Edushala Blog Providing an innovative learning experience that empowers a new generation of leadership

Alisha Bade Shrestha sharing her experience of Edu-Insight

28. April 2016 01:06 by Alisha Bade Shrestha in Classroom, General


Edu-Insight, an eye opener for SLC graduates 10 long years of education is judged in one examination, SLC. The year, in which each one of us has to work super hard and put in extra effort to get better grades as yes, definitely it helps in getting into a good college. And most importantly, SLC; tagged as the “iron gate” from time immemorial. I personally am a believer that SLC, in fact is an iron gate. And the fun part, you have a vague, unclear, wide and vast variety of ways to enter the house that resides inside the gate after you cross it. I am pretty sure each and every SLC graduates including myself have a concept that life will be fun filled and awesome after SLC. However, It is a topic of headache and stress to decide what to do, study, enroll in which college and so forth. Life is uncertain and unpredictable and this phase adds so much to the confusions.


Edushala, realizing the dire need and importance to supervise young students especially SLC graduates to help them choose their high school education which will challenge as well as interest them organized a 2 days program, Edu-Insight. The first day started off in PABSON Office, Dillibazar. Most of us were uncomfortable there as we didn’t know each other and had no friends. A youth run organization, “Yuwa” came up with this exciting game where we had to act like the animal we were given name of. That fun filled game divided us into domestic, wild and insects/birds group and trust me, when I say this, we were very proud of our respective team. After that to get us closer and know each other better, we were asked to share our names, annoying habit and an embarrassing moment of our lives. The shares of the parents as well as the participants were hilarious and we couldn’t control our crazy laughter upon the silly moments. To make us more familiar with each other, we again played a game of making a line with whatever we had with ourselves. Everyone was so excited that we used umbrellas, bags, shoes, earphones, towels, and well, possibly everything we had. This enhanced our unity and made us learn about the value of team work. The group of insects (my group!) won and we were more than happy! Later that day, we were accompanied by a motivational speaker, Mr. Raman Nepali who was admittedly, the jolliest person we had met in our entire life. The session started with shouting “YES I CAN” and continued where he showed us some amazing personalities and their struggles in life and how they fought with everything and proved themselves. It made us believe that no matter how tough life is, if you really want something to happen and have the courage and determination to achieve it, it will definitely be yours. Moreover, we had a short motivational meditation session with peaceful music in which Mr. Raman told us to thank our parents for providing us the life we have, our friends, our countrymen, our motherland, our relatives, and ourselves. We were taught to be thankful for our body and ourselves for living and surviving everything that was thrown at us. All of us were filled with positivity after the session and the day ended with a very positive and optimistic note. The second and the last day started off with some really talented people who sang, beat boxed, and shared their words and so forth. We had representatives from Management and Science sectors who told us about their fields. Later there was an academic panelist who included, Mr. Abhisekh Maskey, Mr. Ayush Shrestha, Ms. Pragati Gurung, Mr. Ruchin Singh, Mr.Durga Prasad Dahal, Mrs. Samjhana Basnyat, Mr. Pankaj Parajuli, Mr. Shyam Guragain and Mr. Anuj Ghimire. All of the panelists shared their journey and what sort of confusion s and changes they went through in their life that they were proudly living today. They answered all the queries and the confusions of all the participants and at the end of the session, we had an almost clear idea of what we wanted to pursue in our high school. The talk with the panelist was not only informative but inspiring as they convinced us that it was okay to change career paths, and that; to find out something you love, you have to try out variety of things. I personally had a heart wrenching conversation with nurse, Ms Pragati Gurung accompanied by Shristi, her parent and Mimon Manandhar where she shared the struggles of a nurse in Nepal. It definitely was an emotional talk. We all were excited for the most fun part and he was none other than, ROHIT JOHN CHETTRI, the heart stealer of many girls and the living legend of Nepali music industry. But unfortunately, we were told that he would not be able to make it because of some reasons. Then we had a meditation class but suddenly, there was the sound of guitar. I was so excited and overwhelmed that I shouted “Woahhh I think that’s Rohit!!” and everyone was so stunned to see Rohit sir standing there with his guitar. We were more than happy and excited when he shared his journey of music life and sang an exclusive song for us. He also sang “Bistarai Bistarai” with Aagya, some other beautiful songs like “Butterfly” where Oscar beat boxed and “Timro tyo dui aakha ma”. After the last session was completed, we had a selfie session with each other and that was very fun!


