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In the mirror of community schools, there are some secrets of not improving the quality of education (This article is an automatically translated text of an original article written in the Nepali language. There can be anomalies in translation. The original article is at: https://shyamacharya.com.np/articles/4639) Introduction In recent days, the news that the quality of school education in Nepal is deteriorating has been heard in every educational debate. The Ministry has given top priority to quality. But there is disappointment in progress. There is no sign of improvement. Although the quality is relative. Not that I haven’t learned anything. UNESCO says quality education is only possible if there is quality and investment in the framework of quality education. We have not been able to make the investment quality nor the process. Earlier plans focused on investment. This led to a good improvement in the enrollment rate, but the quality continued to decline. SSRP said that if success has been achieved in the field of access, now it is time to focus on quality. The same thing was repeated in SSDP. The body of the ministry, the Education Review Office (ERO), is giving grounds that the quality has not improved. Comparing the quality, Province No. 3 is considered to be somewhat better. A study was conducted in a representative community school in the same province. The research was conducted on 86 students studying in class 9 using standardized method. Those students were oriented. Mathematics and science subjects were examined. The performance of the school was tested. Student background and feedback were taken. Student and headmaster feedback, answers, scores were analyzed and all stakeholders were present and the results were made public and suggestions for improvement were made. The transparency of school activities was found to be weak and there were many problems in the participation of the community. On the one hand, the teaching-learning process is found to be weakening and on the other hand, it has been found that the technology suitable for the 21st century has not been used. During the study, a kind of deviation was observed in the students. There was no self-confidence in answering. It was found that many attempts were made to move or ask the answer of the friend and it was found that the request of the participating teacher and PA was also disobeyed. After seeing this situation, the students were also asked, “What percentage of your friends’ answers do you write in the exam?” The answer of the student was that about 40-50 percent was said by the weaker students and about 10 percent was said by the students who would bring good results in the class. A study by the Center for ERO shows that students are more likely to get better results if they have an environment where they can write in a clean environment than when cheating and moving friends. Therefore, even if only the examination system can be improved, the quality of education can be improved and the educational achievement can also be increased. It was found that only 33 percent of the students were able to solve the things that need to be learned before 8th grade. What this reveals is that reading in a large classroom seems to be a problem for students in the basics of a small classroom. In order to improve the quality of education, special attention should be paid to the basic level. International studies have shown that students’ learning is influenced by their family’s socio-economic status and teacher’s contribution. If you look at the results of the national test of student achievement, it is very high in Nepal alone. It has been seen that children from families with high socio-economic status will be more helpful in learning while those with low socio-economic status will have less support accordingly. The study found that only 20 percent of children receive a monthly salary from their parents, while another 60 percent are engaged in agriculture and spend some days at home. Among these parents are S.E.E. Or 9 percent of fathers who study more than that, while the mother’s qualification was found to be 8th grade or less. It was found that the number of students who do not have the capacity to support any kind of study at home is around 40 percent. Students who say their fathers are 7 percent illiterate and their mothers 18 percent illiterate say that it is difficult because there is no one to teach them at home. Only one student