Field report (rijan)edited

i
THREE MONTHS RURAL INTERNSHIP
ADHIKARI GAU RURAL MUNICIPALITY- 4, DARBUNG, GORKHA
A REPORT
SUBMITTED
in Partial Fulfillment of the requirements for
The Degree of
Bachelor in Community Development
KATHMANDU UNIVERSITY
SCHOOL OF ARTS
Hattiban, Lalitpur
Submitted by:
Rijan Upadhyay
September, 2019

ii
APPROVED
Internship report of Bachelor in Community Development, School of Arts, Kathmandu University has
been presented by Rijan Upadhyay.
To the Faculty Advisory Committee in …………… 2019.
……………………..
Dr. Megh Raj Dangal Date
Supervisor
………………………..
Dr. Chandra Lal Pandey Date
Coordinator
……………………
Prof. Dr. Sagar Raj Sharma Date…………..
Dean, School of Arts
I understand that my internship report will be a part of permanent collection of Kathmandu University
Library. My signature below authorizes release of my internship report to any reader upon request.
………………….. Date………......
Rijan Upadhyay
Degree Candidate

iii
DECLARATION
I hereby declare that this internship report has not been submitted for the candidates of any other degree
…………………….. Date……………………..
Rijan Upadhyay
Degree Candidate

iv
© Copyright by Rijan Upadhyay
2019
All Rights Reserved

v
ABSTRACT
This report describes the work conducted during a three month rural internship in Adhikari Gau
Community of Gorkha district. The internship was based on livelihood project for the Income
Generating Activities (IGA) that would help to improve the life of targeted people and overall their
community, and describes the work conducted by the four different committee touching on the overall
work by the team in the community. The rural internship program is a great platform to implement then
theoretical knowledge into practice for both personal and professional growth, undoubtedly it was also
a great opportunity to learn more about the lives of different people in rural areas of Nepal who
struggle to solve their hand to mouth problem. These are people believed to be the ones whom the
community development students are assigned for the sustainable future.
During the process various methods such as pre-departure training, volunteer induction along with 3-
phases of the cycle, committee division, and meetings and de-briefs, weekly plans and reports and phase
reviews were undertaken to run the project systematically. Similarly, PRA tools like baseline survey,
FGD, community mapping, different sports events, door-to-door visit etc. were done to fulfill the project
objectives and set targets.
The livelihood project target to help the farmers in agricultural activities and to find new methods to
diversify agriculture. Various methods were used during the training. Among that, the training in use of
bio-pesticides, livestock farming, nursery, drip-irrigation, and off-seasonal vegetation were some of
them. Through the entire livelihood diversification project, the community was able to learn new
methods of farming by using resources such as poly-tunnels and also gain training and awareness on
various ways to diversify and make commercial agriculture more profitable.

vi
ACKNOWLEDGEMENT
To complete this report, it required constant assistance from many individuals and I would like to offer
my deepest appreciation to all of them for their continuous support, co-operation and contribution.
I want to thank Dr. Megh Raj Dangal for his incessant encouragement, support and supervision without
which this report would not had been completed.
I would also like to thank Kathmandu University School of Arts (KUSOA), Hattiban, Lalitpur, for
providing me the wonderful opportunity of a rural internship which helped me apply the theoretical
knowledge of my course in Community Development (CD) and gave me an opportunity to learn further
about the community basically and profoundly.
I am also thankful to Raleigh International Organization for selecting me as the intern for the Spring
Cycle 2019, and its Project Partner; Goreto Gorkha, my entire NC-8 team members and along with all
the people from Adhikari Gau community for teaching me novel things and constantly guiding me
through the process of this internship.

vii
ACRONYMS AND ABBREVIATION
NGO Non-Government Organization
INGO International Non-Government Organization
ICS International Citizen Service
CFUG Community Forest User Group
CBO Community Based Organization
FGD Focus Group Discussion
NRM Natural Resource Management
SDG Sustainable Development Goal
TPT Team Planning Tool
PPV Project Plan Visit
PPT Project Planning Tool
UKV United Kingdom Volunteers
ICV In-Country Volunteers
NC Number of Community
PRA Participatory Rural Appraisal
FB Field Base
DOM Deputy Office Manager
COM Communication Office Manager
VDC Village Development Committee
CASEVAC Casualty Evacuation
MEDIVAC Medical Evacuation

viii
TRIPREP Trip Report
SITREP Situation Report
INCREP Incident Report
VSO Voluntary Service Overseas
WASH Water, Sanitation and Hygiene
IGA Income Generating Activities

ix
Contents
ABSTRACT.................................................................................................................................................... v
ACKNOWLEDGEMENT .............................................................................................................................. vi
ACRONYMS AND ABBREVIATION ......................................................................................................... vii
CHAPTER I: INTRODUCTION OF THE PROJECT.................................................................................... 1
1.1 Introduction of Livelihood Project .......................................................................................................... 1
1.2 Objectives.................................................................................................................................................. 3
1.2.1 Institutional Objective......................................................................................................................... 3
1.2.2. Personal Objectives............................................................................................................................ 3
1.3 Committee Targets..................................................................................................................................... 4
1.3.1 Community Development Committee ................................................................................................. 4
1.3.2 Awareness raising Committee ............................................................................................................. 5
1.3.3. Training Committee............................................................................................................................ 6
1.3.4 Community Infrastructure Development Committee........................................................................... 7
1.4 Involved Institutions .................................................................................................................................. 7
1.4.1 Raleigh international........................................................................................................................... 8
1.4.2 Project partner Goreto Gorkha............................................................................................................ 8
1.4.3 Group Formation................................................................................................................................. 9
1.5 Community Review ................................................................................................................................. 10
1.5.1 Location ............................................................................................................................................ 12
1.5.2 General Population and growth......................................................................................................... 15
1.5.3 Caste Groups..................................................................................................................................... 15
1.5.4 Ethnicity and Religion........................................................................................................................ 16
1.5.6 Literacy and Education ...................................................................................................................... 17
1.5.7 Health............................................................................................................................................... 17
1.5.8 Community Based/Local Organizations ............................................................................................. 18
1.5.9 Youth Club ........................................................................................................................................ 19
Chapter 2: Methods......................................................................................................................................... 21
2.1 Report Writing and Data Gathering.......................................................................................................... 21

x
2.2 Selection and Training ............................................................................................................................. 21
2.3 Team leaders (TL’s) Induction ................................................................................................................. 22
2.4 Project Plan Visit (PPV) and Practical Training........................................................................................ 23
2.5 Project Plan Visit (PPV)........................................................................................................................... 23
2.6 Induction Training ................................................................................................................................... 24
2.6.1 First Phase (20 Days) ......................................................................................................................... 26
2.6.2 Second Phase (25 Days)..................................................................................................................... 27
2.6.3 Third Phase (20 Days)........................................................................................................................ 28
2.7 Health and Safety..................................................................................................................................... 31
2.8 Communications/Emergency Communications ........................................................................................ 32
2.8.1 Daily communication......................................................................................................................... 32
2.8.2 Travel communication....................................................................................................................... 32
2.8.3 Emergency communication............................................................................................................... 32
2.8.4 Methods of Communication.............................................................................................................. 32
2.8.5 Types of Communication Reports...................................................................................................... 34
2.8.6 Language of Communication............................................................................................................. 35
2.9 Code of Conduct (COC)........................................................................................................................... 36
2.9.1 Behavioral Agreement....................................................................................................................... 36
2.10 Baseline Survey ..................................................................................................................................... 40
2.11 Poly Tunnel ........................................................................................................................................... 42
2.12 Environment .......................................................................................................................................... 43
2.13 PRA Tools ............................................................................................................................................. 45
2.13.1 Community meeting........................................................................................................................ 45
2.13.2 Meeting with community members for training on IGA i.e. nursery bed, poly tunnels, etc............... 48
2.13.3 Focus Group Discussion (FGD) ......................................................................................................... 49
2.13.4 Community Mapping....................................................................................................................... 50
2.13.5 Business Plan................................................................................................................................... 52
CHAPTER 3: Activities and Findings ............................................................................................................ 55
3.1 Community Development Committee: ..................................................................................................... 55
3.1.1 Household Pivots .............................................................................................................................. 55
3.1.3 Agriculture Pivots.............................................................................................................................. 59

