It was very hard to not picture my three nephews and my niece (all under 5 years old) in the classrooms that I visited in the remote Nepalese countryside last week. I imagined them sitting at the old-fashioned bench and table settings, with their feet on the dusty, clay floor. With the rusty nails sticking out everywhere and the planks of wood piled up in the corner of the tiny, tiny classroom.
I pictured them sitting in a classroom that was barely 4 metres squared filled with 45 students, and pulling out their book and their pen to take down notes and to rote learn. There was certainly no room for games or movement.
There was no colour.
There was little light.
The floors were bumpy and rocky. The walls were mouldy. There were holes in the roof sometimes and gaps around the door frames.
There were no posters and no work displayed. There were no classroom materials to be seen except for the square of wood that was being used as a blackboard.
One of the rooms had the benches, half and half, facing away from each other because the teacher had to teach two classes at the same time and so he just put a blackboard at each end and ran back and forth during the lesson.
I met with school committee members, principals, teachers – even some students. I heard their hopes, dreams and plans to improve the lives of their students and the condition of their schools. It was more than just classroom infrastructure that they wanted to change. Teacher training. Better classroom materials for learning. Colour, charts, and activities and games that would make learning more fun, differentiated and along the lines of modern pedagogy and our knowledge of different types of learners and multiple intelligences.
The concern is not just the immediate impact of unsafe or sub standard teaching. The wider problem that all limitations of teaching lead into in Nepal, is the trend for families to migrate to the bigger cities, or send their students to boarding schools with greater quality resources and teachers. This is a huge problem for small communities, as students and families who migrate, and fail to return, take their potential contribution away from their home community and all too often perpetuate the problem of educated youth leaving for jobs overseas.
Better education at the primary school level can absolutely change this trend. And what can help these leaders in their quest for better education is government support, building materials, teacher training, and ultimately – money at their disposal.
The reason I’m telling you this is because I believe that if anyone I know or have ever met (in the circles of my privileged upbringing – being born an Australian in the 80s, never experienced war and never wanted for anything) would share the great sadness that I felt when I saw these classrooms. These classrooms were prison-like and provoked outrage inside my heart.
Nepal is a beautiful country. One filled with beautiful places and beautiful people. But it is a country that has experienced conflict very recently, and is currently struggling to find political stability, establish their constitution and rebuild local governance systems that could change the way such schools that I visited are resourced and governed.
If you would like to help do something to change this –
and this –
into something like this –
then please visit friendsofvinaus.com.au for information about our Year 1 Classroom Project, Okhaldhunga Nepal or donate at our donation site here:
Each classroom needs only $1000 to be transformed into a haven for students – youngsters who deserve a quality education in a safe and stimulating environment – something I have certainly always taken for granted.