at the school said his parents were staff and one was a teacher, while very few said they would work in a hospital or hotel. It has also been found that political activists have no children because no one has been involved in politics. It was found that the children of educated, earning, politicians and businessmen who became role models of the society did not study in the school. The teacher is the same, the school is the same. It is important to find out the secret of why the school, which at one time managed to get high marks for most of the students, is in a weak position today. The students studying in the community schools were found to have good knowledge and conscience about the condition of teachers, school and society. They are also aware of the fact that their studies are weak. They also say that there is no study environment. About 40 percent of the students said that they do not study or do homework at home. The students who participated in the study have expressed that the school, the teacher and themselves have done what it takes to make the school an educational bag. The views expressed by them are no less than those of scholars in the field of education, but are even more practical and clear. Asked what the school should do to improve the quality of education, the students said: He said that drugs should not be consumed around the school and the school premises should be clean and noise free. Teachers emphasize the need to treat all students equally and with respect, increase students’ self-confidence, understand their problems, provide necessary counseling, and conduct impunity classes. While conducting teaching and learning activities, it is mentioned that teaching should be done in groups, project work, teaching in a fun way, listening to them, teaching in a modern way by discovering new things day by day. Schools should always be open, at least one bell should be read in the library, books should be provided in the library, computers should be added, good running water should be provided, and educational materials should be provided to the teachers. What these students suggest is that the school lacks the resources available for teaching and does not pay attention to the use of existing facilities. It has been revealed that attention has been paid to the establishment of the library but indifference has been shown in its use. In addition to conducting coaching classes on difficult subjects, the school should give priority to poor students, provide scholarships, visits and games, conduct regular examinations, call parents and give suggestions to the parents about the learning condition of the students, and the headmaster should monitor the teachers. The students’ suggestions are thought-provoking and realistic because they are based on their experiences. They have also given many suggestions to the teachers. When asked what teachers should do in school, they said that students should be treated fairly, students should be disciplined, focus on the weaker than the clever, and ask questions to everyone. This indicates that the teachers only ask questions to the students who know the class and make them participate in the discussion but do not pay attention to the weaker students. Students are advised by teachers to be polite, to be polite to their friends, not to be bullied, to solve problems by understanding the reasons, and to call the parents of students who do bad things to find a way to improve. They demand to see if any student is participating in the learning in the classroom, to pay attention to the attendance of all, to teach new things, to teach in an understandable language and to answer the questions asked without hesitation. The teachers also said that they should pay attention to the cleanliness of the school, the welfare of the students and the teachers should work together. With these suggestions, many steps need to be taken immediately to improve the relationship between teachers and students in the school and the learning environment of the school. They demanded that teachers should come to the classroom on time and teach without talking left and right. He also said that teachers should wear school uniform. The students have also expressed the view that there is a problem in their behavior. Among the improvement measures they expect from themselves and their peers are to clean the classroom themselves, read and write by asking each other, participate in other school activities, study in groups, do homework, follow