xi
3.1.4 Employment and Income Pivots ........................................................................................................ 65
3.1.5 Environment Pivots........................................................................................................................... 69
3.1.6 Civic Participation Pivots ................................................................................................................... 76
3.2 Activities Undertaken .............................................................................................................................. 77
3.2.1 Initial Community Meeting................................................................................................................ 77
3.2.2 Initial Youth Group Meeting .............................................................................................................. 78
3.2.3 Climate Change Session and Sports Day ............................................................................................ 78
3.2.4 Youth Group English lesson............................................................................................................... 78
3.2.5 Community Meeting ......................................................................................................................... 79
3.2.6 Soil Testing Event .............................................................................................................................. 79
3.2.7 Youth Group – intended litter pick .................................................................................................... 80
3.2.8 Mural for awareness ......................................................................................................................... 80
3.2.9 Community Meeting ......................................................................................................................... 80
3.2.10 Youth Poly-tunnel Training.............................................................................................................. 81
3.2.11 Community Meeting ....................................................................................................................... 81
3.2.12 Livestock Management Training...................................................................................................... 81
3.2.13 Natural Resource Management Training ......................................................................................... 82
3.2.14 Youth Group Tap Clean.................................................................................................................... 82
3.2.15 Community Meeting ....................................................................................................................... 82
3.2.16 Shiva Ratri Bonfire........................................................................................................................... 84
3.2.17 Football match ................................................................................................................................ 84
3.3 Awareness Raising Committee................................................................................................................. 84
3.3.1 Revising with Grade 5 about Natural Disasters and Climate Change (TPT – information sharing session
on coping strategy diversification on climate change) 27/02/19................................................................. 85
3.3.2 Revising with Grade 4 about natural disasters and climate change (TPT – causes and consequences of
climate change) 27/02/19.......................................................................................................................... 86
3.3.3 Youth Group initial meeting (TPT – session among youths to represent in the CBO’s) 01/03/19 ........ 86
3.3.4 Youth Group – Climate Change, Natural Disasters and Sports Day (TPT- Causes and Consequences of
Climate Change) 08/03/19 ......................................................................................................................... 87

xii
3.3.5 Community Session on Youth as Agents of Change (TPT – Youth as agents of change and partners in
development) 15/03/19............................................................................................................................. 87
3.3.6 English Lesson with Youth Group (TPT – youth leadership and active citizenship) 16/03/19 .............. 88
3.3.7 Youth Poly tunnel training (TPT – youth as agents of change and partners in development) 04/04/1989
3.3.8 Youth Group Cleaning the Tap and litter Pick (TPT – youth leadership and active citizenship)) 08
/04/19 ....................................................................................................................................................... 89
3.3.9 Mothers Group Meeting (TPT – information session with youths to represent in the CBOs) .............. 89
3.3.10 Coping Strategy Diversification with Youth Group (TPT – information sharing session on coping
strategy diversification on climate change) ................................................................................................ 90
3.4 Training Committee................................................................................................................................. 94
3.4.1 Nursery training: 28 February............................................................................................................ 96
3.4.2 Youth Group Initial Meeting - 1st March............................................................................................ 97
3.4.3 Training on poly-tunnels and agricultural diversification - 5th
March.................................................. 98
3.4.4 Practical poly-tunnel training - 5th March.......................................................................................... 98
3.4.5 Livestock Management Training session - 19th
March...................................................................... 100
3.4.6 Sapling transfer session-19th
March................................................................................................. 101
3.4.7 Climate change training -7th
April .................................................................................................... 102
3.4.8 Natural resource management training 7th
April.............................................................................. 103
3.4.9 Drip irrigation training - 7th
April...................................................................................................... 105
3.4.10 Poly-tunnel with youth training 4th
April........................................................................................ 106
3.5 Community Infrastructure Committee .....................................................................................................108
3.5.1 Nurseries......................................................................................................................................... 109
3.5.2 Poly-tunnels.................................................................................................................................... 110
3.5.3 Plastic Pond..................................................................................................................................... 112
3.6 Other Activities.........................................................................................................................................117
3.6.1 Case Study...........................................................................................................................................117
Chapter 4: Conclusion and Recommendation...............................................................................................121
4.1 Conclusion..............................................................................................................................................121
4.2 Challenges and Learnings: ......................................................................................................................122
4.3 Output ....................................................................................................................................................123

xiii
4.4 OUTCOMES..........................................................................................................................................126
4.5 General Views ........................................................................................................................................128
4.6 Recommendation ....................................................................................................................................130
4.6.1 To future Interns ............................................................................................................................. 130
4.6.2 To Kathmandu University School of Arts (KUSOA)............................................................................ 131
4.7 Reference................................................................................................................................................132
4.8 ANNEX..................................................................................................................................................133
4.8.1 Sample of Baseline Survey............................................................................................................... 133
4.8.2 Sample of Business Plan.................................................................................................................. 141
4.9 BLOGS................................................................................................................................................ 145

xiv
Table of Figures
Figure 1 Political Map of Gorkha District ............................................................................................ 12
Figure 2 Diagram showing the ethnicity of Head of Household of Adhikari Gau.................................. 16
Figure 3 Diagram showing the religion of Adhikari Gau ...................................................................... 17
Figure 5 Gender of Respondent............................................................................................................ 55
Figure 6 Age of Respondent................................................................................................................. 56
Figure 7 Gender of Head of House Hold .............................................................................................. 56
Figure 8 Age/gender in Households ..................................................................................................... 57
Figure 9 Ethnicity of Head of the HH................................................................................................... 57
Figure 10 Religion ............................................................................................................................... 58
Figure 11 Education Level of HH Head ............................................................................................... 58
Figure 12 Access to Land..................................................................................................................... 59
Figure 13 Access to Land in Area ........................................................................................................ 59
Figure 14 Type of ownership over majority of Land............................................................................. 60
Figure 15 Type of soil covering majority of land.................................................................................. 60
Figure 16 Livestock Own..................................................................................................................... 61
Figure 17 Total animals owned ............................................................................................................ 61
Figure 18 mostly irrigated or rain fed ................................................................................................... 62
Figure 19 Buy save or receive seeds..................................................................................................... 62
Figure 20 Use compost or manure........................................................................................................ 63
Figure 21 Use chemical fertilizer ......................................................................................................... 63
Figure 22 Use of insecticide/pesticide .................................................................................................. 64
Figure 23 Average proportion of income from sectors.......................................................................... 65
Figure 24 young people working average hours/week .......................................................................... 65
Figure 25 Channels used to sell products.............................................................................................. 66
Figure 26 sell the products alone or in a group ..................................................................................... 66
Figure 27 Measurement of selling agricultural products ....................................................................... 67
Figure 28 Loan for agricultural business .............................................................................................. 67
Figure 29 Has Respondent taken loan for agricultural business and from which provided service......... 68
Figure 30 Damage to house from 2015 earthquake............................................................................... 69
Figure 31 Did the HH resort to any of these in the last 12 months?....................................................... 69
Figure 32 Food sufficiency in the last 12 months.................................................................................. 70
Figure 33 Noticed changes in temperature patterns............................................................................... 70
Figure 34 Changes in temperature noticed according to season ............................................................ 71
Figure 35 Noticed changes in precipitation........................................................................................... 71
Figure 36 Noticed precipitation changes according to season ............................................................... 72
Figure 37 Reason why these changes are taking place? ........................................................................ 72
Figure 38 noticed any change in crop yields? ....................................................................................... 73
Figure 39 Known changes that are likely to be connected?................................................................... 73
Figure 40 Connected changes............................................................................................................... 74
Figure 41 Response to environmental changes ..................................................................................... 75
Figure 42 Involvement in NRM group ................................................................................................. 76
Figure 43 How often does a HH member meet with NRM group ......................................................... 76

1
CHAPTER I: INTRODUCTION OF THE PROJECT
This segment contains the introduction and background of the overall project. Both institutional and
personal objective are figured out. ICS and Community Review section accounts the 3 months
internship program along with placement, project partners and demography of Adhikari Gau; diverse
ethnic groups; literacy and occupation status, health and dominant market centers of the community.
The rural internship program of Raleigh is collaborated with Kathmandu University School of Arts
(KUSOA) since 4 years now and for the students of 4th
Year 2nd
Semester of Bachelors in Community
Development (BCD) for the completion of their undergraduate program. The program is mandatory as it
carries weightage of 6 credits divided into two categories: a) 3 credits for completing Livelihood
Internship Program in the community, and b) 3 Credits based on submission of Reports according to
college format and a final presentation. The program involves theory and practical teaching methods to
develop effective and efficient human resources for the community and for the nation as a whole. It
gives the students an exposure to work with different groups in the communities such as youth, women,
people with disability, and indigenous community, which help them broaden the knowledge about the
communities whilst working with them (KUSOA, 2012).
1.1 Introduction of Livelihood Project
Livelihood project can encourage the community to diversify their livelihoods and seek new economic
opportunities. In order to see this change, this project first aims to learn the current dynamics of the
community: the typical way of life, common business practices, quality of living standard etc.
Motivations for such diversification are multifarious, linked with wide range of possible activities, and
associated with both positive and negative outcomes. This recognition has led many researchers to
represent rural livelihoods as constructed from a portfolio of resources, or activities (Adams and
Mortimore 1997; Dercon and Krishnan 1996; Ellis 1996; Uni 1996). Livelihood diversification can also
be defined as the process by which rural families construct a diverse assortment of activities and social
support capabilities in order to survive and to improve their standards of living. This report reviews the
recent literature on diversification as a livelihood strategy of rural households in Adhikari Gau, Darbang,
Gorkha district. The determinants and effects of diversification in the areas of poverty, income
distribution, farm output and gender are examined.

