Shanti Shiksha Mandir Secondary School, located in Thahity-17, Kathmandu, Nepal achieved significant recognition by being selected as a model school in 2021. This institution has demonstrated excellence in various aspects of education, earning its status as a benchmark for educational practices.

A)    Historical Background

Shanti Shikshya Mandir Secondary School located now in the heart of Kathmandu Metropolitan City has its own historical background. This school was initially established as Shanti Shikshya Mandir Primary School in 2007 Falgun 20 with a pious aim of educating the local children of the community just after nation entered into the era of democracy in 2007 B.S after more than a century of autocratic rule of Rana regime.

After the downfall of Rana regime in 2007 B.S to bring awareness in the community in the local area of Thahity, motion picture was shown to the public by charging nominal amount of money. By the accumulated sum of money Rs.250/-by showing motion picture in the local community, this school was established on 20th Falgun, 2007 B.S through the initiation of social precentor Bhim Bhakta Joshi. At the time of its establishment there were 16 volunteers to teach students.

The school was started in the closed oil mill of the Manandhar community in the locality by slight repairs and maintenance as the mill was deserted for more than 10 years without any maintenance and repair. There were lack of furnitures for the student so they had to sit on shukool to study.
The school area was highly congested and disturbed by the traffic in the road by the school premise. In 2018 B.S, industrialist, education seeker, businessman and the honored person of the community in Thahity, Laxmi Das Manandhar, former chairman of the School Management Committee, searched wide, serene and open area for the school by paying Rs. 18,000/- for the land where now the school is situated. The school was then upgraded to the secondary level.

In 2038 B.S, a single storey building with 16 rooms was constructed in north west side of the land where the school is located now and from that building the school started to shed the light of education not only to the children of the community but also to the children from across different parts of the country.
The school was badly affected by the destructive earthquake of the year 2072 B.S. and its building constructed in 2038 B.S along with the administrative building near it was uselessly damaged. Then the school was operated in the temporary learning center (T.L.C) made by Nepal Government.
The wrecked buildings of the school have been demolished and Rotary International Thamel Branch has constructed a single storey building with 6 rooms from where the school administrative and academic activities have been conducted now.

A two storey building with altogether 22 rooms was constructed under the project of National Reconstruction Authority under the assistance of Asian Development Bank (ADB) for academic and administrative purposes of the school.For this school improvement main there persons are thankful Former lstr laxmidas mandhar ,ward chair Kathmandu metro 17 chairperson Nabin Manandhar, Principal Sudam Prasad gautam, who did great job for school betterment.

From the establishment of this school, thousands of students have been graduated with the school education and they have been actively serving in several sectors of the nation thereby aiding the transformation of the nation economically, socially, politically and educationally.
Meanwhile, Bal Ujjwal Primary School, which was being run in nearby Thahity Chowk was merged in this school. The school registered 2- paisa of land granted to the school by local.
Shankar Prasad Pradhan retired, Mahesh Chandra Shakya resigned from 2075 B.S Shrawan.During the tenure of Mahesh Chandra Shakya Rotary International Thamel Branch constructed a 6 roomed a single storey building.

Sudam Prasad Gautam has been working as Head Teacher of this school since Mahesh Chandra Shakya resigned in 2074 B.S. Under his initiation school got a toilet constructed by Red Cross society Kathmandu, a staff toilet constructed, water well,22 rooms building ,computer lab ,science lab, STEAM clubs ,Green and safe school , bench desk and sport material provided, well dug by Chhatrapati Marwadi Sewa Sangh. Also Day meal program has been run under the help of Embassy of Israil to Nepal and China foundation . New School Management committee has been formed in 2079 B.S and also Teacher Parent Association.Now School is selected as model communirt school and grade 11 and 12 classes started with management and law faculty and 200 students are studying in the morning shieft as college.

B)    Geographical situation

The School is in the downtown Kathmandu. It is located in Kathmandu Metropolitan City, Ward No. 17 at Thahity, just near by the stupa in Thahity towards the east and the Ganesh Temple towards the south direction and Chhatrapati rest place in the west.

C)    Structure of school community

The population of the school community cannot be predictable as the School is located in the densely populated area of Kathmandu Metropolitan City ward no.17 Thahity. Many Schools are in operation. Many of them are institutional and some of them are community schools. All of them have the same community. The tentative population of the area is about 26,000 of which around 50 percent are female. Local people are mostly the Newars. Significant numbers of people are from other castes, who are either Hindus or Buddhists or both. The migrant people come from various caste and religious backgrounds. Hence the cultural traditions are the same as of the Hindus; whereas, the people follow the cultural traditions as per their religions.

The people have different socio-economic status because they are engaged in different occupations and professions. Though the Newars speak their own language, Newari, there are other languages, which people speak as per their castes and communities. Nepali language is the contact language, which most people speak as mother tongue and second language.

As people are engaged in different occupations, they do not have similar economic status. Business and trade are the major occupation. The rich are very rich and the poor are very poor. The middle class people are dominant.

D)    Definition of catchment area

As mentioned above, the catchment area of this school is the same as of other schools; however, most of the students are the residents of the surrounding areas of the school. They are from maximum of 5 to 15 minutes walks from school. Thamel, Sorhakhutte, Nayabazar, Ason Dallu, Chhatrapati, Dhalko, Bhurungkhel Swayambhoo, Lainchour ,Balaju ,Naya Buspark , Bagbazar,tahachal etc. are the places where most of the students live. Almost all the students are from outside the Kathmandu valley. Very less local students do come to this school. The parents prefer private schools for their child schooling.

E)    Description of the program

The annual regular programs are going on in this School, too. The school has run classes from pre-primary to class ten. This is under formal education.

The school conducts extracurricular activities every Friday. The school has managed games, music and dance classes from pre-primary to class ten. The students from classes 8, 9 and 10 are also provided with extra classes in the morning and evening. All the students involve in four terminal evaluation test with final one being summative test to upgrade.There is currently one 6 roomed single storey concrete buildings. A 2 storey 22 roomed concrete building is under construction under National Reconstruction Authority by the assistance of Asian Development Bank(ADB). There is regular repair and maintenance of the school