NCSQC Handbook'16

12th National Convention on
Students Quality Circles 2016

(12th NCSQC 16)
Collaborate, Create & Complete
21-22 October, 2016

Sainik Awasiya Mahavidyalaya
Bhaktapur, Nepal
Organized by:
Collaborating Partners

Cooperating Partners
Handbook

Quest-Nepal

Message from the Convener

Dear Delegates,
I am extremely delighted
to cordially welcome all the
young students, teachers,
principals, national and
international
guests,
academicians,
members,
Nirajan Adhikari
advisors and patrons of
President, QUEST-Nepal
Director General, WCTQEE
QUEST- Nepal to the 12th
National Convention on
Students Quality Circles
(12th NCSQC16) at Sainik Awasiya
Mahavidyalaya, Bhaktapur, Nepal. Your
presence has always been creating the
colourful galaxy of quality society in
academia.
Every year, QUEST- Nepal organizes the
national convention on Students Quality
Circles. In addition to this, SQC Hub
Conventions are organized in different
hubs since 2014. Such hub conventions
are creating another platform for the SQC
practitioners in the local and regional level,
sharing their ideas, knowledge, skills and
experience among their quality circles.
This year students have participated in the
3rd SQC Hub Convention 2016 in their
respective hubs and are assembled here to
celebrate the national festival of SQC with
great enthusiasm and joy. I believe this
convention will be another milestone in
the quality movement in academia lead by
QUEST- Nepal.
Quality of goods and services, quality of
living and life and quality of society, nation
and the world is possible through quality
mindset, quality thoughts, quality actions
and behaviours of the people. People with
such quality mindset and thought can be
produced by providing quality in education
aided with the innovative approaches
like Students Quality Circles, which is
targeted, especially to young students
to develop them as good and smart

persons to whom we say the Total Quality
Person (TQP). This convention is a grand
assembly of those students, aspiring and
developing as the Total Quality Person.
I am sure this convention will provide you
the platform to come together, collaborate
to create new thoughts, ideas, skills and
knowledge of quality and quality circles,
share them, learn from others, and walk
on the path of developing yourself as a
complete human being.
I sincerely appreciate and thank the
management, teachers, students and
the entire family of Sainik Awasiya
Mahavidyalaya for collaborating and
cooperating with QUEST- Nepal in hosting
this convention with a grand success.
I am pleased to state that the SQC
movement has come to this height because
of the cooperation and collaboration of
our valued cooperating and collaborating
partners, principals, hub coordinators,
teachers, students, QUEST- Nepals
Patrons, advisors, executives, SQC Master
Trainers, Facilitators and all respected
members. On this occasion, I would like
to thank all of you for your continuous
support and cooperation in organizing
SQC Hub Conventions across the country
and national conventions to promote SQC
in Nepal.
I wish your participation in the convention
and stay at Bhaktapur will be full of joy,
happiness, learning and memories. Please
feel free to take any kind of assistance
from the volunteers and organizers for
which they are ready at all places of the
convention venue.
Thanking you for your participation,
collaboration and cooperation.
ED ITO R I A L
From the Editorial

With the approach of SQC Conventions, whether they are Hub, National or
International, indeed they are the moment of celebration and rejoice, they are like
festivals for students, teachers and schools and stakeholders. It is the time when the
members involved in quality movement from home and abroad come together in a
common platform, participate, collaborate, and face the consequences of celebration
taking part in different activities in the Convention. It is that time when the students
get the exposure of culture, social norms and values, and new relations as Prof. Sayad
Ali has expressed in his paper. Not to forget an inculcation of great life skill empathy
as Mr. David has expressed.
Mr. David Huchin has expressed to share theempathywith the rest of the world
through SQC, which is indeed the need of the present world to make it a better place
to live in. It is a known fact, that during the convention, the students treasure the
experience while the conveners learn to organize in a better way, then each one bid bye
promising to meet next year with new zeal and enthusiasm. Everyone who witnesses
the programme gets tangible and intangible benifits and chance to learn the life skills.
The students of Galaxy Public School, GEMS School, Little Angels School, Mount View
Boarding School, KUHS, and others have expressed their genuine feelings honestly.
Although, this handbook is not a school magazine, it has given a platform for the
aspiring students as well as teachers to write something.
According to W. Edward Deming, Quality is everyones responsibility. Rightly said,
and QUEST Nepal has taken the one more step in Nepal in the field of education
for students Personality Development by implementing SQC as the curriculum,
quality movement in Nepal. There is a sharing of Mr Rajkumar Maharjan who has
implemented SQC as a curriculum in his school.
Father of SQC in Nepal Prof. Dinesh Chapagain has created the acronym of SQC very
intelligibly, yet creatively.
We are thankful to all the contributors for making our job easier by maintaining the
deadline. We do hope the reports and the write-ups of Quality Gurus will inspire all
who are involved in the quality movement.
Editor In Chief
Sarita Dewan
Executive Member/ Director, Publication
QUEST- Nepal
Contents
Message from the Rt. Honourable Vice-President, Nepal ____________________________________ 5
Message from the Chairman, WCTQEE __________________________________________________ 6
Students Quality Circles: You are within the circles of quality students _________________________ 7
Quality and Quality Circles ____________________________________________________________ 9
Message from the Director General, WCTQEE, UK _________________________________________ 15
Creating Global Leaders through Quality Education ________________________________________ 16
World Council for Total Quality and Excellence in Education (Wctqee) _______________________ 17
QUEST-Nepal & SQC Movement in Nepal ________________________________________________ 20
QUEST-Nepal: Patronage Committee ____________________________________________________ 21
QUEST-Nepal: Advisory Committee _____________________________________________________ 22
QUEST-Nepal: Executive Committee 2015- 2018 __________________________________________ 23
Hub Details ________________________________________________________________________ 24
Social Leadership in Quality through SQC Hub ____________________________________________ 25
Mansha Memorial Total Quality Person Award (MMTQPA) __________________________________ 30
SQC, from Desire to Destination _______________________________________________________ 33
Celebrating Quality: Creating Values ____________________________________________________ 36
Demings Cycle: an epitome of empowering youths ..... ______________________________________ 40
SQC and Personality _________________________________________________________________ 43
A Quality Trip to Butwal ______________________________________________________________ 47
Opportunities of Students Quality Circle ________________________________________________ 49
Quality and We _____________________________________________________________________ 50
SQC: A moment to cherish ____________________________________________________________ 52
Why SQC? _________________________________________________________________________ 53
Quality through SQC ________________________________________________________________ 54
Montessori Students Quality Circle (MSQC) _____________________________________________ 56
Sainik Awasiya Hub, Bhaktapur ________________________________________________________ 57
Dorje Lakpa Hub, Kavre ______________________________________________________________ 59
Lumbini Hub, Rupandehi _____________________________________________________________ 60
Joint Hub, Rupandehi ________________________________________________________________ 61
Simara Hub, Bara ____________________________________________________________________ 63
Mount View Hub, Bhaktapur ___________________________________________________________ 65
Mithila Hub, Janakpur _______________________________________________________________ 67
Convention Overview 2005-2016 _______________________________________________________ 69
Convention Coordination Committee ___________________________________________________ 70
Event-wise Co-ordinators _____________________________________________________________ 71
Event Managers, SAMB _______________________________________________________________ 72
Event-wise Volunteers ________________________________________________________________ 74
General Rules for the participants _______________________________________________________ 78
Program Schedule ___________________________________________________________________ 83
Name List of Participating Schools ______________________________________________________ 84
Participants: SQC Case Study Presentation _______________________________________________ 87
Participants: Collaborative Collage ______________________________________________________ 105
Participants: Quality Quiz ____________________________________________________________ 108
Participants: Collaborative Football _____________________________________________________ 111
Participants: Panel Discussion _________________________________________________________ 113
Participants: Model Parliamentary Practice ______________________________________________ 114
Evaluation Sheet for SQC Case Study ___________________________________________________ 115
Notes ____________________________________________________________________________ 116
Thank You Note from the Co-Convener __________________________________________________ 119
12th NCSQC16 | Handbook
M E S S AGE
Message from the Rt. Honourable Vice-President, Nepal

Kathmandu, Nepal
16th Oct, 2016
Message
It is a matter of pleasure to know that a voluntary organization, QUEST - Nepal is organizing
12th National Convention on Students' Quality Circles at Sainik Awasiya Mahavidyalaya to
create the big national platform for the school students in Nepal. Moreover, I am excited
to learn that an innovative educational approach, named "Students' Quality Circles (SQC)"
has been practiced and becoming popular in academia since 2005 as the educational
movement to develop students' overall personality. The attempts and the efforts made by
QUEST - Nepal in promoting SQC with an objective of producing good and smart citizens
for future Nepal is very praiseworthy.
Education is not only feeding curriculum to students, rather it is an instrument to shape
student's right attitude, right behaviour, good character and help them grow as a good
human being who are capable of leading the society, country and the world at large for peace,
progress and prosperity. I found the theme of the 12th NCSQC'16, "Collaborate, Create and
Complete" in line to achieving the pure objective of today's education. I hope the students
participating in this convention come together to create new ideas and knowledge which
help themselves and others to walk in the lifelong path of quality and creativity and groom
as a complete human being.
I am sure the convention will be successfull in achieving its objective and the students
will find it as a great platform to learn from each other's experience and ideas during their
presentations and interactions in various events of the convention. I congratulate and
thank all the participating students, teachers, parents, educationist and the organizers
for your valuable contribution in introducing, practicing and promoting an innovative
approach like SQC in education. I believe your voluntary service in education will help
create progressive and prosperous Nepal in future.
Thank you very much.
.........................................
Nanda Bahadur Pun
Vice President
Nepal
M ESSAGE
Message from the Chairman, WCTQEE

Strain every nerve to
acquire both inner and
outer perfections.
Dr. Jagdish Gandhi
Founder Manager, CMS
Respected President and all the members

of QUEST Nepal,
field of SQC movement in Nepal and in the

world.
It is our great pleasure to know that QUEST

Nepal is organizing the Twelfth version of
national convention on Students Quality
Circles and has organized Third version of
SQC hub convention
Every effort needs across the country
which is the reflection
to be made to of wide spreading
inspire every child SQC movement in
to become both Nepal. The dynamic
leaders of QUEST
good and smart, Nepal are doing the
or good before fabulous work for
in the field of
smart. society
quality and excellence
in education which is
highly praiseworthy.
Everywhere people are looking for good

education, but the question most pertinent
is, What is good education?
Good education is the education that makes
a good human being
a good member of a family
a good member of a community
a good citizen of a country
a good citizen of the world
We are happy to note that SQC in Nepal

is becoming a very popular curricular
program in academics and QUEST Nepal
successfully organized 11th NCSQC16 at
all hubs which has benefited more than 2000
students. It is because of QUEST- Nepal
leaders conscious and continuous efforts
and hard works which is appreciable in the
The three schools of humanityhome,

school and communityall have a measure
of responsibility towards providing every
child with a good education. Every effort
needs to be made to inspire every child to
become both good and smart, or good
before smart. The SQC movement that
you are promoting in this world has been
contributing to groom todays young
students as such good and smart person to
whom we say Total Quality Person (TQP).
I wish you all the very best for the grand
success of 12th NCSQC16 organized
by QUEST-Nepal at Sainik Awasiya
Mahavidyalaya.
M E S S AGE
Students Quality Circles:

You are within the circles of quality students
Dear Participants
SQC Students and SQC
Gurus,
Welcome to the 12th version
of the NCSQC16 (12th
National Convention on
Prof. Dinesh P. Chapagain Students Quality Circles).
Chief Patron
Please prepare yourself to
QUEST Nepal
Advisor, WCTQEE
make full use of this occasion.
I want to repeatedly tell you:
Collaborate with OTHERS and compete
with YOURSELF.
Students Quality Circles (popularly known
as SQC) is said as an adapted version of
Quality Control Circles (QCC) which was
developed during the
post WW II era in Japan
SQC is a circle of for improving quality
quality students, and
productivity
at
industrial
sector
which helps students
through utilizing the
to be a total quality hands, hearts and
people through heads of industrial
developing pro-social workers. And, QCC
became so successful
behaviours, specially in industrial domain
making all students that Japan could solve
great challenges
involved in SQC the
created by the energy
activities good as well crisis, which crushed
as smart. the whole industrial
world in the early 70s.
I want to inform you that the Quality Circle
for the student is not exactly the Quality
Control Circles as envisaged by Dr. Edward
Deming, Dr. Joseph Juran and Dr. Kaoru
Ishikawa. Back in 70s and 80s, Total Quality

Management (TQM) was developed after
adding few more managerial approaches
and techniques like top management
involvement, continuous improvement
and customers focus. Moreover, many
people are confused and very often ask me
in Nepal, What is the difference between
QCC and SQC? What is the purpose of
QCC and SQC?
QCC means Quality Control Circles, or in
words QCC teams are self-formed small
groups in a workplace to control or manage
quality and productivity problems at the
workplace.
SQC means Students Quality Circles, or
in other words SQC teams are self-formed
small groups to enhance their pro-social
characters at an educational institute. SQCs
are Circles of quality students, or Students
Quality Circles (SQC).
Many are confused with the word QCC and
SQC because these two terms have two
common words: Quality and Circles. That
is correct. But the first term QCC means
circles for quality control and second term
SQC means circles of quality students. SQC
is not at all concerned with the quality
or productivity. SQC is a circle of quality
students, which helps students to be a
total quality people through developing
pro-social behaviours, specially making
all students involved in SQC activities
good as well as smart. It is an innovative
teaching-learning process for developing
moral as well as performance characters,
an approach to prepare total quality people.
M ESSAGE
However, SQC adapts with few variations

many of the QCC approaches, techniques
and tools.
Students who are

involved in QUALITY
CIRCLES work and
behave like quality
people.
I feel proud to tell

you that our teachers
and students who
are involved in SQC
activities never call
it Student Quality
Control Circles, as others call it at
international conventions. Here, they call it
Students Quality Circles, or in other words,
circles of quality students.
Quality is an acronym of Quest, Unanimity,
Analysis, Lateral-thinking, Information,
Team-worker and Yearn. And, Circles are
an acronym of Communicator, Integrity,
Responsive, Collaborative, Leadership,
Empathetic and Self-confidence.
Students who are involved in QUALITY

CIRCLES work and behave like quality
people. They have the quest for new
knowledge, unanimity with colleagues
in meetings, and conduct analysis of
the root causes of problems, do lateral
thinking while brainstorming, work as
a team-worker, continuously yearn for
continuous improvement. Moreover, they
are good communicators, have integrity,
are responsive to the society, collaborate
together with members, have leadership

vision, are empathetic and self-confident
as well.
Q :
Quest for new knowledge
U :
Unanimity with colleagues
A :
Analysis of root causes of problems
L :
Lateral thinking while brainstorming
I :
Information hungry
T :
Team worker
Y :
Yearn for continuous improvement
C :
Communicator
I :
Integrity
R :
Responsive to the society
C :
Collaborate with members
L :
Leadership vision
E :
Empathetic
S :
Self Confidence
I wish all of you a

pleasant and learning
sharing forum. I like to
thank Sainik Awasiya
Mahavidyalaya
for
hosting
this
12th
convention on students
quality circles at the
national
level
by
providing an excellent
platform for students
and teachers from hubs
from different places.
This is a golden opportunity to network for
sharing and learning on SQC. Also, I like to
thank all hub coordinators for conducting
SQC conventions at their respective
schools and provide opportunities for the
students from different places to present
their problem solving case studies and
participate in many other interesting and
collaborative events.
Together We Can
M E S S AGE
Quality and Quality Circles

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
Prof. Syed Ali

Vice-Chairman, WCTQEE
Johns Hopkins University,
USA
C o l l a b o r a t i o n ,
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.
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 the total
quality person, total
quality citizens and total
human beings.
they become responsible citizens to act in

the best interest of human and ecological
communities, develop the ability for ethical
decision-making and acting conscientiously
to support societal movement toward a
sustainable future, and become a 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
The prime motives must

be for the development
of leadership skills of the
students, so ultimately
M ESSAGE
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 courses.
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
has been searching for ways to improve
operational efficiency. The trend has been
more highlighted
Before developing the with the onset of
free open trade
product, we develop and customers are
people, It is better for demanding more
for their money.
one hundred people

to take one step than
one person takes a
hundred.
Kaoru Ishikawa
(July 13, 1915April 16, 1989)
a
Japanese
organizational
theorist, Professor
at the University of Tokyo, introduced
the concept of Quality circle (1962) in
conjunction with JUSE.(Japanese union for
scientists and engineer)
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?
10
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 activists 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
M E S S AGE
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
That is why Japanese say, Before developing

the product, we develop people, It is
better for one hundred people to take one
step than one person takes a hundred.
In quality circles sense of belongings of
people increases as they take pride and
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.
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 institution,
they are building trust and understanding
within tense class situations.
As a team member, 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, the UK and
Mauritius that these students teams have
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
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 of all, let me explore the beginning of
the SQC.
Dr. Jagdish Gandhi started the Student's
Quality Control Circles (SQCC's) in
education, an idea that he generated
from Kaizen Philosophy (continuous
Improvement)
and
Total
Quality
Management (T.Q.M.) concept of Industries
during his visit to Japan.
The worlds first Student Quality Circle
(SQC) named SQC Jai Jagat (Glory be to
11
M ESSAGE
the World) was formed by City Montessori

School (CMS) at Lucknow, India in 1993.
The creation and concept of SQCs was
presented by City Montessori School
(CMS) at a
The point is simply to conference
in
Hong
establish that the right way Kong in
to evaluate the quality of O c t o b e r
It was
teaching is to measure the 1994.
develop e d
quality of learning. by
two
engineers
of Indian
Railways Mr. PC Bihari and Mr. Swami
Das in association with Dr. Mrs. Vineeta
Kamran Principal of CMS. A World
Council for Total Quality and Excellence
in Education was also later established in
1999.
In Nepal, Prof. Dinesh Chapagain in
Himalaya Vidya Mandir, Kathmandu,
initiated Students Quality Circles in
1999. Till now, more than 8,000 Nepalese
students feel proud to be the members 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.
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
12
who wants to start new SQC.

What is the role of the teacher with
students Quality Circle?
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,
they 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. When giving the
opportunity to lead, teachers want to see
their work be successful.
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.
Skills like looking, concentrating, and
M E S S AGE
thinking, speaking and listening are not

easy for a student to imbibe unless the
teachers have these instilled in themselves.
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.
How much training is needed, for
teachers and students, in the use of
quality tools?
As a teacher, I dont 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 starts 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 the refresher courses.
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 a Master trainer
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.
There are many qualities that make up a
good master trainer. The trainer must be
the 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 Script 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 team work
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,
the boy says, 'I said I taught him, I didn't
say he learned!'"
Sometimes training fails because the newly
trained person returns to the environment
that does not have the resources and
opportunity 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 a clear objective.
13
M ESSAGE
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 CirclesTeaching 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 conference- American
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 second 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
Profile of Syed Ali

Prof. Syed Ali is a writer and educator in leadership and Quality systems management.
He has served as a Principal Professional Staff 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 the vice chairman for the World Council for Total Quality and Excellence in
Education. (http://www.cmseducation.org/wctqee/representatives-of-the-worldcouncil.html)
14
M E S S AGE
Message from the

Director General, WCTQEE, UK
David Hutchins
DHI Ltd., UK
First, let me wish you

well with your National
Conference. I very much wish
I could be there with you
all. I never cease to admire
the vigour with which you
all approach this challenge
and the success you have
achieved over the years and
are continuing to achieve.
You are an example to all of
us.
Looking at the situation in the world

today, with wars on the top of wars, an ever
increasing number of different terrorist
groups only concerned with creating the
maximum human misery,
No idea should the work that all of you are
be thought of as doing has never been less
important.
stupid or ridiculous.
Encourage wild
ideas; a wild idea
from one person
might spark a better
one from someone
else. Use association.
By combining ideas,
new insights can
evolve.
Through Students Quality

Circles, my view is that the
most important thing we
should all teach and learn
to share with the rest of
the world is empathy.
Let that be one of the key
words for this conference.
It means, that before any
of us do or say anything
we automatically stop and
think how would I feel if
someone did or said that
to me. If the answer is negative then we
do not do it. Imagine what life would be
like if everyone did this. Well, we cannot
change the world overnight. It is a long
slow process, Chairman Mao once said
a journey of 1000 miles begins with one
small step. Anything worth doing is best
started now. It might take a long time to

achieve even in many cases longer than
our lifetimes but the longer it is before we
start, the longer it will take.
The whole concept of Quality Circles is
founded on empathy. Note for example
the rules we use in Brainstorming. Choose
a leader for the brainstorming session who
also writes the ideas on the flip chart. Take
turns in suggesting ideas, only allow one
idea per person per turn. Say Pass if you
cannot think of anything on your turn.
No censorship. Write down all ideas as
suggested. No criticism. No idea should
be thought of as stupid or ridiculous.
Encourage wild ideas; a wild idea from
one person might spark a better one
from someone else. Use association. By
combining ideas, new insights can evolve.
Do not comment on any of the ideas
during brainstorming. There will be time
enough for that afterwards and it will kill
the brainstorming thinking process. No
discussion of the ideas until Brainstorming
is finished.
Brainstorming is tiring. Only brainstorm
for a maximum of 20 minutes in a single
session but it is recommended that you
have further sessions until all the ideas are
exhausted. In the time between sessions,
new ideas will formulate in your minds.
This is called incubation.
If you follow this mantra, you will
automatically be using empathy and
you will be amazed how creative you
can become. So, best of luck with the
convention and I look forward to hearing
all about it afterwards. The important
thing is that you all enjoy it.
15
M ESSAGE
CREATING GLOBAL LEADERS

THROUGH QUALITY
EDUCATION
Acn. Shan Ruprai JM
Chairman, AOQ, NSW
Hon. President, APQO
Director General, WCTQEE,
Australia & New Zealand
We need to redefine education in a

globalised economy, assuring future of
quality education and global leadership by
guiding students future expectations in the
international community
I am delighted that 12th NCSQC is taking

place in Bhaktapur Nepal on 21st and 22nd
of October 2016. It is unfortunate due to
other international commitments I will
miss this great event.
The
theme
for
the
convention:
COLLABORATE, CREATE & COMPLETE
is so relevant in the globalised world that
we live in. Quest Nepal has always been
proactive to bring the best in the students
by increasing their knowledge bank through
Quality Circles and Innovative approaches,
to make them Good Global Citizens.
We need to redefine education in a
globalised economy, assuring future of
quality education and global leadership by
guiding students future expectations in
the international community. World today
is more tolerant to multiculturalism than
before.
As part of the education revolution and
reform, we require collaboration and
genuine partnership involving parents,
students,
administrators,
Schools,
16
Universities, employers and all levels of the

Government. We need to understand the
strengths, assets and goals of school and
its community to serve as a strong bridge
between students, parents and schools
staff. Regular value adding communication
between all stakeholders is another
important success factor.
Heads of the School walk the quality talk.
Continual training of all staff of the school
is also an important factor.
Mentoring and providing access to students
and teachers, to international quality
leaders, will guide students future in the
international community. I am available to
serve, if required.
I congratulate the Convenor Mr. Nirajan
Adhikari, Chief Patron Prof. Dinesh
Chapagain, Patron Umesh Shrestha and
the entire team for putting their heart and
soul in the above event. My best wishes for
a very successful convention and looking
forward to join you in 2017, if not earlier.
INT R O D UC T I O N
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 country in 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
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
17
I N T RO D UC TION
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 audio-visual 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 co-ordination committee
meeting of the WCTQEE.
18
WC TQ E E
World Council for Total Quality & Excellence in Education (WCTQEE)

Life Chairman
Mr. Jagdish Gandhi

Founder Manager, City Montessori Schools, Lucknow, India
Vice Chairman
Prof. Syed W. Ali

Johns Hopkins University, USA
Life Executive
Directors
Dr. (Mrs.) Vineeta Kamran

Principal, City Montessori School, Lucknow, India.
Mrs. Archana Bihari
Hony. Director, Training, International QC Academy, CMS Lucknow, India.
Mr. Andre Lim
Chief Executive Officer, Quality System Training & Consulting Pvt. Ltd., Singapore
Ms. Lim Shi Huey
Managing Consultant, Quality System Training & Consulting Pvt. Ltd., Singapore
Advisors
Director Generals
Mr. A M M Khairul Bashar

