Thanks to the efforts of a dynamic local leader, an educationist and a medical doctor, a traditional town east of Kathmandu is being transformed into a well-connected satellite city. Is the process sustainable and replicable?

By BHAGIRATH YOGI

Till a decade back, Dhulikhel remained a small, traditional town on the way from Kathmandu to Kodari, a business point bordering Tibet. Shadowed behind the business hub of Banepa and away from the attention of political masters of Kathmandu, it was only a non-descript town.

No longer. With the communtiy-run Kathmandu University, a well-equipped communtiy-run Dhulikhel hospital and community managed Water Supply Project, among others, Dhulikhel has got its distinct identity.

And, behind this `silent revolution’ is a dedicated visionary-Bel Prasad (B. P.) Shrestha. Elected to the then Dhulikhel town panchayat 14 years ago, Shrestha has been elected twice as mayor of Dhulikhel municipality over this period.

Headquarters of Kavre district since the regime of late King Prithivi Narayan Shah, Dhulikhel is situated 5100 ft. above sea level and is surrounded by the panoramic snow peaks of Himalayan ranges on the north, and green belts of Mahabharat ranges on the south. The municipality consists of 9 wards and has a total area of 1087 hectores.

Most of more than 11,000 people in the municipality are engaged in agriculture, business or services. Very few have other jobs. About 42% of families are poor while only 4% have good economic status. Approximately 3,500 children are enrolled in 20 Dhulikhel Municipality schools. This represents more than 100% of the school going age children, as children from outside the municipality enter the schools. Of the total 20 schools, six of them are privately run schools, 12 government funded schools and 2 municipality funded primary schools.

Most of the people in the municipality belong to ethnic Newar community. The largely homgeneous composition of the municipal area may have been the main factor behind community and social works for common good. With devoted social worker and hotelier B. P. Shrestha as their leader, the people of Dhulikhel had only new goals to achieve.

Shrestha’s first test was in finding a source of drinking water for the parched town. With the help of local community, Shrestha was able to identify the source of water at Panchakanya, some 13 kms away from the municipality. Inaugurated in December 1997, the project supplies 550,000 liters of water per day to nearly 7000 people in the municipal area. Out of the total project cost of Rs 37.6 million, the German government provided a grant assistance equivalent to Rs 35.7 million while the rest was borne by the Nepal government. The project is now considered as a model consumer-managed project by agencies like the World Bank.

As soon as multi-party system was restored in 1990, educationist Prof. Dr. Suresh Raj Sharma and his team were looking for a place where they could set up the first first private sector led university in the vicinity of Kathmandu. Thanks to the initiative of mayor Shrestha to offer 200 ropanis of land free of cost, the Kathmandu University was set up in Dhulikhel in 1991. “KU is purely a public institution,” says Prof. Sharma. “What we want is an institution based on the Government-Community participation. As such an insitution doesn’t have to wait for the decisions from the governmetn bureaucracy, it will help in the operations.” (See:Box)

Five years later, a young medical doctor gave up his well-established profession in Austria to launch a hospital in Dhulikhel. Dr. Ram Kantha Shrestha pulled in his contacts and resources in the beautiful European country to run the state-of-the art medical hospital in Kathmandu. Inaugurated in December 1996, the hospital is a collaborative project between Dhulikhel municipality, Nepalimed Vlbg. Austria and Dhulikhel Health Services Association. Sprawled over 46 ropanis of land, the 50 bed hospital provides services to nearly 150 OPD patients every day and also provides 24-hour emergency services. Up to 3000 operations take place at the hospital every year nearly half of which are major operations. “We carry out complete endoscopic and laproscopic operations here as good as in Chicago,” said Dr. Shrestha. (See:Box)

The list doesn’t end here. A University of Buddhist philosophy has been proposed in Dhulikhel. KU has already proposed to develop a full-fledged medical college in Dhulikhel and has already acquired 500 ropanis of land with the support of local community. The proposed Technology Park could not take off here as the land allocated for it got used by the under-construction Sindhuli-Bardibas road. The road, however, will open new economic opportunities for the region and serve as an all-important alternative land route linking Kathmandu to central and eastern Nepal. A number of quality restaurants, lodges and resorts have been opened up in Dhulikhel to attract tourists from within the region and abroad who want to enjoy the glimpses of majestic Himalayas, a peaceful nature, hiking or rafting.

