Building Brighter Futures: How Support Revitalized a Rural ECD
Shree Saraswati Secondary School, located in Sankhu, Konjyosome Rural Municipality, was established in 2017 B.S. (1960 AD). Since the establishment of this school, it has been a source of education and enlightenment for the people of the local community. However, wealthier families send their children to private schools, while the poorer ones rely on local government schools like Shree Saraswati. Despite more than 60 years of its establishment, the school faces challenges in quality facilities and resources in order to provide a quality education to the children enrolled in the school.
A particular area of concern has been the Early Childhood Development Center (ECDC) at the school, which currently serves 16 young children. Before receiving assistance from the READ Child-III project, the ECD classrooms were in a poor state and lacked basic facilities like educational materials, cushions etc. Children had to sit on cold floors in unsafe and poorly equipped rooms. Given the school’s financial constraints and limited fund allocation from the local government, improving the classrooms independently was not feasible. The ECD facilitators expected support from other institutions to create a safer learning environment for these young children. Finally, through the support of READ Child-III project, the classroom underwent a significant transformation. It is now safe, child-friendly, and well-equipped with activity corners, warm carpets, books, puzzles, and toys to enhance learning.
Support from READ Child-III project brought an immediate and transformative impact in the ECD Classroom. The ECDC underwent a complete renovation, and today, it’s not only safe and secure, but, also a child-friendly, well-equipped, and visually appealing class in the school. The room is well organized into distinct activity corners for reading, art, indoor games, and even a cozy sleeping area for young children. Warm carpets now cover the floor, and an array of educational materials—books, puzzles, and toys—make learning more interactive and enjoyable. These improvements have created a welcoming environment, sparking new enthusiasm among the children for coming to school. This overhaul has increased children’s enthusiasm for school. Many children, who previously cried and refused to attend, now eagerly participate in activities, and enrollment has risen.
ECD facilitators Ms. Sunita Ghimire and Ms. Kamala Ghalan highlight the school’s transformation. Ms. Ghimire recalls past challenges: “Convincing parents was hard without materials; children sat on cold floors. It wasn’t a place I’d want my own child to study.”
Ms. Ghalan, meanwhile, praises the READ Child-III project’s support: “It gave us new resources and training in child-centered teaching techniques, helping me create a more interactive environment.”
Parents have also become more involved. Mrs. Dolma Tamang, a parent, expressed her joy at seeing her child’s eagerness to attend school. The improvements have fostered pride in the community, with parents actively engaging in school activities. Principal Arjun Ghimire emphasized that the READ Child project has improved the quality of education and set an example for other schools in the region. This initiative continues to support rural schools, ensuring better education for undeserved children.
READ Child-III continues to support ECD’s from schools like Saraswati Secondary school, ensuring children in remote, underserved communities gain the access to quality education. Through infrastructure upgrades, teacher training, and increased parental involvement, the project is building a foundation for a brighter future—not only for these children but also for their families and the wider community.