top of page
EDIFICIO.jpeg

 

Schools for a Better Future is happy to support the extension of the Chhermading middle school that will grant room and board for 50 children coming from five neighboring villages.

 

​

IN SHORT​

  • Local partner: Nine Hills Association (website)

  • Type: building

  • Investment: Euro 50.000

  • Impact: 50 children/year, involving 6 communitiesI

  • Chances to succeed: very high, given the track record of accomplished operations of the local partner.

  • Time span: October 2023 - October 2025 for the building, considering fundraising efforts and possible delays due to weather. From October 2025 till end of 2027 support to assess improvements on education quality.

​

TABLE OF CONTENT

​

 

CHHERMADING

Chhermading is a small village in a remote rural area above 2,800m of height, surrounded by five other settlements (Nalidanda, Japre, Damar, Dhikure, Bahkre) where people make their living mainly thanks to agriculture and pastoralism. 

​

In such communities, children are often left to fend for themselves as their parents are absorbed in daily chores. Consequently, schools serve not only as places for learning but also as shelters where students can receive a daily hot meal and spend their leisure time safely together.

Currently, in the area there are 4 elementary schools built by our local partner Okhaldhunga Nine Hill Association and only one middle school in Chhermading that cannot welcome students from the surrounding villages due to lack of space.

​

 
OUR LOCAL PARTNER ORGANIZATION

Established in 2015, the Okhaldhunga Nine Hill Association (website) is a non-profit organization dedicated to serving the community of Janterkhani, nestled in the heart of Okhaldhunga, Nepal. 

 

The organization is officially registered at the District Administration Office in Okhaldhunga (Registration No: 570) and recognized by the Social Welfare Council in Kathmandu, Nepal (Registration No: 422,92), in accordance with the regulations governing non-profit organizations.

 

The founder, Mr. Ngima Sherpa, embodies our commitment to community development. 

With a rich history of involvement in various social development organizations and a track record of successful initiatives in rural Nepal, Mr. Sherpa brings a wealth of experience to our cause. 

 

He also serves as the Managing Director of Unlimited Sherpa Expedition, a reputable trekking agency based in Nepal and is an active member of the Nepal Mountaineering Association (NMA) and Club Alpino Italiano (CAI - Italian Mountaineering Club).

​

During the years, the local association managed to carry out many projects, among them:

  • 1 public fountain

  • 1 orphanage, completely rebuilt after 2015 earthquake

  • 2 clinics

  • 4 elementary schools

  • solar power in 4 villages


PROJECT DETAILS

The project consists of building a new student residence close to the main middle school that will enable 50 other students to achieve the lower secondary education level.

​

Designed by HRP Engineering Consultancy Pvt. Ltd. (Suryabinayk-5, Bhaktapur), the construction has three floors:

  • At the ground floor there will be two bathrooms, the kitchen and a large dining room

  • At the first and second floor there will be 6 rooms each

​

Once the structure is operative, the additional teachers will be provided by the government, while the Okhaldhunga Nine Hill Association will take care of the running costs of the new structure.

​

At Schools for a Better Future (S4BF), we are committed to driving positive change and making a significant impact on sustainable development. Our work aligns with several of the United Nations' Sustainable Development Goals (SDGs), reflecting our dedication to addressing pressing global challenges. We believe that education is a powerful catalyst for progress, and through this project we contribute to a more sustainable and equitable world.

 

Here's how the Chhermading student residence makes a difference:

​

SDG 2 - ZERO HUNGER
SDG2 Zero hunger
Indicator 2.1.2: Prevalence of moderate or severe food insecurity in the population, based on the Food Insecurity Experience Scale (FIES)
​

Our Chhermading School project directly addresses the issue of hunger and nutrition. By providing a kitchen within the student residence, we ensure that even children from disadvantaged backgrounds have access to nutritious meals. This initiative enhances their overall well-being and removes hunger as a barrier to their education.



SDG 4: QUALITY EDUCATION
SDG4 Quality education
Indicator 4.1.2: Completion of Lower Secondary Education
​

In the remote Chhermading region, the opportunity for lower secondary education is often a distant dream for children. However, our Chhermading School project changes that narrative. We provide 50 children with the chance to complete their lower secondary education, empowering them with knowledge and skills for a better future.

​

Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
​

The project directly improves the parity indices concerning indigenous people, with a specific contribution to the Sherpa ethnicity residing in the area. It promotes inclusivity and equal access to education for indigenous communities.

​

Indicator 4.7.1: Promoting Global Citizenship and Sustainable Development Education
​

Education is a powerful tool for shaping global citizens who are aware of sustainable development principles. In our Chhermading School project, we aim to educate both students and teachers on these topics, fostering a sense of global citizenship and environmental responsibility.



SDG 11 - SUSTAINABLE CITIES AND COMMUNITIES
SDG 11 - SUSTAINABLE CITIES AND COMMUNITIES
Indicator 11.c: Support least developed countries, including through financial and technical assistance, in building sustainable and resilient buildings utilizing local materials
​

In addition to the standard reinforced concrete structural elements, the Chhermading School infrastructure will be built using sustainable and local materials like woods and stones. This sustainable construction approach contributes to Goal 11, focusing on sustainable cities and communities.



SDG 12: RESPONSIBLE CONSUMPTION AND PRODUCTION
SDG 12: RESPONSIBLE CONSUMPTION AND PRODUCTION
Indicator 12.8.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
​

The Chhermading School continues to serve as a platform for educating both students and teachers on global citizenship and sustainable development. These efforts are instrumental in fostering an understanding of sustainability, aligning with Goal 12 on responsible consumption and production.