2
Fig. 1 Source of livelihood (Extracted from Raleigh.org)
In the livelihood project of Adhikari Gau, we focused on the sustainable development approach to
livelihood as per the project was planned to improve the living standards of people through sustainable
means. Sustainable development approach refers to building the quality of life of people by utilizing
their own resources and skills, which could benefit them for a longer period. The project focused on
agriculture and specially development of commercial agriculture for the farmers. This was done through
building infrastructures such as poly-tunnels, drip irrigation systems, vegetable nursery and water tanks
that could promote more modern yet sustainable systems of agriculture. By constructing poly-tunnels,
the farmers could increase their produce and have products of better quality and quantity to sell in the
market.
Similarly, drip irrigation system and water tanks were built to provide water security for the farmers
during off-seasons. Following this technique, they could have water for the crops and vegetables
throughout the year enabling them to produce consistent amount of produce to sell in the market.
Through IGA (Income Generating Activities), some people also received technical and financial support
for animal farming.
Except for the physical infrastructures, the project also provided training and awareness for livelihood
diversification and enhancement. The trainings were based on improving the livelihood of people by
using the locally available natural resources and using them in an effective way without exploiting them.
In the context of our country Nepal,
there are various challenges for
livelihood diversification. In the Hilly
region of Nepal, floods and landslides
occur frequently during the monsoon
season that fiddles the harvest and hence,
the agricultural sector is highly affected.
The hilly areas of Nepal face a
topographical difficulty and many rural
areas may not have highly functioning
market centers. Some areas have also
been involved in cultivating cash crops and
finding unique ways of diversifying livelihood by planting new crops and vegetables.

3
The main purpose of this rural internship was to create sustainable impact in the community as well in
personal development of the interns. It also facilitated cross-cultural learning between the UK interns,
Nepali interns and the community. I came to know about rural internship at the partner organization
through my seniors who found their experience a milestone in their career and personal development.
Their recommendation inspired me to grasp this excellent opportunity to undertake rural internship on
the final semester of my Bachelor study in Community Development.
1.2 Objectives
There were different objective on different sorts, as we were doing internship under Raleigh so, we had
our own personal objective as well institutional objective which was directed by the organization.
1.2.1 Institutional Objective
The objective of 3 months of rural internship is partial fulfillment of 6 course credits of 4th
Year and 8th
semester in Bachelor in Community Development. The credit weights are divided according to the field
internship and report each carrying 3 credits.
Following are my internship objectives in brief:
 To conduct surveys and meetings as a tool for monitoring and evaluation for organization as well
as Government of Nepal (GoN).
 To organize and provide training to local people on new farming techniques for the development
of the community.
 To support and work with other committees within the project along with project partner and
CBO’s for livelihood.
1.2.2. Personal Objectives
In this internship with Raleigh Personally, I wanted to do my internship in the ICS program because I
wanted to develop my leadership qualities and gain confident enough to lead relevant programs in the
future. Working along with UK interns would help the cross-cultural communication, with ideas, views
and skills. I expected to develop positive perspectives regarding development works and ways to
approach in a rural setting.
Following are my personal objectives in brief:
 Develop leadership qualities.

4
Table 1. Source of livelihood (Extracted from Raleigh.org)
 Improve cross cultural communication and learning.
 Develop project and management plan techniques.
 To get an opportunity to apply the principles and techniques theoretically learnt into real-life
problem solving situations.
 To understand work ethics, community demands, responsibilities and opportunities.
1.3 Committee Targets
To complete the assigned targets for the development of the community by the organization and project
partner. We divided the team in four different committee. The committee members were responsible to
conduct and complete the desired targets under the guidance with team leaders, experts and project
partners.
Table 1: Committee groups and committee chairs
SN Committees Committee Chairs
1 Community Development Bethany More, Timila Bajracharya and Sonya Friel-O’Lone
2 Community Infrastructure
Development
Robbie Jewsbury, Lauren Crawford and Abishek Raj
Timsina
3 Awareness Raising Emma Rae, Aisha Hanchard and Pushpa Pandey
4 Training Jenny Woolcock, Toby Ridley and Prashant Gurgain
1.3.1 Community Development Committee
Interns conducted Action Research – through focus groups, key informant interviews, informal
discussion and observation (using aspects of participatory rural appraisal approach) – to understand
current livelihoods and income generating activities in communities and identify needs and opportunities
to ensure the volunteers’ work is tailored to the specific needs of each village (whilst working towards
the project outcomes). Selected households were surveyed in all wards of the selected VDCs of the
districts.
Volunteers, along with partner NGOs worked closely with the local CBOs like Forest Users Group,
Youth Clubs. Also, technical experts, delivered the training on Natural Resource Management. The
training helped community people to diversify their livelihood opportunities by optimizing the use of
available local natural resources. The pre-determined targets of the community development committee
under TPT were:

5
 Identify suitable agriculture/IGA mentors for training.
 Action research assessments conducted.
 21 House Hold (HH) baseline survey report(s) produced.
 Conduct 4 Focus Group Discussion at the community level with various groups (1 farmers group,
Youths, Women’s, ICS volunteers).
 1 General Community Meeting to share the aims and objectives of Raleigh’s work in Nepal (12
people reached over 1 hours in 1 day).
 1 training session on Natural Resource Management delivered to CBO representatives (14 people
reached over 1 of hours in total 1 days).
 1 youth group established or strengthened (20 people reached over 6 hours in total 3 days).
 1 Soil testing event of 18 HH (Soil Ph. testing and soil texture identification of 18 HH each).
1.3.2 Awareness raising Committee
From the awareness committee, interns organized awareness raising days, forums and campaigns in the
chosen communities. In partnership with local experts and local government, these events raised
awareness of the value and benefits of, and opportunities for, livelihood diversification (e.g. producing
different products such as jams and jelly from staple crops) and entrepreneurship / small business
creation. The contents include the importance of youth participation in enterprises income and
generation. These events also focus on climate change and its impact on livelihoods. Natural hazards are
cause by climate change, which are directly linked with people’s livelihood where livelihood is mostly
based on rain-fed agriculture. Therefore, awareness raising on climate change and disaster risk reduction
reduces vulnerability of target population and enabled them to develop coping/mitigation measures.
ICS interns engaged the youth of each community to support the work that took place during the
placement. These youths support the volunteers to build closer relationships with the communities and
help to ensure the sustainability of their involvement through their participation – in return they learnt a
lot about leadership, communication, organization and cultural insight through this exchange. The pre-
determined targets of the awareness committee under TPT are:
 3 awareness raising sessions on cause and consequences of climate change and disaster risk
reduction delivered to the community (60 people reached over 4 hours in total 2 days)

6
 2 information sharing session on coping strategy diversification on climate change (20 people
reached over 4 hours in 2 days)
 2 awareness raising session on the role of youth as agents of change and partners in development
successfully delivered to the community (20 people reached over 4 hours in total 2 days)
 3 awareness raising among youths to represent in the CBOs (including youth clubs, farmers group,
cooperatives etc.) (50 people reached over 6 hours in total 3 days)
 2 awareness raising sessions among youth on youth leadership and active citizenship (20 people
reached over 4 hours in 2 days)
 Video demonstration on livelihood diversification (6 video) (50 people reached)
 Product diversification event
Total number of people reached = 50+
Total number of awareness raising hours delivered = 22
(50+ people reached over x 22 no. of hours in total 90 no. of days)
1.3.3. Training Committee
In the training committee interns worked alongside project partners to deliver training that enabled
community members to diversify their income generating activities. This includes training on high value
or off-season vegetable farming, short-term skills training, for other income generation activities and
training on business creation (needs analysis, business planning, budgeting). Interns worked with
communities to identify candidates for training. Mentors also trained to support and coach income
generation and livelihood diversification initiatives. Mentors had experience of having successfully
diversified their own income. Raleigh Nepal coordinate with relevant stakeholders from government and
non-government sector to finalize the relevant training package that was delivered it through group of
volunteer and technical expert. Project Partners led the activity in support of volunteers and TLs. The
pre-determined targets of the training committee under TPT are:
 1 training session on the cause and consequences of climate change and other natural disaster in
working communities by trained resource person (17 people reached over 1 hours in total 1 day)
 1 training session given to CBO members in Natural Resource Management by trained NRM expert
(16 people reached over 1 hours in 1 day)

7
 1 training sessions delivered to the local youth and community on agriculture diversification
focusing on high value and off-season vegetable production (30 people reached over 2 hours in total
1 days)
 1 training sessions on vocational and business skills (non-farm livelihoods) delivered to the local
youths (50 people reached over 3 hours in total 1 day)
 1 training sessions on supporting livelihood diversification delivered to mentors (1 person reached
over 4 hours in total 1 day)
 1 training session organised on developing business plans delivered by RIN volunteers (6 people
reached over 3 hours in 1 day)
 1 training session on livestock management delivered by trained experts to the community (22
people reached over 2 hours in 1 day).
Total number of people trained = 50
Total number of hours of training delivered = 19
1.3.4 Community Infrastructure Development Committee
Based on needs assessments completed through our project partners, interns from community
infrastructure committee work closely with community members to construct/rehabilitate plastic ponds,
irrigation channels, poly tunnels. The pre-determined targets of the Community Infrastructure
Development committee under TPT are:
 Total 18 IGA (Income Generating Activities) support
 2 plastic ponds established (1 newly constructed)
 16 poly tunnel (tomato) established (2 newly constructed.
 16 drip irrigation system established
 2 vegetable nursery established
(78 people reached over 240 no. of hours in total 75 no. of days)
1.4 Involved Institutions
Every Project that is implemented in Nepal requires atleast two or more than two active
institutions/organizations. This is the regulation initiated by the Government of Nepal (GoN) and is

