“Struggle for education in Nepal” by Pushpa Gurung (AAEE, Nepal)

“Struggle for education in Nepal”

                    Pushpa Gurung (AAEE, Nepal)

    We all know education is a must infrastructure to bring out changes and uplift the standard of one’s life. May be this is why even uneducated parents send their children to school because they know how important it is in today’s world. But I think many people do not know what kind of problems Nepalese students in the remote highland regions have to go through to get Education. I would like to share these problems with all the students around the world.
     There are many remote areas in Nepal where students are facing many problems while they go to schools to get education. Every day they have to walk for more than 2 hours to reach the school. And also they have to cross the river with the help of a rope which is very dangerous. This is why every year many students die because of the accidents they get while crossing the river on their way for seeking education. The teachers are not well trained and the classrooms are very small and dark with no enough desks. That’s why the students sit on the cold floor and study the whole day. This is a very miserable and pitiful educational situation existing still in context of Nepal.
    Another big problem for Nepalese students is that most of the classrooms in Nepal consist of learners from different cultural and linguistic backgrounds. So due to mother tongue influence, each student perceive english language as a difficult subject. As a result many students in those areas cannot speak English and even get failed in exams. Also the students don’t get enough time to study for themselves at home because they have to help their parents in the field and take care of the cattle.
Behind all these problems and difficulties, the students in those areas are struggling to go to school and education is worth it. In this situation, the government should be helping those areas to make the educational system easier. Also the teachers need to work out on how they can care for the needs of individual student. The schools must ensure the supply of appropriate learning materials and the use of relevant techniques.

"Poverty Challenge and Cultural Exchange Program Nepal 2015: a Milestone of my Life" by Pratikshya Poudel(AAEE, Nepal)

"Poverty Challenge and Cultural Exchange Program Nepal 2015: a Milestone of my Life"

Program coordinator

Pratikshya Poudel(AAEE, Nepal)

“City Girl!” Mr. Seki remarked when he first asked me if I have ever experience living in a place where there are no basic facilities which people in urban areas generally live with. I was scared and excited to go to Maidan Village (one of the remote villages of Nepal which lies in Palpa district), because I have been hearing about it since 2-3 years ago. But when I reached there all my fears changed into enthusiasm. The event was the poverty challenging activity from the side of Asia Association (AAEE) of and FIWC (Friendship International Work Camp, Japan based student group).

The Japanese participants were supposed to build the water-tank with the help of villagers. Being the part of the project I had my own shares of responsibility in regard to myself, villagers and the Japanese participants. Sometimes during the project I felt tired, weak, frustrated but still I tried my best to keep going on. The situation was similar in Cultural Exchange Program. In Maidan, I was in merit because Mr. Seki (President of AAEE, Associate Professor at Tokyo Keizai University) had already visited there many times, and FIWC leader Nakaya had also visited the place once. They were a great help and they made my task 50 percent easier. In Kathmandu, however, I was solely responsible though I was helped from Hungry Helper (a student group of university level who study Social Work in K and K Int’l College) to the great extent. But still trying to coordinate everything and everyone was difficult part.

I did lots of mistakes in village like sometimes I was less active, sometimes I forgot to do the things I was supposed to, I had difficult time interacting with everyone as I’m not very extrovert person at first. I had similar situations in Kathmandu, too, where I planned less, did less homework, and couldn’t managed few things. But still, as they say all is well that ends well, the overall event went well. I got to learn lots of new things and practically implement it, such as time management skills, power of proper interaction, pre-planning skills and so on. But most importantly I made the best memories of my life which will help me in future to become a better person.

"How to study English well?" by Nam Trần Hoàng (AAEE, Vietnam)

How to study English well?

