Bhutanese Nepali Ethnic School Melbourne Inc

Annual Report 2016-2017

Bhutanese Nepali Ethnic School Melbourne Inc (BNMESM) is proud to present this first
Annual Report for the 2016 - 2017 fiscal year. This Annual Report provides highlights,
achievements and challenges that were experienced in the 2016 - 2017 year. The report also
measures BNESM performance and progress against the objectives and priorities as set at
the beginning of the project.

Page 1 of 42
Report prepared by

Parsu Budathoki
Principal
Bhutanese Nepali Ethnic School Melbourne Inc.
Email: budathokiparsu@gmail.com

Editors

1. Prof. Dr. Manfred Ringhofer

AHURA JAPAN Chairperson

2. Purna Budathoki
Finance Specialist
Lutheran Social Services of the Southwest
Refugee & Immigration Services
3443 N. Central Avenue
North Rotunda
Phoenix, AZ 85012

3. Sarah Eary
Administrative Assistant
Lutheran Social Services of the Southwest
Refugee & Immigration Services
3443 N. Central Avenue
North Rotunda
Phoenix, AZ 85012
SEary@lss-sw.org

4. Om Dhungel, FAICD, JP
Consultant, Trainer, Mentor
M: 0417 065 142
E: om@omdhungel.com
www.omdhungel.com

Page 2 of 42
Acronyms and Abbreviations

Common abbreviations (acronyms) used throughout this document include

BNESM Bhutanese Nepali Ethnic school Melbourne

BCA Bhutanese Community in Australia

CEO Chief Executive Officer

KCNH Kenley Court Neighbourhood House

OHS Occupation Health and Safety

UNHCR United Nations High Commissioner for Refugees

VMC Victorian Multicultural Commission

IOM International Organisation for Migration

US United States

Page 3 of 42
Contents
Message from Principal .......................................................................................................................... 5
A message from Prof. Dr. Manfred Ringhofer AHURA JAPAN Chairperson............................................ 8
Message from Pandit (Priest) Madap Adhikari (k|ltj]bg) ...................................................................... 10
Message from General Secretary ......................................................................................................... 12
Message from Om Dhungel .................................................................................................................. 13
Certificate of incorporation of BNESM ................................................................................................. 15
Hume City Council Community Grant certificate of Recognition ......................................................... 16
Letter of endorsement to Bhutanese Nepali Ethnic School Melbourne Inc. 2016/17 Annual Report
from HUME Mayor. ............................................................................................................................... 17
BNESM Commitment to Excellence ...................................................................................................... 19
Our Core Values: ............................................................................................................................... 19
Our People ............................................................................................................................................ 21
One team serving the BNESM ........................................................................................................... 21
About Bhutanese Nepali Ethnic School Melbourne Inc (BNESM)......................................................... 22
1.1 Recognition ................................................................................................................................. 22
1.2 Why choose BNESM? .................................................................................................................. 22
1.2.1 Emphasis is on cultural transformation ............................................................................... 23
1.2.2 Emphasis is on life enrichment ............................................................................................ 23
2. General aim of the project ............................................................................................................ 24
2.1 The languages curriculum aims to develop the knowledge, understanding and skills to
ensure that students: .................................................................................................................... 24
2.2 Specific Course objectives for 2016-2017 ............................................................................... 24
2.3 Project methodology .................................................................................................................. 25
3. Our Journey and achievements ........................................................................................................ 27
4. Financial report ................................................................................................................................. 36
5. Community Garden Project .............................................................................................................. 38
6.Challenges and Solution………………………………………………………………………………………………………………..40

7. Conclusion ......................................................................................................................................... 40
8. Acknowledgments............................................................................................................................. 41
9. References ........................................................................................................................................ 42

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 Message from Principal

Welcome to Bhutanese Nepali Ethnic School Melbourne Inc.

(BNESM)

Brief history of Bhutanese community in Australia

Bhutan is a tiny Himalayan kingdom that shares borders with

Tibetan region of China to the north and the Indian territories
of Assam and Western Bengal to the south and east, and
Sikkim to the west. According to the World Population Review
2017, the estimated population of Bhutan was 744,000. The
report title “Bhutanese Community profile” (published by Department of Immigration and
Citizenship Australia, 2007), mentions that more than 100 000 Nepali-speaking Bhutanese
fled the country to seek asylum in seven refugee’s camps in south-eastern Nepal starting
from 1990s. In 2007, the Office of the United Nations High Commissioner for Refugees
(UNHCR) completed a census of the camp populations to begin planning for large-scale
resettlement and other durable solutions for the Bhutanese refugees. International
Organization for Migration (IOM), UNHCR, Nepal government and host counties were
involved in third country resettlement of Bhutanese refugees beginning from November
2007 (UNHCR News 2015).

According to Himalayan Times Nepal

on February 06, 2017 ”a core group
of eight countries came together in
2007 and hosted Bhutanese refugees
in United states 92,323, Canada
6,773, Australia 6,204, New Zealand
1,075, Denmark 875, Norway 570,
the United Kingdom 358 and the
Netherlands 329, according to the
UNHCR Nepal”.

