In Search of Fantastic Teens

Glocal Pvt. Ltd. is a business enterprise active in the fields of education, entrepreneurship and skilling. It is committed to forming collaborative relationships with people. In this way, opportunities and change can be created. Its core work is in developing young people through skill development and empowerment in collaboration with various South Asian companies, diplomacy and government agencies.

Glocal Teen Hero is an initiative of Glocal Pvt. Ltd. It is just a platform for teenagers who recognize their start, creativity and enthusiasm to empower them. Through various opportunities and networks, they are working on the personal and professional development of teenagers. It also serves as an excellent platform for young people to network with representatives from various industries in Nepal. The GTH journey began in 2015 and was initially targeted at teens in Kathmandu, but then expanded nationwide in 2016. GTH has recognized 111 teenagers from Nepal. To date, 7 teen heroes have been awarded the title of Glocal Teen Hero, and other empowering teens have been recognized for their contributions and social impact as early changers, including the Glocal’s 20under20 award.

Recently, GTH has welcomed Glocal Teen Heroes in all countries of the South Asian region and is in the process of organizing a South Asian teen recognition platform.

Eligibility Criteria

• Must be 13-19 years of age.
• Must be a Nepali citizen.
• Must have created an impact in society beside academics.

Applications for Glocal Teen Hero 2022 are open to our young enthusiasts. The forms are available at www.glocalteenhero.com/nepal until July 31 2022.

“It's now your turn to create change”

View Your Choice is a Key Supporter and Outreach Partner for Glocal Teen Hero.

STEM Education

According to the National Science Teachers Association (NSTA), “A common definition of STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply Science, Technology, Engineering, and Mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.” STEM is a combination of two or more of the following within a learning experience: Science, Technology, Engineering, and Mathematics. STEM also teaches soft skills needed in all careers, such as Creativity, Solving tough problems, Critical thinking, Gathering and evaluating evidence, Making sense of information, Data analysis, Communication, etc.

A variation of STEM is STEAM, which includes an `A' for art and design, and STREAM, which includes Reading or Research.  Art and design are becoming an important part of STEM education since creativity is an essential part of innovation. Many STEM lessons involve model building and situational simulation.  These also focus on the basic subjects of education and effectively prepare students for the future. NSTA summarizes the many variations of STEM education by saying, “It is about moving forward, solving problems, learning, and pushing innovation to the next level.”

According to the U.S. Department of Education, “All young people should be prepared to think deeply and to think well so that they have the chance to become the innovators, educators, researchers, and leaders who can solve the most pressing challenges facing our nation and our world, both today and tomorrow. However, right now, not enough youths have access to quality STEM learning opportunities and too few students see these disciplines as stepping stone to  their careers.”

Employers in non-STEM fields heavily recruit graduates with STEM degrees because they possess skills that students with other majors may not have developed. A good STEM lesson ensures that students understand the connection to the real world. Educating students in STEAM subjects (if taught properly) prepares students for life, regardless of the profession they choose to pursue. As a developing country, Nepal needs help with skilled manpower which STEAM education can create. STEAM education will produce students proficient in various practical and experimental fields, giving birth to STEM professionals such as engineers, scientists, architects, and many more.
 

When students make simple things such as a toy robot or electric vehicle, then they are learning multiple things such as force, energy, transformation, interconnection, and modeling with the arts and designs. Integrating different disciplines in STEAM education may encourage students to enhance four basic skills- creativity, collaboration, critical thinking, and communication that are fundamental for the 21st-century job market (Kandel, 2018). 

Every year in Nepal, many students get poor grades in SLC, also called the Iron Gate of examination, merely because of their weakness in Mathematics and Science. Interpretations on the statistics of SLC results are also done and problems over this issue are discussed. However, the discussions over how to sort out the students who are uninterested in these subjects are usually not done. Are these students really vulnerable to these two subjects or uninterested in these two subjects? Students can do something in this area only if they are cordially interested. The way to create a group of talented and technology-enabled students is through STEM education.  It is very important because Nepal has not yet been on the road to development. This education can only provide the expert manpower for national development. STEM is a curriculum-based idea of teaching Science, Technology, Engineering, and Mathematics in an innovative and collaborative approach rather than teaching them individually. These four areas are the cornerstone of scientific innovation and development.

