
A Trinket For Education
Removing the "financial friction" that prevents brilliant minds from finishing their secondary education (SEE).
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Why we exist
TFE started with a living room conversation where we shared our childhood stories from the days we were in school. There were instances where we were ostracized for asking questions and made out to feel guilty for being curious. During our schooling years in Nepal, we found there was an all-pervasive sense of frustration about the way we were taught.
Learning was shown to us as a burden that was imposed upon us. Rather than gathering knowledge being presented as a natural thing for humans to do. This is what encouraged us to look for changes in the way we teach our children so they do not suffer from their education but find it as a cause for celebration.
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Meet Our Team
The Cliff of Basic Level Education
We often talk about access to education as if enrollment is the finish line. But enrollment is only the beginning. Retention is the real test. Transition is the real barrier.
Nepal has 35,447 schools in total. Of those, 23,905 serve the basic level (Grades 1 through 8). That sounds reassuring until you ask: how many of those schools continue to secondary level (Grade 9 and beyond)? Just 6,493. That gap is not just a statistic. It is a structural drop-off. A cliff.
Because 839,834 children started Grade 1 last year in Nepal. Every single one of them deserves to finish.
Read the full article to learn what TFE is doing to address the problem.
Recent Articles
Exploring the vision of The Future of Education (TFE) for transforming Nepali education through 'Nepalification', focusing on culturally relevant and locally impactful learning approaches.
How apprenticeship models and community-led learning continue to shape opportunity beyond the traditional school system.
A comparative look at the reforms, investments, and community movements that brought classrooms into the twentieth century.
Two nations humbled by foreign powers pursued modern education to reclaim their dignity.












