TEACH FOR NEPAL PROFILE BOOK 2022 by Amir Joshi

One day, All Children in Nepal will attain an excellent education

Table of Contents Our Theory of Change Our Core Values The Board and Leadership Council TFN Fellows 2022 Cohort 2022 Fellow Profiles TFN Partner Schools TFN Staff 2022 Global Network TFN Partners

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Our Theory of Change

Teach For Nepal is a movement of young leaders who seek to end education inequity in Nepal through direct service in classrooms, and long-term structural change.

THE SHORT TERM Teach For Nepal Fellowship

THE LONG TERM Teach For Nepal ALUMNI

A transformational impact on students, schools, and Fellows

Alumni leaders move on to create systematic change in education

TFN selects outstanding college graduates and young professionals who have a strong mastery of content, demonstrated leadership achievement, and a proven commitment to social change. Fellows teach English, math, or science for two years, in under-resourced schools in rural communities in Nepal. In these two years, students make significant progress in their academic achievement, and develop skills to continue on a trajectory of success. Fellows live in the communities where they are teaching and come to better understand the challenges faced by children from low-income rural families. As they work to support their students, Fellows develop and practice the skills that will serve them as leaders in every sector.

Throughout the two years, Teach For Nepal Fellows receive support to achieve their goals for their students to develop as leaders who can be successful in the careers they choose to pursue. The skills they learn in planning, project and group management, communication, presentation-making, and relationship building will be invaluable in whatever professional roles they take on. The community that develops among the Fellows becomes a network of individuals with diverse passions and a shared commitment to reforming education in Nepal. Student success is dependent on more than the classroom. As leaders in infrastructure development, research, policy, civil society, business, and education itself, Teach For Nepal Alumni will drive long-term changes in the landscape of education in Nepal.

Our Core Values INTEGRITY We consider integrity a virtue. We commit to upholding the highest standards of ethical expectations in our actions.

LEADERSHIP We stand up when others give up. We dream and take actions to achieve our dreams. We lead and inspire others to follow. We make impossible happen.

SENSE OF POSSIBILITY We believe in the possibility of transformational change in Nepal. We have faith that each child can excel, grow and become what s/he wants. Each individual has the capacity to transform oneself and others.

EXCELLENCE We strive to excel in each of our actions. Excellent actions will bring excellent results.

MUTUAL RESPECT AND RESPONSIBILITY Our thoughts and actions will be guided by deep respect and responsibility to each other. We are aware of the challenges that are in us and around us. We serve to liberate others and ourselves from the challenges that exist in us and among us.

SENSE OF URGENCY We believe the issue of quality of education is an urgent one. We take each and every action with full realization that our work now means that children in under-privileged contexts could have significantly better life opportunities than what is possible today.

CONTINUOUS LEARNING We commit to learn from each other, our partners, and our stakeholders. Through constant learning, we strive to create excellence in outcomes

The Board and Leadership Council Members of the Board and Leadership Council share the vision of Teach For Nepal and are dedicated to achieving the goals of the movement. They help bring in resources and leverage their networks to support the movement. They subscribe to the core values of the institution and are willing to uphold these values. The members of Leadership Council are individuals who have made important contributions in their own professional sectors and are recognized as leaders and experts in their field.

Amina Singh holds a Ph.D. Degree in Adult Learning and Educational Philosophy from the University of Technology, Sydney. She completed her MBA from Park University and studied B. Com at the University of New South Wales, Sydney. Ms. Singh is also the former founder member of Nexus Culture Nepal, collaborative activism (art + activism). She started her educational career in 2003 AD as a consultant then, she worked as a lecturer at several institutions like the Ace Institute of Management, Kathmandu University, and KUSOM.

Amina Singh

Anil Keshari Shah Anil Keshari Shah is the current Chief Executive Officer (CEO) at Nabil Bank, Nepal. He has earlier served as the CEO at Mega Bank Ltd., Head of Consumer Banking & Chief Operating Officer at Standard Chartered Bank Limited (Nepal) and Financial Analyst at ICIMOD. He has held leadership positions at the Nepal Investment Board, the Nepal-USA Chamber of Commerce and Industry, All Nepal Football Association, Lincoln School and the Nepal Banker’s Association. Among other accolades, he received the “Top CEO” award in 2007, 2006 and 2005, as recognized by The Boss Business Excellence Awards.

Bhola Paswan Mr. Bhola Paswan is a journalist and an activist. He has worked over the years for the rights of the women, Dalit, and minorities. Currently he is the executive director at Dalit Sarokar Manch. He is also a bureau chief for Naya Patrika of Province number 2. He has a strong zest and passion for journalism and has worked across various mediums of communication.

Bhushan Tuladhar Mr. Bhushan Tuladhar is an Environmental Engineer, who works as the CEO of Sajha Yatayat. Previously he has worked as a Chief Technical Advisor at UN-Habitat. Similarly, he also served as Executive Director at the Environment and Public Health Organization and Clean Energy Nepal. He specializes in urban environment management, solid waste management, water and sanitation, and climate change.

Bina Jha Born in a small village of Rautahat district, Bina Jha is a practicing lawyer and is currently pursuing her Ph.D in Sociology. Involved in research, and consultancy work, she is a trainer in the education sector. She is also associated with K & K international College and Imperial BusinessCollege as an academician. She has ample experience working in different areas of Nepal, for instance, she has worked as a Campus Chief, lecturer, trainer, and facilitator. She has completed her Master’s in Sociology with Gender Studies from Tribhuvan University, Nepal. She has also achieved a Master’s degree in Maithili and Bachelor’s in Law. She wishes to use her knowledge and skills in the education sector for social transformation. She believes that education plays a vital role in national prosperity. She is also interested in gender issues to sensitize the stakeholders to reduce social inequalities such as Gender based discriminations in Nepal. She writes frequently on gender and social issues in different national dailies and has worked as Gender Advisor for Cricket For Equality Project in 2017 and 2018.

Gagan Thapa Gagan Thapa is a political activist and a central committee member and currently a General Secretary of Nepali Congress. A social entrepreneur and a youth leader, he pushes for the needs of youth leadership in the country. He was the general secretary of the Nepali Congress student wing, the Nepal Student Union, and also served as a Constituent Assembly member from 2008-2012. He was again elected to serve in the Constituent Assembly convened in 2014.

Jagadish Bhattarai Jagadish Bhattarai holds an MSc from University of London. He is a Chartered Accountant (India), ACCA(UK) and CIPFA(UK). He has professional experience of more than 23 years. He specializes in Public Finance and IFRS.

Juna Mathema Juna Mathema co-founded Blitz Media in 2002 and has established Blitz as a top research agency in Nepal. Juna has overseen more than 200 research projects covering issues of women, health, education, water, and politics Juna is also a member of the National Governing Council of Nepalese Young Entrepreneur Forum (NYEF) and promotes entrepreneurship among the youth of Nepal, especially women entrepreneurs. She is also a member of the ‘Start-up Ecosystem Development Committee,’ formed with the initiation of the Ministry of Industry, Government of Nepal, to develop and promote the start-up ecosystem in Nepal.EndFragment. She holds a master’s degree in Business Administration and Sociology.

Kedar Bhakta Mathema Kedar Bhakta Mathema graduated from Tribhuvan University and entered the field of education as a lecturer at Tri-Chandra College, and the then College of Education in Kathmandu. In 1975, he joined the World Bank Mission as Senior Program Manager. Mr. Mathema left the World Bank in 1990, and until 1994 served as the Vice Chancellor of Tribhuvan University. In 1995 he was designated chairman of a high-level committee on youth affairs. From 1996 to 2003 he represented Nepal as Ambassador to Japan. An avid education reformer, education has always been his true calling.

Kiran Nepal Kiran Nepal has been a prominent name in Nepali journalism for nearly two decades. He started his journey in the media field by working at Classic FM and later, Radio Sagarmatha. His work in print media includes roles at Kantipur Publications and Surya Publications as Marketing Manager. He was the former editor-in-chief of Himal Khabarpatrika, Mr. Nepal was President of the Society of Economic Journalists Nepal. He is a board member of several media-related organizations, including the Antenna Foundation and Radio Program Production and Training Center. He currently serves as the Chairman at Teach For Nepal Board.

Krishna Kumar KC Over 24 years, Mr. KC has taught in primary and secondary schools in different parts of Lalitpur and spent 10 years as a Head Teacher in Ashrang, one of the furthest VDCs in Lalitpur. He was there for 10 years and learned a lot about the district, and public education. The challenges faced by community schools are tremendous. There are infrastructural problems, policy challenges, the huge distance between students’ schools and homes, and the mindsets, on the part of teachers, head teachers, politicians, parents, and students. But he believed that if teachers have energy, and the right mindset, other challenges can be solved. He is a proud part of this movement, as Teach For Nepal is setting new trends and raising the leadership skills of a new generation.

Mahesh Swar With over 20 years of experience, Mr. Mahesh Swar is one of the most respected and well-known media business heads managing the business revenue for the top most media of the country. Instrumental in achieving the highest business growth so far for media business in Nepal. He is a business head with the successful track record of growing the business continuously for multiple years in terms of sales, revenue and market share gain. He has worked to lead the team to overcome the business challenges arising from the earthquake in 2015 and covid in 2020-21 by strategizing new revenue models.

Mana Prasad Wagley Professor Wagley holds a PhD from Southern Illinois University, USA. Dr. Wagley is one of Nepal’s foremost educationists and was formerly Dean of Kathmandu University, School of Education. Dr. Wagley actively writes on issues of education, research and social inequity for publications in Nepal. He is involved in supporting Teach For Nepal’s training program.

Radha Krishna Shrestha Radha Krishna Shrestha is the former principal of Indreswari Secondary School. He served as a principal in the school for 28 years. He is an educator who has the experience of teaching in public school and campus for over three decades. He is currently the campus chief of Indrawati Multiple Campus. He is also the president of Red Cross Melamchi.

Rajan Lal Shrestha Mr. Shrestha is a freelance footwear consultant. Until recently, he was Head of Sales and Marketing at Goldstar Shoes. He held the position for the past seven years, and has been part of the team that has made Goldstar Shoes grow from employing 400 to more than 2000 people. Mr. Shrestha previously worked at Chaudhary Group for four years. He has a Master’s Degree in Marketing from the University of Wisconsin (Whitewater).

Rameshore Khanal Rameshore Khanal is Professor at the South Asian Institute of Management, Lalitpur. Mr. Khanal served as Secretary at the Ministry of Finance from October 2007 to April 2010. After 31 years of experience in the civil service, Mr. Khanal sought voluntary retirement from the Nepal Government to become more active in teaching, social service and to work as an active participant in the development sector. He was previously advisor to the former Prime Minister of Nepal, Dr. Baburam Bhattarai.