SDG 13 - CLIMATE ACTION
SDG 13 - CLIMATE ACTION
Indicator 13.3.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
​

By educating students and teachers on global citizenship and sustainable development, we encourage actions against climate change. Our project contributes to raising awareness and fostering a proactive approach to addressing climate challenges.


ADDITIONAL INITIATIVES

Beyond our core project, Schools for a Better Future remains committed to exploring new horizons in our mission to enhance education and well-being in underserved communities.

 

These additional initiatives represent our ongoing dedication to addressing a wider spectrum of needs and challenges, ensuring a brighter future for all. Each initiative encapsulates our belief that education can inspire positive change and contribute to a sustainable and equitable world.

 

Here how these endeavors extend our impact and support our mission to build a better future for generations to come:

​

​

TAP WATER
tap water

Our local partner association has already provided villages with drinking water through public fountains, still this is not sufficient to support basic personal hygiene rituals like brushing teeth.
 

The solution under investigation consists of a water tank above the level of the toilets that can be loaded either manually or with a solar-powered water pump.

 

These are the SDG Indicators that will be improved:

​

  • 4.A.1: This initiative improves the number of schools offering basic services, specifically drinkable tap water and basic hand-washing facilities.

​

  • 6.A.1: Although this project is not part of a government-coordinated spending plan, it directly impacts water efficiency by promoting the availability and sustainable management of water and sanitation for all.

 

  • 6.2.1: The availability of tap water directly contributes to (a) the proportion of the population using safely managed sanitation services and (b) access to a hand-washing facility with soap and water.

​

GLASS WINDOWS
GLASS WINDOW

Usually there is no glass on the windows, given the difficulties of bringing it safe to the villages: as a result either the windows are completely open or completely closed with shutters.


This is a clear disadvantage for children living in the mountains who have to face low temperature.
Schools For A Better Future has proposed to assess the feasibility of applying acrylic glass sheets to the windows so to ensure proper lighting and avoid heat dispersion.

​

This initiative has direct effect on the SDG Indicator 4.1.2: the use of acrylic glass windows increases the comfort of the building, helping children complete the lower secondary education.

​

PHOTOVOLTAIC PANELS
​PHOTOVOLTAIC PANELS

Photovoltaic panels have an impact on comfort by enabling artificial lighting inside the building and providing power for the water pump necessary to make running water available.
 

They provide also the electricity that can be used to power any ICT infrastructure that can be installed in the future.

​

Thanks to photovoltaic panels, the following SDG Indicators will be improved:

​

  • 4.A.1: This initiative improves the number of schools offering basic services, specifically electricity.

 

  • 7.1.1: Direct impact on number of people with access to electricity, particularly at the local level.

 

  • 7.2.1: Direct impact on renewable energy share in the total final energy consumption, particularly at the local level.

 

  • 7.B.1 & 12.A.1: Direct impact on installed renewable energy-generating capacity, particularly at the local level.

WASTEWATER
WASTEWATER

Currently toilets are simple holes in the ground that are closed once full: the approach can be improved by using the septic tank model so as to have proper wastewater purification and dispersion.
 

There are three challenges to this model mainly represented by low temperatures that might slow down the digestion carried out by anaerobic bacteria, difficulties in digging rocky soil and maintenance that has to be done manually.

​

Wastewater management will have a direct positive effect on the following SDG Indicators:

​

  • 3.9.2: While the mortality rate may not be directly impacted, having a better management of wastewater reduces the exposure to unsafe water, unsafe sanitation and lack of hygiene.

 

  • 4.A.1: This initiative improves the number of schools offering basic services, specifically basic sanitation facilities.

 

  • 6.2.1: Wastewater management such as septic tanks directly contributes to improve the proportion of the population using safely managed sanitation services.

 

  • 6.3.1: Direct impact on the proportion of domestic and industrial wastewater flows safely treated, particularly at the local level.

​

PLASTIC RECYCLING
PLASTIC RECYCLING

A few times a year, supplies are brought to the village, and most of them are stored in plastic packaging. Currently, people dispose of these packages by burning them, which results in an increase in pollution levels.


Schools For A Better Future is looking for a sustainable way to tackle the waste disposal issue so as to educate to environment respect.

​

SDG Indicators improved by this initiative:

​

  • 11.6.1: This activity directly increases the amount of solid waste collected and managed in controlled facilities.

 

  • 12.4.2: When considering plastic as hazardous waste, this initiative can contribute to an increase in the amount of treated hazardous waste.

 

  • 12.5.1: Despite its low scale, this activity has a direct impact on the national recycling rate. In relation to target 12.5, there may be other viable opportunities, such as preventing, reducing, or reusing plastic resources.

 

As we embark on these important journeys, we invite you to join us in making a real difference in the lives of those who need it most. Your support can help us expand our reach, amplify our impact, and foster positive change.

 

Together, we can build education, create opportunities, and inspire hope. By donating, you become an integral part of the Schools for a Better Future community, working hand in hand to shape a brighter and more equitable world.

 

Join us today and be a catalyst for positive transformation. Your contribution, no matter the size, can help us build a better future for countless children and communities.

 

Act now and be the change-maker you were meant to be!

​

Create a brighter future for all, donate now!
bottom of page