Figure: Bhutanese refugees resettled in third countries. Source: UNHCR and US Refugee
Processing Centre (https://thehimalayantimes.com/nepal/where-in-earth-have-been-
bhutanese-refugees-from-nepal-resettled)

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Main challenge of Bhutanese community in Melbourne.

In a new country people face a set of entirely new experiences; new culture, new language
and a new learning environment. Like many waves of humanitarian immigration in Australia,
the arrival of the Bhutanese community was certainly not easy. The challenges they faced
included comprehensive resource loss from leaving everything behind in Bhutan.
Furthermore, the Bhutanese people endured nearly two decades of displacement in the
refugee camp. Then they faced significant acculturative stress after being in a new country
with different laws, a different education and health systems, different languages and
diverse cultural expectations requiring a period of adjustment.

From consultations we concluded that Nepali language is at risk of being non-existent

among the resettled Bhutanese community in Melbourne. If it is not taught to younger
generations from today, then our language dies out. When our language dies out, future
generation will permanently lose our Bhutanese Nepali culture, history and identity. We
also understood that folks are looking forward for community school to revitalize Bhutanese
Nepali culture, history, identity and values to our children.

On 12 September 2016 BNESM was registered. BNESM classes are in full swing, children (5-
12 years old) participated in various activities planned for the year 2016-2017. This first
annual report summarises the BNESM activities starting from June 2016 to December 2017
and the lessons learned from these activities.

BNESM highlight in 2016-2017 includes:

• Bringing Bhutanese Community members together, engaging children, building

trust/rapport with children and provide linkage with service providers.
• Cultural adventures: We have given equal opportunities to all our students so that
they realize their true potential and get ready to face the outer world once they
complete their school studies.
• Students’ performance during Dasain program (The biggest Hindu festival) was
commendable; everybody received award on that event.
• Student progress report: evaluation for language classes remain satisfactory
• student progress in dance and music are pleasing
• Garden project: created positive awareness about kitchen gardening
• Werribee Zoo visit, student feedback great

It has been our goal at BNESM to teach not only basic skills in spoken and written Nepali but
to make our students linguistically competent in their chosen fields of specialisation as well.
We are working towards new revised syllabus for 2018 containing new kinds of instructional
materials that suits the age and context of our students.

a. Tailor additional vocabulary dialogues designed for individual students

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b. Whenever possible utilise materials from Nepalese school books, folk stories,
literatures, songs, proverbs, taped conversation, or other sources.

c. We adopt flexible teaching methodology to suit the need of varying numbers,

abilities, and wide range of interests. For this reason, we choose computer-based system
because it offers flexibility of organisation and presentation that we needed.

You are invited to contact the school and obtain an information pack, school calendar and
enrolment details for 2018. In the pack you will also find the school`s mission and vision
statement and values: Integrity, Accountability, Respect, Excellence, Innovation and
Teamwork. We hope that our students will be guided by these values throughout their life.

A reminder to parents….

Children drop off and pick up: Let us be careful and considerate at drop off and pick up
times. How can you help us?

 Find a safe spot to park during drop off and pick up times
 Arrive in time to school and avoid stress
 Drive safely and be EXTRA cautious while driving. Look out for children crossing the
road. Remember to check your mirrors and head check when reversing
 Teach your children to be careful when exiting the car.
 Obey the road and traffic rules

Please feel free to contact our school team or myself if you wish to discuss issues relating to
our unique facilities, our comprehensive curriculum, special educational needs, OHS
principles, school programs or any other aspect of our school.

Parsu Budathoki
Principal
Bhutanese Nepali Ethnic school Melbourne
budathokiparsu@gmail.com

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A message from Prof. Dr. Manfred Ringhofer AHURA JAPAN
Chairperson
Congratulations to BNESM for publishing the first Annual
Report

It is a big honor for me to write this message for BNESM,

which activities I could experience personally in August 2016
myself. The results of my research about ethnic minorities
and activities as a longtime member of 2 Osaka Prefectural
councils are also woven in this statement.

The founding of BNESM is a necessary development for

preserving ethnic identity as much as possible for the future
of the Nepali-Bhutanese community in Melbourne.

We have first to think about the positive outcome for the kids, learning not only the
language, culture etc., but also acquiring a solid identity basis, which helps them to find
confidence with their special identity in their unique life history (changing environment
from refugee camps to Australia), which is different from their parents or grandparent’s life
histories.

BNESM is also a very important medium helping them to understand their parents and
grandparent’s culture and personal life histories. It is promoting this aim through inviting
elder people to speak about their life experiences. This is a very important activity, because I
have heard last year, that some young Bhutanese have not enough respect towards seniors,
because of their poor English or little knowledge of using the internet, etc.

Also, mutual understanding and respect of other cultures, religions, ethnic groups, casts,
and people from different social status and democracy are further laudable commitments of
BNESM.

The collaboration with local government institutions and the exchange of experiences with
other (Bhutanese) ethnic language schools is important for a continuing improving of the
quality of education and attracting more learners and volunteers.

BSNEM is empowering the kids through diverse educational methods but is also giving an
impetus to elder young people, parents and grandparents to recognize their responsibility
to offer the kids a lot of information about their personal life and general ethnic community
life history in Bhutan.

