Author: Trishala Hirachan

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Revisiting Schools in Baitadi

December 2019 | Baitadi

Monitoring and Technical Support to 15 schools

Our field staff conducted monitoring and technical support visit to 15 schools in Baitadi from November 26 to December 16, 2019. Meetings were held at each of the 15 schools to understand the status of the laptop program – the integration of digital resources in teaching learning process, and technical status of equipment. Overall, it was observed that all the schools are successfully running the program, except in a few schools which had issues with loading E-Pustakalaya, which was resolved during the visit.

In addition to the technical support, our staff also installed digital Early Grade Reading (EGR) content in all XO laptops and oriented the teachers about the content and its use. Our content development team has created digital stories with audio and interactive elements that promote reading and comprehension skills in young learners. Along with installing EGR content, the staff also gave EGR software in a pendrive to each school. This allows them to update the software themselves if they need it later.  

Local level meeting at Baitadi

A team from OLE Nepal travelled to Baitadi to meet with officials of six Rural Municipality offices on December 10-16, 2019. The main objective of the visit was to share the status of program school and seek support from the local level to sustain the program. Head teachers from each program school were invited to their respective local level office, to share the program updates which was followed by a discussion. The meetings were a good opportunity to discuss possible coordination with the local level. Common questions raised by all local level officials was how they can expand this program to other schools in their area and what would be their roles to sustain this program. The participants included officials from the Education Unit, Chief Administrative Officer, elected officials, Head and deputy head. WFP Baitadi district coordinator, Mr. Binod Dev Bhatta was also present in the meeting with officials at Dogadakedar Municipality.

Our team shared about OLE Nepal’s free and open digital resources: E-Paath and E-Pustakalaya with local level authorities and showed how more schools in the region could benefit from its use. They also shared a copy of E-Paath to each local level’s education unit so that they can send it to other schools that have computers. Local authorities were encouraged to apply for funding through the Government’s ICT in Education program, as they are providing funds to schools to set up computer labs with digital library serves where they can install E-Pustakalaya.

In order to sustain the program at the schools, all local level authorities were asked to regularly monitor the program through their education unit. They were also encouraged to allocate budget for maintenance funds for schools with existing technology infrastructures. As a part of OLE Nepal’s initial agreement with schools, all the schools should create maintenance funds to ensure the program runs smoothly, and laptop program schools in Baitadi have been practicing this and gradually increasing the funds too. The maintenance fund is meant to be used for upgrade and maintenance of necessary equipment at the schools. Few of the local levels have already provided the funds to the schools.

Overall the meetings with local level officials were effective and a good opportunity for both schools and OLE Nepal to share the updates of program and seek support from local level. All the local level authorities assured they will regularly monitor the program through their local education units and provide financial support to the schools. Local authorities also stated that they would discuss with their education unit to prepare plans to expand the digital library program to other schools in their area.

Here are photos from the local level meetings:

The laptop program in Baitadi was launched in September 2016.

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Refresher Teacher Training in Darchula

December 2019 | Darchula

Refresher training for the teachers of 15 program schools in Darchula was conducted on December 1-4, 2019 at Marma for 8 schools (Marma cluster), and on December 6-9, 2019 at Khalanga for 7 schools (Mallikarjun-Naugad-Sailey and Duhu cluster). Our team facilitated the training for 63 teachers of laptop program schools in Darchula. Among the participants, we had 16 new teachers who joined the schools after the program was launched in August 2018. The refresher training is the third and final training of a three-stage training program. The training is designed for teachers to deal with issues and challenges encountered while integrating digital resources in their daily classroom.

During the training, the teachers revisited the key concepts and skills discussed in initial and in-school training. The focus was mainly on the pedagogical and technical aspect of the program. On pedagogical part, the focus was on effective integration of digital resources available in the schools, while technical aspect covered basic troubleshooting shooting techniques such as updating laptops, operation of intranet and school server. The training also provided a platform for teachers to discuss their best practices and challenges encountered while implementing the laptop program at the schools. All the schools/teachers were asked to list out the challenges encountered over the last year of teaching students using laptops. Each challenge was discussed and collectively resolved by trainers and teachers during the session.

