From

the Editorial Team

It was indeed, a privilege for the editorial board to read the articles of eminent and
laureate writers to be included for this Handbook. It has been a legacy for National
Conventions of SQC to publish articles, reports, and success stories, from Quality
Gurus, SQC patrons and Mentors, Master Trainers, Quality teachers and students. It
has opened an arena for amateur writers; our students to express their experience
through this Handbook, yet another intangible development of personality traits to
possess Total Quality Personality.
In this edition of Handbook, we have tried to acknowledge contribution of everyone
who is involved in the Quality Movement for quality education for the sustainability
and development of schools in Nepal voluntarily and selflessly.
Although, we had collected the articles for publication long time back, we were not
able to publish them on time due to the massive earthquake that devastated not
only people and property but also the confidence and enthusiasm of the people of
Nepal. Another dilemma due to political turmoil had resisted us from the scheduled
National Convention, as well as the publication works.
However, we are prepared for the great-awaited event, 11th National Convention
in Apex School, with this edition of Handbook. There are thought provoking articles
by Prof.Syed Ali. Johns Hopkins University USA, Prof Dinesh Chapagain, Mr.
Janardan Gimire, Mr. Raj Kumar Maharjan and Mr. Ravi Bhattarai in this edition.
The Editorial Board enjoyed reading them, we do hope that the readers will enjoy
as much as we did, and appreciate the articles reading them.
Happy reading.

Editorial Team
Sarita Dewan, NELTA
Nirajan Adhikari, QUEST-Nepal
Ravi Bhattarai, Axon System

Contents
Message from the Chairman, WCTQEE
Dr. Jagdish Gandhi
1
Wctqee 2
QUEST-Nepal and SQC ..... 4
Blessed to be A Quality Person
Prof. Dinesh P. Chapagain
5
Quality and Quality Circles Prof. Syed Ali 7
Maintaining Quality in Education BN Sharma 13
Delayed entry of Ishikawa's .......
Janardan Ghimire
15
SQC as an Approach to ....
Ravi Bhattarai
22
Creating Third I with SQC
Rajkumar Maharjan
27
My Journey from Case..... Milan Bhandari 29
Remain Focused on SQC... Deepak Gautam 33
QC Story Sulav Pokharel 36
QC Story: E-Craze
The Creators Mount View EB School
37
QC Story: Mass Phobia Pragati Dhakal 38
The QC Story- Lack of Civic Sense
Annie Shrestha
39
Tenth National Convention on ..... 41
Revolutionize Through SQC ...
Bharati Dahal
42
Good and Smart Characters....... Simran K. C. 43
SQC: A Personal Voyage Shreemad Pradhan 45
Significance of SQC Aarju Tamang 47
SQC- for a Better Tomorrow
Pramesh Shrestha
48
Imparting Quality Education Angus Prasai 49
Report of 11th NCSQC..... 50
11th National Convention Brochure 52
QUEST-Nepal Hub Details 2016 56
QUEST Nepal Convention Overview ... 56
Coordination Committee 57
General Rules for the Participants 58
Eventwise Rules and Regulations 59
List of Participating schools 63
Case Study Presentations 64
Participants of Panel Discussion 68
QUEST- Nepal Executive Committee 2015-2018 69
Evaluation Sheet for SQC Case Study 70
Thank You Note from the Co-Convener
Deepak Gautam
71

NCSQC15 HANDBOOK

Message from the

Chairman, WCTQEE
Dr. Jagdish Gandhi
Founder Manager, CMS

Respected President and all the members of QUEST Nepal,

Thank you so much for inviting me to attend the Eleventh National
Convention on Students Quality Circles (11th NCSQC15) which is
scheduled for 19th & 20th February 2016. I am really honored to be invited
as the Chief International Guest for the said convention.
We are happy to note that SQCs in Nepal is becoming a very popular
curricular program in academics and QUEST Nepal successfully organized
10th NCSQC14 at 14 different places which has benefited more than
3000 students. It is the result of your hand work, guidance and untiring
efforts to upgrade the education system in Nepal.
It is our great pleasure to know that QUEST Nepal is organizing the Eleventh
version of national convention at its different hubs and at the centre which
is the reflection of wide spreading SQC movement in Nepal. The dynamic
leaders of QUEST Nepal are doing the fabulous work for society in the
field of education which is highly praiseworthy.

Chairman, WCTQEE

QUEST Nepal
is organizing
the Eleventh
version of
national
convention at
its different
hubs.

I wish you all the very best for the grand success of your 11th NCSQC15
organized by QUEST-Nepal.

NCSQC15 HANDBOOK

World Council for Total Quality and

Excellence in Education (Wctqee)
Introduction
Quality people are those with commitment, positive outlook, leadership abilities
and a desire to excel. The Quality people are not created by chance, but a constant
and conscious effort is needed to groom them. They have to be trained right
from the beginning with Quality consciousness as their second nature. Our
academic institutions and schools have to reorient themselves to changing needs
by adopting innovative ideas. Their contribution is not only in imparting formal
education but also in shaping the attitudes and personalities of their pupils. It is
in these institutions that empowerment programs like Quality Control Circle
(QCC) as an integral part of Total Quality Management (TQM) has tremendous
potential and scope to shape the attitudes, habits and personalities of the children
and make them total quality people, total quality citizens and total human beings.
On the eve of 23rd February 1999, a group of quality experts, academicians,
administrators, managers, professionals, executives, teachers and students
from USA, Switzerland, Singapore, Mauritius, India, Sri Lanka, Bangladesh and
Nepal met at Lucknow, India and formed the World Council for Total Quality
and Excellence in Education (WCTQEE). More countries are interested to join
WCTQEE in the future. Those people from the various parts of the world having
perspective of students as the most precious assets of the world got together to
share their vision, ideas, and methodology for the development and growth of
students as quality citizens. The head office of the WCTQEE is in Singapore and
the corporate office is in India.
QUEST- Nepal represents the countryin WCTQEE Nepal encourages the
institutions engaged in education, training, research and human resource
development to become its members and share responsibility of making total
quality people around the world.

Vision

Making every student a total quality person and a pride of the human race
Making every student a highly productive and cooperative future citizen

Mission
Global implementation of total quality and excellence in education

NCSQC15 HANDBOOK

Objective

Promotion of Students Quality control Circle (SQCC) as an integral of Total

Quality Management in academics
Development of positive work related skills among students and include
better attitudes toward quality and productivity
Institutionalization of techniques and training methodology for excellence
in education
Promote of Total Quality Education (TQE) as a systematic approach operating
institutions of learning in a manner that bring satisfaction to customers
Enabling teachers, students, parents, and community to work toward
developing the students in a manner that would be highly productive
contribute positively to the society

Activities

To conduct training for school administrators, teachers, students, parents on

Total Quality Management and People Involvement Process (PIF) education
To collect and develop resource materials
To develop curriculum for training programs
To assist in availing Quality Systems Procedures (QSP) and international
standards in academic institutions
To organize conventions, workshops, seminars and exhibitions
To produce books, magazines, other publications and audiovisual aids
To provide awards and recognition

Benifit

After becoming a family of WCTQEE,

You will gain insight in the global promotion of SQC as an integral Part of
TQM in education
You will cultivate power to unleash the creativity of the students making
them acquire competencies
You will showcase your ideas and innovative in Best Practices session
You will be inspired to develop creativity and excellence in education
You will be able to develop techniques and systems for refining educational
process and applying them in academics
You will realize the importance of globally oriented quality education
evolve an academic environment of commensurate with the need of next
millennium.

Membership and Participation

Membership in the WCTQEE working group is open to any one who is prepared
to share the knowledge, professional experience and responsibilities of excellence
in education. The members should be further approved and appointed during the
coordination committee meeting of the WCTQEE.
NCSQC15 HANDBOOK

QUEST-Nepal and
SQC Movement in
Nepal
QUEST-Nepal, an acronym of Quality
Circles in Education for Students
Personality Development - Nepal, is a nonprofit, non governmental organization
established and formally registered in
Nepal by like minded educationists who
believes in developing Total Quality
People by implementing Students
Quality Circle as co-curricular activity in
educational institutions.
Total Quality People (TQP)are those who
exhibit personality traits and characters of
leadership like effective communications,
emotional
stability,
compassion,
team spirit, problem solving, positive
temperament, commitment, honesty and
desire to excel.Students Quality Circleis
one educational empowerment program
that has tremendous potential and
scope to shape the attitudes, habits and
personality of students and make them
the light of the world.
Students Quality Circle (SQC) is one
such innovative idea. If our institute can
implementSQCas co- curricular activity
for our students they will develop prosocial personality together with whatever
academic knowledge they gain. Our
students will be smart as well as good
human beings, to whom we like to call as
Total Quality Persons.
Quality People are not a matter of
chance, but a constant and conscious
effort is required to groom them.
We educationists and our academic
institutions involved in this noble cause
of making the character of students have
now to reorient ourselves to the changing
needs by adopting to innovative ideas

NCSQC15 HANDBOOK

Vision of QUEST - Nepal

We the educationists in Nepal are called
to produce and promote students who
care for others and who find solution to
problem in their life through knowledge
they get from their education, and thus
making them total quality persons who
would be the pride of the nation.
Mission
Introducing Students Quality Circle
from primary level to university level
academic institutions in Nepal to make
every Student a highly productive and
cooperative future citizens being smart
as well as having good personality
Strategy and Programs
Structuring QUEST-Nepal as a not-forprofit, non governmental educational
development organization at a national
level through developing institutional and
individual memberships;
Organizing international Conventions on
students Quality Circle in Nepal and also
sending participants representing Nepal
in International Conventions organized
outside Nepal, as and when asked by
the World Council for Total Quality and
Excellence in Education;
Conducting
Awareness
programs,
seminars, workshops and training to
parents, principals, teachers and students
on Students Quality Circles;
Creating, collecting disseminating various
resources like book, periodicals, news
letter and audio visuals necessary for
the promotion of Students Quality Circle.

Blessed to be
A Quality Person
We are all blessed by the Almighty to
be quality people but we do not know
and do not realize it, fully. It is inbuilt
within ourselves, we are programmed
like that, but we are unaware of it. It is
just like the smart phone, which does
not know what it is capable of. However,
we who use know it. We adore it, love it
and it satisfies us so much that we like
to stick on it, if possible for 24 hours, 7
days a week. The programs, application
software, and its memories and speed,
and many more in it are useful and dear
to us. The smart phone does not know
how we are so much attached to it, how
much we love it and cannot be separated
from it and, this is quality. Quality means
an identity, which not only satisfies you,
but also attracts you and more than that
it astonishes continuously with lovely
surprises.
Every one of us has the potential to be
a quality person whom other people
would like to be in love with, just like
with the smart phone. Smart phone
is an example, moreover, it requires
appropriate application of software to be
downloaded, otherwise it is just like a toy,
the child plays with it for some time and
throws away, once it becomes bored with
it.
You are a quality person only if you are
loved, liked, and adored by everyone
and more than that, if you are demanded
continuously by everyone. Is it possible to
be a quality person? Yes it is, like a smart
phone, appropriate application programs
need to be downloaded on you. You may
not know what enormous capacity you
have to be a quality person, as the smart
phone does not know its capacity by
itself.
What is the appropriate application
programs needed to be a quality person?
Ten or fifteen years back, we were happy

with the mobile phone. We use to feel

it was so comfortable and easy to talk
while we were travelling, or outside our
homes. When only landline phones were
available, we had to reach home or public
booths to communicate, even important
messages. Now, we can take it to bazaar,
picnic and even during late dinner with
friends. And what happened? Again, we
are fed up with the simple mobile phone.
We need smart phone where we can chat
and talk on Viber, Whats Up, or Skype
face to face, or hold video conferences.
There is no end in quality, or there is no
destination in the quality journey. To be
a quality person you need to program
yourself to see what you are now and
what you are good at and that should be
improved continuously otherwise, you
will be neglected. Do not stop here; go on
improving your quality.

Prof. Dinesh P. Chapagain

Chief Patron, QUEST Nepal
Advisor, WCTQEE

Quality is a
journey not a
destination.

Students Quality Circle (SQC) is program

that can help students in character
building. Do not stop yourself after
reducing or solving one problem, go on
working on the same case study or select
a new and the challenging one. You will
find that your character will build up in
such a manner that you will never stop
satisfying with whatever quality features
you have and will go on adding new
features, which will astonish other people
around you. Moreover, that means you
are a quality person adored by all, for all
the time. You can maintain yourself to be
a quality person, always.
We all know that a camera is essential
to take still photographs, and a movie
camera to take videos, or moving objects.
Phone to talk, radio to listen music and
tape recorder or CD player or CD/DVD
player to see movies. Big Television
is enjoyable to see live news, sports,
discovery channels, animal planets,
cartoons and what not. Desktop and
laptop computers have become necessary

NCSQC15 HANDBOOK

Think like a
genius, work like
a giant and live
like a saint.

Collaborate
with others and
compete with
yourself,

to record, compute information and

documents, prepare presentations and
communicate, nowadays. You may enlist
more and more necessary things to live
in modern life style. However, now we
prefer simple light equipment which
collaborate all these functions, and that is
called a smart phone. The collaboration
of many scientists, experts, equipment
manufacturer, programmers, have given
a wonderful set which have all different
functions in one smart phone. Individually
all functions are improving together,
all functions are collaborating. This has
developed a unique quality to astonish all
of us with satisfying the functions of many
equipments and necessary accessories.
This is quality to collaborate with others
to make a synergy and together with this
improving the strengths of individuals.
Each individual is unique in nature and
one cannot compete with others, but if
combined and collaborated can produce
a synergic effect, which can astonish
many others. This is quality. In addition, a
quality person always strives to improve
its individual strength and collaborates
with other individuals to produce useful
and more beneficial effects to others.
Students Quality Circle (SQC) always
works in groups, working in teams giving
equal respect to views and actions
of each other. Brainstorming, action
plan, implementing solutions build
up collaborative character, enhancing
analytical and lateral thinking as well
as presentation practices during SQC
activities enhance individuals skills. As
a SQC member if you work in a team
amicably, you can maintain yourself to be
a quality person, sustainably astonishing
all others with your performance.
Computers have tremendous capacity to
work; they can memorize, arrange, store
and compute huge data, and can perform
many other jobs, which we like to order
it with the help of application programs.
Smart phones are embodied with the
functions of computers. They work day
and night without stopping like a giant;
we sleep with them keeping beside our
pillow. We wake up by its alarm in the
morning; we look at Face-book, messages,
mails and send messages or wishes. We
Google to know something and it works

NCSQC15 HANDBOOK

any time we want, like the Genie of the

lamp of Aladdin, or the giant. It thinks like
genius; searches so many things that we
find difficult, even in a library. It is like our
best and the only friend, different from
others, so we like and love it so much. It is
so light, easy to carry, humble and simple.
It lives like a saint. These are the quality
features. A quality person is genius, works
like a giant and behave like a simple man
as a saint.
Students Quality Circle (SQC) can
program you for such character building.
In SQC, the students think like genius
during brainstorming session, while
finding out the root causes, preparing
check sheets and using other quality
tools. Students collect information
laboriously from different sources, doing
person-to-person
contacts,
visiting
places, and prepare presentations. Many
counter measure activities demand lots
of labor, and SQC students work like a
giant. However, listening in the group
without criticizing others leaving aside
the selfishness in the team is just one
methods of developing humble character
in them. People will like your genius, hard
work and simplicity as a quality person.
Therefore, you become a quality person.
Essence of smart phone; a quality product
vis--vis a quality person
We all like to become quality people, liked
and loved by everyone, and demanded
by all people, like smart phone. The
application programs embodied in the
Students Quality Circles (SQC) for
character building are:
(1) Quality is a journey not a
destination,
(2) Collaborate with others and
compete with yourself,
(3) Think like a genius, work like a
giant and live like a saint
These are three main application
programs, which are needed to be
implanted on you for becoming a quality
person.
Best wishes to you all students, quality
persons.

Quality and
Quality Circles

Prof. Syed Ali

Johns Hopkins
University, USA
Advisor, WCTQEE

This is purely a non-edited study paper focusing on the Quality and Students Quality
circles. It is a tutorial for understanding the basic facts of Students Quality circles.
Opinions expressed in this paper are my own.

Abstract
Collaboration, communication, and creativity are all vital abilities and traits for
todays learners to develop. Creativity and innovation complement continuous
improvement and systems thinking by focusing on teamwork such as quality circle
to meet the ever-growing demand of the market.

Empowerment
programs like
Students Quality
Circle have
tremendous
potential

Quality circles are based on new kind of relationship. It is based on people building
philosophy. The team members learn about group interaction, group process,
consensus building and meeting skills.
Empowerment programs like Students Quality Circle have tremendous potential
and scope to shape the attitudes, habits and personalities of the students and lead
them to become total quality person, total quality citizens and total human beings.
The prime motives must be for the development of leadership skills of the students
so ultimately they become responsible citizens to act in the best interest of human
and ecological communities, develop the ability for ethical decision-making and
act conscientiously to support societal movement toward sustainable future and
become Total Quality person.
Teacher leadership is not a new concept. The teachers play a very important role
in molding the lasting foundation of Students Quality Circle principles to the
students. Empowered teachers are in the best position to empower students
through SQC because they can affect change not only in their classrooms, but
in the school as well. Teachers are the role models for the skills that we want our
students to acquire through Quality circle.
Universally, all students and teachers must go through a structured and
comprehensive training program for the use of quality tools developed for the
Students Quality Circle. This short of training is done continuously and followed by
refresher course.

Introduction
The need for public and private businesses to improve quality of product and
services are no longer an option but necessary. Since the early 1960s business
across the world have been searching for ways to improve operational efficiency.

NCSQC15 HANDBOOK

Ishikawa states
that quality
circles are
intended to
contribute
to the
improvement
and
development of
the company,
respect
humanity,
build a happy
workplace,
and fully
utilize human
potential.

The trend has been more highlighted with the onset of free open trade, and
customers are demanding more for their money.
Kaoru Ishikawa, (July 13, 1915- April 16, 1989) Japanese organizational theorist,
Professor at the University of Tokyo introduced the concept of Quality circle (1962)
in conjunction with JUSE.
Ishikawa states that quality circles are intended to contribute to the improvement
and development of the company, respect humanity, build a happy workplace, and
fully utilize human potential. Quality circles are to be organized on a voluntary
basis from the bottom up and not top down, and they are a form of democratic
management. There may be an improvement in working conditions because of
quality circles, but these improved conditions are just a byproduct of quality circles
and not their actual objective.

What are the defining characteristics of Quality Circle?

For better understanding of the essential characteristics of quality circle let me
first explain the concept. The concept of Quality Circle is primarily based upon
recognition of the value of the worker as a human being, as someone who willingly
activate on his job, his wisdom, intelligence, experience, attitude and feelings.
The benefits of Quality Circles as a form of participative management are:
The benefit of high level of perfection and efficiency, by increasing the
awareness of the quality in the organization
The use of human potential of the company by offering to employees greater
challenges by providing different tasks, which allow them to express their
potential and creative talent
Develop positive feelings within the working environment, and a sense of
belonging to a society
To convince employees to be identified with the company, the products and
its goals
Motivate employees to increase their power and responsibility in the
decision- making process, and their authority to make changes
Improving communication within and between different levels in the
organization;
Ensure greater transparency for the feedback of employees
Opening the organization for new ideas of employees by promoting personal
and leadership development
Building trust between employees in the organization
Many professional organizations such as American Society for Quality are practicing
the concept of developing global leaders through quality school, classrooms and
systems thinking through the National quality education conferences.
Thats why Japanese say
Before developing the product, we develop people
It is better for one hundred people to take one step than one person take a
hundred
In quality circles, peoples sense of belongings increases as they take pride and

NCSQC15 HANDBOOK

interest when they experience autonomy and content over the decisions that affect
them. Competent, dedicated, trained people make the greatest contributions to
the organization. We have to make the people into problem solvers, not problem
generators. A respected and involved employee is a productive employee.

In quality
circles,
people's sense
of belongings
increases as
they take pride
and interest
when they
experience
autonomy and
content over the
decisions that
affect them.

Machines and systems do not have feelings, people do. We must not ignore those
feelings because only people can give wisdom to a machine. Motivated and
dedicated people can make a bad system work, whereas a very good system can
be paralyzed if people are not committed to make it work.

Are Students quality circles simply quality circle in education?