rules, dress neatly, do not make noise and do not know. He said that the matter should be kept open. He also mentioned that teachers should be respected and should study when the teacher is not present. These ideas have highlighted how community school classrooms work. These students’ ideas and the facts shown by the research represent the state of school education in Nepal. Among all these ideas, not only the problem but also the measures for improvement are clearly seen. Way Forward It is unthinkable to improve the quality of education unless the educational environment is improved. Improving managerial leadership and teacher teaching and learning activities in community schools and bringing transparency in school activities will increase community participation. The evaluation process should start with the teaching-learning process that can be repeated. Community schools have a predominance of students with low socio-economic status, so remedial teaching on difficult subjects should be provided by the school itself to provide additional learning opportunities to the weaker students. Every school and teacher should run a campaign to develop the knowledge and skills of the basic subjects in all the students while teaching in the school. It should not be forgotten that improvements made in small things will improve the overall system. Therefore, in order to create a learning environment in schools, proper sanitation, drinking water, toilets, libraries, information technology, etc., should be defined as minimum requirements and the practice of using them in compulsory arrangements and teaching and learning should be developed. The expressions and suggestions expressed by the students in this article should be considered by all schools and teachers and all kinds of students should be treated in an interactive and modern way by treating them equally and respectfully. Teachers and schools need to be committed to this. This article is based on the author’s personal opinion and the results of the school’s case study. The idea presented in it is not the official idea of the Education Review Office. The name of the school has not been made public. The presented results have been presented in the general meeting of the school management committee, parents, local government officials, employees, students, teachers, and others. The Education Review Office was officially invited to investigate and was requested to find out the problems of the school. This article has been published in Education Review Office, Nepal (ero.gov.np) Involved in research: - Shyam Prasad Acharya, Technical Officer, ERO - Hari Prasad Aryal, Director, ERO, - Lav dev Bhatt, Technical Officer.
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by Shyam Prasad Acharya | Sep 27, 2022 | Education, Training Remember: - Remember: How we become successful: - Sharing - Hearing - Learning - Performing TEAM Work: Together Everyone Achievement More FAIL: First Attempted In Life (There is no opportunity to repeat) NO: Next Opportunity (not now) by Shyam Prasad Acharya | Sep 21, 2022 | Education शिक्षक सेवा आयोगले गणित विषयमा लिएको २०७९ को परीक्षामा माग सङ्ख्या भन्दा निकै न्यून शिक्षकहरू सफल हुनुका केही कारणहरू छन्ः १. वस्तुगत परीक्षाबाट screening गर्दा गणितको विषयवस्तुमा अब्बल भएका शिक्षकहरु, अनुभवी र विद्यालयमा निकै मेहनत गरेका शिक्षकहरू वस्तुगत प्रश्नहरूको कठिनाइका कारण वस्तुगत परीक्षाबाटै बाहिरिनु । विएससी, विए गरेका विद्यार्थीहरूलाई वस्तुगत प्रश्नले राम्रोसँग समेट्न नसक्नु । २. अध्ययनको अधिकांश समय वस्तुगत परीक्षामा खर्चिनु परेकाले विषयगत परीक्षाको तयारी गर्ने पर्याप्त समय शिक्षकका लागि उपलब्ध नहुनु । ३. विषयगत परीक्षामा सोधिएका केही प्रश्नहरू अपेक्षित कठिनाइ भन्दा more demanding हुनु । ४. शिक्षण विधि खण्डमा विधि भन्दा विषयवस्तु नै बढी सोधिनु ५. विश्वविद्यालयको शिक्षण सिकाइको गुणस्तर अपेक्षा गरिएको भन्दा धेरै न्यून गुणस्तरको हुनु ६. विश्वविद्यालयमा शिक्षण सिकाइ कमजोर हुनुका अलावा परीक्षा प्रणाली कमजोर हुनु । नपढे पनि पास भइन्छ भन्ने सोच र नपढी पास हुने (गलत अभ्यासबाट) गरिएको हुन सक्ने । ७. विश्वविद्यालयमा शिक्षा सङ्कायमा भर्ना हुनका लागि कमजोर ग्रेड लिएका विद्यार्थीहरु भर्ना हुने अवसर र प्रचलन । ८. समग्रमा शिक्षा शास्त्र संकायमा राम्रा विद्यार्थीको आकर्षण कम हुनु । by Shyam Prasad Acharya | Mar 6, 2022 | Education, News, Reference Article, Research & Analysis (This article is an automatically translated text of an original article written in the Nepali language. There can be anomalies in translation. The original article is at: https://shyamacharya.com.np/articles/4639) Introduction In recent days, the