“Young people today are losing faith and pride in their own community as well as local wisdom.

More and more youths leave for the big cities and finally walk into the traps of capitalism.”

Chockdee Poraloganont, owner of Suan Loong Chock (Forest Farm and Organic Garden),

Nakhon Ratchasima Thailand

Caption: There may be no trace of beauty in old buildings, but instead the ‘true value’ and ‘local knowledge’ have been passed down

from generation to generation. We have to revalue it. Place: Thoong Kwai Gin, Rayong, Thailand

Photographer: Tawan Pongphat

EDITOR’s Note

Educating Ourselves, Redirecting Our Future“You have to study hard so that you can get good grades, so that you can enter good a university, then get a good job, get a good salary and achieve your most desired dream in the future” These were the lessons that my parents taught me when I was little. And I believe that almost everyone had heard these lines when they were younger or even until now. But once we got older, we’ve become more insightful and curious about our life and everything that surrounds it. We discover many things, commit mistakes and learn from them. Moreover, we've become more sensitive and critical on events happening in ourselves, family, friends, community, society and around the world. At the end of the day, we somehow become our better selves because of our improved understanding of the world. This is the ideal cycle of one's education.

Education for the sake of earning a good amount of money, I believe, might not be enough in making us fully capable of changing the world. Real education should advance best aspects of both local and global values. It must inspire young people as our future leaders and followers to become good children, active community members and effective citizens. One must understand his/her responsibilities in helping create a better world for everyone.

In 2015, ASEAN Member-States are engaging governments and their peoples in the most awaited “ASEAN Community”. Are WE really ready for this transformation? As I write this editorial page, Southeast Asian youth are still struggling with heaps of personal and social challenges. They are faced with the threats of irresponsible development projects, discrimination, illnesses, natural disasters, corruption, climate change, high rates of illiteracy and lack of meaningful spaces for participation. With these challenges, still taking place, I couldn't help but wonder, what lies ahead in the next few years? How can we make a more resilient and effective ASEAN community in the next few years? We must acknowledge these realities right now and, definitely, the answer lies on our hands.

Quality education is the basic foundation of our knowledge and wisdom. It is our only way to make ourselves capable in improving our lives and the lives of others. Our beloved region is in dire need of young people with the will to learn more about life and its wonders, who value their communities, who have deep social awareness, who are innovative, creative and who respects cultural diversities.

This inspiring issue, for and by the youth, on ‘educational alternatives’ aims to encourage YOU, the future leader of ASEAN, to reflect, rethink, relearn and unlearn in order to inspire you to join the movement in redirecting and shaping our the future of our region. I strongly hope that we join hands in making a more sustainable and building a more peaceful and a just Southeast Asian region and Planet Earth! Our ASEAN! Our Spirit! Our Sustainable Community!

Netting Jaruwan SupolraiEditor

“Young people today are losing faith and pride in their own community as well as local wisdom.

More and more youths leave for the big cities and finally walk into the traps of capitalism.”

Chockdee Poraloganont, owner of Suan Loong Chock (Forest Farm and Organic Garden),

Nakhon Ratchasima Thailand

EDITOR’s Note

Educating Ourselves, Redirecting Our Future“You have to study hard so that you can get good grades, so that you can enter good a university, then get a good job, get a good salary and achieve your most desired dream in the future” These were the lessons that my parents taught me when I was little. And I believe that almost everyone had heard these lines when they were younger or even until now. But once we got older, we’ve become more insightful and curious about our life and everything that surrounds it. We discover many things, commit mistakes and learn from them. Moreover, we've become more sensitive and critical on events happening in ourselves, family, friends, community, society and around the world. At the end of the day, we somehow become our better selves because of our improved understanding of the world. This is the ideal cycle of one's education.

Education for the sake of earning a good amount of money, I believe, might not be enough in making us fully capable of changing the world. Real education should advance best aspects of both local and global values. It must inspire young people as our future leaders and followers to become good children, active community members and effective citizens. One must understand his/her responsibilities in helping create a better world for everyone.

In 2015, ASEAN Member-States are engaging governments and their peoples in the most awaited “ASEAN Community”. Are WE really ready for this transformation? As I write this editorial page, Southeast Asian youth are still struggling with heaps of personal and social challenges. They are faced with the threats of irresponsible development projects, discrimination, illnesses, natural disasters, corruption, climate change, high rates of illiteracy and lack of meaningful spaces for participation. With these challenges, still taking place, I couldn't help but wonder, what lies ahead in the next few years? How can we make a more resilient and effective ASEAN community in the next few years? We must acknowledge these realities right now and, definitely, the answer lies on our hands.

Quality education is the basic foundation of our knowledge and wisdom. It is our only way to make ourselves capable in improving our lives and the lives of others. Our beloved region is in dire need of young people with the will to learn more about life and its wonders, who value their communities, who have deep social awareness, who are innovative, creative and who respects cultural diversities.

This inspiring issue, for and by the youth, on ‘educational alternatives’ aims to encourage YOU, the future leader of ASEAN, to reflect, rethink, relearn and unlearn in order to inspire you to join the movement in redirecting and shaping our the future of our region. I strongly hope that we join hands in making a more sustainable and building a more peaceful and a just Southeast Asian region and Planet Earth! Our ASEAN! Our Spirit! Our Sustainable Community!

