It's me Dilip Kumar Acharya, Here in this Blog , i post some my thought related  with educational issuce, some of my experiences related with my job,

My Experiences on Relief Program:

My Experiences on Relief Program:

In my thought:

I am going to give  grateful thanks to Phase Nepal Organization, because I done great work for nation at that time, actually I have not good financial status so that I didn’t success to give  financial sources form myself. But I think at that time I done great contribution from myself to nation through Phase Nepal.  In this critical situation the country are getting big problem how to  handle such situation , that time many volunteers, I/NGO, government sector, police and army force, whose contribution are very important and memorable for any time. At that time I had also engaged national level NGO, which managed fund sources for relief program. And I was acting as an earthquake relief item distribution.

Introduction:

At first I am grateful to phase Nepal organization team, caritas Austria , caritas Germany and Dr. Gaide, whose contribution is made to successful on the relief program. We faced big earthquake problem on 12^th Basaiks 2072, after that earthquake, many people died and many infrastructure had been collapsed.  At this critical situation, phase Nepal contributed some helpful work at earthquake affected area.  , Phase started earthquake relief program, at first the organization distributed tarpaulins two VDC in shindhupalchok district, after that Phase Nepal  distributed rice, seeds, wash kit, tents, Solar lamp,  C.G.I sheet and stationary materials, etc.

                                    

Experiences:

The organization lunched post earthquake relief program in two districts, Shindhupalchok and Gorkha, and the organization had worked those VDC where is other organization does not   cover their program, that VDC also remote area of this district.

  The first fifteen days after earth quake, we had distributed tarpaulin and rice that time we had up and down every day from Katmandu to shindhupalchok, In that time my parents also encouraged to me to do participate on the relief program, they are not worry but they getting to know for safely, in that time we had come back in a office   in mid night and stay in office, even we are looking active in every time. The duration of four months period after earthquake I had to carry responsible role for earthquake relief program, my project area was in shindhupalchok district. At this period I get chance to learn some technique, some knowledge how to adjust in different community level, community work. Etc.

At this four months period, I am grateful to political parties, colleague, staffs, manager level staff, other organization’s staff, and VDC level responsible people, government level officer, police force, army force, and volunteers. This had helped me to make success our program.

At this time I am going to give thanks to Major Mr. Sudip Shaha, Leftant Mr.Ajit Thapa, and Second Leftintent Mr. Ganesh K.C, whose contribution was very important in our project,

And VDC representative person had very important for me to succeed our program, at that time Ward representative person helped to give clear instruction for to save out  from duplication beneficiary household.

Method:

In that program, our organization selected two local staff in one VDC,  which is related with that VDC, as called Local Social Mobilizer, There role was to find current social problem,  to collect data related with earthquake, and helped to earthquake relief Phase program.

When we was going to distributed  some relief item, at that time we  collaborate with VDC representative person, ward representative person,  local political parties and security force. Ward representative person provided household name and number, Army force helped to create peaceful environment and gave security on the program.

In the distribution program we managed local volunteers from beneficiary group, which is managed by ward representative person. In that group we include three women and four men. The volunteers helped to distributed relief item and Phase Nepal staff monitoring and helped on that program.

Beneficiary program:

We had distributed tarpaulins, one household’s gets at least one pieces of tarpaulins and one seek of rice. Ward representative and village health voluntary role is important for our community so that Phase Nepal provided solar light.  After one months of earthquake, phase Nepal effectively lunched relief program, at that time, we distributed Wash kit, tool kit, C.G.I sheet, at that time the project supported to build house  for single woman, and  we distributed TLC.(family tents), stationary  item for school. We had distributed C.G.I sheet and tool kit.etc.

 Sometime we had visited village to monitoring how to carefully use about the relief item. And we get positive response on our program from villagers.

Conclusion:

This report outlines the events and outcomes of the Post Earthquake relief program in Phulpingkot, Shindhupalchok District of Nepal in 2015. The four months, relief program supported by Caritas Austria, Caritas Germany and Phase Nepal, the program is successfully ended.