All generations have through BNESM the chance to create a better intergenerational
understanding, helping each other to solve their present identity struggles towards an
establishing of a “new” ethnic community identity in diaspora. BNESM`s activities are very
important to achieve this goal.

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Finally, I would like to add three of my favorite slogans:

1. Problems exist to be solved (without problems life would be boring)

2. You are “learning” your whole life (death is the last learning process)

3. Acknowledge of Equality in Diversity and Diversity in Equality

For the future of BNESM I wish all people involved to be dedicated to enhancing the quality
of education and the harmony of the Nepali-Bhutanese community and their collaboration
with the local community and authorities.

Prof. Dr. Manfred Ringhofer

JAPAN, Nara
AHURA JAPAN Chairperson

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Message from Pandit (Priest) Madhav Adhikari

(k|ltj]bg)
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Page 11 of 42
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Email: narjalim@gmail.com

Message from General Secretary

My Name is Khara Acharya from Melbourne, a former Bhutanese

refugee for 20 years in Nepal. I came to Australia through
Humanitarian program in early 2009. After I came to Australia, I
provided volunteer service to Bhutanese Community and had an
opportunity to serve wider Australian community through my
nine years of career with Refugee Services in Melbourne.
Although Australia is a multicultural country, there is a real
challenge to recognise new emerging minority communities (like Bhutanese community in

Page 12 of 42
Australia) language, culture and establish our linguistic and cultural identity in the main
esteem Victorian Education Curriculum for the benefit of our upcoming generation in new
country. These are very important steps to maintain our Nepali language and safeguard our
Bhutanese cultural heritage, ethnicity and historical background.

To address this challenge, Bhutanese Ethnic Nepali School in Melbourne Inc. was
established on 12 September 2016 with the aims that was outline in this first annual report
2016-2017.

BNESM team look forward to work with children, parents, community leaders, and service
providers for continuous improvement for our services. Therefore, I consider myself as a
very lucky person to be part of progressive team. I am very grateful for having a chance to
meet and work with all wonderful people that support this great vision and mission of our
project.

Bearing in mind, I am using this opportunity to express my sincere gratitude and special
thanks to CEO in Banksia Community Gardens Mrs. Gina Dongal and Michael Mansour the
Kenley Court Neighbourhood House Coordinator for providing venues and supporting our
children programmes outlined by the school that helps to promote language, culture and
identity to generations in Australia.

I express my deepest thanks to all executive members in BNESM, parents, students and all
well-wisher in the community who work tirelessly for promoting language, culture &
identity.

Thanking you in anticipation.

Khara Acharya
Secretary, BNESM &
Former BCA President

Message from Om Dhungel

I am very pleased to learn that the Bhutanese Nepali Ethnic School

Melbourne (BNESM) is publishing its first Annual Report. For the
Bhutanese diaspora, the establishment of BNESM is in itself a matter
of pride. It is also a great addition to other similar initiatives by the
Bhutanese communities settled across Australia and beyond.

Page 13 of 42
Cultural identity provides our sense of belonging and in my view the starting point to define
our identity. Cultural identity provides a link through generations and helps people identify
with each other. When a person identifies with their culture, they often embrace traditions
that have been passed down through the years. Continuing to speak one’s language is one
of the most important ways to maintain and control their cultural integrity and I believe that
the School will provide a very important platform for it. Beyond teaching Nepali language,
BNESM can rightly “serve as a Bhutanese Community Hub where students, families and
community get access to information from service providers” as well as help build social
capital.

It is highly commendable that the organisation is able to bring out such a high quality
Annual Report given that it was established only in July 2015. The list of activities and
achievements in such a short period of time speak for themselves. What further
differentiates BNESM apart from many such newly established organisations is the depth of
record keeping, evaluation and analysis. This will be very useful for planning purpose not
only for BNESM but for other organisations working in this space.

I had the opportunity and privilege to visit the school and discuss the activities and its future
plan with teachers and the management team. The level of enthusiasm and commitment
that I saw in every individual is very inspiring. I am confident that BNESM will work closely
with other language schools around the country and play an important role in promoting
our language and culture across the Bhutanese diaspora and add to the richness of
multicultural Australia. I extend my best wishes for the continuing success of BNESM in the
years to come.

Om Dhungel, FAICD, MBA, B.Sc. Engg.

Director
Om Dhungel Consulting
Training I Mentoring I Speaking
www.omdhungel.com
Dated: 8 February 2018

Page 14 of 42
Certificate of incorporation of BNESM

Page 15 of 42
Hume City Council Community Grant certificate of Recognition

Page 16 of 42
Letter of endorsement to Bhutanese Nepali Ethnic School
Melbourne Inc. 2016/17 Annual Report from HUME Mayor.

Page 17 of 42
Page 18 of 42
BNESM Commitment to Excellence
Dedicated to service excellence, we demonstrate innovation, collaboration and
transparency, practice effective and accountable use of resources and promote
engagement and leadership at all levels.

Our Core Values:

 Integrity We work in the spirit of collaboration
and honesty to build effective working
relationships with all stakeholders
across multicultural communities.

