NAME OF SCHOOL OR COMMUNITY
Shree Yangamati Lower Secondary School

PARTNER ORGANIZATION

PROJECT ID NO.NP-RR-05-103

STATE OR PROVINCE

Kapan VDC

DISTRICT/ZONE

Kathmandu

BLOCK/WARD

8

VILLAGE/CITY

Paiyantar

LOCATION

7 km East from the Chabahil chowk.

NO. OF VILLAGES SERVED

Kapan,Bauddha-6,Phaika and Paiyantar

NO. OF HOUSEHOLDS SERVED

250

POPULATION OR AREA SERVED

1400

GRADE/LEVEL

Grade KG – Grade 8

NUMBER OF TEACHERS

NUMBER OF PROJECT TEACHERS

AGE RANGE

5 - 16

FEMALE

4

MALE

6

TOTAL

10

FEMALE

1

MALE

TOTAL

1

STUDENTS/CHILDREN

FEMALE

163

MALE

117

TOTAL

280

DESCRIPTION OF COMMUNITY AND LIFESTYLE

This School was established in 1989 with only primary level classes. It has been upgraded into a lower secondary school. This School will have 10 teachers and is running in a 2 story building with 5 rooms on the ground floor and 1 on the first floor. The remaining 4 rooms are in a government and community supported trust building.

This School is 2.5 km north from Gokarneshwor Temple,Gokarna and 7 km away from Chabahil towards East to the Sundarijal, a starting point for trekking to Helambu. Though it is along the way to one of the popular trekking route, this community does not have any benefits of the tourism industry. Close to the school is the popular Tibetan Gumba (Monastery).

The people of this area are primarily subsistence farmers and small business owners. There is a small percentage of people working in the different government and non governmental offices. The area looks like a remote village. People of this area are involved in agriculture and poultry farming. Most of the people living in this area have some minimal education and some of them hold jobs in private sector companies and government services, while some travel intoKathmandu for daily wages.

The major casts at this area are mostly the Newar, Tamang, Cheettri and Brahman.

REASON FOR SUPPORT

As in all of the government-run schools, this school gets some financial support from the government for their teachers’ salaries. The other expenses for additional teachers, stationary and operating expenses have to be managed by the school itself. According to the government rules, the school is not supposed to collect fees from the students for the grades up to fifth. However, schools somehow manage to receive some donations from the parents and local Village Development Committee to meet such expenses. The government does not provide any other funding. Any development of the school like infrastructure development has to be managed by the school administrators through their own connections and organizations like Room To Read.

This school falls under the Bauddha Resource Centre under which oversees 7 governmental schools. The government has clustered 15 - 20 schools including private schools intoi one resource centre to arrange meetings and trainings. Before committing to support, Room To Read conducted the meeting of 7 schools in the Resource Center. The Headmaster, Mukunda Budhathoki made a commitment to the library program by providing a room in the school. Finally, the school presented all the necessary documents and community support agreements. The teacher and the management committee were very enthusiastic to open the Library.

START DATE

August 2005

DEDICATION DATE

March 2006

DETAILS OF FINISHED PROJECT

The library room is painted with different colors such as blue on the wall and white on the ceiling. When entering into the library, there are shelves at the front and a table and bench on the left side. The floor is carpeted with linoleum carpet where students may put their shoes out before entering.

The welcome board was made by grade 5 students and the paper house was made by Ishwor Parajuli of grade 8. They are kept on the Display rack to decorate the Reading Room. They have hung the posters of the color code, the library rules, Nepali and English alphabet posters on the walls.

The School has prepared a plaque with the name of library which was placed on the top of the entrance door to the Reading Room.

The library has implemented the color coding system that Room to Read has recommended. They have also used a card catalogue for all the books. They have prepared a book pocket check out system as well. They are using the lending register to keep record of students who are checking out books. 

CHALLENGE GRANT

COMMUNITY OR SCHOOL CONTRIBUTION TO THE PROJECT

- Room for the library

- 100% contribution for painting the room

- 40% contribution for furniture and carpet

- Staffing of part time librarian

ROOM TO READ CONTRIBUTION TO THE PROJECT:

- 60% contribution for carpet and furniture (furniture tables, benches, display and magazine racks, bookshelves and carpet etc)

- 3 days of library management training to the provided teacher

- library materials such as book cards, due date slips, and color stickers to complete the setup

- ongoing book donations and librarian training

- total of 410 Nepali and English books

- Room to Read published Nepali books

USAGE TO DATE

The library is open for all of the students. The school has introduced a library usage schedule for Grades 1-8. They have also implemented a book check out system where the students can check out the books that they want to take home and return them within 5 days. In addition to the weekly library rotations, students come to library during their Tiffin/break time and during their leisure periods.

Teachers also come to library to prepare for their lectures.

COMMENTS

"We have got opportunity to display our work at some extent with the help of library. Thanks to Room to Read." Says Ishwor Parajuli of grade 8.