President, BSTQM. Bangladesh
Prof. Dinesh Chapagain
Chief Patron, QUEST- Nepal
Dr. Geeta Gandhi Kingdon
President & Chief Operating Officer, CMS, Lukhnow, India
Prof. Mary Stuart
Vice Chancellor, University of Lincoln, U K
Prof. J. J. Bostingl
Bostingl Leadership Development, USA
Mr. S.B. Purohit
Secretary, QCFI, Dellhi Chapter, India
Ms. P Mangalika De Silva
President, Srilanka Association for Quality, Srilanka
Dr. Bro. Thomas Thamickal
Ex Principal, Cambridge School, Cuttack, India
Mr. David Hutchins
Principal, DHI International Quality College, UK
Prof. M. R. Kabir
Pro- Vice Chancellor, University of Asia Pacific, Bangladesh
Mr. Shan Ruprai
President, Asia Pacific QualityOrganization (APQO), Australia
Mr. Abdul Wahid Mir
Principal, Modernage School, Pakistan
Mr. Madhukar Narain
Chairman, MSQCC, Mauritius
Dr. Hayal Koksal
Founding President, Association for Innovative Collaboration, (YIMEDER), Turkey
Ms. Victoria M Vallestero
Secretary General, APQO, Philippine
Mr. Herath P. Kularathna
Chief Secretary, Sagaragamuwa Province, Sri Lanka
Mr. David Crawford
Director, Quality Strategies International (QSI), South Africa
Mr. Nirajan Adhikari
President, QUEST- Nepal
Mr. Peter Wong
Quality Consultant, Hong Kong
Mr. Majed Al Alali
Head, Education Affairs, Ministry of Education, Kuwait
Co- Director Generals
Mrs. Chandrani Goonatilake

Quality Consultant, Srilanka
Mr. Jeff Dewar
President, Quality Digest, USA
Mr. Mohundas Tooluck
Founder Director, International Council for Physically and Mentally Challenged SQC,
Mauritious
Ms. Ladyana Zoraya Abdullah
Chief Technical Officer and Vice President, R & D, Brainy Brunch International Montessori,
Malaysia
WCTQEE Secretariat
Ms. Sumita Bhadoria

Secretary, WCTQEE Corporate Office, Lucknow, India
19
I N T RO D UC TION
QUEST-Nepal & SQC Movement in Nepal

QUEST-Nepal, an acronym of Quality
Circles in Education for Students
Personality Development - Nepal, is a
non-profit, 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
implement SQC as 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. Weeducationistsand 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.
20
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.
PATRONAGE COMMITTEE
QUEST-Nepal
(Quality Circles in Education for Students Personality Development-Nepal)
Patronage Committee
Prof. Dinesh P. Chapagain

Chief Patron, QUEST-Nepal
Advisor, WCTQEE
Mr. Umesh Shrestha

Honourable Member of Parliament
Patron, QUEST-Nepal
Founder Chairman
Little Angels Group of Education
Mr. Rajesh Khadka

Patron, QUEST- Nepal
Founder Director, GEMS School
Mr. B N Sharma
Patron, QUEST-Nepal
President
Peace Education Network-Nepal
Mr. Shivraj Pant

Founder Trustee, LRI School
Mr. Anil Kedia

Founder Chairman, DAV School
Mr. Narayan Pradhan

Patron, QUEST-Nepal
21
ADVISORY COMMITTEE
QUEST-Nepal
Advisory Committee
Mr. Tejendra Prakash Rajbhandari

Chief Advisor, QUEST- Nepal
Principal
Kathmandu University High School
Mrs. Geeta Rana

Advisor, QUEST- Nepal
Founder Principal
Galaxy Public School
Dr. Baburam Pokhrel

Advisor, QUEST-Nepal
Founder Director
VS Niketan School
Fr. Lawrence Maniyar, S.J.

Former Region Superior
Nepal Jesuit Society
Fr. Boniface Tigga, S.J.

Region Superior
Nepal Jesuit Society
Mr. Mukunda Raj Sharma

Principal
Little Angels School
Mr. Sundar Shakya

Advisor, QUEST Nepal
Former Director
Education Department, GoN
22
Dr. B K Ranjeet
Former DEO, Kathmandu
EXECUTIVE COMMITTEE
QUEST-Nepal
Executive Committee 2015- 2018
Nirajan Adhikari
President
Director General, WCTQEE
Rajkumar Maharjan
Senior Vice-President
Director, Education
Founder Principal
Mount View School
Ravi Bhattarai
Vice-President
Director, Organization
Development
CEO, Axon System
Subarna Raj KC
General Secretary
Vice Principal
St. Xaviers Godawari
School
Deepak Gautam
Secretary
Principal, Apex School
Surina Sunayani Gurung

Treasurer
Principal
Pramila Singh
Executive Member
Director
Government Relations
Founder Principal
EPS School
Sarita Dewan
Executive Member
Director, Publication
HoD English, LAS
Mohan Kumar Karki

Executive Member
Director, Media
Director
Bright Future School
Ganga Kumari Pradhan

Executive Member
Director, Evaluation
Senior Teacher
GEMS School
Singa Lama
Executive Member
Director, Evaluation
Principal
Golden Gate ES School
Narad Rijal
Executive Member
Director
Convention Coordination
Head of Eng. Programs, KUHS
Bhuwanlal Shrestha
Executive Member
Founder Principal
Marigold High School
Khem Bahadur Saru

Executive Member
Principal
Bethel High School
Shamim A Shamim
Executive Member
Principal
23
24
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Sainik Awasiya Hub

Deming Hub
Mount View Hub
Dorje Lakpa Hub
Janakpur 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
Mithila Hub
Lumbini Hub
SN Hub
Hub Coordinator/
Representative
Mrs. Sapana Oli
Mrs. Sarita Dewan
Mr. Roshan Thapa
Mr. Rupak Khatri
Dr. Sonu Sah
Mr. Bhojraj Subedi
Mr. Gautam Maharjan
Mrs. Surina Gurung
Mr. Khem Bd. Saru
Mr. Deepak Gautam
Mr. Rajendra Sharma
Mr. Bhuwanlal Shrestha
Mrs. Shreesha Sitikhu
Mr. Som Krishna Prajapati
Mr. Nabin Tako
Mr. Sagar Shrestha
Mr. Ashweshwor Mahaseth
Mr. Milan Bhandari
Sainik Aawasiya Mahavidyalaya
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
New Horizon School
Apex School
N. K. Singh Memorial EPS School
Marigold High School
Golden Gate High School
Advanced English B. High School
V S Niketan School
Jhapa Model Englisg School
Mithila Montessori School
Kunwarwarti High School
School
Hub Details
Bhaktapur
Lalitpur
Bhaktapur
Kavre
Dhanusha
Bara
Kathmandu
Kathmandu
Palpa
Rupandehi
Kathmandu
Bhaktapur
Bhaktapur
Bhaktapur
Kathmandu
Jhapa
Dhanusha
Rupandehi
Address
QUEST-Nepal
TWELFTH NATIONAL CONVENTION ON STUDENTS' QUALITY CIRCLE
(12th NCSQC'16)
HUB DETAILS
ORGANIZATIONAL
DEVELOPMENT
Social Leadership in Quality through SQC Hub

Ravi Bhattarai
Directorate of Organizational Development, QUEST-Nepal
questnepal.rb@gmail.com
We have seen, SQC around the world, we have seen the movement in various phases. Some
countries have kept alive and have been managed centrally. We have seen the organic
growth of SQC in Nepal with all flying colors of creative, collaborative and continuous
growth across the country in past 17 years since 1999 AD.
Two major beauties of the SQC movement in Nepal are: collaborative approach to the
program and the other is decentralized management with local leadership in the small
scale but more manageable, scalable and cohesive in nature. We have been talking about
the SQC HUB since early 2008 but the idea is still not mature on its own footings.
One of the strong advantages of the SQC Hub for schools and leaders involved are the
movement is the opportunity to lead the society through Quality Mindset. I would like to
share our basic belief and understanding of the SQC Hub in the practice in Nepal since its
inception.
Vision:
The core vision of QUEST-Nepal is to grow SQC as an educational movement to build good
and smart students with the application of quality circle as an approach in all regions of
the country by 2025 AD.
Mission:
1. Working with local partners to develop SQC in local level and sustain it in alignment
to the core vision of QUEST-Nepal.
2. Support SQC students have dialogue between the community and regional level
to create more opportunity to SQC students to present case studies all across the
countries
Core values of QUEST-Nepal:
1. Empowering local level capacity to do activities and support growth to sustain
the movement.
2. Develop Continuous improvement (Kaizan) as a belief and culture through PDCA
[Plan, Do, Cheak and Act]
SQC Hub Management:
How to qualify as a Hub?
SQC Hub is a group of schools (at least five member schools) practicing SQC in their
respective education institutions headed by a SQC Master Trainer or a Facilitator.
The main objectives of any SQC Hub are to practice SQC at local level and sustain the
movement with local resources working together with QUEST-Nepal to grow the movement
wider and deeper in the society.
25
ORGANIZATIONAL
DEVELOPMENT
Essentials to run SQC Hub:

Academic Institution: Minimum Number: 5 schools, colleges or academic institutions
Human Resource Requirement: (Who leads and coordinates the HUB?)
Number of Master Trainer in a Hub
: 1 (at least)
Number of Facilitator
: 5 (at least one in each institution)
Education Training/ Orientations / Workshops Requirement: (Need of the body of Knowledge)
Number of Orientations
: At least one in a year to member schools
Number of Facilitator workshops in a year : one in a year to grow the practices
Number of Master trainer, lab
: At least one in 3 years
Contact or office space :( Where do they operate from?)
Virtually from a web-space
: Blog/ Social Media/ Web Site
Physical Location
: Coordinating School Campus
Awareness and proof of work (How do we know that?)
Number of case study presentations
: at least two in a year
Number of case studies in an institution : at least two in a year by one facilitator
Cooperating Partners: Local chapters of each of these institutions e.g.
PABSON, N-PABSON, NQPCN, District Chamber of commerce and industry, NJS,
NELTA, HISSAN
Cluster of schools
SQC Hub can be effective among the cluster of schools who share the similar vision and
some common goals and objectives.
Sometime such clusters are geographically close and can meet regularly, but other times
these clusters can be spread out, but should be bound with a vision and common goal, like
what we have seen with army schools across Nepal having a common hub.
The following is the list of action plan that helps the functioning of an SQC Hub as a selfsustaining movement.
Action plan:
A. Overall objectives:
1. To identify probable partners to work on proactive engagements.
2. To conduct at least one orientation and a facilitator workshop in the hub.
3. To organize a pre-convention presentations in the hubs before the national
convention every year with minimum 10 case study presentations.
4. To manage the flow of participants in the national convention while maximizing
SQC related activities at local level.
B. Action Strategy:
1.
26
Work with the local/national network of schools and educational institutions to

identify the stakeholders (PABSON, NPABSON, NJS, SOS, Army School, Police
ORGANIZATIONAL
DEVELOPMENT
School, and Government Schools).

2.
3.
4.
5.
6.
7.
Work with QUEST-NEPAL patrons and executives in identification of the possible

partners in the local level.
Work with local institutions and executives or the educationists to sensitize the
movement and help grow the movement further.
Use the national media, electronic media and social networks as a means to
promote the movement further.
Use local media partners to promote SQC in local level.
Generate resources at local level and grow the programs at the local level.
Publish local activities in local news media and promote SQC.
Key Result Area:

Goal 1: <Planning>
Goal 2: <Preparations> Goal 3: <Empowering>
Identification of member Communicate with the

schools to practice the SQC possible partners.
activities.
Goal 4: <Execution>
Goal 5: <Check>
Orientation and Facilitators

Workshops to principals,
teachers and students.
Goal 6: <Institutionalizing>
Facilitate SQC Case Study Feedback and follow-up

on the SQC practices.
Documenting knowledge base

gathered during practices.
List of Programs in a Year Time Frame:

1. Two SQC Orientation programs for Principals, Media Persons and Parents.
2. One SQC Facilitator Workshop for the teachers, facilitating the case study.
3. Two Case Study Presentations in a year from member schools.
4. Two articles in local media in a year.
5. Participation in the National and International events in Quality movement.
6. Membership Renewal of the member institutions.
7. SQC Hub Convention on or before November of every year.
8. Sharing one Progress Report to QUEST-Nepal and other SQC Hubs.
9. Active Participation in AGM of QUEST-Nepal.
10. Updates of activities in Social Media.
27
28
Talk to possible Finalize key programs

partners
Task 3 Ask for the year
long program
July
August
September
Task 1
Preparation
Feedback and follow
Local level
up.
for the local
presentations
presentation
Task 2 Media Release of
Progress Review
Publish online
the program
{Blog and Social
Media}
Task 3
Preparation for the
November event
Task 2
(alignment to
national vision)
Allocate the
human resource
January
February
March
Task 1 Identification of Communicating with Write details of
five schools to
the possible partners. the programs for
implement SQC.
partners
Feedback on the
trainings done
November
Documentation
and knowledge base
creation.
National and
international
convention
Celebrate the Quality
month events
October
Call for year long
report
May
Start the case Study
Execute the
trainings
April
Organize
orientation
programs and
workshop and visit
places in person.
Project Plan and Time Table
Create Central
repository of the case
study
December
Publish achievements
Training improvements
June
Follow up the case study
progress
ORGANIZATIONAL
DEVELOPMENT
ORGANIZATIONAL
DEVELOPMENT
QUEST Deliverables: (On Demand)

1. Resource Materials for Training and Programs(Soft copy)
2. Certificates of Training, Orientations and Workshops (Printed Copy)
3. Resource Persons Mapping (Lead Trainer)
4. Badges and Banner Design (Soft copy)
5. Support Network across the country
6. Promotional Materials(Soft copy)
7. Letter Templates (Soft copy)
Final Words:
SQC Hub is a unique opportunity for schools to collaborate together to provide a larger
platform for students to practice SQC case study and build on their personality with every
case study completed. This also gives teachers to come together and start sharing though
it starts from SQC.
In addition, schools get to collaborate with some common plans and programs. Such
collaboration will be meaningful and impact full if the spectrum is broadened with multiple
stakeholders and interest groups in the efforts.
We have tried to put most of the things through eight years of practices, but the idea is still
getting mature as we are learning from the movement itself. Hope to collaborate inside
out to support the growth of SQC across the country and build good, smart and creative
students to lead new generations.
29
I N T RO D UC TION
Mansha Memorial
Total Quality Person Award

(MMTQPA)
BACKGROUND:
Mr. Jagdish Gandhi at City Montesory
School, Lucknow coined a new terminology
total quality person (TQP) in the domain
of education for defining the quality of
the product of educational institute.
Borrowing the nomenclature from total
quality management (TQM) and quality
control circle (QCC) in industry, a new
movement started in educational pedagogy
to introduce students quality circle (SQC)
in education to produce total quality person
(TQP). TQP is described as a person who
have enhanced all four paradigms of human
beings, i.e., physical being, intellectual
30
being, emotional being and spiritual being.

To concretize these four paradigms of
TQP, one simple definition to understand
TQP has also been framed. Total quality
person (TQP) is defined as a person who
has good character to serve the society as
well as at the same time has also smart
character to compete globally. Since the
beginning of this millennium, Students
Quality Circle (SQC) an adapted version
of industrial quality control circle (QCC)
has been in practice as a (co)curricular
activity in educational institutes, especially
in schooling systems for producing TQP
in many countries, including Nepal. World
Council for Total Quality and Excellence
in Education (WCTQEE) established with
a vision of making every student a total
quality person and pride of the human race
by providing meaningful education with
knowledge and wisdom. The assumption
made is - if SQC is properly established in
educational institute it will produce total
quality person (TQP) having good and
smart characters.
Professor Dinesh P. Chapagain Advisor of
WCTQEE defined SQC as a small group of
voluntary students of same educational
institute who meet regularly in their study
place for a particular period to identify,
analyze and solve their problems for
their self and mutual development. He
identified that students enhanced eleven
types of personality like self-confidence,
self discipline, interpersonal relationship,
empathy, social responsibility, time
management skills, scientific and time
management skills, communication skills,
INT R O D UC T I O N
creativity and lateral thinking

habits, working habits in
a team and broader vision
during the process of SQC
activities. Quality Circles
in Education for Students
Personality
Development;
QUEST-Nepal in short is
institutionalized in Nepal to
promote SQC in schools since
2005. By 2015, there are more
than 12,000 students already
involved in SQC activities
in the country. Many case
studies have been reported
by ex- SQC students who
have progressed in achieving its vision of
developing their inner good and smart
character to serve as well as compete in
their respective professional life.
In 2014, Professor Chapagain, Chief
Patron of QUEST-Nepal conceptualized
a framework- TQP character grid, and
subsequently, constructed a scientific
objective psychometric scale to measure
the total quality person index (TQPI) of a
person in two dimensions- good and smart.
The scale was statistically tested for its
reliability, validity and practicality.
ABOUT MANSHA
Mansha Sharma (Rinku), the youngest
daughter of Prof. Dinesh P. Chapagain and
Mrs. Shanti Chapagain, born on 5th May
1985 left her physical body from this world
to rest in eternal peace at the young age of
30, on 13th July 2015. She was with the
SQC movement since its inception in Nepal.
She had been observing many national as
well as international conventions in Nepal
and CMS, India. She did her school leaving
certificate at Kathmandu, Indian School
certificate at Deharadun, Bachelor of Hotel
Management at Calicut, Kerala and Master
in International Business Management
from Kingston, London. She had excellent
31
I N T RO D UC TION
Indonesia, Thailand, Philippines and

Japan. Her character certificates from her
educational institutions and work places
reflected that she was having an admirable
and pleasing ever smiling faces with inner
characters like patience, positive thinking,
commitment, dedications, collaborative,
caring for others, empathetic, self-confident
and strong desire to excel.
The almighty gave an untimely call to her on
July 2014 with Brain Stem Glioma (a brain
cancer), high grade & diffused, and finally
took her to be on its side exactly after a
year on July 2015. She very easily took a
challenge to fight this deadly disease with
all the side effects and pains it gave to her
during medical procedures this year. Her
character, self-confidents and caring for
others, helped all her families and friends
to fight with this untimely loss. She was,
indeed, a person progressing towards to
be a total quality person. Her memorable
words which we may never forget were, I
got all the opportunities
in this world to live and
I got all the
lead a quality life, I have
opportunities in
reached to my optimum
this world to live
capabilities and I want to
live full life till I die.
educational record as well

as strong extracurricular
records
with
most
adorable student awards
during her schooling
and lead a quality
period. She worked at
prominent hotels like
life, I have reached Prof. Chapagain has
Oberoi and Taj in various
established an Award
to my optimum
parts of India in different
in memory of Mansha
executive capacities, and
and called it as Mansha
capabilities and I
Baskin & Robbins in
want to live full life Memorial Total Quality
England, and also worked
Person Award (dg;f :d[lt
for a year as marketing
till I die.
;j{u'0fLo JolQm k'/:sf/) in
officer at Association of
2015. This year 2016 is the
Craft Producers (ACP),
second
year
of
bestowing
MMTQP Awards
Kathmandu. She was married two years
to
selected
students.
Five
students
per year
back on July 2013 with her class mate
who
are
progressing
towards
total
quality
Mr. Rahul Valsakumar. She travelled as a
persons
are
selected
for
the
Award.
tourist to various parts of Nepal and India,
United Kingdom, Ghana, United Emirates,
32
VIE W S
SQC, from Desire to Destination

Success!
the
most
attractive
word among all.
What is success?
Absence of failure
or
overcome
from
that?
Everyone
dare
Rajkumar Maharjan
to be successful.
Senior Vice President, QUEST Nepal
But most of them
Director, Education
remain
failed.
Principal, Mount View E.B. School
Why ? Because
very few know
that absence of failure is not success. In
the past days people used to belive in hard
working to tackle problems. Now smart
working has replaced it. Do you believe
hard working drag you to the path of
success or smart working can? What ever
is your belief, my belief is
In SQC students hard working in smart way
can reach you at the top.
always work Hard working provokes
for themselves. goodness and smart working
They openly provokes about smartness.
always teaches
share about their Goodness
to sacrifice. Smart working
own problems, teaches to win. Goodness
discuss about the says, "Slow and steady wins
causes and root the race."Smartness says,
"Fast and steady wins the
causes. race." In this mean bringing
both of these qualities
together is almost impossible. Can two
banks of the river be together? Can two
sides of the coin be together? They can not
be attached together but a river will not be
called river without two banks. Coin will
lose its identity without its two sides. Same
here, the collaboration of hard working and
smart working can achieve more and faster.
Hence we can say collaboration of goodness
and smartness is the way of completeness.

Desiring is the first step and reaching to
destination is the final step of success. This
is the continuous process. After each level
of success, people start to dream about next
level. In this article I am trying to clearify
about how Students' Quality Circles (SQC)
can shape a student to collaborate and
create to be complete. I will also try to
explain how how their desire reach to the
destination.
1. Desire:
Desiring means dreamning. Dream comes
first. Dream slowly turns into vision.
Vision helps to set the goal. Do you know
how many times the Taj Mahal was built?
Certainly you will say it is built only one
time. But no, it is built for three times.
First, in Shah Jahan's dream. Second, on
the paper with sketch and third, physically
built.
If you ask to parents what is their dream
towards their children? They will give you
longer list of qualities they desire to see with
their children. Especially they tell about
good qualities and smart qualities such as
self-discipline, self-confidient, empathetic,
responcible, healthy and successful. Parents
want to make their children a total quality
person. This is the dream of all the parents
as Shah Jahan's dream to built Taj Mahal.
A question is here, can all the parents
fulfill their dream? Do they know what do
they need to to do? Most of them don't
know. So they are never satishfied with the
achievement of their children.
Students' Quality Circle (SQC) is the
process by which dream of parents can
come true. This can make children good and
smart having pro-social personality traits.
33
VIE WS
In SQC, students find their re-occurring

problems, analyze the causes and root
causes. They envision ideal situation of
solving those problems. For that they set
target. Simply to say, SQC creates desire
of doing something for their betterment.
Which helps in Kizening the quality and
personality of students. During this process
they work with very simple quality tools
like milestone chart, check sheet, PDCA,
5W 1H chart etc.
2. Decision:
Only dreaming does not drag you to
success. What you are today is the result of
your decision yesterday. What you will be
tomorrow is also the result of your decision
today. So you need to take right decision
at right time. Right decision at wrong time
does not work. Lets have an experiment,
put a frog with cold water in a pot and
start to heat water. It does not jump out
of water. It has capacity to adjust with hot
tempreture and it feels relaxed when water
is heated gradually, so it does not jump out
of water. When heat reaches to boiling level,
the frog can not adjust the heat and decide
to jump. But this time it is already late. It
can not jump due to over heat and dies.
SQC makes students able to take good
decision. They need to take many decisions
while analyzing causes and root causes
of problem. They find which cause or root
cause to tackle. They also make many
strategies to solve the problems. They
decide best strategy to implement. They use
many qualitative and quantitative tools and
techniques like brain storming; check sheet
Pareto diagram, cause and effect diagram
ect. They decide right cause to tackle and
setting counter measures with the help of
those tools and techniques. Students also
will learn to decide only on the basis facts
and figures.
34
3. Determination:
Please answer quickly. There are five
monkeys on a tree. Among five, three
decided to jump down. How many monkeys
remain on the tree? Of course you would
have said two monkeys are still on the tree.
But no, all five are still on the tree. Because
among five, three have only decided, they
have not jumped yet.
There is a saying, "No life without dream,
no dream without action and no action
without emotion." Decision should be
turned to action. It means it should be
implemented. For this, determination is
essential. Determined person never quit
whatever the condition. You are a leader if
you raise after tree continuous failures. You
are an expert if you rais yourself even after
12 continuous failures.
SQC as the teamwork, students respect,
support and work together. They conduct
meetings in regular basis. Each and every
member encourages other members to
continuous effort. While doing case study,
they will face some negative situations.
Facilitator teacher encourages to tackle
the situation and overcome. In SQC,
students set so many countermeasures and
implement them one after another until
their problems are not solved. During the
time, they learn different types problems,
cause and root cause of problems. They also
learn so many problem solving skills.
4. Dedication:
Dedication means giving more than you
get. There is a saying, "If you want to clean
home, clean the yard because most of dirt
enters to home from yard.
In SQC students always work for
themselves. They openly share about their
own problems, discuss about the causes
and root causes. They also observe the
VIE W S
negative effect of problems. They identify

how many other friends surrounding them
are suffering from same problem. Each
and every member should be dedicated
to perform such tasks. SQC teaches how
to deligate jobs. It also teaches how to
simpliphy the complex task.
its end point. Life is like the head light of

a veichle. Roads are clear for some distance
ahead. After passing each distance, road
will be clear for little further. So that prof.
Dinesh Chapagain always says, "Quality
is a journey not the destination." It is
continuous process.
5. Discipline:
In SQC, students learn clear concept of goal

setting. They learn what to do and why to
do. They learn such systematic and scientific
tools and techniques, which automatically
take them to reach their destination. After
they complete at least one case study, their
personality level reaches to higher level
which everyone can feel. In SQC, problem
solving is the by product. Major destination
is to make students the total quality person.
Once a forest was caught by fire. All the

animals and birds began to run away for
saving their lives. At the same time, one
parrot was busy carrying drops of water
from the near by pond and pour on fire.
Other birds were very much surprised to
see the parrot's silly action. They urged the
parrot why he did not run away and save his
life even he knew some drops water could
not put off the fire. The parrot replied, "I
know, nothing will happen only with my
effort. But let me bear my responsibility
towards forest where I am living."
Discipline helps to realize what is right and
what a responsibility is. SQC makes the
students more responsible than before. It
is the simple process of finding students
re-occurring problems, analyzing cause and
root causes and solving them permanently.
SQC teaches students step by step process.
While working in team, it helps to maintain
discipline. SQC teaches students how to
get rid of from blaming culture. Students
work on their own problems and solve
themselves. They take others help but
they never totally depend upon others. For
example, each member gives his/her input
through brain storming. They plot each idea
on visual tools like Ishikawa diagram, Why
Why Analysis, 5W 1H chart ect.
6. Destination:
You can reach no where if you don't know
where are you going? Every starting has
During the case study, students work in

team. They collaborate individual ideas
to team benefit. They interact and work
with a lot others. Sometimes they face
different challenges too. They work with
the fact and figures by collecting real
data so they learnt to take action on
reality base, not on assumption. After
they solve the problem, they share about
their work infront of mass. Sharing and
presenting increases their confidient level
and develops communication skill. While
preparing presentation, they need to work
with IT and other technology. So, it helps to
develop their technical skill.
Finally, through SQC, students practically
learn to dream, decide to act, to be
determined what ever the situation. They
also learn about continuous effort as
dedication. They have to follow certain
rules, values and ethics so they learn to be
disciplined. At the end they entertain of
reaching their destinationby aquarining
many more qualities.
35
VIE WS
Celebrating Quality: Creating Values

