Educator-Led, Community-Owned · 53 Member Schools

Run By Educators. Owned By the Community

CRED isn’t run by outside staff on behalf of schools, and it isn’t kept alive by a single donor either. It’s led by the people teaching in its classrooms, and sustained by the community around them.

The Composition

Every Teacher in the School Is a Member

CRED’s 53 member schools across Mandan Deupur Municipality aren’t just beneficiaries of CRED’s programs — the people inside them *are* CRED. Every teacher, every School Management Committee (SMC) member, and every Parent-Teacher Association (PTA) member across all 53 schools is automatically a General Member of the organization.

This isn’t a membership you apply for from outside. If you teach at, help govern, or parent a child at one of CRED’s member schools, you already have a seat in the organization shaping its programs.

The Advisory Layer

Backed By Specialists, Inside and Beyond the Municipality

Teachers and school committees drive CRED’s programs — but they don’t work alone. CRED draws on a network of resource persons and advisors, both from within Mandan Deupur Municipality and beyond, to bring in specialist knowledge that member schools might not have in-house. They are the educators supporting at the national level.

This isn’t a hypothetical layer. These advisors actively engage in various activities of the organization. For instance, Prof. Dr. Kedar Bhakta Mathema, past Vice Chancellor of Tribhuvan University and a renowned academician, has motivated the organization toward student-centric teaching and learning activities. Likewise, Krishna Prasad Sapkota, then-lawmaker and an expert in local development in Nepal, was the founding chairperson of this organization and continues to motivate the team and regularly provide valuable insights on its activities. There are dozens of such individuals associated with this organization, supporting it as part of this advisory layer.

53

Member schools, Mandan Deupur Municipality

371

Total members – general, institutional & founding

0

Schools left out — every member school is in the network from day one, not selected as a pilot

The Process

Designed, Delivered, and Reviewed By the Same People

Every CRED initiative moves through the same cycle — and because the people running each stage are the same people standing in front of students, feedback from the classroom reaches the design table immediately, not months later through a separate reporting chain.

01 – design

Design

Teachers, SMCs, and resource persons shape the program around what a specific classroom actually needs.

04 – Improve

Improve

Adjustments carry into the next cycle, informed by teachers who just lived it.

One Continuous Classroom Cycle

02 – Implement

Implement

The same schools that helped design it are the ones running it.

03 – Review

Review

Member schools and coordination committees assess results using direct classroom evidence.

Why this matters

Because CRED’s decision-makers are the same people delivering the program, there’s no gap between “head office” and “the classroom.” Programs get adopted rather than shelved, because the people running them helped build them in the first place.

The Process

Designed, Delivered, and Reviewed By the Same People

Every CRED initiative moves through the same cycle — and because the people running each stage are the same people standing in front of students, feedback from the classroom reaches the design table immediately, not months later through a separate reporting chain.

01 – design

Design

Teachers, SMCs, and resource persons shape the program around what a specific classroom actually needs.

02 – Implement

Implement

The same schools that helped design it are the ones running it.

03 – Review

Review

Member schools and coordination committees assess results using direct classroom evidence.

04 – Improve

Improve

Adjustments carry into the next cycle, informed by teachers who just lived it.

Why this matters

Because CRED’s decision-makers are the same people delivering the program, there’s no gap between “head office” and “the classroom.” Programs get adopted rather than shelved, because the people running them helped build them in the first place.

Grassroots Ownership

Not Dependent on Any Single Donor

Ownership at CRED isn’t a figure of speech — it’s a membership structure. 371 members across three tiers — general, institutional, and founding — hold a direct stake in the organization, which means CRED’s continuity doesn’t rest on any one funding relationship or outside agency. If a single grant ends, the organization doesn’t end with it, because the people who run it live in the communities it serves.

That ownership is exercised, not just claimed. Once a year, CRED convenes a General Assembly — an open meeting where the chairman presents the annual report directly to general members, covering what was done, what wasn’t, and what comes next. It’s the same basic accountability mechanism a shareholder meeting provides a company, run instead by teachers, headteachers, and parents for their own schools.

371

Total members hold a direct stake — not passive beneficiaries

1

Annual General Assembly, open to all general members, held every year

53

Schools whose future doesn’t depend on a single grant cycle

Why this matters

A donor or partner isn’t just funding a program — they’re joining an organization that already has its own base of local accountability and continuity, independent of that specific funding relationship.

Led By Teachers. Kept Alive By the Community.

This is the same claim behind two of CRED’s three core guarantees to partners: subject-matter expertise that comes from standing in the classroom, and grassroots co-investment that doesn’t depend on any single funding source.