Reshu Aryal Dhungana Reshu Aryal Dhungana is the Executive Director of Fulbright Commission / USEF – Nepal. Reshu is an experienced educational leader who chaired the Board of Teach For Nepal for several years and is a founder member of this movement. She is also the Founder of Habeli Outdoor Learning Center. Graduated from the University of Minnesota in 1999 with a Bachelor’s in Anthropology, she has completed her joint Masters in Leadership and Educational Change from the National Institute of Education, NTU, Singapore, and Teachers College, Columbia University. Reshu was an invited mentor member of New York Academy of Sciences in 2016 and received the Alumni Achievement Award 2017 from Nanyang Technological University in Singapore, as a recognition for her contributions to educational leadership and change in Nepal.

Roshna Subba Roshna Subba is a journalist who predominantly works in education journalism. She has a long experience of working in the realm of education journalism. She has experience of working in both various forms of media- from radio to print. She also led the Education Journalists Group (EJG). She has written for various magazines and newspapers on the issue of education, over the years.

Shekhar Golchha Shekhar Golchha is the current Chairman of the Golchha Group. He is the current president of the Federation of Nepalese Chambers of Commerce and Industry (FNCCI). He holds a Bachelor’s in Commerce from Delhi University, and a degree in Business Administration from Webster University in the UK. He joined the Golchha Organization, set up by his grandfather Ram Lal Golchha, 14 years ago. Recently he has been appointed as the President of FNCCI (Federation of Nepalese Chamber of Commerce & Industries). Today he is considered a major entrepreneur, employing more than 300, and overseeing a business worth NRs 1 billion annually. He is Managing Director, Him Electronics, Hansraj Hulaschand, and Hulas Investments. Mr. Golchha is also the director of Hester Nepal Pvt. Ltd., Neoteric Nepal Pvt. Ltd., and Eastern Sugar Mills Ltd.

Shisir Khanal Shisir Khanal is the Co-Founder of Teach For Nepal and also served as the Board Chair of TFN from 2019- 2020. He served as the CEO from 2012-2019. He was also the Executive Director of Sarvodaya USA. Mr. Khanal graduated with a master’s degree in International Public Affairs (MIPA) from the La Follette School of Public Affairs in 2005 and has a bachelor’s degree in International Political Economy from the University of Bridgeport. In 2012, the University of Wisconsin-Alumni Association awarded him the “Forward Under 40” award for his outstanding work in sustainable development. In 2019, he received the “Young CEO of the Year” award in Nepal. He is also an Education Advisor to the Tulsipur Su-Metropolitan City, in Tulsipur, Dang.

Sudip Acharya Currently serving as the Chairman at DishHome International Private Ltd, Acharya is an experienced Chief Executive Officer with a demonstrated history of working in the broadcast media industry. Skilled in Customer Service, Strategic Planning, Business Strategy, Program Management, and Project Management. Strong business development professional with a Master’s Degree focused in Industrial Engineering from University of Arkansas.

Sristi Shrestha Sristi completed her Bachelor’s in Business Studies from St. Xavier’s College. Soon after her graduation, she joined Teach For Nepal as an English fellow in the year 2015. Living in a rural community enabled her to witness the disparity in the educational system of our country. Her experiences have evolved over the last six years through working in various roles for different organizations committed to end education inequity. With the goal of attaining Teach for Nepal’s “one day” vision through collective alumni impact, she recently undertook the role of elected President of Teach for Nepal Alumni Association. Currently, she is working as a Vice-Principal in Bloom Nepal School, an educational institution that focuses on providing affordable interest-based education to students from various parts of Nepal. With Teach for Nepal - King’s College Public Service scholarship, she has recently completed her MBA in nonprofit Management at King’s College.

Swastika Shrestha Swastika Shrestha is the Co-founder and CEO at Teach For Nepal, a movement of outstanding university graduates and young professionals who are committed to ending education inequity in Nepal starting with a two-year teaching fellowship in public schools. Prior to co-founding Teach For Nepal, Swastika facilitated youth leadership, life-skill development, service learning, and experiential learning projects for more than 12 years. She has a Bachelors in Psychology from Olivet College in Michigan and a Masters Degree in Public Affairs with concentration in International Development from Cornell University. She has also worked as civil affairs officer in UNMIN and as development consultant for various organizations.

TFN Fellows 2022

The tenth cohort of Teach For Nepal Fellows represent diverse ethnic and education backgrounds like Science, Engineering, Health, Management, Education, and Social Work. With their remarkable academic, personal and social achievements, the young graduates and professionals have joined the Teach For Nepal Fellowship to work towards ensuring that all Nepali children have access to quality education.

They will be teaching English, Science, Mathematics , or Computer full-time for two years in rural public schools of Dang, Dhanusha, Lalitpur, Sindupalchowk, Parsa and Tanahun district. 16

Cohort 2022

2008

Registration

651

Application

Graduated Fellows

TOTAL FELLOWS PLACED

DISTRICT

SCHOOLS

BRINGING THE TOTAL NUMBER OF FELLOWS TO

100% have significant leadership experience from diverse areas 48.65% studied science, technology, or engineering at university 27.03% studied abroad for undergraduate and graduate degree

Gender Distribution

Eligible to Teach Subjects Male 44.4%

Computer Science

Math Female 55.5%

Ethnicity Distribution

48.6%

Field Janjati 33.3%

Khas/Arya 55.5%

29.7%

4 12

English

21.6% Madhesi/Tharu 11.1%

Social Business/ STEM Science Management

FELLOW PROFILES 19

Aashish Chaudhary Dumara, Kapilvastu

Bachelor of ScienceAgriculture, Lovely Professional University, Punjab 2021

Good education is always necessary. It is not just about studying books and getting good marks but you have to gain good knowledge and understanding of the topic because marks will be on a piece of paper but knowledge and intelligence will help you in your whole life. And this thing is helping me in my life till today. Nepal being a developing country, quality education is still a big problem. For it to be fully developed, education must be the highest priority. When we analyze in-depth the scenario in education in Nepal, we see vast differences. In private schools, we see that the quality of teachers, physical infrastructure, and the student outcome is better. But on the other hand, public schools, where a maximum number of students receive their education, have to restrict themselves from such facilities. So there is an urgency to bring the change in the quality of education in Nepal. I went to a public school but when I came to Kathmandu, I found that there is a vast difference in the education system. I felt so bad after this. So I thought that if I could contribute in any way to change that scenario, I would do it. Also, many parents in Nepal do not want their children to go to a public school because of the lower quality of education, but because of the unavailability of private schools or their socio-economic condition, they are compelled to do so. So, as a Teach For Nepal Fellow, I want to contribute to changing their mindset that public schools can also provide a quality education so that they could proudly send their children to public schools.

Aasma Pudasaini

Bachelors in Health Care Management, Nobel College Pokhara University 2021

Kathmandu I was a curious child who loved to understand how things worked. I used to ask a lot of questions and read dozens of books. I also enjoyed reading about a wide range of fields which is probably why I kept changing my aim well into my bachelors. School was a very confusing time for me. They spoke about mental health but publicly punished us for something as silly as a slightly grown nail. They told us to be creative but would question our sanity if we asked a question that they knew not the answer of. Many teachers considered finishing the syllabus to be more important than making students understand the content. Nevertheless, I used my learning from school as a launchpad to learn more on my own. It is because of education that I can make rational choices and that I have the possibility of leading a fairly comfortable life. My desire to lead a purposeful life primarily led me to apply for the Fellowship. I along with other Fellows will have an opportunity to work on something bigger than ourselves through this Fellowship. I hope that working in an environment that is so different from the one that I grew up in will build a new perspective in life for me.

Ajay Mishra Tripur, Dang

Bachelor of Engineering in Electronics and Communication Thapathali Engineering Campus, Tribhuvan University, 2021

I had always thought of myself as a deuteragonist in someone else’s story. I was shy, sensitive, good at studies but never the best. That does not mean I don’t have my own story, and education played an important role in that story. It took me from a small town in Dang to Kathmandu and finally to Teach For Nepal. And I am grateful for that. As a kid, my dreams kept changing. At times I would dream of becoming a pilot. I would see a plane in the sky and would want to be inside the plane, flying it. Other times I would see myself making movies. The idea of becoming an army officer lingered on my mind too. Towards the end of high school, my proclivity shifted towards physics. I represented Nepal internationally in the Physics Olympiad in Hong Kong and India. My inclination towards science made me take the route of engineering after high school. The realization that education is important snuck up to me in a stealthy way; slowly and without me realizing it. In the last couple of years, I have gotten interested in education and teaching. I found Teach For Nepal to be an inspiring place. I believe that TFN Fellows are working towards a noble pursuit. I wish that working as a TFN Fellow would rub off some of that inspiration on me as well.

Akhilesh Jha Siraha, Mirchaiya

Bachelor of Technology, Acharya Institute of Technology, India 2021

My life revolved around science, I wanted to become a scientist, I would watch sci-fi movies growing up, and I was certain that I would pursue science in the future. My prophecy came true and I found myself in an engineering college for my undergraduate studies. Despite being a science guy, I knew about the problems in the education system. Ever since I was a kid I had heard that private schools are better as opposed to public schools. Even in my neighborhood, I could see that the students that went to public school did not perform well in exams. Many of them failed the SLC exam and eventually dropped out of education. Devoid of education, foreign employment became the only hope for them. Seeing all this turned me cynical towards the public schooling system. When I first saw an ad for Teach For Nepal, I became curious to know more about the teaching conditions, outcomes, and student problems in public schools. When I leafed through TFN’s prospectus, the idea became clearer. I felt that I should be working towards the welfare of poor students who don’t have access to a good teacher or resources. Rather than earning money, I am more interested in solving problems and with the Fellowship I am solving a major problem in the public schools of rural areas.

Amulya Shrestha Salleri, Solukhumbu

Master in Development Studies, Kathmandu University School of Arts 2021

My aim in life constantly changed as I was growing up. The only thing that remained constant over the years was I would never leave music. As a kid, I wanted to become a doctor. But as I grew up I realized that it’s not my cup of tea. I wanted to become a musician, writer, photographer, documentary filmmaker, etc. However, as I approached the high school I was certain that I would want to work for the community. I was interested in writing and thus I pursued humanities during my +2. Working with orphan children and slum children, I realized that education can make a great difference in people’s lives. I used to get triggered by inequality and injustice that was going on in society and I always wanted to do something about it. This motivated me to pursue an undergraduate degree in community development and a master’s degree in development studies. During my time at the university, I came across a charismatic professor named Dr. Mahesh Banskota. I looked up to him because of his sheer passion and enthusiasm for teaching. I gravitated towards Teach For Nepal due to its mission to end educational disparity and ensure that every child in Nepal will be able to attain an excellent education. I believe the change in the system is an immediate need in the country and starting from a classroom is the best platform one can have to bring this change.

