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From Zagreb to the Kopila Valley

By Alex Hunt, Daria Jashechkina, and Alex Meuret
From Zagreb to the Kopila Valley

Meet the troops: the TechKopila team at AISZ (photo: AISZ).
Twelve middle school students from the American International School of Zagreb (AISZ), Croatia have embarked on a campaign to raise US$28,000 in funding for a new computer lab at the Kopila Valley School in Nepal. The students plan to use social media to raise awareness.
To achieve their goal, these 12- to 13-year-old students will devote their time and effort to spread the word and raise interest in this cause by mounting a crowdfunding campaign, called TechKopila, through social media. The students formally launched their campaign on 28 February, and hope to reach their goal by the end of this month.
Each AISZ student is playing a role in the formation and running of the campaign, and together they are doing all the work necessary to make this project a success. The students of AISZ feel strongly about this campaign; they believe they should share the privileges they have with the students of Kopila Valley.
Kopila Valley is an NGO run by Maggie Doyne, which enables poor or orphaned Nepali children to receive an education. Not only does it give them access to a school, but for those who do not have parents, it also provides them with a home to live in.
The school was started by Ms. Doyne when she was only 23 years old. Now 27, she runs a school for children from junior Kindergarten to Grade 8, with around 300 students.
By contrast, AISZ was founded in 1966; it offers English-language education to all students from junior Kindergarten up to Grade 12. Currently there are about 258 students enrolled at the school from all over the world, representing over 35 nationalities. The community includes pre-school, elementary, middle, and high school aged students.
The goal of AISZ is to inspire, motivate, and empower students in a nurturing academic environment—and also help the Kopila Valley School!
Contact the TechKopila team at [email protected].

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