Education is one of Himalayan Trust’s prime projects. The first education project began with the building of its first school in Khumjung village in 1960 and after that, more than 27 schools have been built and continued to support them.  Today, there are total 63 schools in the same area where the 27 Himalayan Trust schools are located. In order to provide equal opportunity of quality education in the same area, Himalayan Trust has taken the responsibility to support all these 63 schools including the 27 schools.

Himalayan Trust education programme

Supply of all necessary text books and stationary.

Text books and stationary required for the schools and students are the most important needs for the smooth teaching and learning environment of schools.  Students and schools located in the remote mountain villages face extreme difficulties in procuring these supplies due to financial constraints of the families and lack of easy access to markets. Himalayan Trust therefore, meets all these requirements to the students, teachers and schools. The supplies of these materials for the 63 schools are divided into six clusters in order to ease the distribution. The supplies are delivered in the respective schools by air, porters or trucks according to available means.

See the cluster school distribution

Maintenance and extension:

Pike Loding School destroyed by fire.

Pike Loding School after rebuilding

Himalayan Trust supports for maintenance, extension and restoration of the schools which lack financial resources of their own. On receiving petitions from the School Management Committee, the Himalayan Trust Advisory Committee examines all such petitions and makes decisions.  Appropriate petitions are entertained only if local community agrees to be as part of the project such as sharing cost, providing free labour and supervising and reporting the progress of the project.

Scholarship

Himalayan Trust provides scholarships to many worthy students to pursue higher studies after their successful completion of high school education (SLC) from Solukhumbu district. The scholarships have enabled many students from the remote mountain villages to achieve medical doctors, foresters, engineers, teachers, nurses and successful business entrepreneurs. Certain numbers of scholarships are reserved for students who are interested with technical and vocational education. These skills are important for easy employment of the students and also meeting the requirement of services for the local community

Adult Education and women literacy classes

Adult education and women literacy classes were conducted to literate the village men and women who have not attended schools due to family workload since 1997. The local school teachers conduct these classes in the evening when they are free from their domestic work. Within few years, we managed to literate most of these men and women and attendance in the classes is dropping because of less number of illiterate people. Therefore, there is no need to continue the classes in most of the villages. But classes can be resumed when such need arises.

Teacher training

Primary Teacher Training Programme was launched from 1997 to 2004 in order to improve the teaching skills of more than 200 teachers from 63 schools supported by the Himalayan Trust. This programme has built great confidence and improved the teaching skills of the teachers with visible result of quality in the schools. After completion of the main training programme, two trainers are retained and visit the schools to provide continued support to the teachers.



Teachers are learning to make
classroom materials.

Solukhumbu Multiple Campus:

Himalayan Trust helped to establish the first Campus in Solukhumbu district in 1991, the district capital Salleri. The main objective of the campus was to provide opportunity for higher education to students who can not afford to go to study outside Solukhumbu after completion of high school education. Himalayan Trust built all the physical infrastructures and paid the salaries of teachers in the beginning when the income from the limited number of students could not support the operation.  With the increased number of students attending the campus, it is sustaining by itself with the generation of income from the student fees and becoming less dependent on the support of the Trust