8
implemented throughout the country regarding any kind of developmental work in collaboration with
I/NGO’s. For the ICS livelihood project conducted in Darbung Municipality of Gorkha District, there
are 2 institutions involved:
1.4.1 Raleigh international
ICS is an overseas volunteering program for youths of age 18-25 year olds funded by the UK
Government. ICS is a development program that brings together young people from the UK
and developing countries to volunteer in some of the poorest communities in Africa, Asia and Latin
America. The program launched in 2011 and since then more than 30,000 young people have
volunteered across the world (ICS ).
ICS has been a platform, for young people from the UK and the developing countries to
work together in the rural communities of Africa, Asia, and Latin America. Currently,
ICS program is implemented in Tanzania, Costa Rica, Borneo, Nicaragua, and Nepal
(Raleigh International). Raleigh International Nepal was the project partner for this project. In Nepal, it
has been working before the devastating earthquake in 2015. The organization works in two
communities of Nepal: Gorkha and Makwanpur to promote WASH and Sustainable Livelihood. It
mobilizes youth to create Active Global Citizens working with local organizations and partners to create
sustainable community development because youth are the generation that has the energy, optimism and
creativity to make changes happen. The project partner has over 30 years of experience of tapping into
young people’s potential to inspire and empower them. This organization aims to connect communities
wanting to improve their lives and environment promoting Active Global Citizenship. It focuses on
improving the standard of life through Income Generating Activities (IGA), building Community
Resilience and Youth Development.
1.4.2 Project partner Goreto Gorkha
Goreto Gorkha is a non-profit organization. It is established on 2049 BS, registered under NGO
Federation in 21st
Jestha 2061 BS, Social Welfare Council in 2073 BS. The chairperson of the
organization is Paban Raman Khanal. Since it is established, it had been working in different community
development in right based issue & sectors. Goreto Gorkha is still working in earthquake recovery
program to affected community & family in the partnership with Raleigh, OXFAM in Gorkha District.
Mainly it works in Kerauja VDC & Sourpani VDC, but now it has extended its service on Darbung and

9
many other VDC’s depending upon the projects. This program supporting the affected community
mainly in Sustainable Livelihood, WASH, Shelter, Gender Protection, DRR/CCA.
Goreto Gorkha is an organization that provides services in rural communities in the field of sustainable
livelihood, Income Generating Activities (IGA’s), improving economic status by increasing the living
standard, school physical improvement program (SPIP), community suspended bridge construction,
learn without fear (LWF) human resource development and other various community development
activities for the sustainable development of the rural communities. The organization is a local
organization of Gorkha District with its office in Ghyalchowk Municipality – 3, Gorkha. Goreto Gorkha
has worked with Raleigh as their project partner from the beginning of the ICS project. The organization
provided necessary resources for all the activities done by interns in the village and assisted the interns
in their project (Humagain, 2018).
For our community Adhikari Gaun, Santosh Syangdan was the main contact person from the project
partner organization Goreto Gorkha, for arranging trainings, gathering materials, initially contacting the
community, and setting the community expectations for the project. The host families prepared by him
ahead of the volunteer’s arrival were clear and all the interns had a positive welcome and experience. He
was often easy to contact via telephone, meet in person and organized different expert led trainings for
us in the community.
1.4.3 Group Formation
The students of KUSOA like other interns for this program had to go through an assessment and
interview process as selection round organized by Raleigh. After the selection process was over, the
selected ones had to undergo pre-departure training which was different for the Team Leaders (TL’s)
and volunteers. The team leaders were accommodated in training place for thorough training that
included paperwork’s, logistics, medical gears, and overall act to be done during the cycle especially
leading the volunteers later. The training involved disseminated information regarding the two thematic
areas that are WASH and livelihood projects and briefly talked about activities interns need to do while
at the community. All the selected individuals (the UK and Nepali interns) had to participate in the
induction training, which took around 3 weeks for the TL’s and 4 days to the volunteers prior to the
departure to the host communities. This was similar to the previous training (pre-departure), however,
the attendees learned some strategies to enhance people’s participation while running programs in the
host community and improve their knowledge regarding livelihood along with the UK interns.

10
The interns departed for the rural internship on 12th
February 2019. Each volunteer were accommodated
to a host family to live with along with a British/Nepali counterpart. This was done to make them
experience the rural life of the community people and enjoy multi-culture and diversity. I was placed as
Team Leader in NC-8 team along with other 14 interns from Nepal and the UK. Each team had at least
2-3 team leaders and 3 team leaders including mine to assess and guide the team along with 12 interns to
run the project.
1.5 Community Review
Gorkha District, a part of Gandaki Pradesh, is one of the seventy-seven districts of Nepal surrounded by
Dhading, Tanahu, Lamjung, Manang and Chitwan districts and it touches the border of Tibet. It is
connected historically with the creation of the modern Nepal and the name of the
legendary Gurkha soldiers. The district, with Gorkha Municipality (previously known as Prithivi
Narayan Nagarpalika) as its district headquarters, covers an area of 3,610 km² with elevations ranging
from 228 – 8'163 meters, and a varied climate and has a population of 272,169 (District Coordination
Committee Office, 2011).
Gorkha's total population of 271,061 people is comprised of 150,020 females and 121,041 males within
a total of 66,506 households. The district is divided into three electoral constituencies, and 13 regions or
Ilakas which are divided into 60 Village Development Committees (VDCs) and two Municipalities.
Gorkha's population is diverse. Ethnic groups including Gurung, Magar, Newar, and Tamang represent
44% of the total population. Dalits represent 19% of the population, which corresponds with national
data, and 37% of the population is made up of others.
There is some sharing of social and cultural practices between ethnic groups. Most celebrate Dashain,
Tihar, and other festivals commonly, but some specific festivals are only celebrated by respective social
groups. As per the socio-cultural practices among different ethnic groups, marriage plays a decisive role
in all women's life choices and their social-economic status, with a woman's decision-making power
dependent upon their hierarchy in the family. Single women are discriminated against in Nepalese
culture, particularly those who have been widowed, who are considered ill-fated and not allowed to
participate in various functions of society. The practice of Chhaupadi system still exists in this district,
which requires women to remain separated from the rest of society for five days during menstruation.
Despite Nepal declaring the country free of Untouchability in June 2006, also passing, and
implementing the Untouchability Act 2011, the practice of untouchability has not stopped, especially in
the rural areas, and it has not changed the discriminatory behavior of people toward Dalit’s, who lack

11
legal identity. Most Dalit women do not have citizenship certificates and therefore cannot access land
ownership, bank accounts, formal jobs, or government services. Dalit’s are a particularly vulnerable
group who tend to be less aware of their rights, are not able to access education, and it was reported that
they were excluded from accessing the relief items during the earthquake response and early recovery.

12
1.5.1 Location
Figure 1 Political Map of Gorkha District
Adhikaru Gau VDC,
Darbung, Gorkha District

13
Fig. 2 Political Map indicating Adikari Gau, Gorkha District
Adhikari Gau is a village that lies under Darbung Rural Municipality, Ward no. 4 of Gorkha District,
Nepal. The community is
about 33 Km far from
Gorkha town which is the
district headquarter of
Gandaki. This is a hilly
community where the
entire village lies in the
hilly region of Nepal.
Gorkha District is a part
of Gandaki Pradesh is one of
the seventy-five districts
of Nepal and connected historically with the creation of the modern Nepal and the name of the
legendary Gurkha soldiers. The district, with Gorkha Municipality (previously known as Prithivi
Narayan Nagarpalika) as its district headquarters, covers an area of 3,610 km² and has a population
(2011) of 2,71,061.
Adhikari Gau is a small village of 21 families with two slightly bigger communities within a 10 minute
walk to the East and West. The village is around 33 years old, all the community members are Hindu
and there are four castes; Damai, Sarki, Brahmin and Newar. The village has a small shop with basic
essentials, there is also another shop within a 15 minute walk next to the local school. Water is difficult
to access at the homes in the higher parts of the community however there is a community tap built by
Raleigh within easy reach for all the community. The houses lower down the hill have easier access to
water due to the direction of the stream. All homes have access to power, however, this is intermittent
with hours during the day without any power at all. The power is also lost in bad weather. There have
been no recent government interventions besides the grant awarded after the earthquake, this was a 3
lacs.
Almost all the houses were built in a traditional way that is made up of mud, wood, and steel. Raleigh
has built houses for mostly affected families that are earthquake proof with concrete infrastructure. Most
of the houses in the village were destructed due to an earthquake of April, 2015 and almost all the
households had built a new one after that. But, the new ones built didn’t seem to fulfill the criteria set by
the government for the foundation and structure of new houses to protect from further earthquakes.
Some were still in the phase of re-construction.
Adhikari Gau, Gorkha District

14
There were three different settlements or clusters in the same village namely Adhikari Gau, Baireni, and
Alaiche. Adhikari Gau was the area where the interns and team leaders stayed in their host homes.
While Alaiche was 10 minutes’ walk from Adhikari Gau, Baireni is another 10 minutes’ walk further
away. Raleigh is instigating in Alaiche community as Monsoon cycle project this phase after Adhikari
Gau. There are currently no planned public works and no other NGO interventions in the community.
The community think very highly of Raleigh after the help they received in the wake of the earthquake.

