While <a href="https://www.nepalitimes.com/here-now/nepalis-are-drifting-to-digital-media">digital gadgets</a> like smartphones have saved people a lot of time, provided people with new opportunities to learn, and improved access to information, it has also stretched their attention in multiple directions. The ever-growing digital dependency is disconnecting them from real-world human connection.
The constant influx of emails, notifications, social media updates can be overwhelming and cause stress and mental fatigue. Mindfulness practices such as meditation have become <a href="https://archive.nepalitimes.com/article/life-times/In-the-Mountain,181">necessary coping mechanisms</a> to navigate the fast-paced, information-saturated world.
With the increasing availability of digital devices children are <a href="https://www.nepalitimes.com/here-now/nepal-is-becoming-a-nation-of-net-addicts">spending more time online</a> which may interfere with their learning and concentration in the classroom, as well as decrease focus and attention span. Excessive screen time has also been proven to be harmful to children's cognitive development, including attention, memory, and academic achievement. It can also cause behavioral difficulties, including impulsivity, hyperactivity, and inattention.
In this day and age of <a href="https://www.nepalitimes.com/banner/mobile-nepal-is-hooked-on-youtube">digital distraction</a>, it is important to introduce meditation in classrooms, as it can help students develop skills in mindfulness, focus, and emotional regulation, which are critical for learning and overall well-being.&nbsp;
Meditation can also promote empathy and compassion among students, which can help to build a more positive and supportive <a href="https://www.nepalitimes.com/opinion/teaching-nepali-teachers-to-teach-better">classroom culture</a>. By learning to be more present and aware of their thoughts and feelings, students can develop a greater understanding of the perspectives of others and be more empathetic toward their peers. Meditation can also help them develop better concentration, focus, and problem-solving skills, which can lead to better academic performance.
Those who practice meditation on a daily basis can enhance their attention and emotional regulation abilities, allowing them to handle stress more effectively and improve their general well-being.
Digital overuse also has potentially negative effects on children's creativity and imagination. Excessive screen time and over-reliance on digital devices can lead to a lack of imaginative play and limit opportunities for children to focus and engage in deep, creative thinking. This can lead to a reduction in the quality and originality of their ideas and a decreased ability to generate new, innovative solutions to problems.&nbsp;
To avoid these possible adverse effects it is important to encourage them to participate in activities such as dhyaan <a href="https://archive.nepalitimes.com/article/Nepali-Times-Buzz/the-real-essence-of-yoga-may-erode-as-it-globalises,2471">yoga</a> or meditation yoga that stimulate creativity and imagination. Dhyaan Yoga can help children learn to connect more deeply with themselves and others, and could also serve as a tool for helping build empathy and compassion.&nbsp;
It is necessary to separate meditation from religion. Meditation is a practice that can be approached from a secular perspective and adapted to suit a variety of cultural, philosophical, and spiritual traditions. In a secular context like classrooms, meditation can be approached as a tool for enhancing well-being, reducing stress and anxiety, and improving mental health.&nbsp;
Many schools and educational institutions are introducing meditation programs as a way to promote the <a href="https://www.nepalitimes.com/here-now/post-pandemic-mental-health-epidemic">mental health and well-being</a> of students, without any religious or spiritual content. These programs focus on teaching students how to develop mindfulness and self-regulation skills, which can help them manage stress, anxiety, and other emotional challenges.
Modeling the meditation practice in the classroom is an effective technique to introduce students to mindfulness practices and instruct them on how to apply them to their everyday lives. Teachers can meditate in front of students to demonstrate how it is done. This can be done at specific meditation times or as part of a regular routine, such as before or after class. This helps students understand the advantages of mindfulness techniques and learn how to apply them in their daily lives.&nbsp;
Finding peace through meditation can be challenging. However, if teachers and students work together, they can create an environment conducive to meditation, promote peace in the school community, and incorporate mindfulness into their lessons. Simple exercises like mindfulness breathing, mindful walking, or mindful listening can help students stay focused and present.
Providing professional development, modeling the practice, building a supportive community, providing resources, working with outside groups, and fostering self-care may help train teachers to integrate meditation into their classes and create a conducive school culture.&nbsp;
Regular meditation practice in schools allows students to gain vital skills that will serve them both in and out of the classroom, as well as discover the missing peace in a digitally overwhelming environment.

Basu Gautam

original

674x448

610x380

500x500

400x266

400x240

400x203

301x200

1250x600

1084x550

thumbnail

viewImage

Practicing mindfulness in schools

<figure><img width="960" height="640" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111410114/637204ec9c7e80680e0b288bjpeg.jpg" alt=""/><figcaption>Photo: AMERICAN LANGUAGE CENTRE</figcaption></figure>Contrary to industry projections, paper book sales during the pandemic in Nepal have seen healthy growth after an initial setback. Stores were quick to <a href="https://www.nepalitimes.com/latest/love-of-books-goes-online/">adapt to new business models</a> by taking to Instagram to advertise and deliver new books at a time when constrained by travel restrictions, many young people turned to reading.
And yet, for most readers across the country buying books regularly is not affordable. Which is why the role of community libraries remains important in fostering the <a href="http://archive.nepalitimes.com/news.php?id=17350#.YekV4S8w3u0" target="_blank" rel="noopener noreferrer">reading culture </a>among Nepalis. 
All over the world, libraries used to be a trusted, local institution with access to information that has driven economic opportunity and community engagement while keeping a record of community history. This tradition is slowly eroding due to encroachment by the <a href="https://www.nepalitimes.com/review/nepals-new-digital-landscape/" target="_blank" rel="noopener noreferrer">digital world</a>.
The good news in Nepal is that smaller community libraries have emerged across Kathmandu to cater to growing demand during the pandemic lockdowns when <a href="https://www.nepalitimes.com/here-now/lessons-not-learned-from-the-pandemic/" target="_blank" rel="noopener noreferrer">most schools were closed</a> for nearly a year. One of them is Books Inn that opened in 2021 but already has 200 enthusiastic members and more joining. 
Founder Nasala Maharjan set it up after seeing firsthand the power of the library on young minds at a school where she is a teacher where she lent non-curricular books to her students.
“I saw that they kept coming back for more and both their writing and speaking had improved by a lot, so I wanted to give the same platform for students who didn’t have a library at school,” says Maharjan. 
Read also: <a href="https://www.nepalitimes.com/opinion/publishing-during-the-pandemic/">Publishing during the pandemic</a>, Surina Narula
She adds: “I have always liked reading, and I saw an opportunity to bring the same joy to others. The fact that the library is doing better than I initially expected is a bonus.” 
Indeed, after less than a year of coming into operation, Books Inn has become financially sustainable through membership fees alone. There is even money saved up to order and pay for new books, and other expenses. Most of the readers are young adults who are still in school and students enrolled in undergrad programs. 
Local libraries like these are surprisingly bucking the worldwide trend towards digital, and appear to have got a boost during the pandemic lockdowns.
They have spurred a reading culture unlike in the past where libraries were used only for academia and rote learning, shifting society’s emphasis from only obtaining degrees to intellectual exploration and knowledge sharing.
With this, more parents are now aware of the importance of instilling a reading habit in their children. Sanu Ko Pustakalaya has seen significant interest from parents who want a reading space for children, and is working to expand its collection of books for younger readers. 
Read also: <a href="https://www.nepalitimes.com/opinion/read-and-let-read/">Read and let read</a>, Anil Chitrakar
“Parents are definitely becoming more aware, and want to reduce screen time among their children,” says Priyansha Silwal of Sanu Ko Pustakalaya. 
Indeed, screen exposure of children and young adults can dissuade them from reading, but if a reading habit is instilled early and effectively, technology can serve as an extension to the passion for reading.
“We established the library in memory of my sister. Our family has a reading habit, so we thought it would be best to honor her memory through the library,” adds Silwal.
The Silwal family donated 600 books themselves, and after gathering donations from the public, the library now has over 2,500 books in its collection. Sanu Ko Pustakalaya had a soft opening three months ago, but largely through word of mouth it has already amassed 50 members, with new members joining every week.  Read also:<a href="https://www.nepalitimes.com/?p=40903&amp;preview_nonce=c5da4b0867&amp;preview=true" target="_blank" rel="noopener noreferrer"> The power of reading aloud</a>, Sanghamitra Subba 
“Students usually come by, bring their own books, or choose something from the collection and read. Sometimes a few office-goers will also stop by in the evenings,” says Silwal. 
Public libraries on the other hand are on the decline. Government apathy and lack of support mean most of them are neglected and lack resources. Nepal National Library in Kathmandu was severely damaged in the 2015 earthquake, and is yet to be rebuilt.
The Ministry of Education with the Nepal National Library was all set to start construction on a new world-class library in Jamal on a 500 sq m plot in 2020. After spending close to Rs25 million, the government hastily recalled the project, and there were allegations of the government of K P Oli renting it out to a business conglomerate.
Kaiser Library in Thamel still does not allow readers to borrow books, the Wisdom Point in Baneswor remains closed, the Nepal Bharat Library does not allow the public to enter, and neither does the American Centre. Some public libraries like AWON, Kathmandu Valley Public Library, and Ratna Pustakalaya are open and have membership systems for the public to use. 
Local libraries are filling the gap, but can only do so much to address the public demand for books to read unless the government revitalises existing libraries and builds new ones outside the capital.
Read also: <a href="https://archive.nepalitimes.com/article/interview/james-Nye-in-Nepal,4186">Digitising archives, sharing knowledge</a>, Nepali Times