Anisha Ghimire Morang, Biratnagar

Bachelor of Science in Biology, Mahendra Morang Adarsha Multiple Campus, Tribhuvan University 2019

As opposed to other kids, I was more into studies than extra-curricular activities in school. I felt shy about participating in ECAs. I was an obedient student in school and was always among the rank holders in my class. My school deserves credit for my proclivity towards studies. The teachers in my school motivated me to do better and as a result, I valued education more than anything else. The Science teacher in my school was one of the most inspiring teachers I had in my life. I remember his innovative ways of teaching, even after all these years. He is one of the reasons I was inclined to pursue science in higher studies. After completing high school, I tried almost two years for a scholarship to pursue medicine. This was my first failure in life. This phase taught me that failure is normal and it happens to everyone. I learned the importance of letting go after this experience. I see Teach For Nepal Fellowship as an opportunity to develop leadership qualities in me. During my Fellowship, I want to be much more than a teacher. And the very idea of changing the nation attracted me towards TFN.

Ankur Shanker Karmacharya Dumara, Kapilvastu

Master of Public Policy/Master of Public AdministrationDevelopment Practice, University of Minnesota, Minnesota, U.S.A, 2021

After returning from the United States with a Master’s degree in Development Practice, I was trying to figure out my way forward. I wanted to do something that would have a tangible impact on the benefit of the people and the planet. I have always had a sense of respect for my teachers. I have had influential teachers in my life at different stages. However, I only recently started appreciating just how influential teachers can be. I experienced this more profoundly during my graduate school. My professors in graduate school were as eager to learn from me as I was from them. I looked up to them. I learned from them how to be just by observing how they were and how they showed up. There have been such teachers in different stages of my education. Their influence continues through life, I think. My graduate school experience was a transformative one. It was then that I was exposed to ideas of social justice as I learned to look at our reality more critically. During my stay in the United States, I also got to witness first-hand powerful movements such as the Black Lives Matter movement. Following this, I was looking for an opportunity that would complement such an experience and provide continuity to my learning journey. When I stumbled on the advertisement for Teach For Nepal’s Fellowship, it resonated with what I was looking for. It aligned with my values and seemed like an opportunity that would be rich in experience and would help me continue my learning journey. That is perhaps why I applied for the Fellowship. 26

Anu Shrestha Chitwan, Bharatpur

Bachelor of Education in Mathematics- Mathematics, Saptagandaki Multiple Campus, Bharatpur Tribhuvan University 2020

I and a friend of mine passed SLC together. My friend didn’t study well in +2 and went for foreign employment. Upon meeting the friend recently he shared, “Only if I had a +2 certificate, I wouldn’t have to suffer this way. You completed your bachelors’ degree, you did the right thing!” Every time I meet an old person or relative they always say, “How is your study going? Study well!” Whenever I hear this, I think about the opportunities they must have missed due to the lack of education. Instances like these have made me realize the value of education. Everyone sees a problem and they choose to complain about it. People don’t try to look for solutions or think of ways of implementing plans to solve the problem. I too see plenty of problems around me. Teach For Nepal on the other hand stresses the fact that the problem can be solved and the problem requires immediate attention. The landscape of education in Nepal is skewed. The Fellowship gives me hope that I can contribute to making education more inclusive and equitable. I hope that the Fellowship matches my expectations and I match the Fellowship’s expectations. At the end of the second year, I wish to be a better version of myself.

Anup Acharya Godawari, Lalitpur

Bachelor of Science in Agriculture, Dolphin P.G. Institute of Biomedical and Natural Sciences Dehradun, India 2021

To shape me into what I am today, a good education has an immanence role. The extra activities of school helped me to think wisely in day-to-day life. I think because of my good schooling/education I was able to pursue higher education. Above all, a good education has ingrained a sense of discipline in me. Despite having a good education myself, I was always concerned about the state of education in Nepal. As I was studying in India, I saw the plight of migrant workers there. Upon interacting with the migrant workers I came to know that they were compelled to work in such harsh situations for two reasons: lack of education and poor economic conditions. One day I got a chance to attend a program organized by Teach For Nepal and found that TFN is working to solve education inequality. I got to understand more about the Fellowship program that day. I realized that if I were to join the Fellowship, it would provide me with the chance to give education to underprivileged children. Through Fellowship, I want to ensure that at least my students will not suffer the same fate as the migrant workers in foreign lands.

Anupa Thapaliya Dhusha, Dhading

Bachelor of Business Management, Shankar Dev Campus, Kathmandu, Tribhuvan University 2021

When I was a child, I wanted to become a theater actor. I would watch serials and movies; actors would get to play different roles and I was blown away by the concept of acting. Acting is not the only art I enjoyed, I enjoyed writing poems. My school days were full of fun; I was a diligent student and an amicable kid. Amid all the fun, I had my fair share of struggle too. I went to a public school and when I moved to another school after grade 7, I struggled with English. I had a hard time comprehending this dreadful language. My siblings were fixated on making me master this subject and with their help, my speaking and writing skills improved significantly. In the class, I never shied away from asking a question. If I had a problem in understanding, I wouldn’t think twice before questioning my teacher. Soon I was able to walk toe to toe with my English-speaking friends. This incident taught me the benefits of hard work, but it also helped me understand the gap between schooling systems. My sister pushed me to apply for the Teach For Nepal Fellowship. She insisted that I should apply as I have a well-rounded perspective of the education system in Nepal. I studied in both public and private institutions so I was aware of the rift that exists between them. My experiences made me firmly believe that I should apply for the Fellowship for the betterment of education.

Asmi Bastakoti Baluwapati Deupur, Kavre

Bachelors in Healthcare Management, Nobel College, Pokhara University 2021

I have grown up in a busy street in Kathmandu with easy access to all kinds of services. My parents tried to give me the best life they could fulfill all of my needs. When I was in sixth grade, I watched a documentary at school that projected the everyday struggle of people in Karnali to fulfill their basic needs, economic crisis, poverty, lack of proper schools, and small children obligated to support their families. Those pictures glued to my memories and because of this documentary, I began contemplating how much people suffer and how I can help them in any way possible. While doing my bachelor’s, Babukaji sir was the first to introduce me to TFN. When I learned about their fight for education injustice and inequality, it recaptured my memory of the Karnali documentary that I had watched. Also, I was looking to work with an organization that is trying to bring a change not just with words, but by action as well. I like how TFN is mobilizing the youths who are full of enthusiasm, to fight for a significant problem in our country. In most companies, youths are taken for granted, but TFN is tapping into the same resource to create a change by making them the leaders.

Bhesh Raj Thada Magar Budhakhani, Kavrepalanchowk

Bachelor of Arts, Tri-Chandra College Tribhuvan University 2020

I strongly believe in continuous learning and improvement through quality and inclusive education. My school was not exceptional but it was not a bad school either. During the primary level, a regular teacher’s presence helped me learn better. I built a strong foundation so, consistently held the first rank from grade 1 to 10. My grandfather has been a great influence in my life. I have always been fascinated by the social work my grandfather did. He used to treat the community people and provided medicines to the needy ones for free of cost. Following his footsteps, I too thought of doing something for the people in need. My inner intuition has always guided me to support the children who are deprived of education due to inequality in education. I find Fellowship as an avenue to work in the realm of education. I do not know whether my job has that much power to change the nation or not. But I am confident I will be able to change the life of at least one student and will feel blessed and happy for the rest of my life. I did some research and I came to know that there is a global learning crisis, and our country Nepal is not very far from it. I have my mission to mitigate the learning crisis, to some extent. So, I have a goal to strengthen governmental schools and reduce the learning crisis through Teach For Nepal Fellowship.

Bijay Adhikari Dangsing, Nuwakot

Bachelor of Business Administration in Finance, Campion College Tribhuvan University 2021

As a kid, I was shy and scared of teachers. Ironically, I wanted to become a teacher from an early age. I do not have any particular feelings about my school life. Speaking with new people was never my strength. I still remember in the 9th grade, when I had to introduce myself in front of my new classmates, words did not come out of my mouth. I was aware of my inability to speak in large crowds, however now I do not have any problem addressing a big crowd. I have always wanted to learn new things, it could be my curious nature but I have always been interested to learn. I was studious by nature, if I saw a book lying somewhere I would leaf through it. Ever since I was in high school the thought of becoming a banker was in my head. Consequently, I pursued management for my undergraduate studies. As I was diligent and studious, I was always liked by my teachers. Education inequity was something that I had experienced closely. All my life I had studied in public institutions. In my college, I got to know about Teach For Nepal. I had always pondered about the disparity in education in Nepal. The vision, mission, and movement seemed like a noble pursuit. Joining TFN as a Fellow for me is my small step towards ending education inequity.

Hemant Kunwar Sanfebagar, Achham

Bachelor of Science in Physics, Tri-Chandra College, Tribhuvan University 2021

I was somewhat shy and reserved as a kid. However, I was focused on my education from an early age. I worked hard in school. After completing my pre-schooling from a public school I went to a private school- one of the biggest private schools in the town. Initially, I struggled to cope with the private school but soon I was among the rank holders. When I returned to my hometown in Achham during vacations, I could see children my age who did not go to school. After dropping out of school, their opportunities in life would be limited. Most of them planned to go to India, in search of employment. They would have to work in hazardous and precarious conditions to earn a living. All of that could have been avoided only if they had gone to school and completed their education. Seeing this state of education in my hometown, I valued my education even more. When I was transferred from a public school to a private one, I could see an immense difference in the quality of education. Teach For Nepal is trying to bridge that gap between private and public schools. TFN aims to upgrade the quality of education in public schools in Nepal, and I want to contribute to that.

Jarina Maharjan Kathmandu

Bachelor of Science in Biotechnology, SANN International College Purbanchal University 2021

I was rather shy and taciturn as a kid. Till grade five I never understood the reading materials being shared in the class. Slowly I caught the pace and my study improved. I shied away from approaching teachers, in turn, the teachers hardly noticed me. I would not participate in extracurricular activities unless it was deemed mandatory. But when I participated in some of the programs it gave a boost to my confidence. For as long as I can remember, I wanted to do something for my nation, but I did not know-how. As a kid, I thought I would earn a lot then give it to society. I was quick to realize that it might not work as I planned; I needed to think of sustainable ways to help. Taking up a mundane job was not my cup of tea. When I got to know about Teach For Nepal, I could see a way to bring my vision to fruition. As a TFN Fellow, I would be working in the community, learning to deal with the problems of the community, and ultimately giving back to the community.

