SQC : Transforming good to smart Sikshya Ghimire( Sambhawana SQC)

SQC : Transforming good to smart

Sikshya Ghimire( Sambhawana SQC)

Sudesha School ,Lalitpur

          Good students were asked everywhere in the past few decades ago. Coming into this century made people ask for smart people. This is upto us whether we are mend to be good or smart. Personally, what I feel is that the truth is smarter people are more accountable that the good ones. For instance, SQC is the only movement that can turn us to a smarter person.

          SQC, Students’ Quality Circle, is the most powerful way for transforming into smart. People may ask for the reasons. In the SQC, we are taught to find our problems by brainstorming ourselves, find main one, find the causes by various charts, diagram and solve such problems. Therefore, SQC marks person self-dependent too.

          Personally, my experience as a member of SQC is amazing. I feel choosing SQC is the best decision of mine. We have come to know about the problems we cause regularly either by knowing or unknowingly. I have gone to four conventions (two National and Two Hubs). I came to find that members of SQC are far smarter than others. I also felt that some sort of smartness has come into me. Case study presentation, various competitions and flourishing our talents is the major objective of SQC. Moreover, students of SQC and other are equally good but eventually; good has to be transformed into smart.

          Moreover, I would like to suggest all my juniors to be a part of SQC.  You have got wonderful opportunity. If you don’t grab the opportunity now, you will miss the opportunity to learn. Life is all about learning and transformation. I wish SQC would be introduced before in our school. Nevertheless we have got our wonderful facilitator and Master trainer Narayan sir who has dedicated all his efforts to make SQC happen in the school. He is the pioneer of SQC in our school. he introduced curriculum in lower secondary and CCA in secondary level. If I would have got chance to go through Curriculum I would have got some more time to learn. “As you sow, so you reap” is the best proverb for this. If you start your foundation with SQC, you are going to be one of such smart students. This is the chance, grab it. “Together, we can.”

SQC

SQC ‘Students Quality Circle’

                                                                                                                       Rachana Adhikari( Sambhawana SQC)

SEE 2074

SQC is a circle of quality students which helps students to be a total quality people through developing pro social behaviours, specially making all students involved in SQC activities good as well as smart. Dr. Jagdish Gandhi started the Students’ Quality Control Circles (SQCC’s) in education, an idea that he generated from Kaizen philosophy and Total Quality Management (TQM) concept of industries during his visit to Japan. In Nepal, Prof. Dinesh Chapagain in Himalaya Vidya Mandir, Kathmandu, initiated Student’s Quality Circles in 1999. Till now, more than 8,000 Nepali students are the members of SQC.

            SQC helps student to be smart, good leader and communicator. It helps in developing leadership skill, analysis skill and communication skill in the student. It enables students to learn problem solving techniques. SQC provides opportunities which are not included in text book or curriculum. SQC is the place where student can explore themselves and their problems. In SQC, students always work for themselves. They openly share about their own problems, discuss about the causes and root causes.

            SQC held convention yearly which is divided into many phases (i.e. Opening Ceremony, panel discussion, paralleled session, case study presentation and closing ceremony). Case study presentation is the major event of convention senior master trainers and facilitators motivate and give necessary feedback to the students as the commentator. There is Deming cycle or PDCA cycle when Plan refers to plan ahead for change, an analyze whereas do refers for executing the plan taking small steps in controlled circumstances and check refers to check or study results and act refers to take action to standardize or improve the process.

            Hence, SQC is a platform for even those students who are not excellent in their academic career. In today’s world where the people are fighting in for the solutions of their problem, acquiring skill of healing and peaceful problem solving is very essential in today’s world that is taught through SQC.

Name : Rachana Adhikari( Sambhawana SQC)

Class : 9

Pareto Chart

            The Pareto chart is based on the principle named after an Italian economist Vilferdo Pareto who observed that 80% of land in Italy in the early 1900’s was owned by 20% of the population. A Pareto is a bar graph. The lengths of the bars represent frequency or cost(time or money) and are arranged with longest bars on the left and shortest to the right. In this way, the chart was visually depicts which situation are more significant.

·         When using Pareto chart :

Ø  When analyzing data about the frequency of problems or causes in a process.

Ø  When there are many problems or causes and you want to focus on the most significant.

Ø  When analyzing broad causes by looking at their specific components/

Ø  When communicating with others about your data.

·         Pareto chart procedure :

Ø  Decide what categories you will use to group items.

Ø  Decide what measurement is appropriate. Common measurement are frequency, quantity,cost and time.

Ø  Decide what period of time the Pareto chart will cover one workcycle? One full fay? A week?

Ø  Collect the data, recording the category each time.

Ø  Subtotal the measurements for each category.

Ø  Determine the appropriate scale for the measurement you have collected. The maximum value will be the largest subtotal from steps. Mark scale on the left side of chart.

Ø  Construct and label bars for each category. Place the tallest at the far left, then the next tallest to its right and soon. If there are many categories with small measurements, they can be grouped as “others”.

Ø  Calculate the percentage for each category, the subtotals for the category divided by the total for all percentage. Draw right vertical axes and label it with percentages. Be sure the two scales match. For example, the left measurement that corresponds to one-half should be exactly opposite 50% on the right side.

Ø  Calculate and draw cumulative sum: Add the subtotals for the first and second categories, and place a dot above the second bar, indicating that sum. To that sum add the subtotal for the third category and place dot above the third bar for the new sum. Continue the process for all the bars. Connect the dots, starting at the top of the first bar. The last dot should reach 100 percent on the right scale.