Pandemic revives reading culture in Nepal

<img width="500" height="750" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111410110/6372043d9c7e80680e0b284fjpeg.jpg" alt=""/><img width="1000" height="1500" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111410110/6372043f9c7e80680e0b2850jpeg.jpg" alt="">Photos: BIKRAM RAI/NEPALI TIMESEarthquakes are inevitable in Nepal. It is not a question of ‘if’, but ‘when’. And ‘when’ was 2:28PM on 15 January 1934. It was <a href="http://archive.nepalitimes.com/blogs/kundadixit/2015/05/27/a-month-that-felt-like-a-year/" target="_blank" rel="noopener noreferrer">11:56AM on 25 April, 2015</a>. Another memorable and tragic date in future is certain.But Nepalis have short memories. As long as aftershocks shook us, we were reminded about the horrors. But seven years after 2015, <a href="https://www.nepalitimes.com/here-now/tall-order/" target="_blank" rel="noopener noreferrer">the fear has evaporated</a>.This is not panic-mongering, or crying wolf. It is reality: every part of the central Himalaya is hit by a megaquake above 8 magnitude every 500 years or so, and a moderate intensity quake every 100 years.The 2015 disaster was not a Big One, 1934 was. Nonetheless, both released some of the built-up tectonic tension underneath us. What worries Himalayan seismologists is that there has been no <a href="https://www.nepalitimes.com/here-now/epicentre-of-two-disasters-in-west-nepal/" target="_blank" rel="noopener noreferrer">major earthquake in western Nepal</a> in the last 500 years. The rock strata beneath are stretched to breaking point.Experts tell us that if an 8M earthquake strikes in this seismic gap between Pokhara and Dadeldhura, it will also rock Kathmandu and be even more damaging than 2015.That <a href="https://www.nepalitimes.com/banner/rebuilding-five-years-after-2015-quake/" target="_blank" rel="noopener noreferrer">7.8M earthquake seven years ago</a> was comparable to the 7.7M quake in Gujarat in 2001, and the 7.6M temblor in 2005 in Kashmir. In 2015, Nepal saw greater physical damage, but India and Pakistan had much higher casualties. One reason was that we were lucky 25 April 2015 was a Saturday, and students were not in classrooms.To mark National Earthquake Safety Day on 15 January, we recap the past seven years. There is some good news: over 80% of reconstruction is complete. Nepal’s recovery has been smoother than other developing countries hit by mega disasters.  Despite initial delays due to political muddles and the Blockade, <a href="https://www.nepalitimes.com/banner/lessons-not-learned-from-2015/" target="_blank" rel="noopener noreferrer">reconstruction in most sectors</a> picked up in 2016. Today, only health facilities and heritage sites are lagging at about 65% completion. Most rebuilt homes follow national seismic resistance guidelines because masons were trained, and there was monitoring before grants were released in installments.However, reconstruction in Kathmandu and other towns have not even passed the 60% mark, and could take another five years. The Rs300,000 reconstruction grant was just not enough for families to rebuild urban homes. More worrisome is that whatever has been rebuilt in Kathmandu Valley mostly flout building codes and permits.The <a href="https://archive.nepalitimes.com/article/nation/building-back-unsafe,3674" target="_blank" rel="noopener noreferrer">Gongabu neighbourhood saw 160 deaths</a> in 2015, most of them were crushed under illegally built concrete structures. Most of those high rises have been rebuilt using the same faulty techniques.Except in Gongabu, most concrete structures survived the 2015 quake in Kathmandu. This has <a href="http://archive.nepalitimes.com/article/nation/false-sense-of-security-about-strength-of-reinforced-concrete-structures,2240" target="_blank" rel="noopener noreferrer">reinforced public misconception</a> that cement houses, regardless of how they are built, are stronger than brick and mortar ones.However, seismologists say that if the tremors in 2015 were only a few seconds longer and the magnitude slightly higher, many of Kathmandu’s concrete buildings would have also collapsed. They are unlikely to be spared in the next big one.Seven years after the earthquake, it is back to business as usual. In fact, Kathmandu is now more dangerous because it is even more densely packed, and there are more multi-storey blocks. Clearly, awareness about earthquakes has not translated into safer construction — we have forgotten that earthquakes do not kill people, poorly built structures do.Surya Narayan Shrestha at the National Society for Earthquake Technology – Nepal (NSET) tells us that building codes need to be strictly enforced with stringent monitoring mechanisms. Municipalities must be stricter with building permits.Next, masons and concrete moulding workers need skills upgrading in earthquake resistant building technology. Security personnel now need <a href="https://archive.nepalitimes.com/article/nation/Search-locate-%20rescue-in-collapsed-concrete-houses,3676" target="_blank" rel="noopener noreferrer">training in search and rescue</a> under collapsed concrete structures.Shrestha says schools, hospitals and public buildings need to be retrofitted urgently. Many schools NSET had <a href="https://archive.nepalitimes.com/article/nation/preparedness-saves-lives,2264" target="_blank" rel="noopener noreferrer">helped retrofit</a> withstood the 2015 earthquake, and this model needs to be replicated across western Nepal.Nepal’s towns are losing open spaces, which are vital as shelters in the aftermath of future earthquakes. Kathmandu must <a href="https://www.nepalitimes.com/here-now/nepali-artists-butterfly-effect/" target="_blank" rel="noopener noreferrer">protect remaining open spaces</a>, and these efforts need to be scaled up not just for earthquake safety but also to <a href="https://www.nepalitimes.com/here-now/mini-forests-to-make-kathmandu-more-liveable/" target="_blank" rel="noopener noreferrer">restore the city’s lungs</a>.   Preparedness will mean life or death for all Nepalis, not just for those in the seismic gap in the western part of the country. This should be the main message on the National Earthquake Safety Day. Earthquakes are beyond our control, but we can <a href="https://www.nepalitimes.com/here-now/past-disasters-foretold/" target="_blank" rel="noopener noreferrer">make ourselves safer</a> when they happen.Sonia Awale