Best pedagogical methods are employed to focus students’ interest in this area. The motto of STEM education is that innovations can be achieved from that group of students who are really interested in this arena and who can sacrifice their life for this. And the purpose of teaching science and technology is not merely to produce new teachers but also to produce highly-skilled manpower who can do something miraculous for this world via research and innovation. Science, technology, engineering, and mathematics (STEM) education puts an emphasis on preparing future generations to be successful in their careers. The skills gained from STEM education extend beyond those needed to be successful in STEM fields, preparing children with varied interests who move into any industry to have valuable skill sets that allow them to be successful.

In the USA, it begins at a very young age through elementary school where students are taught the very basics of these four areas and are encouraged to pick this if they are heartily interested in it. In middle school, the course is rigorous and every student is told the scope and post-STEM occupation and research. STEM-based education teaches children more than science and mathematics concepts. The focus on hands-on learning with real-world applications helps develop a variety of skill sets, including creativity and 21st-century skills.21st-century skills include media and technology literacy, productivity, social skills, communication, flexibility, and initiative. Other skills attained through STEM education include problem-solving, critical thinking, creativity, curiosity, decision making, leadership, entrepreneurship, acceptance of failure, and more. Regardless of the future career path considered by these children, these skill sets go a long way to preparing them to be innovative.

The ability to think critically and challenge standards are the basis of innovation. Preparing today’s children to become the innovators and inventors of tomorrow begins with STEM education programs. Summer camps, after-school programs, and maker spaces provide opportunities to take traditional learning and pivot it to prioritize the hands-on experience and real-world application necessary for developing an innovative mind. There is an opportunity to expand and diversify the nation’s science, technology, engineering, and mathematics (STEM) workforce and STEM-skilled workers in all fields if there is a commitment to appropriately support students through degree completion and provide more opportunities to engage in high-quality STEM learning and experiences.

Prepared by: Swikriti Parajuli

I’m a student and I believe in learning and sharing. Besides community development, I’m passionate about arts, music, and sports. 

ICA Nepal is an experienced team dedicated to working in the field of human capacity building, and community development through advanced methods. It pursues to recognize people’s initiation, creativity, and enthusiasm in bringing sustainable development by considering existing cultural dynamics and pluralities. It is committed to creating an environment, in which the opportunity to participate and the construction of sustainable change and development is foremost. It has also been conducting different activities for the promotion of STEM Education in different parts of the nation.

Development Opportunities in Northern Sankhuwasabha: Views of NGOs’ Activists

Institute of Cultural Nepal (ICA Nepal) joined hands with NPO Nepal Volunteer Service to distribute educational and healthcare materials along with Need Assessment at the Northern Part of Sankhuwasabha and Makalu-Barun Areas. The 6-day trip remained fascinating and unforgettable. We started off this beautiful road journey with our colleagues, enjoying the marvelous landscapes bounded by nature. It approximately took us 2days to reach Khadbari along with some short visits to Khotang Haleshi Temple, and some renowned places of Nepal such as Diktel, Okhaldhunga, Sindhuli, Hile, Mid Hill Highway that connects the eastern border to the western border of Nepal, running through different important townships, settlements and other places of approximately 1776 Km, etc. The trip remained very refreshing; however, the road construction was still being carried out at most of the parts, leading to some disturbance.

Khadbari was surrounded by breathtaking scenery and mountain views, the local people were also very kind and innocent; additionally, they welcomed us with great hospitality. The next day, we headed towards the Barun. On our way to Barun, we distributed some health relief materials such as sanitary napkins, soap, sanitizers, masks, COVID prevention posters at Paukhola Health Post, Karmarang. They also enlightened us about the conditions of health posts and requirements for Medical Equipment such as beds and generators in Karmarang and other health centers as well. Next, we supported some educational materials at Shree Krishna Higher Secondary School, Gola. The students there need to take a long 3-4 hour route and come to study. They lack nutritious lunch and a good place to live. The Need Assessment concluded that they require proper Hostels, especially for girls. The day-to-day activities of these students have been very troublesome. To gain Higher Studies they further need to visit different other places that take around 6 -7 hours on foot as there are no other means of transportation and are forced to drop out of school even though they wish to study more and reduce the illiteracy/ poverty rate of the village. It took us almost 10hours to reach Barun. 

