• (01) 9864478218
  • office@consolemission.org
  • Lalitpur district, Nepal
Success Stories
Activities of OSP

Activities of OSP

When student volunteers discovered the licensing requirements for teachers, their volunteering approach changed. They were surprised to learn that their teachers were licensed. These volunteers, from grades 8, 9, and 10, were emulating teachers by using red pens and even mimicking disciplinary methods such as using a stick, a practice observed from teachers (explaining more about child safeguarding will be another topic). A safeguarding policy was introduced to address this. The expectation of the Console Mission (CoMi) is that by volunteering in peer group studies, the students’ knowledge and focus on their own studies would improve. This expectation was met, and CoMi anticipated that even without external help, the volunteers would excel if they made an extra effort and concentrated. The Our Study Place (OSP) has been a proven project and is now considered an initiative by CoMi.

The OSP’s impact was presented to the chairpersons of 18 wards and 3 municipalities on June 11, 2023. They received a booklet to aid in OSP’s implementation during an interaction program. However, the interaction proved to be insufficient. The ward representatives, chosen for their educational qualifications, inquired about salaries, and it was explained that OSP requires collaboration between the local government and CoMi. To set a precedent, CoMi has initiated OSP in two villages, Chaughare and Ghurdum, which are among the 18 wards. The goal is to expand to the remaining 16 wards within the next three years. These 18 wards encompass over 540 villages, with a population of more than 3410 children under the age of 18, and a total of 6820 households according to the Nepal Census of 2021.

Another feature of OSP is its simplicity to start; for instance, an 11th-grade student began an OSP initiative after a brief 15-minute introduction to its educational significance.

  • The OSP initiative is designed to support both students and teachers. In Nepal, the weather and natural disasters pose significant challenges, particularly in the mountainous, hilly, and plain regions. Teachers often face inconsistent travel times to their workplaces. During the monsoon season, landslides can disrupt travel, compounded by limited transportation options and frequently poor road conditions.
  • In socially and geographically disadvantaged communities, parents often lack the time to spend with their children, struggle to create suitable learning environments, and their own level of education can impact their ability to assist their children’s learning.


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