The simple answer is no. Let me explain. Today circles are being used in a vast variety
of contexts. In educational institutions, they are building trust and understanding
within tense class situations. As team members, the students develop the positive
outlook, leadership abilities, commitment and independent thinking.
Practicing SQC in educational institution creates an environment where students
develop a number of traits and social skills. The author has observed as a judge in all
the international students Quality circle conventions in India, Bangladesh, Turkey,
Nepal UK and Mauritius that these students teams has demonstrated tremendous
interpersonal skills, self-confidence, communication and time management skills
during their presentation and competition.
SQC promotes fundamental traits of character, spirit of teamwork, unity, honesty,
compassion, courage and positive temperament. We have to make our education
system more meaningful and purposeful with added curriculum and enable the
citizens of tomorrow to become proactive, value driven, conscious and active
agents of change for building a new world order

Practicing SQC
in educational
institution
creates an
environment
where students
develop a
number of traits
and social
skills.

The modern quality circles are based on new kind of relationships. The SQC learn
about group interactions, group process, consensus building, and meeting skills.

How are new SQCs started?

First let me explore the beginning of the SQC.
Dr. Jagdish Gandhi started the Students Quality Control Circles (SQCCs) in
education, an idea that he generated from Kaizen Philosophy (continuous
Improvement) and Total Quality Management (T.Q.M.) concept of Industries during
NCSQC15 HANDBOOK

A teacher has
the power to
yield a strong
influence on
his/her pupils.

his visit to Japan.

The worlds first Student Quality Circle (SQC) named SQC Jai Jagat (Glory be to
the World) was formed by City Montessori School(CMS) s at Lucknow, India in
1993.The creation and concept of SQCs was presented by City Montessori School
(CMS) at a conference in Hong Kong in October 1994. It was developed by two
engineers of Indian Railways Mr. PC Bihari and Mr. Swami Das in association with
Dr. Mrs. Vineeta Kamran Principle of CMS. A World Council for Total Quality and
Excellence in Education was also later established in 1999.
In Nepal, Students Quality Circles was initiated in 1999 from Himalaya Vidya
Mandir, Kathmandu. Until now, more than 7,000 Nepalese students feel proud to
be a member of SQC.
Students quality circle is not just telling the students that you want them to work
together to solve problems. SQC needs Launching it requires cultural change. The
school administrators must ask themselves some critical questions before starting
the SQC such as what do we expect the quality circles to accomplish, How is the
work of the circle important to the institution.

Skills like
looking,
concentrating,
and thinking,
speaking and
listening are
not easy for
a student to
imbibe unless
the teachers
have these
instilled in
themselves.

To start a new SQC in an educational institution the management and leadership

must first understand the basics of SQC and have full commitment and dedication.
This can be achieved by Benchmarking other successful educational institution or
by attending seminars and conventions on SQC by the leadership of the institution
who wants to start new SQC.

What is the role of the teacher with students Quality Circle?

Teacher leadership is not a new concept. The teachers play a very important role
in molding the lasting foundation of students quality circle principles to the
students.
In the broadest sense, a teacher can be defined as someone who not only teaches
or imparts knowledge, but also most importantly, someone responsible for shaping
and molding the minds and hearts of all those whom they teach. A teacher has the
power to yield a strong influence on his/her pupils. When coupled with certain
definite skills, a good teacher has the potential of having a lifelong impact on the
students as a role model.
Good teachers love to teach; they are enthusiastic and passionate about their
work. They are kind, patient and considerate, are noted for their efficiency and
dedication and are genuinely interested in improving their students performance.
They are proud of their positive influence on their students and happy when they
find fantastic results in their academics. The implementation of students Quality
Circle processes will definitely help to enlighten the students lives when the
teachers are dedicated and committed by producing more efficient and effective
results.
However, we must provide resources for professional and personal development
of the teachers.
By providing resources to gain skill and experiences for teachers to grow, teachers
become more committed to the schools mission. Empowered teachers are in the
best position to empower students through SQC because they can affect change
not only in their classrooms, but also in the school as a whole.
Skills like looking, concentrating, and thinking, speaking and listening are not easy
for a student to imbibe unless the teachers have these instilled in themselves.

10

NCSQC15 HANDBOOK

Someone has rightly said Values are not taught, but caught. I learnt that the
students quality Circle is not only for the students to realize their self-esteem and
behavior but it also enables teachers to empathize with each students need.
Teachers are the role models for the skills that we want our students to acquire
through Quality circle.

Quest Nepal
has a Master
Training
program for the
SQC

How much training is needed, for teachers and students, in the use
of quality tools?
As a teacher, I do not think the question should be how much training is needed
because education and training is a never-ending process.
The point is simply to establish that the right way to evaluate the quality of teaching
is to measure the quality of learning. There is a saying that Quality start with
education and ends with education
Universally all students and teachers must go through a structured and
comprehensive training program for the use of quality tools developed for the
students quality circle. This short of training is done continuously and followed by
refresher course.
Quest Nepal has a Master Training program for the SQC and I was very fortunate
enough to be invited to participate. Besides teaching the quality tools Master
Trainers must deal with the human side of equation and must get inside the head
and heart of the trainees (teachers and students) to motivate and empower.
Many qualities make up a good master trainer. The trainer must be master of social
and cross-cultural skills have the ability to identify the specific trainees needs;
highly motivated and technically well informed, well organized and well equipped. A
good communicator with good participatory training skills. A good trainer will have
a keen sense of humor, which will help provide a warm and friendly atmosphere
during the training session. It is essential to have clear objectives and to stick to
these objectives when planning and delivering training sessions of SQC.
It is important that trainees leave the training session with an understanding on how
the facts and theories of the quality circle tools that can be applied immediately.
One of the key factors of good training events is the motivation of trainees. A good
trainer will ensure that this is achieved regardless of the individuals self-esteem
or confidence. The trainer will actively encourage collaboration and teamwork
between them to the extent where they are actively involved in idea generation
and problem solving.
Let me tell you a story.
A little boy brags to his sister that he taught his dog to whistle. When the sister
hears nothing she quizzes him on his statement, only to be told I said I taught him,
I didnt say he learned!
Sometimes, training fails because the newly trained person returns to their
environment that does not have the resources and opportunity available to be
able to apply the new skills acquired in the training. New skills and knowledge of
quality tools should be applied and used immediately after training; otherwise, it is
a wasted effort
My final remark is that training for quality tools of teachers and students must
be well planned and must be thoroughly executed by a master trainer with clear
objectives.

NCSQC15 HANDBOOK

Sometimes,
training fails
because the
newly trained
person returns
to their
environment
that does
not have the
resources and
opportunity
available to be
able to apply
the new skills
acquired in the
training.

My final remark
is that training
for quality tools
of teachers and
students must
be well planned
and must be
thoroughly
executed by a
master trainer
with clear
objectives.

11

Closing remark
After spending about 40 years in the assurance and management of quality and
reliability field, I have come to the conclusion that students quality circles should
be regarded as democracy in action. Accordingly, it makes sense to me that
any students with the right credentials should have the opportunity to lead the
Students Quality Circle, I strongly believe that it is time to establish the students
quality circles in schools and other educational institution.

References:
Bill Hubbard, Head of student support department, Rosehill College, Papakura,
Auckland, New Zealand. School Circles- Teaching the Pastoral Curriculum.
Mosley, J and Tew, M (1999) Quality circle time in secondary school: A hand book
of good practice. London: David Fulton
ASQ. Thames and focus areas. 21st national quality education conferenceAmerican Society for Quality
Quality Circle- A new way to Quality Improvement. 2012. A part of LinkedIn Slide
share
International Journal of Academic Research in Business and Social Sciences.
December 2013, Vol. 3, Quality Circles: what do they mean and how to
implement them? Shpresa SYLA Faculty of Business and Economics, SEEU,,
Macedonia E Gadaf REXHEPI Faculty of Business and Economics, SEEU,
Tetovo, Macedonia
Chapagain, Dinesh P. Guide to Students Quality Circle: An approach to prepare
total quality people 2nd Edition.
Ali Syed. Building Bridges between Quality and Leadership. A maple creek media
publication. 2013.
Tew, M., Read, M. and Potter, H (2007) Circles, PSHE and Citizenship. London Paul
Chapman publishing
Baur, Christa Coordinator of school development, Schulverbund Graz-West,
Teacher Trainer. You show me your feedback and Ill show you mine work
in a school quality circle in Austria. The quality circle-a process of developing
quality standard for teaching
Smith, Gordon. The classroom quality circle August 21 2008: The Conglomerate
business, law economics and society.

Syed Ali is a writer and educator in leadership and Quality systems management.
He has served as a Principal Professional Staff (Professor) member at Johns Hopkins
University, Applied Physics Laboratory in Maryland USA. Since 1986, He has
applied his expertise to many national and international Space missions including
Midcourse Space Experiment (MSX) TOPEX radar altimeter, NEAR, GRACE, FUSE,
CONTOUR and Messenger as a Systems Assurance Manager (Retired 2007)
He is an advisor for the World Council for Total Quality and Excellence in Education.

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NCSQC15 HANDBOOK

Maintaining
Quality in Education
Key aspects of maintaing Quality in Education:

BN Sharma
Patron, QUEST-Nepal
President, Peace Education
Network-Nepal (PENN)

1. Professional development programs for teachers every term:

Teachers are the catalysts for change. They have to update themselves with the
newer developments in the knowledge and skills required for their pedagogy.
Lots and lots of reading and collection of ideas from case studies and action
research needs to be shared from time to time among the homogenous and the
heterogeneous groups in the teaching society. Professional teachers spend more
time in research than the time in their classrooms.
2. Participation of staff and students in seminars, conferences and workshops:
Students and teachers of the senior classes need to participate actively in seminars,
conferences and workshops organised particularly for sharing and dissemination of
various knowledge and skills. The teachers along with their students can prepare
for lessons to be shared to the rest of the students back in the class built on the
findings and outcome of these joint academic programs. Case studies of regions
and nations other than their own can help explore the broad horizon of the subject.

Related and
inter-related
topics can
be discussed
among the
peers at the
time of lesson
planning.

3. By peer learning strategies:

Teachers can observe and learn from the classes of their subject peers or
interdisciplinary subject peers for both the connectivity over the content and the
skills required transforming the education. For example, geology classes can be
very helpful for geography students and biology classes can be very helpful for the
Health Science students. Related and inter-related topics can be discussed among
the peers at the time of lesson planning. This will broaden the horizon over the
crosscutting issues of the learning items.
4. By following a standard syllabus:
Pedagogy is based on a standard syllabus for a particular level of students. The
curricular needs and the objective of the contents that are related to the skills
have to be well-organised for gradual comprehension of the subject matter. The
global and national objectives of education have to be met through the organised
pedagogy. The skills and techniques of the teachers help the students to acquire
the desired knowledge and skills in particular subject.

NCSQC15 HANDBOOK

13

The theory must

be exercised
through the
practical
lessons where
the students
get hands-onexperience of
the learning
item.

5. By Department activities and Inter-departmental activities:

Project work and action research are key ways to learning. The departmental and interdepartmental activities organised by the teacher(s) helps students learn problem solving
and crisis management skills. Learning by doing is the best pedagogical process. The
theory must be exercised through the practical lessons where the students get handson-experience of the learning item. The co-curricular and the extra-curricular activities
help build up the children's horizon of knowledge and skills beyond the classroom.
Many things are comprehended and internalised by the learners from the exposure to
their peer groups. Learning is reinforced and the teachers find it stimulating to groom
the children for continuous progress through these activities.
6. By Good lesson planning, delivery and valid evaluation:
Well organised Pre-lesson, Presentation and Post-lesson planning helps the teacher to
reach a success in the evaluation of the students. The greatest success of the teacher
is when his/her students achieve the expected learning outcome. The teacher's
happiness is at the climax when the students secure 100% success in the exams/
evaluation. Quality learning means success. No doubt, there is a lot of hard work from
the teacher in the making of good students.
7. By creativity and regularity of academic programs:

The professional
teacher cares
upon Opportunity
and individual
development.

Classroom activities do not suffice the need of the curriculum. The creativity and
regularity of the teachers help the students achieve academic success. Good teachers
have a lot of fieldwork, demonstration lessons, problem solving activities, practical
reach out, out-sourcing lessons and case study presentations. Transformative education
is the need of the day. For professional teachers, successes of each batch of students
that graduate the school are equally important. Year after year students graduate and
the teacher has to fit to keep in par with the need of the time and the target group.
8. By constant action-research and reporting of every child:
Good teachers have a regularly updated logbook of all their students' behaviour, attitude
and comprehension of skills. All the children in the classroom are equally important.
The professional teacher cares upon Opportunity and individual development. The
parents who are constantly in communication with the teachers will be able to shape
their children to become successful performers in their career.
9. By health, hygiene and scholastic programs:
Basic knowledge of health and hygiene begins at home. The parents are the pioneer
teachers for a healthy family. The common attitude and behaviour plays a vital role
in customizing healthy habits in the children. The teachers are catalysts to transfer
the knowledge and skills of health and hygiene to the children and the adolescents.
Habits formed at school become a deep-rooted permanent attitude of the fellow
students who will become future citizens. School programs for health and hygiene of
the students creates a clean and green society.
Thus, it can be concluded that good parents and teachers contribute in achievement of
quality education. And quality education results in a better world.

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NCSQC15 HANDBOOK

Delayed entry of
Ishikawas Quality Perspective
in Nepal
Janardan Ghimire
President, NQPCN

Background
Before 1991, most of the industries in Nepal were operating as public enterprises
and were enjoying the monopoly market. Nepal entered into the economic
liberalization era only in 1991 after restoration of the democracy. Only after the,
the business houses felt the need of enhancing productivity and competitiveness
to survive as well as to compete in the external market. I think, many Nepalese may
not have heard the name Prof. Kauru Ishikawa.
Prof. Kauru Ishikawas advocacy of a) Quality is a companywide issue and must be
an all pervasive influence on the way every issue of business is connected, b) Seven
simplified tools of quality control to be used by all the people in an organization,
and c) Quality Control Circles (QC) came to Nepal very late. The quality perspective
promoted in Japan by Prof. Ishikawa and his team in JUSE was already getting firm
ground in Japan and also in America and Europe where as Nobody have ever heard
of total quality control and quality control circles for improving quality, productivity
and competitiveness. In fact, Ishikawas methods have already been used by fast
growing firms of the world to create not only high quality finished products, but improved customer relations decreased downtime reduced inventory fewer
returns increased cash flow reduced costs improved product uniformity
reduced appraisal costs fewer product liability suits boosted sales and
increased profitability. Nepal was completely unaware of all these.
Few engineers got opportunity to visit Japan and got trained in 1980s and 90s
to get exposure to Quality control circle and total quality control through the
invitation of Asian Productivity Organization (APO) and Association for Overseas
Technical Scholarship (AOTS), Japan. Moreover,these professionals could not
convince the business houses to introduce the concept of QCC and TQC for their
benefits. Some alumni of AOTS took initiation to train engineers and managers on
QCC. The problem was low literacy of Nepalese people and the monopoly market
of the business environment. Prof. Dinesh Chapagain trained by two students Dr.
Hitoshi Kume and Dr. Noriaki Kano took the responsibility of making aware about
the Japanese style quality management propagated by Prof. Kauru Ishikawa. He
wrote the book Quality Circles: An Introduction in Nepali Language and thus
the beginning of Prof. Ishikawas quality perspective started in Nepal from 1996.
The living quality legend Prof. Noriaki Kano visited Nepal on invitation of Nepal
AOTS Alumni Society in 1998 and 2004. In 2004 an organization, Network for
Quality, Productivity and Competitiveness-Nepal (NQPCN) has been established
under Prof. Kanos inspiration. Prof. Dinesh Chapagain led the organization to
promote Total Quality Management system in Nepal. Since then, new experiences
are taking place and TQM is slowly getting ground in Nepal. Some examples like
National Excellence Awards, and Students Quality Circles are some examples of
TQM applications in the country.

NCSQC15 HANDBOOK

The quality
perspective
promoted
in Japan by
Prof. Ishikawa
and his team
in JUSE was
already getting
firm ground in
Japan and also
in America and
Europe

15

TQM
professionals
here are
beginning to
think that TQM
is a foreign
subject which
cannot be
harvested in
Nepal.

The pursuit of TQM and quality management implementation and consolidation

in Nepal has been rather frustrating, and TQM professionals here are beginning
to think that TQM is a foreign subject which cannot be harvested in Nepal. The
importance of TQM, Quality Circles and their benefits in productivity enhancement
and improving competitiveness has been known in Nepal since last three
decades. The ministry of Industry and the National Productivity and Economic
Development Center (NPEDC), a focal point of Asian Productivity Center, Japan,
has been promoting this concept in various industries in the public and private
sectors through training and consultancy services regarding productivity, quality
management system and total quality management system. Moreover, there are
hardly any organizations actually implementing TQM on a continuous basis. An
observation of various enterprises that have implemented the quality management
system revealed that application was not done whole heartedly by the owners or
the top managers, but only by the initiatives of some energetic managers or external
experts. Thus, in a country like Nepal, instead of trying to convince entrepreneurs
to implement TQM simply by narrating its virtues and successes in countries like
Japan, USA, Singapore etc., the whole approach to TQM has to be reengineered to
a different mode.
Prof Ishikawa involved in International Activities:

Professor
Ishikawa
has made
remarkable
efforts and
contributions
in international
arena and
value add to
significant
progress to
quality control,
and joined QC
study mission in
1958.

Professor Ishikawa has made remarkable efforts and contributions in international

arena and value add to significant progress to quality control, and joined QC study
mission in 1958. He had expanded idea through Japan Productivity Center to the
USA. He had technical exchanges on
Quality Control (QC) along with the
counterparts. Similarly, through QC
study mission devoted to international
cooperation
buy
attending
QC
conferences in various countries.
Prof. Ishikawa served as an editor-inchief of Report of Statistical Application
Research, JUSE in English which is
publishing by JUSE and introduce
practices and research of Japanese total
quality control to world from 1959.
Prof. Ishikawa represented as a country
representative of Japan 1966-1969 in
International Academy for Quality (IAQ)
for purpose of Internationalization of
quality control in this committee six
man Board. This IAQ known as a quality
expert's forum and Prof. 1981-1983
as a president and 1984-1986 as the
chairman in the academy.
The first and firmest world
international conference on quality
control was held in Tokyo in 1969
where he played an active role as
the vice chairperson of the technical

16

NCSQC15 HANDBOOK

committee leading the conference

to its success. After that he played a
lead role as the chairman of program
committee from 1978 to 1987 in
Japan.

Quality Begins
with education
ends with
education

Prof. Ishikawa contributed in guiding

quality control in developing countries
and in educational programs in
Japanese institutions of international
cooperation,
Asian
Productivity
Organization (APO), Japan International
Cooperation Agency (JICA), the
Association for Overseas Technical Scholarship (AOTS), and Japan-China Economic
Association, where he served as the chief program coordinator or lecturer at many
quality control seminars for professionals from developing countries.
Prof. Kaoru Ishikawa and Quality Definition Quality does not only mean the
quality of the product, but also of after sales service, quality of management, the
company itself and human life
Prof. Ishikawas 11 points to Total Quality Management system:
Quality Begins with education ends
with education
The first step in quality is to know the
requirements of the customer
The ideal state of quality control is
when inspection is no longer necessary
Remove the root causes, not the
symptoms
Quality control is the responsibility of
all workers and all divisions
Do not confuse the means with the
objectives

Put Quality first and set your sight on longterm

Marketing is the entrance and exit of quality

Quality
control is the
responsibility of
all workers and
all divisions

Top management must not show anger

when facts are presented to subordinates
Ninety-five percent of the problems in a
company can be solved by the seven quality
tools
Data without dispersion information are the
false data.

1. The ways of Improving Quality :

Quality Control Circles (QCC)
The concept of QCC originated from Japan. In April 1962, Prof. Ishikawa presented
this idea in the inaugural issue of the JUSE Journal Gemba to QC It is Introduced
in 130 countries in the last 36 years but it has take root only in ASEAN Countries
like Japan, South Korea, Peoples Republic of China, Tiwan etc.
2. Seven Quality Control Tools for TQM implementation:
Dr Kaoru Ishikawa made many contributions to quality, the most noteworthy
being his total quality viewpoint, companywide quality control, his emphasis on
the human side of quality, the Ishikawa diagram and the assembly and use of the
seven basic tools of quality:

NCSQC15 HANDBOOK

17

Prof. Karou
Ishikawa, is
known as the
"Father of QCC",
developed seven
quality tools in
1982.

Pareto analysis

which are the big problems?

Cause and effect diagrams what causes the problems?

Stratification

how is the data made up?

Check sheets

how often it occurs or is done?

Histograms

what do overall variations look like?

Scatter charts

what are the relationships between factors?

Process control charts

which variations to control and how?