Edu-Insight not only gave us a clear vision of what we want in our high school but also gave us a family. We are still in touch with each other and I urge all the SLC graduates to be a part of this amazing program which includes living, empowering, motivating, smiling, laughing, and going on with life with a big and bright smile. The bottom line of the program was to motivate yourself and do what you love and choose a life you won’t need a vacation from. We went inside as a normal SLC graduate but came out as a confident and outspoken individual who knows what they want in life and that was – SATISFACTION.




8. January 2016 04:10 by Ruchin in Classroom, Teaching


This is not a review about the movie. I am going to tell you my teaching journey in brief. I have been teaching fundamentals of marketing to undergraduate students for more than two years. I never thought I would start teaching - I never had the enthusiasm nor the skills to teach to begin with. I was rather pushed to teaching and thought I would improve my public speaking, make my resume rather less lackluster, compliment my business at Edushala and get me some petrol kharcha (as my dad would say). All the wrong reasons to get into teaching.


I never did have skills for teaching -

  • I am all over the place when explaining things;

  • I speak before I think;

  • I mutter a lot;

  • I think I have a child’s mind;

  • I love to avoid conflict;

  • I hate to follow up on things;

  • I have a bad handwriting;

  • I am lazy;

  • I have a problem with punctuality.


Miss Cameron Diaz would have been proud of me. I had all the skills of being a BAD TEACHER. When my classes started right after Dashain in 2013, I was quite nervous to face the future leaders of Nepal. I had mugged up what I needed to lecture on and I did. First class was perfect, no hiccups, no errs or umms - a king’s speech that could have united the world. My students were nodding their heads to my loud voice and boisterous gestures. I had found my teaching style - read and speak. The first term ended. More than 80% of the students failed- YIKES! Students complained they could never understand my world uniting speech. With my teaching motivation which was low to start with went down the gutter and I was sure 2014 I wouldn’t continue.


I confided with one of my teachers in the college and told him that I wanted to quit teaching. I neither had skills nor students had the motivation to learn. I remember he clearly telling me “There are no bad students but only bad teachers.” It was my job to inspire them. He told me you have the charisma to be a good teacher and all you need is a little bit of practice. Then I thought of changing few ways -

  • To organize myself I started making presentation deck;

  • To help student review with the course, I started giving them frequent work;

  • I love talking to people and joke around with them. I started incorporating humor in my class.

I started reading blogs of other teachers - finding out their pains and gains. Change was good.

Small things have made big changes this is my feedback from the student that year -



For detailed report,

With that, I am still teaching and I am trying my best to becoming a good teacher. My fellow teachers, you have my respect - kudos.


Telling stories - KTM Post

12. August 2013 10:24 by Santosh in

Read @ eKantipur Website:


