creative nepal education

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Anita Shrestha, Founder of an NGO named Creative Nepal, using her passion (fabric) and strength (teaching) to make a difference in the lives of countless people. More than hundreds of women have lived with and more than thousands of women have learned from her, and together they combat to be independent.

She is involved in handicraft business for more than 3 decades. She spent 2 years in Japan for handicraft training and the international exposure helped her a lot to build more skills. She herself paid her own school fees by knitting sweaters at home and once she was a mother she worked hard to pay school fees for her two sons as well and since then there was no turning back for her.

With the same belief, she has been providing trainings and various opportunities for woman who think that they cannot do anything. The handicrafts made by these woman are exported in various countries as well as they are sold locally.Creative Nepal has been able to provide employement to many woman who now are able to contribute from her side to her family.

Organization

Expand its Women’s Entrepreneurial Empowerment model to train women in the world’s poorest regions for economic sustainability by 2025

Help improve the life of dependent women through income generation by producing and trading of quality clothing and other craft products with commitment to Fair Trade practices.

Current Status

Anita Amatya Shrestha, founder of Creative Nepal gives Training classes to girls in schools at Pharping and Bugmati through Fair Trade Group Nepal

Daily residential training at Creative Nepal. Training includes crafting different products with the help of sewing and weaving. Sewing and Weaving classes at schools and projects.

Creative Nepal provides training as a Resource Person. Creative Nepal sells hand woven wears for children and handicrafts.

Trained over 2500 women who are now working independently.

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Testimonial

After I took the training from Anita madam, I got confidence to run my own shop of sewing clothes. She is my idol. I am contributing in my children’s education.

Chaitya Shakya

I was a manager at Nepal Bank. I was always moved by the passion of Anita. After my retirement I joined Creative Nepal. Since then we work as a team for women. Her spirit convinced me not to stay home doing nothing.

Sarita Shrestha

I chose working with Creative Nepal because I believe in her passion. She empowered thousand of women which was really inspiring for me to join her in her movement.

Teju Sunwar

Before, I used to stay home doing house chores. I also took the training in Creative Nepal. Now I am full time employee at Creative Nepal and look after daily accounts of the organization.

Hema Basnet

We envision a world where women are leaders in their communities, they are in control of their own lives, their own rights, and their own decisions.

Sarita Thapa

GET IN TOUCH WITH US

Contact us for trainings, knowing our works and to buy our products.

Creative Nepal - Crafting Women to Bloom

Golfutar , Kathmandu , Nepal

Telephone : +977 1 4373501

Mobile : +977 9851079694

Email : [email protected]

© 2018 Creative Nepal. All rights reserved

Design by Sujan

Youth in the Creative Industry – ResiliArt Nepal

Nepal is a country with many stories to tell. Its rich cultural heritage and vibrant creative industries, inspire numerous visitors and residents every day. Festivals, concerts, exhibitions and other gatherings are a daily occurrence in its cities. And at the heart of many of these events are the youth, creating new forms of expression and blending the stories of the old with the issue facing them today. However, the story of the youth in Nepal is both one of opportunity and also struggle. 

Youth in Nepal currently make up over 40% of the population.  Their presence is not only felt in numbers but also in their energy and passion for change. Many have taken up positions in leadership both in the private sector and politics. The Mayor and Deputy Mayor of Kathmandu are some of the youngest to ever sit in those positions. But for many youths, unemployment is a constant struggle (The unemployment rate for youth was 69.2 percent in 2017/2018.) causing many to migrate to other countries for work. During the pandemic, the economy took a big hit and the cultural and creative industries were particularly affected. 

A new accelerator for the Creative Industries in Nepal

Following UNESCO’s global ResiliArt movement, UNESCO started ResiliArt Nepal with their first event held in September 2022. This project supports the cultural and creative industries of Nepal by capacitating youth, women, and indigenous marginalized communities. It achieves this through skills development,  enabling proper work environments and opportunities, and expanding its exposure to national and international markets. Allowing the artist to share their stories to a broader audience.

The project takes on a three-pronged approach focusing on: Dialogues for the discussion of issues and recommendations, and prioritizing where capacity building is necessary. Incubators for training and skills development, pairing young artists with more established artists in their field. Showcasing events to help highlight the extraordinary young talent in Nepal and create better cooperation between international and national institutions.

Sunita Dangol, Deputy Mayor, Kathmandu Metropolitan City 

Organized around the 7 creative fields of UNESCO’s Creative Cities Network (UCCN) . The project acts as an accelerator for the creative industries in Nepal. In so doing it strengthens the efforts of the cities in Nepal in their ongoing applications to UNESCO’s Creative Cities Network and raises the profile of the creative industries.