Netting Jaruwan SupolraiEditor

1

CONTENT

Editor’s Note---1

Guest writers---4

Dear editor---6

‘all over the asean map’---8

youth voice out for their education

update from

asean youth forum 2010---13 country update---14

6 radical acts of

educational alternatives---21

higher than

high education---46

the reason for

golden smiles----51

movie review---56

book review---58

EDITORIAL TEAM

Our ASEAN! Our Spirit!Our Sustainable Community!

The ASEAN Youth Movement (AYM) was established in 2009 as a creative and

innovative regional platform and advocacycampaign space for and by the Southeast Asian youth. Members come from various

walks of life. They are mostly students, young professionals, grassroots activists,

NGO workers, entrepreneurs and community leaders. All with the common vision to regularly share their experiences

and support each one's efforts to realize a more sustainable, just and peaceful

Southeast Asia.

Publisher ASEAN YOUTH MOVEMENT

Executive EditorJARUWAN SUPOLRAI

Consulting EditorsSOMKID MAHITAYASUPAWADEE PETRAT

Editorial StaffBOONSAN RANSIKARBUMPIMSIRI PETCHNAMROB

CHONRADA NARAWASINCHAI

ContributorsAUNG MARM OO,

BOONSAN RANSIKARBUM, IAN CHEW, ISWANDY AHMAD, LOI LUU, NITTAYA SEANBUT,

PATCHAREE PABUA, PIMSIRI PETCHNAMROB,

SINET SEAP, TATUM XAYPANYA,ANNE LAPAPAN SUPAMANTA

CopywritersKEITH BENNETT, JOSH GOHLIKE,

DORIS BLOUIN, KEVIN B. MARLIER, JEANNE ROSS ATCHINSON,

TARIK ABDEL-MONEM, KARIN FRODE, TALIA RADCLIFFE,

JOEL MARK BARREDO

Guest WritersCHENG LITA, MONGKON DUANGKHIEW, SURASAK WITOON, CHAN MYAE KHINE

Photo ContributorsALEXANDRE SATTLER

WIPAWADEE PANYANGNOITAWAN PONGPHAT

FRED ALIX

Graphic Design & Art WorkCHONRADA NARAWASINCHAI

Editorial OfficeThai Volunteer Service,

409 Soi Rohitsook, Pracharajbampen Rd.,Huay-Kwang, Bangkok 10320 Thailand

Tel/Fax: (66) 2691 0437-9aseanyouthmovement@gmail.com

www.aseanyouthmovement.org

Printing HouseTQP COMPANY LIMITED

3

GUEST WRITERs

Mongkon ‘Art’ Duangkhiew, ThailandOriginally from Chiang Mai, Northern Thailand, 26 year-old Art is now working as an alternative education volunteer for the Creative Youth Group (CYG), based in Suratthani, Southern Thailand.Art and his youth group are actively involved in the ‘alternative education’ movement in Thailand. He believes that this is a very important key issue for youth development in Thailand and Southeast Asia. Even after graduating university, Art kept searching for the real meaning of education – until finally he found it all at CYG. This issue, he shares his journey of learning with us through the story ‘Higher than High Education’.

Chan Myae Khine, Myanmar/BurmaA 22-year-old-dreamy girl who is all for Myanmar language, blogging and volunteering. After graduating from Yangon University of Foreign Languages majoring in Japanese, Chan joined the National University of Singapore for System Analysis Diploma. Despite of being a programmer, she loves all kinds of art, especially writing and photography. She is a dedicated supporter of youth action, ASEAN, ideas and travel. Her best project so far is; http://whatismyanmar.tumblr.com/ where interesting facts about Myanmar are revealed, especially regarding culture and travel. The project was created for the purpose of letting foreigners know more about the real Myanmar. In addition, Chan was also a TED translator and TEDx organizer in Myanmar in 2010. Discover why people in Myanmar have golden smiles by reading her travel feature; “The Reason for Golden Smiles”.

Cheng Lita, CambodiaA 20-year-old sophomore journalism student, majoring in Media Management at

the Department of Media and Communication, Royal

University of Phnom Penh. Lita is working as a reporter/writer for

LIFT Magazine-www.phnompenhpost.com/LIFT. LIFT is an essential English magazine for Khmer youth about education and career. The stories Lita covers generally concern education, technology, lifestyle and youth issues in Cambodia. Besides writing, she also has a strong interest in volunteerism. Recently, she is an active volunteer member of the youth media team of Cambodia-Thailand’s Road2Peace project promoting peace between the countries of the region. In this issue, Lita has written feature stories on Myanmar, Cambodia and Indonesia.

Surasak ‘Geng’ Witoon, Thailand

Being a native of Ubon Ratchathani, a Thai province of neighbouring Southern Laos and Cambodia, Geng, 26, is very proud of his Northeastern (Isaan) cultural and local identity. Fond of linguistics, Geng majored in English and Communication at Ubon Ratchatani University. He is now doing his master’s degree in Teaching English as a Foreign Language at Thammasat University in Bangkok, aspiring to become a good teacher in the near future. Apart from languages; humanity, social sciences and Buddhism are also areas of special interest. Geng is actively involved in various volunteer activities of the English Crazy Club for example teaching English to students in rural areas back in his community. In this issue, Geng has reported on ‘All Over the ASEAN Map: Youth Voiced Out for Their Education and has covered the feature; Thailand: Alternative Education Brings Youth Home!

4

“The illiterate of the 21st century will not be those who cannot read and write, but those

who cannot learn, unlearn, and relearn.”