I was born in Baneshwar, raised in a neighborhood that is a stone’s throw away from the Tribhuvan International Airport. I was raised by proud Chhetri parents who never made me forget how special I was; in fact, how special our family was compared to most others in Nepal. Growing up, we socialised amongst people—relatives and family friends—who held similar beliefs. So it wasn’t until I found myself in a predominantly white college in the United States that I experienced, first hand, what it feels to not be treated in a special way, to not feel proud all the time. In other words, the psychological and emotional shift that being a minority compelled me to go through shook me to the core and thus started within me a process of transformation. That process of positive self-transformation may not have been healthy or sustainable without stories. Stories of homelands that I exchanged with other international students who were facing similar internal conflicts and undergoing similar transformations. Stories that I read in literature courses about individuals in ancient societies and cultures who had faced conflict, and simultaneously, change. Stories that I thought about for many nights and days and discussed with new friends over meals. And finally, stories that were read from big picture books to five year old children inside our college’s Early Childhood Centre where I worked part-time. Every week, in those classrooms, I watched a teacher lead wide-eyed children through a story, listened to her guide delicate brains to think about a character’s choice and noted down the questions she asked in order to make them brainstorm possible solutions to a problem. Back then, it was inside those classrooms that life made most sense to me. It was there that my past met my present and led the way to my future. I was also beginning the difficult process of articulating my own story, starting to think about my lifework: what did I want to be when I grew up? I turned to storybooks for answers. “Conflict and change? Or peace and no change? What would you choose for your society?” That was the final question posed to the Top Five contestants in the Miss India pageant of 1995. I had just become a teenager. Watching the pageant’s live telecast, huddled on the living room floor amongst aunts and cousins, I wasn’t able to fully grapple the weight of that question. But I can somewhat remember Manpreet Brar’s answer even now. She chose conflict and change. Only societies that face conflict and hence change as a result can adapt in this fast-paced world and hope to develop, said Manpreet and walked away with the crown. Her answer resonated with me during those harsh college years when I was forced to change my ways of thinking, acting and being. Meanwhile, I continued my work with young children, continued to read stories with them. Along with them, I learned: in a story, when faced with a conflict, characters often make a choice. If they make a good choice, the ensuing change in their life-circumstance will be positive and beneficial; if they make a bad choice, the change will most likely be harmful. These elements weren’t true just inside picture books, these were the basic truths of life. And so, I pursued elementary school teaching with a burning passion for the next phase of my life. Somewhere deep down, I knew that I was doing what I was doing more for my sake than for anything else. I needed to learn and relearn some basic life lessons. I needed to understand, more fully, the stages that I had gone through in my own life. I thought about the conflicts I had faced and the choices I had made. What were the good choices? Which ones were mistakes? And had I learned from my mistakes? Conflict and change, in some areas, had been easy and natural while in other areas, almost impossible. When I embraced change, I felt successful and was happy. When I refused to change, I experienced more friction. Earlier, I mentioned that life made the most sense to me when I listened to stories. And now, more than a decade later, I feel the same way. For our society to successfully embrace this powerful wave of socio-cultural change, we need to exchange our stories. For Nepal to understand its conflict and move ahead, our citizens need to be immersed in literacy, to practice all the steps of being a good reader, good listener and good thinker. This process can start with anyone but it is most effective with youth. Better still, with young children, with very young children who are still wide-eyed, whose brains are still delicate and who are hungry to listen to stories and talk about them; who are ready, at every moment, to be transformed. Kunwar holds an M.S. Ed from City University of New York and is director of education at Edushala Posted on: 2013-08-11 09:27


Support first - KTM Post

29. July 2013 10:17 by Santosh in Press

 Read @ eKantipur Website:



