E02: Role of School in Equal Opportunity (Nepal)

Pragyee: What approaches do school follow to provide equal learning opportunities to all the students in the school? Rajendra: Since we can’t really know the resources that each individual has, and given that our school’s students come from economically and socially deprived families, we provided them with necessary materials from the school. We prioritized about 10-20% of the students from underprivileged backgrounds. However, we didn’t go into checking everyone else’s resources in detail. All students had access to textbooks, the library was open to everyone, and stationery was provided as needed, so no one really faced any issues. That’s why we didn’t have to focus too much on resources, but we did ensure that the learning environment was inclusive. If anyone needed extra time or had confusion, we provided additional support, like library time or special sessions. As for our organization, we had three categories of students. First, those from alternative care, meaning children who had lost parental care or whose parents couldn’t provide proper guardianship. Second, children from economically deprived families, who received need-based scholarships covering fees, textbooks, uniforms, etc. Third, community children from families who could afford the fees. During the COVID period, when we shifted to online classes, we noticed a digital divide. Students from poorer backgrounds couldn’t afford devices and got left out. To address that, we provided tablets and monthly data packs so they could attend classes. This way, we ensured everyone stayed connected and the learning continued. In general, our approach has always been need-based support, and we try to create an inclusive environment where all students interact and learn from each other, regardless of their background. This blending of different socio-economic backgrounds helps everyone understand the full picture of society. I think what we see as a benefit is that someone from a well-off family can understand what life might be like for someone from a deprived background, and that’s part of the social understanding. They also get to see what it’s like for children who have lost parental care, and what their thoughts and situations might be. At the same time, children from deprived families get to see what a more affluent background is like, and that blend of different socio-economic backgrounds gives everyone a more complete picture of society right within the school environment. We feel that this helps everyone learn and grow in a holistic way.