15
Source: Central Bureau Statistics (CBS), Nepal 2018
1.5.2 General Population and growth
The following table shows demography according to National Population Census 2011. Out of total
number of 66,458 households, the total population of Makwanpur was 2,71,061 with female population
consisting 1,50,020 and male population comprising 1,21,041. Annual population growth rate is 1.35%
with population density of 75/km2
(200/sq. mi) (Central Bureau of Statistics, 2012).
Table 2: Statistical Data of Gorkha District.
S. No Description Total
1 Total Population 2,71,061
2 Female 1,50,020
3 Male 1,21,041
4 Population growth rate 1.35%
5 No. of household 66,458
6 Population Density 75/km2
(200/sq. mi)
7 Literacy Rate 66%
8 Life Expectancy in Years 71.7
9 Per Capita Income Rs. 1,16,264.10
10 Poverty Rate 20.4%
1.5.3 Caste Groups
A caste is a social category to which a person belongs involuntarily (individual’s social status is
ascribed); a caste contrasts with a social class. A caste system, then becomes a social structure in which
people belong to such social categories; historically, an example is the caste system of Nepal. In
sociology, a caste system describes one form of social stratification. Not surprisingly, caste system also
explains why some societies offer little social mobility: if a person occupies a low social status in that
person's caste, then it is difficult or impossible for that person to play its rights, participate actively and
achieve a higher status, as typically one cannot change one's caste easily. In most of the rural or
backward areas of Nepal, interaction between people of different castes is restricted; for example,
commonly people must practice endogamy (marriage within their own caste).

16
From the observation by the intern group, like other community in Gorkha District, Adhikari Gau also
has a strong split in terms of the caste system, with there being 12 Dalit households, 7 Janajati
households and 1 Brahman household. Though there were less Janajati residing in the community
compared to Dalit, Janajati were still the dominant caste in the village. The practice of untouchability
and low caste still prevails here and has a strong impact in overall development of the community.
1.5.4 Ethnicity and Religion
In Adhikari community, astonishingly all the people followed Hinduism. There were multiple religious
shrine as temples in the community and it has been observed that people started following the religion
since decades. As everyone followed Hinduism, there was no conflict regarding religion.
However, the team witnessed a strong caste divide within the community and because of this, it has been
imperative to hold sessions in neutral areas of the community as some members have refused to attend
training on neighboring land. The community are also split due to house location with one household
situated 700m away from the main settlements and 4 households situated on lower terraces from the
main settlements. These 5 households are more isolated from any community events although they share
the same amenities and are often seen at the communal tap or in the local shop.
Figure 2 Diagram showing the ethnicity of Head of Household of Adhikari Gau
0
1
2
3
4
5
6
7
8
Etnicity of head of household

17
Figure 3 Diagram showing the religion of Adhikari Gau
As we observe from figure 2, Dalit are the dominant caste in number, but due to hierarchy, Newar are
the prevailing caste. This hierarchy is common and can be sensed in most of the rural part of Nepal.
Whereas, fig 4 signifies that all the family in the community follow Hinduism.
1.5.6 Literacy and Education
The education system in the community has obviously improved massively over recent years, According
to the baseline survey conducted by the team found there are 23 adults in the community (around 80%)
who are illiterate, there are only 4 youths (around 20%) who are illiterate. There is only one primary
school in the community until grade 5, to attend secondary studies the children had to walk uphill to
Chhapthok community.
A new school was under construction during our Project Plan Visit (PPV), located about 15 minutes’
walk away from the community. Japan International Cooperation Agency (JICA) aided higher
secondary school in various part of Gorkha district after the earthquake, which benefited the local kids
to attend higher studies within their area. Due to lack of campus for undergraduate programs, youths
incline to migrate to towns and cities.
1.5.7 Health
In terms of health, Adhikari Gau does not have access to single Health Post. The locals have to either
walk about 30 minutes uphill to a nearby community (Ranisaruwa) or travel 45 minutes ride to Benighat
town in case of emergency. The health post would open once a week and it was open for the regular
checkups of pregnant woman. Except that, no other facilities were available in the health post. When
0
5
10
15
20
25
(blank) Hindu
Religion

18
Source: Central Bureau Statistics (CBS), Nepal 2018
asked, there seemed to be no service for basic first aid either. There were supplies of some basic
medicines like painkillers and electrolytes.
Many people still believe in Dhami and Jhakri (Witch Doctor) and are against taking medicine or going
to the hospital for the treatment. Regarding some actualities about Gorkha district: 31.3%of children
under age five are malnourished. About three-quarters of the rate in Nepal: 40.5%. 62.8% (168,846) of
people have access to safe drinking water. About three-quarters of the rate in Nepal: 83.42%. 33.8%of
all deliveries at institutions. About two-thirds of the rate in Nepal: 52%. 33% of all deliveries attended
by a skilled birth attendant. About two-thirds of the rate in Nepal: 51.2%. 4.9%of all deliveries attended
by a health worker other than a skilled birth attendant. 2,242Assisted Childbirths. Less than 10
percent of the figure in Nepal: 349,179.
Comparison of No. of Disability between Gorkha district and overall in Nepal, Table
DISABILITY SEX (Source: NDHS, 2018)
Gorkha Nepal
Column Percentage Number
Physical 33% 2,066 36.3% 186,457
Blind/Low Vision 18% 1,125 18.5% 94,765
Deaf 18.8% 1,176 15.5% 79,307
Speech 12.5% 783 11.5% 58,855
Multiple Disabilities 7.3% 460 7.5% 38,616
Mental Disability 6.1% 379 6% 30,997
Intellectual 3% 188 2.9% 14,888
Deaf and Blind 1.5% 92 1.8% 9,436
1.5.8 Community Based/Local Organizations
There were four active community groups in the village before the ICS program began in Adhikari Gau.
As the community was small with just 21 HH’s more than 80% of the local people were involved in one
or another CBO’s, there was a collective member for every organization from surrounding community
for a strong firm working mechanism and enough quantity. The first one is Community Forest User
Group named Kalika Community forest user group, which was responsible for the proper management
and protection of the community forest. There was another agricultural farmers group named ‘Common
Agricultural group’ with its President as Mr. Rishi Ram Devkota. The group conducted various
agricultural relate training programs and distributed seeds to the local farmers in subsidized prices.

19
Another group was the poverty reduction group, which constituted of 20 women. This group also
worked as a local cooperative and promoted saving among the group members. ‘Aama Samuha’ or
Mother’s Group was another community group but did not seem functional as other groups with Nar
Maya Shrestha as President.
The common activity of most of the groups was to have a monthly meeting and collect some fund for
further programs and saving as a cooperative. The people were able to take agricultural loans with low
interest through these groups.
1.5.9 Youth Club
Empowering youth is of huge importance in a rural community such as Adhikari Gau. However, like
other villages in Nepal there were only couple of youths left in the community because of migration to
towns and cities for further studies or employment opportunities. Many of the young people feel there
are little to no opportunities for them and they lack ambition. Raleigh and ICS aim to challenge this and
encourage youth to explore new income avenues and bring about a new wave of change. The team
helped the youth of the community to form a workable club with the purpose of empowering,
contributing and maintaining the development of the community. This will not only benefit them but
also their elders.
In order to promote youth leadership, our team organized a meeting with the entire community in which
we discussed and explored their previous attitudes towards young people. We realized that many of
them were very much stuck in their ways regarding income generation and working methods. People
typically stick to a limited number of crops each year and had not discovered the benefits of off-season
crop farming. However, they were open to change which excited the youth. Leading the game
‘Minefield’ (whereby a younger member of the community leads a blindfolded elder through an obstacle
course) helped to challenge, the ingrained and outdated idea that with age, comes power and emphasized
our message of the importance of youth leadership. Seeing the elderly village leader be guided by her
10-year-old grandson was a particularly significant image.
Our eleventh poly-tunnel was completed with the help of an army of enthusiastic youth, allowing us to
complete it in record time. They were eager to learn and get involved in all the tasks, including lifting
and measuring the bamboo. Teaching them how to build such structures is vital to their future as this
knowledge can be passed on to generations to come

20
Previously many of the young people in Adhikari Gaun saw migrating to a city as the only option if they
wish to pursue ‘a good life’. Now, poly-tunnel construction in the community facilitating the growth of
off-season crops and hence greater profits, coupled with other income-generating ideas means that
Raleigh are helping to make the village a much more appealing place to stay and live. Such youth-led
change is vital in creating sustainable improvements to livelihoods. It is essential that we harness the
energy and open-minds possessed by young people since these are the key ingredients for lasting
change.
Young people are ‘the leaders of tomorrow’ and so it is crucial that they develop new skills and
knowledge so that they are well equipped for the future. The team along with the help of local people
managed to run several sessions about awareness, training and also teaching them to build poly tunnels
so they can contribute to the community the adopted knowledge and skills in future.