The teachers also shared various positive changes that the program has brought on the students, teachers, and community level. One of the important changes that the program has brought on students was the increment of students’ annual learning outcome. There was 4-14 percent of annual increment in learning achievement of each school. Besides, the program also encourages the regular attendance of students in the class. The teachers also shared that they are largely benefiting from the resources available in the digital library.

As part of our existing partnership with WFP, OLE Nepal initiated the digital EGR project to help improve early grade reading through digital learning activities. The digital EGR content are designed to complement the existing EGR resources. An additional session was added to the training program where teachers were introduced to digital Early Grade Reading (EGR) content. The trainers briefed the teachers on the method of instruction which allows young learners to explore and learn at their own pace, as well as the re-installation process of digital EGR content laptops. The EGR content has been well received by the teachers who shared that the animated stories with the audio and games will be a helpful tool to promote reading and comprehension skills of their students.

The successful completion of refresher training concludes the three-stage teacher training program in 15 laptop program schools in Darchula. 

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Revisiting laptop program schools

1. Refresher Training at Shree Kalika Basic School, Dhading

October 2019 | Dhunabesi Municipality

OLE Nepal in partnership with the International Center for Integrated Mountain Development (ICIMOD) successfully launched E-Learning Program at Shree Kalika Basic School in Dhunibesi Municipality-4, Dhading on January 2019. OLE Nepal deployed 25 fully loaded laptops and conducted a four-day initial teacher training at the school as part of the program. Our team went on to visit the school for in-school training and technical support. As a final step of the 3-stage teacher training program, our training team revisited Kalika School to conduct a three-day refresher training on October 16-18, 2019.

During the training, the teachers revisited the key concepts and skills discussed in initial and in-school training. The focus was mainly on the pedagogical and technical aspect of the program. On pedagogical part, the focus was on effective integration of digital resources available in the schools, while technical aspect covered basic troubleshooting shooting techniques and updating laptops. The training also provided a platform for teachers to discuss their best practices and challenges encountered while implementing the laptop program at the schools. 

To help understand the outcome of OLE Nepal’s laptop program intervention at the school, our team conducted a comparative study of the program. Students in the school took base-line survey test papers in January 2019, and they went on to take the end-line survey test papers in October 2019. The comparison of baseline and end-line survey results revealed that students have made significant improvements in all core subjects with an overall average improvement of 26.25% in learning outcome. Though we are aware that many factors contribute to the improvement in student learning, the digital learning materials support learning of concepts through interactivity and engagement that would not have been possible with the traditional resources such as books and lectures.

Here are some photos from the training in Dhading:


2. In-school training for laptop program schools in Rupandehi

November 2019 | Rupandehi

In April 2019, OLE Nepal had launched the laptop program in Shree Gyan Jyoti Secondary School and Laxmi Basic School in Devdaha, Rupandehi in partnership with Soiya Mahila Swabalambi Sastha and Skoleliv-i-Nepal. Our team deployed 15 laptops in Gyanjyoti and 10 laptops in Laxmi School. As a follow up action, our training team visited the schools for the in-school training program on November 11-16, 2019. The main objective of the training is for trainers to observe the status of the laptop-integrated teaching learning process in the schools. 

During in-school training our team of trainers observed 6-7 laptop integrated classes at each school and provided feedback to each teacher. Trainers also provided suggestions to the teachers and administrative staff about the overall status of the laptop program in the schools. Trainers were pleased to see that teachers were successfully integrating digital resources in the daily teaching learning process. 

Additionally the visiting team met with parents and members of the school management committee to go over the requirements and their commitment towards the program, in order to ensure the optimum use of the resources at the schools. Trainers discussed with the parents and teachers regarding the sustainable use of computers focusing on maintenance funds, regularity of the students, cleanliness and effective management of the classroom. 