 Accountability We are transparent, responsible and

build trust by fulfilling promises and
communicating effectively.

 Respect We care about others and treat each

other with consideration, equality and
fairness.

 Excellence We continually strive to advance our

school through innovation, research
and effective stakeholder management.

Forward thinking, planning and

 Innovation execution to expand our horizon of
success.

 Teamwork We always work in one cooperative

team.

Page 19 of 42
Our Vision:

To create dreamers, believers & achievers.

Mission:

To unite school, community and family for young people’s success.

BNESM can serve as a Bhutanese Community Hub where students, families and
community get access to information from service providers.

Page 20 of 42
Our People
One team serving the BNESM
The Board ensures that BNESM’S management is conducted in the best interests of
students, parents, contributors, and community organisations. The Board is responsible to
the Victorian Government for the governance and management of Bhutanese Nepali Ethnic
School Melbourne.

The Lead Team are trusted and capable leaders who have accepted stewardship of BNESM
important portfolios

BNESM Organisational Chart

Chair

Parsu Budathoki

Treasurer Public Relation officer

General Secretary Jhagen Dhimal
Jivan Dhimal
Khara Acharaya

Dance Teacher Language teacher

Resource Teacher
Madap Adhikari Avilasha Sharma Dhan Siwakoti

Page 21 of 42
About Bhutanese Nepali Ethnic School Melbourne Inc (BNESM)
1.1 RECOGNITION
With the support from like-minded members and parents, Bhutanese Nepali Ethnic School
Melbourne Inc (BNESM) was established on 5th July 2015. BNESM was registered with
consumer affairs Victoria on 29th September 2016 (ABN number: 65 885146 825). On 13th
December 2017, BNESM was recognised by HUME City Council for our commitment in
celebrating cultural diversity in HUME. BNESM venue is located at 18 Kenley Court Meadow
Heights Victoria 3048. On 12 September 2016, BNESM was incorporated under the
Associations of Incorporation Reform Act 2012.

1.2 Why choose BNESM?

We were successful to keep our Nepali language, religion and culture alive in Bhutan until
1980s. Starting from 1985, Bhutan enacted a policy of “one nation, one people.” Soon after
this law, Nepali language was removed from school curriculum and government of Bhutan
forced civilian to wear northern Bhutanese dress (Gho and Keera) and forced to follow the
northern Bhutanese cultures to the Nepalese people in the south. Those people who raised
their voice demanding human right were stripped of their Bhutanese citizenship.
Ethnic Nepalis demonstrated in 1990. Following the demonstration, more than 108,000
people were evicted from the country and got registered as Bhutanese refugees and started
to live in 7 camps organised by UNHCR.

Prior to the third country resettlement of Bhutanese Refugees, Nepali language was
included in the curriculum (CARITAS Nepal), Ringhofer 2002. Moreover, there used to be
various cultural activities in the Bhutanese Refugee camps organised by families, groups and
organisations, where people from all ages used to take part in the events. Thus, Bhutanese
Nepali culture had been maintained despite various socio-economic challenges within the
refugee camp.

Majority of Bhutanese refugee women, men, youths and children had chosen for third
countries options with a hope to build their future in a new land, according to IOM Nepal
Chief of Mission, Maurizio Busatti, (UNHCR News 2015). Senior members of resettled
Bhutanese in Melbourne said that they choose third country resettlement for the benefit of
future generations.

After resettlement Bhutanese Community in Melbourne had a significant challenge to

maintain and preserve their Nepali language or cultural heritage and thus BNESM is working
towards bestowing it for the benefit of the future generations. Bhutanese community
children in Melbourne should get an option to choose Nepali language as an optional subject
in their school curriculum.

BNESM support young men and women as they journey towards adulthood. Using our
research, we develop and deliver support services, and stand up for our young people.

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In future, BNESM will work with schools, families and communities to look for any signs that
young people are at risk of disengaging from school, developing drug and alcohol problems,
losing contact with their family, becoming homeless or getting involved in crime.

1.2.1 Emphasis is on cultural transformation

Current BNESM priorities includes preservation of both tangible and in tangible Bhutanese-
Nepali cultural heritage. Examples of tangible items include temples, monuments,
landscapes, books, art works, and artefacts. The examples of intangible culture traditions
that was inherited from our ancestors and passed on to our descendants, includes
worshiping nature, Nepali folklore, traditional dances (e.g. Dhan nach, Balan, Sangani,
manuni etc.), musics (from Madal, tabala, machunga, binayo, sanahai, sankha, bansuri,
Dholak, Narsingha, jhyali, Damaru, Sarangi, Damaha, jhamta, Ek tare, leaf music etc.) and
memories of natural habitats (landscape and biodiversity of Bhutan). We engage community
members to provide relevant information about their life histories back in Bhutan.

1.2.2 Emphasis is on life enrichment

At BNESM we ensure the health, safety and wellbeing’s of children, parents, volunteer’s
staffs and visitors. We comply with OHS policies of Banksia Neighbourhood Community Hall
Meadow Heights during our class hours.
The OHS approach includes
 Identifying the risks and who is at risk
 Assessing and prioritising the impact of risk
 Deciding what you are going to do to control or manage risk
 Implementing and evaluating your actions.

