Targeted Eduction Strategies for Pro-poor Community Development
We continue to work with our collaborators SIPAR on pro-poor project to promote reading and education for all. This three year project began in 2011. The international solidarity development organisation, Aid et Action received funding from the European Union to improve educational strategies for pro poor community development. The aims of the project are to build the capacity of commune councils in designing, implementing and managing education development plans and projects and to propose tailored educational services based their needs and constraints.
This project is being run by SIPAR and Youth Star is working in collaboration with SIPAR in a variety of ways to achieve some of the aims.
Youth Star is implementing the project in 4 keys ways, in the provinces Prey Veng and Kratie:
- Promoting reading at the Centre of Education for All (CEFA) reading libraries
Youth Star is focusing on promoting reading in the provinces Prey Veng and Kratie. SIPAR has trained our Youth Star volunteers to create libraries in the communes. Our volunteers have been responsible for preparing the books in the libraries and reading to children in their communes. They have created youth clubs to help run the centres (libraries) to encourage reading for all. Our volunteers and the youth club members have then created mobile libraries and have taken the books out into the villages far from the CEFA in order to engage the most marginalised in the community.
- Development of youth volunteering: encouraging youth clubs and volunteer activities in local youth aged 6 to 17
Our volunteers have set up youth clubs that assist with the CEFA. They also are responsible for carrying out many other projects, according to the needs of the community. The youth clubs have been responsible for setting up many campaigns. They raise awareness around issues such as sanitation, migration and domestic violence. This work will continue to be carried out by the youths in the community long after our volunteers leave.
- Working with children (grades 1 to 9) with learning difficulties.
Our volunteers are working with 5 communes in Prey Veng by organising tutoring for children conducted by volunteer tutors.
- Working in with children that are no longer at school to encourage re-entry to grades 1 to 9.
Our volunteers are working with 4 communes in Prey Veng and 2 in Kratie by providing intensive tutoring to drop out and migrant children during summer holidays
The Good Men Project
Raising Awareness about Violence Against Women and Girls (VAWG)
The Good Men campaign is chaired by the Ministry of Women’s Affairs (MoWA) and coordinated by Spanish based NGO Paz y Desarrollo. Its goals and objectives are to challenge the gender norms that perpetuate violence against women, promote understanding of different ways of ‘being a man’ and encourage changes in attitudes and behavior towards gender equality.
The campaign is primarily targeted at men 15 to 49 who live in rural areas. The campaign has been launched via a manner of mediums such as mass media and branded materials, social mobilisation interventions in the fields of art, sport, social media, Interpersonal communication and advocacy at grassroots and national levels.
Youth Star has been working in collaboration with PyD, since July 2012 on a one year pilot project.
Youth Star volunteers aim to:
- Empower and develop youths to make a positive change in under-served communities and promote gender equality and raise awareness on causes of violence against women and girls (VAW/G).
- To start community conversations about VAW/G and to empower young people and other community members to take steps to prevent gender-based violence in their communities by changing attitudes and behaviour.
- To create a space for young people in rural communities to have meaningful peer discussions on values, sexual rights and gender relationships.
- To set up a network of men/boys working to work on gender-based violence issues long term and exchange information.
Our volunteers are doing this by:
- · Setting up youth groups at the community level
- · Helping the youth groups (run by men, as agents of change) to organise campaigns directed at men.
Interview with Youth Star volunteer on UN Trust Fund (UNTF) Prevention of Gender-based Violence Project
In 2010/11 Youth Star worked with support from UNTF to implement a one year pilot project on the prevention of gender-based violence.
The project focused on peer education for youth in communities to create a space for dialogue on values, sexual rights and gender relationships. Our volunteers and the youth in the community then engaged the wider community members in conversations and action to prevent gender-based violence.
You can read more about this project on our website under the previous projects tab.