Sonia Awale

Lessons still not learnt

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110141148/636d01b49c7e80680e0a363fjpeg.jpg" alt="" width="3280" height="1476"/><figcaption>Photo: UNICEF</figcaption></figure>School closures have led to an <a href="https://www.nepalitimes.com/here-now/lessons-not-learned-from-the-pandemic/">alarming loss of learning opportunities</a> for children in South Asia despite efforts to promote remote education, new research by UNICEF in South Asia has revealed.Some 434 million children in South Asia are facing interruption in schooling due to the Covid-19 pandemic. Girls, children from the most disadvantaged households and children with disabilities faced the biggest challenges while <a style="background-color: #ffffff; font-size: 15px; letter-spacing: 0.01em;" href="https://www.nepalitimes.com/latest/online-classes-may-widen-digital-divide/" target="_blank" rel="noopener noreferrer">learning remotely. </a>In <a href="https://www.unicef.org/india/media/6121/file/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf">India</a>, 80% of children aged 14-18 years reported lower levels of learning than when physically at school. In Sri Lanka, 69% of parents of primary school children complained that their children were learning less.In Nepal, the pandemic and the subsequent lockdowns have widened existing inequities in the education system. A <a href="https://www.nepalitimes.com/here-now/digital-divide-exposes-class-divide-in-nepal-schools/" target="_blank" rel="noopener noreferrer">digital divide has created an education divide.</a> A UNICEF survey showed that most of the 80% of government school children have not attended classes – online or otherwise in the past two years. Even if they have mobile phones there is not enough bandwidth for digital classes.Nepali children have missed at least 70 weeks of school since the coronavirus crisis, one of the highest rates in the world. There is now a risk of higher dropouts of students <a href="https://www.nepalitimes.com/latest/learning-during-the-pandemic-in-nepal/" target="_blank" rel="noopener noreferrer">once things normalise</a>, particularly among<a href="https://www.nepalitimes.com/latest/sisterhoods-empowering-education-in-nepal/" target="_blank" rel="noopener noreferrer"> girl children,</a> undermining Nepal’s decades-long effort to increase school enrolment in rural areas.“School closures in South Asia have forced hundreds of millions of children and their teachers to<a href="https://www.nepalitimes.com/latest/face-to-face-classes-online/" target="_blank" rel="noopener noreferrer"> transition to remote learning</a> in a region with low connectivity and device affordability,” says George Laryea-Adjei, UNICEF Regional Director for South Asia. “Even when a family has access to technology, children are not always able to access it. As a result, children have suffered enormous setbacks in their learning journey.”Despite significant efforts from governments, low connectivity and access to digital devices have severely hampered efforts to <a href="https://www.nepalitimes.com/opinion/back-to-school-season-goes-remote/" target="_blank" rel="noopener noreferrer">roll out remote learning</a>. In India, 42% of children between 6-13 years reported not using any type of remote learning during school closures.In Pakistan, 23% of younger children did not have access to any device that could support remote learning. Poor and disadvantaged households have been the worst hit, with many families struggling to afford even a single device.Even when devices are available, they are often underutilised and children’s access to them is often limited. In Pakistan, among children with access to devices, only about 24% could use them when they wanted to.The UNICEF research found that student-teacher engagement, when regular and reciprocal, is a strong predictor of success in children’s learning, especially for younger students. In Sri Lankan private primary schools, 52% of teachers reported contacting their students five days a week, but this number dropped to 8% after the pandemic.“The safe reopening of schools must be considered an utmost priority for all governments. Investing in teachers will ensure that teachers and schools can adapt to all situations. The more teachers are trained, equipped and supported on distance and blended learning, the better they will be able to reach all their students,” adds Laryea-Adjei.He adds: “This is a critical investment we need to make for children as the region gears up for future waves of Covid-19. We need to build systems which can weather any storm and keep children learning, no matter the circumstances.”Some of the recommendations from the study include:-       Safe reopening of all schools-       Better internet connectivity-       Multi-lingual remote learning accessing children’s learning levels-       Vaccination of teachers-       Training teachers to better reach children without access to technology-       Increased investment in education-       Technical support for home-based learning where required<a href="https://www.unicef.org/rosa/what-we-do/education">Even before the pandemic</a>, almost 60% of children in South Asia were unable to read and understand a simple text by the time they were 10 years old. In addition, 12.5 million children at the primary level and 16.5 million children at the lower secondary level were out of school.In Nepal, as Covid-19 cases drop, schools in Kathmandu Valley are <a href="https://www.nepalitimes.com/editorial/ministry-of-education-gets-an-f/" target="_blank" rel="noopener noreferrer">reopening with stringent health protocols</a> amidst a debate about restarting physical classes. School teachers were also prioritised for Covid-19 vaccinations, and high school students appearing for their annual exams were also compulsorily inoculated last month.

