Re: My Childhood Essay In Nepali
Joseph Zyiuahndy
Born in Lamjung, and educated in Kathmandu and Banaras, Ghimire had a career in literature spanning 86 years in which he wrote epic poems, plays and essays, composed popular songs like "Gaucha Geet Nepali" and "Nepali Hami Rahaula Kaha", and contributed to and edited literary journals and newspapers. He was the Vice Chancellor of the Royal Nepal Academy for 10 years and Chancellor for two more. He was composing another one of his epics, Ritambhara, when he died of respiratory problems in August 2020, aged 100. He was a recipient of the Order of Gorkha Dakshina Bahu, Tribhuwan Pragya Puraskar and Sajha Puraskar, among others.
His writing career developed in his childhood which was spent in the [Lamjung ], in the hills. His first published work was titled Gyanpuspa, and published in Gorkhapatra, when he was 14. Upon his return from Varanasi (then Banaras), he worked as a writer for Bhashanubad Parishad, and later as a co-editor for Gorkhapatra in 1944. He went on to become the editor of the Gorkhapatra in 1946.[7] He was also a contributor to Sharada and Udaya journals. It is believed that Ghimire was inspired and motivated by the works of the Indian poet Rabindranath Tagore.[7]
Some of his well known works include Gauri (epic), Malati Mangale, Manjari, Indrakumari, Rastra Nirmata, Kinnar-Kinnari (lyrical anthology), Charu Charcha (essay collection), Aafno Bansuri Aafnai Geet, Himal Pari Himal Wari, Aswathama, Rajheswari and Shakuntala (epic). He also authored popular songs such as "Gauncha Geet Nepali", "Nepali Hami Rahaula Kaha", Baisakh, "Phoolko Thunga Bagera Gayo", and "Aajai Rati Dekhe Sapana".[4]
Ghimire's poetic style was based on chanda poetry, a stylisation that combined rhythm with a fixed metre. He was considered a classicist of the Sanskrit school of thought as well as the romantic school of thought, with themes ranging from patriotism to the beauty of nature. Inspired by his childhood in the hills, the hills and the mountains, particularly the Himalayas play a prominent part in his poems. He was also a contemporary follower of poet Laxmi Prasad Devkota.[4]
We all know that Nepal is an extremely multilingual society. But what is the status of multilingualism in educational context of Nepal? In this essay, I describe multilingualism and the spread of English in Nepal. I also discuss multilingualism as a means for creating social harmony as well as enhancing teaching and learning in general. I conclude by highlighting the role of teachers in promoting multilingualism.
Also, if we look at the issue of multilingualism in societies like Nepal, South Africa, and India, we will see that there is no single and simple definition of multilingualism. Multilingualism can be rigidly defined as being native-like in two or more languages, but it can also be loosely defined as being less than native-like but still able to communicate in two or more languages. Multilingual speakers have acquired and maintained at least one language during childhood, the so-called first language (L1). First languages (sometimes also referred to as mother tongue) are acquired without formal education, by mechanisms heavily disputed. Children acquiring two first languages since birth are called simultaneous bilinguals. Even in the case of simultaneous bilinguals one language usually dominates over the other. This kind of bilingualism is most likely to occur when a child is raised by bilingual parents in a predominantly monolingual environment. It can also occur when the parents are monolingual but have raised their child or children in two different countries.
Your essay has triggered inside me and opened the door of possibilities in any walks of life. Multi( culture/ ethnicity) has become the key to work places and professions.
I do not regard your essay emotional. It is a practical one.
Thank you very much for meaningful essay.
An early childhood development (ECD) program is crucial for the holistic development of children and is one of their fundamental human rights. The school based early childhood development program adopted by the Ministry of Education, Nepal is a mandatory element in all government schools in principle. However, although the provision of ECD has been strategized nationally, the majority of rural community schools do not offer functional ECD classes. In Bajura district, in the Far Western region, the basic elements required for early childhood development classes are almost entirely absent. There is a lack of basic classroom infrastructure as well as trained and skilled ECD facilitators.
