Teaching and Learning Gaps
Schools need stronger support to improve teaching quality, classroom practice, and student learning outcomes.
School Teaching Excellence Pupil Performance Educational Development (STEPPED)
Education is at the heart of our work.
STEPPED works to improve the quality of education for children in remote communities of Sirijangha and Phaktanglung Rural Municipalities in Taplejung. The project supports schools to become inclusive, child-friendly, and high-performing learning environments by strengthening teaching quality, school leadership, infrastructure, and student support. STEPPED aims to ensure that children, regardless of their location or background, have access to safe and quality education.
The project began in the region in 2007, with Himalayan Trust UK supporting education development in northern Taplejung, and Samarthya Foundation taking on the project from May 2026.
Project History
2006
Baseline study conducted in northern Taplejung
2007
Education project launched
2009
Project expanded to additional communities
2019
Further expansion
2025
Additional schools incorporated
2026
Samarthya Foundation begins implementing the next phase of the project
54Schools
3,065Students
392Teachers
2Rural Municipalities
STEPPED builds on nearly two decades of education work in Taplejung, carrying forward the experience and lessons of earlier phases while beginning a new chapter under Samarthya Foundation in 2026.
WHY THIS PROJECT
Better Schools. Better Learning. Brighter Futures.
Children in remote communities of Taplejung continue to face barriers that affect the quality, continuity, and overall experience of their education.
STEPPED responds to these challenges by strengthening teaching, improving school environments, supporting students, and building stronger local systems around schools.
Limited Learning Resources
Students need better access to books, learning materials, technology, and well-equipped classroom environments.
Barriers to Continuing Education
Some students face financial and social barriers that affect attendance, retention, and further education.
Stronger School Systems
Schools need stronger leadership, governance, planning, and community participation to sustain long-term improvements.
STEPPED brings these areas together to help schools become stronger, safer, more inclusive, and better able to support every child’s learning.
What We Do
Our Five Focus Areas
STEPPED works across five connected areas to strengthen teaching and learning, support students, improve school environments, and build stronger school leadership in remote communities of Taplejung.
PILLAR 01
Better Teaching and Learning
Stronger teaching for better learning.
PILLAR 02
Inclusive and Model Schools
Welcoming schools where every child belongs.
PILLAR 03
Student Support and Scholarships
Helping students stay in school and progress.
PILLAR 04
Safe and Child-Friendly Schools
Safer spaces for children to learn.
PILLAR 05
School Leadership and Governance
Stronger leadership for lasting school improvement.
Pillar 01
Better Teaching and Learning
STEPPED strengthens classroom teaching through teacher development, child-centred approaches, MGML, learning materials, and educational technology. The focus is on helping teachers create engaging classrooms where students can participate actively and improve their learning outcomes.
Core Activities:
- Teacher training on modern and child-centred teaching methods
- Support for MGML and activity-based learning
- Use of ICT and digital learning tools
- Classroom learning materials and teaching resources
- Creative, practical, and active learning activities
- Support to improve student learning achievement
Modern Learning
Teacher development, classroom practice, and educational technology
Support Learning
Pillar 02
Inclusive and Model Schools
STEPPED supports schools to become inclusive, child-friendly, and supportive learning environments. The project strengthens early childhood education, student participation, hygiene, environmental awareness, and inclusive school practices.
Core Activities:
- Strengthening Early Childhood Care and Development
- Support for inclusive education practices
- Strengthening Eco-child clubs
- Promotion of student participation and leadership
- Hygiene and environmental awareness activities
- Child-friendly school and classroom practices
Model Schools
Inclusion, ECCD, child participation, and school environment
Make a Difference
Pillar 03
Student Support and Scholarships
STEPPED helps students remain in school, continue their education, and pursue future opportunities. Special attention is given to girls, marginalized children, and students facing financial or social barriers.
Core Activities:
- Higher education scholarships for selected students
- Targeted support for girls and marginalized children
- Support to improve student retention
- Measures to reduce school dropout
- Promotion of regular attendance and participation
- GEDSI-focused support for equitable access to education
Education for All
Scholarships, equity, retention, and opportunity
Support School Strengthening
Pillar 04
Safe and Child-Friendly Schools
STEPPED helps schools create safe, healthy, and well-equipped spaces for learning. The project supports school infrastructure, WASH facilities, classroom resources, and other improvements linked to child-friendly school standards.
Core Activities:
- Construction and improvement of school buildings
- Development and improvement of WASH facilities
- Establishment of classroom book corners
- Support for safe and child-friendly classrooms
- Improvement of school sanitation and hygiene
- Support for essential learning infrastructure
Safe Schools
Infrastructure, WASH, learning resources, and child-friendly spaces
Support Safe Schools
Pillar 05
School Leadership and Governance
STEPPED works with school leaders, School Management Committees, Resource Leader Teams, and local stakeholders to strengthen school management, planning, accountability, and community participation.
Core Activities:
- Capacity development for School Management Committees
- Training and support for Resource Leader Teams
- Strengthening head teachers and school leadership
- Support for school planning and management
- Promotion of accountability and community participation
- Coordination with local governments and education stakeholders
Strong School Leadership
Governance, accountability, community participation, and school management
Support School Leadership
WHO WE WORK WITH
A Whole School Approach
STEPPED works with the people and structures that shape a child’s education. By engaging students, teachers, families, school leaders, and local education bodies, the project supports lasting improvements in learning and school development.
Students
Children and young people in participating schools, with particular attention to girls, marginalized groups, and students facing barriers to education.
Teachers
Teachers receive training, classroom support, and opportunities to strengthen child-centred teaching, MGML, and the use of educational technology.
Parents and Communities
Parents and community members are encouraged to take an active role in school activities, student learning, and creating supportive learning environments.
School Management Committees
STEPPED works with SMC members to strengthen school planning, governance, accountability, and local ownership.
Resource Leader Teams and School Leaders
Head teachers and Resource Leader Teams receive support to strengthen school management, teacher support, and educational leadership.
Local Governments and Education Stakeholders
The project works with rural municipalities and education stakeholders to strengthen coordination, local capacity, and long-term support for schools.
Building on Years of Progress
Building on Years of Progress
STEPPED builds on nearly two decades of education work in Taplejung. Since the project first began in 2007, schools in the project area have seen improvements in student retention, attendance, learning achievement, school participation, classroom resources, and access to further education.
Student dropout in the project area fell from 13.3% in 2009 to 1.2% in 2024/25.
Student attendance reached 89% in 2024/25, while teacher attendance reached 89.3%.
332 students participated directly in 20 child clubs, building leadership, environmental awareness, and participation in school activities.
Supported schools had access to at least 70 additional reading books, with eight schools having established libraries at the time of reporting.
106 students received higher education scholarship support since the scholarship project began in 2013/14.
STEPPED, implemented by Samarthya Foundation, builds on this long-standing experience to strengthen teaching and learning, create inclusive and child-friendly schools, improve school leadership, and expand opportunities for students across Sirijangha and Phaktanglung Rural Municipalities.