Steve ChisnellRoyal Oak High School

Three Lessons from Nepal Three Lessons from Nepal

Lesson 1: Lessons in Development:

A Simulation

ObjectivesObjectivesLearn fundamentals

of project management through case study of building a school in Nepal;

Understand systems theory through simulated teamwork;

Develop critical thinking skills through debriefing simulation.

Overall Structure of UnitTwo to Ten Hours of Instruction

1. Introduction of Scenario / Developing critical questions

2. Group Dynamic Setting – Pre-planning and strategy

3. Opening Decisions and Results

4. Debrief of Initial Results5. SCENARIO: Follow-up

Decisions; Results; Complicators; Recording of Progress

6. Final Assessment of Successes

7. De-briefSimulation can be broken into smaller parts, but these steps should be part of any lesson.

The ScenarioYour NGO (group can choose name) has

decided to help a small community in rural Nepal build a school for its children. Your job in this scenario is to employ your best leadership and organizational skills to realizing the goal.

The school will be built in Hamsapur, outside the city of Pokhara, Nepal. It will teach as many as 125 students across all grades.

To date, for our scenario, these children have had no local school and, if they attended, they have had to walk to neighboring villages.

Phases of ProjectLand Acquisition and Procurement of

Building Supplies1. Financing2. Facilities/Classrooms3. Utilities: Power, Water, etc.

Construction & Materials4. Labor5. Classrooms6. Technology

School Management7. Curriculum8. Governance9. Future Change/Growth

Group Steps1. Sub-questions/challenges are placed before

the group (i.e. “How will building materials be acquired and delivered to Hamsapur?” (Overall cost: $xx,000.)

2. Groups will have different general approaches for each challenge. For instance:

Foreign direct aid National development aid Partner NGOs and charitable contributions Local community fundraising efforts Private / corporate donors

Group Steps3. Each decision they make must be carefully

written (managed) to reveal that they understand SMART management.

4. Instructor reveals results of decision based upon Suvedi/UNDP lessons of development.

5. Results are scaled based on Physical Success of Project Happiness of Community Likelihood of Long-Term Self-Sustainability

6. Groups de-brief and re-align work before next decision and new challenge is given.

7. Advanced groups may make additional decisions on their own beyond the challenges offered (i.e. setting up a computer lab).

Suvedi-UNDP Lessons Summary

Suvedi Lessons UNDP Lessons Respond to their needs (leaning

and change) Informal local leaders over

formal nat’l Outsiders develop, locals lead Capacity-building takes time

and consistent effort Fund projects to reimburse

costs piece by piece Decision-making power with

locals (accountability and responsibility)

Locals know how to manage problems and resolve disputes

Respect culture, listen to local leaders and people; stay away from politics: water has no color

Political commitment at nat’l levels is too low or too short-term

Outside actors do not understand local needs or capabilities, often erring low

Nat’l ownership and leadership is key to success.

Local capacity to negotiate and coordinate.

Local budgets and projects (SWAps—sector-wide approaches, like the rural sectors of Nepal for UNDP)

Understanding that public sector is dynamicEach decision result from instructor will be based upon

above lessons until students are able to generalize these concepts for themselves in de-brief at end of unit.

Background ConceptsUNDP Development

Process:Engage, Assess, Respond,

Implement, EvaluateUNDP Core Issues for

Concern:Institution, Leadership,

Knowledge, Accountability

SMART Decisions:Specific, Measurable,

Agreed, Relevant/Realistic, Time-Bound

SMARTER Decisions:Add Energizing/Exciting

and Recorded

ScoringWhichever group has the most total points

in Build and Happiness (and who funds their project sustainably) win!

Every decision earns or loses Build pts., Happiness pts., and money.

Sample CrisisThe local school board is divided over whether

to appeal to the regional government for a computer lab. Two elders of the village are on opposite sides; one is the school headmaster (for it) and the other is the village mayor (against). Do you:

1.Support and help pay $10002.Support the lab3.Oppose the lab4.Let them work it out

Sample CrisisThe local school board is divided over whether

to appeal to the regional government for a computer lab. Two elders of the village are on opposite sides; one is the school headmaster (for it) and the other is the village mayor (against). Do you:

1.Support and help pay $1000 +2 BLDG; -2 HAPP

2.Support the lab -3 HAPP3.Oppose the lab -3 HAPP4.Let them work it out +2 HAPP

Debriefing QuestionsWhat did you predict accurately?What surprised you by the results?What frustrated you the most?What challenges (expected or not) do aid

recipients meet in development projects? What do donors meet?

