Friday, March 16, 2018
Thursday, March 1, 2018
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.
article
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
19th and 20th 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.
Saturday, August 1, 2015
सम्झनाको तरेलीमा
नारायण सापकोटा
s.l.c २०५९
माघको महिना तराइको धुम्म परेको मौसम साझ पर्ने आटेको बेलामा बाख्रा खेदेर
घरमा जाने तरखरमा थिए एक्कासी मेरी बाल साखा लक्ष्मी कुदेर आइपुगिन। तराइको धन काटे पछि को घुल्ला फाँटमा। उनको स्वास बढेर आइरहेको थियो। उनि मलाइ केहि
भन्न खोज्दै थिइन्। एकछिन पछी उनले त्यो
खबर बताइन- मेरो पोखरा बाट एउटा चिठी आएको छ
भनेर । उनले त्यो पनि भनिन कि म
गण्डकी बोर्डडिंग स्कूलमा पास भए भनेर। एकछिन आफै पत्ताईन् होइन होला भन्ने मात्रै पर्यो। त्यो खबर झुटो
होला भनेर। मेरो त्यो बाल सुलाभ मनमा के
खेल्यो अहिले ठयाक्कै भन्न त म
सक्दिन तर मलाई तेसै तेसै कुदेर घरमा जानु मन लाग्यो। बाख्रा लक्ष्मी लाइ खेद्न
लगाएर म घर तिर टाप कसे। मेरो घरमा एक
किसिम को बेग्लै माहोल थियो मान्छे जम्मा भैसकेका थिए। सबैले मलाई बधाई दिन थाले ।
म त खुसि भए कि अलमल भए केहि भन्नि सक्दिन।
सबैले मलाई हेर्ने नजर फेरिएको । एक सानो
परिचय बिहिन बालक आज सबैको नजर को पात्र
हुनुको गर्ब तेसका बाजे हासो उठेर आउछ अहिले। तेस्पछि मेरो ठुल्दाजु ले भोलि नै पोखरा जाने कुरो गर्नु
भो। एक पटक सबैलाई सम्झे मेरा बाल सखा लक्ष्मी, शिव। हो म उनीहरुलाई छोडेर जादै छु। म उनि हरुसंग
इट्टा को गाडी खेल्न पाउने छैन, नहर मा गएर पौडी खेल्न पाउने छैन .....हो म पराइ
ठाउमा जादै छु। तर फेरी मन बुझाए जस्तो लाग्छ।
बिहानै
बुटवल हुदै पोखरा जाने कुरो लगभग पक्का भो। रात भरि निद्रा लागेन। सबै कुरा सम्झिए ....बिहानै उठियो पनि तयार भएर
जाना लागियो । तेही बेला मा मेरी ठुली आमाले रु. २० दिनु भो बाबु बिस्कुट खायेस
भनेर।
रात भरि को नाइट बसको यात्रा , बिहानै पोखरा पुगियो। ओह हो पोखरा कति राम्रो
माछापुच्छ्रे आइना जस्तै तर तेस्का बजे जाडो त के भन्नु र खै। एउटा होटेल मा खान
खै ओरि हामि एउटा ठुलो गेट भएको ठाउमा
आइपुग्यौ। स्कूल मा दाजुले कके के गर्नु
भो सायद मेरो चासो परेन या मैले बुजिन। १० बजे अली अली नबुजिने आवाज भएको दुब्लो
दुब्लो मान्छे संग कुरा भो। पछि थाहा भो उहा त दयाराम सर पो हुनुहुदो रहेछ। सबै प्रक्रिया पुरा गरि एक महिना पछि स्कूल लाग्ने भनेर घर फर्कियो मा ध्र्रै खुसि भए किनकि
१ महिना भित्र मा फेरी ईट्टा को गाडी खेल्ने छु साथि भाइ संग मज्जाले नहर मा पौडी
खेल्ने छु।
एक महिना तेत्तिकै बित्यो। २०५२ साल फागुन ३ गते पोखरा को लागी लागियो। स्कूल मा
पुगेर ओफ्फिस बाट सबै समान बुजियो र होस्टेल को बास। आमा को काख बाट ९ वर्षकै उमेर
मा रात बिताउनु को पिडा। हिमाल चुली होस्टेल को ड्रोमैत्री १ को झ्याल निर को बुंक
बेड को माथि ...
