Kaustuv Academy, Pepsicola, Kathmandu.

INTRODUCTION

1.1 Background of the School

Kaustuv Academy is located at the prime location of Kathmandu with aim of providing quality education has been established at 2070 B.S. with diverse program. This academy has determined to produce the skilled, capable, and successful, bonafide human resources by the application of new technology of teaching learning process and make students to complete in the international competitive markets and to establish themselves the best ones.

The highly experienced intellectuals and the scholars are involved in this academy to impart the practical as well as day to day problems solving knowledge and skills to the pupils to face their overall complexities of life. The dedicated scholars, involved in the acidy are well known about the pedagogical atmosphere as the need of the time and modern society for the students.

Addressing the local demands and needs, the school expanded its education from pre-school to Bachelor Level Education. The Academy has gained trust and confidence in its commitment to providing quality education to its students. The belief and expectation are that students will have the opportunity to study in nearest school, fostering a sense of belonging and trust in the educational journey of the Kaustuv Academy.

Furthermore, this academy has played a vital role in bridging educational gaps and providing opportunities for underprivileged students. Through various scholarships, outreach programs and partnership with local organizations, Kaustuv Academy strives to create an inclusive and supportive learning environment. The school's dedication to holistic education is evident in its emphasis on extracurricular activities, sports and cultural events. These activities not only complement the academic curriculum but also foster a well-rounded development for the students.

1.2 History of School

·       Establishment in 2070 BS : Kaustuv Academy was founded in the year 2070 BS, located in the prime location of  Kathmandu.

·       Current Location : The school currently located in Ward No. 32, Pepsicola under Kathmandu Metropolitan City, covering an area of approximately 5 Ropanies area.

·       Educational Activities : Kaustuv Academy operates various educational activities, providing education from Pre-primary (Montessori based) to class 10 in school level, Management in +2 program and BBS (TU) in Bachelor level.

1.3 Objectives of the Study:

·       To find out academic activities of the school.

·       To points the future plan of the school.

·       To provide suggestion for school improvements.

·      To find out the strong the strong and weak aspects of the school.

1.4 Significance of the Study:

The report for Kaustuv Academy is important as it evaluates the school's facilities, education, and finances. It helps identify strengths and weaknesses, guiding decisions for improvement and enhancing the overall school experiences for everyone involved.

Significance of this School observation survey report are as follows :

·      The report serves as a valuable tool for ongoing school enhancement efforts

·      It highlights both challenges and strengths within the school, providing a comprehensive overview,

·      It holds significance for teachers, students, and school employee by offering insights into various aspects of school functioning,

·      Assists stakeholders in gaining knowledge about different dimensions of the school, fostering a comprehensive understanding,

·      Anyone associated with the schools stands to gain valuable insights and benefits from studying this comprehensive report.

1.5 Limitation of the study:

Conducting a comprehensive study of the school proved challenges within 30-days student teaching period at school, time constraints, coupled with immediate teaching responsibilities, necessitated a report prioritizing key aspects. The analysis focused on educational, social, economic, and physical dimensions, presented through charts and tables for simplicity. Limited access to documents and reliable source highlighted resource constraints. Acknowleding practical compromises, it's recognized that a more extensive assessment is needed for a through understanding in the future.

METHODOLOGY

Creating a detailed report for Kaustuv Academy involved collecting important information. I used a careful method to gather data, talking to teachers, staff and even students through surveys. I also looked at school records and academic data. The mix of information helped me to understand how the school works, both in teaching and other areas. After collecting everything, I organized and studied the data to create a report that tells a complete story about Kaustuv Academy.

2.1 Sources of data collection:

To gather a comprehensive understanding for the Kaustuv Academy, I employed a mix of primary and secondary data collection methods. Direct interviews with the school team including principal, coordinator and faculty members as  primary sources, offering firsthand insights. Additionally, secondary sources, including the School Improvement Plan (SIP) and local perspectives, add depth. The review of a prior student teacher's school report provided valuable historical context and comparison. The varied approach ensured a well-rounded and thorough examination of school's dynamics.

1.     Primary Data Collection:

a.      Interview with the school principals,

b.     Interview with the teachers and students.

