Let Your Hands Lead the Way

By Urja Shrestha, Intern at OLE Nepal | September 2022

As a part of our vision to make education accessible and inclusive, we started a project to create digital content that can assist students to learn the Nepali Sign Language (NSL). Known as Sanketik Sikai, the collection consists of 60 modules of digital activities embedded with sign language videos for young students with hearing impairments.

September 23 is observed as International Day of Sign Languages. Aiming to unite individuals with full or partial hearing impairments, users of sign language, and families of both groups, the day is celebrated every year to bring awareness to deaf communities. 

More than 300,000 people in Nepal are deaf or have hearing issues, according to the National Federation of Deaf Nepal. One of the highest hearing impairment rates in Asia is in Nepal, where 16.6% of the population is affected. Unfortunately, a large number of these individuals are left behind especially in terms of educational growth. Due to the lack of resources and access to good, quality education, a lot of young people in deaf communities are unable to have higher hopes for their future. It’s not that they don’t have that drive or aptitude, it’s that they don’t have the right support to get there.

Nowadays, classrooms for general education are broadening. Children from various backgrounds and a range of disabilities are inculcated into the general education setting. Although this seems like a step forward in inclusion, it has actually been challenging for one teacher to instruct all of the students using just one kind of learning style.

So why our “Sanketik Sikai” NSL chapters?

The Sangketik Sikai collection, which teaches young learners the Nepali alphabet and other signs for different things, actions, expressions, and relations so they can continue their education, is divided into lesson and vocabulary sections. Our chapters not only teach learners the basics of communication in sign language, but they’re enriching and inclusive. Out of the 60 chapters, the collection covers daily life vocabulary, grammar, simple math, along with short stories about the characters who help the kids learn the content. 

Through our content, NSL can have a better grasp on comprehension and language.

Sambridhi Shrestha, who worked as an NSL interpreter and helped create NSL content at OLE Nepal says, “While being involved in the deaf community, I realized the problems deaf people face- like lack of interpreters, lack of quality education , an inability to communicate with others and their parents, not getting proper rights and so on. Due to these problems their community is more vulnerable than what we see conventionally.”

Sambridhi explained that because of the lack of access and understanding, many individuals who rely on NSL end up being held back in grades. With regards to this, when most kids their age are advancing to higher grades, they are still usually studying in elementary levels. 

We here at OLE Nepal want to change that. We provide inclusive digital education materials to overcome these barriers. Our digital NSL content includes child-friendly images and visuals which are inclusive and are easy to learn from. Not only that, teachers, parents, family members, and friends of NSL users can also make use of the content to communicate better with each other. Communication is a two way bridge, and now families and friends can also learn some basic signs to be more involved with NSL users.

Additionally, learning sign language enables one to embrace diversity and promote inclusion for all. We hope that with our content, deaf communities in Nepal can see themselves represented better. Through one small step at a time, we can let our hands lead the way. We can not just bridge the gaps in education, but build better bridges for families and communities, so there is an equal access to learning, support and growth. 

You can access our Nepali Sign Language content, Sanketik Sikai through this link.

Missing Puzzle Pieces

By Sukirti Manandhar, Communications and Outreach Officer at OLE Nepal | April 2022

April is known as the Autism Awareness month and the theme for this year was “Inclusive Quality Education For All”. Since over a decade, OLE Nepal has been working toward making education accessible, inclusive and meaningful for all. But despite the ongoing efforts we put into creating content for learners with different needs, people still do not have a strong understanding of what it means to be neurodivergent. 

Neurodivergent means thinking, behaving and experiencing the world differently than others, and autism is a developmental disability that impacts somebody’s social and self-regulatory skills. This can lead them to have difficulty in communication or maintaining relationships. Autistic people fall under the neurodivergent umbrella. Around 15-20% of the population is believed to be neurodivergent. Many other conditions like dyslexia, dyscalculia and ADHD fall under it too, but it still remains a non-exhaustive list. 

Lately, due to advocacy and awareness campaigns, we’ve been gradually making progress in this field. Mental health matters are being brought into the light more, but even so, only the textbook definitions of these conditions are discussed. While some cases may fit into those surface-level understandings, not every neurodivergent person is the same as another. If you know one autistic person, you only know one autistic person. It is a spectrum disorder after all, meaning it has a wide rage and anyone with autism can fall anywhere in it. Some people can be autistic and have a lot of trouble integrating in social settings, while some can be autistic, yet pass as highly functional.

