प्रेस रिपोर्ट २०७०।०३।०२

नेपाल राष्ट्रिय शिक्षक संगठनको यही मिति २०७० जेठ २८-३० सम्म आयोजना गरिएको ११ औँ राष्ट्रिय महाधिवेशनको संबन्धमा जारी गरिएको प्रेस रिपोर्ट

शिक्षकहरुको पेशागत हीत र विकासको लागि २०३६ सालको बृहत शिक्षक आन्दोलनद्वारा गठित नेपाली शिक्षकहरुको पेशागत र ट्रेड युनियन आन्दोलनको अगुवा संस्था नेपाल राष्ट्रिय शिक्षक संगठनको ११औं राष्ट्रिय महाधिवेशन गत २०७० जेठ २८-३० मा काठमाण्डौमा सम्पन्न भयो। उक्त महाधिवेशकार्यक्रमलाई उद्घाटन, बन्द र निर्वाचन गरी तीन सत्रमा बाँडिएको थियो।  

उद्घाटन कार्यक्रम: पूर्व प्रधानमन्त्री तथा ने क पा (एमाले) का वरिष्ठ नेता क. माधव कुमार नेपालद्वारा

सम्मानित व्यक्तित्वहरु: जनगायक रुविन गन्धर्व, साहित्यकार झमक घिमिरे,  रवि लामिछाने, न्यूज २४ टेलिभिजन, शिक्षक सहीद विपिन बास्तोलाको धर्मपत्नी तथा ने रा शि संगठनकी सोलूखुम्बु सदस्य शुसिला कार्की, वेलकम इभेण्ट म्यानेजमेण्ट।

कृयाशिलताको आधारमा सम्मानित क्षेत्रगतरुपमा छनौट गरिएका जिल्लाहरु:

उदयपुर, काभ्रे, लमजुङ, सुर्खेत र बैतडी

सहभागी जिल्ला संख्या: ७५

प्रतिनिधिको संख्या:  ४३५

ने रा शि संगठनको कूल सदस्य संख्या:   ७३३३५ ( गत जिल्ला अधिवेशनहरुमामा प्राप्त विवरणको आधारमा )

समूह छलफलका एजेण्डाहरु:

१. महासचिव, कोषाध्यक्ष र महिला उपाध्यक्षद्वारा प्रस्तुत सांगठनिक प्रतिवेदन

२. प्रचलित विद्यालय पाठ्यक्रमको समीक्षा

३. विधान संसोधनको बारेमा

३. नेपाल राष्ट्रिय शिक्षक संगठनको स्वायत्तता र संबध्दताको बारेमा

४. ने.रा.शि.संगठन लगायतको शिक्षक संघ संस्था र नेपाल सरकार बीच भएको संझौता कार्यान्वयनको संबन्धमा

५. नेपाल शिक्षक युनियनको भावी संरचना र आवध्दताको संबन्धमा

 यस ११ औं महाधिवेशनमा भएको वृहत छलफलले आफ्ना कमिटी तथा सदस्यहरु मार्फत

१. नेपाली शिक्षकहरुको ट्रेडयुनियन अधिकार प्राप्ति र पेशागत विकास र दक्षता अभिवृध्दी गर्न