Covid-19 cancels region's gains in education

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110141132/636cfdb39c7e80680e0a0bfcjpeg.jpg" alt="" width="3000" height="2000"/><figcaption>Photo: WWF NEPAL</figcaption></figure>As the Covid crisis pushes <a href="https://www.nepalitimes.com/banner/the-real-cost-of-nepals-second-wave/" target="_blank" rel="noopener noreferrer">millions of Nepalis back below the poverty line</a> affecting their nutritional status, the UK government is funding supplemental food for mothers and children affected by the monsoon and Covid-19 pandemic in Nepal.The additional £788,000 (Rs130 million) will allow the World Food Programme (WFP) to support 100,000 mothers and children with specialised nutritional supplement 'super cereal' for two months in eight districts in Province 2, Sunsari in Province 1, Jajarkot in Karnali and Kanchanpur in Far West. Mothers in target areas will also receive counselling on Covid-19 and <a href="https://www.nepalitimes.com/editorial/hunger-for-governance/" target="_blank" rel="noopener noreferrer">nutrition</a>.“Natural hazards affect marginalised communities disproportionately, including women and children. Protecting the health of the Nepali people is a top priority for the UK Government,” says Nathanael Bevan, Director of Development at the British Embassy in Kathmandu. “The UK is glad to be supporting WFP’s efforts to make sure vulnerable Nepalis, especially mothers and children, receive proper food and nutrition.”The Covid crisis has reversed Nepal’s gains in poverty reduction and <a href="https://www.nepalitimes.com/banner/nepals-epidemic-of-hunger/" target="_blank" rel="noopener noreferrer">childhood malnutrition</a> achieved in the past ten years.Children as well as pregnant and breastfeeding months in rural Nepal are among the hardest hit by the pandemic. Currently, over 15% of households in Nepal are food insecure, while around 39% of children between 6 to 23 months do not meet minimum dietary requirements.A WFP report earlier this year found that Nepal had up to 1.84 million pregnant and lactating women who were malnourished. This in turn affects the growth of their children as they receive <a href="https://www.nepalitimes.com/latest/the-pandemic-of-hunger/" target="_blank" rel="noopener noreferrer">inadequate nutrition</a> even before they are born.And as newborns they get mothers’ milk lacking in nutrition, leading to a greater risk of dying before the age of five. More than one-third of children under five face stunted growth.Many of the older children also relied on school lunches for a nutritious meals but <a href="https://www.nepalitimes.com/here-now/lessons-not-learned-from-the-pandemic/" target="_blank" rel="noopener noreferrer">prolonged school closure</a> means that they are also deprived of this.In addition to reduced food intake, children and young mothers have been <a href="https://www.nepalitimes.com/banner/children-are-collateral-damage-in-nepal-lockdown/" target="_blank" rel="noopener noreferrer">unable to access health services and immunisation facilities</a> for the better part of the last year and a half due to restrictions of the movement.“The pandemic and its socio-economic impact have put unrelenting pressure on Nepali families’ food security. Between December 2020 and June 2021, the number of households experiencing income loss has doubled – from 21 to 45% – making food increasingly out of reach for many,” says WFP Nepal Country director Jane Pearce. “This aid will enable us to reach the most vulnerable mothers and children whose lives have been made harder by Covid and now the monsoon.”Since the start of the first nationwide lockdown on 24 March 2020, and the subsequent widespread disruption to normal economic activity, Nepalis have faced increased strain on household income, directly <a href="https://www.nepalitimes.com/latest/quarter-of-nepalis-still-hungry-during-pandemic/" target="_blank" rel="noopener noreferrer">impacting their food intake</a>.In fact, they have reported increased job losses and a reduction in income over the past year and a half. While in December 2020, 5% of households reported job loss, it was nearly 14% in June 2021. Similarly, 21% of households reported a reduction in income in December 2020 while it was 45% in June 2021.But most families have received <a href="https://www.nepalitimes.com/latest/half-of-nepalis-lost-jobs-in-past-month/" target="_blank" rel="noopener noreferrer">little to no support from the government</a> to tide them over the long months of pandemic and subsequent lockdowns.Moreover, Nepal is one of the most vulnerable countries to <a href="https://www.nepalitimes.com/banner/disasters-in-nepal-come-in-waves/" target="_blank" rel="noopener noreferrer">natural calamities and the impacts of climate change</a>, tens of thousands of people are displaced by the floods and landslides every monsoon in lack of timely preparedness.A part of the contribution will also go to help WFP conduct a new round of cross-country household food security surveys. This funding is in addition to the £4.49 million (Rs678 million) WFP received from the UK Government in December 2020 towards the agency’s response to Covid-19.

UK aid for Nepali mothers and children

<figure><img width="906" height="1943" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111015118/636d06499c7e80680e0a5f54jpeg.jpg" alt=""/><figcaption>Photo: UMA THAPA MAGAR</figcaption></figure>Third grader Sona Lama lives in the uplands of Rasuwa and <a href="https://www.nepalitimes.com/here-now/lessons-not-learned-from-the-pandemic/" target="_blank" rel="noopener noreferrer">has not been to school for more than a year</a>. But since Nepal Telecom built a cellphone tower on a nearby peak, there is now 3G connection — enough for her to attend class on her mobile phone.Her teachers have partnered with a school in Kathmandu that offers volunteers to guide students like Sona to use <a href="https://www.nepalitimes.com/opinion/back-to-school-season-goes-remote/" target="_blank" rel="noopener noreferrer">Google Classroom or Zoom</a>, and also offer tuition so they can catch up with school work.“This is no substitution for going to an actual school and meeting friends and teachers face-to-face, of course, but at least the online classes partly make up for the disruption, and has introduced the students to new technology,” says Samata Regmi, a Grade 12 student herself, who is a volunteer mentor for Sona and others like her. Regmi lists many <a href="https://www.nepalitimes.com/latest/online-classes-may-widen-digital-divide/" target="_blank" rel="noopener noreferrer">challenges</a>: the network often goes off in the middle of class, video uses too much bandwidth, the children are frequently distracted by household chores. “Many of the parents are out of work, so the children have to help at home, and it is difficult to get them to concentrate. They have very short attention spans on screen,” adds Regmi, who despite the challenges, is glad to be helping children in remote areas with remote learning. Sona Lama shares her mobile with three other older siblings, and since the tower brought data internet it is now in high demand for browsing TikTok videos and Facebook as well. She is still luckier than most Nepali children — a recent survey showed that 80% of students have neither been to school since March 2020, nor do they have access to classes online or by radio/tv.There was <a href="https://www.nepalitimes.com/editorial/ministry-of-education-gets-an-f/" target="_blank" rel="noopener noreferrer">a class divide</a> among Nepal’s 6 million school students even before Covid-19. But there is now also a <a href="https://www.nepalitimes.com/here-now/digital-divide-exposes-class-divide-in-nepal-schools/" target="_blank" rel="noopener noreferrer">digital divide</a> that has widened the gap between private and government schools. While most urban private schools have been conducting classes quite smoothly, government schools have had less success because their students are from poorer families. https://www.youtube.com/watch?v=M-z9K0iuDdoStill, <a href="https://www.nepalitimes.com/banner/lockdown-gives-distance-learning-a-boost-in-nepal/" target="_blank" rel="noopener noreferrer">distance learning</a> is catching up and where young students are logging on for online classes, the process has made them more tech-savvy and more confident with digital technology.  In Mangal Prasad School in Nepalganj has been encouraging its children to get online so they can catch up with missed school. Says teacher Sandhya Sharma: “Those who are attending digital classrooms are doing well, we are happy with their progress. But I am sorry to say that there are many who have just not been logging on.”The Annapurna School in Bharatpur trained its teachers using online tools like Google Classroom and Zoom, but only half the students are attending online classes. The school did a survey and found out why: of its 700 students, less than 20% had wifi and only 10% could access mobile data.Even after Yasodhara School in Lalitpur offered to pay data fees for mobiles of students to take online classes, only half the children did. The parent body of the school is mainly made up of daily wage earners. After last year’s lockdown, a Unicef survey showed that 95% of families surveyed said their children had stopped going to school. A third of the respondents said their children had <a href="https://www.nepalitimes.com/banner/lockdown-gives-distance-learning-a-boost-in-nepal/" target="_blank" rel="noopener noreferrer">access to distance learning</a>, but only half were using it. ‘The continued loss of access to education in low-income families might have an irreversible negative impact on the country’s economy,’ Unicef said then. However, students did attend schools for about two months between the two Covid waves earlier this year, and the uptake of online glasses has gone up.As <a href="https://www.nepalitimes.com/banner/the-real-cost-of-nepals-second-wave/" target="_blank" rel="noopener noreferrer">the second wave crests</a>, the government has eased the lockdown. Public transport, shops, airlines are back in operation and only restaurants, bars, cinemas and schools are still closed. But in Kathmandu Valley many schools are preparing to reopen even as the infection rate continues to remain high, with a quarter of those being tested being positive for Covid-19.  <figure><img width="640" height="746" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111015118/636d064c9c7e80680e0a5f55jpeg.jpg" alt=""><figcaption></figcaption></figure>Public health experts are also warning of a second peak in the second wave because the <a href="https://www.nepalitimes.com/banner/kathmandu-covid-19-lockdown-relaxed/" target="_blank" rel="noopener noreferrer">lockdown is being relaxed too quickly</a>. Crowding in buses and markets without adequate precaution, they say, could mean that the Delta variant could spread rapidly again among <a href="https://www.nepalitimes.com/latest/vaccines-too-little-too-late-for-nepal/" target="_blank" rel="noopener noreferrer">the unvaccinated</a>. This week, the total confirmed Covid-19 cases in Nepal crossed 650,000, and the daily active cases started rising again after the lockdown was lifted to total 26,500. The daily fatality total also rose again to 28 after dipping below 20 for the first time in the second wave. There is also a warning out that the new variant is mostly infecting people in the 21-40 age group, which means schools may have to rethink re-opening. However, other experts say a blanket nationwide ban on schools reopening does not make sense, especially in areas where new infections are negligible, and enough precautions are taken.