Collaborate | Create | Co m plete
Context
Long in the history, we
have been hearing Quality
is a culture and we need to
practice. There is no substitute
to practice if we have to
master any skill and it turns
out to be a culture in the long
Ravi Bhattarai
run. Skills practiced are the
Vice President , QUEST-Nepal
culture when embodies with
Director
knowledge. It would be so
Organisation Development
good, if the quality is a culture
CEO, Axon System
and roots back to everything
in life. Similar is the case with
learning. It would be so good if the learning
is a culture and roots back to everything we
do. Learning is one essential foundation for
quality and is already established.
There is a next generalization with life,
learning and quality as a whole to compare
with a journey. Moreover, there lies some
fundamental error in the generalization.
Journey by default has a beginning and a
course to complete and thus a finish line.
Life may hold it true, but we do not decide
on both birth and death, thus we can think
over in its own right. I would look at life,
learning and quality from a completely new
perspective. Celebration as my lens to look
at.
I think a celebration is the best analogy
to life, learning and quality, which gives
us complete new scope to look at the
practices and thus the culture. The rest of
my explanation would be built of rational
to move around the same.
One of the key components of celebration
is admiration of living. Either celebrating
36
in a person or in a group, but in both the

cases we praise the importance of living.
Let us look at life, learning and quality. It
is so good to admire every little goodness
that we hold in life. We can only celebrate
when we are contented. Instead of a stress
to accomplish something much like in the
journey, we need to be able to celebrate
the little things that we do irrespective of
its significance and impact. Many a times
we forget to admire
those
little
accomplishments Learning has never
which piles up to been a journey to me or
give us the impact.
something to achieve.
It
is
almost It is a celebration
impossible
to and I enjoy every
master a rocket time, everything I
science in a single
learn. Certificates are
day.
We
build
the knowledge in mundane rather.
small packets, one
small bit at a time. Alphabets, Numeracy,
Calculations and Principles. It is sequential.
Unless, we celebrate one, the next is just a
big burden to us. Learning has never been
a journey to me or something to achieve.
It is a celebration and I enjoy every
time, everything I learn. Certificates are
mundane rather.
I am going to explore three major
components of celebration through values:
Collaboration, Creation and Completeness.
Collaboration:
The first major component of the celebration
I think, is collaboration. Collaboration
makes the living, beautiful. Not just in
human cause, but the entire eco- system
VIE W S
and the beauty it beholds. Every being in

the existence with collaborative culture
has demonstrated a wonderful resilience
in living, be it with hard working bees in
collaboration, collecting honey or a group
of ants always in a team.
Many a time, however collaboration is
misunderstood and communicated to
the limitation of teamwork or a group
work. We have to extend a little higher to
understand the essence of collaboration
in the retrospect. Lets look at some of the
integral components of collaboration as a
whole what it takes to create a culture:
Common Goal and Clarity of purpose
First and foremost, collaboration takes
shape with a common goal and clarity of
purpose. Unlike team work where one
person may pursue the significance, but
collaboration goes a little higher and there
can be multiple teams working together
for a common goal and vision. The central
purpose of the collaboration counts for
anything else. Personal interests and beliefs
lead team dynamics, but collaboration is up
above the limited boundaries.
Team Work and Commitments
At the root of collaboration lies the
teamwork, but it may or may not be
very cohesive like in the close setup. The
Team is generally led by the short-term
objectives and is time bound for the same
reason. While the collaborations are much
wider, bigger, where one and other teams
are formed and reformed. We need to
understand the organic growth of the
vision and purpose of the collaboration.
Thus, the team in collaboration comes in
from the diverse background, purposes
and their own vision, but has some
common group come together and commit
to the common goal or purpose. The
major part of the building block of the

team is commitments that the members
demonstrate and exhibit.
Effective Planning
Many a time, common goal finds its own
course in the collaboration and there lies
very less structured approaches to effective
planning. As the collaboration takes its
shape in its own organic growth. However,
this does not limit the scope of any agility
or dynamic planning with an involvement
of all the stakeholders to take the
collaboration ahead. However, the planning
cannot discard both of above: common goal
and teamwork. Traditional static planning
is obsolete these days and more agile, more
dynamic and more participatory planning
and execution keeps the collaboration
going. There are huge accomplishments
achieved in the same way.
Flexibility and Strength
One of the major weaknesses and strength
at the same time might be the diversity
that the team is built. Lack of cohesiveness
might be seen as the weak, but deep down it
is the diversity that keeps the collaboration
on going from one angle or the other. If
one of the team does not function well, the
other takes over. Such a support and balance
is one thing that keeps the collaboration
to grow and mature with time. Thus, the
stakeholders need to understand the needs
of flexibility and turn that to the strength.
Communication is the key
Both planning and binding among the
stakeholders in the collaboration is kept
in place with the constant communication.
However, one of the major mistakes in
such communication is the mechanical
transfer of the information. It is the
human touch, constant motivation and let
the stakeholders find their own purpose
in the collaboration what counts. Not
37
VIE WS
always, all the stakeholders might realize

the significance of the collaboration right
at the beginning but may see the advantage
with the time. Effective communication of
the purpose and constant motivation are
two integral components.
Thus, the leader or the initiator should
communicate with clarity, purpose and
should not fail to update the constant
progress with the team. But the human
factor can never be neglected.
Value, Support and Respect
When I was talking about the human touch
during the communication, it has its root
in the values and in the
purpose, the support we
Everyone involved offer to the stakeholder
has a purpose and and respect that we
benefits the same demonstrate to the
individual that matters
individual the most. a lot.
We may say that we

collaborate for the
sake of others, but
unless one sees the
benefit of the self,
people do not take
the initiations. Hence,
everyone matters in
the echo system. Our
plan should be people
centered.
Unless, we build the

collaboration based on
people instead of the
best plan and purpose,
nothing will lead to
the long-term success.
People matter the most.
Then comes purpose.
I see even the maestro
seems to forget this
yet times. I hear some
mature people say, that
people come and go but
purpose matters. For
me, if there is no value for people even
the purpose can be put into question, no
matter who does the collaboration is meant
for. Everyone involved has a purpose and
benefits the same individual the most.
We may say that we collaborate for the
sake of others, but unless one sees the
benefit of the self, people do not take the
38
initiations. Hence, everyone matters in the

echo system. Our plan should be people
centered.
Some of the best examples of modern days
collaboration in the human history are:
The development of free and open source
software in the development of computer
and technology. [Ref: www.fsf.org ]
The development of GNU/Linux from
across the globe and the corporation has
led to the industry leading operating
system for mobiles and servers. [Ref www.
linuxfoundation.org]
Next big example is Wikipedia the online
encyclopedia developed in collaboration
with scholars across the academia. [www.
wikipedia.org]
If you want to look at the case built at home,
the SQC movement can be considered the
collaboratively developed movement in last
two decades.
Creativity and Creations
Creativity is an ability to create new things,
ideas and solutions. But, how can we do so
is subject to study for decades and centuries
now. I shall try to look at the some of the
major components that lead to the creation,
without however limiting to the list.
There are great literatures and research
done on the topic all over, but here I list
them to some of my personal reflections:
Self Motivated and Learning
We cannot force creativity. One can support
the environment, but the urge to create
is very personal and should come from
within. There are several supporting factors
that can help the creative process, but the
most important of two are: Learning and
Proactive initiations to create.
VIE W S
Critical and Analytical

Creativity is not euphoria or anything that
anybody can just have one. Creativity is an
outcome of critical mindset that is engaged
in the analytical perspectives. Unless,
someone understands the subject very well,
we cannot envision the creativity to foster.
Thus, deep analytical understanding of
the context is important before one can
design a solution to any existing problem.
At the same time, such learning has to be
documented in detail scope of knowing and
understanding the things.
Free and Constructive
We seldom see the creative outcome comes
out of the controlled classrooms. It is almost
undeniable that the creativity is subjected
to freedom. Those who admire the control
learning and controlled classrooms are
those who value less to creative endeavor.
Freedom is essential to both learning,
analysis and constructivism.
Ready to accept Failures: Courage and
Confidence
One of the greatest hindrances of creativity
is fear to fail. Freedom to experiment,
however, offers the scope to accept the
failures thus supports creativity.
Thus, creative expressions can be taken
as courage, confidence, and celebration to
improve on a constant basis. Art pieces can
stand as a creative outcome on its own, but
the magnum opus is the outcome of gradual
improvement at one point of time anyway.
Complete:
As a child, I read somewhere that, a person
without a sense for art, literature or music
is an animal. It might have referred to the
significance of beauty of abstractness. May
be the specifics of daily language and routine
communication is not enough to express
the completeness of vast existence of life.

And, we admire art, literature or music for
the same. Such abstractions are also part
of the holistic view of our existence, which
has no limits and boundaries. Life is not
understood in segments. It is a sum total of
a holistic expression of reality and should
be understood in the same perspective.
When I view myself, I cannot understand
my existence in limiting the view of who I
am. I need to look at the complete picture
of myself. If there were no sun, moon,
earth, water, air, tree, and animals, I would
not exist to being. I belong to the whole
universe and the universe belongs to me.
I need to support the existence of all the
universe for my own existence is one thing
that we need to comprehend to find the
meaning of both collaboration and creative
endeavor in life. When, we live with the
idea of creative pursuit and collaborative
mindset, we find the meaning of who we
are and hence the idea of completeness.
Life is best understood on the analogy of a
music. We listen to music and the harmony.
We create a musical piece for a creation of
the music and play that to celebrate the
creative outcome. Life is much like the same.
We find a meaning when we are able to
create something and can live by the same.
However, Life as a journey is a limiting view,
which comes from the classrooms. Where
learning is taken as a journey and limited
to some kind of achievement. Neither life,
nor learning is a journey, but a celebration
is better and clear as an analogy.
Conclusion:
Hence, Quality is best understood on
the analogy of celebration. Quality is
celebration of learning, living and creating
value in a constant progression of time and
space.
39
VIE WS
Demings Cycle: an epitome of empowering

youths of Nepal in learning life skills
Sarita Dewan
Executive member
Director, Publication
QUEST Nepal
SQC works as
a bottom-up
approach to help
students learn
problem solving
techniques. SQC
provides an ideal
platform for
students involved
in those activities,
which are not
assigned in their
textbooks or
curriculum.
Empowerment is a processor
to enable people to realize
their full identity in all
spheres of life and include
both personal strengthening
and collective participation,
the effort to achieve equality
of opportunity and equity of
all. It is high time for Nepal
to have youths who can
drive the nation towards the
way of development. As we
know, Nepal is a country of
ethnographical differences,
have topography constrains,
a closed history, and
landlocked, these hindrances
have
always
disturbed
the smooth development.
Besides physical drawbacks,
it is facing a kind of deadlock
due to political turmoil and
instability.
We feel that our country

does not have strong
favourable
infrastructures
and educational resources,
SQC works as a bottom-up
approach to help students
learn
problem
solving
techniques. SQC provides an
ideal platform for students
involved in those activities,
which are not assigned in
their textbooks or curriculum. It tries to
empower young people, and make them
capable of dealing with new problems and
challenges and helping in the promotion
of a culture of peace in the global society.
The principle of SQC is based on Total
quality of students and Edward Deming
40
is one of the prominent Gurus of TQP.

Although Deming formulated TQP
principles for the employees of industries,
the philosophy provides an ample
framework in the field of education. These
principles have been adopted in SQC for
the overall personality development of
students. Indeed, the concepts formulated
by Edwards Deming, have proved so
powerful that educators want to apply
TQM to schools. Deming's philosophy can
be integrated in positive of education,
such as term-teaching, management,
cooperative or collaborative learning,
and outcomes-based and result oriented
principles education.(Chapagain:2011)
For the sustainable development of the
country, proper planning is the most,
and one of the tools used by students in
SQC is PDCA. It is a continuous quality
improvement model consisting of a logical
sequence of four repetitive steps for
continuous improvement and learning:
Plan, Do, Study (Check) and Act, the
PDCSA cycle (or PDSA) is also known as
the Deming Cycle. However, the eminent
statistics expert Mr. Walter A. Shewart
originated it, in the 1920s. Total Quality
Management (TQM) guru, Edward W.
Deming modified the SHEWART cycle as
PLAN, DO, CHECK (STUDY), and ACT.
PDCA Cycle or Deming Cycle
VIE W S
What does Deming cycle, or PDCA

(PDSA) cycle refers to?
PLAN: plan ahead for change, analyze
and predict the results.
DO: execute the plan, taking small steps
in controlled circumstances.
CHECK (STUDY): check, study the
results.
ACT: take action to standardize or
improve the process.
How does working with PDCA (PDSA)
cycle empower students?
Students Quality Circles constitute of
about 8 to 10 ten students having its
leader and a deputy, but all have equal
status of leaders, which trains students
team leadership with supervisory skills
and problem handling skills. Many a times
conflicts arise among the team members,
with teachers regarding academic
incompetency due to time management or
with the parents regarding their studies.
The students learn to resolve these
conflicts in due course of time.
Students learn time management
individually as well as in a team; they
prioritize their every movement or activity,
which sometimes adults find difficult. From
problem identification to implementing
strategies to solve problems, students
need to plan for the result. In order to
solve problems, they use different tools
like, data check sheets, control charts,
key Performance Indicators, these tools
not only help complete their case study
projects, but also educate the students the
techniques of managerial methodology
for the improvement of their expected
performance.
The students work collaboratively in small
groups and identify those problems which
can be solved by themselves without taking

any support from the government, school
management, or teachers. Hence, the
steps they take are short yet
controlled and continuous. This is the most
This is how they learn the
interesting part
principle of continuous
improvement, it is one of the of Deming Cycle;
life skills necessary for the it has the benefit
development of personality. of having new
For the success of any data and learned
project, highly skilled and experiences from
qualified professionals are the previous
required, these qualifications
cycles. By
are acquired by our students
themselves practically and carrying out
unknowingly. They do not the process of
require
high-sounding improvement
definitions
of
quality activities
human resource. Moreover, and achieve
everyone is involved in the ongoing results
project, each one knows for successful
his or her respective
change.
responsibilities. In other
words, they learn through
trial and errors. They learn
Empathy, i.e putting oneself in someone
elses shoes, which is necessary in team
building. As everyone is the leader, each
one learns the teamwork, coordination,
respect each others ideas and generate
new ones without any personal differences.
The students learn what continuous
improvement is, which I think, is one of
the basic needs of todays Nepal. During
the implementation phase if the plan is not
successful, they adjust the problem where
it is necessary to overcome, and formalize
the new knowledge before starting the
PDCA cycle over again. While starting
again, they take any corrective action that
is required; the positive and good outcomes
are locked and then return to the planning
stage and repeat the PDCA cycle updating
as necessary. They plan and implement
41
VIE WS
While working
autonomously and
collaboratively
solving their
prominent problems,
and thereby it
is the process
of empowering
young students of
SQC. It develops
their personality,
leadership quality,
understanding, and
humanity and life
skills practically.
for improvements, even

better though. This is
the most interesting
part of Deming Cycle;
it has the benefit of
having new data and
learned experiences from
the previous cycles. By
carrying out the process
of improvement activities
and achieve ongoing
results for successful
change.
While
working
autonomously
and
collaboratively
solving
their
prominent
problems, and thereby
it is the process of
empowering young students of SQC. It
develops their personality, leadership
quality, understanding, and humanity
and life skills practically. SQC is one of the
effective educational methods, a fusion of
quality methodology in school education
to produce quality citizens for the society,
the country and the world as global
citizens. It is always felt that knowledge
is not sufficient, but the application of
knowledge that is acquired during training
42
in solving the problem is the key to the

success of the circle
Since 1999 Prof. Dinesh Chapagai has
been promoting the concept of improving
the quality of education in Nepal through
QUEST Nepal, and now the concept of TQ
in education has reached to different parts
of Nepal with the help of enthusiastic
Founders of schools, Principals, teachers,
stakeholders and our proactive students.
Together we can!
References:
Chapagain, Dinesh P. 2011. Dialogue
on Student Centered Quality Concepts
and Tools, Master Trainers Forum on
Students Quality Circles (SQC).
Chapagain, Dinesh P. 2008. Guide to
Students Quality Circles, An approach to
prepare Total Quality People.
Lunenburg Fred C. 2010. Total Quality
Management Applied to Schools, Sam
Houston State University.
Sallis Edward. 2002. Total Quality
Management in Education Third edition,
Taylor & Francis e-Library, 2005.
VIE W S
SQC and Personality

Meaning of
Personality
The word Personality
is derived from the
Latin word Persona
which means the mask
of music and dance. In
Babu Ram Banjade
ancient Greek and Rome,
SQC Master Trainer
characters of the play
QUEST-Nepal
Sainik Awasiya Mahavidyalaya wore mask according
to their roles in the
play. The word Persona
eventually became personality. (Niraula,
2014:279). Personality, therefore, is a mask
that is worn by every individual, is different
from others.
In this sense, personality is the sum total
of the pattern of thinking, feeling, acting
and behaving that distinguishes a person
from another. No one can think, act and
feel exactly in the same way as others.
These traits or qualities that an individual
possesses make his/ her personality. In
other words, personality refers to the
complex whole of emotions, feelings and
behaviours. Generally, it is understood as
the way of dealing that people develop in the
process of maturity. However, it can also be
defined: Thought, emotion and behavior as
such do not constitute a personality, which
is rather, the dispositions that underlie
these elements. Personality implies
predictability about how a person will act
or react under different circumstances.
(Encarta 2008)
Personality Development
Though every individual is inherited
with certain characteristics and traits by
birth, there are a number of aspects of

personality that can be developed through
trainings.
Personality
Development
quintessentially means enhancing and
grooming one's outer and inner self to bring
about a positive change to your life. Each
individual has a distinct persona that can
be developed, polished and refined. (www.
personalitydevelopment.org/). In general,
developing the personality of an individual
means developing a person into a quality
person. However, it is difficult to determine
the parameters of a quality person.
In general, we can say that a quality
person should possess certain traits,
such as, honesty, reliability, sense of
responsibility, capability, adaptability,
respectfulness, sense of empathy, courtesy,
physique, trustworthiness, cheerfulness,
use of common sense, leadership
quality, communication, etc. Personality
development trainings and programs focus
on developing such traits and behaviours
in the individuals. These are the traits or
characteristics that psychology and general
personality development programmes
assume to be with a quality person or an
individual with a good personality. Such
sciences focus on developing and brushing
up the personality of the individuals based
on the above mentioned multiple areas.
SQC and Personality Development
Students Quality Circle, SQC, in short, is
a group of 5-10 volunteer and like-minded
children. It works on the philosophy of
total quality management. The industrial
concept of quality control circles brought
into academia by Jagadish Gandhi has been
a very powerful means of shaping the young
43
VIE WS
minds into total quality persons. Moreover,

Prof.Dinesh Chapagain introduced this
concept in Nepalese academia. Such circles
are mainly formed in schools among the
children of the same age, grade, or same
level, which help maintain the similarity
in thoughts, feelings, level of intelligence
and knowledge. The circles are assigned
with a teacher facilitator
The major steps of who does not control the
problem solving children in course of SQC
activities but assist them
process include
at times of need when the
preparation of children are confused with
activity plan, the processes. The SQCs
brainstorming the so formed hold a meeting
problems existing for an hour every week
among the students, to discuss and solve the
common problems among
selecting the the students. They chose
most important one of the most serious
problem, analysis of problems that is creating
causes of the main obstacle on their way of
problem, setting achieving excellence in
curricular, co-curricular,
countermeasures
extra-curricular
activity
and implementation and
in
personality
of the development. The main
countermeasures. objective of such SQC
activities is solving such
common problems of the
peers with little efforts or no efforts of
the school authority. The main philosophy
of SQC is, therefore, making students
independent and responsible for identifying
and solving their own problems themselves
by carrying out case studies in groups.
The major steps of problem solving process
include preparation of activity plan,
brainstorming the problems existing among
the students, selecting the most important
problem, analysis of causes of the main
problem, setting countermeasures and
implementation of the countermeasures.
Finally, the SQC documents the best
44
countermeasure that worked effectively

in solving the problem. The circles make
presentation of their case studies to other
students, teachers, school authorities and
parents on different occasions at the school.
They present the case study as one of the
most important events in the national and
international conventions of SQC every
year.
Though one round of case study concludes
here, the SQC monitors the effectiveness
of the case study time and again. In course
of identification of the problem, analysis
of the causes and working the solutions of
the identified problem, the children make
use of different statistical tools as used
by the industrial quality control circles.
Students Quality Circles make use of a few
important statistical tools in the process of
case study. They use check sheet to collect
data, line graph, bar graph and pie chart to
plot and organize the data. Similarly, they
use Pareto matrix and Pareto diagram to
prioritize the collected data. Besides, they
also use fishbone diagram, also known as
Ishikawa diagram to systematically list
out the causes and effects of the selected
problem. The circles also use histogram,
control chart, PDCA chart, scatter diagram
at the countermeasures implementation
and monitoring phases. The use of such
statistical tools at the early age and the
scientific method of problem solving
process inculcate in the children the
research habit and develop creative, critical
and lateral thinking skills. The knowledge
and skills of using such tools prepare the
children for higher-level professional jobs
in future.
SQCs generally pick up or select the
problems related to them. The nature of
problems they select include the problem of
bullying, untidy uniform, poor performance
in academics, lack of discipline, littering
VIE W S
habit, theft, truancy, lack of concentration

in studies, Groupism, copying homework,
taking junk food, are just few. As these
are the problems created by the students
themselves, they can identify the causes
of the problems through discussion
and observation and then work out the
solutions in a better way than the teachers,
school authority or the parents do. This is
how SQC makes the students self - aware
and responsible. They come out with
wonderful ideas about the way of solving
the problems, which can be observed even
during their case study presentations at the
SQC Conventions.
Though at the heart of SQC is the case
study on a problem, it emphasizes a few
collaborative activities to develop the
sense of team spirit and leadership quality.
The other activities that SQC students are
engaged with include collaborative collage,
quality quiz, speeches, debate competition,
skit, panel discussion practice, paper
presentation, and many more. SQC mainly
focuses on the activities that develop
the sense of collaboration rather than
competition. Its main motto is Together
We Can. The children practicing SQC do
not have the feeling of competition with
others, rather they are trained on the
principle of competing with themselves
and collaborating with others. Therefore,
most of the SQC activities are based on the
collaborative approach.
As this kind of group work develops the
students habit of detecting their own
problems and solving them by themselves,
it helps them know themselves better,
thereby making them more responsible
towards themselves and their peer groups.
They develop research habit and ultimately,
formulate the life skills they need for a good
personality. On the whole, the students
involved in SQC develop the following life
skills:

