Author: Trishala Hirachan

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Preparation for laptop deployment in Darchula

Orientation and Signing of Agreements with schools

Two teams from OLE Nepal conducted orientation program for different stakeholders of 15 selected program schools in Darchula. The main objective of the program was to discuss the basic preparation that the schools need to do before the launch of the program and sign the memorandum of understanding (MoU) between the schools and OLE Nepal. Three participants from each school; a representative from teacher, head of school management committee (SMC), parent teacher association (PTA), and chairman of representing ward of the respective schools were invited to participate in the program.

All orientations conducted between April 4-8 were held at the rural municipality offices of respective program schools. The chairperson, executive officer and other officials of each rural municipality office were present during the program.

After a brief description of the program roles and responsibilities of both parties (OLE Nepal and schools), a discussion was held regarding the provisions of the MoU. We also discussed the possible areas of coordination with rural municipality in this program. After the recent change to federal structure, all the rural municipalities will have separate unit headed by education coordinator to look after education program activities in the area. We agreed that all the rural municipalities will mobilize their resources to monitor the program in their area. The authorities also agreed to provide funds to purchase solar panels for program schools. A separate MoU between OLE Nepal and respective rural municipality was also signed during the program.

Overall, the program was effective as it provided an opportunity for both parties to discuss their possible roles and responsibilities before and during the implementation of program.

Furniture delivery

Based on the number of students available at the school, a total 86 sets of specially designed desks and benches were manufactured for the laptop rooms in Darchula program schools. These desks and benches are designed to enable the laptop integrated class and suitable for primary school students. Each set of desk and bench will seat up to 3 students, and the desks have slots to put laptops when not being used.

The furniture sets were delivered to Darchula in trucks. As most of the schools in Darchula are located in off-road area, the furniture were dropped at convenient locations close to the respective schools, then local transportation was arranged to further take it the schools. A focal teacher from each school was assigned for the local level transport arrangements. Those schools that are far from the roads had to arrange local porters to carry the furniture to their schools.

Solar and Battery Back-up

The design and specification of solar and power backup system for program schools in Darchula was finalized in the second week of April. The design was based on the power requirement at the schools, which was calculated on the number of laptops (based on the number of students)  to be provided at the schools. Out of 15 schools, one of the school is connected to national electricity grid, whereas 14 schools are connected with local hydro. Since the electricity from local hydro is not stable during rainy season, installing solar and backup power system in all 14 schools would ensure that the laptop program runs smoothly.

The installation of solar power and power backup system in the program schools were completed in June.

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Refresher Training for teachers in Doti

June 2018 | Silgadhi, Doti

In August 2017, 65 teachers from 15 primary schools from Doti participated in the initial teacher training program. The following month, our technical team visited the schools to set up the school network. The teachers then began integrating laptop-based teaching learning methods in their daily routine. In December 2017, our training team visited all 15 schools for the in-school training program, which entails observing the classes of each teacher who participate in the initial training.

After completing the initial and in-school training, our training team organised refresher training for the 65 teachers of 15 program schools. The training was held in Silgadhi, Doti and was conducted by 2 teams of trainers and a technical staff between the second and third week of June. Altogether 60 teachers (35 male and 25 female) participated in the training. Four Resource Person from respective school clusters also participated in the training.

As the third phase of the three-stage teacher training program, refresher training was developed to help teachers deal with issues and challenges encountered while integrating digital resources in the schools. The training further enhances the skills and confidence of teacher on integration of ICT in teaching-learning practices.

In the three-day refresher training, teachers revisited the key concepts of initial training and in-school training. The focus was mainly on 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 program also provided a common platform for all the teachers to share the experiences and challenges encountered while integrating the digital resources available in the schools. All the schools were asked to list out the challenges encountered during the program. The challenges were collectively solved by trainers and teachers during the training.

