanodaya Mavi Sitapaila without passing SLC. It was more of a compulsion than a desire. Before that, I used to gather the children of the village and give them tuition.

After passing SLC in 2064 with 71 percent marks, I got a job as a private resource teacher at 2700 per month in the same school. Even though he was born in the core slums of Kathmandu metropolis, he was poor. Financial poverty stopped his desire to become a karate player and study science. Since I could not study science, I heard that those who score high marks should study management. There was no literate member in the family to advise. After finding an opportunity to study management on concession, I enrolled there.

After joining Mahendra Ratna Tahchal Campus, I did one year of BEd. For the first time in 2074, the name appeared in Nimavi Mathematics Teacher. I applied from all 3 groups: Open, Women and Tribes. I was the only woman to be selected for the open side. Names automatically came to women and tribes too. I had to leave Kathmandu's Gyanodaya and go to Nuwakot for a permanent teacher's job. But the family did not allow it. Until then, I did not know what Nepal was like outside of Kathmandu. Everyone in the family said that you should not walk around the village as a daughter. He used to say that the Newar's daughter should not leave Kathmandu.

Natikaji Maharjan, the headmaster of Gyanodaya School at that time, appeared in Nuwakot and promised to transfer and return to Kathmandu after some time. With that hope, I left the valley for the first time and reached Chwadi Public Mavi Majhitar in Nuwakot. On the day of school attendance, fellow teachers asked which party the teacher belonged to. I said that trees are needed in summer, sun is needed in winter, sickle and hammer are also needed, cows are also needed for milking. They replied that they were talking too much. I don't like teachers being divided politically.