2.     Secondary Data Collection:

a.      School Prospectus,

b.     School archives',

2.2 Tools for Data Collection:

I employed various tools to gather meaningful data for the Kaustuv Academy. The following tool were utilized:

1.     Observation: Directly observing the school environment, activities, and interactions provided valuable firsthand insights.

2.     Interviews: Conducting interviews with the Principal, faculty member, students allowed for in-depth discussion and perspectives.

3.     Questionnaires : Structured questionnaire were administered to collect specific information from stakeholders, ensuring a systematic approach to collect data.

PRESENTATION AND ANALYSIS OF DATA

3.1  Historical Background:

Kaustuv Academy, established in 2070 BS, situated at the prime location of Kathmandu valley at Kathmandu Metropolitan-32, Pepsicola, Kathmandu. Evolving overtime, the school has consistently demonstrated a commitment to providing quality education, earning recognition as most preferred school in Kathmandu district.

3.2  Geographical Background:

The school is currently located at Ward no. 32, Pepsicola, under Kathmandu Metropolitan, the school occupies approximately 5 ropanies of land. The suitable geographical placement reflects a conscious effort to cater to the educational needs of the local community, ensuring accessibility and fostering a sense of community engagement.

3.3  Physical Background:

The school operated within a 5-ropanies of land area, Kaustuv Academy boasts the ample physical infrastructure. The expansion of educational services to include classes from pre-primary level to Bachelor program. The commitment to providing quality education is further underscored by its dedication to reaching out to the underprivileged students to scholarships, outreach program, and collaboration.

Table 1 Physical condition of School

S.N.	Name of Things
1	Land	5 (Ropani)
2	Building	3
3	Room	30
4	Desk Bench	450
5	Daraj	14
6	Rack	18
7	Chair	60
8	Fan	37
9	Toilet	6
10	Lab	2
11	Library	1
12	White Board	30
13	Smart Board	1
14	Marker	120
15	Duster	40
16	Table	25
17	Watch	4
18	Laptop	20
19	Computer	20
20	Projector	10
21	CCTV	30
22	Printer	6
23	Bell	5
24	Flag	5
25	Globe	3
26	Router	3
27	Telephone	4
28	School Bus	5

3.4  Administrative Organization:

The administrative organization of Kaustuv Academy is thoughtfully structured to ensure efficient management and facilitate the smooth operation of various school functions. Key component of this organization includes the following:

·      Kaustuv School Management Committee

·      Kaustuv Teaching Faculty Member

3.4.1      Kaustuv School Management Committee

Since, School Management Committee (SMC) is a vital governing body composed of founder member of School. The committee focus on overseeing strategic decisions, formulating policies, and ensuring transparent financial oversight for education institutes. The SMC, play a pivotal role in shaping the holistic development and progress of school. The Member of SMC are:

Table 2 School Management Committee of Kaustuv Academy

S.N.	Name of Member	Designation
1	Tulshi Kumar Kandanwa	President of SM
2	Kiran Prakash Neupane	Principal
3	Bikash Subedi	Co-Ordinator

3.4.2      Kaustuv Teaching Faculty Member

A Teaching Faculty Member in a school is an individual responsible for delivering educational instruction to students. They typically hold a teaching position within a specific academic department or discipline, such as mathematics, science, language arts, or social studies. Teaching Faculty Members develop lesson plans, deliver lectures, facilitate class discussions, assess student learning, and provide guidance and support to students both inside and outside the classroom. They play a crucial role in shaping students' academic and personal development, helping them acquire knowledge, skills, and critical thinking abilities necessary for success in their academic and professional pursuits.

The list of teaching faculty member are given below :