The QCC are

needed because
the quality
of products
and services
improves as a
result of QCC
activities.
Prof. Karou Ishikawa, is known as the Father of QCC, developed seven quality
tools in 1982. In his experience identified a set of tools, which can be used by
teams and individuals to interpret data and derive maximum information from it.
These are seven effective methods, which can offer any organization to collect,
present, and analyze most of its data and problems. They are process flowchart,
check sheet, Histogram, Pareto analysis, Cause and effect analysis, Scatter Diagram
and Control Charts.
The QCC are needed because the quality of products and services improves as a
result of QCC activities. If any company wants to implement QCC, firstly information
dissemination needs to be float within the company in very beginning that everyone
is informed regarding its activity. The employee empowerment needs to be done
within the organization otherwise can expand within the company as well.

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NCSQC15 HANDBOOK

3. Startup Training for Nepalese Engineers by Japanese Institution in Japan :

Invitation of Asian Productivity Organization (APO) and Association for Overseas
technical Scholarship (AOTS) started from 1980 and 1990's. Engineers from Nepal
took Quality Control Circle and Total Quality Control training in Japan. Prof.
Dinesh Chapagain participated in Executive Seminar on TQM organized by AOTS,
Japan in 1995 where he met Dr. Hitoshi Kume. After sometime in September 1998
Prof. Kano came to Kathmandu, Nepal during the lecturing tour on TQM organized
AOTS Japan and Nepal AOTS Alumni Society.
4. Network for Quality Productivity and Competitiveness Nepal (NQPCN) :
The network received a major boost when NQPCN was inaugurated in July 2004
by Prof. Noriaki Kano, an internationally renowned contemporary quality guru,
during the Second Quality Convention of Nepal AOTS Alumni Society (NAAS) held
in Kathmandu.
Prof. Chapagain questioning obliquely to two famous Deming Prize winners, Dr.
Hitoshi Kume and Dr. Noriaki Kano. They are recognized as the left and right
hands of Prof. K. Ishikawa, father of Quality Control Circles and TQM in Japan.
The reply of both these Japanese champions of TQM was the same TQM is a
universal concept, and it is feasible in all countries in all types of organizations, both
manufacturing, service and even in government. They said that TQM was definitely
made and tested in Japan with overwhelming success, but it has been successfully
adopted by many developing and developed countries. After the interaction with
these Quality Gurus, Prof. Chapagain involved in the advocacy of TQM in Nepal
as a pioneer in different organizations. He has introduced this concept to growing
organization to well-known business houses but the continuity could not carried
by the CEO and Managers or not maintained properly after his coaching.

Hitoshi Kume
and Dr. Noriaki
Kano are
recognized as
the left and
right hands
of Prof. K.
Ishikawa, father
of Quality
Control Circles
and TQM in
Japan.

5. NQPCN and Role in Nepal?

NQPCN is a not-for-profit making organization, it was established in 2004 to
enhance competitiveness through sharing, learning and appalling developed
quality and productivity tools and techniques for social and economic development
of nation. The NQPCN Nepal is a network of quality professional, entrepreneurs,
managers, academicians and consultant of Nepal.
NQPCN Nepal has a vision of "Creating value through quality" with three
terminologies Quality, Productivity and Competitiveness and having 3H core values
Harmony, Honesty and humbleness.The mission of NQPCN is Network for quality,
Productivity and Competitiveness Nepal aims at enhancing competitiveness of
individuals, organization and the society as whole through quality and productivity.
We have a strong strategy for instituting a functional national and international
network of individuals and organizations working in the area of quality,
productivity and competitiveness, and sustaining the network as a not for profit
civil society institution in Nepal. Similarly, the goals of NQPCN is to create, share
and learn the knowledge and experience on quality and productivity and apply
enhance competitiveness in the nation.
6. Problems for TQM Implementation:
In Nepal we have lack of genuine quality culture and lack of top management and
support and commitment. Similarly in the shop floor we do not have competent
human resource to operate statistical processing control and tools and techniques.

NCSQC15 HANDBOOK

19

contents

TQM is actually
a working
culture
rather than a
management
system

Today's school
going children
and university
students will
be tomorrow's
managers,
workers,
entrepreneurs
or leaders.

At the conclusion TQM implementation required a team work culture and sufficient
resources (man, machine, material, method and technology) are the major lacking
within developing countries.
7. The TQM is a foreign Subject:
The TQM is a foreign subject and we need to paradigm shift to monopoly business
to the team work culture. The political commitment was not established or visionary
leaders are lacking and learning attitude was not developed with the national as
well as the professionalism needs to establish. We have a boss culture rather than
Leadership, the leadership educate to subordinates and provide working culture
and competition shall be energies to reach settled goal of organization for national
and global benefit.
So, to pursuit of TQM and quality management implementation and consolidation
in Nepal has been rather frustrating, The TQM is a foreign subject which cannot
be harvested in this country. In our experience, it is a foreign subject and need
to educate people to people and needs to start from the foundation like school,
colleges and universities. Still it is considering as foreign subject and people are not
aware of this benefit so it is difficulties in Nepal.
TQM is actually a working culture rather than a management system, and it has to
be infused in an organization for creating conducive environment for enhancing
performance. Deskilling adults is time-consuming process or educate to adults is
not an easy game and not easily motivate and convince by the consultant, trainer
and any facilitator.
Writing on a clean board is rather easier, and an effective approach than deskilling
the skills that one has acquired by his/her experience. However, we cannot wait for
some nightmares like that Japan went through to clean slate our brain to gain from
the virtues of TQM in Nepal.
We are not able to take the way, like Japan took towards quality or could not
be able to wait for the dreams like Japan initiated. Japan started TQM after the
World War II, they had clean mind and board, and the ideas written on the board
provided external experts to the professional and business men and they accepted
for the betterment
In a country like Nepal, instead of trying to convince entrepreneurs to implement
TQM simply by narrating its virtues and successes in countries like Japan, USA, and
Singapore, the whole approach to TQM has to be engineered in a different mode.
We have to reach out to the roots, starting by promoting the individual traits
towards the psychological profiles that are suitable for TQM
8. Things to be considered for Re-Engineering:
Todays school going children and university students will be tomorrows managers,
workers, entrepreneurs or leaders. When the attitude and behavior of the student
is molded in a manner that empowers him/her to identify the challenges ( of the
world, analyze them with facts of life and solve them thoroughly by collaborating
with other friends for continuous improvement, then implementing TQM will not
be very difficult.
9. SQC for Future Business Leader:
The Student Quality Circle (SQC) teachers and principals' involvement and their

20

NCSQC15 HANDBOOK

message
efforts shall be helpful for developing and facilitating Total Quality Persons for
future leaders. We need to wait some more time to fulfill the gap and wait for
the production from the academic institutions. The academic institutions are the
platform to get future leaders of our nation as well as global leaders.
10. SQC is an Initiating Strategy for TQM
Scripting on a clean board rather than deskilling adults is a correct approach of
implementing TQM for developing countries like Nepal that are late starters of
TQM. And, Students Quality Circle is an initiating strategy. So, TQM is a journey
that never ends
Though Ishikawas Quality perspective entered late in Nepal but it has started
showing colors of brighten and hope of positive sign.

Congratulations
Our best wishes for the grand success of the 11th NCSQC15 organized by
QUEST Nepal at Apex School, Rupandehi.

Small Heaven School

For Quality and Excellence in Education

Bharatpur-13, Kalyanpur, Chitwan
056-591033, 591174, 591169

NCSQC15 HANDBOOK

21

Ravi Bhattarai
Vice President , QUEST-Nepal
CEO, Axon System

SQC as an approach to
Integrate Teaching & Learning
Comparative study of SQC with Thematic Approach to teaching

There have
been several
approaches to
teaching in the
classroom. From
subject specific
teaching
approaches
to holistic
approaches.

Preamble:
SQC has been there for all most two decades now in academia. From a case study
presentation in family circles to students circles, now we have an astonishing
international movement on going across the globe and breaking the walls where it
is explored in one form or the other.
ICSQC (International Conventions) to NCSQC (National Conventions) across the
globe, SQC has made its impact wherever it has touched young life. Meanwhile,
in Nepal SQC has been introduced as curricular teaching in classrooms for grade
6/7/8 as a subject where the complete curricular outline is ready and implemented
for third year now.
There have been several approaches to teaching in the classroom. From subject
specific teaching approaches to holistic approaches. For our discussion here, I am
approaching two of such approaches to teaching. One of those highly adopted
system in primary schools is Thematic Approach to teaching and next is Problem
Based Teaching (in close connection to SQC) used in high schools and across the
academia.
Meanwhile, Using SQC as a pedagogy to integrate multiple learning areas in
classrooms is what I am trying to interlink as an approach to see in retrospect of
SQC as a curricular teaching.

Thematic
Learning
takes place
when different
disciplines are
all centered
towards
one definite
concept.

22

Definition and Advantages: Thematic Teaching

Thematic learning (often synonymous with thematic instruction) is an instructional
method of teaching in which emphasis is given on choosing a specific theme for
teaching one or many concepts. Thematic Learning takes place when different
disciplines are all centered towards one definite concept. This is a creative and
exciting form for learners, enabling them to notice the inter-relatedness of various
subjects. It is based on integrating variety of information and using it to demonstrate
the topic. Pedagogy of thematic learning is based on its exploration of broad areas
in one theme.
There are several advantages of thematic teaching and problem based teaching
unlike the fragmented lecture methods. Let us look at them in comparison to each
other. Thematic approach creates the context for learning and put the content area
in the loop so that learners can associate the knowledge and information around
the same.
NCSQC15 HANDBOOK

Normally thematic learning is interwoven across the learning areas thus the learners
can relate to each other among the same context. While doing so, the basis of
teaching is 'Learning is holistic'. In order to achieve the basis, teachers make loose
connections with the leaning core and teaching activities are taken forward.
The themes are familiar context from a self to animal, plant or seasons, water
to celebrations, which give both the teacher and students already, established
abundant context to co-relate new information and knowledge, making learning
more familiar. Such an approach takes generic to specific approach. The method
connects subjects, topics and themes naturally. Learning opportunity thus is
extended beyond one class, to throughout a whole day or week. Learning becomes
a continuing process, which is not limited to books or guidelines prescribed by the
curriculum or time bound. The focus of the group activity is critical and creative
thinking. It marks the beginning of community of learners The group consists of
active learners, since there is investigation of ideas and concepts, which are a
reflection of their inquiries

Problem Based Learning

In problem-based learning (PBL) courses, students work with classmates to solve
complex and authentic problems that help develop content knowledge as well
as problem-solving, reasoning, communication, and self-assessment skills. These
problems also help to maintain student interest in course material because students
realize that they are learning the skills needed to be successful in the field.
Almost any course can incorporate PBL, and most faculty and students consider
the benefits substantial. This issue of Speaking of Teaching identifies the central
features of PBL, provides some guidelines for planning a PBL course, and discusses
the impact of PBL on student learning and motivation.

In problembased learning
(PBL) courses,
students
work with
classmates to
solve complex
and authentic
problems that
help develop
content
knowledge
as well as
problemsolving,
reasoning,
communication,
and selfassessment
skills.

Problem-based learning (PBL) is a student-centered pedagogy in which students

learn about a subject through the experience of solving an open-ended problem.
Students learn both thinking strategies and domain knowledge. The PBL format
originated from the medical school of thought, and is now used in other schools
of thought too. It was developed at the McMaster University Medical School in
Canada in the 1960s and has since spread around the world. The goals of PBL are
to help students develop flexible knowledge, effective problem solving skills, selfdirected learning, effective collaboration skills and intrinsic motivation. Problembased learning is a style of active learning.
Working in groups, students identify what they already know, what they need
to know, and how and where to access new information that may lead to the
resolution of the problem. The role of the instructor (known as the tutor in PBL) is
to facilitate learning by supporting, guiding, and monitoring the learning process.
The tutor must build students' confidence to take on the problem, and encourage
the students, while also stretching their understanding. PBL represents a paradigm
shift from traditional teaching and learning philosophy, which is more often
lecture-based. The constructs for teaching PBL are very different from traditional
classroom/lecture teaching.
Barrows defines the Problem-Based Learning Model as:
1. Student Centered Learning
2. Learning is done in Small Student Groups, ideally 6-10 people
3. Facilitators or Tutors guide the students rather than teach

NCSQC15 HANDBOOK

23

Problem based
learning takes
the problem
as content
and enlarges
the learner's
experiences
around the
same problem.

4. A Problem forms the basis for the organized focus of the group, and stimulates
learning
5. The problem is a vehicle for the development of problem solving skills. It
stimulates the cognitive process.
6. New knowledge is obtained through Self-Directed Learning (SDL).
Problem based learning takes the problem as content and enlarges the learners
experiences around the same problem. Such a problem is not the core of teaching
but a teaching aid in itself and basis for content to be taught. Problem based
teaching supports one specific learning area or sometimes connects some other if
taken tactfully.
A teacher takes the problem to the classroom and challenges a student to work
around the same. Such an approach, believes that it is important to ask a question
and work to solve a problem and educational has to follow in the course of learning.
When the problems are taken as a reference, students are likely to be even engaged
to context of learning.
Unlike, thematic approach lots of creative context can be generated on a regular
basis on diverse range and diverse spectrum. Here, every localized context can arise
as diverse content and problems to help teachers teach. The founding principle of
teaching is creating curiosity and inquisitiveness among the learners.

While in the
problem based
teaching,
teaching
content has
to be created
according to
the need thus
wide ranges
of choices and
variety can be
brought in use
as per the
need.

Limitations:
Thematic Teaching:
We saw the definition and advantage of the thematic approach and if we have to
look at the limitation, we can point on the following aspects.
Thematic approach gives less scope for creative context meaning thereby, most
of the content area limits to some generalized context. Because of the same, I
see some confusion mounting over the resources used across the geography, for
example season as a theme in cold may count fewer while in tropic may count
more. However, the scope lies in adaptation anyway.
Next issue with thematic approach is uniformity in the leaning context across the
walls. One theme means the similar ideas and makes the teaching equally similar
all across.
Next prominent issue is its inability to adopt all the learning areas and support
learning that is more specific. Meaning thereby, such approach is applicable in
generalized context but specific one.
Problem Based Teaching
While in the problem based teaching, teaching content has to be created according
to the need thus wide ranges of choices and variety can be brought in use as per
the need. This may however lead to a wider range of diversity thus difficult to
standardize the content.
Here, it is not about the content and interconnection between the content and
approach to teaching through problems. Thus, it can adopt in complex scenario,
complex context and specific learning area alike. Hence, more applicable and
suitable to teaching more diverse range of teaching needs in curricula, pedagogy
and academia all across.

24

NCSQC15 HANDBOOK

Output: Teaching and Learning

Thematic Teaching: Content and Information driven
What we see from the retrospect is that, thematic teaching is more content driven
approach and moves around some content area and tries to tie up different leaning
needs around the same.
Problem Based Teaching: Process Driven
While, the problem based teaching is more process driven approach and less
confined in the content area. It is for the same reason that, such approach helps
adopt in wider context and is applicable in more diversity.
Resources Availability: Pedagogy
There are abundant resources available in thematic teaching but they are more
suitable in pre-primary level and primary level teaching. As the learners grow and
learning areas are more specific the thematic teaching starts losing its effectiveness
and the availability of resources as well.
Fewer resources are available but abundant context are available in PBL approach
to teaching. It is not about the resources but process. Moreover, process
documentations are available all across with wider range of choices and adaptation.
Either we call the action research or problem based learning.

As the learners
grow and
learning
areas are
more specific
the thematic
teaching starts
losing its
effectiveness
and the
availability of
resources as
well.

The Principle Support:

Thematic approach is based on associative memory and supports on memory
retention however can be extended to creative expression and explorations. Still
however is around information consumption.
Problem based teaching is inquiry based learning thus learner centric and based in
inquisitiveness of a learner to learn. It aims at teaching approach to learning rather
than content and aim at content consumption.
Integrating Teaching and Learning through SQC
Now, looking at two different and distinct approaches to teaching and learning, we
see that SQC is very close to PBL and thus is applicable in wider range of academia
and pedagogy. As PBL is less meaningful as the content to the class but a process
thus should be applicable to SQC.

SQC can be an
approach to
teaching not
as a subject to
teach.

SQC can be an approach to teaching not as a subject to teach. It has to be kept

all above the learning area and adopted across the learning area rather. SQC can
replace the thematic teaching and PBL approach to teaching in the same sense.

How would it work?

SQC: Co-Curriculum Teaching
Since early 90's when SQC came to academia, it made its entry as a co-curricular
activity and had its impact more than one and half decade. We have designed all our
training and advocacy around the same notion of practice. One of our assumption
and practice has been to keep homogeneity of circle members who participate in
the group.
Curricular Teaching: SQC Back to Classrooms
SQC as a subject was good on academic recognition and has its own advantage
but limits to its own beauty. When I am saying this, we already have SQC practiced

NCSQC15 HANDBOOK

25

SQC is popular
only among
the school kids
and it has to
scale up and
make more
relevance as
students grow
in complexity of
learning context
and as needed
to life.

in classroom for few years now. We have developed detailed curriculum for three
years of practice and it is recognized in national level at least in one country in the
world that is Nepal.
The critical perspective in SQC in classroom is that, making it a subject would bring
it to classroom and exam hall or judgmental practices and make it as other subjects.
On one side, SQC having recognition on that account might be a good sign but
on the same, it also limits its scope as co-curricular activities and extra-curricular
activities.
SQC beyond the walls: Extra Curriculum Teaching
As much as we have done in curricular and co-curricular teaching, SQC could
have its scope in extra-curricular space as well. Like the circle of its own working
towards personality, development of an individual could have the similar impact if
they work to enhance quality of football match or table tennis or hockey. When, we
bring the SQC practices in sports ground and indoor game halls, students see the
practical impact of quality enhancement and expand its application around. I think
we need to explore this domain as much as we could.
As an approach to teach: Holistic and School Wide
SQC more than a subject and as an activity, could effectively be advocated as an
approach to teaching different subjects like Science, Social and Critical thinking in
language studies.
While doing so, we resolve some few problems that have always been an issue in
SQC as a practice.
1. SQC while taken as an independent activity demands a regular work and practice
where subject teachers find it as a disturbance to regular academic works.
We hear of the lack of cooperation by fellow teachers in the same academic
institution to support SQC as a practice.
2. Not everyone in the academic institution takes the movement in the similar spirit
and implement in the institution. Thus, most of the time, SQC is implemented
partially and it has yet to show its true advantage as practice and output among
the wider students in the academia.
3. SQC is popular only among the school kids and it has to scale up and make more
relevance as students grow in complexity of learning context and as needed to
life.

Final Words:
Thus, SQC should be talked and discussed as pedagogy to teaching rather than just
as co curricular, extracurricular and curricular teaching.

Reference:
Problem Based Learning [PBL] (Stanford University Newsletter on Teaching of
Teaching Winter 2001 Vol.11, No. 1)
(This paper was presented in the 18th International Convention on Students Quality
Circles 2015, CMS, Lucknow, India.)

26

NCSQC15 HANDBOOK

Creating
Third I with SQC
Do you ever think of being a failure or
unsuccessful in your life? I think nobody
wants. If the answer is yes, either you are
insane or you are lying. However, why
only a few people become successful
while others fail in their lives? Answers
may differ from one another, lack of
opportunity, lack of money, lack of skills
and knowledge, lack of environment,
but I think, these are all the excuses.

Why people Become Failure?

There is a saying, What you sow, so
you reap. You cannot expect to harvest
paddy by cultivating grass. It means
input and process should be fair for fair
output. A person acts what he always
thinks, so thinking turns into action.
If action repeats, it turns into habit,
and repeated habits turn into attitude.
Attitudes may be good or bad, wrong
or right, but it is almost impossible to
change. Many people fail in life, not
because of lack of skills and knowledge,
but because of lack of positive attitude.

Types of Failure:
There are two types of failures in the

world. One, those who do not know

what to do? It means they do not have
any idea and unknown of their goals
and their destiny. If they know what
they want in life, may not know how
to acquire it. We can simply say they
do not know how to do things. Such
kind of people are completely unknown
about the process of working. They do
not know how to do, why to do and
when to do. They are like mentally and
physically handicapped people. They
know nothing, so they become failure
in their lives. They are called innocent
failure.Lets consider innocent failure as
First I.

Rajkumar Maharjan
Senior Vice-President, QUESTNepal

What you sow,

so you reap.

