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• Volunteering

Tsum Valley, a hidden gem tucked away in Nepal’s Gorkha district, is a place of awe-inspiring beauty and deep-rooted cultural heritage. Encircled by towering peaks and home to the indigenous Tsumbas, this Himalayan valley remained isolated from the outside world for centuries. While its spiritual richness, manifested through monasteries and Buddhist traditions, is well known, the story of its education system is one of resilience, challenges, and gradual progress.

A Glimpse into the Past: Traditional Education

Historically, the education system in Tsum Valley revolved around monasteries. As the valley was hugely influenced by the Tibetans, people followed Bon religion and Buddhist philosophy, and tantric practices. Carpentry, masonry, farming, and animal husbandry were the major streams of education and formal training for the kids.

• Monastic education provided young monks and nuns with knowledge of Buddhist philosophy, rituals, and Tibetan script.

• For centuries, monasteries such as Mu Gompa and Rachen Gompa served as the sole centers of learning.

• The lack of Nepal government attention and a stronger focus on continuing monastic education created a loop where formal modern education was repeatedly sidelined.

• While spiritually enriching, this form of education did not equip students with modern skills or formal academic qualifications.
  
  

The First Steps Toward Modern Education

A turning point came in 1974 when King Birendra visited Tsum Valley and witnessed firsthand the absence of formal education. His visit spurred the establishment of two of the valley’s first government schools:

• Chhekam Primary School

• Buddha Primary School in Upper Tsum
  
  

These schools marked the beginning of formal education, yet their reach was limited, and the community faced significant hurdles in adapting to the new system.

Initial Challenges and Growing Pains

The early years of formal education in Tsum Valley were fraught with difficulties, rooted in historical, geographical, political, and socio-cultural factors:

• Extreme geographical remoteness: Tsum Valley is located in a high Himalayan region, far from the administrative and educational hubs of Nepal. It used to take about 10 days of rigorous trekking—without any proper route—from the capital, Kathmandu, to reach the valley. The lack of roads and transportation infrastructure severely hindered access to resources and limited government involvement.

• Legacy of educational exclusion: During the Rana regime (1846–1951), education in Nepal was reserved almost exclusively for the ruling elite and royal families. Rural and indigenous communities like the Tsumbas were systematically excluded from the modern education system.

• Prolonged political instability: Following the end of the Rana rule and into the Maoist insurgency period (1996–2006), Nepal experienced years of political turmoil. This instability delayed the expansion of education to remote areas and disrupted public service delivery.

• Climatic hardships and infrastructure deficits: The valley’s harsh winters and rugged terrain made construction of schools extremely difficult. Many early schools were built with makeshift materials and lacked heating, furniture, or sanitation facilities.

• Resistance to formal education: The traditional monastic system had long been the foundation of education in the region. The basic social structure meant the eldest son was expected to take family responsibilities, the middle child often joined the monastery, and daughters were typically married off at a young age. Monasteries offered free education, while modern education often came with certain costs, including fees, materials, and transportation challenges. This economic factor, combined with cultural tradition, led to initial resistance from families to enroll their children in formal schools.
  
  

Despite these major hurdles, the valley made incremental progress through community commitment and eventual support from governmental and non-governmental actors.

• The number of primary schools in the valley grew to eight

• More children gained access to basic education

• Schools continued to struggle with infrastructure, resources, and attendance
  
  

The Role of NGOs and Community Initiatives

In 2009, a significant boost came from the Tsum School Project, initiated by Sonam Lama, a local from the valley, with the support of international partners:

• Provided uniforms, books, and teaching materials

• Emphasized environmental education and pride in local heritage
  
  

Further developments included:

• Construction of new schools in Chhekampar (2012) and Ripchet (2013)

• A school in Chumchet village, funded by international donors, now provides basic education

• Compassion Project Kindergarten School in Lama Gaun offers early childhood education

• Government schools are being gradually revived through building relocation, renovations, and support from foreign NGOs and INGOs

Persistent Challenges

Despite these advances, several persistent issues arouse:

Teacher absenteeism in Tsum Valley can be attributed to several factors:

Remoteness:
Tsum Valley is located in a remote, high-altitude area with limited transportation access. Teachers previously faced long and difficult treks, sometimes lasting up to 10 days, to reach the valley. The lack of roads, especially in harsh weather, made regular travel challenging, leading to frequent absenteeism and short teaching tenures.

Lack of Facilities:
Schools in Tsum Valley are often housed in makeshift structures with inadequate amenities such as proper classrooms, heating, sanitation, and teaching materials. These subpar conditions not only hinder students' learning experiences but also discourage qualified teachers from staying. Many teachers, particularly those from urban areas, leave due to uncomfortable living conditions and the lack of proper facilities.

Language and Cultural Barriers:
The majority of children in Tsum Valley speak Tibetan dialects and are not fluent in Nepali or English, which are the languages of instruction in government schools. This language barrier makes teaching difficult for teachers who are unfamiliar with the local dialect, leading to frustration and absenteeism as they feel unable to teach effectively without overcoming this challenge.