Table 3 List of teaching faculty member

S.N.	Faculty Member Name	Qualification	Remarks
English Faculty
1	Bhawani Adhikari	M. Phill
2	Kamal Sapkota	M. Phill
3	Sangita Sapkota	MA
4	Mala Patel	BA
5	Sheela Katwal	BA
Science Faculty
1	Bimal Katuwal	M.Sc.
2	Gokarna Karki	B.Sc.
3	Jeevan Poudel	M.Sc.
4	Umesh Dahal	B.Sc.
Math Faculty
1	Rajan Dahal (RD)	MBS
2	Niraj Shrestha	MA
3	Nanu Bistha	BA
Nepali Faculty
1	Junu Budhathoki	MA
2	Sharmila Chauhan	MA
Account/OBT
1	Dhiraj Budhathoki	MBS
2	Dipika Thapa	BBS
Social Studies
1	Bishnu Marasaini	MA
2	Jaya Dahal	M.Ed.
3	Anjana Thapa	BA
Pre-primary
1	Uma Adhikari	MA
2	Laxmi Shrestha	BBS
3	Mina Khadka	IA
4	Sharmila Dahal	BA
5	Kalpana Bista	IA
Computer
1.	Parbati Acharya	MCA
2.	Sajana Tamang	BBS
Account Section
1	Sabita Poudel	MBS
2	Pramila Nepal	BBS
Transportation
1	Rajendra Khadka	-
2	Ganesh Thapa	-
Sister
1	Shita Dhaka	-
2	Laxmi Paudel	-
3	Samjhan Neupane	-
4	Sujata Adhikari	-
ECA Depart
1	Subash Dahal	ECA Incharge
Extra-curricular Activities
1	Tulashi Parajuli	Music Teacher
2	Ruben Century	Music Teacher
3	Anuska Adhikari	Drama Instructor
4	Merika Rai	Dance Teacher
5	Sarina Neupane	Dance Teacher
6	Rohit Karna	Basketball Teacher
7	Raj Kumar Rasaili	Taekwondo Teacher
8	Rajendra Shahi	Karate Teacher
9	Rabin Sharma	Football Teacher
10	Sabin Lama	Badminton Teacher
11	Prakash Bista	Cricket Teacher

3.5  Number of Students in School:

School has 850 number of students and there are 700 students in (Pre-primary to class 10) and 150 students in higher education from class 11 to bachelor level.

3.6  ICT Resources:

ICT (Information and Communication Technology) resources refer to the tools, devices, and systems that facilitate the use of technology for communication, information management, and educational purposes. In schools, ICT resources play a crucial role in enhancing teaching and learning experiences. Here is a list of ICT resources used in school:

1.     Computer

2.     Laptop

3.     Projector

4.     Smart Board

5.     CCTV

3.7  Use of ICT in School:

In schools today, using technology, like computers and laptops, has become really important for making learning more interesting and effective. These tools help teachers teach better and get students more involved in their lessons. Smart Boards are like special whiteboards that make classes more interactive and fun. Schools all around the world use these tools to make teaching and learning more exciting. Also, things like CCTV cameras help keep the school safe. They make sure everyone is secure and can focus on learning without worrying about safety. All these technologies work together to make school a better place for students to learn and grow.

1. Computers:

Schools incorporate computers into classrooms, computer labs, and administrative offices. Teachers utilize computers for lesson planning, research, and creating multimedia presentations. Students, in turn, engage in interactive learning through educational software, access digital textbooks, and develop essential computer literacy skills. Administrative staff use computers for record-keeping, communication, and school management tasks.

2. Laptops:

Laptops provide educators with flexibility, enabling them to move around the classroom while maintaining access to digital resources. Teachers use laptops for real-time assessment, collaborative lesson planning, and accessing cloud-based educational platforms. Students benefit from the mobility of laptops during group projects and research activities.

3. Projectors:

Projectors are integrated into classrooms to enhance visual learning experiences. Teachers project educational content, conduct multimedia presentations, and showcase collaborative projects to the entire class. Projectors support dynamic and interactive lessons, capturing students' attention and catering to diverse learning styles.

4. Smart Boards:

Smart Boards revolutionize classroom interactions by combining traditional whiteboards with interactive technology. Teachers use smart boards to annotate lessons, engage students in interactive exercises, and display multimedia content. This technology encourages student participation, collaboration, and active learning.

5. CCTV:

Closed Circuit Television (CCTV) systems are strategically placed throughout the school premises to monitor and enhance security. These systems contribute to creating a safe and secure environment for both students and staff. CCTV footage is used for surveillance, incident review, and as a preventive measure against security threats.

