Enabling schools to provide high quality education at the pre-primary and primary levels
  • Lamjung, Kaski
  • 2013 -
  • 2000 +

Programme Overview

Bipana Shrestha, one of GAN’s cluster coordinators in Lamjung districts, introduce the CEY programme

Why is Early Childhood Development (ECD) important?

80% of the human brain being formed in the first 18 months of a child's life. As such, the first few years are instrumental in determining a child's full potential. However, in a developing country like Nepal, where over 47% of children suffer from malnutrition and thousands lack psycho-social stimulation in early childhood, the damage caused to the brain can often be long lasting and is not easily reversible.

Lack of ECD Provision in rural Nepal

Although in urban Nepal there has been rapid growth of kindergartens, nursery schools and pre-school centres, such facilities are still a rarity in rural Nepal. The few that do exist are extremely basic with little or limited resources and facilities.

Project Objectives

The main aim of this project, supported by the Cairn Trust is to provide children with safe, stimulating and resourced environment in which to start their educational journeys. It does this in three main ways, namely:

  • Training teachers to effectively guide the development of young children’s physical, social, emotional and cognitive skills;
  • Empowering school management teams to best manage and support the needs of their pupils and staff;
  • Educating parents and communities on the importance of early years education.

  • Phase1
  • Phase2
  • Phase3
  • Phase4

    How this project is implemented

    Some of the key strategies for achieving the the project objectives is as follows:

    • We select pre-primary and primary level Government schools to commit to our three-year project by evaluating the mind-set of schools and current teaching styles as well as base-lining teachers’ capabilities;
    • We work in clusters of up to five schools in order to maximise impact and share best practises;
    • We strengthen School Management Teams by working with them to form and action their school improvement plans;
    • We provide teacher training and develop resource centres (see below).

    Teacher Teaching

    Teachers in pre-primary often receive little to no training and are vastly underpaid, resulting in de-motivated, ill-prepared and under-supported teaching staff. In rural areas, teachers continue to deliver lessons using traditional techniques and pupils learn by rote and repetition.

    We train teachers to deliver interactive, well planned lessons that respond to the needs of individual pupils. In so doing, we create a culture where children can play as well as start their development by providing an inventory of local toys and learning resources, including games, puzzles and musical instruments.
    • Phase4
    • Phase2
    • Phase1
    • Phase3

      Classroom Renovation

      Bipana Shrestha, one of GAN’s cluster coordinators, with one of the beneficiaries of the ECD classrooms.
      The physical improvement of ECD classrooms is another key feature of the project. We renovate classrooms to create clean, stimulating and age appropriate learning environment with brightly coloured and informative walls. We meet children's simple, but often overlooked learning needs by providing soft carpeted floors for them to sit and work on, low colourful tables and shelving with rounded edges and wipe clean surfaces.

      What has been the impact of the programme?

      The CEY project has impacted significantly on 19 schools in Lamjung and Kaski, delivering training and professional development to 140 teachers and head teachers, renovating and equipping 108 classrooms, and improving the learning of nearly 2,000 children.

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