Collected from Google

Collected by: Sony Maharjan( Team Samarpan, SEE graduate 2073)

                                        Liza Lama winner In Pabson Singing star Regin Lalitpur

Why SQC?

                                                                                         Samarpan SQC group, The Sudesha School

The Students’ quality circle (SQC) is the new approach in the student’s circle. We the students of The Sudesha School also started SQC in our school from 2072 B.S. We had limited knowledge on this approach. Nobody was to help us. Our principal was very much interested in this approach. So with the help of Quest Nepal we attended the Hub convention organized in LA hub. This was our landmark in the field of SQC. Without much knowledge on it we dared to take part in case study presentation. Our presentation was very weak. We were lacking several tools and approaches. The master trainer gave us valuable feedbacks, thanks to Mr. Nirajan Adhikari sir, Singe Lama sir and Sarita Dewan Mam. Then we went to national convention in Butwal with help from Mr. Roshan Thapa. These people have valuable contribution on us to develop our approach towards SQC.

This year has been amazing year. We have got direct support from our respected facilitator Narayan Sapkota. His zeal towards SQC is amazing. After he was trained he has helped us in every way possible. The SQC has become part of our life. We have developed so much positive aspects on us. We have developed our positive attitude on us. We have developed wider dimensions on the problem solving.

Following are the benefits we have got through SQC practice

i.                    We have become independent our self

ii.                  We have developed problem solving attitude

iii.                We have started thinking critically on any issues

iv.                We have learnt the lesson of dedication and hard work

v.                  We have learnt the  QC tools for research

vi.                We have learnt the computer technologies through SQC

vii.              We have developed our confidence level

viii.            We have developed our presentation skills.

So SQC has given us a good platform to grow and blossom ourselves. We have known and understood that opportunities come once on us in life we have to grab it. We know last but never the least it’s never too late. The only thing we regret is that we got to practice SQC late in our schools but will be used wider in other dimensions of life. We know SQC is journey not destiny.

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Teaching science in school level: Possibilities and Perspectives

                                                                                 Narayan Sapkota

Science is heart of all subjects. The massive discoveries in the field of science has shrinked world into a small ball. The world has been a global village. Even the activities done in one polar to other polar regions can be live telecasted. 

        Though the science reached in apex in 19^th and 20^th century, in Nepal history of science is in neo stage. Until the panchayat regime the nationalist education policy had kept science as an elective subject in secondary level. After the re instalment of democracy in 2046 from 2048 only Nepal introduced the science as hard core subject in national curriculum.

Now according to the education planning commission of 2055 B.S. The science has been designed to teach as stratified level. The basic level, primary level and secondary level science has level wise objectives. The overall objectives of teaching science in school level can be inumerated in four categories viz; to develop the scientific concept, to develop the life skills to use and handle the scientific tools and overall development of scientific attitude.

          The basic level science is also called introductory level science. In this level the students will be able to simply get introduced bout the fundamentals of science. In this level students will develop their positive attitude towards the scientific world. Basic level science develops the scientific attitude among the students whereas secondary science provides the basic skills of use and handling of materials around us.

Problems of teaching science in school level

Teaching science in school level is not an easy task. There are lots of circumstances that we have to cope with. First and foremost it the elementary level of study and we have to be extra visional. Some of the problems can be listed as follows:

1.      Lack of competent man power: Teaching has never been an attractive profession in Nepal. The man power who is in awaiting for other jobs have been appearing in teaching field as an intermediate pass time. So definitely in science also there is problem. There aren’t qualified man power. Science academics are opportunists. Teaching has been waiting place. If we ask anyone of the science students definitely teaching is last options so the man power who did not get excel in other fields have chosen this occupation so there are hardly good and competent teachers.

2.      Lack of resources: In context of Nepal there are hardly minimal resources in science. In most of the schools there are not any laboratories. The science lab has been squeezed in a locker or a small dark room. So science without the practical, what can we expect.

3.      Reluctant administration: The school management has been pessimistic for the investment in science in school level no doubt science is an expensive subject. The tools and techniques are very expensive. Their handling is another challenge. So management are never comfortable to invest. So science has been mare theoretical rather than practical.

4.      Grade teaching: Grade teaching provides intensive care of the students. It has so many benefits but this is the one of the causes of lackluster in science. A single teacher cannot teach the all the subjects with accuracy and with full potential. If the teacher is of science background than it is all right but from other subjects we can’t imagine so science has met accident.

5.      Time relevant curriculum: There isn’t the time relevant curriculum. The curriculum that was taught 50 years back is still being taught so this has not met with the need of time. The old curriculum should be updated.

           Future perspectives and solutions:

1.      Adequate resources: the resources are to be made adequate. The classes should be equipped with user friendly furniture, there should be sufficient materials and space in practical laboratories. Only   then the classes and teaching learning process will go effectively. The facilitator should also design activities according to the local environment and easily accessible resources. One should go for no cost ,low cost and only to high cost.

2.      Grade teaching should be replaced by level teaching: This method is based on the level wise subject expect to teach. Instead of grade teaching if we look for the subject wise teaching then students will get subject. Though grade teaching is not in higher classes it should also be removed from basic level. Only then base of students will be good and excel in higher classes.

3.      Updated curriculum: the curriculum should be updated frequently and in need base. The school teacher can develop their own curriculum in need base. That will help to manage resources and after all teaching learning process will be effectively.

4.      Science friendly administration: if we get the science friendly admin it is widely easier to work with. If the administration has studied science that is very nice otherwise faculty has be able to convince the  administration.

So , science has brightest future ,it is mother of all the disciplines . Let’s make it better.