Self-discipline
Self-confidence
Empathy
Interpersonal communication skill
Sense of responsibility
Time management skills
Creativity and lateral thinking
Working in team
Broader vision more than bookish
knowledge.
Research habit
Scientific and analytical skills
Total Quality People

A quality product is not a matter of
chance but a product of careful designing,
processing and servicing. The quality
people also do not become so by chance.
They are the result of constant grooming.
Total quality person is the one with astute
commitments, positive outlook, leadership
abilities and the strong desire to excel.
As discussed earlier, personality is
evaluated based on a number of personal
traits. However, SQC lays emphasis on two
important traits that broadly gives picture
of an individual as a Total Quality Person.
Total Quality People are the ones with
personality attributes of smartness and
goodness. They are smart and competitive
based on their knowledge and skills. They
possess excellent capability to understand
the nature, their scientific relationships
with the human beings, plants and animals
and the universe. Total quality people
symbolize goodness and harmonize all
living and non-living things with spiritual
and emotional feelings. They have a mindset
of cooperation, for working together in the
45
VIE WS
society and improving continuously for the

betterment of all. Thus, smart characters
have the tendency of winning in different
walks of life. They have a sense of achieving
something by bettering themselves every
single day. Though they seem to have the
sense of competition, they do not tend to
compete with others but with themselves.
On the other hand, good characters have
the strong tendency of serving others. They
have the sense of empathy, co-operation
and teamwork.
Therefore, total quality person is the
combination
of
two
characteristics. The entire
...for the sake of activities of SQC focus
humanity and on developing smartness
the welfare of and goodness in children
to develop them into
mankind, every the total quality global
individual should citizens. This is the essence
have the sense of of time that the world
common benefit, needs people having smart
characteristics for the
which is possible prosperity of the individuals
only when all and the mankind on the
individuals take whole. For prospering the
through science
the world as a world
and technology today,
single global we need smart people.
village. However, along with the
advancement of the world
in terms of science and
technology, we are losing the sense of
humanity and turning individualistic day by
day. Therefore, for the sake of humanity and
the welfare of mankind, every individual
should have the sense of common benefit,
which is possible only when all individuals
take the world as a single global village.
SQC, in this regard, implants the feeling
of smartness and goodness in the young
minds in schools. Therefore, Students
Quality Circle (SQC) assumes it as the
combination of goodness and smartness,
46
which are the ingredient components in

a total quality person (TQP) (Chapagain
2006: 59). Therefore, SQC aims to enhance
these aspects with various activities. At the
heart of SQC lies a philosophy that aims at
developing various qualities of the students
and creating in them all round personality.
Within a short span of time after its
inception into academia, it has gathered
a great momentum in Nepali academia.
SQC is being practiced mainly in English
medium private schools currently;
however, the pioneers of SQC are debating
to include it in the school curriculum as
a co-curricular or curricular activity so
that even the students of government
schools throughout the country also get an
opportunity to take part in the personality
development activities including CASE
STUDY. Students are highly interested in
getting involved in SQC through which
they have been getting an opportunity to
express themselves and develop various
skills such as communication skill, the way
of dealing with the people, maintaining
rapport with others and, more importantly,
the research methodology as they have
to undergo all the important steps of a
research: Identification of the Problem,
Analysis and the Solution during the case
study.
References:
Chapagain, Dinesh. (2006). Guide to
Students Quality Circles. Kathmandu:
NQPCN.
Niraula,
Shanta.(2014).
General
Psychology. Kathmandu:Buddha Academic
Enterprises Pvt. Ltd.
"Personality." (2007). Microsoft Student
2008 [DVD]. Redmond, WA: Microsoft
Corporation.
ART I C L E
A Quality Trip to Butwal

Apoorwa Dahal
Grade: X
GEMS School, Lalitpur
Participating in Student Quality Circle
(SQC) was an enthusiastic journey for me.
It made me realize my potentials are and my
capability. I remember the day when I was
hesitant and skeptical to join SQC thinking
that I might not be able to complete until
the end.
I am thankful to our Facilitators Ms. Ganga
Pradhan and Mr. Jaya Narayan Bhusal for
encouraging us and making our trip to
Butwal indelible. We had formed a circle,
THE PRAGMATICS, with the leader Ankur
Dahal, Deputy leader, Apoorwa Dahal, and
Members, Yukta Thapa, Addhyaya Sharma,
Hrishav Sapkota, Jenus Shrestha, Priyam
Sigdel, Samyak Piya, Sanjana Timsina,
Simanta Panta.
We were nervous and delighted when we
were confirmed that we were going to
Butwal for the 11th National Convention
on Students' Quality Circle. A day before
our trip we had planned our luggage, food
and necessary requirements. The boys
stayed in the school hostel, as we had to
leave early for Butwal at around 4:30 AM so
that we would not be caught in the jam and
delay our trip. A nine-seated Microbus was
arranged for us. We travelled via Prithivi
Highway and Narayangadh-Mugling Road;
we crossed Mugling by 12:00 PM and
reached Butwal on time. We sang and even
competed with each other and enjoyed the
wonderful scenery outside. It was a kind of

bond that was built among us which would
indeed strengthen our friendship in days to
come.
We reached Butwal at around 2:30 PM and
were warmly welcomed by the students of
Apex School. We were led to our hostels and
were got refreshed. We made new friends
and wandered around the school to explore
the environment. The convention would
start a day later so a short trip to Lumbini
was organized. When we visited the Maya
Devi temple, we were delighted by the inner
peace that we perceived within us. As we
were tired, we returned to our hostel but we
had to stay up late for designing our poster,
which had to be submitted on the 1st day of
the convention.
The next day we attended the opening
ceremony, and there were series of activities
that began from around 8:00 AM. The
competitions and participants from our
circle were as follows:

Mansha Memorial TQP Award: Ankur

Dahal, Apoorwa Dahal
My Dream Canvas: Apoorwa Dahal,

Yukta Thapa
Quality Quiz: Ankur Dahal, Hrishav

Sapkota
47
ARTIC LE
Story Formation: Priyam Sigdel
of the competitions were announced.
HTML codes: Simanta Panta, Samyak

Piya
Wistfully, we did not win anything and were

disappointed with ourselves, but we realized
that though we did not have a trophy
or a title with ourselves we did have an
experience and a journey of lifetime, which
could never be forgotten. The convention
ended with the closing ceremony at 5:00
PM. We had our dinner and a round of talk
to recall every event that happened during
that wonderful voyage. The next day we left
early in the morning at around 6:00 AM.
We tried our best and performed with zeal,

we attended the sharing programmes of Hub
schools about their experiences, knowledge
and impact of SQC in their real lives. The
day ended with practicing our presentation
for our case study presentation for the next
day.
We woke up early and got ready for our
case study presentation the next day;
there were five groups in each class, they
presented their respective presentations.
We were confident as we had practiced a
lot and were committed not to make an
error. The presentation went out well and
everyone appreciated our effort that we had
put in our case study. After the case study
there was a cultural programme organized
by Apex school for our entertainment. As
soon as the programme was over the results
48
We were all sad that SQC was ending but we

were all happy for what it was. I have had a
phenomenal change and find an impressive
development in myself in my life after
attending the NCSQC. I hope that SQC will
provide life skill experience to generations
to come. I am indebted to my facilitators
and the members of The Pragmatics for
making a wonderful and memorable trip to
Butwal.
ART I C L E
Opportunities of Students Quality Circle

Simran Yadav
Grade: IX
Kathmandu University High School, Kavre
Life is a journey. Within this journey, I
feel privileged to be a part of SQC. I have
cherished that day when I got a chance to
speak in front of the people as a member
of SQC from Kathmandu University High
School.
This journey started
by forming a group of
10 students. In this
group, there were
five girls and five
boys. We started the
activities by naming
our group "Rising
Taras. Then, it went
on with all those
discussions, problem
identification around us, stratification,
selecting the problem to be solved and
finding its solutions. The major problem
that we had chosen was Lack of Eco Friendly
Environment. Our school is located at the
top of a hill, surrounded by many green
plants but we felt the environment around
us is not secured. We had chosen this
We had experimented
our ideas a lot and at
last, we found out the
solution spreading
awareness about
the importance of
environment.
problem to secure the environment around

us.
After a lot of survey we found out the
root cause of the decreasing environment
is lack of awareness among people. To
find the solution for it, we did a lot of
research. We had experimented our ideas a
lot and at last, we found out the solution
spreading awareness about the importance
of environment.We worked a lot for it by
organizing different plantation programs
and cleaning campaigns around our school
surrounding. We made the students of our
schools aware about the importance of
environments for us; we even involved the
students in the cleaning campaign at the
temple and hospital near our school .
We participated in the national and
international conventions, too. We
presented the same case study in the
national convention and got good feedback
on it. We have decided of doing different
conventions for the betterment of the
school as well as the nation.
49
ARTIC LE
Quality and We
Eva Kafle
Grade: X
Little Angels School, Lalitpur
Over the years, people have tried to discern glitters is not gold, regular education
the meaning of quality in students because will help us find the glitter, but quality
they had realized that education is the education helps us find the real gold.
key. Moreover, now we
There are many definitions
have found that education
SQC is not about
of quality. However, in
merely will not be enough
competing
against
my opinion, the one that
to shape a young mind.
matches the prospects and
each other. It is not
This is where the students
visions of SQC happens
quality circle comes in.
about being good
to be the one in the
The SQC has always been
to ourselves and
Collins English dictionary,
a perfect bridge to close
someones qualities are
smart for our own
the
distance
between
good, but it is about the good characteristics
irresponsible adolescents
that they have, which are
to trustworthy citizens of
being good to others a part of their nature.
the country.
and smart together. In addition, precisely
The great Columbian writer
so, the students quality
This is not about
Gabriel Garcia has said,
who solves the most circles have been helping
I would give wings to
students bring out the
children, but I would leave problems, or who has qualities that their young
the best case study, minds had been ignorant
it to them to learn how to
fly by themselves, this
of possessing. It teaches us
but it is about how
can be seen as one of the
our minds can be the
many problems did how;
qualities of SQC. It helps
key to solve problems, that
we solve TOGETHER, our intellects alone cannot
us and guides us to fly high,
to fall like Icarus, and yet
and how many more help our society become a
be able to soar far apart
left before they have better one.
from the crowds below. To
been completely
In my years as a QC leader,
emphasize on my point,
I found myself cleared of
abolished.
there is a saying, all that
50
ART I C L E
and most importantly, we learn teamwork.

We learn how to work together, like a
well-oiled machine. We learn to respect
views of people, to listen to them, and to
appreciate their work. Slowly, we proceed
to a higher level, and finally our minds can
comprehend how vital those tools are, and
how this spirit will help us shape a new
tomorrow.
Moreover, we work not only for individual
benefit, but also for the GREATER good,
where more people can experience quality,
and more people will live free of the barriers
in their minds.
several misconceptions. SQC is not about

competing against each other. It is not
about being good to
The QC has been ourselves and smart
a small step in for our own good, but
it is about being good
the schools of our to others and smart
country, yet its together. This is not
importance is being about who solves the
recognized and most problems, or
who has the best case
it is spreading its study, but it is about
roots to the ground, how many problems
move securely. This we solved TOGETHER,
and how many more
attempt has turned left before they have
out to be a seed in a been
completely
Because
fertile land. abolished.
at the end of the day,
we are all living in the
same world, and we all need to focus on
making it a better one.
In SQC, we start out small, to help our
individual minds grasp the idea and
mechanism of the circle. We learn time
management, gain problem solving skills,
The QC has been a small step in the schools

of our country, yet its importance is being
recognized and it is spreading its roots to
the ground, move securely. This attempt
has turned out to be a seed in a fertile land.
Given time and enough care, it will grow to
be a large plant, which will benefit only, and
never harm. This is because SQC does not
make big people for the world. It does not
only make doctors, or engineers, or high
and mighty people, but produces GOOD
humans, who are honest, and sincere in
whatever they do. It transforms students
to be the key to a better future for the
society, nation, and eventually, the world.
I think, in the circle our teachers are none
other than ourselves. We learn lessons
outside the four walls of a classroom, and
learn much more than being inside. We
take our past mistakes and triumphs, as
the theory lessons, the present are the
practical lesson, and the future is our test,
to see how much we have learnt.
We the students of the quality circle, plan
not only getting A+ in subjects, but also in
the life skill qualities to become A+ citizens
of the Global world not only mere one
country because TOGETHER WE CAN.
51
ARTIC LE
SQC: A moment to cherish

Mukesh Tiwari
Grade: X
Galaxy Public School, Kathmandu
With the vague memory of myself, I sit
and recall what SQC meant to my life, I
can recall the course of improvement and
development along with the countless
memories I made for my lifetime.
I can remember the day, the selection for
SQC. As a shy toddler of grade 4, when I
stepped onto the stage to speak, I turned
pale. It was not that I didnt have things
to say to people but the large mass and
the seemingly larger fear of humiliation
got better of me. I descended without
having uttered a single word even on a
simple topic. Our head teacher, Sheela
maam walked to me and seeing all the
regret and embarrassment in my eyes said,
Dont worry life is a journey you will learn
everything. Just make sure you are better
than what you were yesterday.
Dont worry I tried again, only to hear a
long echo of clap thereafter.
life is a journey That was the beginning of my
you will learn journey with SQC, which has
everything. Just transformed me into something
I am today.
make sure you

are better than
what you were
yesterday.
As we formed a circle and were

almost unaware of what we
were going to do and uncertain
if we could really achieve it. As
we sat down brainstorming of
problems that we face, we were
flooded by the idea that we could make
no difference. But as we proceeded hand
in hand, it was a common realization that
Together we can.
52
SQC was unlike any other activity. Soon

I realized it was only the beginning of a
wonderful lifelong journey that leads to
self-improvement and thus the overall
betterment of those around us. I can recall
how planned approach to any problem
made it easy to tackle it. It was during the
course of our case studies in SQC what it
meant to collaborate together and proceed.
We enjoyed each of our activities that we
conducted and were travelling on the path
of becoming a total quality person who can
responsibly act for his nation 0sciety and
family. It was an opportunity for me to
develop my linguistic to leadership skills.
We made countless friends and had had
thousands of unforgettable memories.
From the joy of solving a problem faced by
us to the laughter we had together on road
trips, SQC wrote a wonderful chapter in my
life. The songs we sang in road trips to SQC
conventions, the practice we did parallel
with games and laughter and the lunch we
had together after tiresome meeting and
implementations are really moments to
cherish for a lifetime.
ART I C L E
Why SQC?
Samarpan SQC
The Sudesha School, Lalitpur
The Students quality circle (SQC) is the
new approach in the students circle. We the
students of The Sudesha School also started
SQC in our school from 2072 B.S. We had
limited knowledge on this approach. Our
principal was very much interested in
this approach. Therefore, with the help
of QUEST Nepal we attended the Hub
convention organized in LA Hub in 2015.
This was our landmark in the field of SQC.
Without much knowledge on it, we dared
to take part in the case study presentation.

Our presentation was very weak. We were
lacking several tools and approaches. The
master trainers gave us valuable feedbacks,
thanks to Mr. Nirajan Adhikari, Mr. Singa
Lama and Ms. Sarita Dewan. Then we went
to national convention in Butwal with the
help of Mr. Roshan Thapa. These people
have valuable contribution to develop our
approach towards SQC.
This year has been amazing year. We have
direct support from our respected facilitator
Narayan Sapkota. His zeal towards SQC
is amazing. After he was trained, he has
helped us in every possible way. The SQC has

become part of our life. It has helped us to
develop positive attitude within ourselves.
We have developed wider dimensions on
the problem solving through it.
Following are the benefits we have got
through SQC practice:

We can work independently.
We have developed problem solving

attitude.
We have started thinking critically on

any issues.
We have learnt the lesson of dedication

and hard work.
We have learnt the QC tools for

research.
We have also developed the computer

technologies through SQC.
We have developed our confidence level
We have developed our presentation

skills.
Therefore, SQC has given us a good platform

to grow and blossom ourselves. We have
known and understood that opportunities
come once in life so we have to grab it. We
have also known, it may be late but never
to be too late. The only thing we regret is
that we started SQC late in our schools,
but we will be using it in wider dimensions
of life. We know SQC is a journey not the
destination.
53
ARTIC LE
Quality through SQC

Shristi Singh
Grade: X
Mount View English Boarding School, Bhaktapur
As the father of SQC Prof. Dinesh Chapagain
says, IQ is not the intelligence because high
IQ in the absence of productivity does not
equate to intelligence. Same like that being
only informative and smart is not quality.
Quality is both good and smart. Quality
is about people, the processes in which
they engage and products or outcomes
of their work. In
As young students short quality is being
innovative,
we of course want to creative,
fluid and forthright.
change the world, Quality is the ongoing
but we should start process of building
sustaining
at a modest level, and
relationships
by identifying a by
assessing,
practical problem, anticipating,
and
exploring how it has fulfilling stated and
been caused, and implied needs.
then undertaking
activities which may
lead to a solution.
Hence, in clear sense
SQC is providing the
way to quality, to
success.
"The real voyage of

discovery
consists
not in seeking new
landscapes but in
having new eyes."
Marcel Proust
We often hear that,

''IF
YOU
WANT
TO CHANGE THE
WORLD
START
FROM YOURSELF". In our life the thing
that keeps us away from our success and
to be total quality person is our view. The
traditional thinking of observing our life,
our goal and even victory. Depending
on others life, effort, power etc for our
life, goal and victory is not going to make
us successful. So at first, we must know
54
the fact that WINNING IS NOT ABOUT

BEATING OTHERS BUT OURSELVES.
Depending on others, compels us to rely on
other for our achievements but competing
with ourselves makes us more determined
and confident, same ideology is expressed
through SQC (Students Quality Circles).
What is Students Quality Circle
(SQC) ?
SQC is a small team of self-motivated
students with the common purpose
working together;

To identify reoccurring problems,

analyze their root causes and solve them
permanently leading to continuous
improvements
To use systematic, scientific and

analytical
Quality
Circle
(QC)
approaches, tools and techniques
To develop students pro-social

personality having collaborative and
creative leadership traits.
As young students, we want to change the

world, but we should start at a modest
level, by identifying a practical problem,
exploring how it has been caused, and
then undertaking activities which may
lead to solution. Hence, in clear sense SQC
is providing the way to quality, to success.
Case studying the problem develops our
smartness well as goodness. As we achieve
intangible benefits, develop the habit of
working in groups and learn to sense the
responsibility and safety too, we can say
that even in Maslow's law, it needs SQC.
ART I C L E
Case study is our daily activity as every

moment of our personal life we identify
problems, analyze them, find their root
causes and try to solve them. Group work
develops belongingness and can make the
way to the ultimate leadership. Circles can be
seen as an alternative form of organization
for learning, work and society, which means
SQC is providing every environment for us
to attain quality.
It is a group of day dreamers who only

think of their problems solved but they
use specific tools and techniques to go
through this process and change their
dream to reality. SQC has both long term
and short term benefits. Even though
students are voluntarily working in their
convenient time but they can solve their as
well as others problem and boost up their
confidence too.
In today's world, when a seconds loss may

let thousands to win, we need to make
ourselves always prepared to face the real
competition of the world. In todays world
some number of text books and some hours
lecture is not going to help us. Along with
academic excellence, creativity, tactfulness,
leadership and kind heart is very essential
too. For that SQC is the best process.
Unlike other groups, SQC is a platform for

even those students who are not excellent
in their academic career as it is the place
where they can explore themselves and
their problems as well as their qualities. In
today's world where the people are fighting
in for the solutions of their problem,
acquiring skill of healing and peaceful
problem-solving is very essential in today's
world which is taught through SQC.
In todays world, we need not only quality

person but also total quality person.
SQC (Students Quality Circle) is a group
or a platform where we can explore our
problems and qualify ourselves. It is the
platform for the students to venture
beyond the formal education and enhance
their true potentialities.
Conclusively, As a student and a learner my

perception is that SQC is not about only
doing case studies but building up ourselves
to led towards our stretched goals. Qualities
explored of our through SQC are leading
toward the ultimate QUALITY.
55
ARTIC LE
Montessori Students Quality Circle (MSQC)

Sirjana Mahato
Circle Leader
Mithila Montessori School, Janakpur
Children are the priority, change the reality, collaboration is the

strategy
SQC stands for Student's Quality Circle. It
can be defined in several ways. In my point
of view, SQC is the method in which a team
of 4 to 10 students, work together with the
common goal with the collaboration of skill,
knowledge and ideas. SQC was started in
2056 B.S. By Prof. Dinesh P. Chapagain.
SQC makes a person TQP i.e. Total Quality
Person, who can become conscious and
active agent of social transformation.
Students collaborate with each other to
solve their problem using their technical,
human and conceptual skills.
The importance of SQC is listed below:
SQC develops analytical skills in the

student.
SQC teaches life skills and also to
implement in daily life.
Students are trained to develop their
positive outlook and creativity.
SQC teaches students to be able to deal
with their friends, seniors, juniors and
society as a whole.
SQC promotes culture of peace in the
global society.
SQC makes students good and smart.
Case study is the main part of SQC. The first
step of the case study is to form a circle, then
identify the problem, analyze it and solve
it. We have also formed a circle, Montessori
56
Students Quality Circle (MSQC). There are

ten members in our circle. Firstly, we found
out many problems, which are recurring in
our school. By the help of ABC analysis, we
categorized them into A, B and C group.
Among them, we selected our burning
problem, i.e. poor participation of students
in E.C.A. We represented those problems in
check sheet and Pareto diagrams. The target
classes were VI, VII, VIII, and IX.
After selecting the burning problem, we
found out its root causes, analyzed them
by using different SQC tools like 5W1H
chart, PDCA cycle, Ishikawa Diagram,
and Why-Why analysis. We had prepared
questionnaires to get information. After
knowing deeply about this problem,
we conducted awareness classes, skit
presentation, motivation classes and so on
to solve this problem. We implemented this
in our school. As a result, we have found
that this problem has been reduced from
80% to 30% and students were eager to
take part in E.C.A.
We faced a lot of difficulties during our case
study, but we handled them carefully. We
are thankful to Quest-Nepal, that we are
provided with such an opportunity to join
SQC. We are so happy to solve our burning
problem and hope that we would do better
next time.
HU B R E P O RT
3rd SQC Hub Convention 2016