Second type of failure is those who

know everything. They are skillful and
know the process of working, it is to say
they know what to do, why to do, how to
do, when to do. They know everything,
even though; they become failure,
because they never work. Such kind of
people always lives with excuses. They
are called ignorant failure.
In Nepalese contest, everyday more
than 1500 people are leaving the
country seeking better opportunities
abroad. Nearly 30,000 students go
to foreign countries every year for
acquiring higher studies. Nowadays,

NCSQC15 HANDBOOK

27

Nelson
Mandela says,
"Education is
such a powerful
weapon which
we can use
to change the
world."

the villages in the Himalayan and hilly

regions are out of youths. Everyone says
that there is no security, no opportunity
for employment, in Nepal and people
are depressed. Political leaders always
blame each other, bureaucracy is
corrupt. Hence, the number of ignorant
failures is increasing day by day. Apart
from our country, this is a major
challenge facing by under developed
and developing countries.

What is the Solution?

Nelson Mandela says, Education is
such a powerful weapon which we can
use to change the world.

SQC approaches
is to be taught
and let practice
to innocent
failures i.e.
young children,
through which
they will work
together to
solve their own
problems in
participatory
method.

Nepalese government is allocating

near to 15% of total annual budget for
the development of education. There
are about to 35,000 schools including
private schools imparting education
in the country. Despite, adequate
number of Universities and their
attractive academic programmes, the
achievement in education is always low.
Considering the result of School Leaving
Certificate(SLC) in the last two decades,
improvement has been found among
students, their smart characters have
been enhanced or been empowered
because of introduction of various
technological and vocational subjects
in schools. However, the important
and latent pro-social character is still
missing among the youths. In other
words, the pro-social behavior of the
future generation is diminishing due
to traditional curriculum and teaching
techniques. It is evident that students
are becoming smarter, but sacrificing
their good character, but we need our
youths or younger generation have
both good and smart character.

Creating Third I with SQC:

Presently First innocent failures or I are
turning into second ignorant failures or
I. Our education system is not able to
remove this problem. Todays modern

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NCSQC15 HANDBOOK

and competitive world is seeking third

I, that is people with good and smart
character. The third I means initiative
personality, that initiates to lead,
cooperate and collaborate. Initiative
people do what they know to do. Even
though they do not know anything,
they find the way out. Students Quality
Circles is an approach, which can turn
innocent and ignorant failures into
initiative personality.
In 1999, the World Council for Total
Quality and Excellence in Education
initiated promotion of quality circles
among students and gave the name
of Students Quality Circles (or
popularly known as, SQC) for providing
opportunities to enhance the latent
pro-social character of students along
with their knowledge and skills. Hence,
SQC is process of creating the third I.
SQC is a small team of self-motivated
students with the common purpose
working together;
To identify reoccurring problems,
analyze their root causes and
permanently solve them leading to
continuous improvements
Using systematic, scientific and
analytical Quality Circle (QC)
approaches, tools and techniques
To develop students pro-social
personality having collaborative
and creative leadership traits.
SQC approaches is to be taught and let
practice to innocent failures i.e. young
children, through which they will work
together to solve their own problems
in participatory method. While working
together, they know themselves, they
also learn to respect views and ideas
of others. In this process, children are
free of cultural differences. Apart from
these, self-discipline, self- confident,
interpersonal and public relation,
empathy, social responsibility, time
management skill, scientific and
analytical skill, communication skill will
be developed in the children through
SQC.

My Journey from
Case Study to Convention
I still remember those days of my
school life where I got the notice
that our school is participating in 4th
National Convention on Students
Quality Circles. This way my journey in
SQC started in St. Capitanio School ,
Palpa. I liked the qualities of SQC and
was too interested to participate. Then
onwards from St. Capitanio I got lots of
opportunities to participate in national
as well as international conventions.
I am always grateful to St. Capitanio
Family as well as the SQC leaders from
school and Palpa esp. Khem Saru sir
who is the present Hub coordinator
as well. There are many names which
I wont forget at any stage of life. This
way a long way of experience was in
my favour. After school life I could
not continue SQC
in my college
life but during teaching profession
in KUNWARWARTI SCHOOL I
thought to share the knowledge and
experiences and tried to provide that
platform to my school and students.
So I started SQC in the school with
the kind cooperation and collaboration
of school administration. From the
day I started SQC movement I had a
commitment that I will make my school
and students an example for others
and somehow today I have completed
that commitment to a certain context.
Then my students started participating
in NCSQC. It was the matter of pleasure
and development to KUNWARWARTI
SCHOOL to get participated in 9th
NCSQC at LRI School. Since then our
students are actively proceeding in the
SQC movement where the knowledge
regarding SQC and conventions were
somehow clear to whole KEBS family.
Our students got platform to participate

at 10th NCSQC at Hub in Apex School.

We were quite progressing that our
no. of Quality Circles reached 3 and
30 students from KEBS participated in
Hub at apex school. students won the
7 competitive events and participated
in panel discussion and case study
presentation as well. When the matter of
Hub came to the initiation we had only
one hub in Rupandehi. Later the SQC
master trainers and facilitators along
with Principals of the institutions had
a meet regarding National Convention
at Hub. The meet had the possible
resolutions about the host schools
for National Convention at Hub. Later
on when we have the rotation of host
school we changed APEX HUB into the
name JOINT HUB which showed good
participatory and inclusive too. Through
that possible road Kunwarwarti School
got the opportunity to host 11th NCSQC
at Joint Hub Rupandehi. I suppose this
institution has rapidly accelerated the
QCs in the School and has a quality
approach. I was really happy and excited
that my steps in KEBS starting SQC has
stood today as the Host of 11th NCSQC
at Hub. It was the gentleman Mr. Deepak
Khanal the Principal of Kunwarwarti
School declared as the convener of the
Joint Hub where I was declared as the
Co-Convener of the Hub. So with some
plans and preparations KEBS have host
this mega event. I want to share you
about the Special day today. Magh 26,
became too special for me as the coconvener of the convention as well as it
was my birthday too. So I want to share
you how KEBS planned and hosted the
11th NCSQC at JOINT HUB, Rupandehi.

Milan Bhandari
Organizer, 11th Ncsqc at
Joint Hub, Rupandehi
Eca Chief, Kunwarwarti E.B.
School
Tilottama-11, Pradeepnagar
Rupandehi

After school
life I could
not continue
SQC in my
college life but
during teaching
profession in
KUNWARWARTI
SCHOOL

Whole team was eager to start the 11th

NCSQC at Joint Hub Rupandehi in

NCSQC15 HANDBOOK

29

I was really
happy and
excited that my
steps in KEBS
starting SQC
has stood today
as the Host of
11th NCSQC at
Hub.

Kunwarwarti English Boarding School

but early morning sad news about the
unexpected demise of the national
leader Mr. Sushil Koirala we were in
dilemma regarding the convention
. Whether to do it or postponed it?
Even if we do it will there be punctual
commencement? All these questions
and confusions were created but
with the encouraging voice of DEO,
our convener permitted co-convener
to start up the programme. It was
already 30 minutes late. Co-convener
seemed difficult to manage the whole
tight convention schedule. Having
determination
Kunwarwarti
team
started welcoming everyone. By the
time Chief Guest, the District Education
Officer Mr. Tek Bhadur Thapa arrived
where his arrival encouraged us more.
All the participants, guests, started
arriving. The best thing we had
informed everyone is Kunwarwarti
Scholl will have strictness in punctuality.
Everyone had meet their registration
desk and received the convention kits
. After registration everyone proceeded
towards breakfast . Receiving the
Coupons Volunteers/staffs had made
everyone happy with nice breakfast.
Exactly at 8am everyone were at main
hall to begin up with opening session.
OPENING SESSION :
Opening session was started by the
Vice-principal of Kunwarwarti School
Mr. Bhojraj Wosti where he chaired
the Convener Mr. Deepak Khanal (
Principal Kunwarwarti School ) as
the chairman of the convention. Our
invitation was granted and we were
happy to cheer Mr. Tek Bahadur
Thapa, DEO of Rupandehi as the CHIEF
GUEST of the Convention. Similarly
we had special guests Deputy DEO of
Rupandehi, Deputy DEO of Kapilvastu,
Executing President of PABSON
Rupandehi, President of Guardians
Association Rupandehi, Secretary Of
QUEST NEPAL , in the cheering session.
Likewise there was the presence of

30

NCSQC15 HANDBOOK

guests from social organizations,

educational institutions, welfare groups,
Personalities from different Fields,
Local Clubs representatives, Womens
Club representatives , Principals From
Participating schools , Mater Trainers
of QUEST NEPAL , Facilitators, SQC
Leaders , Judges for several events
and leaders of the community as well
gracing the convention as the guests.

Opening session was addressed by
the keynote speech of Convener and
wishful words from Chief Guest only.
Opening session was followed by the
Panel Discussion in the same hall. 6
participants from invited schools for
panel discussion had the discussion on
the theme of 11th NCSQC i.e. Diversity,
Curiosity and Creativity Through SQC
and about the Kauro Ishikawa and his
contribution in SQC. Panel Discussion
was moderated by the secretary of
QUEST NEPAL and SQC Master Trainer
Mr. Deepak Gautam. Panel discussion
then was followed by the Model Case
Study Presentation by the Blooming
Quality Circle of Kunwarwarti English
Boarding School. Model Case Study
Presentation was presented during
opening session as Chief Guest, Guests,
could not stay throughout the evening.
It was beautifully presented. Opening
Session came to the end by giving token
of love to Chief Guest, and all guests In
the convention .
After Opening session Case study
Presentation was divided into two
different rooms. We had total of 12
case studies divided into two rooms
coordinated by the teachers Mr. Ajit
Gautam and Mr. Nawaraj Gyawali with
their team. Students after presentation
were commented by the judges and
also given token of love, SQC badges
and SQC stickers too. It was Completed
exactly in the targeted time according
to the schedule.
After the Case Study Presentation

everyone had lunch and we were in

time and even could save 15 minutes
from lunch schedule. So , now by the
lunch finished we were just 15 minutes
late.
After lunch a short assembly was
organized and calling out the name of
parallel sessions, SQCs were set to four
different venues to participate in four
competitive events. All the events were
parallely organized. We had Quiz On
Quality (main hall ) , Collage On Quality
( School Ground) , Story Forming On
Quality ( Main Library ) and QC TWIN
( pre-section hall as the competitive
events. Mr. Hemash Thapa for Quiz, Mr.
Sushil Ghimire for Collage , Mrs. Laxmi
Gurung for Story Forming and Mr. Gyanu
Gupta for QC Twin coordinated the
parallel session. It was quite impressive
to have Quality management of events
and good participation from students
in all the events . Parallel session was
scheduled for 2:30 hrs but we were
able to complete in two hours easily. So,
here we saved 30 minutes by the end
of parallel session we were 15 minutes
early than the programme schedule.
After parallel session we had photo
session were whole convention team
was captured in a single photo.
As soon as the photo session everyone
proceeded towards main hall .
Students for MANSA MEMORIAL
TQP AWARD were taken for their
online test coordinated by Mr. Sudeep
Ghimire on E-LAB. Programme was
further proceeding to feedback
session where lots of feedbacks were
welcomed. Especially during feedback
session two observing schools New
Horizon H.S.School and Paramount
School facilitators and students have
promised to start SQC in their school
after they return from the convention.
These two feedbacks got huge claps
and encouragement from all . Then
feedbacks and Cultural performances
were taken simultaneously . During the

end all those small dancers from Host

School made everyone stick to their
chairs . No one wanted to leave the
Convention Venue at all.
By the time according to our schedule
our programmes was running efficiently
and smoothly. We were 30 minutes
early than that of schedule . Quite
Impressive time management was the
sentence from everyones lips.
Convention
proceeded
towards
CLOSING SESSION. Token of love
were handed to SQC facilitators and
Leaders from Palpa Mr. Gopal PC and
Mr. Pashupati Bashyal .Thank you
both leaders for your collaboration
and devotion towards SQC. Then,
Certificate and Token Of Love for
participating schools were presented.
After that Token Of Love for all the
Judges of the Convention were given. At
the same time we also handed over the
Participation certificates for students
and facilitators where Facilitators were
also facilitated by the Token Of Love.
Time had come to announce the results
of the competitive events , so without
delaying we announced the results
of Competitive Events. Certificate of
Merit and Trophy for Students were
the prizes for 1st , 2nd and 3rd postion
of all four events . We also awarded
schools for 1st , 2nd and 3rd position in
all four events with shining Trophy
and Certificate of Merit. 24 individual
trophies and 12 trophies for winner
schools of competitive events were
given.
Finally after the concluding speech of
the CONVENER there was tea & snacks
with the fellowship session at the last.
This way Kunwarwarti school have
organized all those possible events that
any National Convention Organizes .
We did not leave anything to be done
. Everything with additional fellowship
programme and cultural performances
were done apart from Convention
Schedule . At the end we were 45
minutes earlier to the convention

NCSQC15 HANDBOOK

31

Every
department
tried their best
to give best
from their side.

schedule convention concluded at 4:45

pm . We had marvelous day succefully
completing all expectations. KEBS
tried every possible road to mark this
mega event successful. Circle based
events, Parallel Sessions, Huge no. of
Case studies, Mansa Memorial TQP
Award, feedback session proved quality
in convention. Every department tried
their best to give best from their side.
Everyone were pleased and departed
smiling from the convention.
MY ACKNOWLEDGEMENT:

We still need
to continue
framing and
strengthening
whole SQC
movement in
Nepal.

11th NCSQC at JOINT HUB , Rupandehi

in KUNWARWARTI E.B.SCHOOL has
become a great gift from every side
to KUNWARWARTI FAMILY. Really
non stoppable thankful words goes to
QUEST NEPAL. Likewise great job and
huge thanks to Convener Mr. Deepak
Khanal for providing me to lead SQC
and convention in the school. Special
thanks to Chief Guest, Special Guests
and Guests for their presence . Also
thankful words goes to vice principal
Mr. Bhojraj Wosti for his contribution.
Hats Off to all the event coordinators
and asst.teachers.
Thankful words
to Staffs, Volunteers, to mark this day
a great one. Also would like to thank

all participating schools, facilitators,

participating students and well wishers
along with all those who directly and
indirectly supported for this mega
event.
At the end I would again like to remember
St. Capitanio School,
Palpa and
Kunwarwarti School presently where I
am working) who have become the best
part of my life. I was SQC member in
St.Capitanio and today I got platform
to be the Co-Convener of Joint Hub.
The hub modulation brought by QUEST
NEPAL has really contributed maximum
participation in SQC Movement. Huge
number of students from east to west
and north to south in Nepal are enjoying
this platform. We still need to continue
framing and strengthening whole SQC
movement in Nepal.
Last but not the least as we are
proceeding ahead let me tell you my
nearest dream that I have a keen desire
to host the 12th NCSQC in our school
next year to create another exemplary
and Quality movement with milestones
so we request QUEST Nepal kindly
and wish for Quality growth of QUEST
Nepal.
TOGETHER WE CAN

Congratulations

We extend our Best Wishes to QUEST Nepal family on the festive occasion of 11th
NCSQC15 commencing at Butwal, Rupandehi on 19th February 2016.

New Pragati Pustak Bhandar

remember us for office items, stationery, school & campus books, sports item etc.

Araniko Highway, Banepa-10, Kavre

Tel.: 011-661590, 9851055616

32

NCSQC15 HANDBOOK

Remain Focused on your journey to success

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nuftf/ ;~rfng x'b}gg\ . ljBfyL{sf l;sfO{
pknAwL x]/L klxnf] sIffsfo{ / To; ;Fu
;DalGwt u[xsfo{ ;dfKt ePkl5 dfq bf];|f]
lkl/k8sf] ljifoj:t'nfO{ sIffdf k|j]z u/fOG5 .
lbg cg';f/ ul/g] lqmofsnfknfO{ lgDg adf]lhd
juL{s/0f ul/Psf] 5 . of] juL{s/0fnfO{ lzIfs
;xhstf{n] kl/l:ylt cg';f/ km]/ abNg ug{
;lsG5 .
Kflxnf] lbg M
!= ljb\ofyL{ u'l0fo rqmsf] ;d'x lgdf{0f
@= ;d"xsf] gfds/0f
#= ;d"x g]tf / ;x g]tf rog
of] sfo{ ;DkGg ug{sf] nflu ljb\ofyL{{x?nfO{
;efxndf jf ljBfno d}bfgdf n}hfg klg
;lsG5 .

bf];|f] lbg M
bf];|f] lbgdf sIffsf]7fd} lzIfs ;xhstf{n]
;a} ;d"xx?nfO{ Ps}} k6sdf lgDg l;kx?
l;sfpg'sf] ;fy} cEof; klg u/fOG5 .
!= ldl6sf] dfOGo"6 n]vg
@= dtbfg k|lqmof -# ef]6sf] k|lqmof _
#= qmdfg k|lqmof -a9\bf] qmdfg /
36\bf] qmdfg_
t];|f] lbg M
t];|f] lbgdf lzIfs ;xhst{f dfkm{t sIffdf
;Dk"0f{ ljb\ofyL{{x?nfO dl:t:s dGygdf
lgodx? a'fO;s]kl5 ;efxndf ;d"x
adf]hLd cEof; u/fOG5 / ;f]xL lbg
ljb\ofyL{x?n] dl:tis dGyg k|lqmofaf6
;Df:ofx?sf] ;\sng ug{ sfo{ klg ub{5g\ .
rf}yf] lbg M
rf}yf] sIffdf ;\slnt ;D:ofx?nfO{ juL{/0f
ug{ l;sfOG5 . klxnf] juL{s/0fdf ;d"xn]
cfkmF} ;dfwfg ug{ ;Sg] / cfkm}F ;dfwfg ug{
g;Sg] ;Df:ofx?nfO{ 5'ofOG5 . ;dfwfg ug{
g;Sg] ;Df:ofx?nfO x6fOG5 . ;dfwfg ug{
;Sg] ;d:ofx?nfO{ Ps cfk;sf] ;DaGwsf]
cfwf/df ;+Zn]if0f ul/G5 / ;d:ofx?sf]
;+Vof 36fOG5 .

Deepak Gautam
Co- Convener, 11th NCSQC15
Secretary, QUEST Nepal
Principal, Apex School,
Rupandehi

% b]lv !)
hgf;Ddsf]
;fgf];fgf]
;d"xdf ljefhg
u/L () ldg]6
;dofjlwsf @)
lkl/o8df ljBfyL{
u'l0fo rqmsf]
;d:of ;dfwfg
k|lqmof k"/f ug{
;lsG5 .

kfFrf}+ lbg M
kfFrf}+ sIffdf ljBfyL{x?n] ;\slnt, ;+:n]l;t
/ cfkmF}n] ;dfwfg ug{ ;Sg] ;d:ofx?af6
Ps ;d:of dtbfg k|lqmofaf6 5gf]6 ug]{ 5g\ .
a9L ef]6 kfpg] % ;d:ofx?nfO{ cfgf] sIff,
Tof] eGbf Ps sIff tn / Tof] eGbf Ps sIff
dflyaf6 qmdfg u/fO x]g]{ 5g\ .
kfFrf}+ lbgsf] bf];|f] r/0fdf 5gf]6 ul/Psf]

NCSQC15 HANDBOOK

33

s'g} klg ;d:of

;fdfwfgdf
h8 sf/0f kQf
nufpg' ;a}eGbf
dxTjk"0f{ x'G5 .

;xof]uL lzIfsn]
;f] Diagram sf]
kl/ro, k|of]u
/ lgdf{0f ljlw
l;sfOG5 .