२. विद्यालयमा आचार संहिता लागू गर्ने गराउने

३. प्रभावकारी शिक्षण सिकाई कृयाकलापमा संलग्ने हुने, गराउने

४. पेशाप्रति उत्तरदायी र समाजप्रति जवाफदेही हुन, गराउन

५. संगठनको स्वतन्त्र अस्तित्व अक्षुण्ण राख्ने

 प्रतिवध्दता व्यक्त ग-यो।

भावी कार्यक्रमहरु

१.      शिक्षक अस्पताल स्थापनाको लागि पहलकदमी

२.      शिक्षक संगठनको ऐतिहासिक वृत्तचित्र

३.      सदस्य संख्या अभिवृध्दी

४.      नियमित प्रकाशन

५.      सबै जिल्ला मा शिक्षक हित सहकारी र राष्ट्रिय संयन्त्र निर्माण

६.      युनियनमा संगटनको प्रभावकारिता बृध्दी

७.      तालिम गोष्ठि सेमिनार र अन्तरकृयाहरु

८.      एकीकृत शिक्षक संगठन निर्माणको लागि प्रयत्न

९.      वार्षिक कार्ययोजनाको साथ कृयाकलाप

१०.  विधान महाधिवेशनको आयोजना

 महाधिवेशनबाट गरिएका मागहरु

१.      हालै नेपाल सरकारद्वारा “ शिक्षकहरुको राजनैतिक संलग्नता र अन्य पेशा व्यवसायमा संलग्न रहेको ” भन्ने प्रचार गरी शिक्षकहरुको ट्रेड युनियन अधिकारको खिलाफमा गरिएको गतिविधि र प्रचारवाजीको सम्बन्धमा  राजनैतिक अधिकार सहितको ट्रेड युनियन अधिकार भन्ने सिध्दान्तलाई कार्यनीति बनाउदै विकास भएको नेपाली शिक्षक आन्दोलनको मान्यता र भावनालाई चोट पुगेकोले उक्त निर्णयप्रति घोर आपत्ती जनाउदै यस्ता गतिबीधिलाई यथासीघ्र फिर्ता लिन सरकारसंग जोडदार माग गरिन्छ।

२.      विगतमा सरकारसंग भए गरेका संझौताहरुको यथासीघ्र कार्यान्वयन गर्न

३.      दीर्घसेवी अस्थायी शिक्षकहरु, राहत, उच्च मा वि तहका शिक्षकहरु, पि सि एफ र पूर्व प्रा वि वा बाल विकास तहमा कार्यरत शिक्षकहरुको मागहरुको सम्बोधन

४.      शिक्षक सेवा आयोगको सवैधानिक अंगको रुपमा विकास गर्न र गत जेष्ठ ९ , ११० र ११ मा संचालन गरिएको शिक्षक आयोगद्वारा लिइएको परीक्षाको परीक्षाफल सीघ्र प्रकाशित गर्न

स्वयंसेवी कार्य

बाजुरा जिल्लाका सदस्य शिक्षक श्री मुकुन्दराज कार्की विगत २०७० वैशाष २५ गते आगलागीमा परी दुर्घटनाग्रस्त भै हाल बीर अस्पतालमा जीवन मरणको दोसाँधमा रहनुभएकोमा वहाँको सीघ्र स्वास्थ्यलाभको कामना गर्दै विभिन्न जिल्ला समिति र प्रतिनीधि पर्यवेक्षकहरुबाट संकलित भएको रकम रु ७३,३३७ हिजो आषाढ २ गते विरामी शिक्षकको धर्मपत्नीलाई संगठनको नवनिर्वाचित अध्यक्ष सहितको टोलिले हस्तान्तरण   ग-यो।      

(लक्ष्मण शर्मा)                                                (बाबुराम थापा)                  

महासचिव                                                        अध्यक्ष

A volunteer waiting for other volunteers ! बाजुराको एउटा कथा

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(Mukunda Raj Karki in Bir Hospital )

Mr. Mukunda Raj Karki, 28 is a primary teacher in Kalika Primary School, Bajura, Far-west Development region of Nepal. He has to walk a pedestrian path to reach his school. He was returning home from whole day’s tough job. It was a windy evening of 8^th May in the southern mountain of The Himalaya. As the population density of the mountainous villages is less, schools are far for students and teachers. He was tired and slowly heading towards home. As he got a bent on a mountain he saw smoke rising from a roof of a house and peoples were shouting of fire. It was sure that the house was caught in fire. So, he run down the hills and reached the house in fire. Women and children were crying. Males had no ideas to proceed. They used to save the homes in fire only by throwing water or soil in it. It is done with the stem of banana trees in the low and warm lands in Nepal. The May is windy and hot season and they had no sufficient water. All the streams were dry. The sources of drinking water was not sufficient to throw in the fire,

People were excited to see the teacher running to them. He was tall, brave and known as a courageous youth in that village. Teachers are supposed to be the social leader in the villages of Nepal. They had to participate in all the events of happy and sorrow there. People gathered around him. They had a high hope on him and requested to control the fire. The poor house owner came nearer to him and told that he had some money on his wallet kept in a tin trunk which was left in the 2^nd floor. 

He saw the roof at the top was burning. He took off his bag crossing his shoulder, pant and shirt, hanged those stuffs on a tree in front of the yard. Seeing the roof burning, he thought the possibility of going up to the 2^nd floor. He entered home running and climbed the single ladder made of log. He reached the corner and pulled the trunk. He was seeing roof with widened eyes. The heat come from the roof was deadly. Suffocation due to the smoke was making him blind. He was totally wet of the sweat.