news that the quality of school education in Nepal is deteriorating has been heard in every educational debate. The Ministry has given top priority to quality. But there is disappointment in progress. There is no sign of improvement. Although the quality is relative. Not that I haven’t learned anything. UNESCO says quality education is only possible if there is quality and investment in the framework of quality education. We have not been able to make the investment quality nor the process. Earlier plans focused on investment. This led to a good improvement in the enrollment rate, but the quality continued to decline. SSRP said that if success has been achieved in the field of access, now it is time to focus on quality. The same thing was repeated in SSDP. The body of the ministry, the Education Review Office (ERO), is giving grounds that the quality has not improved. Comparing the quality, Province No. 3 is considered to be somewhat better. A study was conducted in a representative community school in the same province. The research was conducted on 86 students studying in class 9 using standardized method. Those students were oriented. Mathematics and science subjects were examined. The performance of the school was tested. Student background and feedback were taken. Student and headmaster feedback, answers, scores were analyzed and all stakeholders were present and the results were made public and suggestions for improvement were made. The transparency of school activities was found to be weak and there were many problems in the participation of the community. On the one hand, the teaching-learning process is found to be weakening and on the other hand, it has been found that the technology suitable for the 21st century has not been used. During the study, a kind of deviation was observed in the students. There was no self-confidence in answering. It was found that many attempts were made to move or ask the answer of the friend and it was found that the request of the participating teacher and PA was also disobeyed. After seeing this situation, the students were also asked, “What percentage of your friends’ answers do you write in the exam?” The answer of the student was that about 40-50 percent was said by the weaker students and about 10 percent was said by the students who would bring good results in the class. A study by the Center for ERO shows that students are more likely to get better results if they have an environment where they can write in a clean environment than when cheating and moving friends. Therefore, even if only the examination system can be improved, the quality of education can be improved and the educational achievement can also be increased. It was found that only 33 percent of the students were able to solve the things that need to be learned before 8th grade. What this reveals is that reading in a large classroom seems to be a problem for students in the basics of a small classroom. In order to improve the quality of education, special attention should be paid to the basic level. International studies have shown that students’ learning is influenced by their family’s socio-economic status and teacher’s contribution. If you look at the results of the national test of student achievement, it is very high in Nepal alone. It has been seen that children from families with high socio-economic status will be more helpful in learning while those with low socio-economic status will have less support accordingly. The study found that only 20 percent of children receive a monthly salary from their parents, while another 60 percent are engaged in agriculture and spend some days at home. Among these parents are S.E.E. Or 9 percent of fathers who study more than that, while the mother’s qualification was found to be 8th grade or less. It was found that the number of students who do not have the capacity to support any kind of study at home is around 40 percent. Students who say their fathers are 7 percent illiterate and their mothers 18 percent illiterate say that it is difficult because there is no one to teach them at home. Only one student at the school said his parents were staff and one was a teacher, while very few said they would work in a hospital or hotel. It has also been found that political activists have no children because no one has been involved in politics. It was found that the children of educated, earning, politicians and businessmen who became role models of the society did not study in the school. The teacher is the