History / Historie

Nepal, a small Himalayan nation, lies in the lap of the southern Himalayas. This small country has three different physical regions. To the south lies a narrow belt of lowland commonly called Terai. In the middle lies stretches of hill top ridges, slopes and valleys with river basins. This area is called The Hilly Region. The area in the North is known as the Himalayan Region, which has steep mountain chains that remain more or less covered with snow throughout the year. In addition to the challenges associated with this unsuitable and unfavourable geographical terrain, there are large rivers and deep gorges that impede the smooth undertaking of development projects, so as to increase the confusion and hardship of undertaking development work in a country is divided into five smaller administrative units, known as development regions. The country has been sub divided in to 14 zones, and further to 75 districts. It has 58 municipalities and 3915 Village Development Committees (VDC). 

Phujel village (VDC) is one of these villages, lying in the Gorkha district in the western part of Nepal. Shree Batuki lower secondary school, which we are assisting lies in ward no. 8. This particular locality is named ‘Phulpati Danda’. It lies at the height of 2000m above sea level. This school is situated on a beautiful hill, at the top lays a Hindu temple, giving a spectacular view of the nature’s perfectness.

Social condition
Traditionally, Nepal is a multiethnic, multicultural, multi-religious, and multi-linguistic country. People of different races, castes, and ethnic communities live in Nepal, they speak their own mother tongue and have different cultures and lifestyle. So the culture differs from one caste to another. Due to the diversities a lot of social problems and evils are deep rooted in Nepal hindering the real development of the country. Among many social problems, social inequality (so called high caste and low caste system) is most significant. The difference between high caste and low caste and rich and poor is very big and exists in almost all parts of the country.
The so-called high caste people look down upon low caste people, creating the social segregation known as untouchability, leading to occupational difficulties and limited opportunity. So called low caste people have been badly exploited by the higher caste people and are prohibited from using public facilities like water taps, wells, temples etc. Shree Batuki lower secondary school is situated in that part where the majority of people are from lower castes. People are deprived of the facilities provided by the government. Though having sloping hills and less fertile land, the majority people are engaged in agriculture because of lack of other employment opportunities. This is made even more difficult by the fact that every year flooding erodes the top soil, reducing the fertility of soil and ultimately reducing the productivity. Moreover, because of the trend of youth migration to the city and overseas, there are no young people to work in the field. People are faced with famine almost six months every year. People are still following the traditional system of farming, and engaged in low paying jobs like tailoring, iron works, etc. They can hardly manage to provide their morning to evening meal. People are typically illiterate. They predominantly believe in Hinduism, following superstition and a traditional set of beliefs.
In the earlier days there were no formal institutions to impart education and it was imparted in the religious institutions like ashrams, monasteries, churches and Madrasa. Pupils learnt about the holy scripts and religious rites and rituals from their teachers. The medium of education was Sanskrit. One of the first of the Rana Prime Ministers, Junga Bahadur Rana, visited England in 1850 to start modern education in Nepal. He hired an English teacher to teach English to his children. He established Durbar High School for the children of the Rana family. Rana were the autocratic and cruel rulers who ruled Nepal for 104 years and they kept the people away from education. By the end of their rule, around 1950, the literacy rate was 2% of Nepal. The wave of education spread throughout the country with advent of democracy in 1950. The government and people became more aware of the importance of education. The government formulated plans to educate people. Apart from the government of Nepal, a number of private NGOs and INGOs have been helping Nepal in spreading and upgrading the standard and quality of education. With the effort of the government of Nepal, NGOs and INGOs, more people became aware of the importance of education. 
People from Phujel could no longer remain ignorant to it, so local conscious people decided to open a school. They succeed in opening a primary school in the year 1959. With the establishment of this school the people gained a thirst for knowledge, but due to a lack of capacity and facilities it was unable to provide education for all. So, in 1977, one of the present principals, Motilal Shrestha, showed interest in teaching local children by opening another primary school in ward no. 8 in the same VDC with the support of local guardians, but was declined. Again in 1982, the then VDC chairperson, Mr. Tularam Dhahal, and the former principal of the school, Krishna Pariyar, held a meeting with local people and decided to establish a school in Phulpati Danda. Though they didn’t have any support from government, the local people were ready to donate money, land, skill, furniture, etc. Krishna Pariyar became ready to teach children without taking salary until they received support from the government. With the help of locals they succeeded in building a temporary building with 6 rooms. Under the supervision of the then district chairperson the school was permitted to run as a branch school. The school continued as a branch school for couple of years and finally in 1988, the school got permission to run as a primary school. From the time of its establishment it has been through many ups and downs to maintain the infrastructure (until now it lacks adequate number of class rooms, concrete structure, toilet, drinking water, library, computer, furniture, etc.).
Now they have 9 rooms, 8 used as classrooms and 1 as a staff room. The present statistics of the number of students of the School are as follows: 

9 Classes


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