;d:ofnfO{ kl/eflift ug]{ sfd ul/G5 . o;

sfo{df ;xof]uL lzIfssf] k|ToIf ;xof]u /xg]
5.
5}7f}+ lbg M
5}7f}+ lbg sIffdf ;xof]uL lzIfsn] (Fish
Bone Diagram) df5fsfF8] lrqsf] -sfp/f
Ol;sfjfn] ljsf; u/]sf]_ kl/ro u/fpg'sf]
;fy} To;sf] k|of]u ug{ l;sfpg' x'G5 . To;
kl5 ;d"xx?n] ;f] df5fsf8] lrq k|of]u u/L
;d:ofsf] sf/0fx? vf]Hg] sfd ub{5g\ .
;ftf}+ lbg M
;ftf}+ lbg sIffdf ;xof]uL lzIfsn] (WhyWhy Anslysis) s'gs'g ljZn]if0fsf]
af/]df atfpg'x'G5 / df5fsFf8] lrqdf pNn]
v ul/Psf sf/0fx? dWo]af6 h8 sf/0f kQf
nufpg l;sfpg'x'G5 . ;f]xL lbg ljBfyL{x?
h8 sf/0f klg kQf nufpF5g\ .
cf7f}F lbg M
s'g} klg ;d:of ;fdfwfgdf h8 sf/0f kQf
nufpg' ;a}eGbf dxTjk"0f{ x'G5 . To;}n]
ljBfyL{ u'l0fo rqmn] klg h8 sf/0f kQf
nufpg ljleGg k/LIf0fx? ub{5 . cf7f}F lbgdf
df5fsfF8] lrq / lsg lsg ljZn]if0faf6
b]lvPsf ljleGg sf/0fx?nfO{ Ps 7fFpdf
/fv]/ tL sf/0fx?af6 ;d'xsf ;b:ox?n]
dt k|of]u u/]/, k|d'v %^ j6f sf/0fx? rog
ub{5g\ .

cf7fF} lbgsf] bf];|f] r/0f ;+Zn]lift sf/0fx?df
dt ;\sngsf] nflu k|ZgfjnL tof/
ul/G5 . To:tf] k|ZgfjnLdf lbOPsf sf/0fx?
dWo] s'g sf/0f k|d'v xf] eg]/ ;f]lwPsf]
x'G5 . ljBfyL{ u'l0fo rqmsf] cfgf] sIff ;f]
eGbf Ps sIff tnsf] sIff / ;f] eGbf Ps
sIff dflysf] sIffdf ;j]{If0f ug{ ;lsG5 .
gjf}+ lbg M
gjf}+ lbg tof/ kfl/Psf] ;j]{If0f kq lnP/
lgwf{l/t sIffx?df uO{ -dt ;\sng_ tYof

34

NCSQC15 HANDBOOK

;\sng ul/G5 .
bzf}+ lbg M
bzf}+ lbg Talley bars / To;sf] k|of]usf]
af/]df ;xof]uL lzIfsn] k'gtf{huL sIff
lnOG5 . To;kl5 ljBfyL{ u'l0fo rqmx?n]
;\slnt tYofnfO{ ;f]xL ljlw k|of]u u/L
u0fgf ub{5g\ .
PBf/f}+ lbGf M
PBf/f}F lbgsf lbg ;xof]uL lzIfsn] Pareto
Table sf] kl/ro, k|of]u / lgdf{0f ljlw
l;sfO{ ;s]kl5 ljBfyL{x?n] ;f]sf] k|of]u
u/L ;\slnt tyfsf] Pareto Table lgdf{0f
ub{5g\ .
afx|f}+ lbg M
k/]6f] tflnsfaf6 Pareto Diagram lgdf{0f
ul/G5 . o; lbg ;xof]uL lzIfsn] ;f]
Diagram sf] kl/ro, k|of]u / lgdf{0f ljlw
l;sfOG5 . l;sfO{ ;s]kl5 Pareto Table sf]
cfwf/df Pareto Diagram lgdf{0f ug]{ sfd
ljBfyL{x?n] ub{5g\ .
t]x|f}F lbg M
o; lbgdf h8 sf/0fsf] ;dfwfgsf pkfox?
vf]lhG5 . ;j{k|yd ;xof]uL lzIfsn] dl:tis
dGygsf lgodx?sf] k'gtf{huL sIff lnOG5 .
bf];|f] r/0fdf ;d"xx?n] dl:tis dGyg k|of]u
u/L ;dfwfgsf pkfox? ;\sng ug]{ sfd
ub{5g\ .
rf}wf}+ lbg M
rf}wf} lbgsf lbg ;d"xx?n] ;\slnt
;dfwfgsf pkfox?nfO{ ;+Zn]lift u/L lgdf{0f
ul/Psf] pkfox? dWo]af6 s'gs'g pkfox?
sfof{Gjog ug]{ egL, ;d"xsf ;b:ox?sf]
dtbfg k|lqmofaf6, 5gf]6 ub{5g\ .
rf}wf}+ lbgsf] bf];|f] r/0fdf sfo{Gjogsf nflu
5gf]6 ePsf ;fdfwfgsf pkfox?sf] 5W1H
tof/ ul/G5 . o;sf] nflu ;xof]uL lzIfsn]

5W1H

sf] kl/ro, k|of]u / lgdf0f{ k|lqmofsf]

k|lzIf0f ug'{x'G5 .
kGw|f} lbg M
5gf]6df k/]sf ;dfwfgsf pkfox?sf] PDCA
rqm lgdf{0f u/]/ dfq sfof{Gjogdf a9\g'
kg]{ x'gfn] ;xof]uL lzIfsn] PDCA cycle
sf] kl/ro, k|of]u / lgdf{0f k|lqmofsf] k/LIf0f
u/L ;d"xnfO{ cfkm\gf ;dfwfgsf pkfox:sf]
PCDA cycle lgdf{0f ug{ nufOG5 .
;f]x|f}+ lbg M
of] ;dfwfgsf pkfox? Nffu'ug]{ lbg
xf] . ;dfwfgsf] pkfosf] k|s[lt olsg gx'g]
x'g]n] k|s[lt x]l/sg ;d"xdf ug'{kg]{ sfdx?
cltl/Qm lqmofsnfk ljefu;Fu ;dGjo u/L
z'qmjf/Lo sfo{qmddf ;dfj]z ug]{ / JolQmut
?kdf ug'{kg]{ lqmofsnfkx? ;f]xL adf]lhd
ul/G5g\ . o;k|sf/ ;dfwfgsf pkfox? nfu"
ubf{ w]/} sIff ;do vr{ gx'g] cg'dfg ug{
;lsG5 .
;qf}+ lbg M
;dfwfgsf pkfox? nfu" ug{ ;fdfGotofM
nfdf] ;do nfUb5 . ;f] ;dofjlw ;lsPkl5
;dfwfgsf pkfox?sf] k|efj hfFr ug{ tyf
ljBfyL{ u'l0fo rqmn] to u/]sf] nIosf] k|flKt
hfFr ug{ tYof ;\sng ul/G5 . o;sf] nflu
;xof]uL lzIfssf] d2tn] k|ZgfjnL lgdf{0f
u/L cfkm\gf] sIff, Ps sIff tn / Ps sIff
dflyaf6 tYof ;\sng u/LG5 .
c7f/f}+ lbg M
;qf}+ lbgdf ;\slnt tYof / ;dfwfgsf
pkfox? nfu" ug'{ klxn]sf ;d:ofx? /
nfu" u/L;s]kl5sf ;d:ofx?sf] t'ngfTds
cWoog ul/G5 . o;sf] nflu k|of]u x'g;Sg]
tl/sfx? ;xof]uL lzIfsn] l;sfpg'x'G5 .
pGgfO;f}+ lbg M
o; lbg ;d"xn] ;d:of cWoog ubf{ ;fdgf
u/]sf dxz'; u/]sf, ;d:ofx?nfO{ 5nkmn

ub}{ n]V5g\ . bf];|f] r/0fdf ;d:of ;dfwfgsf

k|lqmofdf k|fKt ePsf ;'vb cg'ejx?,
l;lsPsf l;kx? Tfyf k|fKt cGo kmfObfx?
5nkmn ub}{ n]V5g\ .
la;f}+ lbg M
o; lbg ;d"xdf ;b:ox? Af;]/ pgLx?nfO{
;d:of ;dfwfgsf] qmddf ;xof]u ug]{x?nfO{
;lDemG5g\ / ltgsf] ;xof]usf] nflu wGojfb
1fkg (Acknowledgement) n]Vb5g\ .
o;k|sf/ ljBfyL{ u'l0fo rqmsf] ;d:of
;dfwfgsf] rqm k"/f x'G5 . To;kl5 ;d"xn]
cfkm"n] ;dfwfg u/]sf] ;d:of sf] cj:yf
x]g{sf] nflu a]nfa]nfdf ;j]{If0f ug]{ jf cjnf]
sg ug]{ / cfjZostf adf]lhd lqmofsnfk
ug{ ;Sb5g\ .
sIff $ df ;d:of ;dfwfgsf] Ps rqm k"/f
u/]kl5 sIff %,^ / & df klg Ps Ps rqm
k"/f ub}{ hfg]5g\ . o:tf ;d"xx?n] sIff *
eGbf dflysf sIffdf cWoog ubf{ ;xof]uL
lzIfssf] ;fdfGo k/fdz{lnP/ ;d:of ;dfwfg
rqm k"/f ug{ ;Sg]5g\ eGg] cg'dfg 5 .

;dfwfgsf]
pkfosf] k|s[lt
olsg gx'g] x'g]
n] k|s[lt x]l/
sg ;d"xdf
ug'{kg]{ sfdx?
cltl/Qmlqmofsnfk
ljefu;u
;dGjo u/L
z'qmjf/Lo
sfo{qmddf
;dfj]z
ug]{ / JolQmut
?kdf ug'{kg]{
lqmofsnfkx?;f]xL
adf]lhd ul/G5g\ .

dflyNnf] sIffsf ;d"xx?nfO{ yk Quality

Tools sf] k|of]u u/L cem cflwsfl/s ?kdf
;d:of klxrfg h8 sf/0f klxrfg / ;dfwfg
klxrfg ug{ ;Sg] agfOG5 . ;fdfGo u'0fgfTds
sfo{x? u[xsfo{sf] ?kdf ug{ ;lsg] x'gfn]
sIff $ sf] t'ngfdf sIff ;do sd nfUg]
x'G5 .
of] hfgsf/L d"ns n]v kl9;s]kl5 cfgf
afnaflnsfnfO{ ljBfyL{ u'l0fo rqm sf] kljq
pkxf/ lbg rfxg'x'G5 eg] QUEST Nepal,
info @ quest nepal.org.np/
www.questnepal.org.np df

;Dk{s ug{

;lsG5 .
wGojfb .

NCSQC15 HANDBOOK

35

QC
Story
Sulav Pokharel
Class : 9
Kathmandu University High School

SQC can be taken as a common tool

for shaping a student into a learner and
a leader. We were first introduced to
this tool when our coordinator Narad
sir first came to our class and asked if
anyone was interested for SQC. All of
us had heard about SQC but we didn't
know what it was. Then after a week or
so, the interested students were called
to give trials. We thought that the trials
were going to be very curriculum-based
but in fact they were not. We were just
asked to give a speech on whatever
topic we liked. After the trials the 10
chosen ones were told that they had
made it into the SQC. So, we began our
first year of SQC. Our facilitator was Mr.
Umesh Timalsena.

We also learnt
that we could
participate in
many activities
such as quiz
competition,
web tech etc.

36

We were told that we would be guided

by then SQC members. We thought
that SQC was a very strict and complex
activity but it was quite simple and
easy. The first thing we learnt was that
SQC was all about brainstorming and
working together as a team. We were
divided into two circles. The very first
brainstorming session was to select
our group name. We wrote down any
name that came into our minds. Then
we selected ten of the best names that
we had thought up. After that we rated
the names on a scale of 1-10. Then the
NCSQC15 HANDBOOK

The first thing

we learnt
was that SQC
was all about
brainstorming
and working
together as a
team.
name with the most points was selected
as our group name which was qualifive.
Then we were told about the objectives
of SQC . SQC is an activity that helps
to identify and solve the problems of
our school. So, we selected a problem
which was improper school uniform.
We brainstormed the causes of the
problem and thought up some solutions
for it. The same year, we were informed
that the national convention was going
to take place in our school. So , we also
got a chance to observe some case
studies. The next year we went through
the whole process again. We selected
problem wastage of food and started our
case study on it. We also thought up of
some causes and rated them on a scale
of 1-10. We also stratified the problems
and also did some implementations on
reducing the problem. We observed
and found out that we had reduced the
problems of wastage of food. We also
thought up some solutions for it. We
were also informed that we were going
to take part in the national convention
taking place in Apex school. We also
learnt that we could participate in many
activities such as quiz competition, web
tech etc. We are very excited for it and
hope to do our best.

QC Story:
E-Craze
The Creators
Mount View English Boarding School

Formation of Team
SQC is a circle of like-minded, highly
motivated students working together in a
team in order to identify, analyze and solve
common recurring problems. As being the
first students to study SQC as the subject
in the entire world, we formed our team
in 28th of Jestha 2072 and named it "The
Creators". We followed the motto of,
Dream it, Wish it, ,Do it!
Ms. Spriha Baral led the team, so followed
by Ms. Nisha Poudel as the co-leader. As
all the members are equal in SQC. The
other team members were, Bharat, Simran
K.C., Deepika Khadka, Krishu Shrestha,
Prashamsa Neupane, Manisha Shrestha,
Lakshita Basnet, Kriti Khadka.

Selection of Topic
Problems are neither the hurdles nor
the obstacles in our life but they are the
opportunities to lead the world by walking
in the path of success. So, we were also
facing numerous problems. After listing the
problems according to TPN, which means
Totally solvable, Partially solvable and Not
solvable. We did so in order to find out
which problem was affecting us the most.
We found out our main problem as E-craze
through paired ranking. We represented the
problems in Pareto Diagram to find out the
highest and the lowest frequency.
We observed the problem of internet
addiction in class 7, 8, and 9. We observed
among 240 and found that 115 students
were facing the problem and we targeted
to reduce up to 80.

Analyze the Cause

Plan Activities:
We chose milestone chart, 5W1H and
PDCA as the major planning tools for

achieving our desired target. These tools

helped us make our problem solving process
a lot easier.

Analyzing the Cause

We used the Ishikawa Diagram and divided
it into four parameters of students, parents,
teachers and environment and found out
major causes from students' parameter as
bad company, peer pressure etc. From the
result of why-why analysis, we found out
root causes like no interest in study, mutual
relation, like- minded and to feel relief. We
prepared check sheet and found our main
root cause as 'to feel relief'.

Implementation Analysis
We did questionnaire, orientation, debate
competition among the classes we had
targeted. We put the topic of debate
competition as "Internet is the curse
for the modern world". We found that
implementation phase I was not quite
effective so we did implementation
phase II in our class. We conducted
orientation, meditation, drama and showed
motivational videos which encouraged the
students to make an internet usage diary.
We also distributed pamphlets, posters
and prepared wall- magazines awaring the
students about the bad effects of misusing
internet. We also informed the students to
collect as many facts as they can to make
proper use of internet.

Result
After the implementation phase we found
out that the students having the problem
are totally reduced. Thus, the students
started making proper use of internet.

Conclusion
We did a small survey of the problem
E-craze among 240 students with our full
effort by the contribution of our facilitator
Mrs. Rojina Budathoki Thapa and master
trainer Mr. Roshan Thapa. Mr. Rajkumar
Maharjan motivated us not to give up.
Through the systematic problem solving,
we are able to use appropriate tools and
techniques in our life as well. We also faced
many problems during our case study but
we were able to overcome those problems.
We are grateful that we are provided with
such an opportunity of solving problems
through SQC.

NCSQC15 HANDBOOK

SQC is a circle
of like-minded,
highly motivated
students
working
together in a
team in order
to identify,
analyze and
solve common
recurring
problems.

Problems are
neither the
hurdles nor
the obstacles
in our life but
they are the
opportunities to
lead the world
by walking in
the path of
success.

37

QC Story: Mass Phobia

Cognizance SQC
Sainik Awasiya Mahavidyalaya,
Sallaghari, Bhaktapur
Pragati Dhakal

We had
prioritized
the incubated
problems
through check
sheets.

We formed the eight-member SQC

Cognizance under the leadership of Ms.
Pragati Dhakal on 28th of Bhadra 2072
with facilitation of Mrs. SapanaOlee. We
prepared this SQC and conducted related
activities with an active cooperation of Mr.
BaburamBanjade and Mr. Krishna Prasad
Suwal too. We used to have meeting on
every Friday from 3 to 4 pm.
The case study on Mass Phobia consists of
Activity Plan, Brain-storming, Check Sheet,
Pareto Diagram, Ishikawa Diagram, Causes,
Solutions, Implementation, and Results. We
used 7 QC tools: Bar-diagram, Check-sheet,
Cause and Effect diagram, 5W1H Chart,
Pie-chart, Pareto diagram, and Flow-chart.
The first step we took was Brain storming
in which we discussed lots of problems,
such assNet Craze,Mass Phobia,Copying
Homework, Damaging School Property,
Homework Pressure, Bunking, Carelessness
of teachers, Gang fights, Teasing, etc.

We are still
trying to reduce
the effects of
Mass phobia
organizing
various
programs
with the help
of teachers
and school
administration
along with our
efforts.

38

Then we prioritized the problems into 3

levels and the following problems came into
highlights after incubation:
Copying homework,
Bunking,
Mass phobia,
Teasing, and
Bullying
Among these, mass phobia was set as the
most serious problem which obstructed
their progress during their school life. We
had prioritized the incubated problems
through check sheets.
We defined the Mass Phobia as a fear
of speaking or stage fright. Many people
experience some nervousness while
speaking in the mass, however most
manage to overcome it and some cannot
do it. Then, we discussed its effects which
were as follow:
It hampers in studies
Students cannot put forward their
expressions
Communication gap
It hampers a lot in social development

NCSQC15 HANDBOOK

Sometimes, this problem may also

lead to extreme embarrassing
situations
After incubation of Mass Phobia as the
major problem, we conducted a survey
among the students of grade 7, 8 and 9, and
asked them whether they were suffering
from Mass phobia. We took 180 samples
from them. In the result, it was seen that
70% (125) were being affected, 30% (55)
were not affected by the problem. The
interesting thing seen in the survey was, in
total, more number of boys (54.5% or 68)
was affected than girls (45.5% or 57).
Similarly, more number of boys was affected
by Mass Phobia in the lower grades (among
7, 8 and 9) and girls in the higher grades (i.e.
26 boys and 11 girls in grade 7, 22 boys and
20 girls in grade 8 and 14 boys and 22 girls
in grade 9).
Then we set our problem to reduce in 25
% from 70%. To work on that, first, we
discussed on the causes of Mass Phobia
using Ishikawa diagram. Lots of causes
were identified under the sub-titles Man,
Material, Environment and Modern life
style. Lack of confidence, lack of practice,
lack of experience, laugh of other students
and rejecting the chance of speaking in
front of mass were listed as the major
causes from them. We prioritized them too
using check sheets. Rejecting the chance
was found as the most profound cause
among them. It is an act of avoiding chance
of speaking in public. If rejection occurs for
so many times, a person gets mass phobia
due to lack of experience.
Then we presented intensity of the causes
in Pareto diagram and why-why analysis
too. We made a 5W1H chart to go for
implementation of various programs such
as counseling, pamphlets and posters
distribution, speech, etc. to reduce the
effects of Mass Phobia. After holding some
programs, we observed their effects on
the students. We collected data again and
compared them with that of the previous
one. After the program, it was seen that
the percentage of the students affected by
Mass phobia was reduced to 45%; being
progressed by 25%.
We are still trying to reduce the effects of
Mass phobia organizing various programs
with the help of teachers and school
administration along with our efforts.
Thank You.

The QC StoryLack of Civic Sense

Our team, ERUDITE, was formed on
first of December 2014. Our team is
made up of ten members of which nine
are girls and one is a boy. Average age
of our QC members is fourteen years.
QC circle meeting generally takes place
once in every week, Sunday, during our
ECA time. This project is the first case
that our QC circle was taken up in which
each and every member of the team has
worked diligently.
The whole process required for
such projects was introduced by our
QC circle a year before so we were
familiar to it and we also had practiced
brainstorming and learnt identifying
problems.
First of all, we brainstormed among our
team members on the problems we
came across during our daily chores.
We brainstormed about 60 problems.
Then we classified the problems into 3
parts, cayagory A as a solvable problem,
category B as a partially solvable and
category C as not solvable problem. We
shortlisted the problem from category
A and B. Some of them were
A Pareto Diagram was drawn to identify
the nature of prioritization and it was
observed that the problem Lack of Civic
Sense got the most votes from the QC
members which resulted it to be taken
ahead in the case study.
Now what we needed was a definition
for the problem by the team members.
So, we did further brainstorming for the
definition. This brainstorming gave us a
lot of elements of lack of civic sense.
And with the hep of the elements we
defined it as:
Lack of civic sense means not abiding with
the law, no respect for the fellow men,
destructing decorum in public places,

degrading environment and so on.

After defining the problem there
arouse a question for why civic sense
is important. During the case study,
we found that civic sense is important
to human beings because if there
is absence of civics in a society , it
would lead to disregard for the law,
disheartening in transport, problem in
unity, vandalism, racism, etc. Then we
also added the importance in the case
study.
Then we moved towards initial
observation of the problem for detail
proofs that the problem that we were
studying on was really a severe one.
We asked for help from our respected
teachers, friends and relatives for
this process. We utilised the tool
'questionnaire' for the students who
were studying in nine and ten so that
the question that we ask could be of
our levelnfor us and also for them. We
took forty students from grade nine and
forty students from grade ten. In total
we had eighty students which were our
experimental group. The questions that
we asked them were:
After doing the questionnaire, the
survey report resulted that out of 89
students 43 of them lacked there civic
sense i.e, 53.75.

Annie Shrestha
Erudite

The whole
process
required for
such projects
was introduced
by our QC circle
a year before
so we were
familiar to it
and we also
had practiced
brainstorming
and learnt
identifying
problems.