“I want to make Dhulikhel a pollution-free, rural city, rich in cultural heritage and touristic potentials,” said the mayor who walks around the city early in the morning asking people to dispose off their garbage when the municipality’s tractor arrives. Now people are so attuned that when the bells ring, they know that it is time to take their garbage out.

“Now the marketplace is comparatively more cleaner and people don’t throw the wastes along the road,” said Ram Krishna Byanju, a local shopkeeper. Economic potentials of Dhulikhel, too, are immense. Situated 74 km southwest of Kodari, Dhulikhel offers an all-important trade links with the Tibetan autonomous region of China. With an industrial district and dry port proposed in Kavre district along Kodari highway, Dhulikhel may emerge as an important trade point in near future. Farmers of Kavre are one of the important sources of milk and fresh vegetables for the people of Kathmandu.

Prof. Sharma decribing about KU’s development master plan.
Prof. Sharma decribing about KU’s development master plan.
From Entertainmetn Park at Tundikhel to Dhulikhel Technical School, from Quality Education Project to Dhulikhel Conservation Project, all are brain child of B. P. Shrestha. He has put in his time and energy in all these projects to take off and is a happy person to see things moving.

So, is all this sustainable? Will a new generation of leadership emerge after B. P. or his team efforts will gradually die down once he is no longer in the driving seat. Let’s try to find out answers.

One of the postive aspects of these developments is that new sustainable, institutions have been set up over this period of time which will only grow and expand in the days to come. “Looking at Dhulikhel, it is evident that individuals have to take leadership to make things happen. This also proves that individuals need to design the system rather than wait the system to function,” said Dr. Shyam Thapa, a social scientist. “Though there are people, ideas and resources, it may not give results if this joint synergy fails. So, questions can be reaised about its sustainability,” he added.

Those working in Dhulikhel think that local people will come out to help sustain the developmental activities taking place in the municipal area. “Whether it is education, drinking water or a play ground, people’s participation here is highly encouraging,” said Ganga Ram Gautam, coordinator of the Quality Education Project in Dhulikhel municipality. “The main strength of the projects run here is that we have very much encouraged community participation in the project activities in every stage which is a key for its success in terms of sustainable development.” Before carrying out any activity, the municipality invites the communities and discusses the proposed activities with them. The details of the developmental work is then prepared and participation of the community in those works will be decided. “Community mobilisation is, therefore, an integral part of our project which has so far been very successful. Our approach has been very successful and our activities are sustainable in nature,” said Gautam. “As far as the leadership issue is concerned, it can not be said whether there will be someone like the present Mayor.”

Others don’t agree. ” I don’t think there will be a leadership crisis in Dhulikhel in the future because it has become prestigious to be in the leadership of Dhulikhel municipality,” said Bikram Subba, a development worker, who has observed activities in Kavre district from close quarters. “A young leadership has already emerged who will be instrumental in furthering the process of local development.”

Local people have already taken initiative to set up a ‘Natural and History Museum” and a Science Center in the municipality. A play ground cum stadium is already under construction with the support of the Japanese government, HMG/Nepal and local people. A German architect, Mr. Wolfgang, is working as a volunteer to develop a master plan to preserve historic buildings, temples and community places.

Such a developmetn could be broad-based and sustainable only if supplemented by similar efforts in the adjoinign areas, say experts. “There> should be a masterplan involving Dhulikhel, Banepa and Panauti municipalities to develop infrastructure and other facilities in an integrated way,” said Amri Rai, an urban planner. “The Banepa-Bardibas road has opened up new development corridor for this region which needs to be tapped properly.”

A long-term Dhulikhel Structural Plan (1989-2004) was prepared with the support of UNDP/World Bank which can work as a basis for the planned development of Dhulikhel. In 1991, Integrated Action Plan of Dhulikhel was prepared through joint efforts of Urban Development Through Local Efforts (UDLE), a German supported project and Department of Housing and Urban Development of HMG/Nepal. The plan had identified projects which could be undertaken by the municipality over the next five years by mobilizing local resources.

While deteriorating law and order situation is becoming a major problem in rural areas, businessmen in town areas are worried that Kathmandu-centric development pattern could leave them high and dry. “So, what is needed is a rural-urban partnership approach to tap local potentials,” says Rai. “The role of the government agnecies and donors should be that of strategic facilitator only.”