Climatic Conditions:
The extreme weather in Tsum Valley, with heavy snow, freezing temperatures, and high-altitude conditions, presents a constant challenge. In winter, transportation is nearly impossible, making travel difficult for teachers. The lack of heating in schools further intensifies the already harsh living conditions, making it uncomfortable for teachers to work in these schools during the colder months.

Financial Compensation:
Teachers in remote areas often receive lower pay compared to those in urban centers, which, combined with the high cost of living in these isolated regions, makes the job financially unappealing. The lack of financial incentives contributes to high turnover rates and absenteeism, as teachers seek higher-paying opportunities in other locations.

Parents in Tsum Valley may hesitate to send their children to school due to several concerns:

Lack of Trust:
There may be a lack of trust in the education system, as parents are unsure if their children will receive a proper education. This skepticism can stem from past experiences where the education provided was subpar or inconsistent due to teacher absenteeism and inadequate resources.

Lack of Quality Education:
Parents may worry that their children are not receiving a high-quality education in the remote schools of Tsum Valley. With limited access to qualified teachers, teaching materials, and modern educational resources, the quality of education can be significantly lower compared to what is available in urban centers.

Teacher Absenteeism:
Frequent teacher absenteeism is a major concern for parents. The remoteness of the area, harsh weather conditions, and lack of infrastructure often lead to teachers being absent or leaving after short tenures, which directly impacts their children’s education and progress.

Better Education in the City:
Many parents believe their children would have access to better education in the city, where schools are better equipped, teachers are more likely to stay, and resources are more readily available. This belief often motivates them to send their children to urban areas in hopes of providing them with better opportunities for learning and development.

The government’s negligence in education and school infrastructure in Tsum Valley can be attributed to several factors:

Instability in Politics:
Frequent political instability and changes in leadership have hindered the implementation of long-term educational policies. Shifting priorities and a lack of consistent governance can lead to neglect in crucial areas such as education, leaving schools in remote regions like Tsum Valley underserved and underfunded.

Lack of Educational Reform:
Despite the pressing need for improvement, there has been a lack of substantial educational reforms in the region. The education system in Tsum Valley has not seen significant updates or innovations to address the unique challenges faced by students, such as language barriers, inadequate facilities, and limited access to qualified teachers.

Inadequate Budget:
The government’s allocation for education, especially in remote areas, is often insufficient. Limited budgets mean schools struggle to maintain basic infrastructure, provide teaching materials, or pay teachers adequately. As a result, educational quality is compromised, and the conditions in which students and teachers work remain subpar.

These systemic issues, driven by political instability, a lack of reform, and inadequate funding, have created significant challenges for the education system in Tsum Valley, making it difficult for children to receive a quality education.

The education system in Tsum Valley is trapped in a vicious cycle: with fewer children attending school due to poor conditions, such as inadequate infrastructure and teacher absenteeism, the government is reluctant to invest in improving schools or hiring qualified teachers. This lack of investment results in even worse educational conditions, which leads parents to send their children to the city for better educational opportunities. As more children leave, the government sees less need for improvement, perpetuating the cycle of neglect and reinforcing the challenges that make it difficult for students in Tsum Valley to access quality education.

While human rights assure all people the basic right to education, the journey to provide world-class education in this region has become next to impossible.

• The modern world has evolved with AI development, robotics, and space exploration

• Children in Tsum Valley still struggle to learn the basic ABCDs

• Imagine the gap in the next 10–20 years if the educational divide continues to widen

The Power of Volunteers: A Path to Sustainable Change

Recognizing these challenges, our organization has committed to supporting the education system in Tsum Valley through volunteer-driven initiatives:

• Volunteers help fill teaching gaps and introduce new methods

• Support local teachers and reduce workforce strain

• Engage students through interactive lessons and extracurricular activities

• Contribute to infrastructure development and environmental awareness

Our volunteers:

• Increase school attendance by making classes more engaging

• Enrich the learning environment through cultural exchange

• Inspire students and build confidence in education

Looking Forward: A Vision for Tsum Valley’s Education

The journey of education in Tsum Valley is a testament to the resilience of its people and the power of collective action. While significant strides have been made, sustained efforts are needed to address lingering challenges.

Long-term solutions include:

• Enhanced teacher training and retention programs

• Development of bilingual teaching resources to bridge language gaps

• Improved infrastructure for schools to create safe and supportive learning environments

• Continued partnerships with NGOs, government bodies, and volunteer organizations
  
  

We are proud to be part of this transformative journey, working alongside the Tsumbas to create a brighter, more educated future for their children. As we move forward, the spirit of Tsum Valley—rooted in tradition yet open to positive change—will continue to guide and inspire us.

If you are interested in being part of this meaningful endeavor, consider joining our volunteer programs. Together, we can contribute to building a robust education system that honors Tsum Valley’s heritage while equipping its youth for the future.