An illustration of a hand holding a puzzle pieceFor a large part of the autism movement, the puzzle piece has been used to symbolize autism and sometimes neurodivergence. The initial ideas behind the symbol have received some backlash, and many people disagree with how it might have given the wrong impressions about autism to the general population. It promoted the notion that people with autism were puzzles that needed to be put together, or that they were missing parts of themselves in some ways. In the same light, many awareness and acceptance campaigns only patronize instead of protecting and supporting autistic people. The truth is, the most definitive way to understand autism is by listening to those who have it. It is only through them that we can begin to understand what neurodivergency is, because for them it is a real experience and not a “difference”, despite being othered in every aspect, for them that is their one and only life experience.

These days many autistic or neurodivergent people have reclaimed the puzzle piece, no longer signifying that they are incomplete, but to show that they themselves are a part of the puzzle, a piece that fits into the bigger picture. It is the whole puzzle that has missing pieces, because for so long neurodivergent individuals have been left out of the scene.

So even though we can do our best to talk about the differences people have, we can only progress if we learn to listen to each other. In the same way, we must learn to listen to kids who are neurodivergent. Instead of deciding for them, it’s time that we asked them how they felt and let them have their say in the process, because true inclusion is not being asked to come, but being asked to participate.


Fabian’s internship experience at OLE Nepal

By Fabian Collignon | March 2020

Hi, I am Fabian from Germany and I have had the pleasure to be an intern and volunteer at OLE Nepal for the last five months. I was part of the content creation team, where we developed video games that teach chapters of Nepal’s mathematics and science curriculum for years seven and eight. Even if math is not your thing, what is more exciting than games?

Getting into coding to get kids into science

I did not know much about programming when I arrived at OLE. So I sat down and worked my way through hours of YouTube tutorials and blog entries about “Unity” – our game development engine. Although I was never able to fully get away from Google searches about mysterious bugs and errors, after two weeks I was confident enough to dive into programming some early Projects.

Learning to make learning fun

In Germany, I had tutored students in physics and mathematics and that teaching experience really came in handy. I picked up how to break down topics and to utilize enthusiasm for successful autonomous learning – insight that fits right into OLE’s game project.

Now it only came down to applying this knowledge to the curriculum and to creating concrete content from it.

“Learning should be a joy and full of excitement. It is life’s greatest adventure.” – Taylor Caldwell

One of the first projects the team and I kicked off was “Space Explorer”. This game sends you on a journey around our solar system. While you try to steer a rocket through the asteroid belt or around Saturn, you need to devise a strategy that incorporates gravitational effects, thrust and launch angle. Discovering all those new concepts becomes the adventure itself and aims to make learning intuitive.

Teamwork goes a long way

From day one it was obvious that team effort at OLE rules! In a daily meeting, our Dev group came together to report on progress, assign tasks, discuss workload distribution and to forge a plan for the day. This formed a fully integrated team of content creators, graphic designers, and software developers – and it gave insight into so much more than just the code on my computer screen.

Lunch, tea and OLE beyond work

At 12:30 pm the whole office would have lunch that our lovely Didi cooked. Whether it was Momo Monday or Dal Bhat Wednesday, we all sat together, ate and talked. I already knew to appreciate everyone from the great teamwork and now we really got to know each other – waffling from soccer to politics to universities. At lunch, I truly started to take my colleagues to my heart and it felt good to have OLE become more than just a workplace.

Thanks OLE!

It has been an absolute pleasure to work on such interesting projects with such amazing people – I thank all of you! I am sure that OLE Nepal will continue to shape the country’s education for the better and am glad to have been part of it.

Teaching with technology resident’s experience in Jajarkot

By Ashraya Manandhar | March 2020

I joined OLE Nepal’s teaching with technology residency program in 2018, after completing my Bachelor’s in Social Work and Psychology from Tribhuwan University. I was one for three teaching residents to support 15 laptop program schools in the remote district of Darchula. After completing the teaching residency program in Darchula, I was even more excited for new experiences in a new place, and just then I was offered to continue the program at Jajarkot district in the Karnali Province, alongside my colleague – Prajwal Pokharel. The district headquarter in Khalanga was our first destination in the district, from where we traveled to two municipalities with our 12 laptop program schools: Nalgad Municipality and Kuse Rural Municipality. 