The roof was made of stone slates supported with the wooden bars. One side of the roof was burning and coming to his corner. With “krrrrrrrakka” sound, the roof felled at the same time. His way to pull the trunk was blocked and the fire came nearer and nearer. He had no way to get down. The he threw the trunk from a small hole made for ventilation. The hole wasn’t sufficient to get him out. In minutes, he would die if couldn’t take sharp decision and act wisely. Then he went near the fire and tried to push the roof. He succeeded to open a little. His body started to burn from the underwear vest. He had no options and forced the body in the fire. He came out from the burning roof. He felled down from the burning roof as a log on the yard. He was alive but lost senses and deadly burnt.

There was nothing and no one to treat him. No ambulance or any vehicles were available as the district itself is having no roads. It took many hours in the night to take him to the district health centre. Villagers did it using a career made of a wooden poll and jute sack. Then after one day, he was brought to reach the road access. He reached Bir Hospital, Kathmandu, only one renowned hospital with burn ward in Nepal after two days.

His family had no savings to treat him. His poor wife was firstly in this huge city from the remote mountainous village. Everything was new to her. She was happy to listen from the doctor saying, “He must survive as he has done a great voluntary task”. Some burnt patients seen lesser serious than him are dying day and day in the hospital. She was got socked time and again.

After one month, his story was shared to all the participants and representatives in Kathmandu Conference of his teachers association, NNTA. His local union leaders requested to support their victim member, Mr. Mukunda Karki. They collected NRs 73,337.00 hand to hand from his organization members from all over the nation. It was 15^th june.

( Mr Thapa , chairman NNTA handing over the donations collected)

As he was a contract positioned teacher, government has no concern and care on him.  It is a real story, you can see Mr. Mukunda Karki in the burn ward of Bir Hospital. His family has paid there more than 2 hundred thousand rupees. They don’t know how much rupees he saved there but guessed it was less than ten thousand rupees.  

Schools Field Trip

Bhuvaneshwari School: Where students learn themselves; teachers just create environment.

Last week I had to facilitate a two days training program on Capacity Building and Good Governance of the schools in my resource center. Participants were principals and management related parents from 6 feeder schools around mine. The topics of the orientation were instructional and educational planning, child friendliness in schools, disaster management in education etc. I had to struggle hard to conduct the orientation. Major cause on the issue was the gap of the understanding level among the participants. Some of our participants were just literate and some post graduated even. So, in the second day, I proposed a field trip in two successful schools in the same district. I know observation can be one of the strategies which can enrich the learning and aware all level of learners. About the resources, I motivated the participants to pay themselves for a good work. They were ready to spend a little on it.

The 31st of Baishakh or the 14^th May was the fixed date to move. 22 among 28 participants were there in bust stop in time. We traveled up to Dharke (30 KM) by public bus. The group was diversified in all aspects.  

        Mr. Ramchandra Acharya, the principal of Bhuvaneshwari School was waiting us. He made us to visit all the classrooms, laboratory, libraries and office room. Our participants were excited to observe the lessons run, the decoration of the students works etc cleanliness and else. There were grade rules and all the information required on the walls. Teachers were not ‘teaching’ but trying to make students learnt.  After the observation of 20 mins all the participants were gathered in a meeting hall. Mr Ramchandra Acharya and Chandra Prakash KC led the discussion. They shared the background of the school, teachers training support by the Rato Bangalaw Foundation (RBF). The impact of the training, the financial status and income sources of the school, governing policies were discussed etc. Our participants raised questions and excited on the achievements of the school.

Major reflections of the observation for me;

1.      Nepalese schools need managers as school leaders than academicians.

2.      Schools can boom only with their own resources than the donations either by formal or non-formal sectors. Money doesn’t come alone and fees paid by the parents bring pressure to reform.

3.       Teachers can make the change and students lead the changes.

4.      Rules regulates the situations, rules made by ruled is diamond rule.

5.       Private schools are side product of malpractices of public education system. They diminish in the process of education reforms in public schools.