Nam Trần Hoàng (AAEE, Vietnam)

   In Vietnam, English is considered as important language for everyone to learn. Therefore, English has become a mandatory subject in schools and universities. Although most of the Vietnamese students start studying English very early, still many students feel struggled with that language. They can’t speak or listen to the foreigners. Some of them even can’t make an easy statement. And that is also my problem.
   I remember that 5 years ago, when I was in grade 8, I had a trip with foreigners. I wanted to introduce about my country to them, but when I faced them, I didn’t know how to talk, how to pronounce in the right way. They couldn’t understand me. It really shocked me. I didn’t know why I was so bad despite of completing the test with high marks in class. After 1 year, I figured out the reason why. The reason was that I have been studying English in traditional way and passive way: textbook, reading, grammars with no speaking or listening. This created a big question in my mind: “How to study English well?”
   Luckily, one day, I met Professor Aj Hoge’s video clip which talked about the way to learn English. That was a very strange way yet very effective and creative way to learn. It really turned me out. Just after studying EffortLess English book of Professor Aj Hoge, I improved a lot. It’s really amazing! Nowadays, many Vietnamese students choose that book to study. And many of them have improved their English skill day by day. I hope this article will help you a little to become better in English. Thanks for reading.
http://effortlessenglishclub.com/

AAEE Cultural Exchange Program in Kathmandu

Report of AAEE Cultural Exchange Program in Kathmandu <March 10th>

   This day was the day of cultural exchange program in Kathmandu.

FIWC and AAEE Cultural Exchange Program organized by Hungry Helper was the main event of the day. Hungry Helper is basically a student group of university students of K and K College (one of the colleges in Kathmandu) who study social work. The program was conducted in Rupak School in Kupandol, Lalitpur.

   The program was supposed to begin at 11:15 am in the morning but due to the technical default program took the slow start at 12 noon. The program formally started when national anthem of both Japan and Nepal was sung by the Japanese participants, Hungry Helper members, and school members. In the program Nepalese students danced and sang Nepali songs, whereas Japanese participants also danced and sang Japanese songs. There was also one Japanese dance which was performed by the Nepalese students. The program also included the speech of AAEE’s president, leader of FIWC, Hungry Helper’s advisor and School Principal. Towards the end of informal singing and dancing program all the participants were provided with the certificate of appreciation. Then at the end of the program, all the participants of the program gathered on the stage and enjoyed together. With this the program in Kathmandu was over. 

“What SLC Means in Nepal” (by Pushpa Gurung, AAEE member, Nepal)

<Nepal>

“What SLC Means in Nepal”
(by Pushpa Gurung, AAEE member, Nepal)

Many students around the world may not know what SLC means. For instance I had one friend from India who didn’t know what it was. So I was willing to write about it and let other students know what it means for Nepalese students.
In the context of Nepalese education system, School Leaving Certificate which is abbreviated as SLC occupies a very significant place. This is also taken as the transitional phase between the school life and the other higher educational life. This SLC examination is similar to other examinations but the difference is that the exams are conducted in different schools under the supervision of the teachers of other schools. Being the transitional phase, the students are forced and pressurized to do hard labor in their studies by teachers and the parents.
SLC examination is also taken as the “Iron Gate”, which symbolizes tough test to pass through. In addition to this, SLC is also taken as the gateway towards destination. As many Nepalese people who try to go abroad either to study or work require the minimum qualification of SLC, Nepalese students keep on attending this exam even if they fail every year until they finally get passed.
The SLC for this year has begun recently since 18th of March and is still going on. And according to the news, a man of 67 years old is still attending this exam to get passed. Basically it is the minimum requirement to enter in any field or hold any honorable job. Recently it is known that one must pass SLC even to go to foreign countries to work as a labour. As light creates the shadow, SLC has also created many problems. But then too, it has made the education system more systematic one.
That’s why SLC has a great value in Nepalese Education System.
(The graph is from http://ekendraonline.com/edu/slc-results-nepal-trends/)

Visiting pagodas and temples in new year

<Vietnam>

Visiting pagodas and temples in new year

Tet holiday is the best time for Vietnamese people to spend their time on spiritual life and show respects to their religious institutions. Visiting pagodas and temples in the first days in new year has been a long-lasted tradition. In vietnamese, this action is described as “Le Chua”, the meaning of “Le” is not only visiting but also showing their repsect to Gods or Buddist in temples or pagoda. No matter how busy Vietnamese are during Tet holidays, they always visit there with their family to pray for the best wishes like healthiness, happiness and wealthiness.
One interesting activity Vietnamese often do while visiting pagodas and temples is fortune-telling - lots drawing - Vietnamese call that “Xin xam”. Those lots have short paragraph to forecast about one’s fortune in New Year. Most of them always enjoy this activity. If the forecast is good, they will feel happy and powerfull. If not, they will be careful on every act.
Anyway, this is a spiritually activity and most Vietnamese loves this. This activity not only happens on the first days but also last until the end day of the first month.
If you visit Vietname on these days, you will see the atmosphere Tet in pagodas or temples.

