About the project
In remote Ward No. 2 (Bakachol) of Aiselukharka Municipality in Khotang District, Koshi Province, eastern Nepal, 378 children and young people attend five public schools under challenging conditions. Teachers have very limited access to professional development, teaching remains largely teacher-centred and theoretical, and early childhood education is inadequate. Structured life skills programmes, psychosocial support and age-appropriate health education are largely absent. The physical learning environment is also in poor condition: classrooms are damaged, furniture is scarce, and fewer than 40% of students have access to functioning sanitation facilities. Safe sanitation options for girls are almost entirely lacking. This contributes to absenteeism and school dropout, particularly among girls and children with disabilities.
The project therefore focuses on the 378 students attending the five public schools: 46 preschool children, 187 primary school students and 145 adolescents. Particular attention is given to girls, children from marginalised ethnic groups and children with disabilities – groups that are disproportionately affected by the challenges described above. The project also involves 51 teachers, school management staff, members of school management committees and parent-teacher associations (PTAs), as well as local authorities.
Project Objectives in Nepal
Improved Quality of Education and Holistic Development
Ten kindergarten teachers and 15 primary school teachers are trained in inclusive, student-centred and ICT-supported teaching methods and receive ongoing support through mentoring and peer learning. Five kindergarten classrooms are equipped with age-appropriate learning materials. All school management staff, members of school management committees and PTAs receive training in school leadership and parental engagement.
In addition, structured life skills programmes are delivered to 332 children and young people in 25 sessions. Twenty-five teachers are trained as focal points for psychosocial support, and three girls’ groups are established. Fifteen teachers receive training on adolescence and sexual and reproductive health. Students in grades 8–10 also receive career guidance.
Child-Friendly Learning Environment and Functional WASH Infrastructure
At least 10 classrooms will be renovated, including floors, windows, doors, lighting and ventilation, and equipped with child-friendly furniture. Five ICT learning corners with smartboards and 48 whiteboards will be set up. Three school gardens with greenhouses will strengthen nutrition awareness and practical learning.
At four schools, toilet facilities will be renovated or newly constructed, handwashing stations installed and access to safe drinking water ensured, in line with national WASH standards and with gender- and disability-inclusive designs. WASH committees will be established at all five schools and trained in the operation and maintenance of the facilities.
Child-Friendly Learning Environment and Functional WASH Infrastructure
At least 10 classrooms will be renovated, including floors, windows, doors, lighting and ventilation, and equipped with child-friendly furniture. Five ICT learning corners with smartboards and 48 whiteboards will be set up. Three school gardens with greenhouses will strengthen nutrition awareness and practical learning.
At four schools, toilet facilities will be renovated or newly constructed, handwashing stations installed and access to safe drinking water ensured, in line with national WASH standards and with gender- and disability-inclusive designs. WASH committees will be established at all five schools and trained in the operation and maintenance of the facilities.
Responsible Local Partner Organisation
The partner organisation Eco Himal Nepal is a Nepalese NGO founded in 2009. Its mission is to strengthen communities in particularly remote and mountainous regions. Its current projects focus primarily on health, hygiene and primary education. A participatory approach is at the very heart of the organisation’s work.
Frequently Asked Questions
The pilot project runs from March to December 2026. It will also serve to assess the potential for a longer-term collaboration on a regular primary education project in remote mountainous regions of Nepal.
All measures are integrated into the school development plans of the selected project schools. Trained key teachers, functioning WASH committees and strengthened school gardens help ensure that activities continue beyond the end of the project. The infrastructure will be formally handed over to the local authorities, while schools and municipalities share responsibility from the outset.
In der bergigen und isolierten Projektregion kann jeder vierte Mensch weder lesen noch schreiben– bei den Mädchen und Frauen sind es sogar über 34%. Trotz hoher Einschulungsquote und obwohl die Kinder zur Schule gehen, erreichen nur 45% der Schulkinder ein kompetentes Sprachniveau in Lesen und Schreiben. Auch beim Rechnen besteht Handlungsbedarf: nur gerade 28% erreichen das klassengerechte Niveau im Fach Mathematik. Das möchten wir mit Ihrer Hilfe ändern.
Ihre Spende ermöglicht knapp 800 Kindern gutes, stufengerechtes Lernen an sicheren und kindgerechten Schulen mit intakten Sanitäranlagen und Trinkwasserversorgung. Sie ermöglichen ein besseres Schulmanagement, Elterneinbezug, aktuelle und kindgerechte Unterrichtsmethoden und psychosoziale Unterstützung wo nötig. Sie sorgen für motivierte Lehrkräfte, die weit über die Projektdauer hinaus guten Unterricht leisten für Kinder, die tatsächlich etwas lernen.
Während der drei Jahre Projektdauer von «EQUAL I» werden die lokalen Gemeinschaften befähigt, ihre Dorfschulen nach Projektende gut zu führen und die Ressourcen für die nötigen Instandhaltungen lokal zu mobilisieren.
- Die lokalen Gemeinschaften haben gelernt, wie sie ihre Schulen gut führen und in Schuss halten und die dafür nötigen Gelder lokal einwerben.
- Ein systematisierter Elterneinbezug über 3 Jahre sorgt für familiäre Lernunterstützung auch nach Projektende.
- Die Weiterbildung der Lehrkräfte sorgt auch nach Projektabschluss für eine verbesserte Unterrichtsqualität – für Generationen von Schulkindern.
- Die ausgewählten Dorfschulen sind staatliche Schulen und werden vom Staat weiterbetrieben. Die während der Projektlaufzeit erzielten Fortschritte wirken weiter.