Apart from the regular sessions, the teachers also shared the various positive changes that the program has brought on their students, teachers, school and community level. One of the important change brought on their students was,  it encourages to promote regular attendance of students in the schools. The teachers also shared that they are largely benefiting from the resources available in the digital library. Besides, the program has helped to promote the community members involvement for sustaining of program. All the 15 schools were able to collect 25,000 for their maintenance fund. As part of an agreement, all the schools are required to collect 25,000 annually for their maintenance fund. The maintenance funds are meant to be used for maintenance and upgrade of technical equipment at the schools.

The successful completion of refresher training concludes three stage teacher training program in Doti. We would like to thank the Doti District Education Office, school supervisors, resource persons and WFP officials for their close coordination during the training program.


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New Project schools in Darchula

OLE Nepal prepared the action plan for the year of 2018. According to plan, Digital Literacy Project will be extended to 15 new schools in Darchula district that are supported by WFP’s FFE program. The program will follow the similar implementation process that was used in Bajhang, Baitadi and Doti schools starting with orientation to district and local level officials; school survey and selection; school orientation; power back-up or solar  installation; furniture preparation and deployment, teachers training; laptop deployment and school network installation; technical and school residents support; and program monitoring.

  • Approval from Department of Education

OLE Nepal’s team held a meeting with officials at Department of Education (DoE) on February 8 at DoE Sanothimi, Bhaktapur to share OLE Nepal’s program activities conducted last year (2017) and discuss plans for 2018. The meeting was chaired by Mr. Baburam Poudel, Director General of DoE. The attendees included the representatives from National Center for Education Development (NCED), Curriculum Development Center (CDC), and I/NGO coordination section.

Mr. Tika Raj Karki presented the overall activities of OLE Nepal. He especially highlighted the program activities carried out in Far-western districts in cooperation with WFP, and program extension plan in Darchula. Following that, a discussion was held regarding the challenges encountered while implementing the programs such as lack of sufficient teachers and frequent transfer of teachers. Besides, we also discussed the further possible areas of collaboration with DoE’s departments in coming days. Mr. Bauddha Raj Niraula offered the involvement of NCED to design and develop our training package to make it more interactive. It was agreed that OLE Nepal will collaborate with the NCED on this matter.

The meeting was concluded with remarks from the DG. He acknowledged the work of OLE Nepal and shared that DoE will always remain supportive in upcoming days.

  • Orientation to Local Authorities

The orientation program for officials at district level (District Education Office) and local level (each in Mallikarjun, Duhu, Marma and Naugad Rural Municipality, and Shailya Shikhar Municipality) by our survey team was conducted before visiting to schools in February. During the program, our team briefly explained the program details and criteria for selection of schools. Our team shared the major criteria for laptop program with the officials — school should have school feeding program supported by WFP; school should have no possibility of merging with other schools in future; school should have one extra room for the set up of E-Paati lab, and school should have clear plan on sustaining the program beyond initial few years of support from OLE Nepal.

The discussions also included possible areas of involvement of rural municipalities and municipalities in the laptop program. As some of the schools in the area are not connected to the electricity grid, the municipalities were asked to allocate funds for selected schools to purchase solar panels, while backup batteries will be provided to all schools under the laptop program. Overall, all the municipalities agreed that they will fully cooperate and provide support for the successful implementation of the program.

Asst. DEO, Mr. Ram Dutta Bhatta, along with other officials at the District Education Office, newly elected local representatives (chief of each rural municipality), and executive officers were present at the meeting.

  • School selection

The school selection survey in Darchula was conducted by two teams, each consisting of two members, from February 19 till March 7, 2018. Before visiting to schools, the teams met with officials at the Food For Education (FFE) Office. Based on the school data provided by Darchula DEO and FFE office, a total of 22 schools to visit were shortlisted. The two teams visited 4 schools in Duhu Rural Municipality, 2 schools in Naguad Rural Municipality, 4 schools in Malikarjun Rural Municipality, 2 schools in Shailya Shikhar Rural Municipality, and 10 schools in Marma Municipality. During the school visits, the teams assessed the physical infrastructure of the school, commitment of the teacher towards the program, and community involvement in the school activities.