For this there is no lacking of vision. “We are trying to make this municipality a model municipality in South Asian region,” said B. P. Shrestha. It will not be a distant dream provided he succeeds in promoting a new breed of local leaders equally committed for the development of, their locality.

By doing that, he would be serving the country and people by developing a model itself.

DEVELOPMENT
Making A Difference At Dhulikhel

By BHAGIRATH YOGI

Dhulikhel- 160 m above sea level, 30 km NE of Kathmandu and 74 KM SW of Kodari.

1. Rubbish collected by a municipal tractor.
2. Tundikhel Entertainment Park
3. Dhulikhel Water Supply Project (DWSP)

Surrounded by lush green forests, the DWSP was inaugurated in December 1997. Capacity of reservoir is 50,000 liters. The length of transmission pipe line is 13.5 km and that of distribution is 11 km. Out of the total project cost of Rs 37.6 million, the German government provided a grant assistance equivalent to Rs 35.7 million while the rest was borne by Nepal government. Supplies 550,000 liters of water per day. Nearly 7000 people benefit out of the project. Earlier, people got water for less than two hours a day.

4. Dhulikhel Technical School

With a view to computerize all offices in the municipality, both government and non-government, the municipality has helped launch Dhulikhel Technical School (DTS). Run by Kathmandu University, QEP and Dhulikhle municipality, the DTS is under process of getting affiliation from HMG’s Center for Technical Education and Vocational Training (CTEVT).

5. Sanjivani Higher Secondary School – inaugurated by King Birendra in March this year. Established five decades back, the School currently has 1000 students. Ten-plus-two classes are being run in Commerce and Education streams. “We are planning to introduce science steam as well that is currently being run by the KU,” said Amarnat Yogol Shrestha, Principal of the School.

6. Kathmandu University (KU)

Established in 1991. KU Development Master Plan is in place.

– Assembly hall for 400 people. Science, Engineering, Management and Education blocks. Two hostels for boys and girls respectively. Has Bank, post office, health clinic.

– Full residential capacity of 2500 students (upon completion)

– No. of students at present 1300

Problems:

Prof. Dr. Suresh Raj Sharma

– The concept of private university has put us into difficulty. People think that private university is meant for profit-making. Before the new National Education Plan introduced in 2028 B. S. the partnership between the governmetn and community was excellent and all the schools were considered public property. But after the introduction of the plan the government almost nationalized the schools. The role of the community became weak. That was proved to be a very wrong step. As per the public demand, one section of people invested into private schools whereas the government started investing into government-run schools only.

– What we want is an institution based on the Government-Community participation. As such an insitution doesn’t have to wait for the decisions from the governmetn bureaucracy, it will help in the operations.

– KU is purely a public institution. Functions like accounting, contracting etc. is decided by Senate, a public institution. It’ still a long way to go.

– We don’t expect government assistance for paying salary to our staff but for developing our faculty. It is because what is important is faculty not the curriculum.

– The cost for producing a graduate in computer engineering is Rs 330,000 at presnet. The costs are same at the IOE also. We are getting students from middle class. We don’t want to tax the students to develop our facility.

– Example of medical colleged.

– The studetn who can pay should pay. It would be easier if there were the provision of loan scholarship. The government should conduct study on different aspects of self-financing education.

– Five medical colleges are already affiliated with the KU and half a dozen more are in the pipeline. But we have decided not to grant any more affiliations to new medical colleges.

– Salary Rs 35 million per year. Sources of income from the UGC Rs 7 million per year whereas the University teachers and staff pay nearly Rs 7.8 million as tax. “We want that the money should be set aside as a scholarship fund which would benefit poor students.”

– Affiliated with Delhi, Bangkok and different US universities.

– The University needs up to Rs 70 million for equipment.

– Though the subjects related to IT are beign taught, the telecom system here is not reliable.

– Operating cost Rs 60 million per year. Total budget for this year is Rs 140 million out of which Rs 40 million will go on development works.

– Total assets Rs 300 million. This is our gift to the society, to our future generation. The municipality provided 200 ropanis of land free of cost. Total land area 17 hectare.

– It’s being supported by all sections of society.

– I. Sc., Undergraduate and post graduate classes are being run.