By providing youth with a voice and building their skillsets for the future, ResiliArt Nepal is ensuring the sustainability of the cultural and creative industries and energizing the sustainable growth of cities.  This falls in line with UNESCO Nepal’s new country strategy which has as one of its key themes “Placing culture at the heart of development” .

Raising awareness through dialogue

ResiliArt dialogues have provided an important platform for the youth and women in the creative industries, and their representation in these discussions has been essential. In September 2022 UNESCO, jointly with the Kathmandu Jazz Conservatory organized its first ResiliArt dialogue on the theme of Music: ResiliArt Nepal: "A Sustainable Career in Music" . The dialogue brought together key players and stakeholders of the Nepali music diaspora. They discussed the current state of the music industry and some of the major challenges facing young artists.

The discussion led to the shared realization that the most pressing and overall challenge is that Nepal's music industry is yet to properly address the fundamental rights of artists and musicians, including issues like fair pay, royalties and copyright protection. “Artists lack awareness of their rights” says Priyanjana Bhattarai an Intellectual property and artists lawyer based in Nepal.

For many on the panel the government isn’t doing enough to help, “The creative/entertainment industries are major forces for world economic and social development. Hence it is high time the government must pay attention.” said Stuti Sharma, head of creative at the recording company Music Nepal.

This type of response is precisely what the dialogues are trying to achieve. Not only providing a platform for youth voices but also creating awareness among government officials and within society as to the role youth should be having in these policy discussions and decisions. “ Youth voice is powerful. Once they know their rights, they can demand ” said Stuti Sharma.

We are motivated by this dialogue. The policy is for your rights, if it does not cover your rights, it is no good then. I seek your support in the amendment process, we expect a youth role.

Experts and professionals from the Nepali film industry during the second edition of ResiliArt dialogue discussed the challenges and opportunities, and the future of the Nepali film industry 

Unique and powerful stories

During the second dialogue, ResiliArt Nepal: "Future of Nepali Film Industry" which took place in collaboration with the Kathmandu International Mountain Film Festival (KIMFF) on 11 December 2022. The power of youth voices and storytelling was brought up as critical in ensuring the sustainability and growth of the Nepali film industry.

If you can keep it authentic and make it very unique. If your stories are very powerful, it evokes emotion, I think it will have all the success.

He discussed the richness in Nepali culture and the uniqueness of Nepali stories which must be shared on the global stage. For much of the world Nepal is famous only for its towering peaks, particularly Mount Everest, but apart from that little is known of its people and culture. There are strong stories to be told about this country and it is essential we equip the youth with the right skills and opportunities to share them through their own creative voices.

ResiliArt Nepal is providing this opportunity for the youth in Nepal. Through dialogues, incubators and showcase events the project will create new opportunities in the cultural and creative industries by expanding jobs and entrepreneurship, building skills for employment and expanding the opportunities for young artists to share their stories on the national and international stage. 

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Challenges In Imparting Creative Education

The Constitution of Nepal, 2015 mandates the provision of free and compulsory education to all citizens. In line with the constitutional provision, efforts have been made to improve the education sector.  A new curriculum has been designed to prioritise flexible and practical approaches to learning at the school level which tries to reflect students’ intellectual and creative abilities beyond the traditional exam methods. 

The National Curricula Framework 2076  aims to promote experience-based learning through the development of knowledge, skills and abilities among the students by engaging them in creative areas like music, acting, painting, sculpture, and handicrafts. The framework has a clear provision of the creative work curricula for grades 1-12. However, it is quite challenging to apply this in practice due to various factors, including teachers’ availability, resource limitations, geographical barriers, and a lack of awareness and understanding of the concept of creative education and its evaluation spirit. This form of education aims to promote education based on practical learning that enhances students' abilities and moves away from rote learning and traditional teaching methods.

Skilled Human Resources

The 15th National Plan of Nepal also envisages developing "creative, skilled, competitive, productive, and innovative human resources". In this regard, creative education is aligned with the macro-national plan. However, if the provisions mentioned in this document are not implemented effectively, the plan and policies will be limited to public criticism only. 

To ensure the implementation of policy provisions related to creative education, teachers and experts have advised the government and its relevant bodies not to delay in taking appropriate action in this connection. According to a secondary-level teacher, the absence of adequate resources has resulted in evaluating creative education based solely on estimated values derived from students' homework and their attendance. The teacher adds, "No one has given us any training or resources to assess the 20-mark creative activities at the school level. We have no other option but to rely on what we know and can do." 