BNESM volunteer remain vigilant to ensure safe and nurturing environment that delivers a
variety to activities designed to complement and reflect the Nepali cultures and traditional
education framework.
Emergency document procedure includes:
 Steps to be taken in an emergency or evacuation situation
 Emergency exits, routes and meeting points
 Location and contents of first Aid Kits
 Location and use of fire equipment’s
 People to contact in an emergency

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2. General aim of the project
2.1 The languages curriculum aims to develop the knowledge, understanding and skills
to ensure that students:
 communicate in the Nepali language they are learning
 understand the relationship between Nepali language, culture and learning
 develop intercultural capabilities
 understand themselves as communicators.
 promote the highest levels of child aspiration and artistic integrity through the
composition, documentation, and performance of music and dance.
 parents to find the link and connection with professional mentors in the field of
child’s interest.
 Know about country of origin Bhutan and third counties resettlement of Bhutanese-
Nepali Community.
 help to adjust intonation and stress to convey meaning to the sentences spoken by
your children.
 conduct workshops and simulation and demonstration of Nepalese traditional items
 collaborate with various service providers and bring appropriate awareness
program to the children according to their age and gender. e.g. program that makes
young people aware of drug and substance abuses.
 collaborate with service provider to conduct workshops and education sessions
about the substance abuse awareness which is a crucial preventative measure for
kids and teenagers.

2.2 Specific Course objectives for 2016-2017

Students who complete this beginner’s course will:

 Be able to read and write in the Devanagari script.

 Develop basic listening and speaking abilities in Nepali.
 Be able to communicate in Nepali on given themes related to their day to day life.
 Be able to follow and familiarise with simple Nepali songs and movies.
 Read map of the Nepal, Bhutan, India and Australia
 Understand the basic aspects of Nepalese culture such as festivals, food, clothes and
folk tales.
 Master the vocabulary related to various social-cultural contexts.
 Our original history, life in the refugee camp and third country resettlement
 Days, week, months and year of Nepali calendar
 Counting numbers in Nepali
 Use respect words in Nepali
 Teaching family tree such as Mom, dad, brother, sister, grandparents, cousin in
Nepali
 Learn basic conversation styles

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  Cultural dances and music
 Social connectedness and building friendship
 Learn basic tips about gardening project

2.3 Project methodology

2.3.1 Parents meeting:

On 10th December 2016, parents were called upon and provided the information session on new
admission, curriculum and various activities.

2.3.2 Enrolment form.

From 1st of January 2017, student enrolment form became available for parents willing to
enrol their children at BNESM. On 28th February 2017, 20 students got formally enrolled.

2.3.3 Classroom activities

Introduction of game of learning for examples; “I know a word”…….. rhyme time … Say “I
need a word that rhymes with a cat”…… practice counting in Nepali, group discussions, oral
and written presentation and listening activities and role play model.

Students written homework to be completed with their parent’s supervision. Homework

collected in the next class and parents were notified about the student progress. The
parent’s feedback was taken into consideration to restructure the next lesson. Regular
assessment conducted by volunteer teachers to provide evidence of what students know
and can do, and their strengths and weaknesses.

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2.3.4 Volunteer contribution
The time commitment for the volunteer teachers was approximately 500 hours over 12
months period per volunteer. This includes travel and preparation of teaching materials.
There were 5 volunteer teachers over 18 months from June 2016-December 2017.

Timetable for 2016

Month Week 1 Week 2 Week 3 Week 4 Week 5

June 5 12 19 26

July 3 10 17 24

August 7 14 21 28

September 4 11 18 25

October 2 9 16 23 30

November 6 13 20 27

December 4 11 18 25

Timetable for 2017

Month Week 1 Week 2 Week 3 Week 4 Week 5

January 1 8 15 22 29
February 5 12 19 26
March 5 12 19 26
April 2 9 16 23 30
May 7 14 21 28
June 4 11 18 25
July 2 9 16 23 30
August 6 13 20 27
September 3 10 17 24
October 1 8 15 22 29
November 5 12 19 26
December 3 10 17 24 31

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3. Our Journey and achievements
We had achieved major goals that was identified and agreed 18-month before. Starting a
new community school was perhaps challenging, but with the parents help, volunteer
teachers and school management team worked together to settle students in the language
class. We provided children opportunities to play with colours drawing, painting sessions
allowing them to choose and listening to music.

On Sunday, the 3th of July 2016 parent’s information session was held to provide better
understanding of the course and how it fits into the children learning objectives. During the
parents meeting we discussed about the school aims and objectives. Parent involvement
represents parents’ commitment of resources and time to the academic sphere of their
children’s lives. Parents agreed to take responsibilities to establish home environments that
support learning, facilitating effective communication between school and home, helping
the school and supporting students, encourage learning at home, participating in school
decision-making processes, and working with other stakeholders (i.e., students, school staff,
community) to strengthen the school.