Juna Karki Gelu, Ramechhap

Master of Development Studies, BRAC University Bangladesh 2021

Deciding to pursue higher education at Asian University for Women in Bangladesh was one of the most challenging decisions that I have ever made. Due to the tight finances at home, it seemed as though my education would be limited till high school. After completing high school, my family was expecting me to get married as there was no hope of getting further sponsors for my undergraduate studies. However, I didn’t give up. I somehow got myself admitted to Trichandra College and started doing a job to support my educational expenses. At Trichandra, I found the teaching style to be completely different than in my private school and college. I became unable to cope with that environment till the end of the first year. However, I was determined to continue my higher education. So, when I heard about the AUW scholarship, I applied. To think about it, that was the wisest decision I ever made because it even opened doors for my master’s degree. I first came to know about Teach For Nepal, through their alumni network. I have seen TFN Alumni working in different sectors and initiating their projects. Through TFN’s website, I got to know more about educational inequity. The work that TFN is doing reflects my interest in social work and my career goals. As a Fellow, my goal is to give my best to the students and make sure that they can compete with the students from private schools. I don’t want to prepare my students only for exams but I want to prepare them for life. In the two years, I will also be working towards my self-development through various training and workshops. I see myself working in the development sector in the next 35 5-10 years.

Manisha Dangol Karyabinayak, Lalitpur

Bachelor of Arts, St. Xaviers College, Maitighar, Tribhuvan University 2021

Despite going to a community school, I received a good education. However, the state of community school is not the same everywhere. The state of community schools in the rural parts of the country is even more critical compared to the community schools of the city or town. I believe that despite having different circumstances all of the students have an equal right to good education. I am indebted to the education I received for making me the person that I am today. In short, I would not even qualify to become a Teach For Nepal Fellow, if it were not for my education. I wanted to work via organizations. People in Nepal often have this misconception that social work is social service. To do social work, you don’t need wealth in your pocket, you need wealth in your heart. The zeal to do something for society was there in me for as long as I can remember. During my college days, I started looking at organizations that were working in fields related to social work; that is when I came across TFN. As soon as I heard of the work TFN was doing, I wanted to apply. However, I needed to complete my undergraduate study first. After my results were published, I was elated to apply for the Fellowship. I want to be part of this movement and contribute my part. The Alumni have contributed their part; their work inspires me. I wish to inspire future generations, as well. I feel connected to the movement as I completed my schooling at a community school. As a TFN Fellow, I want to give something to the community from my side rather than shifting the blame on the government and the system. 36

Monika Singh Jhapa, Bhadrapur

Bachelor of Arts in English, Journalism & Psychology, Banglore University, Bangalore 2020

In every phase of life, I have realized the importance of education. A good education has taught me how to conduct myself. It has made me confident and an independent individual who can achieve things and also share my knowledge and experience with others. As a child, I always wanted to become a teacher. My friends and I used to role-play and take twins to be teachers. I still have vivid memories of how I would get excited thinking that the next way would be for my twin to play the role of a teacher. I chose to teach as a profession because I had teachers who believed in me and me believe in myself. I chose it because I want to be that support for children so they know they have a purpose. Being away from home and studying in India for the past 24 years gave me a different experience altogether. I always knew I would come back to my country after completing my Master’s as I wanted to do something purposeful in my country. Everyone has their reason for choosing to become a part of Teach For Nepal whereas in my case, I want to know more about the state of education in rural areas of Nepal. Therefore, I want to Teach For Nepal.

Nanu Gurung Chusang, Mustang

Bachelor of Arts in English and Mass Communication and Journalism, Orient College, Tribhuvan University 2012

I was fortunate to have had the opportunity to go to Kathmandu for my schooling despite belonging to a farming, harsh mountainous background. And, working in Marpha after completing B.A. gave me a perspective on the education system in the villages. The thought and realization of quality education not being accessible to every child has always been in the back of my head. After four years in Marpha, I knew I had to look out for something new and greater for my growth. Above all, my experience in Marpha and my unusual childhood and upbringing in a boarding school encouraged me to apply for the Fellowship. I’m hopeful that these two years of Fellowship will help me grow both professionally and personally. Two years of Fellowship at Teach For Nepal will provide a broader understanding of the public schools in Nepal and help pave a path for me to pursue a lifelong teaching career. I will have the opportunity to work with like-minded people and have a great learning experience for me. Since my goals in life align with TFN’s mission, why not Teach For Nepal?

Nirmala Karki Indrapur, Morang

Bachelor’s in Public Health Om Health Campus, Kathmandu, Purvanchal University 2021

I completed secondary education in my hometown Biratchowk in Morang district. The community was diverse with people from several ethnic groups residing there. Although my school followed a practical teaching approach to some extent, it heavily relied on the conventional way and was fixated on exams and grades as time went by. I had always stood among the top three students in my class but my ranking plunged to eighth or ninth during the grade 5 final exam. That day, the teachers reminded me of how disappointing the result was and how I had made them all feel ashamed. The constant ideation of achieving something on my own emboldened me to apply for the Fellowship at Teach For Nepal. The more I learned about the organization, the more I became interested to be part of the change-maker movement. Moreover, TFN’s motto of equity in education and reaching the unreachable inspired me as much as it fascinated me.

Nistha Neupane Dang, Dhama

Bachelor of Business Administration, Liberty College Pokhara University 2021

I never had a clear figure of what I wanted to become as a child but I had always imagined myself working for a greater purpose rather than just for making a living. Whenever my friends would talk about their future aims and the career they would be in I would always question myself about the very purpose of my existence. Going deeper in the society we get to realize that there is uneven availability of resources and services to the students studying in different schools of the country. Every nook and corner of the country has such schools and institutions where the students do not enjoy what they should be in terms of education. I have always been visualizing myself working for such an organization that focuses on having an impact on society. Since Teach For Nepal, as well all know directly intervenes in the sector of education I found it fulfilling my idea of a career. TFN Fellows touch the life in the community and touch the life in the community in various ways. The Fellows teach the students, engage with them and the community. The grassroots level experience gives the Fellows a grounded perspective of reality. TFN demonstrates different values, and those are the exact values that I want to associate myself with.

Pawan Budhathoki Morang, Biratnagar

Bachelor of Business Administration, Mahendra Morang Adarsha Multiple Campus Tribhuvan University, Nepal 2021

The only thing that inspires and fascinates me is stories of people; their experience of continuous hard work, willpower, and determination. Those kinds of stories give me a different type of energy and push me to become the best version of myself. I often look for inspiration in the stories of other people. Frankly, I had not heard of Teach For Nepal until the last 3-4 months, but when I got to know about it, I felt it was made for me. Instantaneously, I could connect to the work TFN was doing. I knew education in Nepal was plagued by multiple problems. I could see how TFN was working towards solving the problem in education through the Fellows and Alumni network. If we solve the problem of education, other problems can be solved; with this determination, I applied for the Fellowship. In my classroom, I want to show my students that an alternative future is waiting for them. I want to provide my students with the necessary care, motivation, and appreciation to make sure that they get the best future possible.

Prajeena Shrestha Sindhuli, Karnalamai

Bachelors in Arts, St. Xavier’s College, Tribhuvan University 2021

In my life, I have had some inspiring teachers in school. Among them, I remember my Nepali teacher to be the most inspiring one. He used to utilize highly entertaining teaching tactics, such as integrating music and poems while lecturing, and so on. He used to teach things with a unique approach. His unique style of teaching grammar made learning fun. He used to finish his classes by telling us some of his inspiring anecdotes and reading us some lines from Muna Madan. He used to be kind and understanding when guiding me. My curiosity about his subject was sparked. Aside from academic expertise, he liked to chat about life, love, movies, adventure, and a variety of other topics. The lessons were captivating and the students gave undivided attention. He was the one who inspired me to write poems. I believe in helping people and contributing my knowledge and skills to them. I strongly believe in transformational change in society and that change happens only if people are educated. Teach For Nepal Fellowship is a great platform to express my knowledge by giving back to society. My willingness to learn and teach the different aspects of society encouraged me to apply for the Fellowship program. As a Fellow, I can work at a grassroots level and understand the inequality in society. Similarly, I want to have my own story, my own life experiences, and my journey which will always be with me when I grow old. I want to learn and teach at the same time. I aspire to teach children to learn from them as well. 42

Pramila Bohora Kathmandu

Bachelor’s in Social Work, Kadambari Memorial College Tribhuvan University 2021

During my school days, I was so shy that I wrote down my queries in the note copy and passed them to the teachers. I remember my teachers complaining because I would not speak in the classroom. In school, I often found my introverted self in the library browsing through the shelves for new novels. From my school days to my college days, my brothers have stood by me; from guiding me for mathematics exams to motivating me to complete college. It was only during my college days I realized the importance of education in life. During my undergraduate studies, I saw how hard the lecturers worked to support us. In college, education was much more than scoring grades, I got to see the practical implication of my education in college. The teachers helped to nurture my abilities and support me during difficulties. I credit my education and my teachers for whatever I am today. The idea of giving back was instilled in me during my college days. With Teach For Nepal, I saw an opportunity to give back to society. Working as a Fellow is not only about teaching the students. I too will be on a journey to learn and know more about society. The two years journey will be a journey of self-exploration by getting out of my comfort zone.

Prawin Kumar Jha Dhanusa

Bachelor of Technology in Mechatronics Engineering, Uttarakhand Technical University Uttarakhand, India 2018

My schooling has played a major role in making me the person I am today. It was in school where I was presented with many opportunities to build self-confidence, learn to work as a team, and lead and manage as well. A good education has led to the development of a positive attitude in me. My thought process and perception of life are the cumulative results of education and the experiences I had during my journey of education. The Fellowship opportunity at Teach For Nepal allows work for a noble cause, to do something impactful. All my previous jobs were reduced to the quotidian affair after a certain time. One common thing was the feeling of not being useful. I needed to feel useful, to feel like I mattered. My need to feel like I matter encouraged me to apply for the Fellowship. Being a TFN Fellow is an opportunity that has the potential to make us influencers and even an inspiration for our kind. Moreover, the organization is a strong network of like-minded individuals, all of whom have a notion that they are required to and can create a ripple of positivity in an ocean of problems. Such convergence can lead to revolution and I would consider myself very lucky to be a part of it.