6.      We teachers can learn more from the schools than from the trainings run now a days and universities classrooms.

 

 

 

Janajagriti: Dreams come true here

Just a decade back, I had conducted training in Janajagriti School few young teachers. It was the response of excitement with the orientation on Child friendly schooling in Dhulikhel. I was amazed with the dreams on their eyes. They had started a school for local stone breakers kids there in a small market, Mahadevbensi at the banks of the stream. Already there was a private school. It was beyond their economic level. They had a small hut left by the Chinese Road constructors here. It was in debate of ownership and at least they had to pay nearly a million rupees to get the land and the hut but they had not. Most of them were not from education background and higher degrees. They were doing as they had seen their teachers in their own classrooms. All the attempts were old and outdated strategies in classroom. I was new trainer on the topics and the discussions held there was valuable for me too. I had to travel many venues of the country as I was nominated as one of national trainers for.

I have been visiting Janajagriti for many times. Those teachers are matured now. They have more than a thousand students from different 27 districts. They have many facilities gathered in school. Day care centers, class for blind students. Open school up to SLC level.   More than 300 students get different educational supports from this school. School has a very good relation with more than a dozen INGOs and NGOs working for education and development.

 

We had our second trip of the day in Janajagriti. Mr Ramchandra Rupakheti led the discussion with our participants. He focused the learning culture of the teachers of this school. The various strategies to raise fund in the public education system was discussed. Rupakheti told,” restless effort towards the reformation can change the situation”. HE responded the queries raised by different participants.

Reflections of the participants

1.      Janajagriti can be one of the best practices of the underprivileged students schooling with the outsourcing modality.

2.      People are ready to pay for quality. Schools should address the real poverty level kids.

3.      Dream is essential. Changes come within it.

4.      Learning should be the essential characteristic of the schools not only students but all the stakeholders.     

    Lastly, we took lunch in a restaurant in Mahadevbenshi. We discussed findings of the trip. All the participants were excited and head teachers were discussing for the planning to reform their situation. Conclusion of the lunch discussion was infrastructure, trainings and learn from the experiences were to move together. Dream and passion of work was the major drive for changes.

My Reflection of the trip

1.      Field trip can be one of the best strategies to address the diversified learners.

2.      Best performing schools can participate as content for the learners of other school’s decision makers.

3.      Hands on experience can be the best experience of all experiences.

4.      School should plan the infrastructure, human resources development, policy development and monitoring and follow up is necessary for reformation in education.  

5.      If chosen best strategies our parents are ready to pay, stipends or allowances for education reforms should be critically analyzed.

6.      Better performing public schools can generate certain resources sharing their experiences and efforts. They should develop some tools like brochures, PPT slides and other hands outs. They can use high technology like web sites, pages blogs etc to communicate their situation and experiences.

                 

बैरेनी कार्यशाला : अनन्त यात्राको अर्को पाइला

“हामी त यत्रो बर्षसम्म आफूलाई जे गर्दा उपयुक्त लाग्यो त्यही गर्दै आयौं । केही राम्रो भयो होला केही राम्रो भएन होला। विद्यालय सुधारको लागि विश्वविद्यालय वा तालिमहरुबाट सिकेका कुराहरुभन्दा छिमेकी वल्लो पल्लो विद्यालयहरुको अनुभव बढी काम लाग्छ जस्तो लाग्यो। हामी आफैले गरिरहेका प्रयासहरु र संभावनाहरुको बारेमा छलफल भयो ।  छलफल भएका केही कार्यक्रमहरु यही वर्ष कार्य योजनामा राखेर लागू गर्छौं। आगामी बैठकमा फेरि अनुभवहरु आदानप्रदान गर्छौँ र सुधार्दै जान्छौ”। विगत २८ वर्षदेखि वागेश्वरी उच्च मा वि बैरेनीमा प्राचार्य रहनुभएका ध्रुवराज खतिवडाले आफ्नै कार्यकक्षमा भएको छलफल टुँग्याउदै भन्नुभयो।

सुधारको लागि हामी प्रअहरुले गर्ने प्रयत्नले पुग्दैन। आखिर कक्षा कोठामा जाने शिक्षकलाई सुधारको लागि कसरी तत्पर बनाउने भन्ने मेरो चासो हो। जनकल्याण उच्च मा वि का प्र अ शंकर भण्डारीले भन्नुभयो। महाकाली मा वि कुम्पुरका प्र अ राजन गिरीले पोहोर साल सत्यवती र जनकल्याणले सुरु गरेको शनिवारे साप्ताहिक परीक्षा यो वर्षबाट आफ्नो विद्यालयमा लाने निर्णय सुनाउनुभयो। सत्यवतीको लक्ष्मण शर्माले निर्माणात्मक परीक्षाको सिध्दान्त र व्यवहार बीचमा भएको खाडललाई सच्याउन अब ढिलो नगरौँ भन्नुभयो।