सुरुमै भेट भए मेरो जन्म थलो आर्घखाचिका साथी सुरेन्द्र आचार्य जसलाई हामि पछि
भैरुस भनेर जिस्काउथियौ। तेसै गरि गुल्मी
का साथी सुशील खरेल मेरा मिल्ने साथि भए। कारण सुरेन्द्र अर्को सेक्सन। पहिलो दिन बेलुकी को खाना खाने बेलामा अच्चम को
घटना भो। त्यो दिन सायद सोमबार थियो र डाइनिंग हलमा खाना को बेला मासु रहेछ म मासु
खान थाल थाप्दै थिए एक्कासी बामदेव सरले भैसीको मासु खान्छ भन्दा मैले एक्कासी थाल
हटाउदा मामाले दिन लागेको मासु भुइमा खसो ...सायद लम्बु ममा होला।
आर्को दिन स्कूल जाने दिन बिहानै खान खाइ ओरि ड्रेस लगाउने बेला मा टाई लगाउन नजानेर
तेस्का बाजे। आफुले चिनेका सुरेन्द्र र
सुशील तेसमाथि म जस्ता ल्वाठ। बडो फसाद
पर्यो धन्न हाम्रा होस्टेल गुरु गणेश सरले
बनाइँदिनु भो।
स्कूल गएपछि आर्को चटक मैच्यांग गुरु आमा आउनु भो नेपाली मा सबै भनेर जानु भो ,तेस्पछि
दिल शोभा मम्यम इन्लिश मा मकै भुटे जस्तै
पट्ट. आफ्नो १२ बाजी हाल्यो नि। केहि बुजिन। ओह हो कस्तो ठाउमा आए भनेर आफैलाई
ताजुब लागो रुन मन पो लाग्यो। मैले अरुले
जस्तो कसरि होला बुज्ने? गाउ मा जाने पल्टेको म तेहा कुहिरोको काग पो भैयो।
इन्ग्लिश न जान्नेलाई छुट्टै क्लास को बेबस्था हुने भो। माया ठकुरी म्याम न
भएको भए मेरो हालत के हुने थियो ? उहाको माया र सिकाईले फर्स्ट टर्मिनल मा फर्स्ट
डीभिजन मा पास भैयो। तेस पछाडी मलाइ फर्केर हेर्नु परेन। पछि पछि म त जान्ने मा पो गनिन पुगे। रमाइलो लाग्दै
गयो। निरन्तर पढ्दै गए। केहि गर्न सक्छु जस्तो लाग्यो। साथि भाइ चिनियो। सहयोग पाइदै गइयो। मैचंग म्याम को लाइफमा ठुलो हात छ। पहिलो दिन
देखि नै हौसला न भएको भए सायद मात्र सायद मा यो ठाउमा आउथे होला ??????????उहा का
प्रेरक गीत कथा आदि आज सम्झेर मुसुक्क हास्न पाउदा आनन्द हुन्छ। उहा र चंद्रकात सरले
गर्दा जानी न जानी कबिता लेख्ने भएको छु। उहाको
प्रेरणाले ४ क्लास मा लेखेको कविता अझै याद आउछ –
घर तिर जादा हेर हरियाली बन
छहारीमा बस्दा खेरि खुसि हुन्छ मन\\\\\\\
पार्वती म्याम क अमरका कथा सुनेर आफुपनि तेस्तै बहादुर र ज्ञानी बनु जस्तो
लाग्थ्यो। ति कथा कसरि भुल्न सकूँ ला र ? उहाले सिकाएको आर्को गीत याद आउछ –
green green green ......
green all around...