Purushottam Koirala Bhadaura, Okhaldhunga

Bachelor of Engineering in Agricultural Engineering Purwanchal Campus, Tribhuvan University 2021

I have fond memories of my childhood days. I remember following my father to school when we lived in Okhaldhunga. Being loved and cared for by everyone in school is one of my earliest memories of school. When I moved to Sunsari, I was under the tutelage of my grandparents. Playing with friends and the love of my grandparents made my childhood memorable. I have always held a firm belief that education is of absolute importance to make an impact on a person’s life. For me, education has not only helped to develop new knowledge and skills but it has played an important role in broadening my horizon. The person I am today is all because of the kind of education I have gained. Having seen the disparity between the public and private schools, I was motivated to apply for the Fellowship. I want to bridge the gap between public and private schools. I alone cannot accomplish such a herculean task, therefore I believe that Teach For Nepal can provide me with that platform. On one hand, I could be an agent in transforming the uneven education pattern in our society towards a positive direction, and on the other hand, I too can grow and work towards shaping my future career path during these two years.

Reeyekta Khanal Mechinagar, Jhapa

Bachelor of Business Administration, Kathmandu College Of Management (KCM), SIAM University 2021

When I was a child, I loved playing sports. Every morning, I would wake up and go to practice with my friends. I studied in an ICSE school so the pressure on academics was high but a lot of emphasis was paid to extra co-curricular activities and the all-around development of the students. In school, I was not very good at academics as I was more interested in co-curricular activities but I always tried my best to do better with time. My family never pressured me when it came to studies. Even if I did not score well, they would just encourage me to do well next time rather than scold me for not scoring good marks. My parents have always been the most important people in my self-development. My passion is the reason I applied for the Fellowship program. I want to help, encourage, and motivate children who do not have the privilege of getting a proper education. I believe every child deserves a chance in life to do something. I have a dream to open a children’s foundation home at some point in life and want to educate them. I want to be a Teach For Nepal Fellow as I want to be a part of this movement of educating children. It allows us to stay in close contact with the children and community and learn a lot about them. Through Fellowship, I want to bring a leadership quality to my students as well and make them believe in themselves and realize that they are capable of doing anything in life. This is the best place where I can begin my journey of bringing social change and reaching my life goal.

As a Fellow, I look forward to inspiring children and learning a lot from them, and from the community. I will go to the school with a lot of belief, energy, creativity, and an open learning environment. This opportunity will allow me to grow with time, enhance my leadership qualities, and become a better person in life.

Samrat Pokharel Tokha, Kathmandu

Bachelor of Business Administration ICFAI University, Hyderabad, 2019

The ideology of giving something back to your motherland has always inspired me. Maybe that is the reason my dream is to become a diplomat some day. In order to get the international exposure required for it, I did my bachelors from Indian Business School, Hyderabad. I joined Teach for Nepal as it will provide me with the platform by which I will be able to go to the rural parts of Nepal and know for myself what the true problem is. In return, this exposure will help me gain the knowledge that I would be able to convey to international communities so that proper help can be received. Additionally, as a student myself, I have always felt that there is no equity in the educational system of Nepal, regardless of it being in the terms of quality or opportunity. The shift in the accessibility for basic education in urban areas compared to that of the rural areas is drastic. The education that I have received is very different from what students of the rural part of Nepal receive and that is precisely what I want to change in my country. Each and every child of Nepal must receive the same level of education regardless of their gender, race, place of birth or their social status. Moreover, all of them have a right to quality education and get it in the best way possible. Teach for Nepal will provide me with an opportunity to make this wish come true and that is why I choose to be a part of this movement. There still is a long way to go and a plethora of challenges yet to be faced but I will never stop working hard for achieving this dream that I have set for myself. 47

Sanju Aryal K.C. Syangja, Bheerkot

Bachelor’s in Healthcare Management , Nobel College, Pokhara University, Nepal 2021

A good education has helped me raise a voice against injustices prevailing in society. If it were not for my education I would not be here. I studied in a private school all my life and I had never been to a public school. But reading about the state of public schools in the newspaper always bothered me. I often heard that the public schools lacked resources, were understaffed, and had a high student dropout rate. I often pondered, ‘Why are public schools the way they are?’ Whenever I saw the video of children leaving school and engaging in menial jobs, I felt disheartened. When I learned about Teach For Nepal, I got to know about the huge gap that existed between public and private schools. A small change in the classroom could change the life of the students. The children in these classrooms inspired me to become a TFN Fellow. The way TFN is working to bring a change in the education system was one of the major motivations to join this movement.

Santwana Rai Letang, Bhogateny,Morang

Bachelor of Business Administration in Marketing King’s College, Kathmandu Westcliff University 2021

I grew up in Terai and spent most of my childhood swimming and fishing in a river. There was only one radio in our home, which I played from dusk till dawn. So, as a child, I desperately wanted to be a radio jockey. After SLC, I came to Kathmandu and took RJ training, and enrolled in A-Levels. When I eventually became an RJ, I started hosting children’s show. I was fascinated the moment I could reach out, listen, and talk to the children from different parts of Nepal. Almost like an epiphany, I understood that working with young minds and helping them see and develop their potential is what I enjoy the most. On the other hand, the professors in my college taught, inspired, and motivated me in such a way that it changed the way I view the world and myself. I learned that education is not just about securing a stable job; it’s also about the awareness of one’s rights. It altered many aspects of my life from my health to my social well-being and my sense of possibility. Upon finishing college, I could say with utter certitude that, ‘I want to become a teacher just like them.’ I wanted to start somewhere. And Teach For Nepal stood in conjunction with my passion for teaching and children. As a Teach For Nepal Fellow, I want to emulate the classroom I got in my college. I want to walk together with children in rural communities and show them their strength and possibility. 49

Sheela Prajapati Bhaktapur

Bachelor of Business Studies in Finance Bagiswori College, Bhaktapur Tribhuvan University, Nepal, 2021

For as long as I can remember, I wanted to do something for the children in the rural areas. The thought of becoming a lawyer did strike me as well. Over the years, I became more inclined toward doing something in the realm of rural development and education. Learning about the plight of the students in community schools in Nepal shocked me. I went to a community school myself, but my school was a lot different compared to community schools in the village. Participating in various programs for the development of rural areas as a youth leader has shaped my perception of development and education. My aim in life is to work for rural development. When I got to know about Teach For Nepal, I saw an opportunity of working in the field I was passionate about. Teaching in the community schools of rural areas. I saw an alignment with the movement and my long-term goals. At TFN, I am looking forward to a positive and supportive working environment as we are working towards a shared vision.

Shirisha Singh Maharjan Lalitpur

Bachelor of Business Studies in Finance Chinnamasta College, Lalitpur Tribhuvan University, Nepal, 2019

I would dread the idea of sitting for the mathematics exam when I was in the lower secondary level. This fear continued until I reached the tenth standard. When I was in the tenth standard, a new mathematics teacher joined the school. The way he taught and explained the concept of mathematics was different. Slowly, the concepts of mathematics started to dawn on me. By the time I appeared for my School Leaving Certificate Examination, I became confident enough to take the mathematics examination and even scored good marks. Through this growth, l learned the value of a good teacher in making a student successful. Having a good teacher early on in my life motivated me to start my career as a teacher. My journey as a teacher began while I was still doing my undergraduate studies. My long-term mission in life is to educate the kids and make a difference in their life. Teach For Nepal’s mission and vision aligns with my life’s mission. Ever since I was a high schooler, I aspired to be a TFN Fellow. Learning more about TFN’s work I was certain that I wanted to be a part of the movement in solving inequity. In the next two years as a TFN Fellow, I want to understand the nation and myself. By experiencing different environments and cultures, I want to broaden my knowledge.

Shishir Nepal Rupandehi, Bhairahawa

Master of Business Administration, Assumption University Bangkok, Thailand 2020

Once I returned home after completing my MBA from Bangkok, I was desperately looking for work as I had not worked in a very long time. Simultaneously, the Covid situation was making times even tougher. I was being told to be patient and, through connections, I would get a job sooner or later. I was reluctant about this idea and wanted to do something on my own, something more worthwhile. I wanted a job based on my merits and not through some connection or reference. Hence, I continued seeking, even though COVID was at its peak. When I began looking for NGO/INGOs, that search led me to Teach For Nepal. Once I began perusing the website, I was interested in the kind of work the organization was doing. I could connect with the vision of “One day all children in Nepal will attain an excellent education”. The fight against education inequity was an inspiring and noble pursuit. I felt at that moment that this would be a more noble and meaningful road to go down as a Fellow of Teach for Nepal.

Spandan Balayar Banlek, Doti

Bachelor of Business Administration, Apex College Nepal 2021

I was looking for something challenging after I finished my undergraduate studies. During this time, I came across a post from Teach For Nepal on social media. I began to research the Fellowship program provided by TFN. The whole idea of Fellowship seemed quite fascinating to me. The vision that TFN is working towards is challenging but it was exactly something I was looking for in my life. The very vision of the movement pushed me to apply for this Fellowship program. The Fellowship provides me the opportunity to teach students whose potential is yet to be explored. Standing in front of such students every single day, I will naturally have to be the best version of myself to provide the quality education that they deserve. The skills and competencies that I will learn as a teacher leading a group of students. Starting from setting big goals, investing in students and families, planning, execution, and reflection are the same as that of a leader, leading a group of employees in an organization. It will provide me with an amazing opportunity to sharpen my problem-solving and people management skills. I look forward to meeting my students and hearing about all the exciting stories that they bring to the classroom.

Srijana Acharya Bahundangi, Jhapa

Bachelor of Science in Medical Laboratory Technology, Dr. M. V. Shetty Institute of Allied Health Sciences, Manglore, India 2020

I have constantly revolted all my life. A mathematics teacher declared in front of the whole class that I was good for nothing and I had no business coming to school. As a kid, I was traumatized by hearing these things yet, I was determined to prove that teacher wrong. Even the people from my society persistently questioned my parents’ decision to send their daughter to a private school. Sending me to a private school was equated to giving me wings. I started school at the age of seven. Due to the age gap with my classmates I couldn’t become friends with them, so I always felt like a black sheep in a herd of goats. When I first saw Teach For Nepal’s advertisement I resonated with it. There was an image of two girls walking to school and I saw myself in that picture. From my own lived experiences, I understand the issue of education inequity. Therefore, I look forward to sharing my knowledge to bring about positive change in my students and society.