1. Phase Nepal site office in Fulpingkot shindhupalchok.

2.  Meeting with ward representative person in phase office.

3. Stationary item distribution in Fulpingkot School.

4. Going to build single woman’s house.

5. Distributing schools tents to school representative person.

6. Happy faces on fulpingkot school's students.

7. Distributing program.

8. Wash Kit Distribution.

9. Solar Distribution.

10. Volunteers are going to manage distribution item.

The -End

Case Study of single woman in Earthquake period

Case Study of Single Woman

Sancha Maya Tamang a woman who lived alone in her house. Her age is 52 years.  Still this time she lived alone when her mother died, Before 10 years ago she lived with her mother. She is also unmarried.  Now at this time sanchamaya lived in Banchaye village of Phulpingkot VDC Shindhupalchok. She is also physical disappeared;   Before Earthquake period sanchamaya lived her mother house and did some daily household work with her capable, she had a problem to bring water and to buy some needed item , at that time her relatives helped her. She had to get support by only government on her handicapped fund. She said that “she does not visit capital city in her life”   When I asked to her about Nepalese political system and current issues, she replied unknown about them.  Some time she listen local F.M radio and gets some information. She had not carry mobile phone. She runs her life in a simple way.

When Earth quake happened then her house collapsed in first earthquake, after that time she stay in field with help through one tarpaulin , she unknown about relief item distribution program, her physical problem give trouble for taking  relief item .She bring  some Wash kit, Hygiene kit ,rice and tarpaulins ,which is provided by different  I/Ngos . In that time her nephew helped to bring this item.

She has a habit for smoking, When I asked to her about health checkup, then she replied some time visited to Outreach clinic , which is supported by  one NGO. The distance between her house and outreach clinic is 300 meters. After earthquake she became sad, she had trouble for shelter. When Phase Nepal launched post earth quake relief program in Phulpingkot then she became happy, Phase Nepal had supported on house build program in single woman. And she also gets this kind of support through phase Nepal. At this time she becomes happier.

She has hoped for next time other project help such kind of work for physical discerpared people.she gave thanks for phase Nepal and other organization has supporting that critical situation   .

Article

Can education get access to all children? What is child /woman right?

Dilip Kumar Acharya.

Kathmandu University

School of education

                                                             

I was born in Terai region in Dang, where the east west Mahandra high way touched on the district .In my childhood period; I used to enjoy on playing with my friends. In  my childhood, I was lazy to go to school, most of the times I remained with my mother, sometimes  I used to go my mother’s father’s house, where we meet others relatives, and villages’ friends .my Hajurbuwa’s ^[1]house is located in Pyuthan district, Pyuthan district is categorized in Hill region.  In childhood period,when  I study in primary level, where mama’[2]s son and daughter have also study in primary level. In the home, I made plan to go to the mama’s home, in our hilly region; we serve as cowboys on the forest in the daytime. When we reached mama’s home then I was happy, because I met other friends visited to the forest taking care of the domestic animals, But I didn’t get chance playing with my brothers and sister. Because they were willing to go to school, but I was confused at that moment, where, I always used to bargaining about the Tiffin money with my parents on the school time, but my mama’ children were ready for going to school without bargaining, Mama had assigned his daughter to get ready for school, I felt amazed after seeing that types of activities from mama’s side.  I didn’t know about the meaning of that activity, after some minutes, my mother told me, to go to school, but I didn’t follow her saying, and stayed at the mama’s home, when they had returned in the evening, mama’s daughter carried one gallon oil and I saw their face was happy, mama’s son was happy, at that time I thought my experiences about the returning time from school to home, In returning time from school to home, I felt very tired and hungry, so that, I always used to return home running speedily, sometime I got accident in the rush moment.  After coming home then I searched nasta[3] discussing about it. But mama’s children’s didn’t show that kind of activities, they had come the house with happily with playing on the road.  After they came home they went to the forest to collect the wood happily. My mother asked to her brother, why they   didn’t show any laziness? Again she asked about one gallon oil. Then mama replied about the reason of happiness, Mama explained about the facility about the hilly region’s school, the students on the hilly region could get  Tiffin for hallua[4] and ladies students get two litter oil, so that the whole villager’s student’s are interested to go to school to learn and eating meal and the parents also encouraged sending to the school, we didn’t feel any kind of discrimination between brother and sister, But in my district we can’t get any kind of facility on the schooling, so in our area, we feel less interested on the study in school .  Mama’s daughter already wake and started to go padhera[5] for bringing water, she bring five gagri[6] of  water in the morning, then helping for preparing meal with her mother, in day time mama send his daughter to school for the getting oil, where attendance is important things for getting oil, so that, she continued her study in primary level, the NGO and government help in Tiffin and provided oil in the primary level , at that time the family members were happy at the primary level, when she passed out primary level then she did not give interest in study because of the housework, and  could not successes to continue her study in further level. After four years on the breaking study then she married in early age. Now at that time she has two children and continues to follow simply mother’s role.  In childhood period, I used to sit with my father, my father always listen news through radio. And the radio broadcast about the news of transporting people and drugs and who profit economically .In this kind of illegal works done by children and woman, most of the illegal works done by mid and far -western woman and children, they crossed the border and supply areca nut, marijuana, most of the illiterate peoples involved in smuggling .Many time I listen that kind of news like some time they were arrested by the police force for the illegal work,  every Year hundreds of Nepali girls as young as 11 years are trafficked to India and other countries,