Sainik Awasiya Hub, Bhaktapur
Sapana Oli, Hub Coordinator
Sainik
Awasiya
Mahavidyalaya,
Bhaktapur organized the 3rd SQC
Hub Convention successfully on 26th
Bhadra, 2073 with seventy participants.
The opening ceremony of the convention
that started at 8:00 am sharp was
decorated with the presence of District
Education Officer of Bhaktapur Mr.
Arjun Bahadur Rayamajhi as the chief
guest Other guests included Mr. Raj
Kumar Maharjan, the senior vice
president, QUEST Nepal, Mr. Ravi
Bhattarai, vice president, QUEST Nepal
and Mr. Singa Lama, Member, QUEST
Nepal. The District Education Officer
formally inaugurated the convention by
lighting the lamp, which was followed by
a welcome speech by the Vice Principal
of the Mahavidyalaya, Mr. Kumar
Gurung. Following this, the students

of Sainik Mahavidyalaya, Bhaktapur
presented a welcome song and the dance
performances. In the opening session,
District Education Officer offered best
wishes for the success of the convention.
Following this, a panel discussion
participated by the students from all
the participating Sainik Mahavidyalaya
inside and outside Kathmandu Valley
was held on the convention theme
Collaborate, Create and Complete.
Mr. Ravi Bhattarai, vice president of
QUEST Nepal, moderated the panel
discussion. After the wonderful panel
discussion programme, the students
from different Sainik Mahavidyalaya
presented their case studies on different
problems. Mr. Singa Lama, the QUEST
57
HU B R EP ORT
Nepal Executive Committee member

sharpened the skills of the students
through his constructive remarks
on their presentations. Mr. Krishna
Prasad Suwal conducted the case study
presentation programme. Likewise, the
students participated in the Mansha
Memorial TQP Award Psychometric
Test. All the arrangements for the test
were made by Mr. Bikram Ojha with the
technical support from Mr. Subarna K.C.,
Secretary, QUEST-Nepal. In the same
manner, the students enthusiastically
participated and created collages on
the theme Creating value through
collaboration. Collaborative collage
event was managed and coordinated by
Mrs. Sapana Olee, SQC coordinator and
the 3rd hub convention coordinator.
The daylong program also included an
important event Five Minutes Fame
in which the participating students
exhibited their talents in various areas.
Mr. Madhav Puri, SQC facilitator of
SAMB conducted this segment of the
programme.
Mr. Tejendra P. Rajbhandari, the patron
of QUEST Nepal and the principal of
58
KUHS, chaired the closing session of

the convention. The special guest from
QUEST Nepal, Mr. Narad Rijal also
attended the session. The chief guest
highlighted the need and importance
of SQC for the growing students and
gave away certificates and mementos to
the participants. Later, Mr. Rajkumar
Mathema, Vice Principal of the
Mahavidyalaya gave away prizes to the
winners of Collaborative Collage and
Five Minutes Fame. On conclusion of
the formal closing session with the vote
of thanks by Mr. Raj Kumar Mathema,
the students participated and had
cultural performances in the cultural
evening for more than an hour. Mr.
Pashupati Pandey and Mr. Babu Ram
Banjade conducted the programme.
The 3rd SQC Hub Convention has been
a real success in sharing the value and
meaning of SQC among the students,
teachers and all others present in the
convention.
Participating schools at a glance:
1. Sainik Awasiya Mahavidyalaya,
Sallaghari, Bhaktapur
Chitwan
Teghari, Kailali
Surkhet
Pokhara
6. Bijeshwori Gyan Mandir Sainik
Mahavidyalaya, Kathmandu
7. Ripumardini Sainik Mahavidyalaya,
Bansbari, Kathmandu
HU B R E P O RT

Dorje Lakpa Hub, Kavre
Rupak Khatri, Hub Coordinator
Orientation programme in
Nepal Police School
We conducted an orientation programme
with the students of class 9 in Nepal Police
School on 17th Ashad. Around 120 students
were present. Mr. Rupak Khatri, Hub
Coordinator of Dorje Lakpa Hub delivered
information about the SQC, its importance
and the procedure. The students of Nepal
Police School actively participated in the
program and asked several questions
related to implementing SQC movement
and materialization.
Case study presentation by KUHS
students at Nepal police School
Seven students of KUHS led by Angus
Prasai presented their case study in Nepal
Police School on 8th Bhadra 2073. After
the presentation, the students had a group
discussion regarding the format of case
study, modality and hurdles during the

project, they also shared their experience
regarding the case study. It was a great
sharing, as they are the host of 12th
National Convention.
Interaction with Government School
There was an interaction program with
seven government schools of Kavre
regarding the opportunities of establishing
SQC club in their respective schools on 3rd
Asadh 2073. The teachers had put forward
their great interest of implementing SCQ
in their schools. They had expressed that
it would boost up the creative skills of
students if they were involved in such
programs. The teachers of Srikhandapur
School and Swet Ganesh jointly requested
that it would be a great contribution of
QUEST if it helps the government schools
in the training regarding SQC and other
capacity building skills.
On 12th Ashoj, Dorje Lakpa Hub organized the 3rd Hub convention on SQC. Eight
Schools of Kavre district actively took part in this program. There were various
competitive and non competitive events. Two schools Vidya Sagar and KUHS presented
their case studies
We were pleased to have Dr. Deependra Gurung , the District education officer as
a Chief Guest and Mr. Raj kumar Maharjan Senior Vice President, QUEST Nepal as
a Special Guest. The programme began
with the encouraging words of Dr. Gurung
followed by Rajkumar Maharjan. Similarly
students keenly participated in Panel
discussion ,Quiz and Collage .The program
host was QUEST executive Narad Rijal.
Finally, it concluded with award ceremomy
and the vote of thanks by Principal and the
chief advisor of Quest Nepal Mr. Tejendra
Prakash Raj Bhandari.
59
HU B R EP ORT

Lumbini Hub, Rupandehi
Milan Bhandari, Hub Representative
It is a matter of pride and happiness that

we successfully organized the 3rd SQC Hub
Convention in the newly formed Lumbini
Hub, Rupandehi. The convention was
hosted by Pamir Academy of Janakinagar,
Rupandehi. Some details of the Hub
Convention are;
Participating member schools:
1. Kunwarwarti English Boarding School
2. Pamir Academy
3. Shanti Namuna Higher Secondary
School
4. Gyanpunja English Boarding School
5. Modern Little Flower Academy
6. Dream Vision school of Pharsatikar
7. New Light English Higher Secondary
School
Convention Convener
Mr. Tolakanta Dumre (Principal Pamir
Academy)
Convention Co-Convener
Mr. Ravi Raj Kafle (Vice-Principal Pamir
Academy)
Chief Guest: Mr. Tek Bahadur Thapa, DEO,
Rupandehi
60
Total participants: 130

Total circles: 13
Total case studies: 14
Observing participant: 1
Events:
Non-competitive:
1. Case study presentation
2. Panel discussion
Competitive:
1. MMTPQ award selection
2. Quiz on quality
3. Collage on quality
4. QC twin
Panel discussion moderator: Mr. Milan
Bhandari
Total panelists: 6
Programme was started with opening
session and ended with closing session
where awards for competitive event
winners, token of love and certificates for
participants guest, facilitators , panelists
were handed over which was followed
by the feedback session. Best part of the
convention was time management and
events.
HU B R E P O RT


Deepak Gautam, Hub Coordinator
The Convention began at 11AM with the registration of all the participating schools
and observing schools. Nine schools with 92 students participated in the convention,
including nine students quality circles along with 15 students observers. Free
registration was made for the students as observers.
The Principal of New Environment English Secondary School, the ConvenerMr. Madhu
Prakashwali was Chaired the convention where as Mr. Chandra Kunwar, Schools
Inspector honored the program as the chief guest.. The Presence of 5 Master Trainers Mr.
Madhu Prakash Gywali,Mr. Prabhat K.C.Mr. Dhurba Kharel,Mr. Yam Pun,Mr. Deepak
Gautam,were present in the program.
Events of the Convention:
For Students
Panel Discussion,
Case Study presentation
MMTQP Award
For Teachers
SQC book orientation
HUB Coordination Meeting
Participating Schools
Schools that presented Case Studies
New Environment English Secondary School,
Apex School,
Lumbini Boarding School,
Nabin Aoudyogik K B Maha Vidyalaya
(Community School)
Schools as observers
New Horizon School,
Little Star Boarding School ,
Araniko English Boarding school,
Nawajyoti English Boarding school and
Kids Heaven English School.
The program was coordinated by the Master Trainer Mr. Dhruba Kharel.
Glimpses of the Convention
HUB Coordination Meeting
Group photo after the program
Chief Guest Mr. Chandra Kunwar Inaugurating by

lighting lamp
61
HU B R EP ORT
Host Principal Mr. Madhu Prakash Gywali Distributing

Certificates
Facilitators from different schools
A Hub Coordination Committee was formed on 2073-06-03, to conduct the Hub

convention at joint Hub Rupandehi. The committee meeting was coordinated by Mr.
Deepak Gautam, the Hub coordinator , Joint Hub Rupandehi.
The committee approved to Conduct Hub Convention on 3rd of Ashwin 2073 at New
Environment English secondary School, Tilottama-6, Rupandehi. The Events to be
conducted are,
i. Case Study Presentation.
ii. Panel Discussion
iii. MMTQP award
iv. SQC book orientation for the teachers.
Time: 11 AM to 4 PM
Registration Fee: Rs. 150 per students.( Free for observers)
Chief Guest: School Inspector Mr. Chandra Kunwar
The following were present at the meeting.
S.N.
Name
School
E-mail
Cnt. No.
1.
Mr. Deepak Gautam
Apex school
deepakgbtl@gmail.com
9857031488
2.
Mr. Madhu Gyawali
New Environment
lumbinitiger@yahoo.com
9857026294
3.
Mr. Dhruba Kharel
New Environment
ghaiyare@gmail.com
9867222047
4.
Mr. Niraj Neupane
Kids Heaven
nirajneupane73@gmail.com
9847481735
5.
Mr. Laxman Gaihre
Apex School
Laxmangaihre3@gmail.com
9847025305
6.
Mr. Shisir Pandey
New Horizon
rappezalone@gmail.com
9847422264
7.
Mr. Ashish Lamichhane
Nabin Audhyogik
Ashishlamichhane2049@gmail.com
9847280081
8.
Mr. Deepak Gautame
Little star
deepakacid@yahoo.com
9847023957
9.
Mr. Indra Kumar
Nawa Jyoti
i.rai67@yahoo.com
9847494546
10.
Mr. Prabhat KC
Apex school
prabhatkcapex@yahoo.com
9857031240
11.
Mr. Ajay Rana
Lumbini Boarding
a23.ajay@gmail.com
9857039927
12.
Mr. Surya Paudel
Nabin audhyogik
Suryapaudel98@yahoo.com
9857030819
13.
Mr. Ramesh Pokhrel
Araniko School
purusramesh@gmail.com
9857034697
The meeting also decided to conduct a Facilitators orientation program in the month of
Ashwin.
62
HU B R E P O RT

Simara Hub, Bara
Bhoj Raj Subedi, Hub Coordinator
Third SQC Hub Convention 2016 of

Simara Hub was held on 24 September
2016 organized in association with Simara
Public Higher Secondary English School,
conducting a special ceremony amidst
the gathering of delegates from different
schools of Bara.
Altogether, 67 students along with the
representative teachers of nine schools
(Simara Public Higher Secondary English
School, Rastriya Vibhuti Samudayik Shiksha

Sadan, Lotus Academy, Evergreen School,
Jeevan Jyoti School, Emerald Academy,
Bar Academy, Chhimek Academy and
Dumarwana Public School) participated in
the convention. Among them, Simara Public
Higher Secondary English School, Rastriya
Vibhuti Samudayik Shiksha Sadan and
Lotus Academy of Simara Hub presented
their case studies through PowerPoint
slides on different topics. Master-Trainers
63
HU B R EP ORT
of QUEST-Nepal, Bhoj Raj Subedi, Kishore

Babu Shrestha and Subash Adhikari were
the commentators. Similarly, 7 students
from different schools participated in Panel
Discussion on the theme "Collaborate,
Complete and Create" moderated by Kishore
Babu Shrestha, Each of the participants put
forward their innovative and crystallized
ideas on the very topic. A competitive event
"Quality Quiz" was conducted in which all
the representative schools participated in
it.
The programme was scheduled to
conduct in the single session. A short
inauguration ceremony was conducted on
the chairmanship of Mr. Basant Dhakal,
the Principal of Simara Public Higher
Secondary English School. Mr. Ram Prasad
Adhikari (President of N-PABSON, Bara
and the Principal of Lotus Academy), the
Chief Guest, formally inaugurated the hub
convention by lighting Diyo in Panas. On
the very occasion, the chief guest delivered
the keynote address on the importance of
Students' Quality Circle in academia and
showed his strong commitment to quality
education. Similarly, Mr. Rajendra Kandel,
the principal of Evergreen School and Mr.
Raju Karki, the principal of Bara Academy,
offered their views on the importance of
creativity. Mr. Bhoj Raj Subedi, the Hub-
64
Coordinator of Simara Hub, put forward

his ideas on the historical development of
SQC, its potentialities and effectiveness
in the academia. The programme was
graced by Shalik Ram Adhikari, the
chairperson of Simara Public Higher
Secondary English School, Shyam Prasad
Bhattarai, the principal of Rastriya Vibhuti
Samudayik Shiksha Sadan, Principals and
representatives of different Schools, Incharges and teachers from Simara Public
Higher Secondary School.
Mr. Sanjeev
Jha, the teacher of Simara Public Higher
Secondary English School, delivered the
welcome speech. The students of the host
school moderated the programme. The
convention was wrapped up with the
concluding speech of Mr. Basant Dhakal,
the Principal of Simara Public Higher
Secondary English School. The certificates
(Participation, Merit and Appreciation)
and token of love were distributed to the
participants by Basant Dhakal, Shalik Ram
Adhikari, Shyam Prasad Bhattarai and Raju
Karki at the end of the programme. Simara
Hub offered its gratitude to Mr. Suman
Kumar Bhattarai, Mr. Ram Krishna Sharma
Poudyal, Surya Nepal Private Limited and
other personalities and institutions for
their contribution for the initiation and
promotion of SQC in this region.
HU B R E P O RT

Mount View Hub, Bhaktapur
Roshan Thapa, Hub Coordinator
Kathmandu, Lalitpur and Bhaktapur,
As Prof. Dinesh Chapagain always mentions,

"Quality is a Journey, not the destination",
the journey of QUEST Nepal on quality is
spreading day by day through different
programmes and activities. Collaboration
is another major culture of QUST Nepal.
Considering the theme "Collaborate,
Create and Complete", QUEST Nepal has
organized 3rd SQC Hub convention 2016
at Bhaktapur On Saturday, 17th September
2016, . The convention was hosted by
Mount View English Boarding School
at Balkot, in collaboration with Golden
Gate School and Advanced Academy. This
convention was organized with the new
concept as the district level convention.
Almost 375 participants enjoyed the
convention along with students, teachers,
principals and guardians of different 15
schools. 35 case studies were presented
by the students during the convention.
There were all together 6 events included
in the convention, they were; Case
study presentation, Panel Discussion,
Collaborative Collage, Story Forming, and
MMTQP Award.
The convention became such a grand
event because of the active participation
of following topmost schools from
Adarsha Janapremi School, Bhaktapur

Advanced Academy, Bhaktapur
Bhaktapur English School, Bhaktapur
Bhaktapur NIST School, Bhaktapur
Bright Future School, Kathmandu
Chanakya School and College, Bhaktapur
East Point Academy, Bhaktapur
E.G. Pioneer School, Bhaktapur
Everest English School, Bhaktapur
Gladstone Academy, Bhaktapur
Golden Gate School, Bhaktapur
Lisha English School, Bhaktapur
Mount View English Boarding School,
Bhaktapur
The Sudesha High School, Lalitpur
Vinayak Shiksha Niketan School,
Bhaktapur
The convention was divided into 5 phases.
1. Opening Ceremony:
First phase of convention was followed
by Inauguration. It was inaugurated by
Mr. Arjun Bahadur Rayamajhi, District
Education Officer of Bhaktapur. Mr.
Rayamajhi stressed that SQC is basic need
of today's education field so it should be
spread all over the country. Mr. Rajkumar
Maharjan, Principal of Mount View English
Boarding School expressed that there
are two types of educational trend in the
world one, structured which imposes the
knowledge and skill to the students in
order to prepare workers as per the market
need. But the second one emphasize on let
the children to learn and to be as what they
have their inborn quality. SQC is the process
which can led student to foster their inner
quality. Mr. Bishnu Kayastha, Resource
65
HU B R EP ORT
general round, quality round, visual round,

contemporary round, IQ round, Rapid fire,
miscellaneous and gambling round. the
fifth event MMTQP Award selection was
held through online psychometric test.
4. Case Study Presentation:
person of DEO Bhaktapur stated that SQC
is the process which teaches practical life
skills to the students. Mr. Samim Anawar
Samim, executive member of QUEST
Nepal and principal of Sainink Awasiya
Mahavidyalaya delivered his motivating
speech during opening ceremony. Mr.
Kumar Dhakal, coordinator of Mount
View and SQC facilitator ran the opening
ceremony as the MC. The music band of
Mount View performed National Anthem.
2. Panel Discussion:
One of the focal part of 3rd SQC Hub
convention at Mount View was Panel
discussion on the theme, "Collaborate,
Create and Complete." Mr. Rosan Thapa,
hub coordinator and SQC master trainer
moderated the discussion. All together 12
panelists from different schools expressed
their knowledge and ideas in front of mass.
Miss Shristi Singh, student of Mount View
conclude the discussion as the reporter.
3. Paralleled Session:
Paralleled session was followed by the
competitive events Collaborative collage,
Story Forming and Quality Quiz. In
collaborative collage, students from
different schools were paired and they
made collage on the topic, "Together We
can." In story forming, a pair of students
from each school created unique stories
including the objects displayed in front of
them. The another event Quality Quiz was
participated by two students from each
school. In this event the finalist 4 teams were
selected through written round. The final
round was held with 8 different rounds like
66
Case study presentation was the major

event of convention. There were all
together 35 case studies presented during
the convention. Five different rooms were
allocated with 7 case studies in each room.
Senior master trainers and facilitators
motivated and gave necessary feedback
to the students as the commentator.
Master trainers Singa Lama, Som Krishna
Prajapati, Baburam Banjade, Mary Auddy,
Karunakar Joshi, Lisha Prajapati, Nabin
Tako gave their best effort to encourage the
students. Facilitators Gautam Maharjan,
Anu Shrestha, Subba sir also accompanied
with master trainers.
5. Closing Ceremony:
The closing ceremony was organized
at the end of the convention with the
chairmanship of Mr. Rajkumar Maharjan,
Principal of Mount View School. Students
participants in competitive and non
competitive events were awarded with
medals, certificates and token of love. Mr.
Nirajan Adhikari, president of QUEST
Nepal expressed that he had felt the real
collaboration among Mount View Hub,
Golden Gate Hub and Advanced Hub in
organizing hub convention at Bhaktapur.
During the closing ceremony the flag of
QUEST Nepal was handed over to Golden
Gate school as the convener for the next
year's hub convention. Mr. Singa Lama,
principal and executive member of QUEST
Nepal invited all the schools and studentsd
to be participated in the district convention
next year. The convention organizer is
already booked up to 2018 as Advanced
Academy is going to host after two years.
HU B R E P O RT

Mithila Hub, Janakpur
Asheshwar Mahaseth
Hub Co-coordinator
As SQC gives the message to all students and
teachers, by keeping in our heart, the main
quotation of our honorable Prof. Dinesh
P. Chapagain Collaborate with others,
compete with yourself. We, the team of
Mithila Montessori School hosted the 3rd
SQC Hub Convention, 2016 on the theme
of Collaborate, Create and Complete
in collaboration with other school on
10th September 2016 at Janakpur. It was
the grand historical program of Mithila
Montessori and Janakpur. For the 2nd time
in Janakpur, this Hub Convention attracted
the minds and hearts of all participating

students and teachers towards the SQC.
Almost 315 participants including students,
teachers, principals and guardians of 12
schools enjoyed the convention. There
were two non-competitive events only
for students of Mithila Montessori and 3
competitive events for all the participating
schools. Two case studies were presented by
the groups of Mithila Montessori School.
The other events were Panel discussion,
Quality Quiz, MMTQP Award, poster and
slogan and debate. The convention was
67
HU B R EP ORT
divided into two phases, opening ceremony

and closing ceremony.
The program began at 8 pm with the
registration of all the participating schools.
The opening ceremony was inaugurated by
the chief guest of the opening ceremony,
Mr. Meghnath Yadav, President of
Teachers union, Dhanusha. Mr. Nirajan
Adhikari , President of QUEST- Nepal, the
special guest of the ceremony delivered
the key note speech and motivated the
students and made clear about SQC to the
teachers and Principals of participating
schools . Cultural dance was followed after
inauguration on the motivational song
Sabhi ko school chalna parega which
was performed by the lower secondary
students. Chief Guest of opening ceremony
stated, SQC leads not only to the students
personality development, but also leads
to the development of human resources.
In the mid-session of the day, events like
poster and slogan, written round and
debate were held.
The main part of convention was the closing

ceremony which was inaugurated by lighting
the candle by Mr. Danikant Jha (deputy
DEO). One of the most sightings of closing
ceremony, Panel Discussion was organized.
And the final round of Quality Quiz was
held. The prizes and token of love along with
certificates were awarded to winners and
participants. Mr. Danikant Jha requested
QUEST- Nepal to invite government schools
as well in such a personality development
program. Similarly, the coordinator of this
convention Mr. Asheshwar Mahaseth stated
that this type of program will be organized
by MMS every year in collaboration with
other participating schools. This program
was ended with the cultural dance on
Apne ma baap ka dil na dukhana which
gave the moral education. At last but not
the least again our heartful thanks goes to
the QUEST - Nepal and all the physical and
spiritual presence of intellectual minds and
students who make this program a Grand
Success.
Together we can
68
CO N V E N T I O N
OVE R V I E W
Conventions Year
5~7 November 2011
Theme
Enhancing Leadership through

Quality Circles
SQC for Cooperation,
Coordination & Collaboration
Participation, Innovation and
Transformation
Thinking beyond Boarders,
Creating Global Values
Host
Convener
700
No. of
Participants
1000
Mr. Narayan Pradhan
Mr. Umesh Shrestha
1100
KU High School, Kavre
Fr. Lawrence Maniyar, S.J.
1300
1000
Little Angels School, Lalitpur
Mrs Geeta Chhetri (Rana)
1000
Mr. Anil Kedia
St. Xaviers School, lalitpur
Mr. Shiv Raj Pant
Mr. Keshav Raj Nepali
1700
500
600
Mr. Rani Gurung Kakshapati 800
Mr. Tejendra Prakash

Rajbhandari
1000
3000
Galaxy Public School,

Kathmandu
QUEST Nepal in association
with 10 collaborating partner
schools
Shuvatara School, Lalitpur
Vijayapur H. Secondary
School, Dharan
Empathy, Equity and
LRI School, Kathmandu
Empowerment
Life Skills Practices Through SQC QUEST Nepal in association
with all collaborating partners
Curiosity, Creativity and Diversity Apex School, Rupandehi
through SQC
Collaborate, Create & Complete
Sainik Awasiya Mahavidyalaya,
Sallaghari, Bhaktapur
Enhancing Leadership through

Quality Circles
Transformation through
Collaboration
DAV School, Lalitpur
QUEST-Nepal
Convention Overview 2005-2016
7th NCSQC
22~24 November
2013
Personality through Quality

Circles
26~28 October 2005 Education for Peace
6~7 November 2007
1st NCSQC
3rd NCSQC
1~3 November 2008
25~27 November
2006
4th NCSQC
2nd NCSQC
5th NCSQC
26~28 November
2009
1~3 November 2010
8th NCSQC
13th ICSQC/ 6th

NCSQC
9th NCSQC
11th NCSQC
10th NCSQC
20 ~22
December 2013
29 ~30
November 2014
19 ~20 February
2016
21-22 October 2016
12th NCSQC
69
CO O R D IN ATION
CO MMIT TEE
12th NATIONAL CONVENTION ON STUDENTS' QUALITY CIRCLE (12th NCSQC'16)
Convention Coordination Committee

Convention Advisors

Mr.Umesh Shrestha
Mrs. Gita Rana
Dr.Baburam Pokhrel
Lt. Col. Jeevan Thapa
Mr. BN Sharma
Mr. Rajesh Khadka
Mr. Anil Kedia
Mr. Shiva Raj Pant
Mr. Baburam Paudel
Mr. Tejendra P. Rajbhandari
Fr. Lawrence Maniyar
Fr. Boniface Tigga
Mr. Mukunda Raj Sharma
Dr. B. K. Ranjeet
Mr. Sundar Shakya
Mr. Lakshya Bd. KC
Mr. Karna Bahadur Shahi
Mr. Gehanath Gautam
Mr. Arjun Bahadur Rayamajhi
Mr. Janardan Ghimire
Mr.Ramesh Silwal
Mrs. Meera Shrestha
Mr. Pashupati Murarka
Mrs. Rani Kakshyapati
Chief Patron, QUEST- Nepal