Support first Training and professional development programmes should be put in place before holding teachers accountable for student results When I heard about the dismal results of the School Leaving Certificate (SLC) examinations a few weeks ago, my first thoughts were, “How are the teachers getting away with this? What is the Ministry of Education doing to schools whose sole task is to make students pass, not fail?” Thankfully, I recently came across an article in these pages reporting that the Ministry of Education is preparing to announce the names of ‘poor’ and ‘excellent’ teachers in order to make school teachers more accountable. Good, I thought. At least something is being done. If teachers aren’t made accountable for their students’ performance, how can we ensure that they are doing their jobs effectively? A process of evaluating teachers should be an integral part of an education system. A system with such processes will send a message to schools and teachers that the government values teachers and takes education seriously. If there is no communication from the government, there is no guarantee that teachers will perform well. However, the issue of teacher accountability is not that straightforward. Teachers should be trained and supervised properly before they can be made accountable. I wonder whether the District Education Office (DEO), entrusted with the task of collecting the names of underperforming teachers, has taken a holistic approach to the issue. Labeling some teachers ‘poor’ and others ‘excellent’ based solely on SLC results is unfair to teachers. What if some truly dedicated, brilliant teachers get a ‘poor’ evaluation because their students happened to be irresponsible? Worse still, what if the students come from fractured households or have family members who don’t value education? The hope of the DEO’s simplistic approach is that ‘poor’ teachers can be shamed into improving SLC results but classroom education is much more complicated and nuanced than a simple poor/excellent label can possibly measure. Announcing the names of ‘poor’ teachers may be a quick way to outsource responsibility but training and supporting them throughout their careers is much more effective than a blame game. I spent eight years in the classrooms of New York City. I know first hand how demanding this profession is, how challenging it is to wake up every day and face students who have different needs and inclinations. “This is an exhausting, draining job,” an education consultant told me during one weekly meeting. She had taught in the same school and was working as part of a teacher support unit. “In order to keep yourself motivated, you have to be hooked in a way that’s meaningful to you.” In other words, there has to be a bigger reason for teachers to teach effectively. Teaching, by definition, is a form of service. Exemplary teachers find a way to engage themselves both emotionally and intellectually with their students and their jobs. They are driven by a sense of caring and ambition to light a fire in their students’ hearts and minds. Their administration has a responsibility to encourage and instill these traits. It is not an easy task. Shaming them is an awful start to accomplishing it. One way to raise the quality of teaching in our government schools is to create a system of proper hiring and training teachers, along with attractive salaries and benefits. On top of that, teachers need regular professional development throughout their careers to ‘hook them’ so they remain not only motivated and engaged but also informed about the latest findings in effective teaching methods. Days after this news article on teacher accountability, the government published its annual budget. Rs 80.95 billion has been allocated to the education sector for the upcoming fiscal year, a whopping 15.65 percent of the total budget and a significant increase from last year. It seems the government is well-aware of the need to improve the quality of education because part of the budget is a plan to provide skill development training to 153,314 teachers across the country this fiscal year. This is definitely an admirable step in the right direction. But I wonder whether the government has plans to not just train teachers but educate them properly before they enter the profession and continue their education once they enter the classroom. In order to raise a successful generation of Nepali youth, it is crucial to develop a body of well-rounded, educated teachers. Many developed countries require teachers to attend schools of education where they learn about various teaching methods and principles. The Rato Bangala Foundation and Kathmandu University have recently developed education and teacher training programmes that are meeting some of the these needs of our country’s teachers. Furthermore, the Rato Bangala Foundation, supported by the Ministry of Education, has created the Dailekh School Project. This Project works with government schools in Dailekh district and actively educates and supports their teachers in order to improve the level of education. It would be highly beneficial for our country if such exemplary education models could be facilitated throughout Nepal. Some schools of education also provide opportunities for research. Professors and education experts visit schools and learn about what practices work and what do not. Then they share their findings with their research team and transfer their knowledge and latest findings to schoolteachers through workshops and seminars. When I was a new teacher, I was required to meet my trainer every week during the first month so that I had a platform to share the challenges and joys of the job. Later on in the year, I met with education researchers every other month to discuss best practices, learn about their classroom findings and brainstorm ideas to raise the level of student achievement. It is important to put these models and structures in place. There needs to be a network of school leaders and support staff who visit the classrooms regularly and take notes. Teachers need to be supervised regularly by school leaders and given constructive feedback. This will give teachers an opportunity to reflect on their teaching and revise their lesson plans. Above all, the government needs to create policies and design curricula that are meaningful to both teachers and students. Providing proper support first and then making teachers accountable will add value to this important job. Kunwar holds an M.S. Ed from City University of New York and is director of education at Edushala Posted on: 2013/07/28