During the visit, the technical trainers went over basic troubleshooting and networking skills with the teachers. They also updated the digital library servers at the schools with the latest content. The teachers in both schools shared that E-Paath and other interactive activities have been very supportive for them to motivate the students in their learning process.

Photos from the in-school training program in Rupandehi:


3. Refresher Training at Buddha Secondary School in Philim, Gorkha  

November 2019 | Gorkha

OLE Nepal’s training team completed a four-day refresher training and technical support at Buddha Secondary School in Philim, Tsum Nubri, Gorkha on November 9-12, 2019. The digital learning program in this school was launched in December 2018, in partnership with the Rotary Clubs of Lalitpur Midtown and Plympton, United Kingdom. Buddha Secondary School is equipped with 30 Raspberry Pi computers and 35 fully-loaded XO laptops. After reaching the school, the technical staff checked and updated all the devices with the latest content. 

A total of 17 teachers, including teachers from three other schools around Sirdibas, Philim, and two teaching staff from Rotary participated in the refresher training program. Our trainers had allocated four days of training sessions that included E-Paath lessons, E-Pustakalaya contents, technical aspects of XO laptops and Raspberry-Pi devices, and their applications. Trainers focused on the pedagogical aspects as well as managerial aspects of implementing the digital learning program. Trainers went over methods of using E-Paath lessons and E-Pustakalaya content as a part of their daily classroom teaching activity. Technical trainer prepared the teachers on basic troubleshooting techniques in technical aspects of E-Paath and E-Pustakalaya.

Here are some photos from refresher training program at Buddha School:


4. In-School Training at Shree Dullav Secondary School, Ghyampesal, Gorkha

December 2019 | Ghyampesal

OLE Nepal had launched the laptop program in Shree Dullav Secondary School in partnership with Children of the Mountain (CoTM), and deployed a total of 22 laptops in this school. Our training team revisited the school for technical support and in-school training program on December 11-13, 2019. The main objective of the in-school training is for trainers to observe the status of the laptop-integrated teaching learning process in the school. While observing the laptop-integrated class, trainers noticed that the students were using the laptops confidently, which indicated that teachers were using the laptops to teach regularly. They were also using classroom management tools.

After observing classes of five teachers, the trainer gave feedback and suggestions to all the teachers based on their performance. The technical trainer also gave the teachers a quick refresher and went over basic troubleshooting techniques. Additionally, the laptops were updated with digital EGR content for XO laptops. Teachers were encouraged to go through the content and have students try them out as well. The training team will follow up with the teachers for their feedback on the use of new digital EGR content. 

Here are some photos from Dullav School visit:

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Revisiting Raspberry Pi computer program schools

In-school training at program schools in Sindhuli and Sindhupalchowk

OLE Nepal’s team of trainers completed in-school training program on technology integrated teaching-learning methodology for teachers from Shree Secondary School in Bajhe, Sindhuli, and Shree Kalikasharan Basic School in Sindhupalchowk. The teacher training program in Sindhuli was held on November 5-8, 2019, and in Sindhupalchowk was held on November 10-13, 2019. 

In-school training is the second step of OLE Nepal’s three-stage teacher training program. It is designed as a follow up training to the initial teacher training program. Trainers from OLE Nepal visited both schools to observe live classroom sessions of the teachers who have been using the computers and digital resources for over five months. Based on the performance of the teachers, trainers gave them constructive feedback and suggestions on areas of improvement. Teachers were also encouraged to maintain proper records of digital lessons covered in class, as well as implement classroom management tools practiced during initial training.

Technical trainers went over basic troubleshooting techniques with the teachers and addressed all technical queries of the teachers. They were also able to update the latest content on the 16 Raspberry Pi computers in Shree Kalikasharan Basic School and 24 Raspberry Pi computers in Shree Secondary School. The visiting teams also conducted a community meeting at each school. Trainers reported that the school had been integrating digital resources in their daily teaching process and advised the teachers to practice their teaching to make the program more effective. 

