Like tens of thousands of children in Nepal, Suresh Moktan of Parsa found himself caught in a delicate web of financial hardship, and much to his grief, his family observed and insisted to him that it would be beneficial to work and earn money than to attend school. As he came from one of the most economically marginalized communities where working as a laborer abroad or as a seasonal farmer in the community were primary means of earning a living, education was certainly not a priority. 

But Suresh thought differently, and while he helped his family nominally by assisting them in the fields and with the livestock, he refrained from dropping out of school. He understood that long-term exposure to formal education would yield greater rewards in the future, both economically and spiritually, for he had a beautiful dream.  

Suresh, inculcated about the importance of education by TFN Fellows and other teachers, and despite his circumstantial discouragement remained a hardworking child, refusing to let go of his dreams, for his heart was set on natural sciences, yearning to explore the world from scientific experiments and observations. 

While even his teachers had noted his interest and talent for scientific inquiries, again, this inquisitive mind faced difficulties in school too, the lack of infrastructure and educational resources at his school largely affected his sense of inquiry. As a student in a small, rural village of Parsa, opportunities for exposure to the modern world and platforms for showcasing his talents were rare. 

True to our passions and to the adage that notes of human lives, “Opportunities knock on your door if you believe in them,” Suresh’s unwavering belief in education opened a door to an unexpected prospect. A Science Exhibition presented itself as a chance for Suresh to finally prove his aptitude and talents. The exhibition, organized by Playful Engineering-Based Learning (PEBL), a project jointly run by TUFT University of the USA and Teach For Nepal for students in public schools in Nepal, brought a new ray of hope to Suresh, his school and like-minded friends. 

TFN Science Fellow, Nirmala Karki says, “When I announced the news about PEBL exhibition, I saw a spark ignite in Suresh’s eyes. He was immediately ecstatic and bombarded me with questions. It was evident that he was overjoyed because something new and exciting was finally happening at his school.”

“As a teacher, the most challenging part was selecting only 20-25 students from the entire school for the exhibition. Initially, 95% of the students were unfamiliar with the concept of an exhibition or STEM challenges as they had never attended such an event before. Bringing them up to speed was a formidable task, but I had to choose the most hardworking, passionate, and deserving students who greatly needed this exposure. Undoubtedly, Suresh was one of them.”

Within the framework of the PEBL STEM challenge, the students were tasked with creating a prototype model that addressed a community issue. After exploring various ideas, Suresh and his team came up with the concept of Aquaponics – a unique method of integrating aquaculture in a scientific manner.

Through Aquaponics, Suresh’s team envisioned economic growth of their communities, aiming to inspire community members to earn a decent living in their own localities. This project was also fueled by the personal stories of the team members, so common in rural Nepal, children who had seen their parents move out of the country to earn money as laborers. One such team member was Swastika who yearned for her absent father’s love as he was abroad to seek financial stability for his family to earn money. 

A big part of the challenge of the project was to demonstrate viability within the community, for the project was inspired by global approaches that featured modern equipment, expensive and not readily available in the community. At great length, the team discussed that the project would not be effective in terms of replicability in their community if it only included scientific innovation and not cost effectivity and availability of resources. They then came up with a solution, ingeniously devising the project to connect fishponds and agricultural fields using affordable tools like water motors and pipes. 

“During my Fellowship, I encountered various challenges within the community. One significant issue was the presence of communal differences. I hadn’t thought that such differences would affect the PBEL challenge”, Nirmala noted. 

In the community, half of the population belonged to the Madhesi community, while the other half included Brahmins, Chettris, and Janajatis. These differences created distinct resistance within the team, making it difficult for them to work harmoniously.

“Apart from the social and cultural differences, another setback I faced was involving gender discrimination against my students in science-related projects”, Nirmala recounts. 

Given the context of Nepal, girls and women have historically been undervalued, making it challenging to convince parents to allow their daughters to participate in school projects located far from the village. 

“I personally met with the parents, explaining the benefits their daughters could gain from this opportunity. Convincing them was not easy as part of their unease was about the safety and wellbeing of their daughters. And so, eventually, we formed a team for the project comprising two male and two female students. It seemed to calm down their parents because their daughters would be accompanied by another female friend and other female teachers." 

During this conversation, Nirmala reflected on her experience - a repositioning in stance about improving the education system as education is so much more complex than mere acquisition of knowledge in the classrooms, that it is also about the integration of myriads of social norms and values in teaching. It is easy to envision that a science fair will help the students, but it is only a part of our truth. Social norms and values predate our modern education system. An educator needs a holistic understanding of our communities if we are to talk about quality education. While our Fellows challenge social norms that inhibit education, it is done so innovatively and compassionately, without galvanizing social conflict. 

“I still vividly remember the day we embarked on our journey. The team boarded the bus, and each of us was filled with nervous anticipation. I recall Suresh saying, "हामीले त कहिल्यै पनी यस्तो प्रोग्राममा भाग लिएको छैन हामीले त जित्दैनौ होला केही पनि." (We have never participated in a program like this before; we might not win anything.)

During the PBEL challenge, the students united as a team and worked in harmony. There was excitement and nervousness, but the team had prepared well, and despite challenges pertaining to resources or arising social norms, they were raring to have a go. Hundreds of people from the community and neighboring villages started approaching them and asking questions about the project, even they seemed excited. The students confidently answered all their inquiries. At one instance, a guest posed a question about the cost and expenses involved and how people from the villages would afford such an investment. It was certainly a valid question, which the team began to ponder, again, about decreasing the cost much more than they had earlier assumed. At once, Suresh came up with a brilliant idea – integrating poultry farming with aquaponics to significantly reduce costs. 

Nirmala recounts, "Even I had not considered such an innovative solution. Witnessing Suresh resolve such a challenging question and under pressure left me in awe. At that moment, I might have been the proudest teacher in the world. Our team even won awards in three categories, including best teamwork, cleanliness, and innovation." 

“The team's overall triumph, particularly in teamwork, left me feeling accomplished. Suresh's exceptional leadership was unprecedented. It proved that regardless of the situation or how others perceive you and your dreams, you can always reshape reality if you remain passionate and work tirelessly toward your goals.”

Nirmala Karki, a second-year Teach For Nepal Science Fellow, is making a transformative impact in Parsa. Armed with a bachelor's degree in Public Health from Om Health Campus, Purbanchal University, Nirmala's passion for education and belief in equality drove her to join the Fellowship in 2022. Inspired by Teach For Nepal's unwavering commitment to educational equity and the mission to reach marginalized students, she has taken up the challenge to create an exemplary classroom environment. Through initiatives like PEBL, Nirmala strives to bring innovative programs into her students' lives, aiming to make a lasting, positive change. You too can play a crucial role in supporting dedicated Fellows like Nirmala by supporting Teach For Nepal's work and contributing to transform the lives of public school students.