same, the school is the same. It is important to find out the secret of why the school, which at one time managed to get high marks for most of the students, is in a weak position today. The students studying in the community schools were found to have good knowledge and conscience about the condition of teachers, school and society. They are also aware of the fact that their studies are weak. They also say that there is no study environment. About 40 percent of the students said that they do not study or do homework at home. The students who participated in the study have expressed that the school, the teacher and themselves have done what it takes to make the school an educational bag. The views expressed by them are no less than those of scholars in the field of education, but are even more practical and clear. Asked what the school should do to improve the quality of education, the students said: He said that drugs should not be consumed around the school and the school premises should be clean and noise free. Teachers emphasize the need to treat all students equally and with respect, increase students’ self-confidence, understand their problems, provide necessary counseling, and conduct impunity classes. While conducting teaching and learning activities, it is mentioned that teaching should be done in groups, project work, teaching in a fun way, listening to them, teaching in a modern way by discovering new things day by day. Schools should always be open, at least one bell should be read in the library, books should be provided in the library, computers should be added, good running water should be provided, and educational materials should be provided to the teachers. What these students suggest is that the school lacks the resources available for teaching and does not pay attention to the use of existing facilities. It has been revealed that attention has been paid to the establishment of the library but indifference has been shown in its use. In addition to conducting coaching classes on difficult subjects, the school should give priority to poor students, provide scholarships, visits and games, conduct regular examinations, call parents and give suggestions to the parents about the learning condition of the students, and the headmaster should monitor the teachers. The students’ suggestions are thought-provoking and realistic because they are based on their experiences. They have also given many suggestions to the teachers. When asked what teachers should do in school, they said that students should be treated fairly, students should be disciplined, focus on the weaker than the clever, and ask questions to everyone. This indicates that the teachers only ask questions to the students who know the class and make them participate in the discussion but do not pay attention to the weaker students. Students are advised by teachers to be polite, to be polite to their friends, not to be bullied, to solve problems by understanding the reasons, and to call the parents of students who do bad things to find a way to improve. They demand to see if any student is participating in the learning in the classroom, to pay attention to the attendance of all, to teach new things, to teach in an understandable language and to answer the questions asked without hesitation. The teachers also said that they should pay attention to the cleanliness of the school, the welfare of the students and the teachers should work together. With these suggestions, many steps need to be taken immediately to improve the relationship between teachers and students in the school and the learning environment of the school. They demanded that teachers should come to the classroom on time and teach without talking left and right. He also said that teachers should wear school uniform. The students have also expressed the view that there is a problem in their behavior. Among the improvement measures they expect from themselves and their peers are to clean the classroom themselves, read and write by asking each other, participate in other school activities, study in groups, do homework, follow rules, dress neatly, do not make noise and do not know. He said that the matter should be kept open. He also mentioned that teachers should be respected and should study when the teacher is not present. These ideas have highlighted how community school classrooms work. These students’ ideas and the facts shown by the research represent the state of school education in Nepal. Among all these ideas, not only