ALVIN TOFFLER

Caption: A learning procedure is achieved through the program which encourages the children to absorb and learn

more about their roots and local way of life.Place: Ban Paknam Prasare, Rayong, Thailand

Photographer: Tawan Pongphat

GUEST WRITERs

Mongkon ‘Art’ Duangkhiew, ThailandOriginally from Chiang Mai, Northern Thailand, 26 year-old Art is now working as an alternative education volunteer for the Creative Youth Group (CYG), based in Suratthani, Southern Thailand.Art and his youth group are actively involved in the ‘alternative education’ movement in Thailand. He believes that this is a very important key issue for youth development in Thailand and Southeast Asia. Even after graduating university, Art kept searching for the real meaning of education – until finally he found it all at CYG. This issue, he shares his journey of learning with us through the story ‘Higher than High Education’.

Chan Myae Khine, Myanmar/BurmaA 22-year-old-dreamy girl who is all for Myanmar language, blogging and volunteering. After graduating from Yangon University of Foreign Languages majoring in Japanese, Chan joined the National University of Singapore for System Analysis Diploma. Despite of being a programmer, she loves all kinds of art, especially writing and photography. She is a dedicated supporter of youth action, ASEAN, ideas and travel. Her best project so far is; http://whatismyanmar.tumblr.com/ where interesting facts about Myanmar are revealed, especially regarding culture and travel. The project was created for the purpose of letting foreigners know more about the real Myanmar. In addition, Chan was also a TED translator and TEDx organizer in Myanmar in 2010. Discover why people in Myanmar have golden smiles by reading her travel feature; “The Reason for Golden Smiles”.

Cheng Lita, CambodiaA 20-year-old sophomore journalism student, majoring in Media Management at

the Department of Media and Communication, Royal

University of Phnom Penh. Lita is working as a reporter/writer for

LIFT Magazine-www.phnompenhpost.com/LIFT. LIFT is an essential English magazine for Khmer youth about education and career. The stories Lita covers generally concern education, technology, lifestyle and youth issues in Cambodia. Besides writing, she also has a strong interest in volunteerism. Recently, she is an active volunteer member of the youth media team of Cambodia-Thailand’s Road2Peace project promoting peace between the countries of the region. In this issue, Lita has written feature stories on Myanmar, Cambodia and Indonesia.

Surasak ‘Geng’ Witoon, Thailand

Being a native of Ubon Ratchathani, a Thai province of neighbouring Southern Laos and Cambodia, Geng, 26, is very proud of his Northeastern (Isaan) cultural and local identity. Fond of linguistics, Geng majored in English and Communication at Ubon Ratchatani University. He is now doing his master’s degree in Teaching English as a Foreign Language at Thammasat University in Bangkok, aspiring to become a good teacher in the near future. Apart from languages; humanity, social sciences and Buddhism are also areas of special interest. Geng is actively involved in various volunteer activities of the English Crazy Club for example teaching English to students in rural areas back in his community. In this issue, Geng has reported on ‘All Over the ASEAN Map: Youth Voiced Out for Their Education and has covered the feature; Thailand: Alternative Education Brings Youth Home!

5

Dear Editor

My name’s Jang and I am currently working as a teacher in the rural area of northeastern Thailand. In my view, AYM is one of media sources that proves the success and power of the ability of the ASEAN youth to express their creative ideas on how to develop their countries. AYM is reflecting the great enthusiasm of the ASEAN youth to improve the situations in their countries and for ASEAN to become a better region. As one of the young people in Southeast Asia, I am very grateful for AYM and all the news they have given us. The messages in AYM make me realize the importance and strength of young people. They are the connecting power that acts like a bridge between ASEAN countries. They link dreams, hopes and good intentions of developing ASEAN countries.

Jittaporn Seantaweesook, 25, Ubon Ratchathani, Thailand

After reading the PEACE issue, I really want to thank Mee Mee for her update from Burma. “Fund Raising for Youth Network Forum” is an amazing experience that has made us change the way we are conducting our fund raising. Normally, we just make a press release with a call for donation and sometimes we make appointments with companies and NGOs that we have already received information from. This approach doesn’t help us to a great extent since we always encounter many problems with donors refusing to give their money for free. However, thanks to Mee Mee’s update, I realize that we have found a new smooth way of working.

Luu Loi, 20, an engineering student , Hanoi National University, Vietnam

6

The most important point that touched my heart when I finished reading the previous issue was how it showed everyone in the world, especially me, how strong and important the youth are in engaging with ASEAN issues. It is vital to alert them on essential issues for them to get involved with in order to advocate positive change for the future of all ASEAN countries. Furthermore, I appreciate the editorial team who provided space for the youth representatives from each country to speak out and address their concerns and achievements at national level via this publication and the AYM website. Last but not least, I would like to take the opportunity to give a big thank you to the AYM team’s country representatives for their successful print and online contributions which we will remember and rejoice in the future. Please continue your good work.

Sinet Seap, 26, Phnom Penh, Cambodia

Hello ASEAN Youth! My name is Dorian Roffe-Hammond. This is my first time writing something for this publication. You may be asking yourself why an ordinary person in the United States would be interested in the people and culture of Southeast Asia, Laos in particular. Well, my professional direction took a major spiritual turn several years ago. I decided then to devote the remainder of my life toward environmental sustainability work in the Mekong Region. Moreover, I want to assist communities and protect the Mekong from the destructive effects of the hydroelectric dams being constructed by China and other international groups. I know that there are many thousands of like-minded souls in Asia who want to achieve the same goal. What do you care about in your community?