Please see the video which features an interview with previous Youth Star volunteer Mrs. CHEA Samphors and demonstrates how our volunteers helped the communities with this pressing issue.
please click HERE to view video
****change youtube link once the new channel has been set up. ******
The following three main strategies are identified in this project implementation:
- Focus on education
- Healthy relationships among youths in the community
- Domestic violence
Highlights of the Project
Youth Volunteers: Catalysts for positive change
There is much anecdotal evidence that Youth Volunteers are influencing change to a nearly unexpected degree. Their impact is huge due to the fact that they are near peers to the local youth in age, ethnicity, gender, interests and experiences. This allows them to be very easily accepted, yet different enough for them to have great positive influence as a living presence of the possibilities of different choices. They are more than just role models; they are inspiring catalysts for change. There is even evidence to suggest that their example has reintroduced the concept of helping one another and volunteerism.
Mobilisation of Youth for Social Development and Care
Youth in a number of villages have changed from previous negative social behavior (fighting, disrespecting older people, not attending school) to very positive behaviors. They are learning from and getting to know other youth rather than fighting with them. The young people in the community are now meeting regularly, displaying willingness to contribute to community events and help vulnerable families.
Relevance of Program
Communities have reported that about 40% of the youth in their communities are sexually active and satisfy their sexual needs in negative ways or because of negative factors (rape, exploitation, alcohol and drug abuse, peer pressure, watching of pornography). This greatly influences how (sexual) relationships are experienced and sets the youth up for relationship challenges in their later life. They further indicate that domestic violence happens in all communities in about 45% of the households.
Interconnectedness of Program Components
Engagement with one of the program components often indicates a correlation with one or both of the other program components. Unstable family relationships, prevalence of domestic violence and unhealthy boy/girl relationships are all named as reasons for children to drop out of school.
Download our report on Engaging Cambodian Youth in the Prevention of Gender Based Violence
The Community Led Total Sanitation Project
The Community Led Total Sanitation Project (CLTS) was implemented in cooperation with the Rural Health Department of the Ministry for Rural Development over a period of ten months.
The project was completed at the end of June 2010. As a result of the project 112 families built latrines and another 34 were in the process of being building at the end of the project timeframe. 62 of the latrines built were built by the families of youth club members.
12 volunteers and 12 communities (villages) participated in the project. The 12 volunteers involved in the sanitation project received training on conducting evaluations as well as the 11 steps of the CLTS project. Four Youth Star staff also benefitted from this training.
The volunteers, their community partners and youth clubs assembled a broad range of community members (over 1,400 persons) including village chiefs, school directors, commune councilors, parents and youth to participate in sanitation campaigns focused on hand washing, and building and using locally made, affordable latrines.
Other Youth Star volunteers who were not formally part of the project also managed to motivate their communities to build another 100 latrines. The end of project evaluation showed that 80% of families who built latrines were using them properly. Due to the short time frame of the project and delays beyond Youth Star’s control we did not reach our target but we learned many valuable lessons for future project implementation. Over 200 community youth club members also gained valuable skills in mobilising the community, hygiene, building latrines, and evaluation.
The One Laptop Per Child project (OLPC) was implemented in two communities with a high dropout rate – one school in Svay Chreas Commune, Kratie, and another in Po Peus commune, Prey Veng. Four volunteers and three teachers from Kratie and Prey Veng received on-the job training in teaching with the laptops at the school in Preah Vihear which originally launched the OLPC program in 2002.
The project is contributing to reducing school dropout students as children are very interested in computers. In total 240 primary school children (148 female) in grades 4 – 6 are learning to use computers for different purposes.
Innovative lessons are used to promote creativity and critical thinking among students. Parents are also impressed with the benefits to their children study, and they are happy to participate and contribute to the project.
Since the implementation in 2009, the number of dropout students decreased significantly, and 90 percent of students are attending class regularly. A school director said that the children paid more attention to their study and their learning has improved with this new methodology. Most children preferred to be at class playing with the computers rather than going to field or playing, so that even during the school break many children are using the computers.
Progress is slow but steady due to the limited contact time the students have on the computers (school directors are reluctant to reduce the number of students with access to the computers) and due to the limited teaching experience (and pedagogic skills) of our volunteers. However; there is no doubt that the students are enthusiastic and enjoy learning. We are trying to encourage the school directors to allow students to take the computers home to practice, and we are exploring ways of giving our volunteers more teacher training.