It is the right of all students to benefit from education provided by qualified teachers in well-equipped schools. For this, a strong, practical, and implemented government policy is essential.
What you should know
The history of every community school in Nepal begins with the thirst for education in the respective community. During times of political adversity when it was not easy to open schools, the community moved forward by establishing schools by cleverly negotiating with the rulers. It was very difficult to bring children to school by reminding parents of the importance of education. A hut made of straw was used as a school.
Educational activities were started in schools by giving two to four paisas of food to educated people as remuneration. Not quality, but educational activities were the main thing. Today, times have changed a lot. Even community schools that started from huts have been considered excellent due to magnificent buildings, qualified teachers, and quality educational activities.
Many community schools have proven themselves through student results. However, this excellence is not a common story of all community schools. However, there are many examples available to show that if they try, community schools can be excellent and can become the first choice of parents and students.
Adarsh Mavi (formerly Shree 3 Juddha High School) established in Biratnagar in 1996 and Pokhariya Mavi established in 2016, Public High School established in Dharan in 2003, Gyanodaya Secondary School Bafal established in Kathmandu in 2020, Vishwa Niketan Mavi Tripureshwor established in 2003, Durbar High School established in 1910, Trijuddha Mavi established in Birgunj in 1994, Narayani Namuna Mavi in Bharatpur established in 2020, Satyawati Vidyalaya in Damauli established in 2029, and Vindhyavasini Mavi established in Batulechaur, Pokhara in 2004 are now established as excellent schools.
Similarly, Gurujajur Secondary School established in Tulsipur, Dang in 2011, Kalika Manavgyan Secondary School established in 2018 in Rupandehi, Shanti Namuna Secondary School established in 2016, Kanti Secondary School established in 2010, Navin Secondary School established in 2033, Jana-Namuna Secondary School established in Birendranagar, Surkhet in 2008, Satyawadi Pathshala established in Bajhang in 1963, Durga Laxmi Namuna Secondary School established in Attariya, Kailali in 2030, and Badimalika Secondary School established in Kalikot in 2013 have also been deemed excellent.
There are other such community schools across the country that not only tell history, but also tell stories of success. They also draw beautiful lines for the future of students. In history, those schools were born through the dedication and struggle of many education lovers. They were not established with the aim of making profit, but with the intention of spreading the light of education in the villages during difficult times. After many ups and downs, they have been able to win the hearts of parents and students.
The efforts of skilled professors and teachers, the interest of parents, the support of the community, and the investment of kind people have been successful in making educational progress due to many reasons. They have succeeded in producing skilled human resources to lead the country and society, including famous doctors, engineers, scientists, skilled managers, administrators, economists, anthropologists, sociologists, lawyers, educationists, agriculturists, and politicians. For example, when a health check-up camp was conducted by alumni on the school's golden jubilee three weeks ago, the medical team with 8 doctors was the product of Satyawati.
The community schools that have proven to be excellent have not done magic. There are some common threads in their success stories. All parties associated with the school, such as the principal, teachers, students, and parents, have fulfilled their respective duties. The teachers remained honest with their responsibilities. They linked the work of teaching not with the daily grind, but with their responsibility towards the students. They were dedicated.
The best schools made the classrooms interesting not with boring and one-sided lectures, but through the use of information and technology. In addition, they made teaching and learning activities objective-oriented. They also taught in English as per the demands of the time. They gave equal importance to each class and tried to achieve the teaching and learning achievements that should be achieved in the respective class. Therefore, the quality gradually improved.
Even today, many community school students do not have adequate physical infrastructure, manpower, technology, library, and extracurricular activities. Schools, that is, students, have not been able to get subject teachers. Students get textbooks as they should, but they do not get qualified subject teachers, educational materials, and a suitable educational environment.
Even in the age of science and technology, learning activities done by scribbling on blackboards cannot arouse interest in students. This is the situation of most of the 27,200 community schools across the country.
73 percent of students attend community schools for school education, but most of them do not get a proper environment. Government policies, the concerned school administration, and teachers are equally responsible for that. Many community schools have been established as examples to show that if you try, you can achieve success. It is the right of all students to benefit from education provided by qualified teachers in well-equipped schools. For this, a strong, practical and implemented government policy is essential.