Suman Prakash Chaudhary Dumraha, Sunsari

Bachelor of Technology in Mechatronics Engineering, Quantum School of Technology, Uttarakhand, India 2018

I was a curious child, I remember bombarding my parents and teachers with questions. As a kid, I was in awe of the birds. I used to look at the effortless and dexterous flight of the birds and dreamt of becoming a pilot one day. I consider my parents to be my role models. Whatever I have achieved so far would not have been possible without their support and guidance. My parents did everything that they could to make sure that I could attain higher education. Upon completing high school, it only seemed like a normal path to pursue science for my undergraduate studies. The sheer willpower to be the first one in my family to have a college degree motivated me to get a bachelor’s degree. The Teach For Nepal Fellowship attracted me for a multitude of reasons. One reason that stood out for me was that I could contribute to the development of my nation by imparting the knowledge I have to the future generation. My goal is also to learn leadership skills, teamwork, and collaboration during these two years.

Fellows and Alumni List 2013 - 2021 2013

2015

Bhawana Shrestha Bijaya Mani Poudel Bindu Sharma Binita Subedi Dil Kumar Sijali Gayatri kc Isha Shrestha Jalan Maharjan Kabindra Manandhar Kushal Pokharel Laxmi Khatri Manoj Pahari Milan Dahal Narayan Adhikari Prabin Raj Niraula Prajwal Khadka Pushpa Raj Nepal Rabi Maharjan Rajan Maharjan Ram Ashish Chaudhary Ramesh Ghimire Rijuta Maharjan Rojee Maharjan Sabal Sharma Samden Sherpa Seetu Shakya Sunil Gautam Sushant Rijal

Aastha Bhattarai Akash Thajur Amrit Puri Anjana Pokhrel Ankush Uprety Anuva Uprety Ashish Shrestha Asmita Bhusal Basant Mote Bibek Upadhayaya Dipa Dhungana Dipesh Maharjan Gaurab Shrestha Gopal Jha Hom B Thapa Jayanti Lama Kedar Prasad Bhadari Krishna Prasad Sharma Madhavi Upadhayaya Manil Maharjan Manoj Pandey Medha Joshi Milan Kumar Sardar Thakur Niharika Mainali Nikita Thapaliya Parbati Shrestha Patikshya Bhandari Prabal Pradhan Pratik Ghimire Pratik Lamichhane Magar Pratistha Rai Pravakar Prasad Shah Preeti Shrestha Rabindra Dangol Raj Kamal Shahi Ram Keshar Thapa Ravindranath Dahal Rishika Pokhrel Roshan Dhungel Ruma Maharjan Rupsha Nakarmi Rusha Adhikari Sabin Maharjan Sajani Shrestha Sami Manandhar Sarika Shrestha Satish Kumar Sah Shailaja Kasaju Shristi Shrestha Sneha Bajracharya Suman Gyawali Sumit Kharel Suraj Karki Susham Rajbhandari Ujjwal Koirala

2014 Babita Kushwaha Bikash Deshar Drishya Gurung Eva Manandhar Jigme Sherpa Nawang Thora Sherpa Nija Maharjan Prakash Man Shrestha Prashneel Nepal Ranjit Mahato Sabina Shrestha Sagendra Man Shrestha Samiccha Dhungel Samiksha Adhikari Sanu Bhandari Shina Shrestha Shirijung Hang Rai Shiv Kandel Sumitra Shrestha

2016

2018

Aakriti Rimal Anu Karki Ashish Dangol Astha Khatri Bhawana Sharma Bibek Kapali Binita Pradhan Bipin Maharjan Bishal Neupane Dawit Gurung Deependra KC Dinesh Mehta Gaurab Raj Pandey Hari Pandey Jenisha Shakya Jyoti Gautam Kalpana Bhattarai Kalyan Adhikari Madhav Prasad Devkota Mandira Rijal Manish Jung Thapa Manita Malakar Padam Raj Awasthi Pooja Bhetwal Pratikshya Subedi Ranjana Gautam Ranjita Dhodari Ratan Prasasd Devkota Richa Neupane Sabrina Thapa Sagar Dhakal Sani Maharjan Santoosh Rai Sofia Pradhan Sonon Chaudhary Subash Parajuli Subodh Ghimire Tashi Dolma Lama Tej Prasakash Gautam

Abhiraj Wagle Alina Shrestha Ambi Rai Anil Thapa Anita Bhandari Anula Shakya Arjun Kohar Aruna Sharma Avesha Pradhan Baban Sah Bhupendra Yadav Bikash Dangal Bikash Ghimire Bina Bhattarai Chetan Tandon Desh Nyoupane Dikesh Shrestha Dipak Gautam Ganesh Paudel Gayatri Pradhan Jyoti Chettri Kamal Khatri Kanchan Shrestha Kavita Karkee Kritesh Bhatta Kshetra Thekare Kumod Sah Mahima Joshi Manisha Dumre Marshal Pokhrel Mingma K.C Mohamed Ansari Moin Uddin Nanshu Pokharel Nikhil Subedi Nirajan Ghimire Osina Uprety Pranay Shrestha Prashant Jha Prashuma Rai Pratik Upadhayaya Praveen Manandhar Rabin Adhikari Rabu Ranjit Rajendra Desar Rajendra Saud Ramesh Maharjan Rojani Tamang Rubik Joshi Sabanam Maharjan Sabina Parajuli Salina Nagarkoti Sama Dongol Samit Shakya Sangita Shrestha Santosh Lamsal Sarita Thapa Shankar Pudasaini Shristhi Koirala Sita Thapa Smriti Aryal Subarna Basnet Subhechchha Bhandari Subina Basnet Sujata Khatiwada Sunil Magar Urusha Shrestha Utsha Shrestha Vijay Singh

2017 Aayush Shrestha Amien Shakya Amita Sharma Anup Thakuri Ashrina Ranjit Arti Gurung Bidi Yolkey Rai Bishal Khaiju Dikshya Khadka Dipu Sampang Rai Durga Prasad Kandel Keshar Shrestha Khusbu Shah Kishor Subedi Labh kumar Yadav Luniva Bajracharya Mahesh Silwal Manisha Kumari Muniram Prasad Pokhrel Nisha Mahat Oohina Bhatta Prawesh Baral Priyanka Thapa Puja Khanal Puja Tripathi Robin Chaudhary Sadhana Shrestha Samiksha Pandit Sanam Shah Thakuri Sanjay Thapa Sapu Shrestha Saroj Ghimire Sonam Yangzom Sherpa Sujina Shakya Suman Ghale Suraj Timalsina Swechhya Rajbhandari Tek Bahadur Karki Ujjwal Shrestha Upasana Pau Shakya

2019

2020

Aakriti Dangol Aashish Ghimire Anish Bhujel Anish Manandhar Anjali Koirala Anup Buyo Baikuntha Raj Rijal Bhawana Paudel Bibek Kandel Bijay Sangroula Bishal Shrestha Bishwas Regmi Dhurba Mahato Dikshya Paudel Dinesh Kumar Sharma Divya Poudel Ganesh Basnet Hari Bhakta Dhital Hari Gopal Adhikari Himanshu Rai Jeni Shrestha Jyoti Timilsina Kabita Kehhari Ksheeteez Kumar Makaju Lelina Subedi Manoj Rai Milan Dahal Narayan Kafle Niraj Kumar Mishra Nirmala Gautam Nirvana Thakur Ojashwi KC Paras Shrestha Pema Lama Prakriti Joshi Prasanna Khanal Pratima Angdembe Pratima Shrestha Preeti Thapa Prerana Maharjan Puja Adhikari Pushpa Thapa Ranjana Tamang Rhitu Shrestha Rujma Thapa Magar Sabitri Thapa Sachin Bhatta Sagar Ghimire Sagar Poudel Sajan Shrestha Samikshya Shrestha Samrita Maharjan Sandesh Subedi Sandhya Adhikari Saroja Hakuduwal Shiva Chaudhary Shree Krishna Dangol Shreya Thapa Sudarshan Gautam Sudarshan Rajbhandary Suruchi Shahi Surya Nepal Sushovit Sainju Sweta Basnet Tas Bahadur Gurung Trishna Kandel Ujjwal Devkota

Abiral Niroula Alish Gurung Anish Dhakal Anju Pariyar Ashutosh Parajuli Asmita Guragain Basanti Thapa Bharati Newar Bhumi Rana Magar Bibek Shakya Bigyan Pandey Bijaya Gurung Bikal Baral Binod Ghimire Darshana Sapkota Deepak Shrestha Deepshikha Acharya Diwas Bist Elina Suwal Isha Neupane Jenisha Maharjan Jyotsana Prajapati Karishma Gubhaju Laxmi Chaudhary Manik Rajbhandari Manila Hirachan Nabin Maka Nabita Pradhan Nilam Kumari Sah Nimmi Basnet Nishant Dhungana Prashant Gnawali Pukar Shrestha Punam Gurung Radhika Karmacharya Rajat Kumar Das Ramhari Sapkota Ramnath Tiwari Rashmi Thapa Rekha Dhami Rima Maharjan Ritesh Kumar Ritu Dhaubhadel Rohini Shahi Sabina Limbu Sabina Bista Sabina Lama Sabita Mali Sadikshya Paudel Saloni Dangol Samyojeeta Acharya Sandeep Kumar Dahal Sanju Thapa Sarala Pandey Shrijana Shrestha Srijan Karki Srijana Ghimire Suprina Bajracharya Suraj Thapa Magar Sushma Aryal Sushmita Rajthala Temba Lama Utsab Poudel Yawanika Tandukar Yogesh Tiruwa

2021 Amir Tiwari Amrita Regmi Anjali Kumari Mehta Ashmita Rai Balram Khadka Bharat Dong Dibyadarsi Nepal Dipak Chaudhary Dipen Pokhrel Lalit Awasthi Manoj Chaudhary Muna Nepali Nabina Giri Pasang Sherpa Radha Krishna Nepali Raju Khadka Rashmi Lamsal Ritu Shrestha Roshan Singh Rukmini Mishra Sachina Thapa Saiba Rana Samikshya Acharya Samikshya Katwal Samita Tamang Saurav Lamichhane Sona Sahi Suhel Ratna Shakya Sundar Tamang Sunil Thapa Suroj Maharjan Sushil Singh Sushmita Shrestha

TFN Partner Schools Tulsipur Sub Metropolitan City, Dang Shree Ambeshwari Secondary School, Ambapur Shree Janajyoti Secondary School, Tuhiraniyapur Shree Nawajagaran Secondary School, Kutechaur Shree Saraswati Secondary School, Damargaon Shree Secondary School, Balapur Shree Secondary School, Bhitrisakram Shree Secondary School, Kalakhola Shree Secondary School, Pratapkot