On the auspicious occasion of Magh-1, the local people tend to visit Barun to take Holy Bath and attend the local fair. The water comes from Shiva Parvati Dhara and is said to be very sacred. People travel for over a day and hours to attend the fair. They stay up all night to light up the diyo-batti and involve each other in other activities such as cultural dancing, having fun, drinking, and shopping. The electricity and transportation are not reached in the very place along with accommodation disturbance. People light up torch lights and tuki to eliminate dark. The religious tolerance and social clubs were highly seen at the place where people adapting different ethnic groups i.e Sherpa, Magar as well as horizontal groups were seen there. The houses are most likely to collapse as many of them are constructed using local bamboo, and woods. The next day, people take a holy bath early in the morning and return to their house with a great time. Reportedly, the fair carries a lot of faith and beliefs of local people as many people including children, and the elderly were seen traveling for a day or two and look forward to attending these in the near future as well.

On the fourth day, we worshipped the Barun river and headed to Ekuwa Village. Alaichi`s farming was highly observed as a source of income generation. Due to Alaichi farming, people tend to farm fewer cash crops and buy overdue rice from India at a low price. The Alaichi cultivation could be diversified with Kiwi, Coffee, and other farming. The locals highly consume junk foods; neglects farming fresh cash crops as it requires hard work and more care. The children would rather eat noodles and biscuits than rice and vegetables. Every day, more and more housewives find it easier to cook instant noodles and serve their families. During our visit to Ekuwa village, we stopped by another school and distributed educational materials to the students. The students welcomed us with ‘Khada’ and ‘Mala’. Further, we trekked for 7-8 hours and crossed some of the dangerous landscapes, looking at the beauty of nature and mountains. On the way, we met an adorable 9-year-old girl, Sandhya, returning from the fair. We were going on the same route; next, she showed us the way to the village. The landscapes were very dangerous for us to cross but for her, it was a piece of cake. She also told that when she was a child she used to visit this forest to fetch grass for her cattle. The local people prefer walking rather than taking the mode of transportation as they have rare visits on the vehicle, they tend to get dizzy, and nauseous. The old women were seen taking the wool off to make clothes further. We also met a 16-year old boy, Nima who was returning to his home on occasion after being far away to gain an education. After our conversation with him, he told us that he want to get further education and do something good by utilizing local resources for his locality rather than going abroad. He was very kind and helped us with our loads as well.

In Ekuwa, the students and teachers were waiting for our arrivals with hands full of Mala, Khada, and Flowers at Ekuwa Basic School. After the successful distribution of educational and healthcare materials, we held a meeting with the School’s Representative. Next, the local people lit up huge woods for fire and showed us their cultural dance, music, and local dishes. We were very grateful for all the love and support they provided us with. The locals were seen carrying heavy loads due to a lack of transportation. They also need to carry the sick people in their back due to lack of healthcare posts. During our visit, the people were expecting of getting more than just donations. We also observed discrimination as Dalits were not allowed to enter the kitchen whereas other ethnic groups were warmly welcomed inside the house. Every night, people would gather at certain places to have drinks, food and spend time. They use solar power as a source of electricity. The unmanaged water source has also been causing problems in the area as livestock pollute the water. The construction of the reservoir was considered essential.

On the fifth day, we hiked for around 6 hours and reached a scared cave at Sisne. The cave was founded by the local children while chasing bats. The cave carries a lot of cultural faith among the local people. Every day, the cave welcomes 50-60 people fasting and worshiping gods inside the cave as Ganesh, Shiva-Parvat, Naag, Ram-Sita, Hanuman. The cave remained a very memorable and breathtaking adventure for us. Next, we returned to Khadbari by vehicle. We also saw a bunch of people visiting Dobhan for the next fair, those who cannot go to Makalu Barun, go to Dobhan. It also showed high religious tolerance and unity of people. The people had no greed and were willing to invest their time in the holistic development of the locality. 

On the 6th day, we went to Manakamana Temple, the priest enlightened us with its details and after that, we took a flight to Kathmandu with great learnings and new experiences. The trip will forever be treasured by each one of us. During the visit, the travel plan, team spirit, and commitment to achieve the goal made it possible and we are forever grateful for the acknowledgments. After the visit, we wish to develop proposals and draw more attention regarding this subject matter.

Prepared by: Swikriti Parajuli

I’m a student and I believe in learning and sharing. Besides community development, I’m passionate about arts, music, and sports. 

ICA Nepal is an experienced team dedicated to working in the field of human capacity building, and community development through advanced methods. It pursues to recognize people’s initiation, creativity, and enthusiasm in bringing sustainable development by considering existing cultural dynamics and pluralities. It is committed to creating an environment, in which the opportunity to participate and the construction of sustainable change and development is foremost.