After the school visits, both teams discussed the findings and ranked the schools based on the observation. The teams then revisited the respective selected schools’ municipality offices to share their observations and finalise the schools, as local government is now responsible for recommending the program schools. At the rural municipality offices, possible areas of collaboration for respective schools were discussed, and the officials assured that they will provide the support needed for the program.

The following table refers to list of selected 12 schools in Darchula.

SN Name of School Location Rural Municipality/ Municipality
1 Himalaya Basic School Tham – 4 Marma Rural Municipality
2 Durgeshwari Basic School Braun – 5 Marma Rural Municipality
3 Hatinath Basic School Marmati – 4 Marma Rural Municipality
4 Yuba barsha Basic School Sarsi – 4 Marma Rural Municipality
5 Bisheshwar Basic School Sallethum – 3 Marma Rural Municipality
6 Danda Bagh Basic School Padi Ething – 1 Marma Rural Municipality
7 Durga Bhawani Basic School Thulthala – 2 Marma Rural Municipality
8 Dhruba Tara Janahit Basic School Maure – 6 Marma Rural Municipality
9 Shailya Basic School Ullani – 6 Shailya Shikhar Municipality
10 Sharadha Basic School Damalek – 8 Mallikarjun Rural Municipality
11 Balichan Basic School Maltadi – 5 Mallikarjun Rural Municipality
12 Bhagwati Basic School Pokshe – 4 Duhu Rural Municipality

After the selection of planned 12 schools, we found that the number of laptops required in the schools are below than our initial projection. Hence, after consultation with WFP we are extending the laptop program to 3 more basic schools in Darchula, bringing the total number of new program schools to 15.

The selection of the three additional schools was done through additional schools visits from April 2 – 10, 2018. The following table refers to the schools selected from the second survey.

SN Name of School Location Rural Municipality/ Municipality
13 Ganesh Basic School Dandajamir – 3 Naugad Rural Municipality
14 Durgeshwari Basic School Ghorkattey – 3 Naugad Rural Municipality
15 Durgeshwari Basic School Danda – 4 Naugad Rural Municipality


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Positive Results in Baitadi: Comparison of Baseline and Midline Survey

Background: OLE Nepal’s  laptop program was introduced in fifteen schools in Baitadi on September 2016, with the deployment of laptops and installation of digital library in the schools.  All the teachers from the schools participated in a three-stage training program designed to develop their skills and confidence in using technology in classrooms. In addition, two teaching residents were assigned to support all 15 schools for a period of seven 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 September 14 to 23, 2016 (before the introduction of digital resources and laptops at the schools), and the midline survey in September 2017 (after one year of program launch).

Methodology: The baseline survey was conducted amongst 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 subgrouped 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 amongst students of the same grades. The midline survey was conducted by the respective school teachers and OLE Nepal’s teaching residents. In total, 450 students  were surveyed from all 15 schools. Among them, around 52.89% were girls and 47.11% were boys.

There was varied number of students according to the grade and subjects. So, while dividing equal number of students in each subjects, we have excluded or minimized extra number of students in analysis were randomly done on the basis of serial number (not relevant with obtained marks). For instance, if surveyor took the test of 13 students, then there is difference in number for different subjects at that time. In such cases, we have excluded one person from analysis to balance equal number (4 students) in each subjects. There were 15 to 45 students chosen from each school depending on the total number of students.

Data analysis: All the tests 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.


Average scores of Mathematics, English and Science in the baseline survey was 29.49, 37.91 and 48.69 respectively, in the midline survey, subject wise averaged 68.02, 76.65 and 76.59 respectively.  The average score of baseline survey was around 30 to 50 % but the average score of midline survey was around 70 to 80%. The average score of Math and Science shows higher increment than the other subjects.  It shows that laptop integrating teaching method has positive impact on student learning. We can see more increment in English and Math around 40 % from baseline to midline.