The digital learning program in these two schools was launched in May-June 2019, in partnership with Relief Nepal, Sindhuli and All Hands and Hearts (AHAH). After the devastating earthquake of April 2015, AHAH helped reconstruct safe classrooms for the students of Shree Secondary School and Shree Kalikasharan Basic School, among others. AHAH decided to introduce the e-learning program to more project schools after the positive response from the Shree Bachchhala Devi Secondary School in Nuwakot, where the same program was launched in December 2018. 

Here are some photos from the training programs in the Sindhupalchowk…

… and Sindhuli:


Refresher training in Sindhupalchowk’s East Point Academy, Gyalthum

December 2019 | Gyalthum

Our training team revisited East Point Academy in Gyalthum, Sindhupalchowk on December 6, 2018 to conduct a three-day refresher training program for the teachers of the school. The Raspberry Pi computer program was initially launched at the school in September 2018, in partnership with Kids of Kathmandu. Before starting the refresher training program, our team updated all 25 Raspberry-Pi devices and the E-Pustakalaya server with the latest content, as well as helped the teachers organise the computers.

Most of the refresher training sessions were held in the computer lab, as the focus was on revisiting the concepts learned in initial training on the pedagogical aspects of E-Paath and other digital learning content to be used effectively in classrooms. There were a total of 22 teachers who participated in the refresher training, out of whom seven teachers were new to the training program. 

Teachers were introduced to the new content in E-Paath and E-Pustakalaya. There were hands-on sessions to explore the content with assistance from the facilitators, while being briefed on integrating them in daily teaching practice. They were so excited to engage children while teaching basic math and language through games like TuxMath, TuxTyping, GCompris activities on Raspberry-Pi devices to learning fun. Additionally, they practiced using office software that would be useful in their daily job. 

The school had all classrooms equipped with Smart TVs, which was mainly being used to show students educational videos on YouTube. Our team added the E-Pustakalaya server on the school network, and connected all smart TVs so that they can browse the digital library in each classroom smoothly. The use of E-Paath and E-Pustakalaya in the smart TVs were demonstrated for all the teachers and they were excited about using more education focused content in the classroom.

Below are photos from East Point Academy:

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Robotics Programming for middle school students in Lalitpur

December 2019 | Lalitpur

On December 3, 3019, the second “Mentor training Program to Foster Logical and Creative Thinking Using ICT for Basic  Education” was jointly organised by KDDI Foundation, OLE Nepal, Miyagi University of Education, Lalitpur Metropolitan City  and CityNet Yokohama Project Office. Teachers from seven Raspberry Pi program schools from Lalitpur participated in the training program. The main objective of the training was to prepare mentors to guide the school students in making basic robots with ArtecRobo sets along with fostering their logical and creative thinking. The goal of the program was to help mentors provide basic knowledge of programming to the school children. Using block-based robots and basic programming, students can develop learn-by-play methods of learning.

At least two teachers from each school participated in the training program. Out of the seven schools, Jalpa Secondary School, Yashodhara Secondary School and Hindu Vidyapith Secondary School have been students using ArtecRobo kits for programming since March 2019, after the first training. The new schools participating in the training were Harisiddhi Secondary School, Shramik Bal Vigyan Lower Secondary School, Prabhat Secondary School, and Bal Vinod Secondary School. Teachers from the schools that have been using these tools for over six months shared their experiences and said that practice of robot programming had helped boost students’ interest in science and technology, while engaging them in team work.