Nepal’s class divide widens

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111015118/636d061a9c7e80680e0a5f45jpeg.jpg" alt="" width="2554" height="1434"/><figcaption></figcaption></figure>Over the past year-and-half, concerns about lockdowns, economic collapse, limited healthcare and shortage of vaccines have taken centre stage. Almost forgotten are millions of Nepali children who have been out of school for that long.Except for a few weeks earlier this year, there have been no classes since 23 March 2020. Meanwhile, the government and <a href="https://www.nepalitimes.com/editorial/ministry-of-education-gets-an-f/" target="_blank" rel="noopener noreferrer">the Ministry of Education</a> has been behind a fig-leaf of remote classes, when surveys have shown that 80% of children do not have any access to classes online, by radio, tv or mobile.After the first wave, there was enough time to ensure wifi connectivity for public schools at least in urban centres, and prepare for alternative methods of teaching such as remote radio, tv classes and Zoom classes.None of that was done. Instead, there was a blanket shutdown of schools nationwide, even in sparsely populated mountain districts with negligible Covid-19 spread where classes could easily have been held with mandatory masks and physical distancing.“Nepal is a federal state, the decision to open or close schools should be a matter for local governments, but Kathmandu forced schools nationwide to close. This has resulted in unnecessary loss for students,” says former education secretary Mahashram Sharma.https://www.youtube.com/watch?v=M-z9K0iuDdoBefore the Covid-19 crisis, students used to have 180 days of school. Attending class with fellow students and interacting with teachers was an essential part of their upbringing and personality development.The lack of physical classes and face-to-face learning have meant that even students who are attending online classes have suffered. But a majority of students, especially in government schools, have not had any classes at all.Most urban private schools have been conducting <a href="https://www.nepalitimes.com/latest/learning-during-the-pandemic-in-nepal/" target="_blank" rel="noopener noreferrer">online classes</a> now for more than a year, teachers and students adjusting and learning to the new technology as they go.But <a href="https://www.nepalitimes.com/here-now/digital-divide-exposes-class-divide-in-nepal-schools/" target="_blank" rel="noopener noreferrer">Nepal’s digital divide</a> has also created an education divide. Most of the 80% of government school children have not attended classes – online or otherwise. Even if they have mobile phones there is not enough bandwidth for digital classes.“We tried everything from Zoom, Facebook messenger and Google meet to Google Classroom and Microsoft Teams. We also trained our teachers to conduct classes online,” says Batuk Lal Tamang, Principal of Annapurna School in Bharatpur. “But barely 50% of our students attended their classes, the number was much lower for lower grades.”Annapurna School later surveyed its 700 students to find out how many of them had access to the internet or electronic devices. Less than 20% had internet at home, and only 10% could access data via smartphones. And this is in a city in Chitwan with fairly good infrastructure.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111015118/636d061d9c7e80680e0a5f46jpeg.jpg" alt="" width="1233" height="680"><figcaption> </figcaption></figure>All 280 students at Yasodhara Baudha School in Lalitpur are from rural areas, mostly children of either daily wage labourers or who work as household help. They gave their meagre earnings to parents, and even before the pandemic did not even have enough for stationery and uniforms.“Alternative learning is just not possible for us, and our experience is that online classes do not work in government schools, attendance was very low despite the free data scheme for the students,” says Yasodhara’s assistant principal Bina Shakya.She adds that the students have lost interest in studies, many have been forced into child labour, helping their families survive.If that is the situation in Kathmandu Valley, it cannot be much better elsewhere. At the Mangal Prasad Secondary School in Nepalganj, teachers have tried online and radio classes its students who come from 10 districts of western Nepal. But many of the pupils have been out of touch for the past year.“We have tried our best for students who are still in contact with us, but it is a small proportion of the total student body,” admits Sandhya Sharma, a teacher at the school.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111015118/636d06239c7e80680e0a5f47jpeg.jpg" alt="" width="1050" height="504"><figcaption> </figcaption></figure>There was a class divide in Nepal’s education even before Covid-19. The pandemic <a href="https://www.nepalitimes.com/latest/online-classes-may-widen-digital-divide/" target="_blank" rel="noopener noreferrer">just widened the gap</a> between urban-rural, private-government, rich-poor.There are six million students enrolled in schools across the country, a majority of them in government or community schools. Educationists had told the government that the pandemic actually offered an opportunity to upgrade IT facilities in classrooms, train teachers in online instruction, and narrow the digital divide.For the second year in a row, schools have not been able to hold Secondary Education Examinations (SEE) and have allowed teachers to conduct internal assessments. But in many schools students have not attended neither online nor physical classes.Higher-level students across the country are also at breaking point, uncertain about their future after more than a year of postponed papers before they graduate.There is also a risk of higher dropout rates of students once things normalise, <a href="https://www.nepalitimes.com/here-now/a-decade-of-work-lost-in-4-months/" target="_blank" rel="noopener noreferrer">undermining Nepal’s decades-long effort</a> to increase school enrolment in rural areas.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111015118/636d06259c7e80680e0a5f48jpeg.jpg" alt="" width="2556" height="1440"><figcaption> </figcaption></figure>The <a href="https://www.nepalitimes.com/banner/the-real-cost-of-nepals-second-wave/" target="_blank" rel="noopener noreferrer">second wave is cresting in Nepal</a> even if daily new cases and fatalities are much higher than when the new lockdown was placed on 29 April. But public health experts are already asking the government to prepare for a possible third wave of the pandemic in which new coronavirus strains put children at risk.According to official records, some 21,000 children were infected with SARS-CoV-2 during the first wave in Nepal. This number rose to 27,000 in the second wave. Less than 3% of Nepalis are fully vaccinated, and there is not even a WHO-approved vaccine for those under 18.Experts say that since the second wave has peaked, focus should now shift to restarting physical classes in areas with minimum Covid-19 spread, while maintaining strict mask wearing with physical distancing in well-ventilated classrooms where possible. Elsewhere, schools should upgrade their technical and teaching capacity for <a href="https://www.nepalitimes.com/latest/face-to-face-classes-online/" target="_blank" rel="noopener noreferrer">online classes</a>, and equip students with devices and connectivity.The Education Ministry should have already done all these things, of course, but ministers have changed so often in the past two years due to political turmoil that there is no continuity.Children in Nepal have missed 61 weeks of school, whereas even countries worst affected by the pandemic like India and Brazil have had fewer weeks of closure: 56 and 53 weeks respectively.<h2>Devolution for education</h2><figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022111015118/636d06299c7e80680e0a5f49jpeg.jpg" alt="" width="640" height="369"><figcaption> </figcaption></figure>Kanak Mani Dixit of Himalmedia’s tv magazine Saglo Samaj interviewed former education secretary Mahashram Sharma about the role of local governments in revamping Nepal’s education sector post-Covid. Excerpts:Kanak Mani Dixit: The gap between private and public schools is increasing, more so after the pandemic. How worrying is that?Mahashram Sharma: From 2000-2015, the world over, the focus was on increasing school enrolment, especially of girls. Nepal did well on score, but not so much on quality. We have not prepared our education sector for times of crisis like this.Private schools are more accountable to parents and students, but government schools do not have a system to incentivise teacher performance. Until that happens, quality will not improve.But quality was supposed to improve after federalism put education under the purview of local governments. This is a textbook case of being given rights, but not resources. Local governments are woefully under-funded. A few municipalities have education experts. At the end of the day, just devolving responsibility doesn’t solve anything. The focus should be on capacity-building and empowering local governments.Local leaders are politicians, no educators. Even then, their priority is to deploy excavators to build more roads so they can be re-elected. Something long-term like education is not in their priority.Can the pandemic be an opportunity to rebuild our education sector?The pandemic did force us to assess SEE students based on internal evaluation instead of mandatory sit-in physical exam. This is a start, it will be the norm now. Similarly, we have been lagging in information technology, and the pandemic could kick-start a campaign to set up computer labs and connectivity in all schools. Digital instruction is the way forward, and the pandemic may spur our acceptance of that fact, even if we eventually get back to the physical classroom.But it looks like the pandemic has actually widened the digital divide.Yes, and that is precisely why the government should be playing a leadership role here. It not just to talk about it but implement plans to help poor and disadvantaged children with resources. Local governments should take the first step, and make an inventory of electronic devices and connectivity of each family at the local level and plan accordingly.Why did we have to close all schools during the pandemic? First and foremost, education is not on the agenda of local governments. What made matters worse was the blanket closure by the central government. Just before the lockdown, I was in Manang, Lamjung and Syangja, they had no Covid there. Yet schools had been closed for months.Nepal is a federal state, the decision to open or close schools should be a matter for local governments, but Kathmandu forced schools nationwide to close. This resulted in unnecessary loss for students. The centre is responsible for developing policies but the management of schools is up to the local governments, they just need to be facilitated, especially when it comes to community schools.