Notably, all grades have shown improvements between the baseline to midline period. The figure 3 shows that the grade-wise average scores of all schools. The percentage of improvement is impressive in midline than the baseline score. The average improvement of grade 2 was higher comparison to grade 3 and 4. We can see more increment in grade 2 where 39.56 % in baseline whereas 78.21% in midline.

As the graph indicates, student performances in all schools have increased significantly except Chandanpur BS. This School has issues like poor management and irregularity of teachers. In addition, one of the teacher was on long leave as she was sick. Nagarchan school has shown significant improvement from 21.21 % to 64.41 % in students learning whereas Chandanpur BS shown decreased in performance of around 6%.  Secondly, Netra Jyoti BS and Latinath BS has shown around 47% percent of increment. The digital literacy program in schools has been running smoothly and has generated interest amongst students and teachers. It ensured that each student gets to learn at his or her own pace. That has resulted in students comprehending concepts and ideas better, thus resulting in a lower standard deviation, whilst keeping a high mean.

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 graph indicates, student performances in all schools in three classes’ subjects have increased significantly and digital literacy program has shown positive impact on the 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.

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Supporting Laptop Program Schools in Doti

Residency Program:

With the completion of third round of support to program schools in Doti, we have concluded our Teaching with Technology residents program in Doti. Two teaching residents from OLE Nepal spent a total of 120 days working with teachers and students on the pedagogical and technical aspect of the program. On the pedagogical aspect, they helped teachers in preparing lesson plan, job charts for the integration of E-Paath activities as well as digital resources available in the schools, whereas the technical part included smooth operation of technical devices such as laptops, and digital library servers at the schools.

They also helped the schools prepare quarterly reports. As a part of agreement with schools, all the schools are required to send the report to OLE Nepal on quarterly basis based on the format provided to the schools. The report gives program updates such as progress of teaching E-Paath, number of technical issue faced while implementing the program, and all other activities related to the program

Apart from supporting teachers and students, they also held the meeting with community members in each school. During the meeting our residents further reiterated the roles and responsibilities of community members for the success of the program. Overall, the program received the positive response from teachers and community members in each school.

In-school training:

The in-school training for two remaining schools; Kaladhunga Basic School, Daud and Bhawani Basic Schools, Panikhal from Sayal cluster was conducted in the second week of February by our Doti Residents. These two schools were not covered during our previous in-school training in January, as our training team was unable to travel to these schools due to road blocks and local strikes.

The Residents observed the classes of teachers and gave feedback on the integration of digital content into the classroom. They found that teachers in both schools are successfully integrating E-Paati into their daily classes. Besides observing the class, they also checked the status of E-Paati, E-Pustakalaya server, school network and provided technical support depending upon the need of the schools. During the community meetings, it was also observed that both the schools have collected funds for their E-Paati maintenance fund.


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Stakeholder Meeting for WFP’s School Meals Program

OLE Nepal participated in the Food for Education stakeholder sharing meeting organized by WFP Nepal on February 2 at Hotel Himalaya, Lalitpur. The main objectives of the meeting were to share the learning from the holistic meal program in Nepal, which brings together early reading interventions and digital learning materials, as well as WASH activities for awareness raising and improving education, child development, nutrition and health status of school students. Besides, the objectives were to share the key achievements and lessons learned from the last project cycle (2015-2017) and upcoming program direction and goals for new project cycle (2018-21).

Following the brief presentation by WFP, panel presentations were held under different thematic groups: School Meal as investment in Education, WASH in schools, and early grade reading. The panel presentations focused on the overall program activities; implementation procedures; key challenges; and achievements of its partner organizations’ programs that are implemented in coordination with WFP Nepal.