The river or the river of fog?

This photo of a spectacular view was captured from a place named Dadagaun in Nalgad, Jajarkot. Believe it or not, this was the morning view outside our room for a few days. I had to capture and share it, and I usually show my pictures to the students, teachers, and locals. They’d identify the Bheri river, but the river was covered by thick fog, and they couldn’t believe it at first but later they did.

Speaking of local people, they were wonderful and supportive, especially the teachers of the schools that we worked with and hosts of places we called home for a few nights until our work at the community school was done. We moved often between the 12 schools, sometimes every other day. We enjoyed our visits in each school, as the students were interactive, friendly, active and energetic. We engaged with students through educational games as Fizz-Buzz, Tangram puzzle, and  more. 

The games they played


The students were quite fond of the new laptop program at their school and enthusiastic about the digital learning materials. It was an absolute joy seeing the reaction of students using E-Paath for the first time. They were also learning on E-Pustakalaya, with books from Bal Paathmala, and going through stories in OLE’s new digital Early Grade Reading (EGR). They really loved the laptops and were very excited to go to the laptop room. We overheard the students repeatedly request the teachers for their E-Paath lesson, and watched them eagerly wait for their turn. We also noticed that schools had created their schedule around the laptop-integrated lessons. 

Students learning on laptops


Teacher playing with students

During the first round of support through our teaching residency program, we traveled to all 12 schools where we observed and supported the teachers if they had any challenge while teaching with digital resources. Each school had their own challenge. 

Some schools were low on staff and while some schools had teachers who faced difficulties in teaching English. Even with the challenges, all the teachers and community members were very supportive towards our digital learning program at their school. Even in the first few months, schools have shown great outcomes, while some are working  to improve their approach. Every teacher we observed in class brought their own unique way of teaching and communicating with the students. We learned and picked up something from each of them. It is a fact that teachers are the most important changemakers in any child’s life, and it became even more clear to us in these remote schools of Jajarkot. I was really happy to be there at the schools, and to witness students learning on laptops for the first time.

Homemade yogurt


As part of the teaching residency experience, we also got to try the local food while staying in the community in Jajarkot. Locally grown red rice, fresh milks and curds, local fish, and more. I got to try ‘nettle leaf’ for the first time, also known as ‘sisnu’ in Nepali. When prepared and ready to eat it is also known as ‘paalauro’. We also tried a special batch of honey, that looked a lot like local ghee. The color and texture of this honey (Kartikya mahaa) is named after the harvest season and believed to have medicinal properties. We also tasted wildcrafted Sichuan pepper also known as ‘timur’ in Nepali. They also had many varieties of fruits that we were surprised to see, and kiwi fruit was one of them. 

White snow

Unknown fruit

Jajarkot Kiwi

Steep climbs make for spectacular views

Travelling from one school to another, we were always on the road and mountain trails, which brings us to the next part of our experience: infrastructure in Jajarkot. Most of the roads we took were unpaved fair-weather roads, and most places didn’t even have roads yet. We had to hike for 2-3 hours to reach some schools. Some trails were so steep and rugged that we could barely walk. There were few times we had to crawl up the hills. It made for a memorable experience and spectacular views the higher we climbed.  Some communities had electricity from local hydro power plants, while some had access to solar power only. Mobile networks were also a challenge, as most places had CDMA networks and very few places had GSM. 

Too cold for a swim

During the residency program in Jajarkot, we had a lot of new experiences and also got many opportunities to enhance our skills while visiting different places. We spent the entire winter of 2019 in Jajarkot, and although there were some challenges during 4 months (from November 4, 2019 to March 9, 2020) we were able to overcome them. Along the way, we met wonderful people who made our journey memorable, and we completely immersed ourselves in the local culture and lifestyle of the communities we lived in. 

Car trouble


I am truly grateful to OLE Nepal for choosing to bring quality learning materials to remote schools in Jajarkot, and I’m happy to be a part of this initiative. The Digital Learning Program has contributed to improving the quality of education in these schools, and the teachers and students are very positive about this new approach to learning. 

Due to the COVID-19 pandemic we had to rework our schedule as the schools were closing early to take precautions. My coworker and I left Jajarkot on March 7, 2020. We hope to be able to return to support the schools when they reopen in the summer.