the problem but also the measures for improvement are clearly seen. Way Forward It is unthinkable to improve the quality of education unless the educational environment is improved. Improving managerial leadership and teacher teaching and learning activities in community schools and bringing transparency in school activities will increase community participation. The evaluation process should start with the teaching-learning process that can be repeated. Community schools have a predominance of students with low socio-economic status, so remedial teaching on difficult subjects should be provided by the school itself to provide additional learning opportunities to the weaker students. Every school and teacher should run a campaign to develop the knowledge and skills of the basic subjects in all the students while teaching in the school. It should not be forgotten that improvements made in small things will improve the overall system. Therefore, in order to create a learning environment in schools, proper sanitation, drinking water, toilets, libraries, information technology, etc., should be defined as minimum requirements and the practice of using them in compulsory arrangements and teaching and learning should be developed. The expressions and suggestions expressed by the students in this article should be considered by all schools and teachers and all kinds of students should be treated in an interactive and modern way by treating them equally and respectfully. Teachers and schools need to be committed to this. This article is based on the author’s personal opinion and the results of the school’s case study. The idea presented in it is not the official idea of the Education Review Office. The name of the school has not been made public. The presented results have been presented in the general meeting of the school management committee, parents, local government officials, employees, students, teachers, and others. The Education Review Office was officially invited to investigate and was requested to find out the problems of the school. This article has been published in Education Review Office, Nepal (ero.gov.np) Involved in research: - Shyam Prasad Acharya, Technical Officer, ERO - Hari Prasad Aryal, Director, ERO, - Lav dev Bhatt, Technical Officer. by Shyam Prasad Acharya | Mar 6, 2022 | Education, Reference Article, Research & Analysis Shyam Prasad Acharya (Author) परिचय पछिल्ला दिनहरूमा नेपालको विद्यालय शिक्षाको गुणस्तर खस्किँदो छ भन्ने समाचारहरू हरेकजसो शैक्षिक बहसमा सुन्ने गरिएको छ । मंत्रालयले गुणस्तरलाई पहिलो प्राथमिकता राखेको छ । तर प्रगतिमा निराशा छ । सुधारको संकेत पनि छैन । हुनत गुणस्तर सापेक्षित हुन्छ । केही नसिकेको भन्ने हैन । युनेस्कोले गुणस्तरीय शिक्षाको फ्रेमवर्कमा लगानी र प्रकृया गुणस्तरीय भएमात्र शिक्षा गुणस्तरीय हुन्छ भन्छ । हामी न लगानी गुणस्तरीय बनाउन सकेका छौँ न त प्रकृया नै । पहिलेका योजनाहरू लगानिमा केन्द्रित रहे । यसबाट भर्नादरमा राम्रो सुधार त भयो तर गुणस्तर भने झन् खस्किदै गयो । एसएसआरपीले पहुँचको क्षेत्रमा सफलता हाँसिल भयो अव गुणस्तरमा लाग्नु पर्ने भनी गुणस्तर भन्यो । एसएसडिपीमा पनि त्यही कुरा दोहोरियो । मंत्रालयकै निकाय शैक्षिक गुणसस्तर परीक्षण केन्द्रले गुणस्तरमा सुधार भएको छैन भन्ने आधारहरू दिइरहेको छ । गुणस्तरको तुलना गर्दा प्रदेश नं ३ केही राम्रो मानिन्छ । सोही प्रदेशको प्रतिनिधि सामुदायिक विद्यालयमा एउटा अध्ययन भयो । स्तरिकृत साधन विधिबाट कक्षा ९ मा अध्ययन गर्ने ८६ जना विद्यार्थिहरूमा अनुसन्धान गरियो । ती विद्यार्थिहरूलाई अभिमुखिकरण गरियो । गणित र विज्ञान विषयका परीक्षा लिइयो । विद्यालयको कार्यसम्पादन परीक्षण गरियो । विद्यार्थिको पृष्ठभूमी र प्रतिकृया लिइयो । विद्यार्थी र प्रधानअध्यापकको प्रतिकृया, उत्तर, प्राप्ताङ्कको विष्लेषण गरियो र सबै सरोकारवालाहरूलाई उपस्थित गराई नतिजा सार्वजनिक गरी सुधारको लागि सुझाव दिइयो । सामुदायिक विद्यालयमा विद्यालयको कार्यसम्पादन परीक्षणबाट आएको नतिजा अनुसार विद्यालयको व्यवस्थापकीय नेतृत्व र शिक्षकहरुको शिक्षण सिकाइ क्रियाकलापमा खास समस्या देखियो । विद्यालयका गतिविधिहरूको पारदर्शिता कमजोर रहेको पाइयो भने समुदायको सहभागितामा पनि धेरै नै समस्या देखिएको छ । एकातिर शिक्षण सिकाइ प्रकृया कमजोर हुँदै गएको पाइयो भने २१औ शताब्दि अनुकुलको प्रविधि प्रयोग पनि नभएको पाइएको छ । अध्ययनका क्रममा विद्यार्थिहरुमा एक प्रकारको विचलन देखा पर्यो । उत्तर दिन आँफैमा आत्मविश्वास नै देखिएन । साथिको उत्तर सार्न वा सोध्न धेरै नै प्रयास गरेको पाइयो भने परीक्षणमा सहभागी शिक्षक र प्र.अ.