Mr. Rabi Karmacharya briefly presented the overall program activities and achievements of OLE Nepal from the last project cycle and program extension plan in Darchula in the year 2018. He mentioned that the program was directly able to increase learning opportunities through its quality learning resources at the schools and increase the students’ learning. Comparison of students’ annual learning outcomes in the baseline and midline survey showed that there has been significant improvement in students’ learning performance at the schools. Apart from this, he also shared that the program was able to mobilize community resources and local level government bodies for the sustainable implementation of program.

Similar program was also conducted for sub national level at Dhangadi on February 9. Stakeholders of School Meal Program from all 11 districts participated in the meeting. Mr. Tika Raj Karki from OLE Nepal presented the program activities conducted in Far-western districts in collaboration with WFP. Besides, he also highlighted the collaboration of organization with DoE at central level.

Overall, both the programs were good opportunity for all the stakeholders to discuss and act collaboratively to improve the holistic development of children at the schools.


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Raspberry Pi installation and training in Gulmi Schools

OLE Nepal has successfully completed offline E-Pustakalaya (digital library) installations and teacher’s training at Arjai Secondary School and Amarpur Omprasad Gautam Secondary School in Gulmi. The program was conducted at the schools, from January 29 to February 6, 2018. In addition, our team also set up the computer lab with Raspberry-Pi devices at Arjai Secondary School, Gulmi. and Janata Model Secondary School (JVT) in Tansen, Palpa. During the visit, our technical team also provided technical support to the Dhawal Pustakalaya in Tansen. The program was carried out in partnership with Rotary Club of Kathmandu Mid-Town with local coordination of Rotary Club of Palpa.

The objective of the training was to develop teachers’ skills and confidence in integrating technology and digital learning resources in classroom lessons. Teachers were introduced to contents of the offline digital library, and trained on integration of technology in classrooms. The training aimed to develop teacher’s aptitude to seek reference and include them in their lesson delivery. OLE Nepal’s trainers were also able to guide teachers on troubleshooting problems in technical, managerial and pedagogical aspects of E-Pustakalaya.

In Gulmi, all teachers attended the three day training session on E-Pustakalaya at each school. In Palpa, a one-day orientation about Raspberry-Pi machines and applications was conducted at the JVT School. The training program covered demonstration of and practice on E-Pustakalaya content, integration of digital contents in classroom activities, and setting up and troubleshooting offline E-Pustakalaya servers. Trainers received positive feedback from the activities during training and the participants achieved their expectations that will encourage them to teach children in different and effective ways. The teachers were enthusiastic to use Raspberry-Pi computers and the assistance it would deliver in teaching learning process. Although a few participants had no prior experience of using computer, they were able find useful learning materials and were confident to demonstrate them in front of the classroom by the end of the training. Overall, the teachers gained confidence on integrating digital learning materials in their course.


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Technical Support to old program schools in Bajhang, Doti, and Dadeldhura

December 2017 | Bajhang, Doti, and Dadeldhura

OLE Nepal’s two technical staff conducted technical support visits to old program schools in Doti, Dadeldhura and Bajhang.

The team visited a total of 6 schools in Doti and Dadeldhura, from December 13 to 21, 2017. They visited 2 schools (Saraswati Basic School, Chasi; Mahadev Basic School, Dukrala) in Doti and 4 schools (Jana Jyoti  Basic School, Hamtad; Selaling Basic School, Alital; Saraswati Basic School, and Janta Basic School, Koral) in Dadeldhura.

Following the technical support to old program schools in Doti and Dadeldhura, another team visited 27 program schools in Bajhang, from December 26, 2017 to January 10, 2018.

During the visits, they were able to conduct detailed hardware testing, digital content and library update, and school network/router setup. To help run the program smoothly, the team replaced damaged display screens on laptops, and provided laptop chargers and power strips where needed. Teachers took the opportunity to revisit skills learnt in training on how to fix minor issues like changing laptop display screens, installing content and troubleshooting.