The Mountain Village That Stole Our Hearts

AUTHOR: Yap Mun Ching

, 2017

For my last work trip of 2017, I had the rather unusual task of leading a group of 9 Allstars (AirAsia staff) from 5 countries and a 5-member film crew up the Gorkha mountains of Nepal to a village called Olang. The trip was part of a two-and-a-half-year long ‘To Nepal with Love’ campaign that AirAsia Foundation has been running with an excellent organisation called Open Learning Exchange Nepal (OLE Nepal) since the 2015 earthquakes. We had raised over RM800,000 (just above USD200,000) which we pledged to OLE Nepal to rebuild 4 schools that served close to 300 students.

After many hurdles, my counterpart in OLE Nepal, Rabi Karmacharya, called in November to say that the schools were finally ready (hooray!). We began to set in motion our plan to bring an Allstars team to organise a first Sports Day for the children to celebrate their new schools.

Travelling up to Olang is not for the faint-hearted. I would describe the journey up to the village as the toughest ride I had ever made. It started the moment we arrived at Kathmandu’s Tribhuvan International Airport. We had to wrestle our way through the crowds to get our few hundred kilos worth of baggage. Other than our own gear, we were also bringing 300 schoolbags for the children and 4 sets of wonderful children’s books donated by BookXcess for new libraries.

We spent our first night in a charming lodge in the town of Kurintar, before setting off the next morning in a small convoy. Over the next 6 hours, we would crawl our way up potholed paths, mountain streams and dust tracks, not much faster than 5km per hour. Sleep was not an option. With the extreme bumping and jolting, anyone dozing off risked getting a big bump on the head!

Olang is the last village on the trail up the mountains. It is harsh, not only in terrain but also in climate. Villagers grow grain on terraces carved out of the rocky slopes. During the daytime, the sun would scorch but once it set, temperatures would dip to single digits. Thankfully, we didn’t have to camp – we slept on the floor of the new classrooms.

The cost to rebuild is high because materials have to be brought up the same rough roads. Thus, the drive into the schoolyard filled us with joy and a great sense of achievement.

On our second morning, we awoke to the sound of excitement. Some children were already gathered in the schoolyard, curious about their visitors from lands far away. The Allstars soon got to work after washing up in icy mountain waters. A team began pumping balloons while another drew chalk lines on the ground. After a few formalities (speeches and plaques handover), the AirAsia Sports Day was underway!

We started with a tug-of-war, followed by a gunny sack race, passing of rubberbands with straws, gorilla walk (children had to clamp a ball each under their armpits and between their knees while racing across to their teammates). Not only did the little ones had fun, parents and teachers were also cackling away at the children’s antics. As for the Allstars, we were happily reliving our childhoods.

The AirAsia Sports Day was our way of reintroducing play into education. The children here have endured much hardship and trauma during the disasters. With OLE Nepal, we wanted to provide them not only with hardware but also software.

Each school funded by our campaign joins OLE Nepal’s One-Laptop-per-Child programme and receives 25 cute green children’s laptops, a server with lots of open-source materials, teachers’ training, books for a new library and equipment for sports. School should not just be a place to learn but also to have fun. While doing this, we want to help students make a digital leap and connect with people and ideas outside their remote village.

Two days later, we left Olang exhausted but exhilarated. We survived the even rougher ride back to Kathmandu, and thence back to our respective countries. What we bring with us are memories and hope that in our little way, we have been able to touch the children’s and the villagers’ lives, just as they have touched ours.

There remains a long way to go to rebuild Nepal and you can help further OLE Nepal’s reach by donating at olenepal.org.

Last but not least, we thank all guests, Allstars and friends who made it possible for us to make this gift to the beautiful children of Nepal.

Happy Holidays from all of us at AirAsia.


About the author: Mun Ching is Executive Director of AirAsia Foundation, whose mission is to support social enterprises in ASEAN. The foundation gives grants to social enterprises, mentors them and mobilises AirAsia resources to grow their business.

Find her on Twitter @yapmunching.


This blog-post has been extracted from AirAsia’s blog site.

Developing the New E-Pustakalaya

## Introduction ##

Since OLE Nepal’s inception in 2007 we have strived to provide open and free access to quality education and innovative learning environments to children all over Nepal.  One of our core missions is to reduce the disparity found within the accessibility of learning tools brought about by geographic location, school type, and population group.  E-Pustakalaya, our free and open digital library, closed the gap by providing a collection of thousands of books, educational resources, course content, and reference materials directly to students and educators.  Not only did this library aid in providing quality educational content, it has aided in the development of reading habits early on and has sparked an inquisitive nature within students by providing the means to conduct independent research.  