21
Chapter 2: Methods
This chapter contains the major activities and methodology undertaken by the interns during the
placement. From the initial phase of training until the handover of the acquired information to the
organization there were some necessary activities such as theoretical and practical knowledge to the
interns before recruiting in the community, short visit to community by the TL’s to get a brief idea on
planning and organizing tasks, conducting first community meeting for a rough idea about the number of
beneficiaries, FGD with the influential people etc. to be instigated by the TL’s and the team members
collectively.
2.1 Report Writing and Data Gathering
This report uses both primary and secondary data. Primary data are those information collected by the
investigator. Alongside, secondary data are the information collected by Government of Nepal (GoN),
Organizations and other researchers. The primary information in the report includes data from baseline
survey, case studies. Secondary data is collected from other research reports, various websites and CBS.
Whereas, plagiarism is the act of using other’s ideas and claiming it yours without giving recognition to
the original author. Plagiarism is decently avoided in this report with references and the credits given to
the particular author and co-author of the articles and reports. The acknowledgements from the used
sources can be found at the end of this paper. In addition, I recorded my useful primary data and project
activities in my journal. The journal helped me to note down my daily activities, findings and refresh the
memories in detail while doing this report. Thus, it has been a great help to this report to analyze the
accomplishments of my 3 months rural internship.
2.2 Selection and Training
Primarily every interns had to go through different phase of selection steered by Raleigh. An open
application form has to be filled and submitted online, which is then assessed by Youth Development
Team (YDT) and were called for an interview and evaluation. We were asked to perform different tasks
based on the possible scenario and challenges that we face in the community.
After being selected as Team Leader (TL) for spring cycle, all the TL’s had to attend 3 days TL
Developmental Weekend (13th
– 15th
January) compulsorily in Raleigh Office. The three days training
comprised of different activities to assess our skill and acquaintance in a constructive manner. As I had
my final term paper, I had to attend the training from second day (14th
and 15th
January). There were
altogether 12 Nepali Team Leaders in this cycle from both WASH and Livelihood. The Raleigh Team
welcomed and congratulated us for being selected and shared us basic information about the history of

22
Raleigh, its working mechanism and procedures in every cycle. We were briefly explained the goal and
dictum of the organization and approaches to achieve the target every year. As a part of training, we
were also informed and aware about different types of medicines retained in the medical kit and to be
used according to the condition of the victim including process of different types of shots from the
medical kit. There were rewards to the winning team for every task to encourage us for full participation
and make it more fun and enjoyable. At the end of the developmental training we had 1 to 1 session
regarding our experience and views, we were also asked our preference between WASH and Livelihood
for placement during Induction which was scheduled from 18th
to 28th
of January.
2.3 Team leaders (TL’s) Induction
After the TL’s from UK arrived on 17th
of January, TL’s from Nepal combined at Pasa Yard at Patan for
3 weeks comprehensive training. First day was leisure, where we spent the day on Patan Durbar Square
to create a social bond with each other, also to let UK interns immerse about Nepali culture and
atmosphere. From the second day, we had tight schedule for different types of sessions run from 8 in the
morning until 5 in the afternoon. The training induction comprised of numerous sessions i.e.
Team Bonding and introduction of interns along with staff from several department.
Brief Explanation of the organization, Active Global Citizenship, Sustainable Developmental Goals
(SDG’s), Global Management.
Brief about the Project Partner collaborated for the project (Goreto Gorkha for Livelihood in Gorkha and
Women, children and Environment Development Center (WOCHEND) for WASH in Makwanpur).
 Team Planning Tool (TPT) with Research and Analysis (RA).
 Project Plan Visit (PPV).
 Cultural Exchange Activities.
 Medical Sessions.
 Finance and Budgeting.
 Business Plan.
 Lectures from different staff about Natural Resource Management (NRM), Livelihood
Diversification, Proper use of Insecticides and Pesticides, Weekly reports and documents,
beneficiary selection criteria, 4 committees etc. to maintain throughout the cycle.
 Blogs and Case Study.
 Awareness and responsible for safeguarding and preventive measures to implement during
construction for both TL and volunteers.

23
 Pictorial and Videography Presentation related to potential scenario during the cycle.
 Crisis and Stress management sessions.
 Distribution of Logistics i.e. Laptop, TL phones and other necessary document folders.
 Awareness about the process of Daily Communication, Medical, Trip Preparation, Increps etc.
 1 to 1 sessions.
 Brief introduction of selected 10 communities for the cycle along with their demography and
current scenario.
 Different types of Energizer and Day Review etc.
The TL induction training carried on for 2 weeks, where we were allocate with our counter partners for
the cycle along with the community. I was assigned in the community named Adhikari Gau as NC-8
with two UK interns; Steve Conroy and Louise Brown as my counter partners. There were further
sessions carried out between counter partners to know more about each other as a kind of team bonding.
2.4 Project Plan Visit (PPV) and Practical Training
As we finished our induction training, both TL’s from WASH and Livelihood were set to visit a
community for practical training. The community has already witnessed the developmental work by
Raleigh in the previous cycle. Livelihood TL’s along with DOM’s (Katie and Nitish), Mr. Manoj and
Chattra from Government of Nepal, Mr. Srikant as facilitator, Mr. Santosh and Som representing as
project partner (Goreto Gorkha). They constantly assisted us in every segment throughout the training.
We constructed a poly tunnel, 2-nursery bed, and conducted business plan for the beneficiary Mr. Dhan
Bahadur Pariyar of the poly tunnel. Some of the challenges faced by the team during the training was
weather; due to heavy rainfall we were delayed a day for completing the construction of poly tunnel, and
UK interns had problem understanding the procedures because of language barrier delivered by the
facilitators, which was solved after a feedback session. After the practical training, we were completely
aware about the project and activities to run following the protocols of the organization.
2.5 Project Plan Visit (PPV)
After the collective training, we were set to visit our community as PPV for a week. There were
numerous information to be collected by the TL in this visit. We arrived the community and our host
home in the morning. We made every day plans for the week and completed the tasks as assigned by the
DOMs. Some of the objectives of the PPV are as follow;
 Community integration

24
 Familiarize volunteers with safe zone (Night boundary, inner boundary, outer boundary), village
parameters, meeting point and Social area
 Meet with village leader/s and other groups and arrange community meeting to introduce
ourselves
 Visit surrounding settlements within reasonable distance
 Plan and deliver focus group discussion
 Knowing about community strengths, resources, success at doing livelihoods interventions
 Arranging host homes for the volunteers and host home agreements.
 Update RA as and when required.
 Contact and arrange a local vehicle in the community as well as select a CASEVAC field for
emergency.
After collecting all the required information and necessary data, we also had opportunity to interact with
most of the households in the community. We immersed with the locals by engaging ourselves in their
daily activities like helping to construct wooden sheds, make a hay carpet, pottery, bowls made out of
leaf also cooking local food. I would say this visit was very important for us to experience the normal
lifestyle before implementing the project.
2.6 Induction Training
After the successful trip as PPV, we returned Kathmandu and begun preparing slides of community for
the volunteers, so that they have a common impression before they arrive. We also discussed about the
challenges and present picture of the community with other group and listed out the necessary things
that all the intern’s need for 3 months. We did 1 to 1’s with DOM regarding the pros and cons of the
community and any important highlights. At this stage caste-based system, which is strongly practiced
in the community was the main challenge, as it might create a problem getting along with host home
family if the ICV’s belong to lower caste.
After wrapping up all the initial data and information, all the TL’s were excited to meet our volunteers
and share the experience beforehand. This was the end of TL’s induction after 3 weeks and we were
shifted to Bhaktapur, where the organization has arranged accommodation for all the Livelihood team.
The UKV’s arrived on 8th
February in Kathmandu, some of us went to receive them at the airport and
were divided into different Tango groups with 2 TL’s supporting them. Next day, we took them to Patan
Durbar Square where we get to know little about Nepal’s culture and create a bond between the interns
and the TL’s.

