School Transformation Through Quality Education

In March, EQUIP development day was successfully held over two days bringing together EQUIP team members for reflection, learning and team strengthening. The first day focused on spiritual reflection, team connection and reviewing the journey of EQUIP. Similarly, on the second day, the team visited the ICIMOD Living Mountain Lab for experiential learning on environmental sustainability.

In May I made an official visit to Siraha and during the visit I was able to share how the project looks like in the academic year 2026–27 and formally strengthened institutional collaboration by signing the partnership agreements with the schools. Similarly, for the teachers to organize and store the teaching and learning materials sixteen steel cupboards were handed over to schools. As a part of administrative and coordination efforts, I had meetings and submitted the progress report and project related documents to the government agencies. Likewise, to strengthen teaching practices and school engagement in continuous professional development, in May the EQUIP team provided training on learning walks and creative school assemblies to all teachers from four partner schools. Subject-specific mentoring sessions were continued, homework clubs remained active to support students’ learning, and awareness training was provided to students on online exploitation, human trafficking, and drug abuse. Educational resources were also distributed to enhance classroom learning and student participation.

To strengthen both teaching practices and school leadership in Rukum West, KISC EQUIP also conducted a series of trainings in May. English and Mathematics training sessions were delivered for grade 6–8 teachers, helping teachers improve classroom instruction and student engagement. The training sessions deepened teachers’ understanding of the national curriculum, subject-specific pedagogy, and the integration of life skills into everyday classroom instruction. Teachers also explored practical ways to incorporate ICT into lessons to make learning more interactive, relevant, and student cantered.

Alongside these trainings, sports kits and teaching resources were distributed to support interactive learning environments in schools. EQUIP also followed up on previous training initiatives to ensure continued implementation. In addition, child clubs were reformed in participating schools, and creation care training was provided to child club members to encourage leadership and environmental responsibility among students. Furthermore, reproductive and menstrual health as well as personal hygiene training sessions were conducted for students from ten schools, promoting awareness, health education, and encouraging hygiene practices among adolescents.

In Lamjung Sundar Bazar schools through a partnership agreement, several educational and well-being initiatives were successfully implemented to strengthen the quality of education. Leadership training on students’ and teachers’ well-being enhanced the capacity of school leaders and teachers to create supportive and emotionally healthy learning environments. English and Science training for grade 6–8 teachers improved teachers’ subject knowledge, classroom practices, and confidence in delivering interactive lessons. The provision of sports kits encouraged student participation in physical activities and promoting teamwork. Child clubs were reformed and the members were provided with Creation Care training, empowering them to become active leaders in environmental protection.

Similarly, resource teachers in Beshisahar schools received advanced training on peer observation and orientation for the Education Conference, strengthening professional collaboration and reflective teaching practices. Educational resources provided to Beshisahar schools further supported resource teachers to run school-based training sessions. Overall, these initiatives contributed to teachers’ continuous professional development and ultimately lead to improved teaching quality. 

In Rukum over the course of the project, the relationship between EQUIP and the local churches strengthened and became more collaborative. The relationship evolved into a supportive and continuous one, rather than event based.  Churches have now begun to see themselves not just as places of worship, but as agents of compassion, service, and outreach in the community. Previously, churches mainly focused on their own members, but the OCC training gave them burden to reaching out non-Christian children and families.

On the 9 & 10 March we as a couple attended Godly marriage seminar in Kathmandu. Similarly, we were able to conduct a similar seminar for 16 young couples on the 14 March. I was able to share about EQUIP work in Thailand from 16 - 19 March. Similarly, in the last two months during the weekends I was able to provide basic educational guidance to the grade ten students from 3 different churches, total 85 students were equpped to make informed career decision.

Prayer requests 

I received the UK visa and I will be attending Expect 26 conferences in June. I will also be visiting some churches to share about EQUIP and also visit my brother in Colchester, please pray for the safety and wisdom as I travel.

Meena is doing much better with her allergy, she was advised by her doctor to stop the medication for her cholsteral for a month. But the test after a month showed massive rise in the cholsteral level. So, she might have to restart the medicine, yet to see the doctor.  Please continue to pray for her.

EQUIP is planning its staff family social on 13 June 2026, please pray that the spouses and children experience the sense of community along with the staff members.

I deeply value your support and encouragement as I continue serving the Lord through EQUIP. I am grateful for your continued prayers and support. May the Lord bless you richly.

Yours faithfully,

Dil Bahadur Karki,

Head of EQUIP