Where was this simulation realistic? Not realistic? What would you change?

What generalizations can you draw from the results?

After seeing the UNDP lessons, how effective is SMART? Do you agree with the UNDP points?

Lesson 2: Educating Ideology: Escaping Caste Systems

Summary:It is often claimed

that education will solved everything. But like all cultural ideologies, caste systems are deeply entrenched. How does a country reform itself when saddled with non-progressive thinking?

Conflicting SystemsGoals of Development

(Mardyal): Reduction in poverty, unemployment, and inequality

Caste System: Society is divided, hierarchical, birth-based, restricted in social intercourse, occupation, and marriage, promotes concepts or purity/impurity, and gives civil and religious privileges to select groups

Structure of Lesson1. Instructor provides overview of caste system

in Nepal2. Focus on Dalits:

1. In Hindu religion2. Socio-Economic status3. Cultural/Symbolic status4. Legal /Political status5. Consciousness of Dalits

3. Students brainstorm social engineering policies which might be enacted

4. Instructor offers list of methods implemented in Nepal

5. Debrief

Nepali Measures to Uplift Dalits Democratic reform at local levels Educating leadership in checks and balances systems Create social programs for dalit discussion/voices

Education in literacy, criticism and persuasion Development projects that are dalit-led

Nat’l policy pressure on local communities to accept at temples, water supply, milk centers, etc.

Nat’l laws and enforcement (& education in laws for dalits) Scholarship and job programs implementation PR campaigns condemning discrimination, etc. Political participation promotion Legitimizing traditional/cultural dalit economies Awareness campaigns (i.e. Dalit alcoholism or dowries) NGOs promote leadership/management/savings for Dalits

Lesson 3: Poetry in TranslationKey Questions:

What ideas are lost in translation?What challenges do translators have in working

between cultures?What different strategies do they use to capture

idea? (Three approaches) What are advantages and disadvantages of each?

Is there any value in reading literature in translation?

Is there any value in learning additional languages fluently?

What is the relationship between language and idea?

Yuyutsu Sharma, “A Rainbow”

Rain walksOver the chest of the lake

Making it aliveTense, tight.

A lonely boat Appears somewhereBetween the shafts of sunlight

Comparison One

Sharma’s TextNabin and Bikram, Grade 10

Rain walksOver the chest of the

lake

Making it aliveTense, tight.

A lonely boat Appears somewhereBetween the shafts of

sunlight

Water walksUpon the chest of the

lake

By giving life to the lakeMaking me sad, tired

A boat is seen from the point

In the middle of sunshine.

Comparison Two

Sharma’s Text Anonymous, Grade 10

Chamcham, it is rainingIn the chest of the lake

Saving manBy shaking and

nirasavdai

There one boat appearsIn the shaking lakeIn the sun’s face

Rain walksOver the chest of the

lake

Making it aliveTense, tight.

A lonely boat Appears somewhereBetween the shafts of

sunlight

Comparison Three

Sharma’s TextRajani and Babita, Grade 10Water flows whereIn the chest of the lake

Makes it aliveFeeling fear and

sadness

A lonely boatAppearing from

somewhereBetween the rays of

sunlight in his way.

Rain walksOver the chest of the

lake

Making it aliveTense, tight.

A lonely boat Appears somewhereBetween the shafts of

sunlight

Rain walksOver the chest of the lake

Making it aliveTense, tight.

Bibliography‘Capacity is Development’ 2009,” UNDP, CDG Global

Event SB 22 March09.pdf, March 2009. www.undp.org.

“Capacity Development and Aid Effectiveness,” UNDP Capacity Development Group, UNDP Aid Effectiveness Capacity Development Compendium.doc, April 2008. www.undp.org

Parajuli, Biswo Kalyan & Khagda KC. “The Problems of Disadvantaged People in Caste Society: An Appraisal from Civil Society Perspective,” The Institutionalization of Democratic Polity in Nepal, T.U., 2000: 92-110.

Bista, Dor Bahadur. Fatalism and Development. Hyderabad: Orient Longman, 1991.

Sharma, Yuyutsu. The Lake Fewa and A Horse. Delhi: Nirala Publications, 2005.