25
All the Livelihood staffs, TL’s along with UKV’s welcomed NCV’s next day at North Point, Bode. The
induction training was scheduled for 4 days by different team delivering all types of necessary
preparation before heading to our particular community. This training was mostly led by the DOMs,
Project Partner and other teams, where the interns met their DOMS, other interns of livelihood,
Operation manager and team leaders.
On the first day, for better supervision the team were allocated into different Tango teams as assisted by
DOM’s and TL’s. The interns attended different allocutions and trainings by the team of Raleigh on the
first day. While we were preparing and organizing different fun activities to be done later in the evening,
after dinner we attended meeting with DOM’s to go through all the interns name and our preference to
be in the team NC-8. As the community I was placed was closer to the road, so most of the interns with
health issues are kept in my team. We had to sit with medics regarding the precautions and actions to be
taken in case of emergencies while in the community. After going through all the necessary procedures,
we finalized all the team members with the NC’s we found out most of our volunteers, start working on
their counter partners, and host homes.
On the 2nd
day the volunteers would find their community along with their TL’s for the cycle, so we
were busy arranging the process to let them know by blindfolding them and putting different colored
Tika on their forehead so they can find their team. As soon as all the interns find their team, we gave a
brief presentation of our community: Adhikari Gau, and other information such as identification of
village leader, CBO’s, CASEVAC field etc. The remaining part was more about team bonding, cross
culture awareness and interaction.
Information regarding sustainable goals were discussed on third day along with completing health
insurance, signing code of conduct form and other Raleigh agreements. The last day was Raleigh
Olympics where we had arrange different types of sports like sack race, 3-legged race, balloon bursting,
etc.
After the Raleigh Olympics we were given free time to shop and pack our stuffs. We also suggested
some of the essential things to the interns such as sport shoes, personal medicines, etc. The organization
staffs handover logistics and medical kit to us. Then we had last meeting with Raleigh Team before
deployment to our community. After wrapping up all the tasks, we set off early morning to our
community on 12th
of February.

26
2.6.1 First Phase (20 Days)
1. Rapport building with host families & with community.
2. Know our community, social leaders and supporters or connecting factors in the community
(TL lead with help of project partners).
3. Find common place during PPV, where we can plan and gather for planning purpose.
4. Know and aware the team about DO’s and DONT’s i.e. from cultural, social, dress and habit
aspects.
5. Divide the roles and responsibilities between 4 different committees and dived the workloads
equally.
6. Knowing about community strengths, resources, success at doing livelihoods interventions.
7. Doing action research engaging local youth & community members focusing on social map,
resource map, seasonal calendar, mobility focusing on trade and market, listing service
providers and inputs provided by in the field of agro-based faming & livestock etc.
8. Forming, re-forming or strengthening the community based local groups such as; women
groups, self-help groups, youth clubs, farmer’s groups, forest user’s groups etc. Identify what
they are already doing and hold meeting with them, listen to them and prioritize the possible
activities that can be do able by community and will be part community ACTION PLAN.
9. Based on prioritized activities within the action plan, select the possible activities after
consultation with the project partners and program team that can be also be supported by our
program intervention/ activities.
10. Ensured exercise on roles and responsibility of each groups such as; Youth Club, Self Help
Group, Farmers Group and other users groups.
11. The selected prioritized activities was included along in line with the TEAM PLANNING
TOOL (TPT) and the Program Thematic Area and adjust it as per the local context.
12. The community is new to this very Livelihood Program Theme and new placement, so we have
to do the baseline survey and DATA Entry
13. Meet with school headmaster, school management members and share about your program
activities together with Partner Organization staff. Also, try to convince them that program
activities are interconnected with community & school. Develop the plans of all the events you
are planning to conduct and meet the school authority for approval and plan your school based
activities / events accordingly, it will portray our program more professionally to the school
management.

27
14. The team are independent and can form, re-form, or strengthened the school based club
(targeting grade 5 to 10 adolescents). Usually, we can do school based club activities on Friday
because it is a HALF Day and school gets over after 1.00 pm. Therefore, you can develop
school based club Activity PLAN so that you can do activities be a planned manner (consulting
headmaster or school teachers) once club is equipped enough to lead the activities then they can
demonstrate their learning though activities during the ASSEMBLY time, Tiffin (break), or
School special events/ fete etc. The school engagement can be continuing throughout your
placement time but please be sensitive while they are having EXAMS.
15. If we were able to engage in school with decency and things are moving in right direction with
some tangible achievements, then the community will be highly appreciated and will
complement our engagement.
16. The team start making plan for the second phase (in committees) events and activities based on
the TPT and consultation with the project partners (All 4 committees).
2.6.2 Second Phase (25 Days)
1. Focus more on continuing meeting with the community key groups e.g. women groups, self-help
groups, youth clubs, farmer’s groups, forest user’s groups etc.
2. Conduct trainings on livelihoods development, climate change & adaptation and
entrepreneurship development
3. Identify the potential entrepreneur and help them to develop a business plan
4. Conduct practical or hands on trainings as per community action plan
5. Refer to the farmer’s hand book and identify the possible activates best suitable to the local
community based on the available resources.
6. Introduce Farmers group, entrepreneur, women groups and other CBOs to the recent plans and
policies of the government agencies which can be beneficial for them.
7. Proper investment of remittance for business development
 Support community in doing Agro-based business or IGAs
 Seasonal and off seasonal vegetables
 Mix-cropping
 Nursery establishment (demonstration)
 Poly tunnel farming
 Livestock (Goat rearing)
 Improved shed construction of goat rearing

28
 Poultry farming
 Promotion of approximate irrigation technologies (low cost) or rehabilitation
 Concept of collection center
 Role of Cooperative and Self Help Groups (SHGs) etc.
 Importance of revolving fund and its operations
 Importance of service providers and trainers / local resource persons
 Importance of linkages to government services,
 Market and Market Channel
 Post-harvest and storage of commodity or products /seeds and grading etc.
 Composting training/ Integrated Pest Management (IPM)
 Hands on practical training by Argo-vets on seeds selection, pesticides / non-pesticides,
vaccination, demoing etc.
 Technical trainings and capacitating as local resource person
 Other appropriate as per local context.
8. Always ensure all these activities or trainings are DEMAND DRIVEN rather than SUPPLY
DRIVEN
9. Interaction and experience sharing events with successful entrepreneurs with nearby location” As
a Mentor”.
10. Support potential entrepreneur to develop their business plan
11. Support them how they can ensure the financial or fund requirement aspects e.g. family support,
SHGs, Cooperative etc.
12. Ensure youth as a beneficiaries, partners and leaders – while doing all the intervention and
activities.
13. There will be visit by program team – technical staff to support volunteers, field staff and
partners
2.6.3 Third Phase (20 Days)
1. Continue the remaining activities planned as per community ACTION PLAN
2. Continue school based interactive sessions and school club activities as per ACTION PLAN
3. Conduct any additional / practical trainings related to livelihoods or IGAs
4. Developed relationship with Cooperative so that it can be helpful for marketing their products/
commodity and the financial support

29
5. Link with potential entrepreneurs for doing business with SHGs, Cooperative and Revolving
fund (if required)
6. Share the importance of Collection Center and Value Chain / Value addition
7. Link with service providers for technical services, inputs and government line agencies or sub
offices
8. Hold community REFLECTION Meeting on program activities
9. Write success stories, how things got moving, case study, best practices etc.
10. Develop list of IMPORTANT persons with their details such as name, address, and phone,
expertise areas; who can further have contacted for future support as a Mentor, Local Resource
Person, Trainer, Technical Service Providers, Market Support Person, Social Leader, and Focal
Person from Cooperative etc.
11. There will be visit by program team – technical staff to support volunteers, field staff and
partners
12. Prepare reports as suggested by RIN
13. If there is any new concept developed beyond TPT consult with the partners and program team
and try to fit it in the TPT.

