We have written over many days about the recent work with all our schools in Kathmandu, and now back in the UK, we can reflect on a busy month and recognise the successes, the level of motivation and the energy we have left behind us in 7 schools. Teachers are now genuinely questioning their own competence, skill levels and teaching processes as well as classroom layouts, best use of resources, the curriculum and much more. In organisational psychology terminology we would now say that "there has been a great deal of unfreezing leaving everyone in an advanced state of readiness for personal change".
This has led us to ponder a number of significant BIG questions we need to answer before we move to the next phase of our work so in the true spirit of delegation and ownership we have posed the list below to our newly formed Kathmandu Committee and will post up their considered response when it arrives:
- What should we do with Sramik school? They are so far behind other schools intellectually, in leadership, in English and in their actions?
- How can we make sure that all schools understand how strict we will be with our inspections in October to identify who most qualifies for computers?
- How do we get the Heads and individual teachers motivated to develop their English language skills themselves through reading clubs, speaking clubs, book clubs? Without it we will have difficulty in delivering more advanced training.
- How do we get all schools developing their classroom environments physically to become more child centred? Paint, chairs, tables, cushions, chairs?
- How do we get all schools to understand the application and the benefits of implementing the British Council's Global Schools Partnership programme?
- Is NSA ready to employ full time Tutors on a good salary who work for us 100% of the time as resource persons and working in ALL schools?
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