3.8 Social Media Presence

Social media in schools facilitates instant communication, connecting students, parents, and teachers for announcements and updates. While enhancing community engagement, schools must address challenges such as cyber safety and misinformation. Platforms like Facebook and You Tube play a pivotal role in fostering a collaborative and informed educational environment. Social media used by school are:

1.     Facebook

The school, Kaustuv Academy actively engages with its community on Facebook. Regular updates on school events, achievements, and important announcements are disseminated through this platform. The interactive nature of Facebook allows for real-time engagement, fostering a sense of community among all stakeholders.

Link to Kaustuv Academy Facebook Page:

https://www.facebook.com/profile.php?id=100051257457309

2.     Youtube

Kaustuv Academy has established a presence on YouTube to leverage the power of video content. Educational videos, virtual tours, and recorded events are uploaded to provide an immersive learning experience for students and serve as a valuable resource for parents and the wider community.

Link to Kaustuv Academy Youtube Channel:

https://www.youtube.com/@kaustuvacademycollege5208

3. Website

Kaustuv Academy well-designed and user-friendly website serves as the school's virtual hub. It acts as a central repository of information, hosting details about the curriculum, faculty, extracurricular activities, and important dates. The website also provides a secure platform for students and parents to access grades, assignments, and other pertinent information.

Link to Kaustuv Academy Website: https://kaustuvacademy.edu.np

MAJOR FINDINGS SUGGESTIONS AND CONCLUSION

4.1 Educational Aspects of the School

Education stands as a fundamental pillar for national development, making it the primary focus of Kaustuv Academy. The school's overarching goal is to provide education and instill positive habits in students through effective teaching. While acknowledging secondary aspects such as physical and economic considerations, the core emphasis remains on the educational mission. Kaustuv Academy operates seamlessly, showcasing responsible collaboration between faculty member and School Management. Their understanding of duties, responsibilities, and cooperation among the staff is integral to the school's success. The faculty comprises well-trained, qualified, and experienced educators. While some students may exhibit lower activity levels and study habits, the majority display enthusiasm and curiosity towards their education.

4.2 Economical Aspects of the School

The economic aspect holds significant importance in any institution, impacting the overall educational environment. Kaustuv, being a private school, primarily relies on number of students in school. Overall, the situation of economic condition of the school is in healthy condition due to the strong and determined School Management and attraction of student.

4.3 Problems of the School

1.    Overcrowded Classrooms: The classrooms face the issue of overcrowding, impacting the learning environment and individual attention.

2.    Insufficient Physical Facilities: There is a shortage of physical facilities such as rooms, desks, and benches, hindering the students' comfort and the overall learning experience.

3.    Emphasis on Theoretical Over Practical Work: The school places a greater focus on theoretical aspects, potentially limiting hands-on and practical learning opportunities for students.

4.     Unmaintained Computer Lab: The computer lab is not adequately maintained, creating difficulties for students in operating computers and hindering their technological learning experience

4.5 Future Plans

The future plans of this school are as follows:

·       To improve and increase physical facilities of the school.

·       To increase the participation of the students from backward community.

·       Promote student's creative, innovative and critical power through student-oriented teaching environment,

4.6 Strong Points

Strong points and basic features of Kaustuv academy are:

·      Managed with nutritious, healthy and clean meals and snack,

·      Enough sports and romantic sport equipment for toddlers,

·      Proper management of own vehicle facilities,

·      Provision of keeping pupil from 7 AM to 6 PM for those busy parents,

·      Medical checkup by the Academy's own medical personnel's and nurses,

·      Excursion and Field visits,

·      Outdoor activities,

·      CCTV surveillance,

4.7 Weak Points

Weak and need of improvement parts of Kaustuv Academy are:

·      Small sports ground for sports,

·      Congested building with low space,

·      Airport Noise disturbances,

4.8 Suggestions:

·       Expanding the playground to allow for proper sports and recreational activities.

·       Ensuring the availability of sufficient teaching materials for effective classroom instruction.

·       Managing and providing an adequate number of drinking water taps for students.

·       Maintaining proper sports materials to support physical education and extracurricular activities.

·       Enhancing the management and facilities of the computer lab to promote technological literacy.

4.9 Conclusion

The overall assessment suggests that, despite some weaknesses, the school is well-regarded for providing quality education and maintaining a positive atmosphere. The suggestions provided offer practical ways to address the identified weaknesses and further improve the overall educational experience for both students and teachers.