Patron, QUEST- Nepal, Honorable Member, Legislature Parliament
Advisor, QUEST- Nepal, Honorable Member, Legislature Parliament
Advisor, QUEST- Nepal, Honorable Member, Legislature Parliament
Liaison Officer, SAMV, Bhaktapur
Director General, Education Department, GoN
Chief Advisor, QUEST- Nepal
President, PABSON
President, N- PABSON
Deputy Director, CDC
DEO, Bhaktapur
President, NQPCN
President, HISSAN
President, NELTA
President, FNCCI
Founder Principal, Shuvatara School
Convention Convener
Mr. Nirajan Adhikari President, QUEST- Nepal
Convention Co-convener
Mr. Samim A. Samim Executive Member, QUEST- Nepal
Principal, Sainik Awasiya Mahavidyalaya
Convention Management Committee

Coordinators
Mr. Rajkumar Mathema Vice Principal, SAMB
Maj. Bishwo Raj Thapa Bursar Office, SAMB
Members
Mr. Raj Kumar Maharjan Senior Vice President, QUEST Nepal
Mr. Ravi Bhattarai Vice President, QUEST- Nepal
Mr.Subarna Raj K.C. General Secretary, QUEST Nepal
Mrs. Surina Gurung Treasurer, QUEST Nepal
Mrs.Pramila Singh Executive Member, QUEST- Nepal
Mr. Mohan Kumar Karki Executive Member, QUEST- Nepal
Mrs. Sarita Dewan Executive Member, QUEST- Nepal
Mr. Singa Lama Executive Member/ Coordinator, Event Management, QUEST- Nepal
Mr. Narad Rijal Executive Member, QUEST- Nepal
Mr. Khem Sharu Executive Member, QUEST- Nepal
Miss Ganga Pradhan Executive Member, QUEST- Nepal
Mr. Baburam Banjade Coordinator, Event Management, SAMB
70
CO O R D I N ATO R S
QUEST-Nepal
(12th NCSQC'16)
Event-wise Co-ordinators
S.
N.
Co-ordinators
Events
QUEST-Nepal
SAMB
SQC Case Study Presentation

Mr. Narad Rijal
(CNC1)
Model Parliamentary Practices
2.
Mr. Deepak Gautam
(ONC2)
1.
Mr. Krishna Prasad Suwal

Mr. Hom Nath Paudel
3. Panel Discussion (ONC4)
Mr. Khem Saru
Mr. Yogendra Pd Bhattarai
4. Cultural Show (ONC5)
Miss Ganga Pradhan
Mr. Rajesh Kamal Chhetri
5. SQC Procession
Mr. Rajkumar Maharjan
Mr. Kul Prasad Adhikari
6. Quality Quiz (OC1)
Mrs. Surina S. Gurung
Mr. Hem Shankar Bhattarai
7. Collaborative Collage (OC2)
Mrs. Sarita Dewan
Mrs. Sapana Olee
Mr. Mohan Karki
Mr. Ranjeet Rana
Mr. Subarna Raj KC
Mr. Bikram Ojha
Collaborative Football Match

(OC)
Mansha Memorial TQP Award
9.
(OC3)
8.
10. Opening and Closing Ceremony Mr. Nirajan Adhikari

11. Guest Reception & Hospitality
12. Workshop & Orientation
Mr. Karunakar Joshi
Mrs. Pramila Singh

Mr. Tejendra P. Rajbhandari
Mr. Ravi Bhattarai
Mr. Keshav Bhattarai

Mr. Baburam Banjade
71
EVENT MANAGERS
(12th NCSQC'16)
Event Managers, SAMB

SN
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
72
Names
Mr. Shambhu Bikram Bista
Mr. Krishna Prasad Suwal
Mr. Balaram Koju
Mr. Rabindra Kusi
Mr. Ujjwol Thapa Shrestha
Mr. Dal Prasad Pun
Mr. Hom Nath Paudel
Mr. Uddhav Bikram Shah
Mr. Prahlad Lamsal
Mr. Pramesh Ghimire
Mr. Netra Subedi
Mr. Yogendra Prasad Bhattarai
Mr. Janak Katuwal
Mrs. Rama Devi Rai
Mr.Dhruba Basyal
Mr. Rajesh Kamal Chhetri
Mr. Kamal Rijal
Mr. Shyam Sundar Kayastha
Mrs. Rasila Shrestha
Mr. Kul Prasad Adhikari
Mr. Mahendra Chaulagain
Mr. Rajendra Lakhe
Mr. Hem Shankar Bhattarai
Mr. Sunil Tamang
Mr. Madhav Puri
Mr. Satya Ram Suwal
Mrs. Pramila Basnet
Mrs. Sapana Olee
Mr. Dhruba Prajapati
Mrs. Chandani Prajapati
Mr. Balaram Nepal
Mr. Ranjeet Rana
Mr. Lok Bahadur Khadka
Mr. Laxman Pandey
Mr. Mahesh Khadka
Mr. Bikram Ojha
Mr. Uttam Nepal
Mr. Ranjan Raj Dhungel
Mr. Manoj Kumar Sah
Mr. Yogesh Maharjan
Mr. Nabin Kharel
Mr. Suraj Thapa
Mr.Bishnu Adhikari
Mr.Karunakar Joshi
Mr.Kumar Parajul
Responsible event
Case Study Presentation
Case Study Presentation Co-ordination
Parliamentary Practice
Parliamentary Practice Co-ordination
Panel Discussion
Panel Discussion Co-ordination
Panel Discussion
Panel Discussion
Cultural Programme
Cultural Programme Co-ordination
Cultural Programme
Cultural Programme
Cultural Programme
SQC Procession Co-ordination
SQC Procession
Quality Quiz
Quality Quiz Co-ordination
Quality Quiz
Quality Quiz
Quality Quiz+ secretary
Quaity Quiz
Collaborative Collage Co-ordination
Collaborative Collage
Collaborative Football Co-ordination
Collaborative Football
MMTQPA Co-ordination
MMTQPA
Technical Support Co-ordination/MMTQPA
Technical Support
Technical Support
Technical Support
Technical Support
Opening and Closing Co-ordination
Opening and Closing
Opening and Closing
EVENT MANAGERS
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
Mrs. Reeta Karki

Mr.Gokul Prasad Dhakal
Mr. Ratna Mani Gyawali
Mr. Pramila Lakhe
Mr. Santosh Singh
Mr. Babu Ram Banjade
Mr. Bimal Thapa
Ms. Yamuna Shrestha
Mr. Hom Prasad Bhattarai
Mr. Hem Bahadur Bhandari
Mr. Pashupati Pandey
Mr. Rabindra Nhemaphuki
Mr.Ram Singh Budal
Capt. Umesh Khadka
Ja.ma. Bishnu Khadka
Arjun K.C.
Samundra Khadka
Mr. Divya Ratna Shakya
Mr. Prahlad Kumar Malla Thakuri
Mr. Bhoj Kumar Subedi
Mr. Dimu Maya Nihure
Mr. Keshav Khanal
Mrs. Pappy Regmi
Mr. Narayan Acharya
Mr. Suman Suwal
Mrs. Puspa Kunwar
Ms. Sujila Prajapati
Mr. Pushpa Raj Paudel
Mr. Shiv Kumar Rai
Mr. Kishor Kumar Dahal
Mr. Nil Shankar Manandhar
Mr. Shyam Krishna Pudasaini
Mrs. Anita Khatri
Mr. Bivek Kumar K.C.
Mr. Bishnu Prasad Khayameli
Mr. Bishnu Prasad Ghimire
Mr. Kumar Bhujel
Mr. Surendra Jung Karki
Mr. Biswo Ram Dumaru
Mr. Nani Ram Dhimal
Mr. Sundar Manandhar
Mr. Bindu Ghimire Thapa
Mr. Tirtha Bahadur Tamang
Mrs. Prativa Rana
Capt. Dr. Binita Yadav and team
Opening and Closing

Opening and Closing
Guest Reception and Hos.
Guest Reception and Hos. Co-ordination
Secretary
Secretary
Secretary
Announcement Co-ordination
Announcement
Announcement
Announcement
Refreshment/Lunch
Fooding/Accomodation/Transportation Co-ordination
Refreshment/Lunch/Accomodation
Volunteering Co-ordination
Volunteering
Volunteering
Volunteering
Mentor
Mentor Coordination
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Mentor
Medical Service
73
VOLUNTEERS

(12th NCSQC'16)
Event-wise Volunteers
SN
Name of Students
1 Aasha Matangulu
2 Indira Karki
3 Manjila Bhushal
4 Sudipa Karki
5 Lok Bahadur Thapa
6 Bimal Kaji Shiwakoti
7 Sapkesha Bhattarai
8 Suraj Karki
9 Aashish Chaulagai
10 Yogesh Thapa Magar
11 Yubraj K Khadka
12 Sagun Panday
13 Shrayan K Kansakar
14 Prashant Timalsina
15 Eden Tulaadhar Shahi
16 Roshan Karki
17 Mahima Karki
18 Simran Karki
19 Sadikshya Budhathoki
20 Dituka Lawaju
21 Sonam Khatri
22 Arati Basnet
23 Subodh Adhikari
24 Rikesh khatri
25 Mandip bhandari
26 Sulab Bikram Malla
27 Prasiddha Bashyal
28 Naman Subedi
29 Shatabdi Belbase
30 Bhavana Bhandari
31 Praman Thapa
32 Dipesh Bohara
74
Volunteering Events
Procession/
Procession/
Cultural/Opening/Closing
Case St.Pre. /Opening/Closing
Procession/
Par/secretariat.
Par/Football
Procession/Football
Case St.Pre.
secretariat/Ann
Procession/Collage
Football
Ann/Cultural/Hospitality
Football
Par/Cultural/Hospitality
Case St.Pre. /Procession
Par/Opening/Closing
Cultural
Procession
Par
Cultural/Football
Cultural/Procession
Procession/Hospitality
Procession/Collage
Procession/Collage
Procession/Collage
Procession
Procession/Par
Case St.Pre./Cultural
MMTQPA/Par/Procession
VOLUNTEERS
33 Ishwor Khadka
34 Raman Regmi
35 Suraj KC
36 Joshila Pandit
37 Shraddha Nepal
38 Priska Udash
39 Unisha Khanal
40 Puma Rai
41 Susmita Timalsina
42 Asmita Thapa
43 Deepa Adhikari
44 Liza KC
45 Preeti Shrestha
46 Priyasha Kharel
47 Srijana Kathayat
48 Reeti Suwal
49 Sadikshya Mahat
50 Kamala Rai
51 Roshan Joshi
52 Sarina kaphle
53 Shiva Raj Kuwar
54 Bibek Basnet
55 Achut Thapa
56 Bibek Tamang
57 Sakshi Gautam
58 Pranaya Kauri
59 Pramik Bista
60 sandip Subedi
61 Khushi shrestha
62 Sreeya Dhakal
63 Sujata Adhikari
64 Ajaya Panta
65 Ashmi khadka
66 Anusha Rijal
67 Promod Ghimire
68 Sadikshya Gurung
69 Surakshya Bagle
Procession
Procession
Procession/Case St.Pre.
Case St.Pre./Quiz
Case St.Pre. /Collage
Procession/Quiz
Quiz/Case St.Pre.
Panel
Procession/Football
Procession
Procession
Procession
Procession
Procession
Procession/Quiz
Procession/Quiz
Case St.Pre./Procession
Football
Procession
Case St.Pre./Opening/Closing/Procession
Procession/Opening/Closing
Football/Panel
Procession/Cultural
Processoon
Procession/Collage
Par/Quiz
secretariat/Ann
Opening/Closing/Cultural
Procession/Opening/Closing
Case St.Pre.
MMTQPA/Case St.Pre.
Case St.Pre./Procession/Collage
75
VOLUNTEERS
70 Shreya Koirala
71 Sohina Pradhan
72 Ashmi Shrestha
73 Ronisha Basnet
74 Neharika Ghimire
75
Swrikriti Thapa
76 Sweta Basnet
77 Dhruba Karki
78 Sabikshya Koirala
79 Yubaraj Tamang
80 Sahadev Gautam
81 Puja Bhandari
82 Ramita Suwal
83 Agrima Poudel
84 Saroj Dallakoti
85 Sahasra Poudel
86 Ishwor K.C
87 Surendra Bogati
88 Alisha Bhandari
89 Ayushi Basnet
90 Nilam Kafle
91 Suman Bonjan
92 Samrat Raj Sahi
93 Pragati Dhakal
94 Dipika Panta
95 Pallavi Kunwar
96 Binita KC
97 Asmita Gautam
98 Anusha Rayamajhi
99 Prabin Nepali
100 Sushant Regmi
101 Watsal Bhandari
102 Sushma Gharti Magar
103 Surakshya Thapa
104 Sabina Moktan
105 Sreeya Hada
106 Bidhan Panta
76
Procession
Case St.Pre./Secretariat
Case St.Pre./
Panel
Parliamentary practice
Hospitality/Procession
Procession/Opening/Closing/Ann
Case St.Pre./Panel
Procession/Football
Opening/Closing/Ann/secre./Proce./Par
Quiz/Hospitality
Case St.Pre./Collage
Quiz
Procession
Par/MMTQPA/Opening/Closing/secre./Ann
Quiz
Case St.Pre.
Cultural/secretariat/Ann
Ann/Collage/Opening/Closing/secretariat
Procession
Procession/Par
Procession
Collage
Procession
Panel/Case St.Pre./Procession
Panel/MMTQPA
Procession/Football
Procession
MMTQPA
MMTQPA/procession
Football
MMTQPA/Football
Procession
Case St.Pre./Collage
Football/Cultural
VOLUNTEERS
107 Alina Poudel

108 Tilasmi Prajapati
109 Sampada Chauhan
110 Amisha Poudel
111 Prashant Maharjan
112 Sanjeev Maharjan
113 Rakesh Shrestha
114 Cristina Naga
115 Basanta Thapa
116 Sudesh Jung Pariyar
117 Roshik Thapa Chhetri
118 Priyanka Nepal
119 Ashika Bhattarai
120 Bijan Shrestha
Procession
Processoon/Collage/Hospitality
Procession/Par
Hospitality
Procession
Par/Hospitality
Collage
Football
Extra
Extra
Extra
Extra
Procession
77
RULES & REGULATIONS
TWELFTH NATIONAL CONVENTION ON STUDENTS QUALITY CIRCLES, 2016

(12th NCSQC 16)
at
SAINIK AWASIYA MAHAVIDYALAYA
Bhaktapur, Nepal
21st 22nd October, 2016 A.D. (5th 6th Kartik, 2073 B.S.)
Collaborate, Create and Complete
General Rules for the participants:

1. Each team comprising 5 to 10 students will be accompanied by one teacher in-charge.
2. Only QUEST Nepal member schools can participate the convention. (New membership
and or membership renewal can be done at the time of registration)
3. We extend our invitation to the Principals to grace the event. Their presence will
motivate the students.
4. Kindly send the registration form online 26th Bhadra 2073 to help us plan better.
5. Registration fee
National:
Student: Rs. 2,500/-(Boarders), Rs. 15,00/- (Non Boarders) per student
School Registration : Rs. 3,000/- (One teachers registration free for Nepalese
participants)
Note: School should be updated institutional member of QUEST- Nepal to participate
in the national convention.
SAARC Countries:
Student: IRs. 2,500/- per student
School : IRs. 3,000 (One teachers registration free for Nepalese participants)
Foreign:
USD 100 per participants.
The registration fee should be paid at QUEST- Nepal account by Friday, 7th Ashwin 2073 to
ensure the confirmation of participation. The deposit slip should be presented at the
registration desk on your arrival.
Account Name- QUEST- Nepal
78
RULES & REGULATIONS
Account Number: 051100036432524

Bank: Bank of Kathmandu, Jawalakhel Branch, Lalitpur
6. Registration forms, complete in all respects, should reach us on or before 26th Bhadra
2073. 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 (Competitive Events).
8. Please ensure that entries are complete in all respects and correct postal address, email
id and telephone numbers are correctly mentioned.
9. It will not be possible to make any changes once the entry form is submitted.
10. Residential participants (Out of Valley) are requested to send their travel details by
30th Bhadra 2073. Delegates out of valley should reach the convention by themselves
latest by Thursday, 6: 00: PM, 4th Kartik 2073.
11. We will be happy to provide hospitality to all outstation teams which will include
boarding and lodging in our hostels.
11.1 Hotels are managed for out of valley students only.
11.2 If any team wishes to stay at hotel, they can do it at their own cost and its
arrangements with transportation should be done by themselves.
12. All nonresidential teams will be required to register themselves by at 6:00 p.m. at the
Registration Counter at Sainik Awasiya Mahabidhyalaya, Bhaktapur.
13. All teams must attend the Inaugural Ceremony on 21st October 2016 and closing
ceremony on 22nd October 2016 at 3 p.m.
14. Teams are requested to bring their school flags for the SQC procession and Inaugural
Ceremony.
15. Team leaders must ensure that all team members are in their proper school uniform.
Identification badges are to be worn throughout the event.
16. Discipline and decorum must be maintained by all teams at all times.
17. The entire team must be present in the program venue at all times. Participants are
advised to ensure the safety of their possessions.
18. The teams must carry their own articles and props, wherever required.
19. Foreign participants must immediately contact the convener upon their arrival in
Nepal.
20. Nonresidential Schools without case study may participate with following conditions: 20.1 Two students and a teacher can participate.
20.2 They can participate in one competitive event only.
20.3 Observation of at least one case study session and reporting in the given format
is compulsory to obtain the
79
RULES & REGULATIONS
certificate of participation.
20.4 Registration fee will be Nrs. 1500/- per delegate.
20.5 No lodging provided from the side of organizer.
21. Any query regarding the 12th NCSQC are welcome on Telephone No::016610051,
Mobile: 9851186407
(Baburam Banjade), or email at :ncsqcsamb@gmail.com, info@questnepal@org.np
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
are requested 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:
1. Panel discussion is an invitation event.
2. 15 panelists will be invited for panel discussions from different hubs.
3. Only one student will participate from one institution in student panel discussion
forum.
4. There will be 3 rounds of panel discussion. Each round will have a separate topic related
80
RULES & REGULATIONS
to the convention theme. Topics will be given at the time of panel discussion.
5. The Moderator will initiate the discussion. Co-moderator will act as time keeper &
reporter.
6. Each panelist will be given 2 minutes for presenting their opinion. The Panel discussion
is planned for one and half hour with 15 minutes of questions and answers from
audience.
7. Panelists discuss on a round robin basis first in clockwise direction, and then
anticlockwise direction. Panelists will be encouraged to give their opinion randomly
by raising their hand in the third round.
8. The audience can pose questions to any panelist in the open discussion at the end of
the discussion. If no question is posed from the audience, the moderator may pose the
question to the panelists.
3. Collaborative Collage
Theme: Collaborate, Create and Complete
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.
4. Quality Quiz
History &
Geography
Astronomy
Arts and Literature

Invention Science & Technology
Computer
Games and
Sports
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
81
RULES & REGULATIONS
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.
5. Collaborative Football
1. Each school shall register the name of one student for Collaborative Football Match.
2. The teams will be declared at least one hour before the matches begin.
3. There will be altogether 4 teams and 3 matches.
4. The first two matches will be played on the day of inauguration.
5. The final match will be played on the Closing Day of the convention.
6. As this event runs on the parallel sessions, the participants of the football match
should not take part in the events that are likely to run at the same time.
7. Each match will last for one hour.
8. The participants will not have to carry the jersey and the shoes.
9. The winners will be awarded individual prizes.
82
PROGRAM SCHEDULE

(12th NCSQC'16)
Sainik Awasiya Mahavidyalaya, Bhaktapur

Program Schedule
Time
Registration and Breakfast

7:30- 8:00
Morning Assembly/ Orientation/ Quality Quiz
Written Round/ C. Football
8:00- 9:00
Events
Panel discussion
Events
Saturday, 6th Kartik 2073
7:30- 9:00
9:00- 10:00
Friday, 5th Kartik 2073
9:00- 10:00
10:00- 12:00
12:00- 1:00
1:00- 2:00
2:00- 4:00
6:00
Tme
10:00- 12:00
Lunch
SQC Procession
Opening Ceremony
Cultural Evening
Dinner
Model Parliamentary Practices

Collaborative Collage/ Quality
Quiz/ Collaborative Football
Final/ Meeting of Convention
Coordination Committee
Lunch
MMTQPA
Closing Ceremony
Farewell Dinner
Breakfast
12:00- 1:00
1:00- 2:00
2:30- 4:30
4:30- 5:30
7:00
Note: The time for site seeing should be finalized.
83
PARTICIPATING SCHOOLS

(12th NCSQC16)
Name list of Participating Schools

S.
No.
Name of the School
Address
District
Hub
Advanced Academy
Madhyapur
Thimi-1, Bode
Bhaktapur
Advanced
Vinayak Sikshya Niketan

School
Thimi
Bhaktapur
Advanced
Naikap
Kathmandu
Bright Future
Satungal
Kathmandu
Bright Future
Lalitpur
Deming
Lalitpur
Deming
Lalitpur
Kavre
Kavre
Kathmandu
Deming
Dorje Lakpa
Dorje Lakpa
EPS
Kathmandu
EPS
Gyaneshwor
Kathmandu
Galaxy
Mahakalisthan
Bhaktapur
Golden Gate
Libali
Bhaktapur
Golden Gate
Lalitpur
Government School
Jhapa
JMES
Birtamod- 7
Jhapa
JMES
Tilottama-5,
Shankarnagar
Rupandehi
Joint
Butwal 13,
Devinagar
Rupandehi
Joint
Tilottama-6,
Manigram
Rupandehi
Joint
3
4
5
GEMS School
Little Angels' School
7
8
9
10
The Sudesha School

KUHS
11
12
13
14
15
16
17
18
19
20
84
Bright Future
Secondary School
Jesse's International
School
Nepal Police School

V S Niketan H.Sec.School
N.K. SINGH Memorial
E.P.S. School
Team B
Golden Gate English
Secondary School
Lisha English Secondary
School
Shree Janak Secondary
School
Jhapa Model Hig. Sec.
School
Eden Garden Education
Foundation
Apex School
Nabin Audhyogic Kadar
BahadurRita Secondary
School
New Environment
English Secondary School
Dhapakhel,
Lalitpur
Hatiiban,
lalitpur
Nakhkhu
Banepa
Sanga
Tinkune
N.K.Singh Marg,
Minbhawan
Gimdi - 1,
Katuwa
Damak - 13,
Jhapa
S.
No.
21
22
23
24
25
26
Name of the School

Lumbini Boarding School
Shree Shanti Namuna
Higher Secondary School
Pamir Academy
Modern Little Flower
Academy
Kunwarwarti English
Boarding School
Gyanpunja Secondary
Boarding School
27
Mithila Montessori
28
Monastic HSEB School
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
Annapurna Residential
Boarding School
Mount View English
Boarding School A
East Point Academy B
Bhaktapur English
Secondary School
Bhaktapur Nist School
E.G Pioneer School
Aadarsha Janapremi
Higher English
Secondary School
Everest English School
Chankya Higher
Secondary School
Bethel English Boarding
School
Nepal English
Preparatory Secondary
Boarding School
St. Capitanio School
Palpa Awasiya Secondary
School
New Horizon Secondary
School
River Valley English
Secondary School
Mount Valley English
School
Address
District
Hub
Butwal- 9
Tilottama-6,
Manigram
Tilottama-11
Rupandehi
Joint
Rupandehi
Lumbini
Rupandehi
Lumbini
Tilottama-11
Rupandehi
Lumbini
Rupandehi
Lumbini
Rupandehi
Lumbini
Dhanusha
Mithila
Dhanusha
Janakpur
Dhanusha
Janakpur
Balkot
Bhaktapur
Mount View
Kamalbinayak
Bhaktapur
Mount View
Gathhaghar
Bhaktapur
Mount View
Lokanthali
Bhaktapur
Bhaktapur
Bhaktapur
Mount View
Mount View
Kaushaltar
Bhaktapur
Mount View
Mibachhen
Bhaktapur
Mount View
Thime
Bhaktapur
Mount View
Tansen-1, Palpa
Palpa
Palpa
Bishal Bazar,
Tansen-12
Palpa
Palpa
Palpa
Palpa
PALPA
Palpa
Tansen
Palpa
Palpa
Madanpokhara6,Damkada
Palpa
Palpa
Kaseni-7, Sarai
Palpa
Palpa
Tilottama -11,
Pradeep Nagar
Butwal 13,
Naharpur
Bhanuchowk,
Janakpurdham
Mills Area,
Janakpur Dham
Sita Chowk,
Janakpur Dham
Tansen, Palpa
Taksar-5,
Tansen, Palpa
85
S.
No.
Name of the School
45
Wisdom School
District
Hub
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Tansen 8
PALPA
Palpa
Sallaghari,
Bhaktapur
Bhaktapur
Sainik Mahavidyalaya
Khairahani -3
Chitwan
Gadhimai-24
Bara
Simara
Simara
Bara
Simara
Godavari
Lalitpur
St. Xavier's
Tansen-14,
Banstari
Tansen10,Palpa
Tansen-4,Palpa
53
Bhusaldanda Secondary
School
Vrindavan Academy
Palpa Paragon English
Boarding School
Sainik Awasiya
Mahavidyalaya
Sainik Awasiya
Mahavidyalaya Chitwan
Rastriya Vibhuti
Samudayik Shiksha
Sadan
Simara Public English
Higher Secondary School
St. Xavier's School
54
LRI School
Kalanki
Kathmandu
Bright Future
55
Orchid School
Chitwan
Chitwan
46
47
48
49
50
51
52
86
Address
CASE STUDY
PRESENTATION