आज छोटो खबरको आधारमा वार्षिक कार्य योजना बनाउन आआफ्ना विद्यालयमा व्यस्त पृथ्वीराजमार्ग वरपरका ७ जना प्रअ/प्राचार्यहरु बैरेनीमा जुटेर गत वर्षका उपलव्धीहरु र यो वर्ष आआफूले आटेका शैक्षिक सुधारको कार्यहरुको बारेमा उत्साह पूर्वक छलफल गर्नुभयो। वर्षको पहिलो चाडको दिन परेकोले होला आमन्त्रितहरु मध्ये आधा मात्र जुटेका थिए। करिब ४ घण्टा भएको उक्त छलफलमा कुनै औपचारिकता थिएन। अतिथि र विज्ञ थिएनन्। थिए त केबल शिक्षण पेशा र सार्वजनिक विद्यालयको प्रशासनिक नेतृत्वमा रहेर कपाल फुलाएका केहि र अन्य केही युवा प्रअहरु। ज्योति उमावि, केवलपुरका सहदेव रेग्मीले आफूले गत वर्ष परीक्षा सुधारको लागि गरेका केही प्रयत्नहरु, यसपाला तयार गरेको कम्प्युटर ल्याब र इण्टरनेटको उपयोगको बारेमा अनुभव बाड्नुभयो भने महाकाली सिम्लेका प्रअ कृष्ण प्रसाद अर्यालले प्रस्तुत गर्नुभएको विद्यालयको स्रोत साधन खर्चेर क्याम्पस चलाउने रहरले गुजुल्टो परेको समस्या सबैलाई घत लाग्दो भयो। सत्यवतीको लक्ष्मण शर्माले जनकल्याण विद्यालयले गर्ने गरेको शैक्षिक भ्रमणको तरिकाबाट हामीले केहि सिक्यौँ र यो वर्ष विद्यालयको कार्य योजनामा त्यो कुरा समावेश गरेको कुरो बताउनुभयो।

त्यसै गरी शिक्षक र विद्यार्थीहरुको आचारसंहिता, शिक्षकको अनुपस्थितीमा कक्षा संचालनको बेस्ट मोडेल, विद्यालय सरसफाइमा विद्यार्थीको सहभागिता, अनौपचारि क्षेत्रको स्रोत परिचालनका असल अभ्यासहरु, डे बोर्डर्सको केवलपुरको अनुभव, विद्यार्थीहरुको मोबाइल नियन्त्रण वा व्यवस्थापनको लागि प्रचलित विधि पध्दती, बोर्डिङ स्कूलबाट निकालिएका बालबालिकाहरुको व्यवहारिक समस्याहरुको मुद्दा, कम्प्युटर नभएका विद्यालयहरुमा अब सुरु हुने कम्प्युटर शिक्षाको बारेमा र एउटै सिफ्टमा ‌११ र १२ कक्षालाई ल्याउने संभावना र समस्याहरुको  बारेमा पनि छलफल भयो। सबै एउटै कार्यक्षेत्र र उस्तै जिम्मेवारीमा रहेकोले संचार सजिलो भएकोथियो। एसएलसी र उमाशिपको परीक्षा केन्द्र भएका र नभएका विद्यालयहरुको वार्षिक कार्यदिनमा भएको फरकको चर्चा भयो। विभिन्न विद्यालयका व्यवस्थापन समिति र अभिभावकको फरकफरक भूमिकाको बारेमा रमाइलो विवेचना भयो।

बैठकको कुनै ठूलो तयारी थिएन। बैरेनी स्थित वागेश्वरी उमाविको शिक्षकहरुको कार्यकक्षमा छलफल भयो। जुट्ने बित्तिकै १ मिनेट पनि समय खेर फालिएन, छलफल सुरु गरियो। लक्ष्मण शर्माले सबै समयमा र विद्यालयहरुमा शैक्षिक सुधारको आवश्यकता र संभावना हुन्छ। त्यसको लागि समान शैक्षिक अवस्था र सामाजिक  वातावरण भएका विद्यालयहरुको विचमा अनुभव आदानप्रदान गर्ने हो भने थोरै खर्चमा र टिकाउ सुधार गर्न सकिने अनुभव बताउनुभयो। शैक्षिक सुधारका लागि देशमा शिक्षकहरुले गरेका केही सुधारात्मक उपचारहरुको उदाहरण दिनुभयो र भन्नु भयो हामीहरुमध्ये पनि ज-जसले गरेर सफलता वा असफलताबाट जे जति सिक्यौ ती सबै अर्को विद्यालयलाई काम लाग्ने विषयवस्तु हुन् , त्यसैले बाँडौं भन्नुभयो।