Panchpokhari Thangpal Rural Municipality, Sindhupalchok Shree Bhim Vidhyashram Secondary School, Banskhark Shree Bhotangdevi Secondary School, Bhotang Shree Langarche Secondary School, Langarche Shree Bhotenamlang Secondary School, Bhotenamlang Shree Satkanyamati Secondary School, Gunsa

Bagmati Rural Municipality, Lalitpur Shree Janajagriti Secondary School, Ikudol Shree Janak Secondary School, Gimdi-Katuwa Shree Narayani Secondary School, Gimdi

Thori Rural Municipality, Parsa Gyan Batika Secondary School, Subarnapur Shree Secondary School, Bijaybasti

Melamchi Municipality, Sindhupalchok

Paterwa Sugauli Rural Municipality, Parsa

Shree Batase Secondary School, Batase

Nepal Rashtriya Secondary School, Nichuta 59

Sakhuwa Parsauni Rural Municipality, Parsa Shree Dipnarayan Adarsh Secondary School, Sirpur

Jira Bhawani Rural Municipality, Parsa Nepal Rashtriya Secondary School, Sedwa

Mithilabihari Municipality, Dhanusha Shree Jagrup Sah Pukar Sah Secondary School, Parshuramtalau Shree Mithila Basic School, Kachuri Shree Rashtriya Secondary School, Laliya Shree Pat Basic School, Tarapatti Shree Secondary School, Mithileshwar, Mahuwahi

Shuklagandaki Municipality, Tanahun Shree Janakalyan Secondary School, Belchautara Shree Saraswati Namuna Secondary School, Khairenitar

Myagde Rural Municipality, Tanahun Shree Ratna Secondary School, Manpang

STAFF PROFILES 61

Swastika Shrestha Co-founder, CEO, & Director of Training and Support Master in Public Affairs, Cornell University, United States of America “Imagine if the world were to suddenly collapse and the world as you know it no longer existed. Education needs you to prepare yourself for this.” - This wisdom from my father led me to spend much of my youth developing my life and leadership skills. Eventually, I had the opportunity to facilitate life and leadership development amongst youth in Nepal as well as in the US. After completing my masters from the US, I worked with UNMIN, and consulted for IUCN, WFP, and UNDP. But my passion for working with youth led me to Teach For Nepal where my current role is to nurture leaders to transform classrooms, communities, and the nation.

Vickrant Gurung Director of Programs M.B.A. (International Business) , Asian Institute of Technology, Bangkok, Thailand If the children of Nepal do not receive quality education we are endangering our future. This opportunity to work in TFN is an opportunity to work for the future of our society. I completed my MBA from AIT Thailand. I worked for corporate and education institutions both inside and outside of Nepal. But it is now that I have found a movement that I feel aligned with. I look forward to using my skills and experience to work with the youth and ensure quality education is achievable.

Pravesh Bhandari Director of School and Community Master in Development Management, Asian Institute of Management, Philippines As we are living in a world that is volatile, uncertain, complex, and ambiguous, the degree of a shift from good to bad, and development and sufferings are all within. We can see the degree of diversity from poverty to abundance, suffering to rejoice, and inclusion to exclusion within the same sphere of life. My parents have always taught me how Education broadens our vision for life and how it can be detrimental to mitigate the cause of human suffering. With more than 10 years of experience working in the development and humanitarian sectors, I have always thrived to bring changes that are just and meaningful in society. And what beautiful it can be, than to work and contribute in the Education Sector. I choose Teach For Nepal to support and inspire people towards educational attainment and social equity.

Khika Prasad Nepal Community Liaison Manager M.A. (Political Science), Tribhuvan University, Nepal I have taught at different schools since 2004 and later changed my teaching profession to enter the development field. Subsequently, I’ve worked at various organizations working in the development field for more than 12 years. I completed my Masters of Sociology from Tribhuvan University. Teach For Nepal is the best platform for me to work in my community through the Municipal Leads and Fellows. As a Community Liaison Manager, I work closely with Fellows, Municipal leads and the community. I feel accomplished when I see Fellows working so hard in the schools and community and bringing a real change.

Amir Joshi Communications Manager M.Sc. Journalism and Mass Communication, Iowa State University, United States of America Seven years ago, when I saw a teacher attend 25 students belonging to five different classrooms at the same time, I wondered how I could change the scenario. After my Masters abroad, I packed my bags and came home looking to see how I could make a difference. Supporting Teach For Nepal to “end education inequity in Nepal ‘’ as the Communication Manager, I am finding the answers one Fellow at a time.

Lochan Paudel Administrative, Logistics, and Compliance Manager M.A. (Sociology), Tri-Chandra Campus, Tribhuvan University, Nepal I’ve always had an interest in anything related to “service” – that led me to join Anuvuti as a Service Learning Program Coordinator. I have the experience of working with more than 4000 youth while I worked with Anuvuti. While I was doing my Bachelor’s in Education, I became aware of the public education system and society in Nepal. After that, I completed my Masters in Sociology. Both of these educational experiences led me to join Teach For Nepal, and work for ending educational inequity in Nepal. As an Admin and Logistics Manager, I look after the office management, coordinate logistics, support in finance and manage events.

Ram Keshar Thapa Head of Recruitment & Selection B.Tech. (BioTechnology, Genetic Engineering), KL University, India I have always believed that no child should face inequity just because they could not get a proper education and that was the reason I joined Teach For Nepal Fellowship. Today, as a head of Recruitment and Selection, I am making sure that my work as a Fellow will be carried on by passionate youths and young professionals who believe that all children in Nepal should attain an excellent education.

Jayanti Lama Head of Training M.A. (Major English), Patan Multiple Campus, Tribhuvan University, Nepal Having taught children for seven years, I realized the change was only possible by working with the little hearts and minds which drove me to apply for Fellowship and work in the remote part of Lalitpur for two years. The Fellowship journey helped me to know about my own culture and traditions at a deeper level. Being there, I came to know the true essence of life and how each person can help another to aspire even more. The passion for working with kids led me to my current position where I am supporting Fellows and reaching out to hundreds of children by helping them dream big. I believe the greatest power we have is the power to choose. So, I chose to work on this movement to end education inequity in Nepal being even more responsible and committed.

Pratik Ghimire Training and Impact Manager- Maths B.E. (Electronic and Communication), Kathmandu Engineering College, Tribhuvan University, Nepal I come from an average family of Janakpur. All of my childhood and school years pushed me to believe that education is the light of hope; the light that has the power to shape an entire generation, and that is why I applied for the Fellowship. The passion for working with kids led me to my current position where I am supporting Fellows and reaching out to hundreds of children by helping them dream big. I believe the greatest power we have is the power to choose. So, I chose to work on this movement to end education inequity in Nepal being even more responsible and committed.

Ruma Maharjan Events Manager B.A. (Social Work, Psychology), GoldenGate International College, Tribhuvan University, Nepal It was during the two years of my Fellowship that I realized the change we always talk about - the change that our country needs is possible. I was convinced that this can happen with equity in education. All forms of inequities and biases can be resolved only when every kid attains a quality education that enables them to reach their potential despite their backgrounds. I strongly believe in this and therefore I joined the TFN staff team soon after graduating as a Fellow. My previous experience as a recruiter and now as an Events Manager gives me sheer joy knowing that I play an important part in this movement of equity.

Madhav Prasad Devkota Leadership Development Manager, Dang Masters in Public Administration, Tribhuvan University Masters in Sociology, Tribhuvan University, Nepal As a TFN Fellow, I wasn’t just teaching Science to my students; I wanted them to learn many other things like personal hygiene, community’s sanitation, and balanced diet, among others. And as a Leadership Development Manager, I have become a role model, a source of inspiration to the Fellows and help guide our Fellows which would help them face all the challenges in their Fellowship.

Anuja Koirala Alumni Impact Manager Master in Development Management, Asian Institute of Management, Philippines In March 2017 I visited a couple of public schools in rural Nepal where two of my friends were teaching as Teach For Nepal Fellows. In my interaction with their students from grade 9 and 10, I asked the class who they want to be in life. “I want to be a driver,” said all the boys. “I want to be a nurse,’’ said some girls. Their limited aspirations took me by surprise. That day I better understood the significant need of empowering such young minds and hearts so that they could see higher possibilities in life. Today, as an Alumni Impact Manager, I am supporting Teach For Nepal in its mission to end education inequity in Nepal, particularly by supporting its Alumni in strengthening and scaling the impact of their continued journey of transforming classrooms, schools, communities and the nation.

Kalyan Adhikari Impact Evaluation Manager B.Sc. (Applied Science), University of Wisconsin- Stout, U.S.A I want to seek satisfaction in life by exploring new challenges and working with my people. I’ve had success in my field of study but now I want to share my learnings and experiences. I want to do something for my people while I still have such zeal, motivation, and time. My friends and my family did not like my idea about coming back from the US. I want to prove to them that I’m not joining TFN because of frustration but because of my true passion for this movement towards ending our national educational injustice. I’m sure that this team of optimistic minds will help us realize our dreams and find happiness in this journey.

Ava Parajuli Human Resources and Development Manager MBA- Human Resources, Visvesvaraya Technological University, Karnataka When I saw I could direct my skills and experience to frame the dynamism of so many young minds, there was no second thought. As the HR and OD Manager I am determined to facilitate a more enabling atmosphere at Teach For Nepal. I bring in the required expertise mainly from my experiences in different international organizations and a master’s degree specializing in Human Resources Management.”

Kishor Subedi Community Affairs Manager MBA, Pokhara University, Nepal Coming from a middle-class family, I have witnessed multiple social injustices within my community. Result of which I went on a political journey to end this injustice. Not finding a clear answer to my queries, I decided to join Teach For Nepal with lots of doubts in mind and a clear understanding that society cannot progress further unless the people are educated and conscious. Considering all of these personal experiences as my asset, I decided to join the staff team as a Community Affairs Coordinator.

Sadhana Shrestha Selection Coordinator M.Sc. Finance and Economics, Rhine-Waal, University of Applied Sciences Germany After completing my Master’s Degree from Germany, I decided to move back with a dream of doing something purposeful in my own country. I joined Teach For Nepal knowing how impactfully it has been working towards ending the education inequity in Nepal. It gives me great satisfaction to know that the work I am doing and the energy that I have invested will make a difference. As a Selection Coordinator, I am determined to select those best-fit candidates who are passionate about making an impact in the classroom as well as in the community.