को अनुरोधलाई पनि अवज्ञा गरिरहेको पाइयो । यो अवस्था देखिसकेपछि विद्यार्थिहरूलाई प्रश्न पनि गरियो “तपाइहरु परीक्षामा कति प्रतिशत साथिको उत्तरको भरमा लेख्नुहुन्छ?” विद्यार्थिको जवाफ थियो करिव ४०˗५० प्रतिशत भनी कमजोर विद्यार्थिले भनेका थिए भने करिव १० प्रतिशत भनी कक्षामा राम्रो नतिजा ल्याउने विद्यार्थिहरुले भनेका थिए । शैक्षिक गुणस्तर परीक्षण केन्द्रको एउटा अध्ययनले के जनाउँछ भने विद्यार्थिहरू चिट चोर्ने र साथिको सार्ने गर्दा भन्दा स्वच्छ वातावरणमा अरुको आश नगरी लेख्ने वातावरण पाएमा राम्रो नतिजा ल्याउन सक्दछन् । त्यसैले परीक्षा प्रणालिमा सुधार मात्र गर्न सके पनि शिक्षाको गुणस्तरमा सुधार हुन सक्छ र शैक्षिक उपलब्धि पनि बढाउन सकिन्छ । अध्ययनको क्रममा कक्षा ८ भन्दा पहिलेका कक्षाहरुमा नै सिक्नु पर्ने आधारभूत ज्ञान नै विद्यार्थिहरूमा विकास नभएको पाइयो । कक्षा ८ भन्दा पहिला नै सिक्नु पर्ने कुराहरु केवल ३३ प्रतिशत विद्यार्थिहरूले मात्र हल गर्न सकेको पाइयो । यसबाट के कुरा उजागर हुन्छ भने ठूलो कक्षाको पढाइ कमजोर देखिनु सानो कक्षाका आधारभूत कुराहरुमा नै विद्यार्थिहरूलाई समस्या भएर हो । शिक्षाको गुणस्तर सुधार गर्नका लागि आधारभूत तहमा नै खास ध्यान दिइनु पर्दछ । विद्यार्थिहरुको सिकाइमा उनीहरुको परिवारको सामाजिक आर्थिक अवस्था र शिक्षकको योगदानले प्रभाव पार्दछ भन्ने कुरा अन्तराष्ट्रिय अध्ययनहरुले देखाएका छन् । विद्यार्थि उपलब्धिको राष्ट्रिय परीक्षणको नतिजालाई हेर्ने हो भने यसको मात्र नेपालमा ज्यादै उच्च छ । उच्च सामाजिक आर्थिक अवस्था भएका परिवारबाट बालबालिकाहरूलाई सिकाइमा धेरै सहयोग हुने देखिएको छ भने न्यून सामाजिक आर्थिक अवस्था भए सोही अनुसार परिवारको सहयोग घट्दछ । यस अध्ययनका क्रममा के पाइयो भने केवल २० प्रतिशत बालबालिकाहरूका बाबु वा आमाको मासिक तलव आउँछ भने अरु करिव ६० प्रतिशत कृषि पेशामा मात्र छन् भने केही घरमा नै दिन विताउँछन् । यी अभिभावकहरुमध्ये एस.ई.ई. वा सो भन्दा बढी अध्ययन गर्ने बाबु ९ प्रतिशत छन् भने आमाको योग्यता कक्षा ८ वा सो भन्दा थोरै नै पाइयो । घरमा कुनै प्रकारको पढाइमा सहयोगको गुन्जाइस नै नभएका विद्यार्थिहरूको संख्या नै ४० प्रतिशतको हाराहारिमा रहेको पाइयो । बाबु ७ प्रतिशत र आमा १८ प्रतिशत निरक्षर रहेको बताउने विद्यार्थिहरूले घरमा सिकाइदिने ब्यक्ति नहुँदा कठिन भएको समेत बताएका छन् । यो विद्यालय कुनै वेला अधिकांश विद्यार्थि उच्च अंकका साथ उत्तिर्ण गराउने विद्यालय हो भने आज ५ प्रतिशत मात्र पास गराउने विद्यालयमा झरेको पनि उदाहरण छ । उक्त विद्यालयमा एक जना मात्र विद्यार्थिले आफ्ना अभिभावक कर्मचारी र एकजनाले शिक्षक भएको बताए भने निकै कमले मात्र अस्पताल वा होटेलमा जागिर गर्ने बताएका छन् । साथै राजनीतिक कार्यकर्ताहरूका छोराछोरी पनि नभएको पाइएको छ किनभने कसैले पनि राजनीतिमा संलग्न भएको बताएका छैनन् । यसरी समाजको उदाहरण बनेका, पढे लेखेका, कमाइ गर्ने, राजनीतिज्ञ, ब्यापारीहरूका छोराछोरी नै उक्त विद्यालयमा अध्ययन नगरेको पाइयो । शिक्षक उनै हुन्, विद्यालय उही हो । कुनै बेला अधिकांश विद्यार्थि उच्च अंकमा उत्तिर्ण गराउन सफल विद्यालय आज किन कमजोर अवस्थामा पुग्यो भन्ने कुराको रहस्य यही कतै खोज्न जरूरी छ । सामुदायिक विद्यालयमा अध्ययन गर्ने विद्यार्थिहरूमा शिक्षक, विद्यालय र समाजको अवस्थाका बारेमा भने राम्रो ज्ञान र विवेक रहेको पाइयो । आफ्नो पढाई कमजोर भएको कारणमा पनि उनीहरू जानकार छन । उनीहरु अध्ययन गर्ने वातावरण नभएको पनि बताउँछन् । करिव ४० प्रतिशत विद्यार्थिहरूले आँफुले घरमा अध्ययन र गृह्यकार्य नै नगर्ने बताएका पनि छन् । अध्ययनमा सहभागी विद्यार्थिहरूले विद्यालय, शिक्षक र आँफैले के गर्यो भने विद्यालय शैक्षिक थलो बन्दछ भन्ने कुरा ब्यक्त गरेका छन् । उनिहरूले ब्यक्त गरेका विचारहरू शिक्षा क्षेत्रमा विद्यावारिधि गरेका विद्वानका भन्दा कम छैनन् बरू अझै बढी ब्यबाहारिक र स्पष्ट छन् । विद्यालयले शैक्षिक गुणस्तर सुधारका लागि के गर्नु पर्ला भन्ने प्रश्नमा विद्यार्थीहरूले यस्ता कुरा व्यक्त गरेका छन् ˗ सहपाठी विद्यार्थीहरूमा अनुशासनको कमी छ । विद्यालय वरिपरि लागु पदार्थ सेवन गर्न नहुने, विद्यालय परिसरमा सरसफाइ गरी होहल्ला रहित स्वच्छ वातावरण हुनु पर्ने बताएका छन् । शिक्षकहरूले सबै विद्यार्थीहरूलाई समान र सम्मान पूर्ण व्यवहार गर्नुपर्ने, विद्यार्थीहरूको आत्मविश्वास बढाउने तथा उनीहरूका समस्या बुझी आवश्यक परामर्श उपलब्ध गराउनु पर्ने र दण्डरहित कक्षा सञ्चालन गर्नुपर्नेमा जोड दिएका छन् । शिक्षण सिकाई क्रियाकलापहरू सञ्चालन गर्दा समूह बनाई पढाउनु पर्ने, परियोजना कार्य, रमाइलो गरी पढाउने, उनीहरूका कुरा सुनिनु पर्ने, दिनदिनकै नयाँ कुराको खोजी गरी आधुनिक तरिकाले शिक्षण गर्नु पर्ने कुरा उल्लेख गरेका छन् । विद्यालय सधै खुला गर्नु पर्ने, पुस्तकालयमा कम्तीमा एक घण्टी पढ्ने अवसर दिइनु पर्ने, पुस्तकालयमा पुस्तकहरूको व्यवस्था हुनु पर्ने, कम्प्युटरहरू थपिनु पर्ने, राम्रो धारा पानीको व्यवस्था हुनु पर्ने, शिक्षकहरूलाई शैक्षिक सामग्रीहरूको व्यवस्था हुनु पर्ने कुरा जोडदार रूपमा उठाएका छन् । विद्यार्थीहरूका यी सुझावहरूले के उजागर गर्छन् भने विद्यालयमा पढाइका लागि उपलब्ध साधन स्रोतको अभाव छ भने भएका सुविधाहरूको प्रयोमा पनि ध्यान दिइएको छैन । पुस्तकालय स्थापना गर्नेमा ध्यान जाने तर त्यसको प्रयोगमा उदासीनता देखाउने गरिएको कुरा उजागर भएको छ । कठिन विषयहरूमा कोचिङ कक्षा सञ्चालन गर्नुपर्ने साथै, विद्यालयमा गरिब विद्यार्थीहरूलाई प्राथमिकतामा राखी छात्रवृत्ति दिइनु पर्ने, भ्रमण र खेलको व्यवस्था हुनु पर्ने, वेला बेलामा परीक्षा गरी अभिभावक भेला बोलाई