छलफल रोचक भयो। उपलव्धिपूर्ण भयो। जेठमा अझ व्यापक साइजमा फेरि जुट्ने सल्लाह भयो। अर्को पटक चाहिँ खासखास विषयवस्तुमा खासखास सहभागीले सामाग्री सहित प्रस्तुत हुने समेत निर्णय गरियो। जस्तै लक्ष्मण शर्माले शिक्षामा सूचनार प्रविधीको प्रयोगमा सत्यवतीको अनुभव, जनजागृतिले विद्यालयमा अनौपचारिक क्षेत्रको सहयोग परिचालन, भूवनेश्वरीको प्रअ रामचन्द्र आचार्यले कक्षा व्यवस्थापनमा वालवालिकाको सहभागिता, मलेखु वागेश्वरीको प्राचार्य देवप्रसाद त्रिपाठीले उच्च मावि तहको व्यवस्थापनको अनुभवहरु प्रस्तुत गर्ने निर्णय गरियो । विद्यालय आफै स्वायत्त र स्वतन्त्र क्षेत्र भएकोले यो संयन्त्रले कुनै हस्तक्षेपकारी भूमिका नगर्ने र यस्तो छलफललाई अनुभवको आदानप्रदानको लागि मात्र प्रयोग गर्ने भन्ने सहमति भयो।

आजको छलफललाई अवलोकन गर्ने एक जना आमन्त्रित शिक्षक भन्दैहुनुहुन्थ्यो, “ त्यहाँ परम्परागत तह थिएन, विद्वताको दवाव थिएन, औपचारिकताको अप्ठेरो थिएन, स्वाभाविक थियो। त्यसैले छलफल जिउँदो थियो। विषयवस्तुहरु वास्तविक समस्याहरु नै थिए। ती साझा थिए। त्यसैले यति सामान्य तयारी तर सार्थक छलफल भयो। छलफलबाट मैले पनि धेरै सिकें”।

सिम्ले महाकालीका प्रअ सबैका “गुरू”कृष्ण अर्याल भन्दै हुनुहुन्थ्यो; “धेरै बसियो, बात मारियो, संगसंगै काम गरियो तर आज सा-है मजा लाग्यो। यो तरिका पो काम लाग्छ क्या रे। ल है फेरि पनि जुट्नुपर्छ”। लक्ष्मण शर्मा ज्योतिको प्राचार्य सहदेव रेग्मीतिर हेरेर भन्दैहुनुहुन्थ्यो, नयाँ ठिटाहरुले नीरंतरता दिनुपर्दछ। सहदेव भन्दै हुनुहन्थ्यो, “हुन्छ, गर्ने नि” ! 

Trishuli River: A report on the Environmental Condition

Introduction

Trishuli River  runs through the middle hills of Nepal entering from Tibet to reach The Ganges. It cuts the Himalayan range in Rasuwa. Its named Chelung in Tibet, Bhotekshi in Rasuwa, Trishuli in hills, Narayani in Chitawan and  Gandak in India. It has 5000 to 25000 Cumec water flow . The watershed area of this river resides 10 million people including the towns named  Pokhara, Gorakha , Trishuli, Dhading beshi, Beshishahar etc. The banks of this river have roads from the starting to the end.  The river is facing many human environmental deterioration.

