From One Room to Unity: Revamping Classrooms Reflects Community Spirit

What comes to mind when you think of a classroom? A blackboard, chairs, desks, maybe even a smartboard nowadays. But that wasn’t the reality for the students in Kailash-04. With crumbling classroom floors and a scarcity of basic furniture like chairs and tables, children found themselves seated on the bare ground, struggling to concentrate and find comfort during lessons. This challenge was exacerbated by the heavy rainfall that lashes in Kailash during the monsoon season, further deteriorating the already fragile learning environment. The ambiance within a school profoundly shapes the learning experience, influencing students’ engagement, motivation, and overall academic performance

It’s disheartening to observe that while not so far from Kailash, cities like Hetauda, Chitwan, and Kathmandu boast well-equipped schools with proper classrooms and furnishings, Kailash remains overlooked. Shree Praja Utthan Primary School in Kailash-04, Dhusrang, and Shree Deutish Primary School in Kailash-04, Deutish are just two examples among several schools in Kailash facing similar challenges. Witnessing the plight of these schools, SDA has remained steadfast in its mission to improve the quality of education in Kailash since 2014, focusing on the educational development of schools across the 10 Wards in the region.

SDA has been supporting both the schools, which fall under SDA-supported schools as part of its Education project. Having reconstructed Shree Praja Utthan Primary School, after the earthquake in 2015, with a new building comprising four classrooms in 2017, SDA has been consistently involved in various educational development initiatives for both schools, including the provision of classroom furniture, carpeting and the beautification of learning spaces through vibrant classroom painting. Catering to students from nursery to grade 5, these schools hold a special place within the spectrum of SDA’s impactful educational interventions.

Fig.1: A student walking through the damaged plaster floor at Shree Praja Utthan Primary School, embodying the daily challenges faced by learners. This reflects the challenges faced by students before the Classroom Equipment Program, highlighting the need for transformative initiatives.

However, the journey towards improved education in these rural areas has been fraught with challenges. School children have been facing daily struggles by the lack of adequate facilities, creating an environment that obstructs their learning experiences. Recently, one critical issue that surfaced was the damaged condition of classroom floors, adding an extra layer of hardship for both students and educators. Recognizing the urgent need for intervention, SDA decided to address this challenge head-on by launching a project to plaster and slope the classroom floors. The decision, rooted in the organisation’s commitment to overcoming obstacles faced by young learners, aims to create a safer and more suitable learning environment, even if it starts with just one classroom.

*Fig.2: The teacher and principal of Shree Praja Utthan Primary School, Kailash-04, Dhusrang, working hand in hand to empty a classroom, setting the stage for the transformative plastering process.*

Originally, the plan was to plaster only one classroom in each school. However, what unfolded was a comprehensive effort that engaged the School Management Committee, Local Committee, parents, and the local community. After the discussions with various stakeholders, a mutual decision was made to broaden the project scope. The School Management Committee, Local Committee, and parents expressed a strong willingness to contribute their labour. This collective spirit led to a decision to slope all classrooms in both Shree Praja Utthan Primary School and Shree Deutish Primary School. 8 classrooms in total.

With the labour budget reduced, SDA purchased cement from a local vendor, allocating the necessary amount for both Shree Praja Utthan Primary School and Shree Deutish Primary School to plaster all the rooms in both schools. SDA working together with local vendors not only ensured the smooth execution of the project but also laid the foundation for future partnerships that can contribute to the development of the community.

Fig.3: Our dedicated Education Staff member, Dhan Bahadur Moktan, diligently sweeps and cleans the floor outside the classroom, creating a pristine space for the essential materials needed for the upcoming plastering process.

SDA ensured that decisions were made collectively. Agreements reached included SDA providing cement, being responsible for the transportation of materials from the vendor to the schools, and the school management committee and parents managing other materials required for plastering, including their labour.

What truly sets this initiative apart is the remarkable dedication displayed by the school communities, parents, and local residents. Each stakeholder actively engaged in every stage of the project, whether it was clearing out classrooms, blending cement mixtures, or meticulously applying plaster.

In the midst of the transformation happening during the plastering project, there was a touching moment that truly captured the spirit of our community. While one of our SDA staff members was overseeing the project, a local parent working on plastering the floor, turned to the staff and said, ‘Don’t worry about the details, sir. I’ll make sure the floor is perfectly sloped. You see, my daughter will be studying in this very classroom.’ This heartfelt assurance not only revealed the deep sense of ownership the community felt toward the project but also showed the personal connection they had with the school’s improvement. It’s moments like these that highlight the dedication people have for the future of their children and the meaningful impact of the project.

*Fig.4: Parents and locals actively participate inside the classroom, some transporting sand, while others focus on the meticulous task of separating stones.*

The renovated classrooms not only provided a more conducive learning environment but also showcased the potential for community-driven initiatives to elevate education infrastructure. This endeavour will ripple its effect renewing interest in education within the localities, with more parents actively engaging in discussions about the future of their children’s education.

The success of the Classroom Equipment Program is a testament to the power of joint efforts in community development. By actively involving all stakeholders, SDA not only achieved its initial goals but exceeded expectations, creating a positive impact on the educational infrastructure of both Shree Praja Utthan Primary School and Shree Deutish Primary School. The collaborative model adopted by SDA, where all stakeholders actively participated, can be replicated in other communities facing similar challenges.

*Fig.5: A local parent, immersed in the task of filtering sand. Around him, a supportive community comes together — some assisting in moving the sand, while others observe the process.*

As the dust settles and the classrooms stand as a symbol of community-driven change, valuable lessons emerge. SDA’s Classroom Equipment Program highlights the importance of community engagement, open dialogue, and a shared vision in sustainable development initiatives. The success of the project was not only in the physical transformation of classrooms but in the empowerment of the community to take ownership of their educational spaces.

While the physical transformation of classrooms is a monumental achievement, the importance of fostering educational awareness within the community cannot be overstated. SDA recognizes the need for continuous efforts to promote the value of education, ensuring that every child in Kailash has access to a proper learning environment. By addressing the circumstances faced by schools like Shree Praja Utthan Primary School and Shree Deutish Primary School, SDA’s ongoing commitment to improving education reflects a shared vision of empowerment and community development. As we celebrate the success of initiatives like the Classroom Equipment Program, let it serve as a reminder of the transformative potential inherent in collective action and collaborative partnerships.

Fig.6: A local caring parent takes on the challenge of sloping the classroom floor, diligently working to create a level playing field for the children of Shree Praja Utthan Primary School in Kailash-04, Dhusrang.

Moreover, this initiative underscores the pressing need for equitable access to quality education, especially in underserved areas like Kailash. By highlighting the challenges faced by students and educators before the intervention, we emphasise the importance of targeted interventions and community-driven solutions. Moving forward, let us continue to champion initiatives that prioritise education as a fundamental human right, paving the way for a more inclusive and prosperous community.

In conclusion, SDA’s Classroom Equipment Program stands as evidence of the transformative power of working together for community development. The shift from a simple plan to plaster one classroom to a concerted effort that revamped all classrooms truly reflects the united spirit of the community. As we celebrate the success of this initiative, let it serve as a beacon of inspiration for other communities, reminding us all that true empowerment comes from working together for a brighter and more educated future.