NEPAL PROJETS

Our priority : EDUCATION

The starting point for our actions in the field of development can be summed up in one question: how could we help people in need and bring about sustainable changes without restraining local initiatives? 
Throughout its work over the past 5 years, Sathi Om has always kept in mind that all projects must take into account the local context and should aim at generating means for communities themselves to increase their own living conditions. 
In order to offer the opportunity to develop to the people, Sathi Om has planned logically, opting for actions focusing on  the role of education, at all the steps of one’s life.
We believe a project will be successful only if we are able to rely on a “social network” favorable to the project and to empower the beneficiaries so as to keep the local dynamics alive during each stage, until the all-important phase out (which remains our aim!). As such, Sathi Om takes action only when the needs are clearly defined, by the local communities themselves, and when we have assessed the potential to work sharing that same vision. We act in close cooperation with local interlocutors, who are more aware of the stakes and can share their own ‘homegrown’ ideas.. 
Literacy changes the life of individuals. With the knowledge of reading and writing, everyone has the tools to be able to get informed and to exercise his/ her critical thinking. A simple fact often taken for granted in our wealthy countries, but millions of people on earth don’t enjoy this basic need.  

2  school systems

In Nepal, there are two kinds of schools:

• the public ones - free of charge (in principle, although in reality, children’s families have to buy school materials, uniforms, etc.), but too often the teachers are under-trained and don’t have the required knowledge.
• the private – usually more efficient but charging fees that many people cannot afford
  

A lack of infrastructure

A large proportion of the country’s population lives in rural areas and has scarce access to educational infrastructures. It is common there for children to have to walk 2 to 3 hours a day to go to school. 

A problem more acute in rural areas