Now we had to give attention to the

causes of the problem. We did causes
analysis by the help of ishikawa diagram
which is also known as fish bone
diagram to represent titles and sub title
of the causes.
To know the root cause out of the 6
major causes we utilised the tool whywhy analysis. We divided our group for
this process. The group was divided into
5 sub groups each sub group getting a

NCSQC15 HANDBOOK

39

To know the root

cause out of the
6 major causes
we utilised the
tool why-why
analysis. We
divided our
group for this
process.

cause to do the analysis. We did the

analysis. The root cause for each of the
cause was to be enlisted and be voted
by the QC members. The root causes
were:
1) Degraded modernization-14.8
2) Acquaintance - 26.1
3) Ignorance of guardian - 15.9
4) To get acceptance from friends 31.8
So as from the above result we observed
that to get acceptance from the friends
had highest score which led to be the
root cause which needs to get tackled
by the QC members.
Without any delay we started for our
implementation plan to overcome the
root cause to get tackled. With the help
of 5W1H chart (What, When, Where,
Why, How), we did four implementation
programs the same way as shown
below:
So, according to the plan we completed
the implementation and also in return
got many feedbacks which motivated
us to move ahead without any fuss.
This experience was a great teacher
to us. We flourished our theoretical
education practically in an appropriate
manner. This experience also motivated

us to focus into our ambitions , our

education and of course our life. This
also boosted our confidence level and
most importantly, we learnt to adjust
and unite as a team for hope, peace and
success.
After the end of the case study there
was a selection held by the respected
fascilators of the QC circle for
International Convention of Students
Quality Circle(ICSQC) and National
Convention of Students Quality Circle
(NCSQC). Six from the whole SQC
members for ICSQC and ten from
the whole SQC members for NCSQC
got selected and we started for our
presentation practise according to
the results .We are also having hub
convention inside the school on
February 11. But unfortunately ICSQC
was cancelled because of some political
problem but then it was decided that the
students selected for ICSQC will get an
opportunity to present their case study
in the NCSQC. Now all of the sixteen
students will go for NCSQC but ICSQC
team will be presenting case study on
'Lack of Civic Sense' and NCSQC team
on 'Infatuation'. Hence there are two
teams going for NCSQC on February 18
working on their presentation plans for
NCSQC in Butwal. We hope to achieve
fruitful result in the NCSQC.

Congratulations

We extend our Best Wishes to QUEST Nepal family on the festive occasion of 11th
NCSQC15 commencing at Butwal, Rupandehi on 19th February 2016.

Network for Quality, Productivity and Competitiveness -Nepal

(NQPCN)
GPO Box: 23678, New Baneshwor, Kathmandu, Nepal
Tel.: 977-01-4479364, Web: www.nqpcn.org.np,
Email: info@nqpcn.org.np, secretariat@nqpcn.org.np

40

NCSQC15 HANDBOOK

Tenth National Convention on Students

Quality Circles (10th NCSQC- 2014)
The convention was convened by
Mr. Tejendra Raj Bhandari, President,
QUEST Nepal. The convention was
inaugurated jointly by Honorable CA
Member and the Patron of QUEST
Nepal, Honorable Dr. Baburam Pokhrel,
the CA Member and Prof. Syed Ali and
several dignitaries and the Advisors of
QUEST Nepal.
Students participated in the SQC case
study presentation, Collage, panel
discussion and Quality QUIZ with great
enthusiasm and pleasure. We would
like to extend our sincere thanks and
gratitude to Mr Nirajan Adhikari, the
Co Convener, 10th NCSQC14 who
gave the wonderful leadership to this
convention which has set an example
of management by objective. The
continuous and conscious efforts of
Narad Rijal, the Co-ordinator of KUHS
and the Lead Event Management
Committee, 10th NCSQC to make the
convention a grand success is highly
appreciated and acknowledged. We
would like to equally thank the dynamic
and dedicated team of school founders,
teachers, staffs, collaborating and
cooperating partners and other who
have directly and indirectly supported
in making this convention a great and
awesome one. The convention was of
great success and it has become another
milestone in the history of Quality
Movement of Nepal and has become
a very good example of collaboration,
coordination and cooperation for the
noble cause of producing good and
smart future citizens in Nepal.
10th NCSQC14 was organized by
QUEST Nepal in association with
KUHS (Kathmandu University High
School), Kavre, Nepal from 27th to 28th
November 2014. 2065 students and
teachers from 14 HUBs.

SN

Name of Hub

Date of Events

Galaxy Hub

14th Nov 2014

Rose Bud Hub

22nd Nov 2014

LAS Hub

2nd Nov 2014

Mt. View Hub

8th Nov 2014

Army School Hub

9th of Nov 2014

KUHS Hub

12th Nov 2014

Bright Future Hub 14th Nov 2014

Monastic Hub

15th Nov 2014

Marigold Hub

20th Nov 2014

10

NKS Memorial

Hub 22nd Nov

2014

11

Apex Hub

22nd Nov 2014

12

Palpa Hub

8th Nov 2014

13

Simra Hub

15th Nov 2014

14

Jhapa Model

22nd Nov 2014

137 different schools across the

country participated in the convention.
The theme of the convention was Life
Skills Practices through SQC

Report of 1st NCQED'2014

[First National Conference in Quality in

Education]
For the first time in the history of QUESTNepal, First National Conference on
Quality in Education was organized by
QUEST-Nepal at Kathmandu University
in the convenorship of Mr. Ravi
Bhattarai, Master Trainer and Secretory,
QUESTNepal where six papers were
presented on different thematic area of
the conference as listed below:
1. Implementation and initiatives
impact
2. Case Study and Real Life Example
3. Extending the learnings and models
4. Quality Framework and models
5. Tools and Technology
Ref: Details of the papers and presenters are in the
convention handbook.

NCSQC15 HANDBOOK

41

Revolutionize Through
SQC and its Aspects
Bharati Dahal

Class 8
Mount View EB School
Balkot, Bhaktapur

Life is beautiful but not always easy. As

thorns are also a part of a scenic flower,
problems are also the part of our life.
We should learn how to overcome those
problems during trying times. Students
Quality Circle (SQC) is a great platform
to resolve such problems occurring in
our day to day life. It not only teaches us
about the problem solving skills through
collaboration but also indoctrinate us
towards quality life.
SQC is typically a circle of like-minded
students working together with a
common goal to identify, analyze and
solve their common recurring problems.
It emphasizes students to work in a group
with the motto of Together We Can
and also develops positive attitude in the
path of problem solving process. Some
of the major aspects which can be learnt
through SQC are:

SQC teaches
us the most
consequential
life skills
which we need
to succeed
at almost
everything we
do.

1. Life Skills
SQC teaches us the most consequential
life skills which we need to succeed
at almost everything we do. Some of
the life skills which can be learnt and
implemented from SQC to supersede in
life are as follows:
i) Self-management skill
ii) Critical thinking and information
analysis skill
iii) Decision making and positive
thinking skill
iv) Prioritizing and time management
skill
v) Effective communication and
negotiation skill.
So, SQC edifies all these life skills which
help to equip ourselves with the tools we
need. Life skills are not always learned
directly but often learned indirectly
through experience and practice.

42

NCSQC15 HANDBOOK

2. Team Work
The motto of SQC states Together We
Can. The word together refers to team. A
team is a group of two or more individuals
who perform every task dynamically and
share a common fate.
A single person cant bounce different
ideas off at the same time. Each team
member should be capable to contribute
equally through best perspective on a
problem solving process. Working in
a team helps to figure out the ways of
solving the problems more expeditiously.
Working in a team helps in problem
solving process, healthy competition to
motivate individuals and offer unique
ability in each of the individuals to help
improve other members.
The teamwork processes identified by
the researches to maintain effective team
cooperation are as follows:
i) Mission analysis
ii) Goal specification and strategy
formulation
iii) Monitoring progress towards goal
and systems monitoring
iv) Team monitoring and coordination
v) Conflict management and
motivation.
Thus, SQC helps us by providing us with
two of its most important aspects which
help to revolutionize and in maintaining
quality life. SQC helps to find the ways
to cope us with the challenges and the
problems that life inevitably throws at us.
It promotes the development of
positive self- esteem and teaches
conflict resolution. It develops both
good and smart characters in students.
Furthermore, it helps in the development
of social competence and problem solving
skills through its QC tools which in turn
help students to form their own identity.

Good and Smart Characters

through SQC
INTRODUCTION TO SQC:

1: good character

SQC is a team of 5 to 10 members of

students of same age group who work
together in order to identify, analyze,
and solve the problems occurred in
the class and submits their report to
the master trainer/teacher, their peers
and others. SQC prepares such quality
students who can tackle every problem
easily. The main aim of SQC is to produce
quality students who can tackle every
problem without hesitating. SQC was
started in Nepal in 1999. On the same
year WCTQEE was established in India.

2: smart character

The father of SQC in Nepal, Prof.

Dinesh Chapagain says, collaborate
with others and compete with yourself.
Actually it is the most important formula
to be a quality student. Collaborate
with others means we must work or do
any kinds of work involving our friends
and Compete with yourself means
we should never try to be better than
others. We should always try to be
better than ourselves. It is kizening i.e.
it is continuous improvement.

What is Character?
All the qualities and features that
makes a person, groups of people
and place different from each other is
called character. Every individual in this
world are different from each others.
Especially a person is analyzed good
or bad from their character. So, having
good and smart character is really very
important. It is the character which
makes us different than everyone.
On the basis of positiveness character is
classified into two positive characters:

What is good character?

High quality or an acceptable standard
character which makes you different
than every individual is good character
in my simple words. Good character is
very important in a student to identify
him/her in the society, class, country or
to the whole world.
In my point of view here are some good
characters to be adopted by a student:
Students should observe the state
rules and speak truth.
Students should work for others
too.
Students must have positive
thinking.
Students must have supporting
behavior.

Simran K. C.

Mount View EB School

Balkot, Bhaktapur

Good character
is very
important in
a student to
identify him/her
in the society,
class, country
or to the whole
world.

Students must work voluntarily i.e.

no one should pressurize them.

What is smart character?

The character in which students are
quick in action and in thoughts to
represent them in the society is smart
character. The students having smart
characters are also known as clever
students. They think very quickly and
represent their thoughts in action.
Some of the smart characters are:
Students must have self confidence.
Students must have hunger about
knowledge.

The character in
which students
are quick in
action and in
thoughts to
represent them
in the society is
smart character.

Students must able to lead others.

NCSQC15 HANDBOOK

43

 Students must be able to do extra

works than given works.
Students should have several
skills: communication skills, time
management skills etc i.e. student
must have eager to learn multiple
skills.

Both good
and smart
characters
have their own
importance.

Both good and smart characters have

their own importance. If a person has
both of these characters than they are
known as quality persons. Due to SQC
in city areas, most of the students have
both of these characters. But what
about the students of remote areas???
Here Im not talking about Nepal but
about the whole world. As we are the
future builders of the nation if only
few students are quality students than
how can a country get progress???
For progress every child should be a
quality child. So, SQC shouldnt be
implemented only in city areas but also
in remote areas .most of the children
like us are not being sent to school. So,
SQC should be implemented in such a
way that parents should be motivated
to send their children to school.
We, the students of mount view are
reading SQC in curriculum. It boosts
op our confidence. We acquire broad
and depth knowledge about life and
surroundings. Students realize the
importance of group dynamics. We

can easily identify, analyze and solve

the recurring problems of our school.
SQC has brought several changes in
students. Rather than being involved
in fake case study if we are involved
in real case study than there is chance
to develop these characters. As being
a SQC student, we have met several
quality gurus and they are extra ordinary
and different than others.

Conclusively:
To live does not mean merely to remain
alive, the meaning of living is to do
something for others.
This thought of Nelson Mandela is very
simple but very meaningful. To live is
not only to remain alive but the actual
meaning of living is to contribute for
others. As prof.Dinesh p. chapagain is a
living legend who is living his life but not
like us. Every day he is doing something
for others. As he brought SQC in Nepal
every brilliant students are changing
into quality students.
I am a student still Ive several things to
learn, still Ive to contribute for others
and also I should change the thoughts
of people regarding education. Due to
SQC Ive seen several changes in me.
Im fully sure that SQC will prepare
several quality students for the nation.
Thanks SQC.

Here is our heartfelt congratulation to QUEST Nepal on the grand success

of the 11th National Convention on Students Quality Circles 15
at Apex School, Rupandehi.

Ekta Books Distributors Pvt. Ltd.

Publishers & Distributors

Prashutigriha Marg, Thapathali, Kathmandu, P. O. Box No.: 6445, Kahtmandu, Nepal

Ph.: 4260482, 4262091, Showroom Ph.: 4245787, 4230729, Fax: 00977-1-4260744
Email: ektabook@mos.com.np, ektabooks.nepal@gmail.com

44

NCSQC15 HANDBOOK

SQC: A Personal
Voyage
Coming together is a beginning, keeping together is a progress. But
only working together is a success.
- Henry Ford

Shreemad Pradhan
SQC Leader / Head
Boy, Class X, GEMS
School

I vividly remember the day when our Facilitator Ms. Ganga Pradhan approached me
to tell me about SQC. I was pretty oblivious about what it was and what it could bring
for me. But she assured me one thing that it was going to be a lifelong experience
and a journey full of surprises. At the end of the day, I wasnt disappointed.
In the 21st century where humankind have become long on quantity but short on
quality, SQC or the Students Quality Circle attempts to restore the very aspects of
Quality among the students by showing them the way to creativity and innovation,
critical thinking, leadership skills and team work. It is a platform through which
students can explore their hidden talents and foretell the contributions that they
can make for the world in future.
Who I am today is all what my SQC experience taught me. If I compare the me
of now with what I was 3 years before, I can confidently say that SQC provides a
space for Transformation. Its a voyage from Darkness to Light. Its a journey from
cant dos to can dos. Its a transition from dreams to dreams come true.
SQC has given me the confidence to believe in myself. It has given me the power
to tackle with the problems in a smarter way. Without any reluctance, I can now
deliver speeches in front of huge masses of people. I can now blend and associate
with people of all kinds and even lead them to achieve a common goal. Besides
the knowledge about presentation making skills, I have come to learn about the
efficiency of the QC tools for a systematic approach towards problems. All in all,
my life has changed drastically after my participation in SQC.

SQC has
given me the
confidence
to believe
in myself. It
has given me
the power to
tackle with the
problems in a
smarter way.

However, the feat that I have achieved for myself is far surpassed by what we, the
GEMS SQC, have achieved by working in a team. As Ganga Maam always said, a
Circle cannot be a Circle with loopholes in it. For it to be a circle, for it to be a team,
there has to be understanding among each of the members of the circle. Its to be
noted that one may easily win a game, but to win the Championship, you have to
be in a team. This is the very essence that the concept of SQC embodies.
SQC has taught us that Leadership is not just about commanding others but about
being brave enough to make the choices that others were afraid to make.
SQC has showed us that team work is not simply about coming together or keeping
together but about working together.
SQC has demonstrated us that we are the masters of own fate and the captains
of our own souls. And, only we can solve the problems that we have been facing.
And most importantly, SQC has taught us to use me less and emphasize us.

NCSQC15 HANDBOOK

45

I just hope that

the Personal
Voyage that has
begun because
of SQC never
comes to an end
as SQC always
adds a note
to life- That
we are made
wiser not by
the recollection
of the past,
but by the
responsibility of
the future.

Moreover, Ive discovered that the QC tools that we used in this journey also holds
a message for the voyage of life thats awaiting to be explored. The Stratification
Chart always condemns rush and encourages proper flow of rationality before
taking any step. Similarly, the Ishikawa Diagram reminds us to go to the roots of
the problems and motivates us to make decisions based on our own analysis and
not merely on what is seen superficially. Likewise, the Scatter Diagram asks us to
find how things are related with each other and the Pareto Diagram recapitulates
the need to be able to prioritize things properly. The Histogram represents the
staircase to success and the Control Chart assists us to ensure the sustainability
of our success. And finally, the Check Sheets help us to count and keep track
of the infinite number of times weve solved our problems with the help of the
constructive QC Tools.
Professor Dinesh Chapagain Sirs quotes like Quality is a journey not a destination.
And Be Good. Be Smart. Shall always be a source of inspiration and guideline for
me and all of our team.
I utterly miss my days working as a part of the Resolutes and the Exuberant, for
those were the days where I learned who I was, who I could be and what I could
do. I just want to express my gratitude for our facilitators Mr. Jaya Narayan
Bhusal and Ms. Ganga Pradhan and all of my fellow mates for making this voyage
an unforgettable one.
The woods are dark, lovely and deep.
But I have a promise to keep.
And miles to go before I sleep.
And miles to go before I sleep.
I just hope that the Personal Voyage that has begun because of SQC never comes
to an end as SQC always adds a note to life That we are made wiser not by the
recollection of the past, but by the responsibility of the future. That we as the
future stars of the nation have an obligation to fulfill, for our own souls, for our
school and for our global society towards a common future. That together we
can.

46

NCSQC15 HANDBOOK

Significance of SQC
SQC or student's quality circle was, in the most realistic way, a case of life changing
opportunity for me. After being handed the golden opportunity of being a part of the
Galaxy Student's Quality Circle nearly two years ago, I have experienced some dramatic
changes in my life as both a student and an individual.
To name a few, my quality to lead others has improved vastly. I still recall the time when I
used to stammer and barely be able to talk, let alone command and lead a group of people
who were not even strangers and had been studying with me since many years. I was, most
likely the worst leader in the whole wide world. At least that was how I felt at that time
when my team was unable to present anything during the Paper Presentation Programme.
But, I've come a long way ever since. I have yet to learn a lot about being a good leader
and I am nowhere near perfect. But what I can confidently say, is that I am not the same
stammering, nervous and indecisive girl anymore.
I have become more confident in a sense that I do not hesitate to express myself in front
of a mass. I am not completely cured of my Mass Addressing Phobia, but the sight of the
stage and mass doesn't make me want to shroud of it and hide in the backstage anymore.
These days, I manage my time more efficiently, finally being able to find a balance in my
school work, extra curricular activities and SQC activities. And find joy in doing every
activities that I do.
All in all, I have yet a long way to cover to become a quality person. But what SQC has done
is it has been acting like a lamp post inthe path leading to a quality life. It has beenlighting
and guiding my way. Being involved on these SQC activities has been providing me a series
of hope and passion to go on and achieve my ultimate goal in life along with my moral values
and quality as a good human being intact. I am more determined than ever to become a
better human being and help contribute to make the world a better place. This is the role
SQC plays in my life. This is the ultimate significance of SQC for me.

Aarju Tamang

Galaxy Public School

I have become
more confident
in a sense that I
do not hesitate
to express
myself in front
of a mass.

Here is our heartfelt congratulation to QUEST Nepal on the grand success

of the 11th National Convention on Students Quality Circles 15
at Apex School, Rupandehi.

Lab International

All Kinds of Scientfic, surgical, laboratory, chemicals, technical equipments, etc.

Thapathali, Kathmandu, Ph.: 4244384, 4253411
Fax: 977-4253411, P. O. Box No.: 10877
Email : labinter11@gmail.com

NCSQC15 HANDBOOK

47

SQC for a
Better Tomorrow

Pramesh Shrestha
Little Angels School

During these
two yrs of
learning and
training to be
a TQP, I myself
can see a lot
changes in
me and in my
views.