To foster communication at school, we invited youths (brother and sisters) from the
Bhutanese community and asked them to talk about their experiences in Bhutanese refugee
Camp in Nepal. Children were astonished to hear their brother and sister about the
memories of life in refugee camps in Nepal. PowerPoint slide presentation was made
following their talk to cover the stories of Bhutanese Refugee camp, schools, play groups
and child play centres.

On Sunday 28th August 2016 Prof. Dr Manfred Ringhofer from Japan visited language classes
which was held at Broadmeadows Community Hub located at 182 Wildford Street
Broadmeadows. Professor Manfred said to the children that should not only learn Nepali
language in the community school but also remain updated with Bhutanese Nepali culture
and history. “BNESM is empowering the kids through diverse educational methods giving
an impetus to elders, young people, parents and grandparents to recognize their
responsibility to offer the kids a lot of information about their personal life and general
ethnic community life history in Bhutan” said Professor Dr. Manfred.

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 Class room activities

Group learning activities Volunteer teachers teaching Ka, kha.

On Sunday 28th August 2016 Prof. Manfred Ringhofer visited us. Use of digital technology in room

12/11/2017: BNESM supported 2017 BCA executive meeting Painting activities

CULTURAL ADVENTURE: Dance class in progress Student performance at Dasain program

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3.1 Student progress report
At BNESM, there are many ways that our volunteer teacher report to parents/guardians
about student’s academic learning and behaviour. Some other methods of reporting
include, meet the teacher and parents during the class or during parents meeting.

This section of the student progress report reflects the children overall academic progress
for their current year. This relates to Nepali (Reading, writing, Speaking and listening), dance
performances, attendance and excursions.

Most of the students had improved their Nepali vocabulary knowledge. Children can
read/write Devanagari letters and they are in the next level of learning Nepali words.
Parent’s feedback reveals that 80% of the children are using new words at home with their
parents and grandparents. Parents also said that their children were interested to wear
Nepali costumes, and started to download Nepali songs and videos at home.

3.2 Results of reading and writing

In general students took part in conversations and role-plays related hobbies and in show
and tell activities. Students were able to read Devanagari letters written on the white board,
paper flash cards and teaching manuals or books. In the class work student fill the missing
letters on the letter sequences, practice writing letter sequences and other various letter
games. Homework was given to each student to practice reading and writing the letters with
their parents. Homework checked in following week and feedback provided to student and
parents.
The result charted below is the summary of 48 weeks progress of students reading and
writing exercise of both the consonants and vowel letters.

Reading:
 About 40% of the students (Children from 7-8 years old) knows 60% the letters and the
sounds of the alphabet. They can distinguish between letters, words and sentences.
 Uses 1:1 correspondence when reading aloud and reads from left to right.
 Sounds out unknown letters. While 50% the students (children 8-12), knows all letters
and sounds of the alphabet.
 They can sound and read and distinguish Devanagari (consonant) and vowel letters.

Writing:
 About 95% of the students can write letters from left to right, top to bottom with
spacing between letters by looking the template. 50% of student (8-12 years) uses
correct beginning sound when attempting to spell words. While the others at the
beginning phase to develop uses of letter and rhyme knowledge to make a reasonable
attempt to match their writing a letter of the pronounce.
 About 60% of the students (8-12 years) were able to re-read what they have written.
 About 40% of the students were able to correctly use correct beginning sound when
attempting to spell words.

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Speaking and listening
 Students can recognise rhymes, syllabus and sounds in spoken words
 Communicates in a straightforward way if the other person talks slowly and clearly
 Students became familiar to ask and answer relevant questions in Nepali in the class
 Students could retell events and experiences with others
 Students participated in the class discussion and share their ideas with other in Nepali
 Students were found to improve using appropriate pace and volume of their tone while
communicating the class.

There were 5 children under 3-5 years old. We use tracing template to make them practice
writing Nepali letters. Sometimes they were placed in a separate group and flexible learning
environment were provided to them until they reach the right age to learn. Overall this
group of students had focused well in dance over the last two terms of the year 2017.
Children (5-6) had been very energetic and showed that they could listen and apply the class
rules verbal instructions and had basic understanding in the activities and games. They were
at beginning phase of writing skills and developing fluency in reading letters. They had
already began writing alphabets using tracing papers.

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Following chart are the student attendance of 2017 and there were 8 boys 12 girls in the class.

There were 8 boys 12 girls and student attendance were 85% in 2017

3.3 Dance
Dance is a means of expression or communication in which one moves rhythmically, usually
to music, using prescribed or improvised steps and gestures. In dance you leap or skip about
excitedly or move slowly and deliberately. BNESM believes that visual arts, music and dance
offers student and people of all ages opportunities for personal expression, enjoyment,
creative action, imagination, emotional response, aesthetic pleasure and the creation of
shared meanings.
Dance class was introduced to promote Nepali cultural songs, music and customs to the
students. Children will learn skills in Nepali dance and build up their level of confidence to
demonstrate their talents, celebrate, share and negotiate these values and beliefs with
other wider Australian communities.
At the beginning 80% of the students were enthusiastic and showed energy to dance, while
20% of the students were passive and shy. As the dance progress students adopted about
body flexibility, movement of body with music and improved timing. Parent feedback was
great. Student were able to prepare the dance and their talents were tested on the fantastic
performance on the Dasain program on 28 September 2017, where everybody got chance to
come up in the stage and show their talents. The student performance in the dance was
charted as follows.