However, he expresses dissatisfaction with their traditional assessment practice. The teacher claims that his statement reflects the status of teachers working with approximately 28,000 community schools across the country. A mini-study report on the "State of Creative Education through Art" reveals that creative education is not being taught under the basic-level curriculum. The report highlights that schools have textbooks, but what is lacking is the implementation of the curriculum. In addition to the curriculum, the teachers’ manuals should also be mandatory in schools. Nevertheless, schools seem to be delivering creative education through art without considering the level of competency and key achievements outlined in 

the curriculum.

The capacity and adequacy of teachers are prerequisites for quality education. However, Nawaraj Ghimire, a teacher at Shiva Secondary School in Latikoili of Surkhet district, raises concerns about achieving expected outcomes of the national curricula framework when teachers lack information and understanding about general educational activities, particularly in emerging areas. "In Nepal, almost 90 per cent of teachers cannot even calculate their students' GPA (grade point average). Consequently, creative learning and evaluation are reduced to mere rituals. This is a harsh reality throughout the country," Ghimire says. He asserts that teachers' inadequate knowledge and understanding of creative education and evaluation pose significant challenges to progress. 

Despite being part of the curriculum, creative education’s evaluation has been ineffective owing to a lack of human resources, technical and economic support, and necessary infrastructure. Even though the term "creative work" is used, teachers are still found evaluating students' creative abilities by reviewing their homework, and attendance records. This type of evaluation fails to do justice to students and does not satisfy teachers as well. Therefore, experts underline the urgency of the state’s action to improve the effectiveness of evaluation of the creative work curricula by addressing the gaps and challenges faced by schools 

and teachers.

Veteran educationist Dr Bidyanath Koirala observes: "The era has become upgraded, leading to the start of digital daily life. But teachers still rely on physical letters, while children are two steps ahead of them. Therefore, introducing new policies and programmes in the education system without improving the capacity of teachers would be pointless.” 

However, the concept of creative education at the school level is a good initiative. But there is a lack of comprehensive studies regarding the situation of evaluating creative education at the school-level. However, some small studies have indicated that extracurricular activities such as singing, dancing, and playing musical instruments are considered creative activities in schools. Due to this limited understanding, the students are likely to be deprived of learning handicrafts, painting and other indigenous creative skills envisioned by the curricula framework.  

In this context, Prachanda Shakya, Chairman of The Federation of Handicraft Associations of Nepal, says that including handicrafts in the creative curriculum of schools would be highly beneficial for both students and the handicraft sector. But he doubts that weather school can ensure the learning real sense or not. If creative work is limited only to exams and evaluations, neither the students will learn nor will the nation get the required human resources. 

Essential knowledge

The stakeholders suggest that the school curriculum for creative work should not solely rely on students' grade promotion but also consider its market relevance. Given the issue of increasing educated unemployment, creative work can serve as a means to reduce it. However, the lack of adequate learning resources and tools jeopardises the quality of education and may deprive students of essential knowledge. 

For instance, the Curriculum Development Centre (CDC) has noted that 90 per cent of schools do not have any musical instrument to teach art-related education under creative work. Similar problems exist in other creative genres as well.  A dearth of subject-specific teachers poses another challenge. Against this backdrop, what can students learn? This is a pressing concern and a question that demands prioritized reforms. If a creative education plan is implemented in all schools across the country, it could be instrumental in preserving the nation’s artistic skills and culture, and also expanding employment opportunities. 

(Ghimire is a media educator/[email protected]) 

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• Creative Nepal Education

CNE is where learning begins, as we are there to help students from their nascent stage to the time they are well estabilished in their careers.

Phone Number : +9779851111365

Website : creativenepal.edu.np..

Categories : Educational Consultant, Language School, Translator

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Address : PJT Building-861, Kalikastan Marga-dillibazar 29,, Kathmandu, Nepal, Nepal 44600

GPS Coordinates : 27.70534 , 85.3276 Kathmandu District, Bagmati Province, Nepal

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There is a list of nearest hotels: Pension Vasana Hotel located at 773/15, Dillibazar, in 83 meters southeast . Apartment located at Dillibazar 86, in 350 meters east . Hotel Kaze Darbar located at Kamalpokhari-1, in 685 meters north . Marcopolo Business Hotel is a two stars hotel located at Kamal Pokhari, in 759 meters northwest . Rudramati Marg B&B located at 82 Rudramati Marg, in 791 meters southeast . Hotel Nepal Tara located at Narsingh Chowk, Thamel, Kathmandu, Nepal, in 797 meters southeast . Traditional Comfort located at Kamalpokhari, in 814 meters northwest .