It has always been a matter of great pride and joy sinice i became a part of something
so big. And it was all for that one day that my life has become much better then
it could have. That one ordinary day when I was clueless going over my sisters
bookshelf when I encountered this book Guide to Students Quality circle. As I
read it I became a lot fascinated by the ways of SQC and further, the main reason
for my desire to be a part of it, was considering the fact that it trains students to
overcome stage fright. However, things werent like I had thought it would be.
After I joined SQC, I wasnt even taught to speak in mass but what I was taught
was more important stuff, more important than mass speaking, it was to be a better
human. Yes, the true motive of SQC wasnt to produce skillful man but to evolve an
ordinary person into Total Quality Person (TQP) the one, who has a quality of a
leader, knows the value of a team and most of all has a kind heart and a smart brain.
During these two yrs of learning and training to be a TQP, I myself can see a lot
changes in me and in my views. I still remember of how childishly, self-centered I
once was, but that wasnt until I found myself in a team. Working day and night
with 9 other mates starving for a common goal, and being there when needed.
Working in a team made me feel strong, revere with a sense of happiness. It was
then I understood that Together we can make a difference, together we can win,
cause Together we can
Though teamwork is something at a height of achievement but to say that it is
the only thing I learned would be an insult to SQC. SQC is that approach which
when someone follows, along with the quality of being TQP, learns other particular
set of skills. These sets of skills are
more like a byproduct of following the
ways of SQC. As, while conducting
the case study, one can automatically
learn new skills like time management
skills, communication skills, creativity,
adaptability, mass speaking, problem
solving skills, etc
Among all these skills there is this one
that I regard as the most important and
useful in lifeProblem solving skills.
It is not a question of what?
But a matter of how? And why?
This is the one knowledge taught
that I greatly treasure. In life one may
face problems, big worth-solving
problemsno matter of what field it
may beand without proper method it
becomes so complicated that it begins
to visualize as impossible. And it is all
from SQCthat provides such great
deal of knowledgethat one can learn
the particular methods of solving the

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NCSQC15 HANDBOOK

SQC is that approach that has the

ability to change a man to human, a
candle to a lamp, and a seed to a tree.
unsolvable. And when one learns these
methods they cant help themselves but
to be awe-inspired of how such simple
methodology can solve such huge
problems without any complexity.
Setting aside the sense of teamwork
and the problem solving skills, the other
thing that I am grateful of SQC is that,
I have started to grow confidence and
proud in what I do. For instance, once
our teacher seeing us frequently leave
our class for SQC, asked us in a bit of
dissatisfied voice, .Just what is the
use of SQC? ... We all being so proud
of being a part of SQC and all more
satisfied, couldnt leave that question
unanswered, now how could we? (I was
even happy that someone asked it) We
proudly went in front of the class and
beganlooking at the present condition
of Nepal, we have lost our sense of
respect, we have become a thorn in
the name of humanity, and we arent
even worth calling human. So what we
need more than anything is education
and not just any education, but the
one that teaches civic sense. But how
would you teach grown-ups about civic
sense? It is useless; people have grown
so much egoistic that they would never
admit that the things they are doing
is wrong, so it has to be taught at the
beginning, at early age, to students. And
here is another question, Does a school
teaches their students about civic
sense? About being a human with great
skills? No, most of the school in Nepal
is just limited to books, however, there
are few that prefers to teach things out
of the book and that few schools does it
through the medium of SQC.
SQC is that approach that has the ability
to change a man to human, a candle to
a lamp, and a seed to a tree. And as for
me I am just a proud product of SQC
that is striving for a better change, a
better world, and a better life.

Imparting Quality Education

Angus Prasai
Class: 9
Kathmandu University High School

Learn, learn and learn thats all that we do and

learning in terms of education .We learn 1+1=2
but do we know why it isnt 3 .We learn sinA +
cosA=1 but once we go deep into our brain to find
reason ,there is not even a single reason. Living it
all, we are living with education but not with quality
education and practical education.
Quality education is not
only important but its very
The world of
important. But, we learn and
innovation and
read a day and we forgot it in
invention begins the other day. We learn a thing
and dont know its importance
with quality
in this competitive world.
Learning and Rote memorizing
education, also
is the only important thing in
we must learn
Nepal. Getting good grades
in the SLC and higher level
to know not
standard is the only thing
know to learn.
we want. But, in this era of
21st century, experience
and practical is more important than learning.
In developed countries experience and ability is
considered important than grades which is only
provided by the quality education. If one can do a
job there is no need of degrees and the one who
can do the job perfectly is the most qualitatively
educated one.
Past to the primitive humans, there were no
teachers to teach them to light the fire, nobody
taught to grow crops, no doctor made medicines.
They all did on their own. The primitive humans had
done so much progress and given us precious and
marvelous gifts, then why not seek the talent within
us. We just depend on books and teachers who can
be considered as guides and we are the ones who
need to learn. We must learn the things which can
bring positive impact to the world as we are the
world makers.
The world of innovation and invention begins with
quality education, also we must learn to know not
know to learn. And, finally the present schools
should be aware of imparting quality education,
the education for life and should think of producing
better human beings.

NCSQC15 HANDBOOK

49

Report of 11th NCSQC15 at Different Hubs

Advanced Hub, Bhaktapur
Hub Coordinator: Mr. Som Krishna Prajapati | Convention Venue: Advanced Academy, Bode, Bhaktapur
| Date: 23rd Magh, 2072 | Number of Participants: 50 | Number of Schools: 4 | Events: (1) Case Study Presentation (2)
Collaborative Collage | Chief Guest: Mr. Ravi Bhattarai (Vice-President, QUEST-Nepal) | Participated Schools: (1) Advanced
Academy (2) East Point Academy (3) Binayak Sikshya Niketan (4) V.S. Niketan

LAS Hub, Lalitpur

Hub Coordinator: Mrs. Sarita Dewan | Convention Venue: Bhanu Hall, LAC | Date: 11th February 2016 (28th Magh 2072) |
Total Number of Participants: 120 | Number of Schools: 7 | Events: 1) SQC Case Study Presentation 2: Mansha Memorial TQP
Award Test | Chief Guest: Mr. Mukunda Raj, Sarma, Principal, LAS | Participated Schools: 1) Golden Gate English Secondary
School, Bhaktapur 2) GEM School, Lalitpur 3) Sudesha High School, Lalitpur (Observer) 4) St. Marys High School, Lalitpur 5) Little
Angels School, Lalitpur 6) I J Pioneer School, Lalitpur 7) Harisiddhi High School, Lalitpur (Government School)

Mount View Hub, Bhaktapur

Hub Coordinator: Mr. Roshan Thapa | Convention Venue: Mount View English Boarding School | Date: 30 January 2016 |
Number of Participants: 220 | Number of Schools: 15 | Events: (1) Case Study Presentation (2) Mansa Memorial TQP Award
Test | Chief Guest: Mr. Sundar Kumar Shakya | Participated Schools: 1) Mount View English Boarding School 2) Bright Future
School 3) Golden Gate English Secondary School 4) Lisha English Secondary School 5) Modern Higher Secondary School 6)
Nawaratna English School 7) Shanti Niketan Ma. Vi. 8) Unique International Academy 9) Bhaktapur NIST School 10) Sudesha
Secondary School 11) Vidya Arjan Secondary School 12) Quality English Secondary School 13) Creative Learners School 14)
Vinayak Shikshya Niketan 15) Advanced Academy

Galaxy Hub, Kathmandu

Hub Coordinator: Ms. Surina S. Gurung | Convention Venue: Galaxy Public School, Kathmandu, Nepal | Date: 10 Magh 2072
| Number of Participants: 71 | Number of Schools: 6 | Events: (1) Compulsory Non Competitive Case Study Presentation
(2) Compulsory Competitive Collage Competition (3) Compulsory Non Competitive Documentary and Interaction (4)
Compulsory Competitive Event - Mansha Memorial Total Quality Person (TQP) Award | Chief Guest: Mr. Rajkumar Maharjan
| Participated Schools: (1) Mount View English Boarding School (2) Lisha English Secondary School (3) Golden Gate English
Secondary School (4) New Leera School (5) Pennwood Academy (6) Galaxy Public School

Bright Future Hub, Kathmandu

Hub Coordinator: Mr. Gautam Maharjan | Convention Venue: Bright Future Secondary School, Naikap, Kathmandu | Date:
Magh 2, 2072 | Number of Participants: 33 | Number of Schools: 4 | Events: (1) Case Study Presentation (2) Mansa Memorial
TQP Award Test (3) Collaborative Collage Art Competition | Chief Guest: Mr. Ishwor Dhakal, Mr. Ravi Bhattarai (Special Guest)
| Participated Schools: 1) Pinnacle Scholars Academy 2) Jesses International Boarding Secondary School 3) Bright Future
Secondary School 4) AI School

Joint Hub Rupandehi

Hub Coordinator: Mr. Deepak Gautam | Convener: Mr. Deepak Khanal | Co-Convener: Mr. Milan Bhandari | Convention
Venue: Kunwarwarti English Boarding School | Date: 26 Magh 2072 | Number of Participants: 104 | Number of Schools: 9
| Events: (1) Case Study Presentation (2) Panel Discussion (3) Quality Quiz (4) QC Twin (5) Collage on Quality (6) Story Forming
on Quality (7) Mansa Memorial TQP Award | Chief Guest: Mr. Tek Bahadur Thapa (DEO of Rupandehi) | Participated
Schools: (1) Kunwarwarti English Boarding School (2) Apex School (3) Pamir Academy (4) Lumbini Boarding School (5) New
Horizon Higher Secondary School (6) New Environment English Boarding Higher Secondary School (7) Deep Boarding Higher
Secondary School (8) Paramount Higher Secondary School (9) Modern Little Flowers Academy | Total Circles: 13

50

NCSQC15 HANDBOOK

EPS Hub, Kathmandu

Hub Coordinator: Mr. Anup Mukhia | Convention Venue: N.K. Singh Memorial EPS School, Minbhawan, Kathmandu-34 | Date:
Thursday, 4th February 2016 | Total Number of Participants: 60 | Number of Schools: 6 | Events: 1: Case Study 2. Spelling
Contest 3: Collaborative Story Formation 4: Page Tech. 5. Collage | Chief Guest: Mr. Ravi Bhattarai, Vice President, QUEST
Nepal | Special Guest: Ms. Surina Gurung, Treasurer, QUEST Nepal | Participated Schools: 1. N.K. Singh Memorial EPS School,
Minbhawan 2. EPS School, Lagan Tole, Kathmandu. 3. V.S. Niketan High Secondary School, Minbhawan. 4. Vidya Shanskar School,
Baneswor 5. Nirvana Academy , Kimdol , Swayambhu. 6. Bright Future School Naikap, Kathmandu

Palpa Hub
Hub Coordinator: Khem Bahadur Saru | Convention Venue: New Horizon Higher Secondary School Tansen, Palpa | Convener
: Mr. Dasu Ram Pant | Co Convener: Mr. Gopal Bahadur PC | Date: 2016-02-06 | Total Number of Participants: 195 |
Number of Schools: 12 | Events: 1: Case Study Presentation [ 11 case studies] 2: Panel Discussion 3: Quality Quiz 4: Collage
Competition 5. My Dream Canvas )-Poster Making | Chief Guest: Mr. Deepak Gautam; Secretary QUEST Nepal (Opening
Ceremony), Mrs. Sangita Regmi; District Education Officer, Palpa( Closing Ceremony] | Participated Schools: 1) Bethel English
Boarding Secondary School 2) Bhusaldanda Secondary School [Community], 3) Mount Valley Secondary School 4) Nepal English
Preparatory Secondary School 5) New Horizon Higher Secondary School 6) Palpa Awasiya Higher Secondary School 7) Palpa
Paragon Secondary School 8) River Valley Secondary School 9) St. Capitanio School 10) Sunrise English Boarding Secondary
School 11) Vrindavan Academy Secondary School 12) Polestar Institute Secondary School

Golden Gate Hub, Kathmandu

Hub Coordinator: Ms. Shreesha Sitikhu (Facilitator) | Convention Venue: SOCOD Training Hall, Kamalbinayak, Bhaktapur
| Date: 22nd Magh, 2072 | Number of Participants: 34 | Number of Schools: 5 | Events: (1) Case Study Presentation (2)
Mansha Memorial TQP Award Test | Chief Guest: Ms. Surina S. Gurung (Treasurer and SQC Master Trainer, QUEST-Nepal
and Vice-Principal, Galaxy Public School) | Participated Schools: (1) Golden Gate English Secondary School (2) Lisha English
Secondary School (3) Sunshine National School (4) Paragon Academy English Secondary School (5) Everest English School

Sainik Hub, Bhaktapur

Hub Coordinator: Mr. Babu Ram Banjade | Convention Venue: Sainik Awasiya Mahavidyalaya, Chainpur, Chitwan
| Date: 5th Falgun, 2072 | Number of Participants: 60 | Number of Schools: 10 (6 Participating Schools, 4 Observers)
| Events: (1) Case Study Presentation (2) Collaborative Collage (3) Psychometric est (4) Five Minute Fame (5) Cultural Show
| Chief Guest: Mr. Ravi Bhattarai (Vice-President, QUEST-Nepal) | Participated Schools: (1) Sainik Awasiya Mahavidyalaya,
Bhaktapur (2) Sainik Awasiya Mahavidyalaya, Surkhet (3) Sainik Awasiya Mahavidyalaya, Kailali (4) Sainik Awasiya
Mahavidyalaya, Chitwan (5) Sainik Awasiya Mahavidyalaya, Dharan (6) Bijeshwori Gyan Mandir, Kathmandu (Bijeshwori)

V S Niketan Hub, Kathmandu

Hub Coordinator: Mr. Nabin Tako | Convention Venue: V S Niketan School, Minbhawan, Kathmandu | Date: 11 February,
2016 | Number of Participants: 200 | Number of Schools: 5 | Events: (1) Case Study Presentation (2) Collaborative Collage
(3) Collaborative Story Forming | Chief Guest: Mr. Babin Pokhrel (Principal, V S Niktetan School) | Participated Schools:
(1) Shanker School (2) Gaurishanker School (3) EPS School (4) V S Niketan School, Minbhawan, Kathmandu (5) V S Niketan
School, Thapathali, Kathmandu

KUHS Hub, Kavre

Hub Coordinator: Mr. Narad Kumar Rijal | Convention Venue: KUHS
| Date: 11th Feb, 2016 | Number of Participants: 115 | Number of Schools: 6 | Events: (1) Case Study Presentation (2)
Collaborative Collage (3) Panel Discussion (4) Quality Quiz | Chief Guest: Mr. Ravi Bhattarai (Vice-President, QUEST-Nepal) |
Participated Schools: (1) Swet Ganesh School (2) Shree Shrikhandapur Higher Secondary School (3) Binayak Sikshya Niketan
(4) Kavre Higher Secondary School (5) Kathmandu University High School
Note : Monastic Hub, Janakpur, Jhapa Model Hub Jhapa, Rastriya Bibhuti Hub, Simra, Marigold Hub, Kaushaltar and Rose Bud Hub, Kathmandu could not
organize NCSQC at hub due to unfavorable political and national crisis.

NCSQC15 HANDBOOK

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QUEST-Nepal
Hub Details 2016
SN
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

Hub
Sainik Awasiya Hub
LAS Hub
Mount View Hub
KUHS Hub
Monastic Hub
Simara Hub
Bright Future Hub
Galaxy Hub
Palpa Hub
Joint Hub, Rupandehi
EPS Hub
Marigold Hub
Golden Gate Hub
Advanced Hub
V S Niketan Hub
JMES Hub

Hub Coordinator
Mr. Baburam Banjade
Mrs. Sarita Dewan
Mr. Roshan Thapa
Mr. Narad Rijal
Dr. Sonu Shah
Mr. Bhojraj Subedi
Mr. Gautam Maharjan
Mrs. Surina Gurung
Mr. Khem Saru
Mr. Deepak Gautam
Mr. Anup Mukhia
Mr. Bhuwanlal Shrestha
Mrs. Shreesha Sitikhu
Mr. Som Krishna Prajapati
Mr. Nabin Tako
Mr. Sagar Shrestha

School
Sainik Aawasiya Mahabidhyalaya
Little Angels School
Mount View E. B. H. School
Kathmandu University High School
Monastic Higher Secondary School
Rastriya Bibhuti Samudayik Bidhyalaya
Bright Future High School
Galaxy Public School
New Horizon School
Kunwarwarti High School
N. K. Singh EPS School
Marigold High School
Golden Gate High School
Advanced English B. High School
V S Niketan School
Jhapa Model Englisg School

Address
Sallaghari, Bhaktapur
Hattiban, Lalitpur
Balkot, Bhaktapur
Chaukot, Kavre
Janakpur
Simara
Kathmandu
Kathmandu
Palpa
Butawal
Kathmandu
Bhaktapur
Bhaktapur
Bhaktapur
Kathmandu
Jhapa

QUEST Nepal
Convention Overview 2005-2016
Conventions

Year

Theme

Host

Convener

No of
Participants

1st NCSQC

26~28 October
2005

Education for Peace

KU High School, Kavre

Mr. Narayan Pradhan

700

2nd NCSQC

25~27 November
2006

Personality through Quality

Circles

DAV School, Lalitpur

Mr. Anil Kedia

1000

3rd NCSQC

6~7 November
2007

Enhancing Leadership through

Quality Circles

Little Angels School, Lalitpur Mr. Umesh Shrestha

1000

4th NCSQC

1~3 November
2008

SQC for Cooperation,

Coordination & Collaboration

St. Xaviers School, lalitpur

Fr. Lawrence Maniyar, S.J.

1100

5th NCSQC

26~28 November
2009

Participation, Innovation and

Transformation

Galaxy Public School,

Kathmandu

Mrs Geeta Chhetri (Rana)

1300

13th ICSQC/ 6th

NCSQC

1~3 November
2010

Thinking beyond Boarders,

Creating Global Values

QUEST Nepal in association

with 10 collaborating
partner schools

Prof. Dinesh P. Chapagain

1000

7th NCSQC

5~7 November
2011

Enhancing Leadership through

Quality Circles

Shuvatara School, Lalitpur

Mr. Rani Gurung Kakshapati

800

8th NCSQC

22~24 November
2013

Transformation through
Collaboration

Vijayapur H. Secondary
School, Dharan

Mr. Keshav Raj Nepali

600

9th NCSQC

20 ~22
December 2013

Empathy, Equity and

Empowerment

LRI School, Kathmandu

Mr. Shiv Raj Pant

500

10th NCSQC

29 ~30
November 2014

Life Skills Practices Through

SQC

QUEST Nepal in association

with all collaborating
partners

Mr. Tejendra Prakash

Rajbhandari

3000

11th NCSQC

19 ~20 February
2016

Curiosity, Creativity and

Diversity through SQC

Apex School, Rupandehi

Mr. Nirajan Adhikari

1700

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NCSQC15 HANDBOOK

11th NCSQC15
Convention Coordination Committee
Advisors

1. Prof. Dinesh P. Chapagain, Chief Patron,

QUEST - Nepal
2. Mr. Umesh Shrestha, Honorable Member,
Legislature Parliament
3. Mrs. Geeta Rana, Honorable Member,
Legislature Parliament
4. Dr. Baburam Pokhrel, Honorable Member,
Legislature Parliament
5. Fr. Lawrence Maniyar, Advisor, QUEST -Nepal
6. Mr. Shiv Raj Pant, Patron, QUEST- Nepal
7. Mr. B N Sharma, Patron, QUEST Nepal
8. Mr. Rajesh Khadka, Patron, QUEST Nepal
9. Mr. Anil Kedia, Director, DAV School
10. Mr. Keshav Nepali, Director, Vijayapur H. S.
School
11. Mr. Gopal Krishna Shrestha, Director,
Whitefield H. S. School
12. Mr. Sundar Shakya, Former Director, Education
Department, GON
13. Dr. B K Ranjeet, Former DEO, Kathmandu
14. Mr. Tejendra P. Rajbhandari, IPP/ Advisor,
QUEST- Nepal
15. Mr. Shiva Prasad Bhattarai, Executive
Chairman , Apex School

Convener: Mr. Nirajan Adhikari

Co- Convener: Mr. Deepak Gautam
Convention Management Committee
(QUEST- Nepal)

1. Mr. Rajkumar Maharjan, Director, Education

1. Mr. Ravi Bhattarai, Director, Organization
Development
1. Mr. Subarna Raj KC, General Secretary
1. Mrs. Surina Gurung, Treasurer
1. Mr. Narad Rijal, Director, Convention
Coordination
1. Mrs. Sarita Dewan, Director, Publication
1. Mrs Pramila Singh, Director, Government
Relations
1. Mr. Mohan Kumar Karki, Director, Media
1. Mr. Bhuwanlal Shrestha, Executive Member
1. Mr. Singa Lama, Director, Evaluation
1. Mrs. Ganga Pradhan, Director, Monitoring

Event Management Committee

(Apex School, Rupandehi)
1. Event Coordinator - Chandra Adhikari

9857030440
2. Chief Controller - Umesh Shrestha

9857039789
SN
1
2
3

Event
Case Study
Paper Presentation
Mansha Memorial
TQP Award
4 Panel Discussion
5 QC Twin
6 Page Tec.
7 Web Tec.
8 Story Formation
9 My Dream Canvas
10 Collage
11 Quality Quiz

Coordinator
Laxman Gaihre
Jeevan Kunwar
Buddha Gautam

Contact
9847025305
9857035078
9847492785

Krishna Neupane
Prabhat KC
Biswas Gurung
Ishwori Gywali
Kulchandra Puri
Umesh Shrestha
Dorn Pokhrel
Manoj K.C.