AAEE member introduction (Pushpa Gurung, Nepal)

<AAEE member introduction>
Pushpa Gurung (Nepal)

Hello everyone.
My name is Pushpa Gurung. And I'm an undergraduate student from Nepal. I would like to share about how I got to be the member of AAEE. Three years ago, I was teaching science in a British School named Shamrock School Nepal in Pokhara. Then the students of Japan who were the members of AAEE happened to visit our school. They did so many kinds of activities there which were mainly focused on exchanging educational views of youths in different countries, their cultures and also how they can help uneducated societies to get educated. So, I was very impressed with their activities and aims. Then I decided to join and help them out. I got the opportunity to meet the President of AAEE: Mr. Akinori Seki. We discussed about so many things. Then I got the chance to become a member of AAEE. And now I'm so happy to work with them. I would like to deliver my special gratitude to Akinori San and to all the members of AAEE. Yesterday a group of Japanese and German students who has just finished the exchange project in a remote village visited us in Pokhara and we really had a fun time (The photos was taken a week and 3 years ago. I'm in the middle, next to Mr.Seki) Thank you very much.

Report of Poverty Challenge and Cultural Exchange Program Nepal, 2015

Report of Poverty Challenge and Cultural Exchange Program Nepal, 2015

<March 6th>
It was the last day of the Japanese participants at the Maidan village. After the early meeting, everyone went to work at the workplace for the watertank . However, due to heavy rainfall the participant had to return to the guesthouse. In the afternoon after the rain stopped, they conducted sports festival in the school of the village. Children enjoyed different games like Catch the tail, tug of war, horsejump, dodgeball and so on. After having good time with the school students participants went to their respective homestay to enjoy the last night with their host family. Then, early morning participants left the village for Tansen. During the last moments at village everyone was very emotional and they bid goodbyes with the tears in their eyes.

Report of Poverty Challenge and Cultural Exchange Program Nepal, 2015

Report of Poverty Challenge and Cultural Exchange Program Nepal, 2015

<March 5th>
After completing the meeting participants today were not working whereas it was the day for celebration amongst villagers and members. Choosing the auspicious day of Holi, together the villagers conducted the program of Japanese food festival in the afternoon and a farewell party from the side of villagers. The preparation of food started from about 11:30 am in the morning. Villagers also helped the participants to cook the Japanese dishes though they couldn’t get the proper idea of what they were making. It perfectly depicted the emotions which Japanese members and villagers shared for each other.
It was about evening when Japanese participant cut the pig brought by villagers in village’s volleyball court. Then the pig was cut and cooked. All villagers and Japanese participants together enjoyed the Japanese dishes and Nepali dish together. In the program itself the leader of FIWC’s group handed over the money to the village head Mr. Mohan which will be used in village work in the future. After that, villagers performed traditional dance of Magar( one of the ethnic group of Nepal) and Japanese performed the Japanese dances. The celebration went till about 9pm and then the participants went to their own homestays to sleep.

Report of Poverty Challenge and Cultural Exchange Program Nepal, 2015

Report of Poverty Challenge and Cultural Exchange Program Nepal, 2015

<March 4th>
By the end of regular meeting at 7am in the morning, the participants of FIWC and AAEE were enthusiastic to go to the workplace because some of the materials had already arrived on that day. However, by the time they reached to workplace it started raining heavily and thus everyone had to return back. During the time it rained, Japanese participants practiced their dance for the cultural program. At about 12pm noon the rain stopped at everyone went back to the work. Since, the materials had arrived on that day, the task of mixing the cement with chemicals for putting over the laid stone was done on that day. The villagers, workers and participants together first mixed the solution in cement with pebbles and then helped in putting the cement and finally collected the pebbles. At last, everyone took a picture together and then after the evening meeting, participants went to their respective homestays.