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3.4 Excursion report

On 17 December 2017 our school went to an exciting excursion at Werribee Zoo and
Werribee rose garden park. Part of the excursion was to introduce student with the several
types of animals found in the zoo and create awareness of importance of conservation of
wildlife. Student were briefed about names of diverse types of animals found in Bhutan,
Nepal and India. Student were being informed about wild animals to expect in the Werribee
Zoo and their names in English and in Nepali.
Once they arrived at Werribee Zoo Kids were excited to see animals living across 225
hectares of wide, open savannah. Kids were happy to see lions, cheetahs, rhinoceros,
giraffes, zebras and antelopes grazing together on the picturesque savannah. Within the
zoo, students were updated with names of animals in English and Nepali.

After that kids and family came together at the picnic spot for lunch. They played in the
ground for a while and went to the rose garden. Then we all assembled in together and
departed home. It was a wonderful day.

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3.5 Student feedback from excursion
Anjelina: I felt very excited because I get to play in the water fountain and saw animals I
have never seen in my life. 5 different things I like: fountain water, hippopotamus, park
view, sand pit and Lions. I rate the excursion 10/10.
Amira: The excursion was very exciting, and I enjoyed face-painting. 5 things we did on the
day were playing in water, looking at animals, going to rose garden and BBQ. I rated
excursion 10/10.
Arati: I found facts about the animals in the Zoo. E.g. All giraffes are boys. 5 different
activities are: giraffes, safari, BBQ, rose garden, hippopotamus. I would rate it as 6/10
because zoo was not the right place to go for my age as I felt it was too childish.
Ashika: I felt that excursion was great, but I wish it to be longer. I like safari, face painting,
photos, BBQ, Rose garden. I rate 7/10 because of lack of time constraint I could not visit all
corners of the zoo.
Asim: I learnt about animal habitats in the zoo. Rose garden, safari, took lots of pictures of
animals and zoo scenery, BBQ –picnic. I would give 6/10.
Labeeb: Good thing had lots of fun and sad thing was ice-cream melted. Played soccer, BBQ,
and took photos in zoo and in rose garden, Excursion rated 8/10.
Simron: enjoyed Safari and learnt about animal life. Had BBQ, liked rose garden, played ball,
ate sandwiches. Excursion rated 7/10 because zoo didn’t have lots of animals.
Monoj: It was a fantastic day, enjoyed water fountain; I liked Zebras, giraffes and lions. We
did face painting. Eat BBQ. I rate it 3/10.
Diya: I felt excursion was great, because we had lots of fun things to do such as; face-
painting, Soccer, BBQ, Safari, rose garden. I rate it 7/10.
Roshika: it was good day for me. Played and seen lots of animals, face painting.
Sowmya: Excursion was very good. I liked food, lions, friends, played police and thief tag
game, photos. I rate 8/10.
Amir: I like the zoo and it was a fun day.

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Pictures of Excursion to Werribee Zoo and Werribee rose garden park

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3.6 Second excursion report
On 23 December 2017 most of the kids and parents visit Matachintamuni Hindu temple
located at 191 William Street Saint Albans Victoria. With support from parents BNESM took
organisational life membership for proposed Nepalese community centre to be constructed
in future. If this building become existed, BNESM would be able to claim membership
benefit outline in their policy (see http://www.nepalicommunitycentre.org.au).

Children were introduced with different Hindu god and goddess in the temple. They
participated in prayers and listen to talks from the Hind Guru from Nepal. They all enjoyed
free lunch in the events.

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4. Financial report
Income Year 2017 Amount
Parents contribution $ 1350
Grant Income 2017
VMC grant $ 2150
HUME City Council grant $1250
Total Income $ 4070

Expenses Year 2017 Amount

Venue Hire $ 500.00
Public Liability Insurance $ 633.90
Dasain Cultural program $ 500.00
Excursion $ 917.50
Admin, paperwork + refreshment $ 2078.90
Total $ 4630.3

Assets

Current Assets 2017

Total Cash and Cash Equivalents 3000

Non -current Assets

Total Plant and equipment $750

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Parents contribution for Dance class fees

 In-kind contribution
 5 h every Sundays by 3 volunteer teachers and two management team members =82
weeks X 5h X 20 h=$ 8200
 Administration task
=3h/week X 82 weeks X $ 20 =4920
Total In kind- contribution made by volunteers =$ 13120

Parents contribution to membership fees for Institutional membership of Australian

Multicultural centre on 23 December 2017.
SL. Name Amount
No. ($)
1 Jhagen Dhimal 50
2 Dhan Siwakoti 50
3. Puspa Acharya 50
4. Khara Acharaya 50
5. Jivan Dhimal 50
6. Madap Adhikari 50
7. Dilu Chettri 50
8. Parsu Budathoki 50
9. Meg Nath Thapa 50
10. Netra Chamlagai 50
11. Dadhi Dhimal 20
12. Ganga Adhikari 50
13. Teelachan Regmi 50
14. Sashi Acharaya 50
Total amount paid to NMC 670

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5. Community Garden Project

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Kids preparing mulch for the garden bed Kids exicted how seeds grown into a whole plan

White flower bean Purple Hyacinth Bean

Kids and parents visited community garden Amir and Amira excited to see fruiting of corn and bean

Most of the Garden project was completed by family agreement with the host organisation.
On 22nd December 2017, BNESM school had an opportunity to visit the community garden
located at 18 Kenley Court Meadow Heights Victoria 3047 and student learnt about
gardening.