Dorian Roffe-Hammond, Water Resources Planning &

Global Policy student, Nebraska USA

Dear Editor

My name’s Jang and I am currently working as a teacher in the rural area of northeastern Thailand. In my view, AYM is one of media sources that proves the success and power of the ability of the ASEAN youth to express their creative ideas on how to develop their countries. AYM is reflecting the great enthusiasm of the ASEAN youth to improve the situations in their countries and for ASEAN to become a better region. As one of the young people in Southeast Asia, I am very grateful for AYM and all the news they have given us. The messages in AYM make me realize the importance and strength of young people. They are the connecting power that acts like a bridge between ASEAN countries. They link dreams, hopes and good intentions of developing ASEAN countries.

Jittaporn Seantaweesook, 25, Ubon Ratchathani, Thailand

After reading the PEACE issue, I really want to thank Mee Mee for her update from Burma. “Fund Raising for Youth Network Forum” is an amazing experience that has made us change the way we are conducting our fund raising. Normally, we just make a press release with a call for donation and sometimes we make appointments with companies and NGOs that we have already received information from. This approach doesn’t help us to a great extent since we always encounter many problems with donors refusing to give their money for free. However, thanks to Mee Mee’s update, I realize that we have found a new smooth way of working.

Luu Loi, 20, an engineering student , Hanoi National University, Vietnam

7

In my opinion, a

good education is ‘a process

after which students become

well-informed, active

and responsible citizens,

competent to perform a

career for their own survival’.

In our country, educational reform

is the most urgent need since the

current system does not nurture

students to become good

citizens but merely the tools of the

military dictatorship.”

“

“Minn Latt, 36, Thanbyuzayat

MYANMAR/BURMA

All Over the ASEAN Map

Youth Voiced Out for Their Education

INDONESIA

In our country, children don’t have enough facilities at schools. For example, crumbling buildings make it very dangerous for students to learn and do their best. This lack of facilities encourages more youth to dedicate themselves for the sake of the future generation of Indonesia. Several movements are currently working on improving education for Indonesian students, by e.g. building and renovating schools, as well as sending teachers to volunteer in less developed areas. They are our hope for educational revolution.

Haikal Eki Ramadhan, 17, a high school student, Jakarta

“ “ The private sector is currently the leading sector in providing good quality education. However, the private schools they create are very expensive and therefore inaccessible for most young people. The Government nevertheless argues that they do not need to build schools since the private sector is already doing that. However, they must bear in mind that these schools are not accessible for everyone.

Rachel Arinii Judhistari, 22, global youth coalition on HIV/AIDS, Jakarta

“ “In terms of education,

equal accessibility to good quality and

efficient education services, national

education budget, institutional development

and capacity building for decentralization to

help students in remote areas are the main

challenges facing today’s Cambodia. These

issues must urgently be put into all national

education plans for practical implementation.

Through clear arrangement, the

government must also ensure that

the budget is spent to serve the most effective outcomes

in respect to education.

CAMBODIA

Som Monorum , 23, a volunteer program officer,

Phnom Penh

VIETNAM

LAOS PDR

Nowadays, discrimination in the education system is another problem in Laos. Students under the patronage of big people get accepted to schools without having to work hard. As a result, good students are discouraged to study because no matter how hard they are working; without support from big people, their future is dark. This is the silent dilemma in Laos. Tatum Xaypanya ,24,

a university student, Vientiane

“ ““

“

““

Corruption in the Vietnamese education system is very common. Before exams, many students are even able to bribe themselves to good results. As a result, many of their fellow students have to follow their example since whoever breaks this trend will be considered odd and may face difficulties in their life. A good education for me is one free from corruption, where everyone is assessed on basis of their own academic skills and where they are truly equal.

Nghiem Thi Loan, 22, a university student

8

In my opinion, a

good education is ‘a process

after which students become

well-informed, active

and responsible citizens,

competent to perform a

career for their own survival’.

In our country, educational reform

is the most urgent need since the

current system does not nurture

students to become good

citizens but merely the tools of the

military dictatorship.”

“

“Minn Latt, 36, Thanbyuzayat

MYANMAR/BURMA

All Over the ASEAN Map

Youth Voiced Out for Their Education

INDONESIA

In our country, children don’t have enough facilities at schools. For example, crumbling buildings make it very dangerous for students to learn and do their best. This lack of facilities encourages more youth to dedicate themselves for the sake of the future generation of Indonesia. Several movements are currently working on improving education for Indonesian students, by e.g. building and renovating schools, as well as sending teachers to volunteer in less developed areas. They are our hope for educational revolution.

Haikal Eki Ramadhan, 17, a high school student, Jakarta

“ “ The private sector is currently the leading sector in providing good quality education. However, the private schools they create are very expensive and therefore inaccessible for most young people. The Government nevertheless argues that they do not need to build schools since the private sector is already doing that. However, they must bear in mind that these schools are not accessible for everyone.

Rachel Arinii Judhistari, 22, global youth coalition on HIV/AIDS, Jakarta

“ “In terms of education,

equal accessibility to good quality and

efficient education services, national

education budget, institutional development

and capacity building for decentralization to

help students in remote areas are the main

challenges facing today’s Cambodia. These

issues must urgently be put into all national

education plans for practical implementation.

Through clear arrangement, the

government must also ensure that

the budget is spent to serve the most effective outcomes

in respect to education.