विद्यार्थिको सिकाइको अवस्थाको बारेमा अभिभावकलाई सुझाव दिइनु पर्ने, र प्रधानाध्यापकले शिक्षकहरूको निगरानी गर्नुपर्ने बताएका छन् । विद्यार्थीहरूका यी सुझावहरू उनीहरूले अनुभूत गरेका भोगाइका आधारमा दिएका हुनाले मनन योग्य र वास्तविक छन् । उनीहरू शिक्षकहरूलाई पनि धेरै सुझावहरू दिएका छन् । विद्यालयमा शिक्षकहरूले के गर्नु पर्छ भन्ने प्रश्नमा विद्यार्थीहरू बीच निष्पक्ष व्यवहार गर्नुपर्ने, विद्यार्थीहरूलाई अनुशासनमा राख्नु पर्ने, चलाखलाई भन्दा कमजोरलाई ध्यान केन्द्रित गर्नु पर्ने, सबैलाई प्रश्न सोध्ने गर्नुपर्ने बताएका छन् । यसबाट शिक्षकहरू कक्षामा जान्ने विद्यार्थीहरूलाई मात्र प्रश्न गर्ने र छलफलमा सहभागी गराउने तर कमजोर विद्यार्थीलाई ध्यान नदिने गरेको कुरा इङ्गित गर्दछ । विद्यार्थीहरूले शिक्षकहरूले प्रयोग गरेर देखाउनु पर्ने, उनीहरू प्रति नम्र व्यवहार देखाउनु पर्ने, साथीको व्यवहार गर्नुपर्ने, नकुट्ने, कारण बुझेर समस्या हल गर्नु पर्ने तथा नराम्रो काम गर्ने विद्यार्थीहरूका अभिभावकलाई बोलाएर सुधारको उपाय खोजी गर्नु पर्ने सुझाव दिएका छन् । उनीहरू कक्षामा कुनै विद्यार्थी सिकाइमा सहभागी छ कि छैन भनी हेर्ने, सबैलाई उपस्थित गराउने तर्फ ध्यान दिनु पर्ने, नयाँ नयाँ कुरा सिकाउनु पर्ने, बुझ्ने भाषामा सिकाउनु पर्ने र सोधेको प्रश्नको नझर्कि नै उत्तर दिइनु पर्ने माग राखेका छन् । गुरु गुरुआमाले पनि विद्यालयको सरसफाइमा ध्यान दिनु पर्ने, विद्यार्थीको भलाइ चाहनु पर्ने तथा शिक्षकहरू एक आपसमा मिलेर बस्नु पर्ने बताएका छन् । उनीहरूका यी सुझावले विद्यालयमा शिक्षक र विद्यार्थीहरू बीचको सम्बन्ध र विद्यालयको सिकाइ वातावरणमा सुधार गर्न चाल्नुपर्ने धेरै कदमहरू तत्काल चाल्न सकिने देखिन्छ । उनीहरू शिक्षकहरू कक्षामा ठीक समयमा आउनु पर्ने तथा दायाँबायाँ कुरा नगरी शिक्षण सिकाइ गराउनु पर्ने माग राखेका छन् । साथै शिक्षकहरूपनि विद्यालयको ड्रेसमा आउनु पर्ने बताउँछन् । त्यसैगरी विद्यार्थीहरू उनीहरूका आफ्ना व्यवहारहरूमा पनि समस्या भएको विचार व्यक्त गरेका छन् । शैक्षिक सुधारका लागि उनीहरूले आँफु र साथीहरूबाट अपेक्षा गरेका सुधारका उपायहरूमा कक्षा कोठाको सरसफाइ आँफै गर्ने, एक अर्कामा सोधेर पढ्ने लेख्ने, विद्यालयको अरेक कार्यमा सहभागी हुने, समूह बनाएर पढ्ने, गृह्य कार्य गर्ने, नियम पालना गर्ने, सफा भई पोसाकमा आउने, हल्ला नगर्ने तथा नजानेको कुरा खुल्ला रूपले राख्नुपर्ने बताएका छन् । साथै शिक्षकहरूलाई आदर गर्ने र शिक्षक नआएको बेला पढेर बस्नु पर्ने पनि उल्लेख गरेका छन् । यी विचारहरूले सामुदायिक विद्यालयका कक्षाहरू कसरी चल्ने गरेका छन् भन्ने कुरा उजागर गरेका छन् । विद्यार्थीहरूका यी विचार र अनुसन्धानले देखाएका तथ्यहरूले नेपालको विद्यालय शिक्षाको अवस्थालाई प्रतिनिधित्व गरेको छ । तमाम यी विचारहरूका बीच समस्या मात्र हैन सुधारका उपायहरू पनि प्रष्ट रूपमा देखिएका छन् । अबको बाटो शैक्षिक वातावरणमा सुधार नगरेसम्म शैक्षिक गुणस्तरमा सुधार ल्याउने कुरा कल्पना पनि गर्न सकिँदैन । सामुदायिक विद्यालयहरूमा व्यवस्थापकीय नेतृत्व र शिक्षकहरुको शिक्षण सिकाइ क्रियाकलापमा सुधार र विद्यालयका गतिविधिहरूमा पारदर्शिता ल्याउनु पर्दछ समुदायको सहभागितामा वृद्धि पर्दछ । मूल्याङ्कन प्रकृयाबाट सुरूवात गरिनु पर्दछ जसले शिक्षण सिकाइ प्रकृयालाई डोहोर्याउन सकिन्छ । सामुदायिक विद्यालयमा न्यून सामाजिक आर्थिक अवस्था भएका विद्यार्थिहरूको बाहुल्यता छ त्यसैले कमजोर विद्यार्थिहरूलाई विद्यालयले नै सिकाइको थप अवसर उपलब्ध गराउनका लागि कठिन विषयहरूमा रिमेडियल शिक्षणको व्यवस्था गरिनु पर्दछ । विद्यालयमा शिक्षण गर्दा आधारभूत विषयवस्तुहरूको ज्ञान र सीप सबै विद्यार्थिहरूमा विकास गराउने अभियान हरेक विद्यालय र शिक्षकले चलाउनु पर्दछ । स˗साना कुराहरूमा गरिएका सुधारले समग्र प्रणालिमा सुधार आउँछ भन्ने कुरा विर्षिनु हुँदैन । त्यसैले विद्यालयहरूमा सिकाइको वातावरण बनाउनका लागि उचित सरसफलाई, खानेपानी, शौचालय, पुस्तकालय, सूचना प्रविधि जस्ता कुराहरू न्यूनतम आवश्यकताको रूपमा परिभाषित गरी अनिवार्य ब्यवस्था र शिक्षण सिकाइमा उपयोग गर्ने परिपाटिको विकास गर्नु पर्दछ । यस आलेखमा विद्यार्थिहरूले व्यक्त गरेका अभिव्यक्ति र सुझावहरूलाई सबै विद्यालय र शिक्षकहरूले मनन गरी सबै खाले विद्यार्थिहरूलाई समान र सम्मानपुर्वक व्यवहार गरी अन्तरकृयात्मक र आधुनिक तरिकाले शिक्षण गर्नु पर्दछ । यसको लागि शिक्षक र विद्यालय प्रतिवद्ध हुनु पर्दछ । = यो लेख लेखकको निजी विचार र विद्यालयको case study बाट प्राप्त नतिजामा आधारित छ । यसमा प्रस्तुत विचार शैक्षिक गुणस्तर परीक्षण केन्द्रको आधिकारिक विचार हैन । विद्यालयको नाम सार्वजनिक गरिएको छैन । प्रस्तुत नतिजाहरू विद्यालयमा व्यवस्थापन समित, अभिभावक, स्थानीय सरकारका पदाधिकारी, कर्मचारी, विद्यार्थी, शिक्षक लगायतको आम भेलामा प्रस्तुत गरिसकिएको छ । शैक्षिक गुणस्तर परीक्षण केन्द्रलाई आधिकारिक रूपमा अनुसन्धानमा निमन्त्रण गरी विद्यालयका समस्याहरूको खोजि गर्न अनुरोध गरिएको थियो । अनुसन्धानमा संलग्नः - हरि प्रसाद अर्याल, निर्देशक शैक्षिक गुणस्तर परीक्षण केन्द्र - लभदेव भट्ट, प्राविधिक अधिकृत, शैक्षिक गुणस्तर परीक्षण केन्द्र - श्याम प्रसाद आचार्य, प्राविधिक अधिकृत, शैक्षिक गुणस्तर परीक्षण केन्द्र यो आलेख Education Review Office, Nepal (ero.gov.np) मा प्रकाशित भै सकेको छ ।