(12th NCSQC16)
Participants: SQC Case Study Presentation

S.
No.
Name of the Student
Anuska Dangi
Ashika Lamichhane
Bashu Prajapati
Binita KC
Kabina Koirala
Kritan Thapa
Rabin Niraula
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Madan Khatri
Mahima Shrestha
Poonam Bhandari
Prajeeta Budhathoki
Rishikesh Paudel
Shreeja Shrestha
Sonika Khadka
Abinav Shrestha
Chandish sipai
Rajendra Rimal
Selisha Khadka
Shraddha Sahukhal
Shreeti Hona
Shruti Sahukhal
Sushma Khatri
Sushmita Nepal
24
Arbind Singh
25
Jay Ranjan Pradhan
26
Kashish Jaiswal
Name of the School

Aadarsha Janapremi Higher English
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Advanced Academy A
Advanced Academy A
Advanced Academy A
Advanced Academy A
Advanced Academy A
Advanced Academy A
Advanced Academy A
Advanced Academy B
Advanced Academy B
Advanced Academy B
Advanced Academy B
Advanced Academy B
Advanced Academy B
Advanced Academy B
Advanced Academy B
Advanced Academy B
Annapurna Residential Boarding
School
School
School
District
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Dhanusha
Dhanusha
Dhanusha
87
CASE STUDY
PRESENTATION
88
S.
No.
Name of the Student
27
Ladly Sah
28
Prakash Sah
29
Ram Sudist Yadav
30
Ravi Thakur
31
Saurab Yadav
32
Seezean Bachhar
33
Simran Sah
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Ankit Kharel
Biabh Bhattarai
Dikshya Shrestha
Manoj Shrestha
Nirajan Kharel
Rekha Karki
Roshani Shrestha
Sachin Thapa
Samikshya Bista
Siwani Rana
Aaradhana Shrestha
Apsana Kammu
Ashesh Kafle
Pratham Koirala
Pratima Saru
Samikshya Parajuli
Sandesh
Saugat Karki
Shraddha Adhikari
Tulsi Saru
Anjali Bhujel
Isha Dhungel
Krishtina Shrestha
Rojina Bhandari
Samragyi Khadka
Subashi ghaju
Agranee Kunwar
Name of the School

School
School
School
School
School
School
School
Apex School
Apex School
Apex School
Apex School
Apex School
Apex School
Apex School
Apex School
Apex School
Apex School
Bethel English Boarding School
Bhaktapur English Secondary School
District
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
CASE STUDY
PRESENTATION
S.
No.
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
Name of the Student
Name of the School
District
Pranisha Pahadi
Sadrish Marasini
Sandesh Pahadi
Sashank Baral
Vision Rijal
Asmita Thapa
Bhumika Dhakal
Dinesh Neupane
Garima Bashyal
Jharana Neupane
Mariyam B.K.
Mukesh Sunari
Nabin Kandel
Pooja Reshmi
Roshan Parajuli
Isha Poudel

Bhusaldanda Secondary School
Bright Future Secondary School A
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Kathmandu
77
Madhu Kumari Shah
Kathmandu
78
Neetu Joshi
Kathmandu
79
Pallavi Dahal
Kathmandu
80
Puja Dhakal
Kathmandu
81
Ritika Adhikari
Kathmandu
82
Tisha Shrestha
Kathmandu
83
Anisha Shrestha
Bright Future Secondary School B
Kathmandu
84
Apeksha K.C.
Kathmandu
85
Bimochan Rana Magar
Kathmandu
86
Kabina Shrestha
Kathmandu
87
Sakshi Thapa Magar
Kathmandu
88
Saloni Shrestha
Kathmandu
89
90
91
92
93
94
95
96
97
98
Sudhan Raj Bhattarai

Jasmine Shrestha
Manvi Poudel
Pinky Joshi
Priya Silpakar
Snish Dhungana
Subekshya Gyawali
Sujata Tamang
Utsav Pokhrel
Aaditya Pajiyar

Chankya Higher Secondary School
E.G Pioneer School
Kathmandu
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
89
CASE STUDY
PRESENTATION
S.
No.
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
90
Name of the Student
Name of the School
Aastha Gora
Aayusha Nyaichyai
Bibek Rasaily
Bishrut Dhwoju
Elina Sayaju
Kabin Joshi
Krish Duwal
Ram Karki
Rejisha Shakya
Kusum Kafle
Laxmi Mahaju
Monika Giri
Sajina Khadka
Saphal Khadka
Sujata Bastakoti
Swarnim Nayaju
Deepa Nepali
Devika Khadka
Dilpana Timilsina
Salina Thapa
Anuska Singh Karki
Binisha Pradhan
Deepti Khatri
Ishwor Thapa
Sabin Giri
Samip Dhakal
Sudhanshu Jha
Aashma Bhatt
Bidushika Dahal
Bimal Neupane
Girwan Poudyal
July Chapagai
Kelrica Lama
Riti Jonchhen
Ritika Shah
Sadichchha Panthi
Shreela Gurung
Aashiyana Karki
Aditi Kharel
Akshata Poudel
Briksha Sharma
E.G Pioneer School

E.G Pioneer School
E.G Pioneer School
E.G Pioneer School
E.G Pioneer School
E.G Pioneer School
E.G Pioneer School
E.G Pioneer School
E.G Pioneer School
East Point Academy A
Galaxy Public School Team A
Galaxy Public School Team B
District
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
CASE STUDY
PRESENTATION
S.
No.
140
141
142
143
144
145
146
147
148
149
150
151
152
Name of the Student
Name of the School
Kusum Lama
Nibish Tamrakar
Preeti Poudyal
Priyasha Kanel
Swikar Koirala
Tisa Rajan Prajapati
Addhyaya Sharma
Anisha Shrestha
Anusha Shrestha
Dilip Gauli
Niyog Uprety
Smera Singh
Swastika Poudel

GEMS School
GEMS School
GEMS School
GEMS School
GEMS School
GEMS School
GEMS School
Golden Gate English Secondary
School A
School A
School A
School A
School A
School A
School A
School B
School B
School B
School B
School B
School C
School C
153
Anisha Kumpakha
154
Janak Mainali
155
Karina Thakur
156
Ritik Deshemaru
157
Riya Bati
158
Ruchi Nakarmi
159
Sujit Jonchhen
160
Jonisha Shrestha
161
Liza Kapali
162
Rojina Lama
163
Roshni Suwal
164
Sabina Mainali
165
Alish Shilpakar
166
Anish Joshi
District
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
91
CASE STUDY
PRESENTATION
92
S.
No.
Name of the Student
167
Prashanna Didiya
168
Rachit Katuwal
169
Roshan Khadka
170
Unik Awal
171
Ashbin Thapa
172
Bishal Bushal
173
Isha Pandey
174
Manish Pandey
175
Parmeet Thapa
176
Priya pangeni
177
Sabina Gurung
178
Sajina Bhandari
179
Siddhartha Kandel
180
Sudikshya Poudel
181
182
Name of the School
District
Bhuwan Dahal

School C
School C
School C
School C
Gyanpunja Secondary Boarding
School
School
School
School
School
School
School
School
School
School
Jesse's International School
Kathmandu
Bibek Gaire
Kathmandu
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
183
Kabina Gopali
Kathmandu
184
Pritam Chopudhary
Kathmandu
185
186
187
188
189
190
191
192
193
Saugat Khanal
Aman Jaiswal
Anjana Basnet
Bishesh Bhattarai
Emerald Dhakal
Kshitiz Katwal
Munnu Dhakal
Romeo Churaute
Sajak Lamichhane

Jhapa Model Hig. Sec. School
Kathmandu
Jhapa
Jhapa
Jhapa
Jhapa
Jhapa
Jhapa
Jhapa
Jhapa
CASE STUDY
PRESENTATION
S.
No.
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
Name of the Student
Name of the School
Sarina Rai
Sheetal Dangal
Aayushma Shrestha
Avash Bhattarai
Bidhi Shrestha
Krishnaa Yogol
Nisarga Dhungana
Prakriti Shrestha
Raunak Khadka
Ribesh Pokhrel
Swopnil Nakarmi
Swornima Dongol
Aayush Koju
Aayush Pokhrel
Anjali Yadav
Branda Shrestha
Priyanka Thapa
Rahul Shrestha
Sauryendra Man Shrestha
Shrayesha Vajracharya
Simran Yadav
Adik Pandey
Ashna Gaire
Avhisek Gyawali
Ayush Thapa
Bikash Sapkota
Binu Gaha
Garima Thapa
Hum Bahadur Budamagar
Kushal Poudel
Rahul Regmi
Aakash Koju
Aayush Khonju
Bibash Rai
Piyush Gwayamaru
Rashik Prajapati
Rojan Takra
Ujjwal Hyongoju
Kritika Ranjit
Riya Suwal
Shashina Koju

KUHS A
KUHS A
KUHS A
KUHS A
KUHS A
KUHS A
KUHS A
KUHS A
KUHS A
KUHS A
KUHS B
KUHS B
KUHS B
KUHS B
KUHS B
KUHS B
KUHS B
KUHS B
KUHS B
Kunwarwarti English Boarding School
Lisha English Secondary School A
Lisha English Secondary School B
District
Jhapa
Jhapa
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Kavre
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
93
CASE STUDY
PRESENTATION
S.
No.
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
94
Name of the Student
Name of the School
Shilpa Prajapati
Sunita Takra
Aashraya Shahi
Aayush Bhandari
Achal Gupta
Binisha Basnet
Mahesh Yadav
Prasana Upreti
Reyaansh Jha
Sarina Shakya
Smarika Shrestha
Sushiddha Paudel
Aayush Sinha
Mahesh Mahatara
Roshan Pandey
Sandeep Bhattarai
Yashir Masood
Aakash Mandal
Kareena Adhikari
Krishnadev Yadav
Nisha Sah
Prakriti Mahaseth
Pratik Sah
Rabindra Mahara
Ritik Yadav
Sachin Yadav
Srijana Mahato
Anubhav Thapa
Anuj Bhattarai
Avash Acarya
Nisha Thapa
Samit Gautam
Santosh Thapa
Sony Gurung
Vishal Thapa
Aayushi Jha
Abhinash Shah
Deepesh Thakur
Diwakar Mandal
Himshi Mandal
Khushboo Yadav

Mithila Montessori
Mithila Montessori
Mithila Montessori
Mithila Montessori
Mithila Montessori
Mithila Montessori
Mithila Montessori
Mithila Montessori
Mithila Montessori
Mithila Montessori
Modern Little Flower Academy
District
Bhaktapur
Bhaktapur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Dhanusha
CASE STUDY
PRESENTATION
S.
No.
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
Name of the Student
Name of the School
District
Roshan Jha
Santosh Mahaseth
Santosh Sah
Shruti Mahato
Asmita Shrestha
Deena Saru
Drishti Paudel
Kamal Saru
Mamta Rana
Sabita Chidi
Sonam GR
Sudip Rana
Susmita Ale
Yasoda Chidi
Anita Basyal
Ashlesha Rijal
Deepika Karki
Kritika Kulung
Niharika Sharma
Nisha Shrestha
Shreya Khatri
Unnati Bhattarai
Aman Shrestha
Arpan Mainali
Krisjo Rajthala
Pujan Ranabhat
Rajib Shrestha
Rakesh Shrestha
Rohan Shrestha
Dibas Thapa
Niraj Neupane
Prabesh Banjade
Sanjeeb Kumar tharu
Sudip Gajurel
Zenith Ghimire
Ajjwol Oli
Anubhav Adhikari
Barsana Mahat
Dipsana Wagle
Manisha Rana
Nimisha Ranabhat

Mount Valley English School
Dhanusha
Dhanusha
Dhanusha
Dhanusha
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
95
CASE STUDY
PRESENTATION
S.
No.
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
96
Name of the Student
Name of the School
Rupesh Chaulagain
Sadikshya Kafle
Simon Joshi
Subegya Thapa
Bharati Dahal
Bipul Shrestha
Bishal Bhandari
Krishala Sanjel
Nisha Poudel
Prabin Tamang
Sanchar Limbu
Simran KC
Aashis Oli
Abhisek Khatri
Arun K. Shrestha
Deepika Khadka
Krishu Shrestha
Lakshita Basnet
Prashamsha Neupane
Asmita Khadka
Karuna Humagain
Nikita Adhikari
Rosni Basnet
Sadikshya Poudel
Sayana Poudel
Shresma Raut
Swesha Bhandari
Tisha Nakarmi
Alisha Khadka
Apesh Shrestha
Biswas Tamang
Jenisha Katwal
Prashna Sama Shrestha
Rushil Nepal
Sujan Adhikari
Aryaka Timalsina
Himanchal KC
Nirjara Maharjan
Roshni Parajuli
Sabal Nemkul
Sharmila Shrestha

District
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
CASE STUDY
PRESENTATION
S.
No.
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
Name of the Student
Name of the School
Ujjwal Dahal
Anjila Poudel
Asmita Shahi
Nishma Bohara
Rishta Rai
Ritika Rawal
Sankrija Shrestha
Ankit Panta
Ayush Baruwal
Kriti Khadka
Manisha Shrestha
Reshma Koirala
Samman Niraula
Shirish Shrestha
Suchak Niraula
Abhinit Shrestha
Aryan Khanal
Mohit Adikari
Prabin Lamichhane
Pratyush Ghimere
Ronix Goley
Sakar Shrestha
Sarah Pahari
Smriti Silwal
Yesha Khadka

N.K. SINGH Memorial E.P.S. School
Nabin Audhyogic Kadar BahadurRita
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Nepal English Preparatory Secondary
Boarding School
383
Aakash Pariyar
384
Barsha Acharya
385
Bidya Khanal
386
Rabit Gahatraj
387
Ritika Mandal
388
Roshani Shrestha
389
Swikriti Kharel
390
Anjana Khangaha
District
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Kathmandu
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Palpa
97
CASE STUDY
PRESENTATION
98
S.
No.
Name of the Student
391
Bikram Nepali
392
Kamal Gyanwali
393
Pitamber Saru
394
Prajjwal Sharma
395
Rajani Jargha
396
Renuka Khamcha
397
Sonu Kunwar
398
Srijana Khadka
399
Name of the School
District
Aryan Raj Daibagya

Boarding School
Boarding School
Boarding School
Boarding School
Boarding School
Boarding School
Boarding School
Boarding School
Nepal Police School
Kavre
400
Bibek Tamang
Nepal Police School
Kavre
401
Darshan Shah
Nepal Police School
Kavre
402
Dhiraj Shrestha
Nepal Police School
Kavre
403
Oshika Khadka
Nepal Police School
Kavre
404
Sachin Gautam
Nepal Police School
Kavre
405
Smriti Rimal
Nepal Police School
Kavre
406
Yaju Manadhar
Kavre
407
Ankit Neupane
408
Anu Pathak
409
Narayan Bhandari
410
Rakshya Gautam
411
Shishir Adhikari
412
Suchit Chettri
413
414
415
416
417
Abhishek Bahsyal ( Leader )

Ajita Godar
Bibasta Poudel
Birat Khanal
Dolraj Bashyal
Nepal Police School

New Environment English Secondary
School
School
School
School
School
School
New Horizon Secondary School
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Palpa
Palpa
Palpa
Palpa
Palpa
CASE STUDY
PRESENTATION
S.
No.
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
Name of the Student
Name of the School
Reewaj Khanal
Samir Bashyal
Shashank Thapa
Surakshya Bhattarai
Tushar Kalikota
Arun Saru
Barsa Rana
Bidhan Thapa
Bipin Khadka
Deepti Gaire
Devaki Gaha
Prabin sapkota
Sadikshya Adhikari
Sandesh Rana
Serin Shreshtha

Palpa Awasiya Secondary School
Palpa Paragon English Boarding
School
School
School
School
School
School
School
Pamir Academy
Pamir Academy
Pamir Academy
Pamir Academy
Pamir Academy
Pamir Academy
Pamir Academy
Pamir Academy
Pamir Academy
Pamir Academy
Rastriya Vibhuti Samudayik Shiksha
Sadan
433
Amit Koirala
434
Bishwas Pandey
435
Himal Bashyal
436
Krishala Dhungana
437
Sabin Bhattarai
438
Sanjeevani Darlami
439
Ujjawal G.R
440
441
442
443
444
445
446
447
448
449
Aanjana Giri
Aasma Sharma
Aayush Bhandari
Aayushma Dumre
Brichhya Bhandari
Nikhil Aryal
Pratrikshya Kharel
Ranjit Tiwari
Sampada Pantha
Supriya Poudel
450
Aarati Thakur
District
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Bara
99
CASE STUDY
PRESENTATION
100
S.
No.
Name of the Student
451
Anish Tasiju
452
Bhawana Sapkota
453
Bimal Shrestha
454
Kapil Tamang
455
Nirajan Regmi
456
Rupesh Gautam
457
Smriti Ghale
458
Sneha Mainali
459
Sumit Sah
460
461
462
463
464
465
466
467
468
469
Babita Gaire
Biju Bhandari
Bishal Luitel
Dikshya Bashyal
Prasuna Baral
Puran Palli
Sabitri Thapa
Sandhya Aryal
Suman Saru
Uma Devi Thapa
470
Aabha Singh Bogati
471
Aaroha Sapkota
472
Abhishek Ghimire
473
Hemanta Gautam
474
Sachin Khadka
475
Salina Subedi
476
Shashank Kandel
Name of the School

Sadan
Sadan
Sadan
Sadan
Sadan
Sadan
Sadan
Sadan
Sadan
River Valley English Secondary School
Chitwan
Chitwan
Chitwan
Chitwan
Chitwan
Chitwan
Chitwan
District
Bara
Bara
Bara
Bara
Bara
Bara
Bara
Bara
Bara
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Chitwan
Chitwan
Chitwan
Chitwan
Chitwan
Chitwan
Chitwan
CASE STUDY
PRESENTATION
S.
No.
Name of the Student
477
Soniya Karki
478
Sophiya Dallakoti
479
Bijan Shrestha
480
Bishal Dhakal
481
Kishor Bhatta
482
Nabin Shahi
483
Prabhash G.C.
484
Prabin Nepali
485
Sunil Chaudhary
486
Sushant Regmi
487
Yugesh Shrestha
488
Jarmila Nepali
489
Manish Pudasaini
490
Melina Thapa
491
Nishtha Acharya
492
Prakriti Raut
493
Pratistha Ghorasainee
494
Sadhvi Bisht
495
Sadikshya Karki
496
Sandhya Sigdel
497
Swoyam Shrestha
498
Alisha Rana Magar
Name of the School

Chitwan
Chitwan
Sainik Awasiya Mahavidyalaya Team
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
B
Shree Janak Secondary School
District
Chitwan
Chitwan
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Lalitpur
101
CASE STUDY
PRESENTATION
S.
No.
499
500
501
502
503
504
505
506
507
508
509
102
Name of the Student
Name of the School
District
Bijay Ale Magar

Bishal Phuyal
Dipendra Ale Magar
Ganesh Rapal
Krishna Rana Magar
Nabindra Chaurel
Nirmal Ale Magar
Ram Kumar Rana Magar
Rojina Sapkota
Sushmita Rana magar
Tulasa Phuyal

Shree Shanti Namuna Higher
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Simara Public English Higher
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Secondary School
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
510
Bimarsh Bhushal
511
Prajwal Adhikari
512
Priyanshu Pandey
513
Sadikshya Rayamajhi
514
Sanjana Subedi
515
Shreya Yogi
516
Yubraj Bhandari
517
Aaditya Raj Pandey
518
Anugya Shrestha
519
Bhawesh Yeole
520
Bibek Sah
521
Jatin Rout
522
Sagar Karki
523
Sarbgya Sujit Mishra
524
Shambhunath Mandal
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Rupandehi
Bara
Bara
Bara
Bara
Bara
Bara
Bara
Bara
CASE STUDY
PRESENTATION
S.
No.
Name of the Student
525
Smriti Rimal
526
Vivek Upreti
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
Adarsh Khanal
Akriti Pandey
Akriti Risal
Anugraha Parajuli
Ayushma Shreshta
Dipesh Bashyal
Hricha Neupane
Riyaz Nepal
Shankar kanouje
Shobhan Neupane
Aditya Shrestha
Anisha Shakya
Charu Shakya
Prshant Bhatarai
Sariman Shakya
Sitanshu Dev
Smarika Shresth
Sushant Mukhia
Anisha Maharjan
Anukampa Khatiwada
Ayushi Bhandari
Nadika Poudel
Raphi Maharjan
Shreya Joshi
Smarika Singh Pradhan
Usha Baniya
Jaykala Sunuwar
Rachana Adhikari
Sabita Shrestha
Sadkishya Syangba
Samikshya Chapai
Saurav Ghimire
Shikshya Ghimire
Sushmita Thapa Magar
Abiral Khadka
Barsha Shah
Injum Angdembe
Name of the School

Secondary School
Secondary School
St. Xavier's School Team A
St. Xavier's School Team B
The Sudesha School
The Sudesha School
The Sudesha School
The Sudesha School
The Sudesha School
The Sudesha School
The Sudesha School
The Sudesha School
District
Bara
Bara
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Kathmandu
Kathmandu
Kathmandu
103
CASE STUDY
PRESENTATION
S.
No.
564
565
566
Name of the Student
Name of the School
Nisha Yadav
Pratik Thakur
Sahil Das Kushwaha
Kathmandu
Kathmandu
Kathmandu
Kathmandu
568
Soniia Rai
Ashok Nepal
Vinayak Sikshya Niketan School
Bhaktapur
569
Galax Shrestha
Bhaktapur
570
Janam Shrestha
Bhaktapur
571
Roja Shrestha
Bhaktapur
572
Shradha Prajapati
Bhaktapur
573
Silvi Prajapati
Bhaktapur
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
Sudha Prajapati

Vrindavan Academy
Vrindavan Academy
Vrindavan Academy
Vrindavan Academy
Vrindavan Academy
Vrindavan Academy
Vrindavan Academy
Vrindavan Academy
Vrindavan Academy
Vrindavan Academy
Wisdom School
Wisdom School
Wisdom School
Wisdom School
Wisdom School
Wisdom School
Wisdom School
Wisdom School
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
Palpa
567
104
Sunil Yonjan
Sura Prajapati
Sushant Bhattarai
Aashika Neupane
Ashish Khanal
Denny Rawal
Kripa Karmacharya
Sanju Nepal
Shailesh Bashyal
Sherina Shrestha
Shishir Khanal
Susmita Bashyal
Susmita Gaire
Hridam Paudyal
Kritica Bhattarai
Monika GC
Piya Balal
Ravi Nepal
Samikshya Ghimire
Sayara Pachhai
Willaim Thapa
District
COLLABORATIVE
COLLAGE

(12th NCSQC16)
Participants: Collaborative Collage

S.
No.
Name of the Student
Name of the School
District
Ashika Lamichhane
Bashu Prajapati
3
4
Advanced Academy
Advanced Academy
Kashish Jaiswal
Ladly Sah
7
8
9
10
11
12
13
14
15
16
17
Dikshya Shresths
Samikshya Bista
Pratima Saru
Tulsi Saru
Krishtina Shrestha
Rojina Bhandari
Pranisha Pahadi
Sadrish Marasini
Asmita Thapa
Mukesh Sunari

Secondary School
Secondary School
Advanced Academy
Advanced Academy
School
School
Apex School
Apex School
Bright Future Sec. School