CAMBODIA

Som Monorum , 23, a volunteer program officer,

Phnom Penh

VIETNAM

LAOS PDR

Nowadays, discrimination in the education system is another problem in Laos. Students under the patronage of big people get accepted to schools without having to work hard. As a result, good students are discouraged to study because no matter how hard they are working; without support from big people, their future is dark. This is the silent dilemma in Laos. Tatum Xaypanya ,24,

a university student, Vientiane

“ ““

“

““

Corruption in the Vietnamese education system is very common. Before exams, many students are even able to bribe themselves to good results. As a result, many of their fellow students have to follow their example since whoever breaks this trend will be considered odd and may face difficulties in their life. A good education for me is one free from corruption, where everyone is assessed on basis of their own academic skills and where they are truly equal.

Nghiem Thi Loan, 22, a university student

9

A good education is not just being educated

to find well-paid jobs; the top priority rests on the

socio-cultural aspect. In any reproduction activities, social relations

must dominate the mode of economic relations. For it is when culture and tradition are respectively concerned, workforces can be treated equally in our society.

Pang Thamanovanish, 21, a university student, Bangkok

THAILANDBecause of the deeply rooted traditional teaching methods, children are not allowed to question, but only to follow instructions. This is why our country is underdeveloped and facing many problems nowadays. For this reason, there is an urgent need to provide our young generations with a critical way of

thinking and enhance their analytical thoughts as a gateway to

global communication and vehicle for transnational networking.

Nguyen Huu Quy An

The problem of the Malaysian education system concerns effective implementation. Like most countries, Malaysia has a fairly decent academic syllabus - on paper everything looks fine. However, in reality there is much space for improvement. Innovative teaching pedagogies are only partially implemented due to administrativemismanagement and policymaking flip-flops. The Malaysian education

system should aim to be more outcome-based. All parties that have vested interest in education must attempt to answer the following series of questions; "What is the outcome - Define outcome - Make sure all levels of organization understand outcome - How can we achieve the outcome

Ian Chew, 19, Founder of Dialogues - Platform for Educational Reform, Kuala Lumpur

MALAYSIA

I personally feel that Singaporean education

focuses mainly on grades rather than students’

capabilities to work smartly in real lives. Most students rely on

memorization while college and university students drown themselves in books to

receive good grades. This merely serves to impair their abilities to achieve the creative way of thinking and practical intelligence that are greatly required in today’s societies. It is therefore time to lessen rote learning and include content and comprehension-based syllabuses in all levels of education in order for students

to be able to keep a balance between their education and real lives.

Rusty Goh, 25, an aerospace engineering student,

Nanyang Technological University

Even though educational facilities for students in remote areas are not thoroughly

available, this problem is being lessened every day. One generation ago, as much as one-third of the children never attended schools. Today, most

students complete primary school and the majority of them are able to

attend secondary school and above since government-funded schools

are free of charge. Scholarships, transportation allowances and

hostel accommodation are also provided by the government to ensure a better education in Brunei.

Iswandy Ahmad, 26, youth advocate on HIV & AIDS & youth issues

Brunei Darussalam

SINGAPOREVIETNAM

“

“

“““

““

““

“

10

A good education is not just being educated

to find well-paid jobs; the top priority rests on the

socio-cultural aspect. In any reproduction activities, social relations

must dominate the mode of economic relations. For it is when culture and tradition are respectively concerned, workforces can be treated equally in our society.

Pang Thamanovanish, 21, a university student, Bangkok

THAILANDBecause of the deeply rooted traditional teaching methods, children are not allowed to question, but only to follow instructions. This is why our country is underdeveloped and facing many problems nowadays. For this reason, there is an urgent need to provide our young generations with a critical way of

thinking and enhance their analytical thoughts as a gateway to

global communication and vehicle for transnational networking.

Nguyen Huu Quy An

The problem of the Malaysian education system concerns effective implementation. Like most countries, Malaysia has a fairly decent academic syllabus - on paper everything looks fine. However, in reality there is much space for improvement. Innovative teaching pedagogies are only partially implemented due to administrativemismanagement and policymaking flip-flops. The Malaysian education

system should aim to be more outcome-based. All parties that have vested interest in education must attempt to answer the following series of questions; "What is the outcome - Define outcome - Make sure all levels of organization understand outcome - How can we achieve the outcome

Ian Chew, 19, Founder of Dialogues - Platform for Educational Reform, Kuala Lumpur

MALAYSIA

I personally feel that Singaporean education

focuses mainly on grades rather than students’

capabilities to work smartly in real lives. Most students rely on

memorization while college and university students drown themselves in books to

receive good grades. This merely serves to impair their abilities to achieve the creative way of thinking and practical intelligence that are greatly required in today’s societies. It is therefore time to lessen rote learning and include content and comprehension-based syllabuses in all levels of education in order for students

to be able to keep a balance between their education and real lives.

Rusty Goh, 25, an aerospace engineering student,

Nanyang Technological University

Even though educational facilities for students in remote areas are not thoroughly

available, this problem is being lessened every day. One generation ago, as much as one-third of the children never attended schools. Today, most

students complete primary school and the majority of them are able to

attend secondary school and above since government-funded schools

are free of charge. Scholarships, transportation allowances and

hostel accommodation are also provided by the government to ensure a better education in Brunei.