OLE Nepal partnered with three institutions from Japan — KDDI Foundation (Tokyo), CityNet (Yokohama) and Miyagi University of Education — to launch robot programming education in seven public schools in Lalitpur, in collaboration with the Lalitpur Metropolitan City (LMC). This  program promotes OLE Nepal’s goal to provide quality learning opportunities through the effective use of technology in classrooms. Schools are provided with 2-3 ArtecRobo kits that students can use to design and build robots, which can be programmed to carry out various tasks using simple child-friendly visual programming tool known as Scratch. This robot programming exercise allows students to use their creativity and critical thinking skills to solve problems while working collaboratively in a team.

Following the training program, the participants visited Hindu Vidyapith School in Balkumari where the students have been using the ArtecRobo Kits and Scratch. Participants observed  as students worked in groups to assemble and program their individual robots.

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Positive results in laptop program schools in Darchula

November 2019 | Darchula

Background:

OLE Nepal’s laptop program was introduced in fifteen schools in Darchula in August 2018, with the deployment of laptops after the completion of seven day initial teacher training program for 59 teachers in August 12-18, 2018. Our field team also traveled to all schools to install digital library servers in September 2018 and provide technical support. Four months after the laptop program was launched, our training team visited all 15 schools for the in-school training program, which entails observing the classes of each teacher who participated in the basic teacher training and joined the school thereafter.  In addition, four teaching residents were assigned to support all 15 schools for a period of four months on a rotation basis, to support students and teachers.

In order to check the effectiveness of the program on student learning (specifically in math, science and English subjects), we had conducted two sets of surveys, with the baseline survey done in August 19-25, 2018 (before the introduction of digital resources and laptops at the schools), and the midline survey in September 2019 (after one year of program launch).

Methodology:

The baseline survey was conducted among students from grade two to four of all 15 program schools. A group of 15 students from each grade were randomly picked to take the survey in three subjects, and students were further sub-grouped to five students for each subject. If there were less than 15 students in a class, all the students were equally divided into 3 groups. Students were allowed an hour to complete the survey questions that consisted of multiple choice questions. Students from younger grades were guided by the enumerator or the teachers. They read the questions to the students as they might have had problems in reading the instructions. They were also given examples on how to mark the answers of their choice from the set of multiple choice questions. The baseline survey was jointly administered by the respective school teachers and the OLE Nepal volunteers. Similarly, after one year, a midline survey with the same set of questions was conducted among students of the same grades. The midline survey was conducted by the respective school teachers and OLE Nepal’s teaching residents. In total, 383 students took the survey in all 15 schools from grade two to four. Among them, 55% were girls and 45% were boys.

There were variations in the number of students according to the grade and subjects while dividing equal numbers for all subjects in each grade. At the time of dividing equal number of students in each subject, we have excluded or minimized an extra number of students in analysis, and were done randomly on the basis of serial number (not relevant with obtained marks). For instance, if a test taker took the test of 13 students, then there is a difference in number for different subjects at that time, we have excluded one person from analysis to balance equal number (4 students) in each subject. For selection on that basis, there were 12 to 45 students chosen from a school according to the number of students. The students for the midline tests were also picked randomly. 

Data analysis:

All the test papers were checked and scores were compiled for both the baseline and the midline surveys in excel sheets. These scores were then tabulated on excel, compared, and graphs were generated for easy comparisons.

Findings:

In the baseline survey, average scores of mathematics, English and science were 37.65%, 48.34% and 53.86%, and in the midline survey subject wise scores averaged 62.15%, 68.06% and 76.87% respectively. The average score of English shows more increment than in science and math subjects. This shows that laptop integrated teaching methods have had a positive impact on student learning. We can see an increase of 24.5% in math, 19.72% in English and 23.01% in science from baseline to midline.

Notably, all grades have shown improvements between the baseline to midline period. The graph shows the grade-wise average scores of all schools. The percentage of improvement was impressive in midline survey, in comparison to the baseline score. There has been an average improvement of 24.10% in grade 2, 21.92% in grade 3 and 23.63% grade 4 from baseline to midline.