गण्डकी का सम्झना कति हो कत्ति छन् बयान गरि साध्य छैन ...म पुरानो भएहोला तर
सम्झना ताजै छ मन मा। स्टुडि आओरको सम्झंना। साथीभाई संग का रमाइला पल। मोजाको बलको क्रीकेट। बनक ब्याट को
क्रिकेट।
आज गण्डकी बाट टाढा भएपनी ति सम्झनाले कहिले टाढा बन्न दिदो रहेनछ, गण्डकीको ५० बर्ष पुगेको खबरले त
आझै गर्बले छाती फुलेर आउछ। सबैलाई मेरो
स्कूल भनेर भन्न पाउदा सिर ऊचो हुन्छ।
आफ्नो कार्य क्षेत्र मा सफल हुदा मेरो गण्डकी को कारणले भन्न पाउदा जति आनन्द
अरु मा हुदो रहेन छ। आज गण्डकी बाट भौतिक
रुपमा बिदा भएको १२ वर्ष पुग्यो। तेस्पछी कति ठाउँमा पढीयो तर मेरो भन्न आउदै आउदैन। म
जहाँ भए पनि मेरो सफलतामा गण्डकी छ मेरो नशा नशा मा गण्डकी छ रही रहने छ। प्रमोद खरेलले गाए जस्तै
म छु यहा धेरै टाढा मेरो मन छ पोखरामा ......
ईति
My visit to Lumbini
1. Introduction
Educational tour is the best way to get
knowledge about anything. To get knowledge about historical, religious and
natural importance of Lumibini our school organized a four days long
educational tour from 25th-28th of Kartik 2071. We
students of grade 9 and 10 including teachers headed towards Lumbini which lies
at the distance of 227 km away from Kathmandu valley. Altogether we were 40
students and 8 teachers including school staff. To make our tour fruitful we
have designed some objectives.
2.
Objectives
a)
To know about cultural and religious
importance of Lumbini.
b) To gain knowledge about life of Lord Buddha.
c) To know about geographical and climatic
condition of Lumbini.
3.
Methodology
We had adapted
different methods to collect the necessary information.
I)
Primary source
We collected the
information through our own eye witness. We also took interviews of local
people and monks.
II)
Secondary sources
We
collected the required information from brochure given by Lumbini Development
Trust. We bought some books and also flushed our curiosity through internet.
4.
Findings
Lumbini lies in Kapilvastu district of
western Terai. Like other terai districts it is a hot place throughout the year
with normal temperature 20-24oC. Lumbini is a plain with Mahabharat
hill range to the north and Indian boarder to the south.
We found there is easy access of
transportation to Lumbini. At the main gate, we saw an inscription installed by
the UNO. There is written “Lumbini the birthplace of Gautam Buddha has been
listed under world heritage list. It deserves protection and promotion for the beneficiary
of humanity”. Then we saw the ruins of Buddha’s palace there. We also saw the birthplace
of Lord Buddha. When we moved from there, we found an ancient pond where Maya
Devi took bath after giving birth to Lord Buddha.
We moved ahead from there and we found ancient
and important epigraphic evidence which proves Buddha was born in Nepal. It was
Asoka pillar. This pillar was erected by emperor Asoka of India. In Lumbini, we
visited different monasteries which were built by different nations to show
respect towards Lord Buddha.
5.
Conclusion and recommendation
We concluded
that Lumbini is the birthplace of Lord Buddha. It keeps the glorious identity
of Nepal and Nepalese all over the globe in the international society. The concerned
authorities should make master plan to develop and promote Lumbini. We must
work hard to protect and promote our fundamental identity and property i.e.
Lumbini. Lumbini must be advertised in the international society to promote its
tourism. Finally it’s our duty to protect and promote our national property
Lumbini.
Thursday, April 9, 2015
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