Iswandy Ahmad, 26, youth advocate on HIV & AIDS & youth issues

Brunei Darussalam

SINGAPOREVIETNAM

“

“

“““

““

““

“

11

The quality of education has becoming unhealthy and our society is getting weaker and weaker. Thai students are living under constant and severe competition and stress from their studies. They are trained to have labor skills in order to serve the needs of the marketplace. The core meaning of real education is all about being able to live your life in a ‘harmonious way’ with others people and the nature. As human beings, we have to learn to provide quality education that promotes understanding of the nature as well as ourselves. It is only then that the competitiveness can be reduced and we can live with more happiness and sustainability in our short lives.”

Pichate Benjamart, 26, Alternative Education Volunteer, Satun

Our country has the highest literacy rate among Asian countries. Nevertheless, our indigenous brothers and sisters have the highest illiteracy rate among Filipinos because they are victims of oppression and marginalization. However, I truly believe they make a big impact in writing the future of our nation. A good education should never neglect any potential minority students.”

Jerwin J. Capuras, 19, a minority nursing student,

University of Mindanao, Davao City

THAILAND

THE PHILIPPINES

““

“ “

12

UPDATE fromASEAN Youth Forum 2010!

Ba Vi district, Hanoi, VIETNAM – September 21-23, 2010, over 50 young people from seven ASEAN countries gathered in Hanoi, Vietnam sharing our experiences, our ideologies, our thoughts, our hopes and our dreams about ASEAN, the place where we belong.

According to ASEAN community policy which will be completed in 2015, ASEAN Youth Forum or AYF is a regional platform for youth in ASEAN to meet, to discuss, and to exchange ideas and images of ASEAN community that we want to see and be a part of. This regional platform provides space for young people from every sector and every level throughout ASEAN. Even though we are from villages in remote areas, government or civil societies, our voices are equally respected in the AYF.

During the AYF 2010, youth from Burma, Cambodia, Indonesia, Laos, Philippines, Thailand and Vietnam focused on five main issues; Quality of Education, Environmental Sustainability, HIV/AIDS and Access to Health Care and Services, Human Trafficking and Meaningful Youth Participation. After three days of hard work, we drew up a Regional Youth Statement

which voiced our concerns and our demands to the ASEAN leaders.

Additionally, we also set up a youth workshop for the ASEAN People Forum to raise the five main issues according to what we had discussed. This workshop was just not the stage gathering the ASEAN youth together, but it was the space for ASEAN youths’ expression and the standpoint of ASEAN youth who want to see the equity of their own ASEAN in the near future.

As people all know, ASEAN is magnificent and beautiful because of natural and cultural diversity in the region. We also shared different cultures, beliefs and ways of life throughout many joint activities and fruitful discussions. AYF is not only the platform for ideologies but also for meaningful friendship among young people in ASEAN countries. We learned from each other, from differences, and through strong mutual agreement and grew a mutual understanding and love that want to create a better tomorrow for our region. We are looking forward to meet, all of us, again for the next ASEAN Youth Forum in Jakarta, Indonesia.

by Pimsiri Petchnamrob

See the Regional Youth Statement at www.aseanyouthmovement.org or www.facebook.com/aseanyouthmovement

13

The World Health Organisation has defined life skills as “abilities for adaptive & positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life”

Recognising the importance of having good life skills for social issues prevention, Brunei Darussalam AIDS Council (BDAC), a Non-Government Organisation which reaches out to young people by using positive peer influence, organised Life Skills Training (LESTARI).

Since 2004 until January 2011, the programme has seen 276 ‘graduates’ complete the 4-day & 3-night programme.

LESTARI is a programme for that teaches young people various life skills in interactive & youth-friendly settings. It is a physically, mentally & emotionally challenging programme, but the outcome can benefit the participants in their future lives. LESTARI comes from the word “Lestari”, which is a Malay word that means “sustainable,” or “to continue, preserve & revitalize.”

The participants learned about leadership, time management, self-confidence, teamwork, decision making & the most important of all, virtuous values, all in a youth-friendly environment. All this is important for our youngsters to face the future. As quoted by Franklin D. Roosevelt, the 32nd President of the United States of America, “We cannot prepare our future for our youth but we can prepare our youth for the future.”

BRUNEI DARUSALAM

LESTARI: “If life is a journey, LESTARI is the boat”

– LESTARI Graduate

by Iswandy Ahmad, Youth Advocate on youth issues and HIV & AIDS

14

‘Red Sunday' blood drive collects over 1,400 units

by Luu Loi

The event was organised for 9 Jan 2011 by the Vanguard Newspaper, National Institute of Haematology and Blood Transfusion (NIHBT), and the Ho Chi Minh Communist Youth Union. It was part of the nationwide youth festival for humanitarian blood donation launched by the Youth Union.

‘By beginning 2011 with a blood donation festival, the Youth Union hopes to encourage compassion among millions of young people to share the difficulties of patients and doctors during the blood shortage period," said the HCM Youth Union Secretary Nguyen Dac Vinh at the event. The organizer said more than 21,000 people registered to give blood. Donors included students, artists, and locals from Hanoi

The Youth Union said the blood donation festival, with the theme “Share the youth blood – For community health”, was also held on Sunday at 12 other provincial youth unions across the country. The remaining areas will hold the event later this month.

The nationwide festival is expected to collect about 40,000 blood units from the 82,000 people who've registered and attract about 150,000 youth participants.