Lessons not learned from the pandemic

(This article is based on a research project by Boyd Hayes, Nabila Farid, Riya Sirkhell, who are graduate students at the University of British Columbia, and Ujjwal Neupane, Research Assistant at UBC.)		
										<img width="2880" height="1582" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110121156/636ce70d9c7e80680e09679ejpeg.jpg" alt=""/>It is 9AM on a Tuesday, and Bijay is running late for work. No time for breakfast: he will have to grab something from a vendor on the way. He has spent the past 10 minutes looking for his purse to pay the bus fare, and is in a hurry. As he grabs his facemask and opens the door, his 6-year-old son calls for him.“Where do we go for school again? I forgot.”He rushes back into the other room where his son sits with his uncle’s laptop. It is old and some of the keys have fallen off, but it will have to do for now, as long as the children are kept home from school. This pandemic has forced everyone to adapt.Bijay digs through the drawer in the cabinet to find the piece of paper containing instructions for accessing the online courses for his son. He fumbles with the unfamiliar and clunky keyboard to type in the address, username and password.“What module are you doing today,” Bijay asks his son. Yesterday he says they were working on English letters, but that doesn’t help him figure out which lesson is happening today.<a href="https://www.nepalitimes.com/latest/face-to-face-classes-online/">Face-to-face classes online</a>, Dinesh Paudel Finally, Bijay notices the dates listed next to the modules, and clicks on the one for Tuesday. The page opens, and he turns to run out. He is quite late now, and his employer will scold him and cut his pay, regardless of the circumstances. His wife, Reema also has to work to make ends meet. Their 16-year-old daughter, also enrolled in school, will need to cook while they are gone.When they finally come back home in the evening, the lights in the house flicker and go off: the electricity is out. They go to check on their son, who is now playing with a toy on the floor. School will have to wait until the power comes back.Parenting young students during the Covid-19 pandemic in Nepal presents struggles like this on a daily basis. How do you support your children to continue their education when there are so many factors working against you?Parents of pupils interviewed for this research paints a picture of disconnect and disparity. After reopening physical classed in late February, The three districts of Kathmandu Valley and six others went into <a href="https://www.nepalitimes.com/latest/kathmandu-locks-down-again/" target="_blank" rel="noopener noreferrer">full or partial lockdown again</a> in response to a <a href="https://www.nepalitimes.com/editorial/the-covid-tsunami/" target="_blank" rel="noopener noreferrer">deadly Covid-19 second wave</a>. As has been reported before, <a href="https://www.nepalitimes.com/banner/lockdown-gives-distance-learning-a-boost-in-nepal/" target="_blank" rel="noopener noreferrer">online classes during the lockdown</a> have pointed to <a href="https://www.nepalitimes.com/editorial/lowest-common-denominator/" target="_blank" rel="noopener noreferrer">broader gaps in education delivery and governance</a> in Nepal. Students, parents, teachers and civil society are struggling to transition to a new normal.<a href="https://www.nepalitimes.com/here-now/digital-divide-exposes-class-divide-in-nepal-schools/">Digital divide exposes class divide in Nepal schools</a>, Nunuta Rai“The government directives have been confusing and contradictory across levels, with almost no support to parents like us, who are struggling with challenges of work and continued learning of children from home,” said a father of two children in Lalitpur.The Covid-19 pandemic has tested governments and institutions throughout the world. Nepal has also been no exception, as recent events have also compounded existing challenges, specifically a <a href="https://www.nepalitimes.com/editorial/untangling-the-knots/" target="_blank" rel="noopener noreferrer">political crisis</a> with the dissolution of Parliament, and <a href="https://www.nepalitimes.com/latest/wildfires-in-nepal-cause-air-quality-to-plummet/" target="_blank" rel="noopener noreferrer">recent wildfires</a> which have affected air quality, prompting the government to shut schools for a week in late March 2021. As coronavirus cases dropped in March, the government relaxed restrictions and <a href="https://www.nepalitimes.com/latest/back-to-school-in-nepal/" target="_blank" rel="noopener noreferrer">allowed schools to re-open</a>. There was an opportunity for the government to implement a strong back-to-school plan with a focus on enhancing student learning through an integrated approach by including parents and caregivers in the teaching-learning process. The closure of schools again has meant there is little more time to plan for that. There are lessons to be learnt from the Covid-19 pandemic in order to produce sustainable, proactive measures for the future of Nepal’s education.During focus group discussions, one mother of a 6-year-old student from the Sindhupalchok said: “In the remote areas, some students have not even attended online classes because of no access to electricity, shortage of money to purchase devices, no internet and inability of parents to support their education, because in the remote areas, the parents could not understand. This is the problem we are facing as parents.”<a href="https://www.nepalitimes.com/latest/online-classes-may-widen-digital-divide/" target="_blank" rel="noopener noreferrer">Online classes may widen digital divide</a>, Madhu Sudan DahalOther parents said that limited access to reliable electricity, affordable internet, and internet-capable devices were major barriers in helping their children continue education remotely. Research indicates that<a href="https://www.learningliftoff.com/how-parental-involvement-benefits-the-entire-educational-process/" target="_blank" rel="noopener noreferrer"> parental involvement</a> in their children’s education can result in higher grades and test scores, better enrollment rates, and improved social skills and behaviour. The adjustment to the<a href="https://www.nepalitimes.com/review/nepals-new-digital-landscape/" target="_blank" rel="noopener noreferrer"> increased use of technology</a> without reliable infrastructure has proven to be challenging for many, especially parents who have inevitably struggled to contribute to their children's educational advancement. The pandemic has affirmed the importance of parents and caregivers in childhood learning and education. However, parents and caregivers face significant gaps in the knowledge and resources needed to help their children with school. Civil society groups and the government can work together to support parents and children with navigating technology-based learning. They can provide modules for parents to learn how to use suitable technologies for remote learning, much as previous generations of school development efforts often provided non-formal curriculum elements for parents who were not literate themselves. Such programs can equip parents and caregivers to embody a more participatory role in the teaching-learning process while enhancing learning outcomes for children.Read also: <a href="https://www.nepalitimes.com/here-now/a-decade-of-work-lost-in-4-months/">‘A decade of work lost in 4 months’</a>, Sheryl Lee

Learning during the pandemic in Nepal