As the graphs indicate, student performances in all schools have increased significantly. Durgeshwari Basic School (BS), Baraun has shown significant improvement from 33.14 % to 78.80 % from baseline to midline survey, whereas Balichan BS decreased in performance of around 8% in students learning. Dandabag BS, Himalaya BS, Yubabarsha BS and Bisheshwor BS have shown more than 30% percent of increment in students learning performance in one year. 

The digital literacy program in these schools has been running smoothly and has generated interest amongst students and teachers. It has helped ensure that each student gets to learn at his or her own pace. 

Conclusion:

The comparison of baseline and midline survey results revealed that students have made an impressive improvement in learning English, science and mathematics. Though we are aware that many factors contribute to the improvement in student learning, students were able to learn concepts at a pace that would not have been possible with the traditional way of learning. As the findings indicate, student performances in all schools in three classes’ subjects have increased significantly and digital literacy program has shown positive impact on student performance. We can claim that effective integration of digital materials in the classroom practices will enhance student learning and lead to better results in future.

The laptop program in Darchula was launched in partnership with World Food Programme, under their School Meals Programme, which is supported by the United States Department of Agriculture (USDA), through the McGovern-Dole International Food for Education and Child Nutrition grant.

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OLE Nepal participates at MIT J-WEL week

October 2019 | Boston

Software programmers from OLE Nepal attended MIT J-WEL Week on October 28-31, 2019 in Boston, where J-WEL collaborators from 33 countries convened for seminars, presentations, research briefs, hands-on exercises, panel discussions, and workshops. Throughout the program, in collaboration with MIT faculty and staff, members were exposed to new education research at MIT and explored mechanisms for implementation. The week started off with a series of innovation showcase product pitches from J-WEL grantees. OLE Nepal’s Programmer Regan Maharjan delivered the product pitch. After the pitch, Regan and Ravi Karki from OLE Nepal and Meghana Vemulapalli from MIT participated in the innovation showcase where they shared the on-going work on game development under the project “Learning Games for Middle School Maths and Science in Nepal and Beyond”.

Highlights of J-WEL week were (i) ‘AI + Ethics in the Classroom’ session by Prof. Cynthia Breazeal that focused on the tools, trends, applications and democratization of artificial intelligence(AI), as well as its challenges and negative implications; (ii) ‘Inventing through Toy Design’ led by Prof. Maria Yang, a hands-on session in which teams design an effective rainwater harvesting toy model; and, (iii) a school tour of Wellan Montessori School to learn about their innovative approach and applications towards learning.

Regan and Ravi also took this opportunity to attend classes at MIT that would complement their work in the J-WEL project. They joined Prof. Eric Klopfer’s class on existing biases in schools and Prof. Phillip Tan’s class on game design at the MIT Media Lab. 

OLE Nepal is one of the awardees of the  MIT J-WEL grant in pK-12 Education Innovation Grant 2019. The collaboration is part of the MIT-Nepal Initiative program. Under this project, OLE Nepal is working to develop advanced learning games for math and science through joint collaboration between OLE Nepal, MIT instructors and students, and leveraging various methods and approaches to game-development that are taught at MIT. This project aims to promote STEM education in middle schools, and look beyond curriculum to explore games as a tool to learn concepts and promote critical thinking by engaging students through game based learning opportunities. 

The MIT J-WEL program for pK-12 is reinventing pre-school, elementary, middle, and high school education to develop communities of the future thinkers and doers of the planet by engaging growing numbers of diverse learners and educators through design, research and implementation of educational innovations.