VIETNAM

15

MYANMAR/BURMAThe 7th Anniversary of World Youth Day for Democracy

by Aung Marm Oo

On October 18, 2010, the 7th Anniversary of World Youth Day for Democracy was jointly organised in the Thai-Burma town of Mae Sot, Tak Province. It was led by Students and Youth Congress of Burma (SYCB) in cooperation with other Burmese youth organisations. This was the first time that the Burmese youth jointly organised such a large event for the World Youth Day for Democracy.

About 80 students and youth participated in this event, where former student prisoners served as guest speakers sharing their bitter experiences in different prisons of Burma. Groups discussed different experiences in the prisons, youth’s role in a society/country, and the 2010 elections in Burma on November 7.

The purpose of this event was to let the Burmese students and youth know how important the international youth movement for democracy is, their role in national politics and the development of the country, and how they are subjected to the dictatorship’s brutal and abusive practices even though they are the further away from Burma. At the same time, how they lack educational opportunities and adequate healthcare were also discussed and shared amongst the students and youth. Thus, they often are forced to work as child laborers or are recruited to become child soldiers by the Burmese military regime. Moreover, we also launch the freedom campaign of Burmese students and youth.

16

by Sinet Seap, Youth Resource Development Program

More than five hundred participants from higher education, national and international organizations, related agents, honored guests from the government, the French Embassy and the UN, and the media attended “International Volunteer Day.” The theme was “Volunteer for Cambodian Millennium Development Goals” on December 5th, 2010 and the event was located at Institute Technology of Cambodia in Phnom Penh City, Cambodia from 2:00 PM to 7:00 PM. It was organized by ten Volcam (Volunteer for Cambodia) members, United Nation Volunteer (UNV), Youth Resource Development Program (YRDP), Star Cambodia (SC), Youth Star Cambodia (YSC), Cambodia Volunteers for Society (CVS), Volontaire International (VI), Khmer Youth for Social Development (KYSD), BBJ Share.it, Youth Council in Cambodia (YCC), and Youth For Peace (YFP).

The goals of this event were to promote volunteerism, to raise the spirit of volunteers in Cambodian society, and to thank and appreciate the contribution of volunteers. The highlight of this event was the start of the International Year of Volunteer+10 (IYV+10) which is about the ten years of Millennium Development Goals and the exhibition of Volunteer Organizations in Cambodia. All the volunteers’ activities, such as the competitions of songs, slogans and poem were printed out and disseminated to youth.

This forum is very important not only for youth, but also for all Cambodian citizens to understand more about what volunteering is. This understanding will strengthen the solidarity and culture of sharing through volunteer work to contribute to social development that fits with the MDG in 2015. Youth alone cannot do it, but we require all of us to be actively involved.

Volunteer for Cambodian Millennium Development Goals

CAMBODIA

17

Written by Tatum SaipanyaTranslated by Boonsan Ransikarbum

Altogether, participants from twelve different organizations attended the project during its six-month span, from April to September. The long-term activity was organized by the Lao Youth Network (LYN), which was supported by the World Bank. The purpose of the project was to publish a manual containing various games and activities aimed at the main target group-primary school to university students. The training manual, created from materials gathered in collaboration with more than ten partner organizations, aims to improve skills such as self-development and leadership development through learning and playing, which would lead all of the learners to be able to evaluate their leadership progress.

The process of preparing this manual was knowledge sharing, with the leaders of each organization exchanging about their experiences. This process took six months with five meetings starting in April and continuing through last September. The result of the meeting was that LYN had one thousand leadership manuals to use in schools and universities.

The expectation for this book is that it offers alternative educational models for youth to learn outside of the classroom.

Leadership Development Manual Publication

LAOS

18

by Boonsan Ransikarbum, Youth for Local Wisdom Network

Six-hundred children from elementary schools all around Chiang Mai, the northern part of Thailand, attended the three-day Sharing Market of Local Wisdom between the 3rd and 5th of December 2010. The event was organized by the Lanna Wisdom School and the Youth for Local Wisdom Network.

The activity aimed to hand down local wisdom from generation to generation by sharing experience and knowledge from elders to children and from children to children themselves. The key message that this activity meant to teach was the importance of these relationships between people and for children to live peacefully with one other. Examples of the knowledge passed down include wooden toy making, animal metal relief, clay molding, weaving, local dancing, and other valuable local wisdom.

The Sharing Market of Wisdom was held early in the month and began with the knowledge needed to sustain local wisdom from one generation to the next. This is especially true for the youth in order to help them realize the need to understand their roots, to see the effects of globalization, and to determine the direction of their own lives.

The Sharing Market of Local Wisdom

THAILAND

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by Ian Chew, Platform for Educational Reform

On 13th November 2010, 19 World Issues students in the Canadian Pre-University Program (CPU) at Taylors University College, Malaysia organized the fifth Hear Us Out Global Issues Conference (HUO 5). Loosely based on the theme of interconnectivity, HUO 5 was an intense hands-on experience with minimal but crucial guidance from their lecturer Mr. Colin Boyd Shafer. Apart from the duties in their respective committees, they also had to conduct a 40 minute workshop in pairs regarding issues of their concern.

Keynote speakers of HUO 5 were Steve McCoy (founder of Counterpoint and environmental consultant) and Farish A. Noor (political scientist and historian). In addition, there was a diverse variety of participating NGOs, speakers and corporations ranging from human rights to environmental advocacy, including WWF Malaysia and Youth Asia. Similarly, student workshops addressed an astounding array of local and global issues, for instance Animal Agriculture’s Effects on Global Warming.