9844710665
9857031240
9806954107
9847058305
9849021306
9857039789
9867196210
9847145979

SQC Case Study Commentator, SQC

Master Trainers, QUEST- Nepal
1. Mr. Rajkumar Maharjan
2. Mr. Ravi Bhattarai
3. Mr. Subarna Raj KC
4. Mrs. Surina Gurung
5. Mrs. Ganga Pradhan
6. Mr, Singa Lama
7. Mr. Narad Rijal
8. Mr. Khem Bd. Saru
9. Mr. Roshan Thapa
10. Mr. Gokul Sharma
11. Mr. Jaya Narayan Bhusal
12. Mr. Baburam Banjade
13. Mr. Prabhat KC
14. Mr. Som Krishna Prajapati
15. Mr. Nabin Tako
16. Mr. Surendra Shrestha

NCSQC15 HANDBOOK

57

General Rules for the Participants:

1.
2.

Each team comprising 5 to 10 students will be accompanied by one teacher in-charge.

Only QUEST Nepal member schools can participate the convention. (New membership and
or membership renewal can be done at the time of registration)
2. The participants are classified in two categories for events participation as:

i) Juniors Students from classes V, VI, VII

ii) Seniors Students from classes VIII, IX, X
3. We extend our invitation to the Principals to grace the event. Their presence will motivate
the students.
4. Kindly send the letter of confirmation duly filled, by 24th January 2016 to help us plan
better.
5. Registration fee is Rs. 2,500 per student and Rs. 3,000 per teacher for Nepalese participants.

5. 1 Registration fee is IRs. 2,500 per student & IRs. 3,000 per teacher for Indian and
other
SAARC Countries participants.

5.2 Registration fee is USD 100 per foreign participants.
6. Registration forms, complete in all respects, should reach us on or before 24th January
2016. The form should be forwarded by the Head of the Institution.
7. Kindly ensure that the participants do not participate in two events being held at the same
time.

QUIZ or WEB PAGE DESIGNING for Seniors and PageTec or QC Twin for Juniors.
8. Please ensure that entries are complete in all respects and correct postal address, email id
and telephone numbers are positively mentioned.
9. It will not be possible to make any changes once the entry form is submitted.
10. Out of Rupandehi District, participants are requested to send their travel details by 7th
February 2016 so that arrangements for their transport to and from the airport / bus
station can be made.
11. We will be happy to provide hospitality to all outstation teams which will include boarding
and lodging in our home stay/ hostels/ as managed by the organizer.

11.1Hotels are managed for foreign delegates.

11.2If any team wishes to stay at hotel, they can do it at their own cost and its arrangements
with transportation to and from the hotel will be provided.
13. All local teams (teams from Rupandehi) will be required to register themselves by 1st
February 2015 at 4 p.m. at the Registration Counter.
14. All teams must attend the Inaugural Ceremony on 19th February 2016 and prize Distribution

ceremony on 20th February 2016 at 3 p.m. at Apex School, Rupandehi.
15. Teams are requested to bring their school flags for the Inaugural Ceremony.
16. Team leaders must ensure that all team members are in their proper school uniform.

Identification badges are to be worn throughout the event.
18. Discipline and decorum must be maintained by all teams at all times.
19. The entire team must be present in the program venue at all times. Participants are advised
to ensure the safety of their possessions.
20. The teams must carry their own articles and props, wherever required.
21. Foreign participants must immediately contact the convener upon their arrival in Nepal.
22. Schools from Rupandehi and neighboring districts without case study may participate with
following conditions:
22.1 Two students and a teacher can participate.

22.2 They can participate in one competitive event only.

22.3 Observation of of at least one case study session and reporting in the given format

is compulsory to obtain the certificate of participation.

22.4 Registration fee will be Nrs. 1500. per delegate.

22.5 No lodging provided from the side of organizer.

22.6 They may participate in hosting outstation delegates in home stay by consulting with

the organizer.
23. Any query regarding the 11th NCSQC are welcome on Telephone No. 009779857031488
or at email ids: deepakgbtl@gmail.com

58

NCSQC15 HANDBOOK

Eventwise Rules and Regulations:

S.N. Events
1

Case Study

Panel Discussion

Paper Presentation

Collage

Quality Quiz

My Dream Canvas

Page Tec

Collaborative Story

QC Twin

10

Webtek

Competitive/
Non Competitive

Senior (VIII, Junior (V, VI, VII)

IX, X)

1. Case Study Presentation

1. Each team is allotted a time slot of 15 min.

2. The participants are required to adhere to the time schedule.

3. This time includes following activities:

a) Introduction by the moderator

b) Setting of the stage

c) Presentation

d) Concluding remarks by the moderator

e) Questions from the floor

f) Photo Session
4. In view of the above each team is advised to limit its presentation to 10 min. All
teams
arerequested to cooperate with the organizers and adhere to the time
schedule.
5. A warning bell will be rung after 8 min. and the final bell will be rung denoting the end
of the presentation.
6. Upon ringing of the warning bell, the teams should immediately round off their

presentations.
7. The minimum number of participants in the case study Presentation must be five and

maximum Ten. There is no age bar in this stream.
8. Only one case study presentation from one school will be accepted for participation.

2. Panel Discussion:

This year is the Professor Kaoru Ishikawa Birth Centenary so Panel Discussion is going to
be a grand ceremony in his name. Participants will be invited and the discussion.

3. Paper Presentation

1. Only one paper is accepted from one HUB.

2. Two students will jointly present a paper.
3. Each team will be allotted a maximum of 5 min. for presentation.
4. Presentation is to be made on the basis of presentation bullet points. Relevant
pictures,
diagrams, tables can be used.

5. A soft copy is to be sent in advance by email, preferably in MS word format.

6. Mementos shall be awarded to all the participants.

7. Only students of classes VIII, IX, X, can participate.

NCSQC15 HANDBOOK

59

Topic

All paper presentation shall revolve around the following topics:

1. Best practices in my classroom.

2. My ways of maintaining quality in my life.

3. Role of SQC in my academic progress.

4. Collage Competition

Theme: Diversity, Curiosity and Creativity through SQC

1. Exact topic will be given on the spot and will be based on above theme.
2. Two participants shall represent each institution
3. Time allotted will be 1 hrs.
4. The participants shall present one collage collectively to project the given theme.
5. Participants are free to use any material for giving extra effects to their project.
6. At the venue, the organizers will provide only white chart papers (24* 18)
7. Marks will be awarded for creativity, innovation, neatness and interpretation of the

theme.
8. Only students of classes V, VI, VII can participate.

5. Quality Quiz
History & Geography

Arts and Literature

Games and Sports

Astronomy

Invention Science & Technology

Computer

TQM & QC

1. In all there will be seven rounds, one each on the above topic. This will finally lead
to the
Rapid Fire round.
2. Each team will be represented by two participants.
3. A preliminary qualifying written round will be conducted prior to the final quiz.
Marks of this round will not be added to the final tally. The best eight teams will
be selected on the basis of this written round. The exact time of written round will
be intimated at the time of registration.
4. The final quiz will comprise oral questions with audio and visual rounds. The
questions of the written round will also relate to the above topics. Marks will be
awarded to a team
for a correct answer. No marks will be deducted for an
incorrect answer or no response. The question will be passed on to the next team.
5. The Rapid Fire round will be the last round. Here each team will be asked a set of 10
questions selected at random each question carrying 10 marks. Quiz master will
ask questions one after another following participants correct answer or Pass.
Unless either of correct answer or pass com1 from the team next question will not
be asked.
6. Only students of class VIII, IX, X, can participate.

6. My Dream Canvas (School Category) Poster Making

Theme for the poster: - Diversity, Curiosity and Creativity through SQC

Rules:

1. Each team has to prepare and bring a poster on the theme mentioned above.
2. The poster should be of the size 50*50 cm drawn or painted in any style or medium
(poster colors, pencil, shade, oil color, pastel color etc.)
3. The teams will be required to submit the poster during registration. Same will be
displayed for judgment.
4. The poster will be judges under a special category, School Category
5. Decision of the judges will be final

7. Page Tech (Junior) Power Point Presentation

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NCSQC15 HANDBOOK

Topic:

Curious person is creative

Diversity a source of creativity

Page Tech would offer you an opportunity to create a digital exhibition of your thoughts,
vision and dreams using Microsoft Power Point.

Rules

1. A team comprising two students from junior section will represent each school.
2. The team has to come prepared with a power point presentation on the theme
mentioned above.
3. The presentation should comprise a maximum of 15 slides on any one of the above
mentioned topics.
4. The presentation has to be carried on a CD/DVD or a Pen Drive for evaluation.
5. The team has to submit the CD/DVD containing the Power Point at the time of
registration.
6. The CD/DVD must contain names of the participants, School name and Event
name.
7. Participants will be judged on the basis of subject matter, use of animations,
graphics and overall presentation.
8. Participants will be asked questions related to their presentation by the judges.
9. Presentation time is maximum 10 min which includes questions from judges and
their answers.
10. The decision of the judges will be final.

8. Collaborative Story
Rules:-

1. It is on the spot story forming competition where students from different schools
collaborate to form one story.
2. Students only from classes VIII, IX & X can participate.
3. One student can participate from one school.
4. There will be 10 students in a group from 10 different schools.
5. Facilitator will tell a half finished story to all the groups at the same time.
6. Groups are required to complete the story separately through brain storming
process within the given time.
7. Groups are required to write the story in the given chart papers with sketch pen.
8. Group can nominate 1 or 2 of the group members as writers.
9. After story formation groups are required to tell the story in collaborative way.
10. Story will be judged in its formation and dramatic delivery.
11. The judges will declare winning group which will be awarded.

9. QC Twin

1. Each team will be represented by 2 (two) participants only.

2. This event is divided into 4 (four) sub-events. Each team has to perform all the

following events:

(i) Spellathon - Time Limit: 1 minute
One of the team members would be given 10 (ten) words to spell in quick
succession.
Correct answer will fetch 1 mark.

(ii) Whats the good word- Time Limit: 30 seconds
1. One of the team members would be given a card bearing certain clues by

way of synonyms, opposites or number of letters.
2. This participant will give maximum of five clues (verbal) to his/her team

mate for guessing the GOOD WORD within 30 seconds.
3. No clues should start or end with the same letter of the alphabet as given

in the card.
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61

 4. After every clue, the team mate voices the word that he/she has guessed

or just says next clue.

(iii) Jingles- Time Limit: 1.5 minute

The participants will be given the name of a product. They have to compose a

jingle on the-spot within 1min. Thereafter they have to present it before the jury.

The time for presentation is 30 seconds.

(iv) Dumb Charades- Time Limit: 30 seconds

In this sub-event both the participants will participate. One of the participants

will enact the word while the other participant guesses it.

10. Web page designing

Design creates culture. Culture shapes values. Values determine the future.
--Robert L Peters

Topic : Use of IT for Qualitative Creation

Rules and regulations:

1. Each institution should be represented by two participants from the senior

category.
2. The team has to submit the CD/DVD containing the web site at the time of
registration.
3. The CD/DVD must contain names of the participants, School name and Event
name.
4. The participants should carry the source code of the website prepared and stored
in a DVD or pen drive.
5. Participants will be provided with Multimedia computers with Windows 7 or
higher / Linux equipped with DVD Drive.
6. Internet connection will not be provided for the presentation.
7. Entries are restricted to 4MB.
8. The decision of the judges will be final.
9. After the presentation, the DVD carrying the source code will be submitted to the
judges.
10. Basic essential softwares will be provided to the teams.
11. Presentation time is maximum 10 min which includes questions from judges and
their answers.
12. The judgment will be on the basis of following points:

Content 15
Coding 15
Hyper-linking 10
Overall presentation 10
Note: 1. It is advisable that the team brings required software with them to avoid any
inconvenience arising due to non-compatibility with the software provided by the
organizers.
2. The teams can also use their own Laptops (Desktops are not allowed).

Marks will be deducted if the presentation on the laptop differs from the submitted
CD/DVD. 32

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List of Participating Schools

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Case Study Presentations

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11th NCSQC15, Apex School, Rupandehi

Participants of Panel Discussion
SN

HUBS

School

Name of Participant

KUHS Hub

Kathmandu University High School, Kavre

Sutrishna Raj Satyal

LA Hub

Little Angels School, Lalitpur

Anne Shrestha

Galaxy Hub

Galaxy Public School, Kathmandu

Monisha Choudhari

V.S. Niketan Hub

V. S. Niketan School, Kathmandu

Oshin Pandey

EPS Hub

N K Singh Memorial English Preparatory

School, Kathmandu

Pratyush Ghimire

Bright Future Hub

Bright Future High School, Kathmandu

Sneha Mudhawari,

Saink Mahavidhyalaya Hub

Sainik Aawasiya Mahabidhyalaya, Bhaktapur

Pragati Dhakal

Mount View Hub

Mount View E. B. School, Bhaktapur

Shristi Singh

Butwal Hub

Apex High School, Rupandehi

Rabina Gywali

10

Palpa Hub

Bethel High School, Palpa

Apsana Kamu

11

Advanced Hub

Advance Academy, Bhaktapur

Bikesh Parajuli

12

Golden Gate Hub

Golden Gate English Secondary School,

Bhaktapur

Anisha Joshi

13

Rupandehi

Kunwarworti E. B. School, Rupandehi

Alisha Gaire

14

Palpa

New Horizon School Palpa

Apsana Acharya

15

Rupandehi

Tilottama Higher Secondary School,

Rupandehi

Gayatri Malla

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NCSQC15 HANDBOOK

QUEST- Nepal Executive Committee 2015-2018

Mr. Tejendra P. Rajbhandari

Immediate Past President

Mr. Nirajan Adhikari

President, QUEST-Nepal
DG, WCTQEE

Mr. Rajkumar Maharjan

Senior Vice President
Director, Education

Mr. Ravi Bhattarai

Vice President
Director, Organization Development

Mr. Subarna Raj K.C.

General Secretary

Mr. Bhubanlal Shrestha

Executive Member

Mrs. Pramila Singh

Executive Member
Director, Government Relation

Mr. Narad Rijal

Executive Member
Director, Convention Coordination

Mrs. Surina Sunaini Gurung

Treasurer

Mr. Deepak Gautam

Secretary

Mrs. Sarita Dewan

Executive Member
Director, Publication

Mr. Mohan Bahadur Karki

Executive Member
Director, Media

Singa Lama
Executive Member
Director, Evaluation

Ms. Ganga Pradhan

Executive Member
Director, Monitoring

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69

Evaluation Sheet for SQC Case Study

How the topic was Given by the
selected by the
school
circle?
How the circle has No! not set at the
set the target for beginning [0]
improvement in
the problem?
How the circle
has planned the
problem solving
activities?

Chosen by the leader

of circle

2
Yes! But in qualitative
terms which cannot be
measured

Circle initiated the

problem solving
activities without
planning [0]

By intuition and
judgment [0]

2
By using brainstorming
and choosing the most
appropriate cause by
consensus

0
How the
countermeasures
were
implemented
to solve the
problem?
How the
results were
checked after
implementation?

How was the

presentation
environment
of the circle
members?

By using some
quantitative basic
statistical tools and
cause and effect
diagram

Circle provided
a list of
recommendations
to the school
administration and
fellow students to
act [0]
0

Circle prepared a list

of recommendation
and asked the fellow
students to follow the
instructions for solving
the problem selected

By observing only
once immediately
after the problem
solving exercise is
over [0]

By observing the before By checking

and after exercise status quantitatively the
of the problem
problem status and
evaluating it against its
previous status

The exercise is
taken only as one
of the case studies
of students [0]

2
The case study is
prepared to present in
the school seminars and
conventions

Circle together with

other friends and
school administration
implemented the
countermeasures
together to solve the
problem

4
The circle has presented
the case study exercise
results to all students
and teachers in the
school

4
By all members with
confidence what they
are communicating but
monotonous and not
really interesting for
others to concentrate on

By all members in
turn, sometime
looking at text not
knowing exactly what
they have done and
what they wanted to
communicate
2

By the leader
reading only the
text [0]

Total Score:

70

0
How the exercise
is standardized to
make use by the
school in future?

Yes! In quantitative
terms but without
observing the present
and ideal status

Circle has used but has Circle has prepared a

not planned in paper
schedule for the 7 steps
before starting activities of problem solving
sequence and worked
accordingly

0
How root causes
of the problem
selected in
the topic were
analyzed by the
circle?

By subjectively voting By objectively

by each circle members measuring the
4 importance

NCSQC15 HANDBOOK

Yes! In quantitative
terms by observing
the present status
and ideal status

Circle has used 5

W & 1 H framework
for planning the
problem solving
activities and worked
accordingly
8
By observing and
re-observing the
problems and
causes through
using appropriate
quantitative and
qualitative tools
Circle developed
appropriate plan
and implemented
it without any, or
minimum support
from the school
administration

By monitoring the
problem status
regularly by the
circle members with
statistical tool and
evaluating it with the
set target
8
Circle has prescribed
to keep the
countermeasures as
a code of conduct of
the school apply to
all students
8
By all members in
an interesting and
convincing way with
full confidence

Thank You Note from

the Co- Convener

Deepak Gautam
Co- Convener, 11th NCSQC15
Secretary, QUEST Nepal
Principal, Apex School,
Rupandehi

QUEST Nepal
and its quality
movement
has come to
its present
height due to
continuous
support of
broad minded
educationists
and the
institutions led
by them who
have transferred
leadership of
QUEST Nepal
to second
generation.

Thanks to quality circle practitioners and

quality leaders for being with QUEST Nepal in the quality Circles movement in
Nepal. The SQC movement in Nepal started
just 11 years ago by our quality guru Prof.
Dr. Dinesh P. Chapagain. It has already
created need of setting up broad leadership
based widespread QC organization in the
country. The curriculum, text books, QC
guide book, and QC tool kit produced by
QUEST Nepal have generated need of
this movement entering govt. education
system. International quality gurus are
suggesting us to make QUEST Nepal as an
international organization. In fact the quality
movement of Nepal has shown potentiality
of being a subject of pride of the nation in
international arena of quality movement. It
is exemplary to other countries due to its
HUB model and the model of collaboration
and cooperation.
QUEST Nepal and its quality movement
has come to its present height due to
continuous support of broad minded
educationists and the institutions led by
them who have transferred leadership of
QUEST Nepal to second generation. The
self less support and hard work of youths,
second generation leaders, with thurst
of quality in education is expected to
accelerate the quality movement in new
height within short time in future.
The national conventions, the biggest
festivals of QC practicing students, have
already changed modality to cope with
the need of rapidly increasing demands
of students as HUB Conventions. The
innovations will continue to cope with the
understandings gained from knowledge,
experience and need of students &
educational institutions.
The collaborative model of conventions is
the biggest asset of QC movement in Nepal.
It is new model of practicing our traditional
Parma System remains of which can still
be seen in rural areas of country. I like to call
it social wealth.

Regarding the quality circles in Nepal, they

are technically better than quality circles of
other countries as seen in the international
conventions. The QC students are
developing diverse personality qualities in
different scale depending upon their honesty
in the process of Case Study process. More
conscious support of teachers can benefit
larger number of students in better way.
I on behalf of organizing committee and
QUEST Nepal would like to express sincere
thanks and gratitude to
1. All the participating students and
teachers of 11th NCSQC at hubs and at
the centre.
2. All the school principals and directors for
supporting us to make this convention
happen in this size and level.
3. Mr. Chandra Adhikari, the event
coordinator, Mr. Umesh Shresta, the
chief controller, event management
committee, the events coordinators
all the SQC master trainers of QUESTNepal and the entire dynamic team of
Apex School,
4. Teachers and staffs for wonderful
support, in organizing the event and
in managing the whole convention
successfully.
5. Collaborating partners, cooperating
partners, Hub Coordinators, institutional
and individual members, executive
members, the chief patron, patrons, and
advisors of QUEST- Nepal for valuable
moral physical, logistical supports and
cooperation which made this convention
a great success.
6. Students and their families for hosting
participants in their home. It was really
heart touching.
7. Apex School management committee
and Kunwarworti English Boarding
School for collaboration and special
support in managing 11th NCSQC at
Apex School.
8. Finally Special thanks to Chief Guest
and Special Guests, guest of honor the
guests from different organizations
for motivating students and teachers
participated in the convention.
May our sprit of quality and excellence go on
increasing! See you in the next convention.

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71

QUEST-Nepal
QUEST-Nepal, which is an acronym of Quality Circles
in Education for Students Personality Development,
Nepal, is a not for profit, nongovernmental
organization envisioned and formally established
in 2005 (2063 BS) by likeminded educationists in
Nepal who believe in developing Total Quality
People (TQP) by implementing Students Quality
Circle (SQC) in educational institutes. The mission
of Quest-Nepal is to introduce SQC from primary
to university level academic institutions in Nepal to
make every student a highly productive social and
competitive future citizen having smart as well as
good personality.

QUEST-Nepal | GPO Box: 24674 | Lalitpur, Nepal | Tel.: 01-5553892

Email: info@questnepal.org.np | Web: www.questnepal.org.np