## Current Technology and Architecture ##

The initial iteration of E-pustakalaya utilizes FEDORA (an acronym for Flexible Extensible Digital Object Repository Architecture), a digital object repository architecture designed to achieve scalability, stability, flexibility and extensibility, while at the same time providing for interoperability between systems. FEDORA is positioned within a larger open-architecture framework in which the total functionality of a digital library is partitioned into a set of services with well-defined interfaces described in the image below.

Component Stack

Component Stack

Integration Architecture

Integration Architecture


Fedora Commons is developed on the top of a Java application and is popularly deployed through Tomcat. The front-end interface and querying of items in Fedora Commons is handled by FEZ and PHP.  Currently we are using Fedora Commons 2.2 deployed in Tomcat 4.1.12 and Java 6. We have tinkered CentOS 6.4 to orchestrate the deployment.

## The Switch ##

It has been over eight years since E-Pustakalaya’s initial launch and we are currently in development of a new E-Pustakalaya powered by DSpace: an open source repository software originally written by MIT and HP Labs and is currently developed by DuraSpace.  The main reasons for our switch are as follows:

  1. The Lack of Support for FEZ and front-end responsiveness

The FEZ interface is currently being loosely maintained at Github and lacks the proper support and documentation we require for the expansion of features like document streaming or a responsive interface.  For instance, a more responsive, dynamic web interface would improve the user’s experience by providing a dynamic view through various multimedia features rather than a static ones.  These features are implemented through languages like CSS and Javascript to facilitate a vibrant interface and make media queries possible which would have been very difficult to implement within the FEZ interface.

  1.   We wanted a more optimized database

Within the old E-Pustakalaya we utilized PHP to directly query for the desired items and their metadata within a relational database.  These queries eventually proved inefficient as several parts had to be queried from a relational database of millions of items that did not have a back-end search engine that provided an inverted index like Solr.

  1.  DSpace showed up with all the solutions

We chose DSpace because it met the standards of scalability, flexibility, and stability we set for the previous iteration of E-Pustakalaya, while also providing a greater environment for the expansion of features.  It provided a robust front-end interface that supported the implementation of the responsiveness that we sought for and had a sophisticated querying system that could handle our immense library.  DSpace also allowed for the same wide range of file formats to cover educational content  from books, videos, and recordings.  

## The Structure ##

Now within the library are millions of items of various file formats.   DSpace records the metadata for these items and then the file formats are converted into bitstreams.  The meta data and bitstreams are tied to the item which then gets grouped into a designated collection. These collections are then organized into general communities.  Take for instance a community was labeled “Literature,”  within this community some example collections could be the genres within literature, for instance: fiction, nonfiction, or children’s books. Within these collections the books would be the items and the metadata would hold various recording information like the authors,  release dates, and other descriptive information.


Source: DSpace 6.X Documentation

To query these items from the collections or communities, DSpace utilizes Solr Discovery to facilitate faceting and search result filtering. Solr provides the inverted index to provide speedy access to content metadata and data while simultaneously recording usage statistics. To carry out these tasks DSpace has a multicore setup of Solr which includes a “search core” that deals with the data about the communities, collections, and items, and a “statistics core” that deals with view counts, searches, and user data. The search core effectively finds the item with its indexing and then queries for the relevant bitstreams tied to the item within a Postgresql database.  Solr also allows us to create custom metadata which helps its effectiveness in indexing.  The interaction between Solr querying and the traditional Postgresql database facilitates the fast querying and filtering of items while only querying for relevant bitstreams from a relational database.

The front-end web interface of the new E-Pustakalaya is generated through XMLUI and is based on Apache Cocoon, which primarily utilizes Java, XML, and XSLT.  We have heavily customized the original Mirage2 theme to match the end product designs that were decided upon by OLE designers.  Through Apache Cocoon each page is created through a pipeline where every aspect is “added” to the page separately and work independently from each other.  We have customized the built-in aspects to provide the desired document streaming for books, audio files, and video files. This is accomplished by incorporating open source add-ons like pdf.js and video.js which are HTML5 based interfaces that we provide within the server so that the end-user can access the educational content directly, without the need to install plugins within their browser.  We have also added a commenting feature using Disqus so users have the ability to comment on each item, which can facilitate discussions between students and educators.