Every year my mother worship shree shawasthani, we participated to listen shree shawsathani story, where my father said about the story of Goma, we take this part very seriously, Mother take to control me with her lovely words “dilip , that is lord Shiva who took the curse on the Goma, then goma get married in her child age with old person. Goma get married in seven years with sixty nine years old person. Again I asked about the question in real situation in our society, then she confirm me, that’s not possible within childhood age’s marriage in Nepal, she said that is the story of only SatayaYug period, when the time passes I become young, then I know about the early marriage system in Nepal , In the age of fifteen , I get to chance to know about early marriage system in tharu society. In our area, It could be any day in flagun month, I saw many of the marriage ceremony , I was interested to see married couple  , then we stared to run towards the weeding home, when we observed the marred couple ,then we found girl’s age very young. She also represents the role of Goma, I compare her with Goma on the story shree shawasthani, so I felt in our society also carry some traditional rules. There are many causes of less number students in school of Nepal. Some causes are due to the society, some are due to the governments and some are also due to the students and teacher it. Taking some example, I have heard in news. In Bijulikot of Ramechap district, the students learning and teaching in the school by standing due to lack of desk and benches in the school. Due to these causes many students sit at their home rather than go to school .The furniture in the school has being stolen because there were no windows and doors in the school, I think lack of secure also responsible for this causes Another example of Magadi,dolpa, and other mountains  districts, In the every years ,the schools are closed for two months because the students has go to collect yarsagumba, yarsagumba is their source of income, if they do not go to collect yarsagumba for this months .they will not be able to study .this economic causes of people there also causes the number of students decrease in the school .

I came in Kathmandu in 2011 for the university level study, most of the time I take public transportation to reach collage, when I was engaging the teaching professional field  then I always go through by bus, In Kathmandu valley  there are more than eight million transportation run every day. Many times I saw the khalasi (helper) on the public transportation, the khalasi’s age are less than fourteen, when I see child khalashi then in my mind always raise the question with government. Where is the child right? What is the role of INGO, NGO and Nepalese government? , don’t they see these situations of the child? , why the children are not touched with education for all program?

The population of Nepal is 26,620,809 as a census report of 2011 with the annual population growth rate of 1.40 %, in the census report male are 48.56% where as female are 51.44%. Similarly the highest literacy rate is in Kathmandu with 86.3 per cent and the lowest in Rautahut with 41.7 per cent, According to the census report, the annual increment in literacy rate is 1.18 per cent. Out of the 129 countries across the globe, Nepal stands at the 111th position in terms of education, which reflects Nepal government’s low precedence to the education sector. In the context of our country  it is still far behind then countries like Maldives and Sri Lanka where literacy rate is almost 95 per cent, in the literacy rate 65.9% out of the total populations in Nepal where the literacy rate of above five years in 23,92,6541.

In our Nepalese context we have gender biasness, where most of the Nepalese society think about the career of son, they do not more focus on the daughter’s future .Nepal's gross domestic product (GDP) for 2012 was estimated at over $17.921 billion, then we can find our country is less economic status, most of the populations are engaging on the agriculture sector.
According to World Food Program , fifty-four percent of Nepal’s population lives on less than US$1.25 per day, and three and a half million people are considered moderately to severely food insecure, counting Nepal among the poorest countries in South Asia,