More photos from MIT J-WEL Week:

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New Raspberry Pi computer program schools in Lalitpur

October 2019 | Lalitpur

OLE Nepal’s technology integrated teaching-learning program using Raspberry Pi (RPi) computers has been launched in three new schools in Lalitpur. The program has introduced E-Paath (interactive digital learning materials) and E-Pustakalaya (digital library) to the students and teachers of Prabhat Secondary School in Tyagal, Shramik Bal Bigyan Lower Secondary Community School in Pulchowk and Bal Vinod Secondary School in Na:Tole. Our training team conducted a four day teacher training program at Shree Prabhat Secondary School, Lalitpur on October 15 to 18, 2019. The training program was carried out with support from the KDDI Foundation and Lalitpur Metropolitan City (LMC). Mr. Navaraj Rijal, the Information and Communication Technology (ICT) focal person from LMC’s Education, Youth and Sports Unit, observed the training session on the second day. The objective of the training was to develop teachers’ skills in integrating technology and digital learning resources in the classroom.

At the training program, a total of 28 teachers (13 female and 15 male) from all three schools were present. The four days of training sessions included E-Paath, E-Pustakalaya and orientation about RPi machines and its applications. Pedagogical and managerial aspects of the program, as well as technical aspects of the offline servers, basic parts of RPi devices were highlighted in the training. The training helped teachers acquire skills to incorporate information and communication technology (ICT) in their daily lessons. At the end of the training program, participants expressed their commitment to increase learning achievements and their aim to make sustainable use of these new resources.

Following the training, OLE’s technical team visited the other two schools to set up the computer labs with Raspberry Pi (RPi) devices and E-Pustakalaya offline servers. Depending upon the largest class size, each school was equipped with enough computers. 45 RPi computers were set up at Shree Prabhat Secondary School, while Bal Vinod Secondary School had 20 RPis and Shramik Bal Bigyan Lower Secondary Community School had 15 RPi computers set up.

Overall, the training has helped teachers for their first step towards ICT integrated teaching. All the participants were positive and committed to implement this program effectively. As part of the practice session in training, the demonstrated classes on E-Paath integrated teaching by the trained teachers reflected their confidence and effectiveness of their approach and methodologies.

With the teacher training program complete at these three schools, the total number of schools with Raspberry Pi computers running E-Pustakalaya in Lalitpur (in partnership with KDDI Fdn and LMC) adds up to seven. The program was also introduced in three schools in 2018 and one school in August 2019. Teachers from these seven schools will also go on to receive mentor training on the use of Raspberry Pi devices in robotic programming education for middle school students.

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National Workshop for ICT in Education Master Plan Development

September 2019 | Lalitpur:

OLE Nepal’s Sr. Manager, Mr. Tikaraj Karki, and Sr. Officer for M&E and Training, Ms. Kalpana Rimal, participated in the “National Workshop for ICT in Education Master Plan Development”, jointly organized by the Ministry of Education, Science and Technology (MoEST), and UNESCO Asia-Pacific Regional Bureau for Education (UNESCO Bangkok) on September 24-27, 2019. 

The workshop was programmed to increase the capacity of policymakers and stakeholders to develop National ICT in Education Master Plan-II that is integrated with sector-wide education plans. Altogether, there were 19 participants, which included seven teachers and other government officials, with OLE Nepal representing the NGO sector. 

The National Workshop was a joint effort to collectively develop a shared understanding of the Master Plan in Nepalese context and to draft the narrative covering the Master Plan’s four major components, i.e. Vision and Goals; Programmes and Projects; Implementation and Resources; and Monitoring and Evaluation. The main objectives of the workshop was to build policy development capacity of education policymakers for ICT in education policy; reach a mutual agreement on the main components and structure of the Master Plan; and initiate and sustain multi-stakeholder cross-ministry discussions on ICT in education policy.

Participants from different organizations expressed that the workshop was meaningful and engaging. As a follow up to this workshop, a task-force of around 10-12 people will be formulated and they will share the draft MP2 in the next workshop scheduled for February 2020. 

Here are some photos from the event:

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First ever laptop program in Karnali Province!

September 2019 | Lalitpur and Jajarkot

Deployment preparation

XO Laptops for program schools in Jajarkot were delivered to OLE Nepal office in Sanepa, Lalitpur on the second week of September. After checking the physical status of laptops on arrival, our technical team configured the software and installed the curriculum based interactive learning software (E-Paath) along with other learning resources on them. 