Battle for the brain - KTM Post Article

1. July 2013 11:22 by Santosh in Press


Battle for the Brian - JORGE EDUARDO ESTEBAN JUN 30 - The most frequent question I am asked when meeting someone new in Nepal has been, “What’s shocked you most?” By the grin on their face, I can tell they’re expecting some comedy about a squat toilet or complaints about stray dogs and loadshedding to top my list. But far above these perceived inconveniences, the most shocking reality I’ve faced has been the desperation with which most young people I meet want to get out of here. This hasn’t been more evident than during last week’s ECAN Education Fair. I had mixed emotions while walking the grounds, snaked with queued students learning about opportunities in Australia, India or the United States. I was excited to see so many young people passionate about their futures and willing to take bold moves to make their big dreams a reality; but there was an implicit understanding in the air that they had to leave Nepal because there were no opportunities here. This episode repeats itself everyday as students queue at the Ministry of Education, the passport office, foreign embassies, and every spring at TOEFL, GMAT, GRE, and other test centres. The story heard within each of these queues is a very sweet deal for higher-income nations. Nepali society takes on the cost of feeding, educating and raising its young people to adulthood. Meanwhile, since most young people try just as hard to stay abroad once there, higher-income nations will get the benefit of their future labour (and taxable earnings and consumption) for the rest of an individual’s life. Sure, many will argue that this has created a legacy of remittances for the country but I’d argue that Nepal’s getting the short end of that deal too. Encouraging immigration policies, such as those in Singapore, and proposed changes in the US, will continue to exacerbate the brain drain problem here. Although the government is an easy target, I believe a conservative and lackluster private sector is more responsible for the lack of opportunities for Nepal’s youth. Whether or not businesses feel it today, every brain that leaves Nepal costs them in immediate talent loss and widens long-term talent shortages. Private businesses seem concentrated on wealth accumulation—cash and land—while waiting for the government’s serious constitutional and governance issues to iron out. But simply throwing their collective hands in the air, waiting for the government to take action on brain drain is not a sustainable strategy at best, and grossly negligent at worst. Nepal’s private sector should take on more risk and renew its focus on honest, long-term talent development. More risk so that more cash is inserted into the system and with it, new investments and job prospects; and talent development that is honest in its transferability and practicality and not the irresponsible accumulation of certificates with zero job prospects. Here I’m looking at private business, large and small, carrying large cash balances and idle land investments and the ubiquitous education industry pushing every type of degree on young students with no view of how useful those degrees are once in the job market. Take a few rounds around any billboard-choked chowk and you’ll see what I mean. These changes may sound difficult, long-term and expensive but they need not be. Nepal’s two neighbours have gradually reversed decades of brain drain. China in particular sees more than 80 percent of its departing students return at the end of their studies. These students go on to launch businesses, work for established companies and follow their interests at home, in turn creating future opportunities for others. This reversal is due to many cumulative changes but I believe at the heart of it lies a willingness to take on risk and invest in one’s talent pool. Magnified across an entire population over time, this tenet helps to grow a professional class, create meaningful job growth and slow or even reverse brain drain. Private businesses can help in a number of small and inexpensive ways, from taking a leap on a green job applicant or creating entry-level training programmes and published career paths for their employees, to starting investment funds and seed funds to invest in up and coming ideas. If forums don’t exist to shop the next generation of great ideas, create them. Rather than sitting on cash or investing in more land, these less traditional investments help to diversify a company’s risk and create business opportunities in the future. A byproduct of each is a robust talent market with rewarding opportunities for young people. The education industry, in particular, should focus less on selling seemingly prestigious degrees and more on asking themselves what practical skills young people will actually need, and what real job prospects exist for a particular individual’s profile and interests. A focus on truly learning transferable, useful skills outweighs stamps of approval, like certificates. It’s not immediately as profitable as sending every other bright student abroad but it pays dividends in a growing middle class demanding more and better education in the future. Students for their part should be critical of certificate and study abroad programmes that focus little on encouraging passionate interests and practical skill building. Ask yourselves what you love to do and what practical skills you want to develop. Find individuals, programmes and organisations that will let you do what you love and challenge you to grow. As you mentally prepare to make each of the queues required to take the bold step of leaving Nepal, consider an even bolder one. Stay. It may not be the obvious choice and it’s certainly not the easiest, but as my grandmother said, only the difficult things are worth doing. Eduardo-Esteban is Managing Director of Edushala, an education startup and holds an MBA from the NYU Stern School of Business

How can you use games to teach?

19. April 2013 16:49 by Rumee in Gamification

As we gear to launch our "innovation to education" project, we've been looking into different teaching strategies that would help excite students and make learning a fun process. As I referred to my previous post, it's interesting to see how technology and digital tools have brought teaching to a whole new level. So what can games teach you?

  • Architecture for engagement: games engage users. When introducing fundamental concepts to students a game could engage you to think.

  • Developing non-cognitive skills: games help you build skills like patience, risk taking, and discipline. Such behavioral skills are important for a successful career. 

  • Instant gratification: the system of rewards and badges motivate people. In an learning environment, games helps drive people to learn more and instantly rewards them. 

  • Networking: games give you the perfect grounds for collaborating. It helps you work in teams and collectively solve problems.

Learning through games could help foster attributes such as patience, risk taking, collaboration and problem solving which are crucial for human learning.

Watch this video to see how a school is breaking grounds with using games to teach their students:


Gamification in Classrooms

5. April 2013 11:42 by Rumee in Gamification

I have been hearing a lot about gamification lately. Gamification is defined as "the use of game mechanics and game design techniques in non-game contexts" (source: freebase). People have started to use gamification for pretty much everything - helping with health issues to business endeavors.

At Nepalogy, this is a pretty interesting concept for our teaching methodologies. Our team believes in getting students excited about what they are learning and gamification fits the profile! If you can incorporate games into learning, you inspire people to learn while they have fun. We have some ideas brewing on gamified courses! Stay tuned!

Gamification thrives on engagement - in classrooms you can engage your students and motivate them to learn more through game play. 

Think about the last time you played a game, was that more fun than sitting in a classroom? Now how can you use that game to relay a concept to students in a classroom? Check this fun experiment that motivates people to recycle their bottles.