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In-school Training at Doti

December 2017 | Doti

Three teams of trainers from OLE Nepal conducted in-school training for teachers of 13 program schools from December 25 to January 8. In-school training is the second stage of the three-stage teacher training program, which is normally conducted 4 to 6 months  after the program launch in the schools. The main objective of the training was to review the implementation practices and enhance the teachers’ confidence and skills regarding the laptop integrated teaching methodologies.

The teams visited all 13 schools to observe classes of teachers and give feedback and suggestions. The teams found that most of the teachers were successfully integrating E-Paati into their daily classes. In addition, teachers also reviewed the basic troubleshooting techniques on E-Paati. The team also checked the status of E-Paati, E-Pustakalaya server, school network and provided technical support depending upon the need of the schools.

The team also conducted community interaction meetings in all schools to understand their involvement and get feedback on the program. Representatives from the School Management Committee (SMC), Parent Teacher Association (PTA), newly elected local representative (representing school/ward) and other parents also attended the meetings, where the OLE’s team members discussed roles and responsibilities of community members for the successful implementation of program. It was found that all the schools have created maintenance fund. The funds will be used for future maintenance of equipment at the school.


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Nutrition Sensitive Literacy Pilot Project completed!

November & December 2017 | Bardiya and Sindhupalchowk

Post-test Survey

School-level program activities for the NSL Pilot Project concluded after the post-test survey was administered in all 30 schools during this quarter.

OLE Nepal’s team of four members conducted post-test in the schools of Bardiya from November 26 to 30, 2017. OLE Nepal had developed Pre/Post-test questionnaire, with the help from WFP and World Education. The main objective of Post-test was to find out the progress of the students’ nutrition and literacy level after the intervention of NSL program in the schools.

Post-test/endline survey in Sindhupalchowk was conducted between first and second week of December in two phases. The first phase included the 10 schools (December 3 – 6) in the Thulosirbuari cluster, whereas second phase included 11 schools ( December 10 – 15) in the Mahankal cluster.

The same questionnaire of pre-test was administered on the same respondents from grade 1 to 3, which was conducted in May 2017. The test ensured the equal participation of male and female students along with different competence level at the grades.  Altogether, 30 percent of total students from each grade, participated in the test from each school. Currently, we are in the process of obtaining data from the test. The data obtained from the two surveys will be compared and the detailed analysis will be shared in a separate report.

During the visit the team also handed over the additional supplementary materials at each school. This included the charts of vegetables, fruits, and pocket charts. Besides, we have also added the chart of the food pyramid, and grains and animal product.

Food and Nutrition Fair

OLE Nepal’s two staff participated the NSL Food and Nutrition Fair organized by WFP on November 18 at  Majdur Basic School, Dadabha, Bardiya; and on December 3 at Saraswati School in Mahankal VDC in Sindhupalchowk. The events were organized as an activity of School Meals Modality and Nutrition Sensitive Literacy Pilot Project which aims to raise the awareness to the respective stakeholders, regarding the importance of school meal in the context of nutrition program. The event comprised of several stalls that demonstrated the local agricultural products. Participants of the event included students and teachers of the pilot schools, food preparers involved in preparation of the school meals, parents of students and other community members, local government representative and local government agencies.

At both fairs, OLE Nepal demonstrated the workbooks from grade 1 to 3 at the assigned stalls. These workbooks were prepared in a collaboration with WFP for the enhancement of Nutrition Sensitive Literacy. We also conducted different games for students who visited the stall, such as word puzzle, crossword puzzle, bingo, coloring activity (different fruit items) that were based on the content of the workbooks. The students actively participated in the games. They were also rewarded with pencil and eraser on the successful completion of game and assigned tasks.

Along with students, other individuals also visited the stall and enquired about our workbooks and program activities at the schools. We explained that  the workbook content is arranged in a way that the child can learn about the nutrition along with an improvement of literacy.

Overall, the event was a good opportunity for the students, teachers and community members to know about the activities conducted by WFP regarding the School Meals Program and Nutrition Sensitive Literacy Pilot Project.

The NSL Pilot Project is part of the WFP’s 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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