– No. of affiliated colleges 10 (medical- 5, others 5) Ratio of girl students is 34 percent. 83 students (nearly 6 percent) are receiving partial scholarship.

– KU has produced more than 1000 I. Sc. Students, 132 B. E. students and 180 M. B. A., M. Phil. And Ph. D. students.Teaching staff 177 (including 48 part-time staff) and non-teaching staff 74.

– Academic collaboraton.

– No. of laboratories 27

The five-story main building, water collection system. Consultant KU-CED (Center for Educational Design). A Danish national, Niels Axel, prepared its masterplan.

Capacity girls hostel 160, boys hostel- 200

– If there are adequate resources, it will take up to six years for the

project to complete.

7. Dhulikhel hospital

Inaugurated on December 1996, the hospital is a collaborative project between Dhulikhel municipality, Nepalimed Vlbg. Austria and Dhulikhel Health Services Association.

A holder of FACHARTZ, the highest medical degree in Europe, he studied for six years in Austria and then worked their for another seven years.He returned home in 1994 with a view to provide quality medical services to Nepali people at affordable price. “I am very proud at my decision,” said Dr. Shrestha.

Dr. Ram Kantha Shrestha : Seting example
Dr. Ram Kantha Shrestha : Seting example
Sprawled over 46 ropanis of land, the 50 bed hospital provides services to nearly 150 OPD patients every day. Up to 3000 operations take place at the hospital every year nearly half of which are major operations. “We carry out complete endoscopic and laproscopic operations here as good as in Chicago,” said Dr. Shrestha. The hospital provides 24 hour emergency service. The load on emergency service is likely to go up as soon as the Banepa-Bardibas road is completed.

– Fully air conditioned, fully air filtered hospital fully recognized in Europe. Interns are full till 2003.

“Public will decide the quality. They are the chooser,” says Dr. Ram Kantha

Shrestha, medical director of the hospital.

– 130 staff

Dhulikhel Medical Institute, affiliated with KU and in collaboration with CTEVT, has produced two batches in Lab Technician, Nuisng and Physical Assistant. A total of 117 students are studying at paramedics.

– Nearly 8,000 operations since 1996. below 5 percent post-op complications, 90 percent operational cost being met.

– Up to 800 specimen tested at the lab. 13 medical doctors.

– The hospital plans to serve 100,000 patients next year including those receiving services from outreach clinics.

8. Quality Education Project

9. Dhulikhel Conservation Project

Dhulikhel Information

Question No. 1. Background information on Dhulikhel municipality including date of its establishment, population, town areas and rural areas, no. of schools, main occupation of local people:

Answer:

Dhulikhel Municipality was recognized as an autonomous political entity on B.S. 2044 (1987 A.D.). This municipality has been the headquarters for the Kavre District since the regime of late King Prithivi Narayan Shah. It is situated 5100 ft. above sea level and is surrounded by the panoramic snow peaks of Himalayan ranges on the north, and green belts of Mahabharat ranges on the south. The municipality consists of 9 wards and has a total area of 1087 hectores.

The Dhulikhel Municipality has a population of about 11,000 people. These people are engaged in agriculture, business or services. Very few have other jobs. About 42% of families are very poor or poor while only 4% have good economic status. Approximately 3,500 children are enrolled in 20 Dhulikhel Municipality schools. This represents more than 100% of the school going age children, as children from outside the municipality enter the schools. Of the total 20 schools, six of them are privately run

schools, 12 government funded schools and 2 municipality funded primary schools.

2. Personal C. V. of Mayor sa’ab. How long did he serve as Pradhan Panch, when was he elected as Mayor.

Answer:

First Pradhan Panch after it became the municipality for one term and then after the democracy Continuous Mayor as an independent candidate.

