Consolidated Websites

A big thank you to all of our patient followers who have used this site as a learning resource. The news is that we have decided to close direct access to this site shortly having consolidated all FOUR of our websites into ONE. So on the single site you will find not only access to our online learning materials but also our travel stuff, our “history” from Nepal Schools Aid, Photography via Instagram, Organisational Psychology, and Mountaineering.
Future Blog posts could be on any of these topics but you will always know which one it relates to so you don’t waste time viewing “rubbish”! We hope you will continue to follow us and comment or even contribute if you would like to on any of our core topics.
If you want to continue following and to have access we strongly recommend that you visit and sign up for the consolidated site at

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School Development #1:Creating a Learning Organisation

A new article published on the topic of Learning Organisations. This is the first in a new series entitled School Development and will be followed by at least two further articles on “School Citizenship” and “Education Leadership”. Other possibilities include “Continuous Professional Development” and “A Process For School Development”.

Visit our Publications page and click for the full article.

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Quality Education-Adding a moral dimension

A new research article in our publications section describes a process for adding moral education into schools and education systems in developing countries. Our V4C process comprises 10 steps and can be easily learned and implemented in any school. However governments and Ministries of Education need to take firm and positive action to ensure the children are developed holistically and go beyond the mere cognitive inputs of literacy, numeracy, science, etc. Becoming a good citizen is just as important! Click on our Publications page to download.

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Research Articles-Quality Education

We have just begun to publish our series of research articles on this site into Quality Education so visit our Publications page NOW!

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Quality of schools is critical for economic growth in developing countries, Stanford expert says

An article published recently by Eric Hanushek of Stanford University says that “the quality rather than the quantity of education is key to boosting a nation’s economy, especially in the developing world”!

What a surprise for Nepal, other developing countries, UNESCO, and many bilateral donors. The reason being that policies, funding, strategies and activities have all been focused for the past decade or more on meeting quantity measures such as enrolment rates and DRIVEN by the Millennium Development Goal of Universal Primary Education.

Hanushek says:
“Rates of school attendance, student enrollment and years of school do not matter as much as many would believe. In the past quarter-century, many experts have called for a focus on “human capital” in schools and the marketplace. Human capital is the stock of knowledge, habits, and social and personality attributes, including creativity, that have economic value and that are rewarded in the labor market.

But this movement toward increased human capital has been misguided in its implementation, as it has led to policies largely seeking to increase head counts, enrollment and retention in schools. It ignores the importance of quality issues related to cultivating skills and knowledge among students.Too much attention is paid to the time spent in school, and too little is paid to the quality of the schools and the types of skills developed there,” (Hanushek wrote with co-author Ludger Woessmann, an economics professor at the University of Munich.)

So once again we have a damning opinion on the misguided SSRP in Nepal which many of us pointed out in 2009 only to be ignored and vilified!

You can access the full article from Hanushek here Human Capital

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Quality Education in Nepal-A lost cause?

Teacher&studentsNepal, as other countries has not one but THREE education systems, Primary, Secondary and Tertiary. Each has differing problems, needs and solutions, but an almost identical organisational change process is needed in each case.
The education requirements for each system need clearly defining, and then the organisational system process applied to each.
The first stage for each system MUST be to define the end point, the goal of the transformation, and this surely can be initially stated as “Quality Education” but this needs further definition for clarity. These definitions can contain any components thought important, from inputs, to outputs, and both mediated by student needs.
But this has always been the problem in Nepal, that there is no clear vision of the final end point, just a list of problems and unconnected random solutions. This is NOT how systems work or are transformed and was the predicted failure of the SSRP articulated by some of us as early as 2010.
Once these end points are determined and defined as the desired position, the current position can be scanned and compared. The gap between the two is then identified which shows what what needs doing, simple! No it isn’t, because this gap analysis needs further consideration regarding the sequence and connectivity of tactics to change the system. A recent example: as part of the SSRP the MoE threw a bucketful of training at teachers in primary schools; did it work? No it didn’t. They conducted a “name and shame campaign”, also without result. The list of random interventions is endless with almost $3 billions spent on them.
Within the primary system teacher training is certainly a need, but only as part of a wider issue related to “teacher change” in terms of behaviour, attitudes and values. You can throw as much training as you like at an uncommitted teacher but you will be disappointed if you expect to see a change. Equally you can lay down a policy of English medium in primary schools, but if the teachers themselves are incapable or unwilling you are fighting a losing battle.
The real failure of education system change in Nepal though is at the highest level. Undoubtedly the same people who designed and blindly implemented the SSRP are now involved in developing the SSDP, so how can we feel confident of success? Do they have any globally acclaimed system transformation experts as part of the team? Have they looked at recent research into defining, measuring and developing Quality Education in Nepal specifically?
I end with a small offering, an outstanding piece of research conducted by a young woman in Kathmandu over 18 months and based on a wider 5 years experience of developing 200 primary schools. Sangita Bhandari worked full time on this research in many of these schools to propose a clear framework of Quality Education that should be the start point for any transformation. Processes, tools, training programmes, community workshops, pedagogy, and even student evaluations of teachers all emerged from it.
Do those involved in the SSDP have even the slightest inclination to look at it here Nepal Quality Education

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Quality Education-Online Learning Update

Quality Education Modules Update


  • This is our first Newsletter since launching Quality Education Global for online learning as we celebrate registrations and interest from Belgium, Denmark, UK, Nepal, Finland, Brazil, Papua New Guinea, Nigeria. The first Module, Quality Education-The Global Challenge, is now complete with all 11 units uploaded and accessible with passwords for registered users.
  • The first 9 units in this module are essential background material before the last two units can be understood or accessed via a new password. This is important because it is placing quality education in context with early units introducing:
    • The UNICEF mandate on Child Centred Development
    • The UNESCO and UNICEF frameworks of quality education
    • The Millenium Development Goals as drivers for quality
    • Our Nepal research and Quality Education Framework
    • Measuring quality through perception tests such as SEEQ and MALS
    • Our Nepal perception test of quality, the QEPT

Once these units are completed and reviewed a new password gives access to units 10/11. There is now a greater focus on HOW quality education can be developed in a single school or in a whole education system.

  • Unit 10 describes how quality was developed in 200 Nepal primary schools, the process followed and some of the tools used. You will see the effect of pedagogy on quality, how a wider approach is needed beyond mere teacher training. Perhaps most importantly to some, you can now download some of our valuable materials to use for your own programmes.
  • Unit 11 describes how quality can be developed in whole education systems and shows it to be a very complex undertaking involving several transition stages before the final vision is attained. This is the realm of organisational psychology with tools from David Nadler, Michael Fullan and Peter Senge highlighted. This unit is likely to be of most interest to people in Ministries or Departments of Education.

We are now working on the second Module, Educational Psychology, which is taken from part of our Foundation programme described in Unit 10 earlier. This Module will look at the psycho-social learning environment in schools as part of the Quality Education Framework. Three major question areas will be explored: Questions about Child Needs, The Curriculum, and The Learning Process for Child Centred Learning.

Once again the only people who can access this Module will be those who have completed Module 1, and we will release slides from our Foundation programme to completers.

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