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Student learnt that plant also require minerals, nutrients, air and water for their growth and
development. Most of the students were familiar with names of vegetables in English and
learned Nepali names of vegetables found in the garden. One parent described about his
farm land in Bhutan where he grew lots of vegetables, fruits and cereals.

The bees and butter flies play a key role in pollination of plants in the garden. This short tour
to the community garden was very interesting and informative.

6. Conclusion
There were 20 regular students in 2017, and we target to enrol more students in 2018.
 Development of social skills:
Friendship bond had been established among students and parents.
 Boost of confidence:
The level of confident among student had increased during the Dance classes. Students
dance performance were appreciated in a Dasain program on October 2017.
 Student gain literacy and numeracy skills:
Students’ progress in literacy and numeracy level in Nepali remained satisfactory. They
can write their name in Nepali.
 Sense of identity:
Children enjoy wearing Nepali costumes during especial events.
 Parents feedback:
Parents stated that their children had established weekly routine of Nepali class and
prompt themselves to complete their homework prior to next class.

7.Challenges and Solution

 The number of students admitted to BNESM for Nepali class changes every year, each
student has a different level of ability and we need to design the materials that suits the
need of individual students.
 We are working towards accreditation BNESM with The New Victorian Curriculum -
Department of Education and Training. BNESM team is working towards
 Our children should get an option to choose Nepali as a subject of their choice as a
second language in School.
 We look forward to recruit experience language teacher, provide training to the
volunteer teacher and employ them as a formal employee.
 Financial: BNESM has financial constraints to fully execute its program. The school had
received some grants from HUME city and VMC this year. We hope to raise some funds
from parents and community members. BNESM is looking forward to work in
collaboration with the local organizations to execute various programs that benefit
children, youths, adults and seniors.

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Acknowledgments

BNESM recognises the rich Aboriginal heritage within HUME City Council and acknowledges
the Gunung-Willam-Balluk of the Wurundjeri as the Traditional Custodians of this land and
pays respect to the existing family members of the Gunung-Willam-Balluk and to Elders past
and present

We would like to thank BNESM team members for their continuous support in making this
project enduring and alive.

We would like to thank kids who had shown their enthusiasm and actively participated in
various school activities. In the same way, I thank parents and volunteer teachers for their
services to the community school.

BNESM team acknowledge Hume city council and Victorian Multicultural Commission (VMC)
for the financial support. We thank Banksia neighbourhood community for the approval of
hall hire and allowing us to use their amenities.

We also acknowledge Bryce from Spectrum migrant resource centre for the support letters
during funding application. We look forward for collaboration and partnership with other
service providers, community organisations, sponsors and media personals.

At the last but not the least on behalf of BNESM I would like to acknowledge Bhajan and
Kirtan team for coming at BNESM school venue and supporting children at different events
planned by the school.

Our grateful thanks go to all distinguished person (Mayor Hume City Council, Cr Geoff
Porter, Prof. Dr. Manfred Ringhofer, Michael Mansour the Kenley Court Neighbourhood
House Coordinator and Om Dungyel Avilasha Sharma (Dance Teacher), Sanam Pokhrel
(Dance Teacher)) and parents (Khara Acharya, Jivan Dhimal ,Jhagen Dhimal, Dhan Siwakoti,
Madap Adikari, Avilasha Sharma (Dance Teacher), Sanam Pokhrel (Dance Teacher), Hari
Bhattarai, Ganga Adhikari, Meg Thapa, Puspa Acharya, Asha Chettri, Devi Ghimere, Dilu
Khadka, Sarita Ghimere, Dinesh Acharya, Som Bhattarai, Dadi Dhimal, Navin Ghimire, Netra
Chamlagai, Chandra prasad Siwakoti, Ruk Dahal, Ganga Acharya, Tilchan Regmi, Leela Thapa,
Sabitra Thapa, Leela Acharya, Ganga Acharaya, Durga Adhikari) who took time to share
their thoughts, feelings and experiences with us in this project, and to the service providers
and community members who shared their candid thoughts.

BNESM team

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8. References

 http://worldpopulationreview.com/countries/bhutan-population/
 https://www.dss.gov.au/sites/default/files/documents/11_2013/community-profile-
bhutan.pdf
 http://www.unhcr.org/en-au/news/latest/2015/11/564dded46/resettlement-
bhutanese-refugees-surpasses-100000-mark.html
 Ringhofer, Manfred 2002, Bhutanese Refugees History and Present Situation with
Emphasize on Education. http://hdl.handle.net/2433/43617, Kyoto University.
 http://victoriancurriculum.vcaa.vic.edu.au/

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