Schools Project School Observation
School Name: Mahendra Boudha Higher Secondary School
School Location: Boudha, Kathmandu, Nepal
School Enrollment: Male- 40% Female- 60%
Name of Principal/Headmaster: Mr. Hari Bhakta Shrestha
I had the chance to sit with Mr. Hari Shrestha, the Headmaster of the Boudha Secondary School in Boudhanath, Nepal, to discuss his views on the challenges and opportunities facing his school and the students who attend. The Boudha School is a community school, one of three classificaitons in the Nepalese educational system; schools either fall under the government exclusively, community, or the private sectors. Thus, the school receives input and support from the community in which it lies. The community of Boudha is one of the largest Tibetan communities in Asia, and has been a main pilgrimage site for Buddhists from throughout the world for centuries. After our meeting, I was fortunate to take a tour and see the computer lab, which was community financed three years ago, and now includes 25 machines. The computer lab is run and managed by a former student/teacher, who focuses on computer programming and computer skills for grades 5 and higher. Seven of the computers also have internet access, which is used by the students to access educational materials under close supervision. I sat with Mr. Shrestha in his office and discussed some important issues.
What are the main challenges being faced by the school?
The biggest challenge facing the headmasters and the school is how to compromise with different political parties which want their own types of policies in teaching and education that they want to implement in the classroom. There is, and has been, a lot of political turmoil in the country over the past number of years. Different parties are constantly cropping up and making various demands of the public sector of Nepal, especially the educational sector. They demand different management systems for the schools, with different curricula preaching different ideologies. The headmasters want to compromise and come to agreement with all of them to achieve success for the school, and remains focused on the students.
What has been the biggest success for the school?
In talking of successes, the Principal brought into the conversation the idea of social classes, which still play a very large role in Nepali society, especially in an area as diverse as Boudhanath, which is home to many non-Hindu residents and their children. According to Shrestha, most of the students are from the lower class levels, and many are from diverse parts of the country. Additionally, many of the teachers are also from different ethic groups and different regions of Nepal. The school's largest success lies in the successful and peaceful integration of all these varying groups of students and teachers, a task which has created much tension in other regions of the country over the years.
What critical resources are missing? How would they be used?
According to the Headmaster, the school needs one new building for the students to house a laboratory and library-now there is only a small library that is insufficient. I was able to see the library in its current state, which was pretty much non-functioning. A larger space, complete with shelving and space for reading would benefit the students greatly. Additionally, in his vision for a new building for the school (which, rarely for a school in an urban setting, has the land available), the Sciences, including biology and chemistry, are in desperate need of a new lab. The principal would also like to expand the sports programs for the students. There is currently one large field space for play, but the school is lacking in any kind of sporting equipment. Additionally, in the area of books for the students and the school, the Headmaster noted that the parents of the students must pay for the books for their children in the 9th and 10th grades (the lower grades are provided for by the government), but the supply is extremely inadequate. He envisions being able to stock the library with outside reading materials, including English literature materials, and supplemental textbooks and teacher manuals, which are currently not available.
Where were the teachers trained? What guidance do they have in the classroom?
According to Shrestha, the teachers get trained by the government and come to the school with all necessary qualifications. The government also hosts different periodic trainings for the teachers. The government provides the set curriculum that is followed in the classroom, however teachers have freedom with their classroom activities, but, as I witnessed, are extremely limited by a general lack of outside resources and teaching aids, and must thus rely on traditional methods of instruction.
What inspires them?
According t5o the Headmaster, 27 years ago he was appointed into his position by the government, and is a position that he has proudly held ever since. Before this appointment, he was a teacher. He loves, and is inspired by, the interaction with the teachers and the students and other outside community institutions.
Contributions to the School: Where does the funding come from?
There are no outside partnerships with foreign oragnizations. This is a community school-the community is more involved, but most of the children are from outside the area and have migrated to the area so this affects the cohesion of the community., which thus suffers in its support of the institution. The only partnerships that have been effective in furthering the mission of the school have been the alumni and community groups that helped purchase the computers for the computer lab, and certain parents who help with school fundraising.
What about technology and its implementation in the school?
The school has a computer lab with 20 computers. The computers are contributions from different social institutions, such as Boudha Chetra Development Committee and student groups who donated the money to purchase the machines. This was done two years ago. There is an internet connection as well for the students. From grades 6-10 the students are using the computers. The students are learning computer programming and typing skills. However, now, due to the load shedding (the many hours of power cuts that plague the capital city of Nepal), the computers cannot be used often, as there is no money for a generator.
What about programs for At-Risk students, or for students who have dropped out of school?
According to Shrestha, 5-10% of the students drop out from the school, mainly from the primary level. The school inquires to the parents why the students have dropped out, but no services are offered past this action. The Headmaster believes that a lot of the dropouts are due to migrations and the constant transferring of jobs and the poverty of the parents. No other services are provided to these students who must leave school due to economic reasons.
