EDUC ATIO N RESILIE N C E A PPROAC H ES 88835 Field Notes Issue No. 7 May 2014 Ramesh Neubane, student at Kathmandu University and Voices from the field: interview member of the Nepal RES-Research country team with an MPhil participant of the “[The resilience Education Resilience workshop workshop] was very helpful at Kathmandu University to understand The RES-Research training module builds on higher education not only the capacity in fragile and conflict affected contexts to train their students to undertake locally relevant resilience research. The following shows theoretical part highlights from an interview w ith Ramesh Neubane, an MPhil student ... but also its who attended the Education Resilience workshop at the School of application Education at Kathmandu University, in April 2014. levels in real What’s your name and what are you studying? world practice. ” Education Resilience Approaches My name is Ramesh Neubane and I’m a student of curriculum management and instruction. I’m an MPhil student and I work here as a teaching assistant while taking classes for my masters degree. I take classes related to mathematics, mathematics education and also one on school-community relationships. How did you find the workshop? The World Bank The ERA Program is a World Bank program that offers a systematic process to collect Actually the word resilience, I heard about it three months ago when I took part in a evidence that can support local efforts to workshop on Child Rights. From that day onwards I was pretty interested in it and a improve education services in violence and conflict affected contexts. few weeks ago our professor said that we will have a program on this. I registered for it because I had an interest. I found out quite a lot of interesting things and it was very Field Notes Series helpful for me to understand what resilience is exactly and how we can apply it. Take The Field Notes series is produced to the last presentation of the World Bank, that was very helpful to understand not only share lessons around this process in an effort to disseminate ERA’s support for the the theoretical part ... but also its application levels in real world practice, especially collection of global evidence on resilience education which I am very interested in. in contexts of adversity. May 2014 - The ERA Program Field Notes 1 Are the ideas and principles that were discussed relevant for your studies and academic plans? Let me start with the transformative research aspect. I am going to start my MPhil dissertation research and I am thinking about having the methodological part as transformative. The discussion would be about a qualitative part learning outcomes that we see and then there will be some scale all the time and how students “I feel that education up through quantitative research. are coping with the classroom is the heart of Definitely this workshop gave environment. In the same me lots of help for my upcoming situations we see different levels of everything. Wherever research. It has helped me with planning my research. resilience. One level may be inside the classroom … Some learners and whatever it is have problems but cope with the always the education “I am going to start environment. There are definitely system ... that moves weak points and strengths … my MPhil dissertation there is some sort of relationship us ahead. And for research ... definitely between them ... So yes, overall it resilience, education was helpful. this workshop gave plays a vital role.“ One more thing about resilience me lots of help for my from the theoretical part is that Humla [an area in Nepal] that upcoming research.” whenever we try to include won’t work! So the most important “context” in our research we see thing for me is that if I want to plan Beyond that, when talking about the value of this. It works much for Jumla Humla I have to go there the classroom situation because better than “one-size fits all” and be with the local people, hear we are working on curriculum coming from the centre ... Even their voices and afterwards bring and instruction … I was [thinking here in Nepal, if we are sitting in together all those ideas they have during the workshop] about Kathmandu planning for Jumla before implementing the plan I have made. That theoretical lens— the histories of the area—is most important. What do you hope to do once you graduate? I want to work for the education sector. I feel that education is the heart of everything. Wherever and whatever it is always the education system of all things that moves us ahead. And for resilience, education Ushakiran Wagle (left), teacher and MPhil plays a vital role. student in English Language Education, with her colleague Shashi Kayastha (right). 2 May 2014 - The ERA Program Field Notes