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Internal Dialogue on Role & Contribution of Stakeholders in School Management, Student Pass-Out Increment & Inclusive Education. PROJECT TITLE. PROJECT AREA. Kavrepalnchok District, 15 Illakas, 87 V.D.C.s, 3 Municipalities and 4 constituencies.

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  1. Internal Dialogue on Role & Contribution of Stakeholders in School Management, Student Pass-Out Increment & Inclusive Education. PROJECT TITLE

  2. PROJECT AREA Kavrepalnchok District, 15 Illakas, 87 V.D.C.s, 3 Municipalities and 4 constituencies. Schools: i) Sapaneswor Secondary School, Tukucha, Nala. ii) Shanti Niketan Secondary School, Rayale iii) Parbati Higher Secondary School, Dhungkharka iv) Brahmayani Secondary School, Deupur

  3. Financial assistance Foundation of Open Society Institute, (FOSI)USA Technical Assistance Alliance for Social Dialogue (ASD), Kathmandu Implementor Forum for Wildlife and Environment Preserve(FOWEP), Kavre Nepal National Teacher’s Association (NNTA), Kavre LET’S KNOW

  4. Introduction Thematic Area of the study: • Dialogue, workshop and interaction among concerned stakeholders to minimize the conflicts existing in community schools' management handover issue. • Students' pass out rate increment in community schools

  5. OBJECTIVES 1. Identify the subjects in which students were more likely to become weak in public school. 2. Identify the similarities and differences in the ideas and program between the school management committee, teachers professional association, students, parents and government agency; discuss to promote and practice similar ideas as well as to make the different ideas as similar as possible. 3. Strengthening the capability of weaker students through remedial support. 4. Enhancing the results of 4 public schools in context to pilot test program. 5. Concerned stakeholders (School management committee (SMC), Parents Teacher Association (PTA), Students, teacher's of public, private, community schools) will be able to receive information regarding strategy of the program and co-operate in the continuity of the program. 6. Identify good practices adopted by concerned stakeholders in improving academic performance and promote such behavior in the specific schools selected for pilot test, initiate lobbying, advocate for remedial privilege for others as well.

  6. MAJOR ACHIEVEMENTS Total students number in action research: 329 Participants involvement number in a) Interaction i)IIlaka level: 200 ii)Constituency Level: 87 iii)District level:35 b)Questionnaire Survey:80 c) Interview: 15

  7. School Management handover to community From Teachers’ point of view • Teaching profession must be taken as a respectable profession • Job security and privileges equally as civil workers • Appointment of teachers by formation of Commission • Guidelines for teachers must be made accessible to them Guardians and Community members expressed their views • State must monitor and evaluate frequently in the community schools • Government must not refrain from the financial responsibility • Enforce qualitative education and physical construction regarding educational system • Periodic training and awareness program must be conducted for improving managerial skills of the School Management Committee Members.

  8. Good practices Private Schools • Effective management and administration • Regular staff Meeting and orientation, training and coaching to teachers for capacity building • Use of Pictorial books and sufficient teaching materials (charts, laboratories, library, reference materials etc), teachers and classrooms • Regular guardians, parents and school administration interaction and follow up. Teaching in English Medium • Coaching classes for weak students whenever required • Ownership feeling by guardians due to investment • Strong and Direct Feedback mechanism after examination result evaluation • Extra-Curricular activities for physical and mental development. Community Schools • Grade teaching in 1, 2 and 3 class • Tuition and coaching for grade 9and 10 students

  9. Representation of top three positionsin different grades on gender basis • As based on counting the top three positions from grade one to nine in four different schools it is found that the boys securing top three positions is higher as compared to girls.

  10. This graph shows the following facts: In all schools the average % of failed students is higher in lower secondary level. So the lower secondary level is the most vulnerable stage of students in their schooling period. The average failed percentage in secondary level is also significant, however in Brahmayani and Sapaneswor schools have higher percentage of failed students in primary level than in secondary level. Average Failed Percentage Level wise Primary level: 44% Lower Secondary Level: 55.18% Secondary Level: 46 %

  11. Class 4 class 9 Percentage of students obtaining less than 30% marks in Maths and English is higher in both grade four and nine whereas in science 30-50 range shows higher number of students. The students show progress in science in secondary level although they were weak in primary level but weaker students in maths and science in lower level could not progress in higher level too.

  12. Representation of top three Position of students on Caste Basis The number of students securing top three positions is highly dominated by other castes category which includes Brahmin and chettri. Students from Janajati group in Parbati school is higher than other castes. The dalit students are found backward as their number is very insignificant.

  13. Before and After Approach Analysis of Model remedial Class On an average total increment in marks in three subjects is about 8.39 Each student has increased 8.34, 9.4, and 7.45 marks in English Math and science respectively. According to the students and subject teacher-higher percentage of increment in marks in Math is due to the basic skills that students learned in remedial support class.

  14. SOME LESSON LEARNED • It has been realized that remedial support classes should be conducted from the primary level to increase the quality of students from the base. • It has been seen that class environment is one factor contributing to student's progress. • Peer teaching and group discussions with extra learning materials make the class environment amusing and interesting for students. • The provision of interactive dialogues for participation of parents, teacher & students in school is essential. • . Remedial support class teaching methodologies or process should be documented continuously for future reference.

  15. SOME IMPACTS • The first impact of remedial support classes is that it has created a positive attitude towards learning in students • Guardians are happy to find their children's progress after remedial support classes and they are thus interested in investing for these extra classes and have been requesting the school administration to run such classes for all levels. • The introduction of remedial support classes has helped to increase the total number of students attending school regularly. • Commencement of regular dialogue has helped in reducing problems between community members and community school teacher. • The evaluation of students after remedial class has showed 10 to 15% increment in their educational status. Some neighboring community schools have also initiated remedial support class on their own effort and resources and some are demanding it.

  16. INTERVENTION IN POLICIES • Policy of transferring managerial aspects of Public Schools to community seems somehow faulty- several conflicts still existing among different Stakeholders. • The national education slogan “ Education for All” is theoretical because still drop out rate and repetition number are in significant figures. • Remedial support class for weaker students should be incorporated in policy and program level this treats the students as when the symptoms is seen before preceding subject matter

  17. THANKYOU

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