Bright Future Sec. School
Bright Future Secondary School

Bright Future Secondary School
Priya Silpakar
Sujata Tamang
Kabin Joshi
Ram Karki
Deepa Nepali
Salina Thapa
Anuska Singh Karki
Deepti Khatri
Anisha Shrestha
Anusha Shrestha
Golden Gate English
Secondary School

E.G Pioneer School
E.G Pioneer School
East Point Academy
East Point Academy
GEMS School
GEMS School
School
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Dhanusha
Dhanusha
Rupandehi
Rupandehi
Palpa
Palpa
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Palpa
Palpa
Kathmandu
Kathmandu
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Kathmandu
Kathmandu
Lalitpur
Lalitpur
Bhaktapur
105
COLLABORATIVE
COLLAGE
S.
No.
106
Name of the Student
Name of the School
32
Golden Gate English

Secondary School
33
Ashbin Thapa
34
Priya pangeni
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
Emereld Dhakal
Sajak Lamichhane
KUHS
KUHS
Binu Gaha
Garima Thapa
Aakash Koju
Kritika Ranjit
Prasana Upreti
Smarika Shrestha
Aayush Sinha
Roshan Pandey
Prakriti Mahaseth
Srijana Mahato
Samit Gautam
Sony Gurung
Aayushi Jha
Himshi Mandal
Susmita Ale
Yasoda Chidi
Mount View E.B. School
Mount View E.B. School
Ronix Goley
Sakar Shrestha
59
Barsha Acharya
60
Ritika Mandal
61
Anjana Khangaha
62
Renuka Khamcha
63
S.
64
No.
Dhiraj Shrestha
Name of the Student
Oshika Khadka
65
Anu Pathak
66
Rakshya Gautam
67
68
69
70
Shashank Thapa
Tushar Kalikota
Sadikshya Adhikari
Serin Shreshtha
71
Himal Bashyal

School
School
School
KUHS
KUHS
Lisha English Secondary School
Lisha English Secondary School
Mithila Montessori
Mithila Montessori
Secondary School
Secondary School
Boarding School
Boarding School
Nepal Police School
Name of the School
Nepal Police School
School
School
School
School
Pamir Academy
12th72NCSQC16
Handbook
Sanjeevani| Darlami
73
Aayush Bhandari
District
Bhaktapur
Rupandehi
Rupandehi
Jhapa
Jhapa
Kavre
Kavre
Rupandehi
Rupandehi
Bhaktapur
Bhaktapur
Lalitpur
Lalitpur
Rupandehi
Rupandehi
Dhanusha
Dhanusha
Rupandehi
Rupandehi
Dhanusha
Dhanusha
Palpa
Palpa
Bhaktapur
Bhaktapur
Kathmandu
Kathmandu
Rupandehi
Rupandehi
Palpa
Palpa
Kavre
District
Kavre
Rupandehi
Rupandehi
Palpa
Palpa
PALPA
PALPA
PALPA
PALPA
Rupandehi
S.
No.
Name of the Student
65
Anu Pathak
66
Rakshya Gautam
67
68
69
70
Shashank Thapa
Tushar Kalikota
Sadikshya Adhikari
Serin Shreshtha
71
Himal Bashyal
72
Sanjeevani Darlami
73
74
Aayush Bhandari
Aayushma Dumre
75
Smriti Ghale
76
Sumit Sah
77
78
Biju Bhandari
Bishal Luitel
79
Aaroha Sapkota
80
Sophiya Dallakoti
81
82
83
84
Sainik Awasiya
Sainik Awasiya
Dipendra Ale Magar
Nirmal Ale Magar
85
Prajwal Adhikari
86
Priyanshu Pandey
87
Bhawesh Yeole
88
Shambhunath Mandal
89
90
91
92
93
S.
No.
94
95
96
97
98
99
100
101
102
Ayushma Shreshta
Shankar kanouje
St. Xavier's School
St. Xavier's School
Jayakala Sunuwar
Name of the Student
SadiKshya Syangba
Barsha Shah
Sonia rai
Sura Prajapati
Sushant Bhattarai
Sanju Nepal
Susmita Gaire
Monika GC
Piya Balal
Name of the School
District

School
School
School
School
Pamir Academy
Pamir Academy
Sadan
Sadan
Chitwan
Chitwan
Secondary School
Secondary School
Secondary School
Secondary School
St. Xavier's School
St. Xavier's School
The Sudesha School
Name of the School
The Sudesha School
Vrindavan Academy
Vrindavan Academy
Wisdom School
Wisdom School
COLLABORATIVE
COLLAGE
Rupandehi
Rupandehi
Palpa
Palpa
PALPA
PALPA
PALPA
PALPA
Rupandehi
Rupandehi
Bara
Bara
Palpa
Palpa
Chitwan
Chitwan
Bhaktapur
Bhaktapur
Lalitpur
Lalitpur
Rupandehi
Rupandehi
Bara
Bara
Palpa
Palpa
Lalitpur
Lalitpur
Lalitpur
District
Lalitpur
Kathmandu
Kathmandu
Bhaktapur
Bhaktapur
Palpa
Palpa
Palpa
Palpa
107
QUALITY QUIZ

(12th NCSQC16)
Participants: Quality Quiz

S.
No.
108
Name of the Student
Binita KC
Kabina Koirala
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Advanced Academy
Advanced Academy
Prakash Sah
Saurab Yadav
Biabh Bhattarai
Sachin Thapa
Ashesh Kafle
Shraddha Adhikari
Anjali Bhujel
Samragyi Khadka
Agranee Kunwar
Sandesh Pahadi
Bhumika Dhakal
Dinesh Neupane
Manavi Poudel
Utsav Pokhrel
Aaditya Pajiyar
Bibek Rasaily
Laxmi Mahaju
Devika Khadka
Anup Basnet
Mahit Acharya
Sabin Giri
Sudhanshu Jha
Dilip Gauli
Niyog Uprety
Golden Gate
Golden Gate
Parmeet Thapa
Siddhartha kandel
Name of the School

Secondary School
Secondary School
Advanced Academy
Advanced Academy
Annapurna Residential Boarding School
Apex School
Apex School
E.G Pioneer School
E.G Pioneer School
East Point Academy
East Point Academy
Eden Garden Education Foundation
Eden Garden Education Foundation
GEMS School
GEMS School
Golden Gate English Secondary School
Gyanpunja Secondary Boarding School
District
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Dhanusha
Dhanusha
Rupandehi
Rupandehi
Palpa
Palpa
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Palpa
Palpa
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Bhaktapur
Jhapa
Jhapa
Bhaktapur
Bhaktapur
Kathmandu
Kathmandu
Lalitpur
Lalitpur
Bhaktapur
Bhaktapur
Rupandehi
Rupandehi
QUALITY QUIZ
S.
No.
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
Name of the Student
Name of the School
Kshitiz Katwal
Romeo Churaute
KUHS
KUHS
Adik Pandey
Avhisek Gyawali
Piyush Gwayamaru
Rashik Prajapati
Aayush Bhandari
Mahesh Yadav
Sandeep Bhattarai
Yashir Masood
Rabindra Mahara
Ritik Yadav
Anuj Bhattarai
Vishal Thapa
Diwakar Mandal
Roshan Jha
Drishti Paudel
Sudip Rana
Mount View
Mount View
Aryan Khanal
Sarah Pahari

KUHS
KUHS
Lisha English Secondary School Team
Lisha English Secondary School Team
Mithila Montessori
Mithila Montessori
Secondary School
Secondary School
Boarding School
Boarding School
59
Bidya Khanal
60
Swikriti Kharel
61
Bikram Nepali
62
Kamal Gyanwali
63
Bibek Tamang
64
Sachin Gautam
65
Narayan Bhandari
66
Suchit Chettri
67
68
69
Bibasta Poudel
Birat Khanal
Arun Saru
District
Nepal Police School

Nepal Police School
Jhapa
Jhapa
Kavre
Kavre
Rupandehi
Rupandehi
Bhaktapur
Bhaktapur
Lalitpur
Lalitpur
Rupandehi
Rupandehi
Dhanusha
Dhanusha
Rupandehi
Rupandehi
Dhanusha
Dhanusha
Palpa
Palpa
Bhaktapur
Bhaktapur
Kathmandu
Kathmandu
Rupandehi
Rupandehi
Palpa
Palpa
Kavre
Kavre

School
School
Rupandehi
Rupandehi
Palpa
Palpa
PALPA
109
QUALITY QUIZ
S.
No.
70
71
72
73
74
75
76
77
78
79
80
81
82
110
Name of the Student
Name of the School
Sandesh Rana
Aanjana Giri
Pratrikshya Kharel
Nirajan Regmi
Rupesh Gautam
Dikshya Bashyal
Prasuna Baral
Abhishek Ghimire
Sachin Khadka
Sainik Awasiya
Sainik Awasiya
Ganesh Rapal
Nabindra Chaurel

Pamir Academy
Pamir Academy
Rastriya Vibhuti Samudayik Shiksha Sadan
Sainik Awasiya Mahavidyalaya Chitwan
Shree Shanti Namuna Higher Secondary
School
School
Simara Public English Higher Secondary
School
School
St. Xavier's School
St. Xavier's School
The Sudesha School
The Sudesha School
Vrindavan Academy
Vrindavan Academy
Wisdom School
Wisdom School
83
Sanjana Subedi
84
Yubraj Bhandari
85
Jatin Rout
86
Sagar Karki
87
88
89
90
91
92
93
94
95
96
97
98
99
100
Akriti Pandey
Shobhan Neupane
St. Xavier's School
St. Xavier's School
Saurav Ghimire
Sikshya Ghimire
Abiral Khadka
Pratik Thakur
Janam Shrestha
Silvi Prajapati
Ashish Khanal
Shishir Khanal
Kritica Bhattarai
Ravi Nepal
District
PALPA
Rupandehi
Rupandehi
Bara
Bara
Palpa
Palpa
Chitwan
Chitwan
Bhaktapur
Bhaktapur
Lalitpur
Lalitpur
Rupandehi
Rupandehi
Bara
Bara
Palpa
Palpa
Lalitpur
Lalitpur
Lalitpur
Lalitpur
Kathmandu
Kathmandu
Bhaktapur
Bhaktapur
Palpa
Palpa
Palpa
Palpa
COLLABORATIVE
FOOTBALL

(12th NCSQC16)
Participants: Collaborative Football

S.
No.
Name of the Student
Rabin Niraula
2
3
4
5
6
7
8
Madan Khatri
Chandish sipai
Arbind Singh
Manoj Shrestha
Pratham Koirala
Roshan Parajuli
Ms.Ritika Adhikari
9
10
11
12
13
Sudhan Raj Bhattarai

Sanish Dhungana
Sabin Giri
Bimal Neupane
Nibish Tamrakar
14
Unik Awal
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Bishal Bushal
Emereld Dhakal
Romeo Churaute/
Ribesh Pokhrel
Rahul Shrestha
Ayush Thapa
Bibash Rai
Sushiddha Paudel
Mahesh Mahatara
Krishnadev Yadav
Santosh Thapa
Santosh Sah
Kamal Saru
Bishal Bhandari
Aashis Oli
Ayush Baruwal
Prabin Lamichhane
32
Aakash Pariyar
Name of the School
District

Secondary School
Advanced Academy Team A
Advanced Academy Team B
Apex School
Bright Future Secondary School Team A

Bright Future Secondary School Team B
Team C
KUHS A
KUHS B
Lisha English Secondary School Team A
Mithila Montessori
Mount View English Boarding School E
Mount View English Boarding School F
Mount View English Boarding School K
Secondary School
Bhaktapur
Bhaktapur
Bhaktapur
Dhanusha
Rupandehi
Palpa
Palpa
Kathmandu
Kathmandu
Bhaktapur
Bhaktapur
Kathmandu
Kathmandu
Bhaktapur
Rupandehi
Jhapa
Jhapa
Kavre
Kavre
Rupandehi
Bhaktapur
Lalitpur
Rupandehi
Dhanusha
Rupandehi
Dhanusha
Palpa
Bhaktapur
Bhaktapur
Bhaktapur
Kathmandu
Rupandehi
111
COLLABORATIVE
FOOTBALL
112
S.
No.
Name of the Student
Name of the School
33
Pitamber Saru

Boarding School
34
35
36
37
38
39
40
41
42
43
44
45
46
Darshan Shah
Shishir Adhikari
Reewaj Khanal
Prabin sapkota
Ujjawal G.R
Nikhil Aryal
Ranjit Tiwari
Bimal Shrestha
Puran Palli
Hemanta Gautam
Kishor Bhatta
Manish Pudasaini
Krishna Rana Magar
47
Bimarsh Bhushal
48
Bibek Sah
49
50
51
52
53
Dipesh Bashyal
Sahil Das Kushwaha
Sunil Yonjan
Denny Rawal
Samikshya Ghimire
Nepal Police School
New Environment English Secondary School

Palpa Paragon English Boarding School
Pamir Academy
Pamir Academy
Sainik Awasiya Mahavidyalaya Team A
Sainik Awasiya Mahavidyalaya Team B
School
School
Vrindavan Academy
Wisdom School
District
Palpa
Kavre
Rupandehi
Palpa
PALPA
PALPA
Rupandehi
Rupandehi
Bara
Palpa
Chitwan
Bhaktapur
Bhaktapur
Lalitpur
Rupandehi
Bara
Palpa
Kathmandu
Bhaktapur
Palpa
Palpa
PANEL DISCUSSION
TWELFTH NATIONAL CONVENTION ON STUDENTS' QUALITY CIRCLES

(12th NCSQC'16)
Participants: Panel Discussion

SN
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Name
Ankit Neupane
Pratikshya Kharal
Bishwokala Syangtan
Akshata Poudel
Bharati Dahal
Rojina Lama
Chandis Sipai
Asmita Thapa
Munnu Dhakal
Apeksha KC
Pratyush Ghimire
Anjali Yadav
Anugya Shrestha
Srijana Mahato
Sushant Regmi
Santosh Mahaseth
Hub
Lumbini Hub, Rupandehi
Deming Hub, Lalitpur
Galaxy Hub, Kathmandu
Mount View Hub, Bhaktapur
Golden Gate Hub, Bhaktapur
Advanced Hub, Bhaktapur
Palpa Hub, Palpa
Jhapa Model Hub, Jhapa
Bright Future Hub, Kathmandu
EPS Hub, Kathmandu
KUHS Hub, Kavre
Simara Hub, Bara
Mithila Hub, Dhanusha
Sainik Awasiya Hub, Bhaktapur
Janakpur Hub, Dhanusha
113
MDEL PARLIAMENTARY
PRACTICE
TWELFTH NATIONAL CONVENTION ON STUDENTS' QUALITY CIRCLES

(12th NCSQC'16)
Participants: Model Parliamentary Practice
SN
114
Students' Names
SN
Students Names
1 Sudipa Karki
21
Ishwor Khadka
2 Subodh Adhikari
22
Raman Regmi
3 Prasiddha Basyal
23
Suraj KC
4 Shraddha Nepal
24
Achut Thapa
5 Deepa Adhikari
25
Sujata Adhikari
6 Sakshi Gautam
26
Ajay Panta
7 Ashmi Shrestha
27
Pramod Ghimire
8 Ronisha Basnet
28
Surakshya Bagale
9 Sweta Basnet
29
Nilam Kafle
10 Suman Bomjan
30
Pragati Dhakal
11 Dipika Panta
31
Binita KC
12 Pallavi Kunwar
32
Anusha Raymajhi
13 Ashmita Gautam
33
Watsal Bhandari
14 Sushma Gharti Magar
34
Prashant Maharjan
15 Surakshya Thapa
35
Unisha Khanal
16 Lok Bahadur Thapa
36
Sabina Moktan
17 Sonam Khatri
37
Prabin Nepali
18 Arati Basnet
38
Sushant Regmi
19 Mandip Bhandari
39
Praman Thapa
20 Dipesh Bohara
40
Basanta Thapa
EVALUATION SHEET
Evaluation Sheet for SQC Case Study

How the topic
was selected by
the circle?
Given by the
school
How the circle

No! not set at the
has set the target beginning [0]
for improvement
in the problem?
How the circle
has planned the
problem solving
activities?
Circle initiated the

problem solving
activities without
planning [0]
Chosen by the leader

of circle
By subjectively
voting by each circle
members
Yes! But in qualitative

terms which cannot be
measured
Yes! In quantitative
terms but without
observing the present
and ideal status
How the
countermeasures
were
implemented
to solve the
problem?
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
How the
results were
checked after
implementation?
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
How was the

presentation
environment
of the circle
members?
By using brainstorming
and choosing the most
appropriate cause by
consensus
The exercise is
taken only as one of
the case studies of
students [0]
The case study is

prepared to present in
the school seminars and
conventions
By the leader
reading only the
text [0]
0
Total Score:
By using some
quantitative basic
statistical tools and
cause and effect diagram
By all members in turn,

sometime looking at
text not knowing exactly
what they have done
and what they wanted to
communicate
Yes! In quantitative
terms by observing
the present status
and ideal status
4
Circle together with
other friends and
school administration
implemented the
countermeasures
together to solve the
problem
Circle has used 5 W

& 1 H framework for
planning the problem
solving activities and
worked accordingly
By intuition and
judgment [0]
How the exercise

is standardized to
make use by the
school in future?
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
How root causes

of the problem
selected in
the topic were
analyzed by the
circle?
By objectively
measuring the
importance
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
The circle has presented

the case study exercise
results to all students
and teachers in the
school
Circle has prescribed

to keep the
countermeasures as
a code of conduct of
the school apply to all
students
8
By all members with

confidence what they
are communicating but
monotonous and not
really interesting for
others to concentrate on
By all members in
an interesting and
convincing way with
full confidence
8
115
116
117
118
Thank You Note from
the Co-Convener
Shamim Anwar Shamim
Executive Member, QUEST-Nepal
Principal
Sainik Awasiya Mahavidyalaya, Bhaktapur
I feel highly elated with the lofty

feelings of joys for getting a challenging
opportunity to host the 12th National
Convention of SQC in the placid
premises of the Mahavidyalaya on
5th and 6thKartik, 2073 BS. Its a
matter of immense pleasure for me
to express a few words of gratitude
to all the Nepalese educationists for
being in the magnificent mission
of SQC across the nation under the
able founding leadership of Prof. Dr.
Dinesh Chapagain. A tiny sapling
under the nomenclature SQC
planted some 12 years back has been
growing into a mighty tree stretching
its beautiful branches far and wide
to every nook and cranny of the
country. During these long years, the
preparation of curriculum, textbooks,
QC guide book, and QC tool kit
prepared by QUEST Nepal have
imprinted impressive influence in
almost all the stakeholders, including
the Government of Nepal, who have
shouldered the responsibility to offer
quality education to the Nepalese
students.
Students Quality Circle (SQC) serves
as an entity that tacitly empowers
the students to shape their attitudes,
habits, and personality and makes
them very competent in this dogeat-dog world. We know that quality
is not a prior-fixed destination, but a
perpetual journey. The total quality
people are created out of constant
and conscious efforts propelled by
the passionate self-interest. SQC
works as an appetizer in this mission
of searching for quality people; it
works as a means as well as a solid
foundation for the young students.
It definitely enhances the life skills
such as leadership, communication,
socialization, sense of empathy, and

the dexterity to distinguish the right
from the wrong. It also offers them
a wide exposure to sharpen their
research skills at their young age.
SQC pleads to instill the values of cooperation, collaboration, and altruism
in the tender minds of the students.
It ultimately leads to the production
of the very qualitative and useful
citizens for the overall prosperity of
the nation.
The National Convention, the greatest
festival for the SQC practitioners,
is always expected to be dynamic
in its contour and content to cope
with the needs, demands, and
problems encountered in the course
of practicing SQC. The experiences,
expertise, and lessons gained hitherto
have been deliberately employed to
address the newly surfaced issues in
our mission of creating quality people
in this National Convention at our
placid backyard.
The collaborative nature and the team
spirit that SQC lays much emphasis
on being the most unique assets of QC
movement in Nepal. These invaluable
assets are sure to support our young
and angelic buds to carve their own
destiny in course of pursuing their
professional career in the long run.
Now, on behalf of the Organizing
Committee, I wish to offer our
collective gratitude to all the
participating students and the
teachers for their enthusiastic
participation
and
thorough
preparation.
Likewise, I wish to express my
heartfelt gratitude to the Chief
Guest, the distinguished guests, the
guest of honour, and the guests from
different organizations for gracing
the Convention with their valuable
presence, motivating the students to
their bones, and kindling the ardent
passion for quality in the students.
On the same line, the Mahavidyalaya

Management Committee deserves
a special round of gratitude for
instantaneous support and prompt
action whenever we required in
the course of preparation for the
Convention.
Similarly, all the school Principals,
Directors, and Founders deserve a
special note of gratitude for their
invaluable support to make this
Convention surface in this wonderful
form.
Likewise, Mr. Baburam Banjade
and his entire team of teachers
and students from SAMB deserve
a thunderous note of gratitude for
making necessary preparations to
make this National Convention a
grand success.
On the same line, all the Master
Trainers of QUEST Nepal earn an
invaluable note of gratitude for
their praiseworthy support and
arrangement to make this Convention
so rewarding and fruitful.
I would like to extend our collective
gratitude to the Chief Patron, the
Patrons, the Advisors of QUEST
Nepal , all the collaborating partners,
co-operative partners, SQC HUB
coordinators,
institutional
and
individual
members,
executive
members for their invaluable ethical
and conceptual support to make this
Convention a grand success.
Last but not the least; all the people
who directly or indirectly supported
us to make this Convention so
successful deserve a similar note of
gratitude.
May our search and supply of quality
in the students perpetuate in the
magnified manner in the years to
come as well! Hope to see you all in
the upcoming convention!
119
Objectives of the National Convention

on Students' Quality Circles (NCSQC)
To discuss on modern educational thought and practices
to implant quality mindset among students from their early
childhood;
To learn and share a decade of experience on application of
Students Quality Circle (SQC) in academics from across the
country.
To promote the innovative approach of Students Quality Circles
for enhancing pro-social personality to make students better
citizen for the future; and
To fortify a national network of students and academicians to
work towards developing students in a manner that would be
highly productive and contribute positively to the society.
12th NCSQC16 Events

For Students:
SQC Case Study Presentation
Panel Discussion
Mansha Memorial T.Q.P Award
Model Nepalese Parliamentary Practice
Quality Quiz
SQC Procession & Cultural Programme
For Teachers:
Quality Workshop
SQC Textbook Orientation
QUEST-Nepal | GPO Box: 24674 | Lalitpur, Nepal | Tel.: 01-5553892

Email: info@questnepal.org.np | Web: www.questnepal.org.np
120

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12th National Convention on

Students Quality Circles 2016

21-22 October, 2016

Message from the Convener

to develop them as good and smart

From the Editorial

12th NCSQC16 | Handbook

Message from the Rt. Honourable Vice-President, Nepal

16th Oct, 2016

12th NCSQC16 | Handbook

Message from the Chairman, WCTQEE

Respected President and all the members

field of SQC movement in Nepal and in the

It is our great pleasure to know that QUEST

Everywhere people are looking for good

We are happy to note that SQC in Nepal

12th NCSQC16 | Handbook

The three schools of humanityhome,

Students Quality Circles:

Ishikawa. Back in 70s and 80s, Total Quality

12th NCSQC16 | Handbook

However, SQC adapts with few variations

Students who are

I feel proud to tell

Students who are involved in QUALITY

12th NCSQC16 | Handbook

together with members, have leadership

Quest for new knowledge

Unanimity with colleagues

Analysis of root causes of problems

Lateral thinking while brainstorming

Yearn for continuous improvement

Responsive to the society

Collaborate with members

I wish all of you a

Quality and Quality Circles

Prof. Syed Ali

they become responsible citizens to act in

The prime motives must

12th NCSQC16 | Handbook

training program for the use of quality tools

one hundred people

12th NCSQC16 | Handbook

For better understanding of the essential

The benefit of high level of perfection

The use of human potential of the

Develop positive feelings within the

To convince employees to be identified

Motivate employees to increase

authority to make changes

Improving communication within

Ensure greater transparency for the

Opening the organization for new ideas

Building trust between employees in

That is why Japanese say, Before developing

As a team member, the students develop

12th NCSQC16 | Handbook

the World) was formed by City Montessori

12th NCSQC16 | Handbook

who wants to start new SQC.