Sulochana K.C. Recruitment Coordinator MBA, Ace Institute of Management, Nepal I always look forward to working with inspiring people. Especially, I gravitate towards the people who try to make a difference in the realm of education and push me to enhance my capabilities. Having worked in the education sector as a teacher and in various other capacities, I have been able to understand that education should not be a privilege but the right of every human being. As a Recruitment Coordinator at Teach For Nepal, my role would be in finding the right person to do the right job.

Saurav Regmi Recruitment Coordinator MBA, Bangalore University, Bangalore I always dreamt of being a cricketer and playing for Nepal. But being a business student and given my MBA from India, I gravitated towards business and networking and started my career on mintbook.com in India as a Business Development Manager. But I felt rather incomplete. I yearned to learn more and I wanted to do something different. I came back to Nepal and worked as an educator associating with different private and public institutions. Working as an educator for more than 7 years, I see education in Nepal as a two-part problem. First, we have limited resources for quality educators. And, for those who are qualified, we have limited processes set up for them to succeed in their mission. So, I joined Teach For Nepal as a recruiter to set up a network to get a steady flow of quality educators and then to mobilize them by instilling the values both I and Teach For Nepal strive for.

Robin Chaudhary Leadership Development Coordinator, Parsa Bachelor’s of Medical Lab Technology, Sharda University, India I come from a family that preferred government jobs as a dream job one should pursue in life. While doing my Bachelor’s in medical laboratory technology, I got an opportunity to volunteer for the Urban Health Care and Training Center which helped me get hands-on experience at the grass-root level and that indeed brought big notable changes in me. After my graduation, I worked as a Teach For Nepal Fellow for two years which gave me a clear picture of what education inequity and social injustice looked like in real life. Now joining the TFN staff team as a Leadership Development Coordinator, I want to surpass all my energy and experiences to all the new Fellows and strengthen the belief that one day we are going to end the education inequity in Nepal.

Sujina Shakya Leadership Development Coordinator, Lalitpur & Tanahun Bachelor’s of Business Administration, Atlantic International College I started as an average student who often felt challenged in school. Today I am proud that I am the first in my family to complete the degree and turn as a Fellow who touched so many lives which helped them to turn their fate despite their harsh reality of living in the village! As a Leadership Development Coordinator, I want to continue this journey by reaching out to more classrooms and children in the coming days collaborating with the new Fellows.

Alina Shrestha Leadership Development Coordinator, Marshyandi, Lamjung Bachelor of Science in Chemistry, Amrit Science Campus (ASCOL), Tribhuvan University, Nepal Born and raised in the rural part of Gorkha, I experienced struggles and hardships during my early childhood. My parents could hardly afford quality education for me and my two brothers. Also, government schools those days were not equipped to cater to our needs. Soon after completing schooling, I moved to Kathmandu in order to pursue my higher education. During my Fellowship, I have learned about our education system and the reasons why our schools are mostly ill-equipped to serve the basic education needs of students. I thus want to use the resources and learning and my experience from the community to better the lives of people. During my period as a Leadership Development Coordinator, I would share all of my experience and learn to support Fellows in every way possible in their journey.

Swechha Pokharel Finance Coordinator ACCA Affiliate Having received continuous guidance and support from some of the most brilliant teachers and mentors, I have experienced that a teacher’s imprint on a student is not just limited to the precinct of a classroom or a few exam papers. My teachers have been my guiding light who have helped me navigate my personal and professional life with greater self-esteem and dignity. Many times, I simply emulated their qualities out of sheer admiration and in doing so, I know I have become a better person than I would have been without their presence. Their trust in my ability grounded me with the solid foundation of acceptance and perseverance. Joining TFN after becoming an ACCA Affiliate has further extended this feeling of gratitude as I witness many outstanding Fellows sacrifice their comfort while they venture into this challenging yet rewarding journey with a sense of urgency to remove education inequity.

Kritesh Bhatta Leadership Development Coordinator, Dhanusha Bachelor’s of Business Administration, Hindustan College of Arts & Science, University of Madras, Chennai I believe that empowered and motivated youths in the nation can give much more back to the community they serve. Thus being that one catalyst to empower young minds and support them to acquire that knowledge necessary for them to be driven by vision. As a Teach For Nepal Fellow, I served in Parsa district. I taught English to around 280 secondary level students. My leadership skills evolved as I established and helped them sustain multiple student clubs in the school where I focused more on student leadership and also refined my leadership skills as well. My work in education should not only be confined to Fellowship thus I decided to continue with the alumni movement by joining TFN as a Leadership Development Coordinator.

Samit Shakya Content Lead- Science B.Sc.CSIT, Nagarjuna College of Information Technology Tribhuvan University I identify myself as an Artist. During my Fellowship days, I incorporated arts with science. My students felt connected with my way of teaching. Science helped my students in developing their academic skills and leadership skills. My passion helped me and my students to grow. This experience showed me the power of passion. As a STEM content lead I want to help youths to incorporate their passion with teaching to contribute for the children of Nepal.

Mamata Pariyar Executive Associate to CEO Bachelor of Social Work, St. Xavier’s College, Tribhuvan University, Nepal Education has given a complete U-turn to my life in the most positive way. Had education not been a part of my life, I may have had an early marriage, been living a kind of dependent life or turned out to be a low paid labor worker. Having met the most supportive guardians who prioritized education to be the number one priority in my life, I have become a person with choices today. I am fortunate to be part of TFN whose vision is to end educational inequality. As an executive associate to CEO, my role is to assist Ms. Swastika Shrestha. Working closely with one of the authentic women leaders of the country, everyday has been a new learning and positive shift in my perspective towards leadership and beyond.

Prabhas Pokharel Communications Coordinator Bachelor in Media Studies, Kathmandu University School of Arts. Both my parents have been educators for the past three decades. I grew up around teachers and researchers so I had a proclivity towards education for as long as I can remember. I have always considered education to be one of the noblest pursuits. I was aware of the work that Teach For Nepal Fellows were doing ever since I was in college. The values of the organization aligned with my values and ethics. So when I saw an opportunity to work with Teach For Nepal, I was delighted.

Sirjana Dhital Admin Assistant I was born in the village of Chatredeurali in Dhading. There are 12 members in my family - my parents, and my nine siblings. About 12-years ago, I moved to Kathmandu to be closer to my brothers, who were living here. I’ve been working at Teach For Nepal since it started. I don’t understand everything about this movement, but I think it’s really good to see young people going to teach in rural government schools. Only the boys in my own family got to attend school. I believe all children should get the opportunity to learn and have a bright future.

Amir Khokhali Shrestha Admin Assistant When I was attending my last three years at school where TFN Fellows were teaching me, I never thought I would be working for the very organization then. Hadn’t it been the motivation from them, I wouldn’t have dreamed about living in Kathmandu or studying here itself. Once I am done with my studies, I would love to change the perspective of people in my community that even kids from villages, if given an opportunity, can turn challenges into an opportunity. I was studious and active in both school clubs and other extracurricular activities. Because of this active engagement, I got a fellowship at Samanata Foundation for my high school where I got to study science as my major in Pentagon International College. I am currently pursuing a computer application in Janamaitri Multiple College. While doing my undergraduate, I decided to join TFN to assist, learn and most importantly get involved with a community of people actively working towards the mission to make all children in Nepal get an excellent education.

Global Network Afghanistan Teach For Afghanistan 2017 Argentina Enseñá por Argentina 2009 Armenia Teach For Armenia 2013 Australia Teach For Australia 2009 Austria Teach For Austria 2011 Bangladesh Teach For Bangladesh 2012 Belgium Teach For Belgium 2013 Bolivia Enseña por Bolivia 2020 Brazil Ensina Brasil 2016 Bulgaria Teach For Bulgaria 2010 Cambodia Teach For Cambodia 2017 Chile Enseña Chile 2007 China Teach For China 2010 Colombia Enseña por Colombia 2010 Denmark Teach First Danmark 2015 Ecuador Enseña Ecuador 2013 Estonia Noored Kooli (Youth to School) 2006 Ethiopia Teach For Ethiopia 2021 France Le Choix de l’école 2015 Germany Teach First Deutschland 2008 Ghana Lead For Ghana 2016 Haiti Anseye Pou Ayiti 2015 India Teach For India 2007 Israel Teach First Israel 2010 Italy Teach For Italy 2019 Japan Teach For Japan 2012 Kenya Teach For Kenya 2020 Latvia Iespējamā Misija (Mission Possible) 2008 Lebanon Teach For Lebanon 2008 Liberia Teach For Liberia 2019 Lithuania Renkuosi Mokyti! (Let’s Teach!) 2012 Malaysia Teach For Malaysia 2011 Méxìco Enseña por Méxìco 2013 Morocco Teach For Morocco 2019 Nepal Teach For Nepal 2012 New Zealand Ako Mātātupu: Teach First NZ 2012 Nigeria Teach For Nigeria 2017

Pakistan Teach For Pakistan 2018 Panama Enseña por Panamá 2015 Paraguay Enseña por Paraguay 2019 Peru Enseña Perú 2010 The Philippines Teach for the Philippines 2012 Portugal Teach For Portugal 2019 Qatar Teach For Qatar 2013 Romania Teach For Romania 2014 Senegal Teach For Senegal 2021 Sierra Leone Teach For Sierra Leone 2020 Slovakia Teach For Slovakia 2014 South Africa Teach The Nation 2020 Spain Empieza por Educar 2011 Sweden Teach For Sweden 2013 Tanzania Teach For Tanzania 2019 Thailand Teach For Thailand 2013 Uganda Teach for Uganda 2017 Ukraine Teach For Ukraine 2017 United Kingdom Teach First 2001 United States Teach For America 1990 Uruguay Enseña Uruguay 2014 Vietnam Teach For Vietnam 2017 Zimbabwe Teach for Zimbabwe 2020

TFN Partners Program Partners Government of Nepal Ministry of Education, Science and Technology Center for Education and Human Resources Development

Government of Nepal Ministry of Education, Science and Technology

Local Governemnt Partners

Panchpokhari Thangpal Rural Municipality Sindhupalchok

Melamchi Municipality, Sindhupalchok

Bagmati Rural Municipality, Lalitpur

Tulsipur Sub-Metropolitan City, Dang

Mithila Bihari Municipality, Dhanusha

Myagde Rural Municipality, Tanahun

Shuklagandaki Urban Municipality, Tanahun

Thori Rural Municipality, Parsa

Paterwa Sugauli Rural Municipality, Parsa

Sahuwa Parsauni Rural Municipality, Parsa

Supporters

In Kind Support