3. Impact of quality education project in improving quality of government-run schools.

Answer:

Quality Education Project Intervention and Improvement in the Quality of Education in Govt. funded schools:

a. Academic Issues in Dhulikhel Municipality

The municipality has 14 non-private schools including 3 high schools having poor quality of teaching. The KU is also located in the same municipality. This university is aiming to provide international standard of education in science and technology and other professional areas. Though the Kathmandu University is situated in Dhulikhel Municipality, however, the high school graduates of Dhulikhel seldom find places to study in the nearby university due to poor quality of education. Therefore, it was realized that the quality of education in Dhulikhel Municipality be upgraded. And thus, the Quality of Education project was initiated through a tripartite agreement among Danida, Dhulikhel Municipality and Kathmandu University with an objective of improving the teaching learning environment by updating teaching skills of the teachers through in-service training. It was realized that the teachers’ competencies and teaching skills are crucial for positive impact and it can only be developed through practical in-service training with supervision and follow up on the job. It was also perceived that good teaching materials and community support being basic requirement for improvement are needed to encourage.

b. Needs Assessment

Prior to the implementation of the project a needs assessment was conducted by Kathmandu University. In the study it was found that the quality of primary education was so poor that there was a high rate of drop outs with low achievement level, absenteeism and tardiness among teachers and students. There was low motivation among teachers, and poor interest among parents to send their children to public schools. Teaching materials were very little used in teaching. The teaching learning process was characterized as oriented to rote learning and the mode of teaching was based on lecturing with very little attention paid to students’ doing learning activities by themselves. The continuous assessment of the student’s achievement was lacking and the class upgrading examination in many cases has only been ritual. They do it because it they have to do it. The percentage of student pass in SLC examination was declining. The supervision system and the training system provided by the government has generally not been effective for increasing learning of students.

c. Objective of academic program At the outset of the Quality Education Project an objective was stated for the academic program in the schools as follows – -to improve the academic quality in 17 primary schools which also included

2 secondary schools and 1 higher secondary school by addressing assessed needs of teachers, of school managers/ headmasters and of supervisors at the District Education Office and in schools. (Dhulikel Municipality, 1997, p.7)

Innovative Teacher Training Program

As recommended in the needs assessment report (Wagley and Mumau 1998), them School of Education at Kathmandu University a plan of action for the implementation of the academic aspects of Quality Education Project in Dhulikel Municipality was developed. These plans included a series of training programs to enhance and strengthen the quality of school programs.

a. Preparation programs

Orientation workshops were conducted for teachers, head teachers and school management committee members. During the orientation sessions for the teachers and the head teachers discussions were held about teachers improvement in classroom teaching as well as brief introduction of Quality Education Project. The School Management Committee Member workshop emphasized the roles and responsibility of School Management Committee in qualitative improvement in school as well as familiarization with Quality

Education Project.

The Teacher Educator Preparation Program was also conducted. This program was designed to build a sense of unity in the application of new education approach and to strengthen their skills as trainers of teachers. The familiarization of the school setting was also introduced and course plans were prepared.

b. Primary Teacher Training With Emphasis on Modality The needs assessment study recommended that the traditional type of institution based training could no longer help the teachers to solve the practical problems directly related to classroom instruction. Therefore a practical pedagogical training along with skills in preparation, construction and use of instructional materials; continuous assessment of students; grouping students in the classroom; multi-grade teaching and motivating parents to send their children to public school were incorporated in the training package. The in-built supervision and follow up mechanism to help teachers to cope with classroom problems as well as to built community relation were also incorporated in the training program. In addition training for concerned officials such as head teachers, School Management Committee Members, supervisors were also organized in such a way as to help teachers with their teaching.

The modality of the training was different from any other teacher-training program of Nepal. A variety of activities were undertaken to make the training purposeful and effective. The salient characteristics of the training were:

1. Need Based Training: – it catered the individual and group needs of teachers. The training was conducted once a week every Friday at Kathmandu University campus where theoretical components were provided. During other weekdays the learned skills were practised in the classrooms and were observed by trainers to provide them further assistance. It included demonstration of various strategies and materials.

2. Methodology Based Training: – the training was methodology based with efforts to present both theory and practice. Many methods were used to give teachers a broad exposure. The emphasis was given to student-centred methods.

3. Supervision and Follow up: – a close supervision and follow-up system was introduced as an integral part of primary teacher training to help teachers and to observe the effects of training on classroom teaching. The classroom teaching was observed periodically. The feed back was provided and discussed with teachers. The supervision records of teachers were analysed and a profile of each teacher was prepared to show teacher’s growth.

4. Demonstration teaching: – The trainers conducted several demonstration sessions on the campus and in the schools. The trainees were also encouraged to present demonstration lessons on the campus or in the schools. Some of the demonstration lessons were video recorded to give teachers opportunity to see by themselves and to analyze their development.