<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110101156/636ccb8c9c7e80680e08bbccjpeg.jpg" alt="" width="5100" height="1900"/>Its scenic setting, a more relaxed urban life has made Pokhara not just a tourism destination but also an educational hub. Pokhara has a long tradition of hosting good residential schools, and is seen by many families as a desirable alternative to Kathmandu for their children. With better road and air connectivity, Pokhara’s importance as an educational centre is likely to grow in future. Nepali Times spoke to five Pokhara educationists about the importance of their work.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110101156/636ccb8f9c7e80680e08bbcdjpeg.jpg" alt="" width="1299" height="1306"><h2>Khem Lakai, CEO, GATE Vocational-FAB School</h2>What is your school’s role in promoting tourism in Gandaki Province? We are already the preferred school for many employers in the hospitality sector in Pokhara and beyond. That is because our graduates demonstrate a high level of professionalism and commitment for their chosen profession, and we wish to continuously improve the quality of the tourism sector in Pokhara and Gandaki Province, where tourism is the mainstay of the economy. The service sector needs and deserves highly competent and committed human capital that needs to be continually renewed as younger people join jobs.It looks like Pokhara has become a hub for schools like yours. We completely believe that Pokhara should be developed as Nepal’s education hub, and this school is our contribution. The federal government must reform some of the outdated policies like visas for international students and modernising policy. The Gandaki Province leadership is forward-thinking, Kathmandu needs to catch up. We have eight Vietnamese students already and there is potential for foreign students coming to Pokhara for hotel management training.How were you affected by the pandemic? We remained closed for several months, but quickly switched back to residential training where students resided on the premises, so that they could cover intensive hours of learning within the campus. FAB School operates like a living lab, having everything in the premises, such as bakery, kitchen lab, 14 bed training hotel, coffee shop and organic garden, which could easily accommodate learners and trainers in small size. We are unique because half the students are on scholarship and we prepare them to provide the hotel sector with staff who have relevant competence, not just a certificate.<h2>Binu Gurung, Chair, Informatics College Pokhara</h2>Why did you chose to locate your British degree college in Pokhara?It was disheartening to see Pokhara’s youth migrating to Kathmandu and abroad for higher studies. We felt we had to do something to reverse that trend. We collaborated with the London Metropolitan University with its rich history with strong educational roots dating back to 1848 and which delivers Cisco Certified Network Professional (CCNP) and is ranked 38th in the International Student Table. It is the first UK degree college in Pokhara, and represents a milestone in education here.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110101156/636ccb939c7e80680e08bbcejpeg.jpg" alt="" width="1000" height="1562">How were classes affected during the Covid-19 pandemic?At Informatics College we responded with a range of online and other options for teachers, students and guardians. All classes were held as per the same timetable as physical classes. Each student had access to Coursera and sat for Structure Query Language classes via LinkedIn, where they received the certification. Final year projects were completed through online supervision. The written exam was replaced with course work for each module and graded.What plans post-Covid? We will move towards blended classrooms, the admission process is digitised, counseling is performed through Google Meets. Paper work for admission has been omitted. The feedback to online classes have been terrific.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110101156/636ccb959c7e80680e08bbcfjpeg.jpg" alt="" width="1250" height="1381"><h2>Milan KC, Principal, Pokhara Montessori Kinderhome</h2>Are you planning to reopen classes soon? Currently preschools are trying to reopen up following the health and safety protocols. Preschools have been badly hit by the pandemic, and it has been a struggle to convince parents to send their children to school.How did you conduct classes during the lockdown? We upgraded the school to online learning. There were challenges to make children aged 2-6 to stay online as they need individual and physical attention. Online teaching was less effective for this age, so many schools gave workbook to help parents guide their children at home.  Early childhood is foundation-building time for children, and they need good guidance and protection. Parents, society and government are equally responsible to ensure quality of instruction.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110101156/636ccb999c7e80680e08bbd0jpeg.jpg" alt="" width="1250" height="1771"><h2>Rojana Joshi, Principal, Pokhara Engineering College</h2>How is your college contributing to Nepal’s higher education from Pokhara?Our alumni are in all sectors of the economy in Pokhara and all over Nepal. They have jobs in Pokhara Municipality, Nepal Telecom, and Pokhara University. There are many who also chose to become entrepreneurs providing service within  the region as well.How did the pandemic affect classes?We had to abruptly stop internal exams which were running smoothly before the pandemic. Students were not able to take the board exams on scheduled dates, and had to wait nine months for it. It was also difficult to maintain the academic calendar for the University, extending the semester as a result.Online classes were not as effective because many of the subjects need laboratory and field work. Online classes also suffered from bandwidth issues and also it was difficult to keep student constantly engaged.Why did you chose Pokhara as the location for your college? Pokhara is not only a hub for toursim, but also for education.We have a university along with plenty of schools and specialised colleges in engineering, medical, hotel management, and nursing. The people of Gandaki Province do not need to go abroad for higher education any more.<h2>Kiran K.C, Principal, La Grandee International College</h2>What is the outlook for Pokhara as an education  hub?  Pokhara is known for its diversity, it is rich in culture, religion, language, sports, environment, natural scenery. The people are known for their hospitality. Pokhara also located right at the centre of Nepal and is easily accessible to all parts of central Nepal. It is getting a new international airport, and the highways are being upgraded. Having Pokhara University here also helps. The climate is also moderate.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110101156/636ccb9c9c7e80680e08bbd1jpeg.jpg" alt="" width="750" height="792">How bad was the pandemic for your school?It had a big impact. We never expected it, and it was a very bitter experience. Pokhara’s tourism was devastated, and it had a knock-on effect on the rest of the economy. Businesses have not yet been able to get back on their feet. But we are adapting to the new normal and things are getting better.How did the online classes go? It was a real challenge. Since everything happened so suddenly we had to adapt. But every challenge comes with opportunities. We taught ourselves to conduct online classes effectively. All levels of academia ran virtual classes. Need generates solution, and that is what the pandemic taught us.