Current E-Pustakalaya Home Page

Current E-Pustakalaya Home Page


Multiple Document Streaming

Multiple Document Streaming


Commenting Features

Commenting Features

Overall DSpace provides an extremely robust and flexible database that can handle virtually any file format that we would ever need.  Its use of Solr Discovery makes queries fast, reliable, and highly customizable.  An upgrade from the previous database which utilized PHP to run queries from a SQL database.  Even on the front-end the aspect style formatting of features allows us to freely customize specific aspects without the worry of affecting another feature.

## The Challenges ##

Our development team, consisting of a systems engineer, a software developer, and a development intern, is relatively small given the scale of the project.  DSpace out of the box did not natively support many of the features already adopted within our own repository.  For instance, the aforementioned document streaming modules are built up of third party add-ons; pdf.js provides the module for viewing pdf files and video.js provides the modules for streaming any file format compatible with HTML5.  Video.js actually grants us with a high level of flexibility on which file formats we can use for videos and recordings, but for now we have chosen to stick with mp4 and mp3, for video and audio respectively, as they are widely used and are compatible with almost all browsers.  

DSpace’s ability to use Solr Discovery is heavily reliant on the metadata tied to the items as these are how items and their bitstreams are easily indexed and queried.  The process of transferring items from the previous data base might have to be done manually as the formats of the databases do not currently provide an obvious solution for their automatic transfer.  We have discussed plans on tiered transitions where we would transfer over parts of the database at a time rather than a full scale transition.  We will of course also be looking into how we can automate some of the processes for the eventual transition.

There is also the challenge of localization and maintenance.  Since OLE is planning on distributing this library format to remote villages in Nepal; access to internet may not be possible and some features of the repository may require an internet connection to work such as the commenting features in Disqus.  There is also the somewhat steep learning curve of customizing the XMLUI interface as it is based on XML, XSLT, CSS, and Java which would require a working understanding of those languages for any form of customization.  We have talked about writing a comprehensive guide on the customization of popular features  the repository and to also provide references to the original DSpace documentation if further customization is desired.

## Looking Ahead ##

As of writing this blog the team is still currently in development of the new E-Pustakalaya and is making steady progress towards the end goal of providing a necessary platform to bridge the gap on the accessibility of quality educational content.  The current local instance of the E-Pustakalaya has the core database established that allows for multiple file streaming on a vibrant, newly designed web interface.  The whole team is very excited about continuing in the development of the new E-Pustakalaya and are enthusiastic about what the end product can help achieve.

Fundraisers 2016!

OLE Nepal is grateful to friends and well-wishers who have supported our efforts to provide access to quality education to children in remote parts of Nepal. Their support have been critical in raising funds to buy durable laptops that we have been deploying to schools in Bajhang and Baitadi districts.

OLE Nepal Benefit Luncheon 2016  

SelectedRam Khattri Chettri and Karen James hosted the annual OLE Nepal Benefit Event at their home in Middlebury, Indiana on November 12, 2016. As in previous years, the communities of Middlebury and neighboring Goshen came together and contributed generously towards our cause. The event raised over 20,000 USD for laptops for children in far west Nepal. Their generous donation will go a long way in helping us reach hundreds of students in remote schools of Nepal. Thank you Ram and Karen for your continuous support!

Sushma’s 100 Miles for 100s of Smiles

On December 10, Sushma KC Manandhar ran 100 miles (160 km) at the  Daytona 100 Ultramarathon  to raise funds for the children of far-western Nepal. Sushma dedicated this amazing feat to something that is close to her heart – quality education. “The DAYTONA 100 course is North Florida’s first point-to-point ultramarathon, spanning over a dozen cities, four counties, and stretching from Atlantic Beach (Jacksonville area) 100 miles south to Ponce Inlet, a gem of a town located on the southern tip of a secluded peninsula, just 10 miles south of Daytona.”

Sushma collage

Photo Courtesy: Heather Davenport/Ignite Health and Fitness

OLE Nepal would like to congratulate Sushma for completing the Daytona 100 and thank her for dedicating the run for children of Nepal. Her campaign has helped raise over 3,000 USD for laptops for children in far western Nepal.