Karina grew up in Balkhu, Kathmandu, the first child in her family. She spent much of her childhood with her extended family, painted and sketched whenever she had the chance, and dreamed of becoming a doctor. That childhood image of herself in a white coat stayed with her long enough to carry her into a Science stream for her +2, but as she grew, her interests shifted toward the systems behind it. She completed her Bachelor's in Healthcare Management and joined B&B Hospital, where she balanced classes in the morning and office shifts in the afternoon. But even as the work was stable and she was being noticed, she felt restless. Most of her peers were going abroad; she was in a routine that felt, despite its security, increasingly disconnected from purpose. Karina understood that health challenges in the health system come from a lack of awareness and education. Karina joins the Fellowship carrying both her professional discipline and a belief that the most valuable thing you can give…

I applied for the Teach For Nepal Fellowship because I see it as a unique opportunity to grow both personally and professionally while contributing meaningfully to society. Having faced many personal struggles and experienced life not always going as planned, I’ve realized the importance of stepping into spaces that both challenge and nurture me. TFN, with its focus on educational equity and community engagement, offers the kind of environment where I can reflect, grow, and develop resilience. I hope that through this journey, I will become a stronger and more grounded individual, better equipped to face life’s uncertainties. My interest in TFN also stems from its core mission to end educational inequality, which resonates deeply with my values. Coming from a non-technical background and having chosen HR as my focus in my MBA, I’ve always been drawn to people-oriented roles—spaces that value relationships, development, and impact. TFN’s emphasis on leadership, capacity building, and …

My decision to join the Teach For Nepal Fellowship stems from a deep belief in the power of education to transform lives and communities. During my school years, I was fortunate to have teachers like Ramesh Sir, who made learning meaningful by connecting it to real-life experiences. His encouragement and support are among the main reasons I want to be a teacher who inspires curiosity and confidence in students. On the other hand, I’ve also experienced the fear and frustration that come from not understanding a subject—especially math, which I struggled with for years until a tuition class finally helped me grasp the concepts through practice. These experiences have shown me how much of a difference the right support at the right time can make, and I want to be that support for students who might otherwise be overlooked. What drew me to TFN was not just the mission, but the people behind it—their passion, authenticity, and unwavering belief in change. My first interaction with TFN was…

Ruby grew up as the first grandchild of both sides of her family, raised in a close-knit neighbourhood where everyone knew everyone and she was loved by all of them. As a child, she came home from school and taught her dolls on a blackboard her parents had bought her, marking magazines as assignments, calling the class to order; it was entirely sincere: she had always wanted to be a teacher. She went on to study Biotechnology, drawn by a fascination with how living systems work and what biology can do in the real world, then completed an MBA in International Business. As her life moved through science, business, and responsibilities, the small voice to be in a classroom filled with students who feel safe and curious never left her. Ruby thinks the Fellowship is the bridge between who she has always been and who she is still becoming and her purpose in life. She hopes to impact students in a way a single caring adult can change the direction of a child’s life. She finds the opportunity…

Krishna grew up in a small hilltop village in Arghakhanchi, shaped by a disciplined household, a government-employee father who believed deeply in education, and a mother whose quiet lessons in kindness and integrity became the compass he has navigated by ever since. Teachers, however, were autocratic, authoritative figures who punished students. He was a top student at his village government school, winning essay competitions, radio program recognitions, and poetry contests. He chose Science after his SLC, then followed a growing global awareness toward Environmental Science at Tri-Chandra College in Kathmandu, and eventually pursued a PhD in Italy, where he generated new knowledge about how conifer species in the Himalayas adapt to climatic variability — completing his research through the full disruption of the COVID-19 pandemic, collecting samples between lockdowns, and finishing within his planned timeline. That experience of adapting, persisting, and producing results under con…

Sushila grew up in Baraghare, Bharatpur. She was the eldest child in her family, which meant responsibility arrived early, and she wore it naturally, the kind of child who was mischievous but still scored great marks and was loved by every teacher she ever had. From childhood, she wanted to be a social worker, inspired by her father. Her school shaped her in ways that went well beyond the classroom: an institution whose congregation also runs schools in rural areas providing free education to children who would otherwise go without, a fact that deepened in Sushila a sense of what education can mean when it is offered to those with the least access to it. She went on to complete her Bachelor of Science in Agriculture, spending five years away from home — navigating a new city, a demanding scientific curriculum, and an active student life that eventually pulled her into organisational leadership. She rose to become in charge of the student union, raised her voice against decisions she b…

During my time abroad for work, I witnessed a heartbreaking reality: many young and elderly people from my country were employed in labor-intensive, low-paying jobs such as housekeeping, cleaning, and security guard positions due to illiteracy. It was upsetting to see how others looked down on them, not only because they held low-status positions but also because they lacked education. This experience deeply affected me, and I promised myself that if I ever returned to my country, I would work to improve the education system. I wanted to contribute to a cause that would not only provide personal satisfaction but also help change the mindset that every child, regardless of background, deserves equal access to education. This led me to Teach For Nepal, whose vision aligns with my desire to bring meaningful change to the education system. I believe education is the most powerful tool for transforming lives, and Teach For Nepal provides an incredible platform to bridge the educational …

Kirtee grew up in Amling, a small village in Makwanpur, in a family whose roots run deep in the Pandit tradition — her grandfather a custodian of that knowledge at 82, her father a retired Sanskrit teacher turned priest, and her mother a health worker who quietly manages both roles at once. She was a curious and sensitive child who learned to read and write before she ever entered a classroom, watching her father write his diary and asking him how. School was a place she took seriously, and she was disciplined and diligent — but shy, and deeply uncomfortable in unfamiliar spaces. She later worked at an educational consultancy, where the transactional nature of education focused on paperwork, visas, and destination rather than genuine growth and learning. She saw firsthand how hundreds of young people left their loved ones, their family, and home for opportunity and growth that are absent here in Nepal. This made her question whether the gap lies in our inability to recognize opportuni…

One of the biggest reasons I want to join Teach For Nepal is because I’ve experienced firsthand how fear-based teaching can damage a student’s confidence. I was once transferred from a school where students were punished harshly, and I remember a friend being mistreated simply because he was academically weak. That experience stayed with me and made me determined to become the kind of teacher who uplifts, not intimidates. When I saw the question, “What if your first job is to change the nation?” it deeply resonated with me. I want to be part of this powerful movement that unites people from diverse backgrounds with one shared purpose: changing the narrative of education in Nepal. Through TFN, I believe I can not only transform my students’ learning experiences but also help shift community mindsets toward more inclusive and supportive education.

I learned the power of being present because someone was present for me. As a child, I was very shy and lacked the courage to express myself, even with close friends. This social anxiety created a barrier that hindered my ability to form connections, leaving me feeling isolated until I encountered a teacher who saw the potential hidden behind my wall of anxiety. She saw more in me than I saw in myself. Her guidance gave me confidence and ignited a spark of self-improvement. This transformative experience has greatly influenced my career path. Driven by a desire to provide the same support and encouragement that was instrumental in my development, I chose to become a teacher. I find deep fulfillment in guiding and empowering students. Witnessing their intellectual and emotional growth brings me immense satisfaction. Although life circumstances led me to pursue other career paths, I found that the connection with students and the satisfaction of teaching were unmatched and irreplacea…