A funder could support the construction or renovation of infrastructure for early childhood development, provide essential ECD amenities, and fund capacity building of teachers on child centered pedagogical practices and innovative learning activities.
The early years of childhood are critical to establish a strong foundation for the physical, social, emotional and cognitive development.[1] Holistic early childhood education and development (ECED) is the cornerstone for overall development of children and readiness to participate in formal education. Therefore, it is important to provide quality ECED to help children acquire key cognitive and socio-emotional skills and build a strong foundation for more resilient and productive future.[2] The main objective of early childhood development (ECD) is to provide opportunities for the health, nutrition, safety, protection, and early learning for holistic development of children under 8 years of age.[3]
At least 70% of the children do not have access to Early childhood care and development facilities in Nepal; most of these live in rural areas.[4] In terms of geographical remoteness and socio-economic wellbeing and access to quality education, there are still many challenges for children in rural areas to reach to their full potential. As most of the early childhood development centers/programs (ECDC) are focused on urban areas and accessible places, children in remote areas lack access to quality ECDCs. Over 40% of children enrolled in primary schools in rural areas do not have ECDC experience.[5] According to multiple indicator cluster survey in Nepal (MICS, 2014), the attendance rate of children in ECD was 78.4 percent in urban areas compared to 47.2 percent in rural areas of Nepal.[6] This is likely a contributor to the large differences in adult literacy rates: 64% in urban and 36% in rural areas.[7] Conversely, the low adult literacy rate makes ECD classes all the more important, as children of illiterate parents have an inherent educational disadvantage.[8]
The physical infrastructure available for ECD is one of the essential factors for organizing learning and development activities for children. It is evident that the performance level of children is better in an ECD having adequate learning materials than one with inadequate learning materials.[9] Likewise, health and nutrition facilities available in ECD is found critical factor affecting the learning and development standards of children. The data from early childhood education (ECE) depicts that the development and learning standards are better in the ECD having health and nutrition service to children compared to those without it.[10]
The early childhood development target by Sustainable Development Goals (SDGs) aims to increase the percentage of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being.[18] Nepal has been striving to achieve the target but there persist significant disparities. Investment in early childhood development does not only provide greater returns as improved cognitive and social-emotional development, school readiness, health and nutritional status; it is also instrumental in achieving Sustainable Development Goals (SDG) 4. In education, the SDGs agenda and the new constitution advocate for inclusive, equitable, and quality access to education that encompasses early childhood, primary, secondary and tertiary education, and technical and vocational training. In addition to that, James Heckman, a Nobel Prize-winning economist, conducted research that revealed that spending $1 on quality early childhood programs can result in returns of between $4 and $16.[19]
Due to the geographical restrictions and ignorance, schools in Rugin and Bichhya village of Bajura district are not monitored periodically by the concerned authorities. Likewise, students have to walk for several hours to reach the nearest schools. Children from some of the isolated villages like Rugin and Bichhya have to walk for more than a day to reach school as there are no proper road and any means of transportation which is why they are deprived of education. Due to lack of quality education in the early childhood, children are deprived of necessary life-skills which makes it difficult for them to get better livelihood opportunities in future. Lack of early childhood education and development opportunities lead to childhood marriage, labor migration and other social problems. Mostly, the youth in Bajura district are relied on menial jobs specially in India and other gulf countries.[20] [21] Therefore, investing in early childhood development would provide them the opportunity for their right to education which could largely influence the life of children under the age of eight and can play a significant role in how their future is mapped out.
Additionally, collaborating with mass media, a philanthropist could support programs for the enhancement of the knowledge, skills and practices of a quality early childhood care to wider audiences (mothers, leaders, child clubs). For instance, an educational program on a local radio involving the community, school team and children, promoting better awareness and practices regarding early childhood education will promote the institutionalization of early childhood education.
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