Uttam Kadel , Coordinator of the campaign

Drives

a.       Unplanned urbanization in the banks and watershed region of the river

b.      Taxation of the natural resources from the river

c.       Extraction of sand gravel and bolder from the river

d.      Chemical use  in the agricultural sector

e.      Human and animal dead body dig

f.        Wastage disposal in the river

Trishuli River in Early Winter

Pressure

a.       Natural beauty

b.      Touristic value

c.       livelihood of the indigenous groups

d.      Biodiversity

e.      Social harmony and security

f.        Cultural and religious spots and events

g.       Local level decision making

h.      Law and order  

The Trishuli River in Rainy days 

State

a.       Water ambiguity

b.      Biodiversity loss

c.       Tourism reduction

d.      Heavy equipment use in the water courses  

e.       Cultural valued spots affected and events affected

f.        Crimes and violence

Impact

a.       Erosion increasing/  river course change and deepen water level

b.      Road/ bridges life reduce

c.       Increasing the possibilities of huge flood/ natural disaster

d.      Indigenous peoples life endangered

e.      Biotic life disappear

Reaction:

                 a. Save Trishuli Campaign 1998

     .       b.  Networking of the like mind groups

         c.  Awareness promotion activities within the river resides

             d. Appeal/pressure creation to the authority

e              e. Discussion with academia and legal actors

f              f.  Publication and participation

(Laxman Sharma)

General Secretary 

I was in the Central Zoo: A report by Samrat Sharma

My name is Samrat Sharma. I am 9 years old. I live in Dhading. I read in grade 3 in Success Academy. It lies in Baireni-8, Galchhi, Dhading. I wanted to visit zoo of lalitpur. I requested my father to visit zoo. He accepted my request. I went to Kathmandu with my father. I visited zoo with my sister Barsha Sharma.

          There are many animals in zoo but I saw crocodiles, crow, hippopotamus, rhinos, deer, jackal, tigers, elephant, pythons, fishes, guinea pigs, big  tortoise which live on land, small tortoise which live in water. I had seen ostrich, emu, parrot, peacock, pigeon, etc in last year.  I did not visit this bird section this year. I liked boating so I enjoyed to boating.

          I wanted playing games in fun-park also. Again I requested sister to play games in fun-park. She accepted my request. I was very happy. I and my sister took me fun-park to play games.

 There are many things to play but I play only 8 things. They are temporary, horse, cave, striking car, jumping slide, brake dance, airplane and dragon train. My sister took many photos and I post those photos in internet. This year I enjoyed in Kathmandu and after 1week I returned home..        

                                                          THANK………………………………. YOU  

३४ औं शिक्षक दिवस कार्यक्रम, धादिङ

नेपाल राष्ट्रिय शिक्षक संगठन

जिल्ला कार्य समिति  धादिङ

३४औँ शिक्षक दिवस कार्यक्रम

२०६९।१२।२९

१.      उद्घोषण: प्रेम खरेल (सचिव)

२.      सभापति: बैकुण्ठ अर्याल ( अध्यक्ष)

३.      रामप्रसाद अधिकारी

४.      जगन्नाथ तिमिल्सिना

५.      गुरुप्रसाद बुर्लाकोटी

६.      खेमप्रसाद लोहनी

७.      लक्ष्मण शर्मा

८.      दीपेन्द्र सुबेदी (जि शि अ)

कार्यक्रम

क)   सभापतिको आसन ग्रहण:  बैकुण्ठ अर्याल

ख)   स्वागत मन्तव्य: ठानप्रसाद बसौला

ग)    स्वागत गान: मीना कडेल

घ)    सहीदको सम्मानमा श्रध्दाञ्जली: १ मिनेटको लागि मौनधारण

ङ)     उद्घाटन कार्यक्रम: प्रमुख अतिथी

च)     सम्मान: राजेन्द्रप्रसाद पाण्डे, रामप्रसाद अधिकारी, जगन्नाथ तिमिल्सिना, डिल्लिरमण शर्मा अर्याल

छ)   शुभकामना: युनियनकी उपाध्यक्ष सविता अर्याल

ज)   “ : गुरुप्रसाद बुर्लाकोटी (म शिक्षक हूँ, मेरो जागीर अझै सुरक्षित छ जस्तो लाग्छ, चुनावमा शिक्षक नखटाइयोस)

झ)   “: : खेमप्रसाद लोहनी (पार्टी:अध्यक्ष)

ञ)    जि शि अ : दीपेन्द्र सुबेदी

ट)     रा.स.स. : लक्ष्मण शर्मा ( ने. शि. यु. )

ठ)    पूर्व अध्यक्ष :जगन्नाथ तिमिल्सिना

ड)     पूर्व अध्यक्ष: रामप्रसाद अधिकारी

ढ)     पोलिटब्यूरो सदस्य: ने क पा (एमाले) राजेन्द्रप्रसाद पाण्डे

ण)   प्रमुख अतिथि: सीमा क्षेत्री

त)    समापन:: अध्यक्ष