On July 2-3 JILAF held a school management meeting in Kathmandu, Nepal, for the nine nonformal schools that it operates in that country in cooperation with the Nepal Trade Union Congress Independent (NTUC-I). About 40 teachers and school administrators participated in the meeting. In addition, prior to the meeting, from June 29 to July 1 JILAF implemented teacher training in Kathmandu to improve the skills of teachers at the schools.
In cooperation with national centers in India and Nepal, JILAF operates nonformal schools in those countries in order to provide basic education to poor children aged 8–14 years who have been unable to receive the minimum necessary education. The aim is for these children eventually to transfer to public schools.
From 1996, when this project started, to 2007 these nonformal schools provided one-year or nine-month basic education courses and turned out graduates every year. From the 2008 school year a three-year system was introduced, and the schools, which admitted a new crop of pupils in fiscal 2011, entered the second year of the three-year course this May. The children are enthusiastically continuing their studies.
In the teacher training, JILAF invited an instructor from the nonformal Education Center in Bhaktapur District, a government-run organization in Nepal that administers and manages nonformal schools, and the participants learned about teaching methods for five subjects (Nepalese, English, science, social studies, and arithmetic), methods of making children concentrate during classes, and so on. The participating teachers made such comments as “It was extremely useful to learn about methods for boosting the children’s enthusiasm to study” and “Utilizing what I have learned here, I want to build an even more effective study environment.”
In the school management meeting, there was a summary of management in the previous school year and discussions of management policy in the new school year. In addition, there was a revision of school management regulations and a clarification of the roles of the NTUC-I headquarters, NTUC-I branches, which directly administer the schools, teachers, and others. The participants reaffirmed that they would fulfill their individual roles and responsibilities and develop the project so as to realize even better school management.