30
Source: Raleigh International Nepal
ss
Livelihood Action Plan for Teams
Before Community/field placement: Steps
1. Review previous team debrief report (placement wise/specific)
2. Review the recommended activities of previous cycle and
brainstorm the best ideas for this cycle implementation. Share your
ideas with program/operation teams.
3. Review farmer’s handbook and other training materials (provided
by RIN/Partners) and plans.
4. Plan the major activities based on your expertise which match with
TPT, if any.
5. Review the general guidelines and document provided by the
partners/RIN.
Community/Field placement: First week
1. Joint meeting among TLs, Volunteers and partner staff/RIN to make
common understanding on TPT, roles of sub-committee, reporting
formats, case studies formats, and partners programs during first week.
2. Community rapport building-individual/group introduction with
communities. Project partner will assist.
3. Visit every household of the placement and introduce yourself.
4. Organized joint meeting with host homes representatives/community
leaders/local leader/group representatives etc. (for rapport building).
5. Meet local stakeholders: schools, health post, agro-vets/ village service
providers etc. and introduced program and yourself.
6. Review guideline document of Livelihoods provided by RIN, if any.
7. Organized joint meeting with host homes, local leaders/service providers,
representatives from groups/cooperatives and discuss about potential
program for this placement (for implementation).
8. Update your plan if required and make a concrete plan for each activities
by setting targets for first phase.
9. Plan/conduct baseline/Household survey and any other survey required.
10. Organized meeting once every week with partners and share progress
and priority and seek support from partners.
11. Plan for kitchen garden and select HH for common kitchen garden
nursery. Partner will assist to bring all required materials. This should be
done by first week.
Field placement: Second/third weeks
1. Prepare/update list of local service providers/mentors with contact
details.
2. Prepare/update potential training providers/resource person within
vicinity of the communities.
3. List out any organization working in your communities and seek
any joint program implementation besides our partners.
4. Plan for trainings, orientation, support needed and on hand training
needed from Partners as well as RIN (Request with short plan for
example which trainings by when)
5. Plan for reforestation (where, when, how many plants, by whom
etc.) as this is the only one season for tree planting- we have target
of 500 seedling/trees per placement this season. Talk to local
leaders/partners and make a plan for planting.
6. Capacity development of the local groups
a. Need identification and support plans.
b. Formation/registration of groups.
c. Orientation/Trainings to groups.
7. Link groups/cooperatives to local/district service providers.
Community placement: Before heading to first phase review meeting
1. Prepare progress report to share during first phase review meeting
2. Prepare/update the plan for second phase and share the second phase plan during first phase review meeting
among partners/RIN.
3. Share any issues/challenges you have been facing.
Community placement: Third phase
1. Implement activities based on TPT (and your plan)
2. Organized remaining trainings/sessions more during
this phase (see general guidelines document).
3. Follow-up and monitor the conducted activities/
provide support if required.
4. Help/support for entrepreneurship/business
development (registration, facilitation, business plan
etc.).
5. Organized meeting once every week with partners
and share progress and priority and seek support from
partners.
6. Prepare report/case studies based on program team
template and operation team template share by
partners/RIN.
7. Prepare final team debrief report.
8. Recommendations for potential activities/support for
next cycle: put high priority.
Major Potential activities in communities
1. Kitchen garden establishment/upgrading in every
household of community placement.
2. Model farm preparation/demonstration
3. Compost pit/ Farm yard manure (FYM) collection pit
preparation.
4. Bio pesticide preparation/demonstrations.
5. Household waste water collection pit preparation
6. Plastic pond / irrigation structure upgrading /
construction.
7. Poly tunnel construction for vegetables/tomato
farming
8. Reforestation/Tree planting.
9. Trainings/orientations and awareness raising events.
10. Experience sharing events from experienced leader
farmer/local successful entrepreneurs from
communities.
11. Business plan preparation and support for
entrepreneurship development.
12. Capacity development (group formation/registration and
market linkage)
13. Cleaning and management of spring source/catchment
area with communities
14. Hoarding boards/Banners/Murals preparation regarding
behavior change.
15. Follow up previous cycle activities as well as
completed/ongoing activities.
16. Develop local mentors
17. IGA Support plan/Business plan as well as business
support plan.
18. Conduct Baseline/FGDs/KII, if required.
19. Share community real need based any infrastructure
support like plastic pond, irrigation pipes, canals
upgrading schemes, point source protection
Ongoing/Continuous activities during community
placement periods
1. Review the RIN documents, Training manual and
reporting format/templates, case studies formats/samples.
2. Review the TPT and targets vs achievements.
3. Rapport building with communities/ local leaders and
market linkage activities.
4. Follow-up, monitoring and supporting the
completed/ongoing activities.
5. Share ideas and progress with partners/RIN once every
week.
During first phase review
1. Revised/update TPT if required.
2. Review the plan of second phase.
3. Share the plan to partners and RIN and finalize/update
the action plan for second phase.
Community placement: Second phase
1. Implement activities based on TPT
2. Organized trainings/sessions more during this phase
(see general guidelines document for potential
trainings).
3. Organized reforestation campaign: work on plan and
start for plantation.
4. Support inputs/kind based on TPT and Partners
program.
5. Carryout remaining activities of previous phase and
plan any activities you thinks important from general
guidelines document.
6. Follow-up and monitor the conducted activities/
provide support if required.
7. Make a support plan/mechanism for post training
support to training holder, if any (what types of
support, how many, when, by whom etc.)
8. Organized meeting once every week with partners
and share progress and priorities and ask for support
from partners/RIN.

31
2.7 Health and Safety
The main concern is about the safety of all the interns throughout the cycle. As we know safety
is at the heart of everything in one’s life. All of the Raleigh programs are undertaken in
challenging environments, so to minimize the risks it focus on prevention.
This starts with selecting the appropriate villages to base the activities in all the way through to
educating and empowering the team leaders and interns to understand and use risk management
in everything we do. However, just like in everyday life, accidents can still occasionally happen.
The Safety Management Systems are robust, practical, and effective. The organization has said
most importantly the safeness are tried and tested for over 30 years. Raleigh International has
always endeavored to be at the forefront of safety and development of systems and procedures
for overseas expeditions. The medic have a permanent presence to operate in, including their
own offices and vehicle fleets. This enables interns to be ensured that we have access to up to
date safety and security information and advice.
This full time team is supported by a group of team leaders undertaking both support roles in the
offices and project teams on the ground. As the volunteers are selected from a range of
backgrounds all with broad range of skills, plus more specific skills for some roles. This includes
a team of medical professionals. As being a team leader we were trained with first aid provided
additional medical support. They ensured us that, where necessary they recruit volunteer
managers who have technical or recognized national governing body qualifications to run
adventurous activities.
Before every program Raleigh conducts risk assessments and casualty evacuation training at both
a country level and specifically for every site that the interns work at. All relevant medical
facilities are visited in advance of programs commencing to ensure that we know what options
are available should an incident occur.
Team leaders are responsible for ensuring their own safety, and the safety and security of the
group of volunteers and the project site. There are some key control measures that must be taken
to ensure your personal safety:
 Do not leave Field base, or the project site without approval from the DOM/COM
 All travel should be in pairs or more
 No walking around away from the group at night
 Keep tools, materials and equipment tidy and secure, check every item is returned each
day

32
 It is advised team leaders and volunteers to leave expensive/valuable items locked away
in Field base and take only the essentials out with you on project.
 Ensure any valuable items you do have with you are either always on your person or
locked in a secure place - avoid leaving them lying around unattended.
2.8 Communications/Emergency Communications
While being in the community, communication is an important means to share, gather, and
provide information. Both the UK and In-Country Team Leaders were provided with mobile
phones and NTC, NCell Sim cards. Effective and reliable communications are essential both for
the day to day management of Raleigh’s programs and for allowing groups and individuals to
call for assistance when required.
2.8.1 Daily communication
 All project groups and field base interns who are in the community, must communicate
with Field base at least once every day.
 Similarly the protocol for trek groups varies between communities, however all team
require to call Field base at least twice per day. Trek groups, as a minimum, must
communicate with Field base when they arrive at their new campsites.
2.8.2 Travel communication
Road safety is extremely important as road travel is the highest risk on the organization’s risk
register. One way for us to manage this risk is for Raleigh interns travelling (either by bus or
Raleigh vehicle) to maintain good communication with Field base. We the team leaders had to
contact Field base when depart and arrive at a destination, and make additional calls if we make
stops along the way. It was mandatory for us so that in the event of an emergency, or Field base
not hearing from a group, field base will have a better idea of their possible location.
2.8.3 Emergency communication
All Raleigh Field bases operate a system whereby all groups and individuals can make contact
24 hours per day, 7 days per week. This system will vary between communities but will involve
a member of the volunteer Field base team being contactable by mobile phone, satellite phone or
radio.
2.8.4 Methods of Communication

33
The chosen methods of communication vary between countries and type of project, but include
one or more of the following: HF (high frequency) radios, mobile phones and satellite phones.
The more remote project sites will also carry a PLB (Personal Locating Beacon) for use in
emergency situations where no other form of communication is possible.
2.8.5 Use of Radios
In Raleigh countries that use HF radios, comprehensive radio training will be delivered by in-
country staff during induction to ensure that all those required to use them understand the correct
set-up and use and basic maintenance of the radios.
Once the team have been trained by in-country staff, it will then be their responsibility to train
and supervise volunteers in the correct use of the equipment. Important training factors such as
 Correct antenna length
 Antenna citing and direction
 Battery charging
 Protection from damage
 Transmission Protocol
 Radio Discipline
Following these basic principles will ensure that, wherever possible, communications can be
maintained.
2.8.6 Radio Security
Radio communication, especially HF radio, is very public. Attention should be paid to security
and the passage of confidential or sensitive information. When privacy is required, the use of
names should be avoided and ID numbers used instead.
2.8.7 Mobile telephones
All countries use mobile phones to some degree, however their use as the main form of
communication between project sites and Field base varies between countries. Some project sites
may not have mobile phone reception and therefore those sites may use HF radio or satellite
phones as an alternative.
2.8.8 Satellite telephones
Satellite phones are generally used on project sites that do not have mobile phone signal, and for
trek groups whose location and ability to contact Field base by mobile phone or radio may
change daily. Sat phones are a good back-up if the radio or mobile phone do not work. Sat

Field report (rijan)edited

Recommended

Recommended

More Related Content

Similar to Field report (rijan)edited

Similar to Field report (rijan)edited (20)

More from Rezan Upadhyay

More from Rezan Upadhyay (10)

Recently uploaded

Recently uploaded (20)

Field report (rijan)edited