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Languages 1

Do you love to express yourself in creative writing or visual arts?

Education Nepal is looking for artists to submit their expressions and have the chance to be featured in books sold to benefit our project: Back 2 School  

Deadline for submissions:

Let the inspiration flow, three winners will be selected and receive a free copy of the book., the joy of learning.

As we go through life, we are constantly learning. Even when not actively choosing to learn, our environment provides us with learning opportunities. We learn from people around us, from education systems, media consumption and from society itself.  

Education Nepal as an organization works to improve educational opportunities in Nepal and the project Back 2 School is aimed to provide Alaiche Kedar Primary School with new furniture and a playground. This will motivate participation and enhance learning conditions.    The theme of the book is  The Joy of Learning  and we ask artists age 7-75 to submit their interpretations of the theme. It can be about our project, a school subject that lays extra close to the heart or a personal interpretation of the theme – let the creativity flow.    Learning can be the start of something new, challenge our way of thinking and change how we perceive the world. It’s a part of personal development. 

What does the Joy of Learning mean for you?

Email all submissions with the Subject Field as “The Joy of Learning” along with:

– title

– name of artist/writer

– age

– location (city & country)

– if the artist wishes to be anonymous

– contact information

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We work to ensure all children in nepal have access to inclusive and equitable quality education..

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The Challenge

Education is a fundamental human right. UNICEF is dedicated to making sure that all children can enjoy their right to a quality education, from early learning opportunities that lay the groundwork for success in school, all the way through secondary school.

Over the last 20 years, Nepal has made significant progress in education. The net enrolment rate in primary schools has risen to 97 per cent. However, the country still has many challenges to tackle. Issues that persist in education include poor quality and inequity in access, geographical remoteness, gender, and socioeconomic and ethnic differences. Key barriers to enrolment and attendance include poverty, social exclusion, disability, migration, child labour, social norms and gender bias.

• 770,000 children aged 5-12 years are still out of school.
• Only a half of students in grades 3, 5 and 8 meet the academic achievement criteria for Nepali and mathematics.
• Attendance in early childhood education (ECE) is still low at 51 per cent.
• There is inequity in the education sector as only 12 per cent of children from the lowest wealth quintile are developmentally on track in literacy and numeracy compared to 65 per cent from the highest wealth quintile.
• Very few schools meet child-friendly school standards. 
• Only 11 per cent of school buildings are earthquake-resistant. 

The Solution

Our education programme is guided by the School Sector Development Plan (SSDP, 2016–2022) and the consolidated equity strategy for the school education sector (2014), which is being implemented by the Ministry of Education. In this country programme (2018-2022), UNICEF will continue to support the SSDP as a joint financing partner, the focal point for the local education development partners group and as a coordination agency for the Global Partnership for Education. UNICEF will work to:

• Increase access to early learning in underserved areas, through community-based early childhood education (ECE) and parenting education.
• Improve the quality of ECE across the country through evidence-based policy advocacy.
• Support local governments in supporting the equitable delivery of school-based quality ECE.
• Improve the quality of basic education through policy development and planning focused on improving classroom teaching and learning, and promotion of early grade literacy and numeracy.
• Support innovations and research on teaching in multilingual classrooms.
• Support adolescents entering schools late or for the first time through non-formal classes.
• Launch behaviour change campaigns targeting parents to increase demand for formal education for working children.
• Improve life skills of adolescents in formal and non-formal school settings through a life skills-based curriculum.
• Strengthen the education sector for disaster risk reduction (DRR) and climate change action (CCA), education in emergencies and the Schools as Zones of Peace initiative to support implementation of Comprehensive School Safety Master Plan, which is currently being prepared.
• Support government personnel to monitor out-of-school children, including children with disabilities, through the Education Management Information System (EMIS), and support local governments to carry out planning and programme implementation under the new federal structure.
• Help develop an equivalency framework for non-formal education.
• Promote innovative teaching practices in different mediums of instruction, including the mother tongue
• Gather evidence on best practices in small schools
• Support the implementation of inclusive education for children with disabilities and a child-friendly schools’ framework

Letting children flourish from an early age

Nepal Multiple Indicator Cluster Survey (MICS) 2014 further analysis report

Country Programme Action Plan (2018-2022)

CPAP between the Government of Nepal and UNICEF 2018-2022

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