Other preparations for the Jajarkot deployment included testing of servers, routers and network related equipment by our technical team. Our team loaded digital library repository containing more than 7,500 textbooks, audiobooks, audio-video materials, Wikipedia and other educational related material onto mini computers for each school. These equipment were handed to the respective schools along with the laptops after the training program in Jajarkot.

Two teaching residents were selected and trained for the ‘Teaching with Technology Residency Program’ in Jajarkot. Residents were trained for two weeks at OLE Nepal office covering technical and pedagogical aspects of the laptop program in Jajarkot. In pedagogy, they were trained on lesson plan preparation to classroom management for effective integration of digital resources in teaching-learning process, while the technical aspect covered basic troubleshooting technique on laptops, router, E-Pustakalaya server. Residents will spend 5 months in Jajarkot after the launch of the laptop program. They will travel to all 12 schools to provide support to teachers and students as they transition into technology integrated teaching-learning environment.

List of program schools in Jajarkot:

  1. Bhanubhakta Basic School, Nalgad Municipality-4, Laha
  2. Deurali Basic School, Kushe Rural Municipality-4, Archhani
  3. Ganesh Basic School, Nalgad Municipality-5, Labisha
  4. Himalaya Bhanubhakta Basic School, Kushe Rural Municipality-4 Tangachaur
  5. Kalika Basic School, Nalgad Municipality-2, Gari
  6. Kalika Basic School, Kushe Rural Municipality-5, Jahargaun
  7. Malika Basic School, Kushe Rural Municipality-8 Chera
  8. Mahadev Basic School, Nalgad Municipality-9, Gharanga
  9. Lekbashi Basic School, Nalgad Municipality-8, Manmai
  10. Putali Basic School, Kushe Rural Municipality-6, Chharagaun
  11. Ramchandra Basic School, Kushe Rural Municipality-5, Panchkattya
  12. Tribhuvan Basic School, Nalgad Municipality-7, Dalli

Here are few photos from deployment preparations in OLE Nepal office:


Basic Teacher Training completed

OLE Nepal’s team of four trainers and two technical staff successfully completed initial teacher training for 48 teachers from 12 schools in Jajarkot. The training was held on September 14-21, 2019, and conducted in two parallel sessions, each including teachers from 6 schools. The training for schools from Kuse Rural Municipality was held in Khalanga, and for Nalgad Municipality in Tribhuvan Basic School, Dalli. 

The training program included presentations, interactions, hands-on activities, practice teaching, and planning exercises to prepare teachers to successfully conduct technology-integrated classes. Representatives and Educational officials from local government were present during the opening and closing ceremony of training.

Photos from training program in Jajarkot:


Laptop deployment and survey

After completing the teacher training program, our technical team with teaching residents set up laptops and E-Pustakalaya (digital library) servers at 6 schools of Nalgad Municipality in Jajarkot.  During the visit, the team also checked the solar power systems that were installed by contribution from the local government. The team has to verify that these solar panels and battery-back-up systems met the specifications and functional requirements for the program. They also briefed the teachers on basic operation and handling of the equipment such as solar batteries, inverters, solar panels and other related system in the respective program schools.

Baseline survey was conducted at each school after setting up the lab. The main purpose of the survey was to assess the students’ learning achievement before the introduction of digital literacy program in the schools. Survey of students was based on the subjects and grades. Around 12 to 15 students from grade 2 to 4 were chosen randomly for the survey in English, science and math subjects. The result of this survey will be compared against the midline survey, which will be conducted a year after the introduction program in the school. This will help us to understand the impact of the program in the students and schools.  

Here are some photos from the deployment:

The laptops and network related equipment of remaining six schools of Kuse Rural Municipality were handed over to the respective schools. The installation at these schools will be carried out once they resumed classes after the holidays in October.

Program schools in Jajarkot

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