In the context of Nepal, three million children are working under the extreme hardship, about 500 kids are work and sleep on the streets, half of the country’s children have no access to primary level education, according to census report of 2012, and thirty nine percent children have passed primary level. Girls work longer hours than boys, Nepal’s literacy is 65.9%, and nearly half of the total population of Nepal cannot read and write. Female literacy rate is less than the literacy of males, where the literacy rate of males is at 75.1 while it is 57.4 per cent for women, In Nepal, girls work twice as much than boys, Nepalese woman are said to be doing all the house works as well as feeding kids, cleaning, taking care of the livestock. Nepal is the only country in the world where Women's life expectancy is shorter than men but another country has reverse on the life expectancy .because of the mental problem , health problem etc, they works harder than men and dies earlier. The average age of woman at marriage is 16 years for the women and rural women getting married one year earlier than the urban ones? The average age of first birth is about twenty years and one in five adolescent women age 15-19 is already mothers or pregnant with their first child, So that Nepalese women’s life expectancy rate is decrees. Women are said to be doing all the house work, they take care of husband’s parents, children, even the laborious work s are never reward. In her home she is dominated by her parents, the position of mother is backyard of the position of her own son.  From villages blameless girls are attracted into believing that they would be offered livelihood in cities like Kathmandu and foreign countries, then they ultimately end up locked in brothels where they get locked up and she is used until she gets sick. According to UNESCO (2009) ,nine hundred thousand children in Nepal are out of the reach of school .Many parents dropped out their children in the school for sake of money has increased. Nepalese law declared about the child right, A child is a person who is less than sixteen years of age. we can use in work for the child, whose age  is more than fourteen  , and can work no more than six hours, must get a break of 30 minutes after three hours of work. Nobody should pressure them to work. Millions of Nepali children are working by their parents for domestic works to help them all day long instead of attending the school.

According to Status Report -2010   Increasing Net Enrollment Rate in primary Education to 93% from 92 % (2008-09), Increasing Net Enrollment Rate in Basic Education to 76% from 74 % (2008-09), Increasing Net Enrollment Rate in Secondary Education to 23 % from 22% (2008-09) (as cited by school sector Reform program). It is not so good on the program of education for all. Many of Nepalese girls are the sufferer of early marriage as early as 8 years old mostly in villages and in rural areas where parents give less education to daughters than sons and that they believe that girls are supposed to be doing household works. With 51 percent of Nepali girls marrying before 18, Nepal stands second among the top 10 countries in the world in terms of child marriage prevalence, According to the report of The Ministry of Health and Population only 23 percent of girls and 8 percent of boys have been found to have attached marriage before the approved age. According to UNICEF report an estimated 10 million girls worldwide get married before they turn 18, which translates to 25,000 young girls everyday or 19 girls per minute. Nepal's Economic activity by boys and girls aged 10 to 14 is 42.07%. Nepal is the world's 6th child labor country. About 3 million Nepali children are working under the extreme hardship, they are nearly 60% are girls; Official records indicate that about 500 children have died in the war conflict and millions are affected by the war. Many have lost their parents or someone in the family, so in this condition, we should be focus on our educational system, we should search the new opportunity on the education field, before some day, I listen the news about world food program will stopped in the oil distribution program, where many Nepalese families are deprived from the benefit from the girls sides., I think most of the parents will stopped their children for getting education. Every year we hear that the girls giving S.L.C suffer from pregnancy. They even give birth to the child .Is it good for them to get the physical burden at the time of mental burden? Certainly not. So first of all we should change the concept of the family. We should educate the family and society. If we are succeeding to do so then we can reduce the female violence.

Recently if we take example of Lamjung a girl of age thirteen gave birth to a child where the age of his father is seventeen and it is surprising to say that the law restricts to marry under age of eighteen.

 So I would like to say NJO, INJO, and government sides about to provide quality education for all with giving more interesting agenda, so that we will stop the early marriage system, illegal work, child labor then we develop our country with slogan of Education for All . (Kusago & Phuyal, 2009) (School Sector Reform Program second higher education project status report, 2010)

Reference.

(n.d.). Retrieved from www.goodreach.com.

(2011). Education for all Shikash Vikash Karyakram. kathmandu.

Kusago, T., & Phuyal, K. (2009). A case study of Hetauda, Makawanpur . TVET and secondary school Education in Nepal.

(2010). School Sector Reform Program second higher educvation project status report. Sanothimi , Bhaktapur: Governement of Nepal Ministery of Education Departement of Education.

Silwal, D. Status of Woman in Nepal. Hetauda: Makwanpur Multiple campus.

Tuladhar, S. (2004). The out of school children's program in nepal . Unesco.

(2004). Violence against children in nepal . Unicef.

www.gogle.com

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[1] Mother’s father

[2] Mother’s brother

[3] Nepali breakfast.

[4] Tiffin mixing with flour, butter, sugar etc.

[5] Pound (collection of water )

[6] pot