Pokhara, the education hub

<img width="1500" height="1000" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110101152/636cca959c7e80680e08bb75jpeg.jpg" alt="Atlantic charity rowing race"/>Four members of a boat that took part in the world’s most challenging competition to raise money for schools in Nepal have come third in a grueling trans-Atlantic rowing race.  Calum Barclay, Ashley Jones, Nick Kempster and Jack Carter took part in the <a href="https://www.taliskerwhiskyatlanticchallenge.com/" target="_blank" rel="noopener noreferrer" data-saferedirecturl="https://www.google.com/url?q=https://www.taliskerwhiskyatlanticchallenge.com/&amp;source=gmail&amp;ust=1612604576130000&amp;usg=AFQjCNFLdwPB7eR_WHzv86BQ9UJxNaGdlQ">Talisker Whisky Atlantic Challenge</a> to row 5,000 km from the Canary Islands to the West Indies in 37 days.“Being a Gurkha officer in the British Army, I had knowledge and love for Nepal, and we have so far raised enough money to build two schools in Nepal and hopefully we will raise more,” says Ashley Jones. The <a href="https://www.humanpractice.org/wp-content/uploads/2020/09/Durga_Secondary_School.pdf" target="_blank" rel="noopener noreferrer" data-saferedirecturl="https://www.google.com/url?q=https://www.humanpractice.org/wp-content/uploads/2020/09/Durga_Secondary_School.pdf&amp;source=gmail&amp;ust=1612604576130000&amp;usg=AFQjCNGuo1QMhRTXlEiOxWPyuIZ8119zow">two schools are in Taplejung</a> in eastern Nepal.The crew has a target of raising $300,000 for <a href="https://hpfatlantic.co.uk/index.php" target="_blank" rel="noopener noreferrer" data-saferedirecturl="https://www.google.com/url?q=https://hpfatlantic.co.uk/index.php&amp;source=gmail&amp;ust=1612604576130000&amp;usg=AFQjCNFc5coNpy7LGA-BWYcEnPpbUYIZ0g">The Human Practice Foundation (HPF)</a> to help build schools to educate 1,300 children every year. HPF, set up in 2014, has built 59 schools in Nepal and Kenya, helping educate 27,000 children. It also supports a <a href="https://www.humanpractice.org/wp-content/uploads/2020/09/Case_Coffee-Practice.pdf" target="_blank" rel="noopener noreferrer" data-saferedirecturl="https://www.google.com/url?q=https://www.humanpractice.org/wp-content/uploads/2020/09/Case_Coffee-Practice.pdf&amp;source=gmail&amp;ust=1612604576130000&amp;usg=AFQjCNEOd3fi8ox8__DhOqsGfx1djnzQ9g">Coffee Impact Program</a> in Nepal. <img width="1024" height="768" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110101152/636cca989c7e80680e08bb76jpeg.jpg" alt="Atlantic charity rowing race">The team rowed for two hours at a time and had two hours off, doing this for 24 hours a day for the 37 days it took to make the crossing. They ate freeze-dried high calories foods, and consumed 5 litres of water each per day from a water maker device on board. They navigated using an electronic chart plotter and had information on weather so they could avoid bad weather and take advantage of winds.  “We never slept for more than 1.5 hours at any one stretch, and once a day could link to the internet for 5 minutes,” Jones said.The team <a href="https://www.nepalitimes.com/latest/rowing-across-the-atlantic-to-help-nepal-school/" target="_blank" rel="noopener noreferrer" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/latest/rowing-across-the-atlantic-to-help-nepal-school/&amp;source=gmail&amp;ust=1612604576130000&amp;usg=AFQjCNGalx7E2PEx65RiGV2p3uHG9CgMcg">left the UK at the height of Covid-19</a> and reached La Gomera in the Canaries. But for the worst part of the pandemic the team was out at sea. The team took a more northerly route because of the weather, but it lost its lead. Then northerly winds battered the boat with waves over the beam.“During the last third of the trip, it was really quite hot and no escape. The cabins were hot to touch and the inside was like an oven,” Jones recalls.The crew did some fishing more for distraction than for food, catching mahi-mahi and tuna. They saw minke whales, dolphins, turtles, tuna, and swordfish. Of the 20 boats that left the Canary Islands, four were attacked by marlin, and their hulls speared.Members of the crew have served in war zones, rowed the North Pacific, climbed mountains, and ran marathons. Some members of the group now want to row across the Indian Ocean, but the others will go back to their day jobs in the UK. “We will have to wait and see how the recovery goes, but I imagine it will take some time to forget the hardship, but who knows,” Jones says.   More people have climbed Mt Everest than rowed the ocean, and the team members spent two years planning for the race with over 100 hours of training. They battled 10m waves, and used buckets for toilets, losing 12kg of body weight during the crossing.

schools