5. Construction and use of instructional materials: – sessions were conducted, technical assistance was given and a workshop was also organized to create interest in teachers and to develop skills to construct materials and use them in their classroom teaching. The emphasis was on the use of local and low cost materials so that each school could afford to make and use such materials.

6. Development of evaluation system: – the ritual examination system was replaced by a continuous and practical evaluation system. Ample experiences and skills were provided in writing objectives and test items.

7. Grade and multi-grade teaching: – grade teaching was introduced but it was dropped because it was thought to be monotonous. However, multi-grade teaching was in practice in some of the schools.

8. School community relation: – realizing the importance of community involvement and commitment in qualitative teaching in schools, efforts were made to mobilize the community to co-operate with the schools to sustain the quality education activities in the schools.

Findings and Outcomes

The primary teacher-training program was started on 7th. August 1997 and was continued until June 2000. This training program included regular internal assessment of the participants. However, to assess the impact of the program on schools in terms of teacher performance, the teaching environment and school community relation, other areas, questionnaire was also developed and distributed to all 14 schools.

An internal evaluation was also conducted by Quality Education Project and the report pointed out some very encouraging features and strengths of the primary teacher-training program. The report stated that the training modality was new in Nepal’s context. The teachers had developed confidence in teaching and involved students more participation in learning activities. The report further added that the teachers were found to be using varieties of methods and they made teaching materials. According to head-teachers, the teachers have improved a lot due to the training provided to them. The internal assessment and the questionnaire revealed the following outcomes and impact on teachers, students and on the schools.

1. Impact on students

Improved SLC results showed the students cognitive development. It has now gone from 31% (1997) to 73% (2000) which is very significant. The students had developed positive attitude towards regularity in the classroom and active participation in learning. Improved student’s discipline and increased enrolment were also identified. Doing home-works, wearing uniform and maintaining personal cleanliness were also considered very high.

2. Impact on teachers

The project’s impact on teachers was recorded as – increased teacher’s regularity in teaching; increased in confidence in teaching; changed attitude towards teaching, student’s involvement and use of teaching materials; increased in teaching skills and knowledge were reported to be very high. Whereas, increased in proper use of curriculum and text-books; interest in teacher training were also ranked as second highest. The skills in managing classroom; skills in developing teaching plans; increased knowledge of students assessment; improved ability to construct and use teacher made materials were also received high response.

3. Impact on school

Regarding the project’s impact on schools it was noted that full working hours had been realized and clean school environment was maintained. In addition to that, improved school community relation, good relationship between teachers and parents, regular attendance of teachers and students were also ranked high. Better results in external examination and having competent primary trained teachers and improved physical facilities have changed the schools’ appearance. Most of the Schools had been observing annual day, started preparing calendar of operation/ teaching plans and teacher made materials. The majority of schools reported that they had been able to create better teaching learning environment. In conclusion, most of the schools have improved remarkably in physical and academic aspects.

In addition to this Quality Education Project has also established two technical schools in Dhulikhel in order to provide technical training to the unemployed youths. Quality Education Project has trained 36 plumbers and they are working in different places now. Dhulikhel Medical Institute is a school jointly established by Quality Education Project, Dhulikhel Hospital and Kathmandu University. This school runs long term and short term programmes in health such as Nursing, Physician Assistant, Lab-technician etc. The project has also established another school called Dhulikhel Technical school to provide long term and short term training in computer skill and office management.

4. How do you see the public participation in decision making process at the municipality? Do you envisage any leadership crisis in near future (as and when Mayor sa’ab relinquishes his active role).

Answer:

The public initiates most of the developmental activities here and people’s participation in those activities is highly encouraging. We are trying to make this municipality a model municipality in South Asian region. The main strength of the projects run here is that we have very much encouraged community participation in the project activities in every stage which I believe is a key for its success in terms of sustainable development. Before we carry out any activity, we invite the communities and discuss the activities we will be doing with them. The details of the developmental work is then prepared and participation of the community in those works will be decided. Community mobilisation is, therefore, an integral part of our project which has so far been very successful. Our approach has been very successful and our activities are sustainable in nature. As far as the leadership issue is concerned, it can not be said whether there will be someone like the present Mayor who can continue these noble ideas after his retirement as a Mayor.