HUO 5 fundraised RM 4000 for the NGOs involved. The urnout was also encouraging: more than 100 youths attended. HUO 5 was undoubtedly a positively transcendental experience, serving as the launching platform for World Issues students to rocket the wildest of their dreams into the future.

Hear Us Out 5 Global Issues Conference

MALAYSIA

20

by Ian Chew, Platform for Educational Reform

On 13th November 2010, 19 World Issues students in the Canadian Pre-University Program (CPU) at Taylors University College, Malaysia organized the fifth Hear Us Out Global Issues Conference (HUO 5). Loosely based on the theme of interconnectivity, HUO 5 was an intense hands-on experience with minimal but crucial guidance from their lecturer Mr. Colin Boyd Shafer. Apart from the duties in their respective committees, they also had to conduct a 40 minute workshop in pairs regarding issues of their concern.

Keynote speakers of HUO 5 were Steve McCoy (founder of Counterpoint and environmental consultant) and Farish A. Noor (political scientist and historian). In addition, there was a diverse variety of participating NGOs, speakers and corporations ranging from human rights to environmental advocacy, including WWF Malaysia and Youth Asia. Similarly, student workshops addressed an astounding array of local and global issues, for instance Animal Agriculture’s Effects on Global Warming.

HUO 5 fundraised RM 4000 for the NGOs involved. The urnout was also encouraging: more than 100 youths attended. HUO 5 was undoubtedly a positively transcendental experience, serving as the launching platform for World Issues students to rocket the wildest of their dreams into the future.

Hear Us Out 5 Global Issues Conference

MALAYSIA

INDONESIA LAOS MYANMAR/BURMA

EDUCATION FOR PEACEPeace Generation: It is Time to Rock the Peace!

EDUCATION IN SPIRITUALITY Lao Youth Learn Buddhism-Based Education

EDUCATION FOR SOCIAL JUSTICEShan Youth Stand up for their Rights

VIETNAM CAMBODIA THAILAND

EDUCATION IN GREEN Farmer Field School: An Alternative Approach to Green Education

EDUCATION FOR SOCIAL CHANGEKhmer Youth Learn to Lead for the Future

EDUCATION FOR COMMUNITIESAlternative Education Brings Youth Home

Mainstream education in Southeast Asia is not in tune with the realities of today’s changing world, and may not be enough to address the pressing social needs we face. Educational alternatives across the region offer innovative and creative approaches to these issues. AYM searched for these successes, and present 6 radical acts of educational alternatives!

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6 RADICAL ACTS ofEDUCATIONAL ALTERNATIVES

P.22 P.26 P.30

P.33 P.37 P.41

EDUCATION FOR PEACE

Peace Generation: It is Time to Rock the Peace! Peace Generation: It is a Time to Rock the Peace!

by Cheng Lita

“I want our world to be peaceful. I'm sure that there are many people who have the same idea as Peace Generation and I do.” This statement is from a nineteen year old Agriculture Technology major named Zahra Pencerita who participated in Peace Generation’s peace lesson.

Two years after consulting with Muslim leaders, Peace Generation was founded by Irfan Amalee from Indonesia and Erik Lincoln from the USA, with the support of Mizan, Indonesia’s largest Muslim publisher.

The inaugural training of Peace Generation was held in July in 2007 in Bandung, and subsequent training events were held throughout Indonesia. These training events have brought approximately 500 community leaders and teachers important principles of peace who in turn have taught them to about 23,000 students as of 2010.

Peace Generation’s goal is to raise up 100,000 young peacemakers. In order to reach young children, Peace Generation has created an interactive book with which children can learn the twelve basic values of peace based on local values. The book contains comics, stories and games. “Young people can learn peace with joy and fun”, said the founder and director of Peace Generation, Irfan Amalee in an e-mail.

Photo by Peace Gerneration Indonesia

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EDUCATION FOR PEACE

Peace Generation: It is Time to Rock the Peace! Peace Generation: It is a Time to Rock the Peace!

by Cheng Lita

“I want our world to be peaceful. I'm sure that there are many people who have the same idea as Peace Generation and I do.” This statement is from a nineteen year old Agriculture Technology major named Zahra Pencerita who participated in Peace Generation’s peace lesson.

Two years after consulting with Muslim leaders, Peace Generation was founded by Irfan Amalee from Indonesia and Erik Lincoln from the USA, with the support of Mizan, Indonesia’s largest Muslim publisher.

The inaugural training of Peace Generation was held in July in 2007 in Bandung, and subsequent training events were held throughout Indonesia. These training events have brought approximately 500 community leaders and teachers important principles of peace who in turn have taught them to about 23,000 students as of 2010.

Peace Generation’s goal is to raise up 100,000 young peacemakers. In order to reach young children, Peace Generation has created an interactive book with which children can learn the twelve basic values of peace based on local values. The book contains comics, stories and games. “Young people can learn peace with joy and fun”, said the founder and director of Peace Generation, Irfan Amalee in an e-mail.

Photo by Peace Gerneration Indonesia

23

Being very keen on the idea of peace, and attending several peace workshops in the last couple of years, Irfan had long hoped to start an organization for peace in Indonesia. In 2007, his dream was realized when he founded Peace Generation. “I saw how youth from different countries share their dream to make peace in the world. I was thinking I want to make it happen in Indonesia too”, Irfan said. “I am convinced that to make a better future we have to work with the new generation -- as Gandhi said, "If you want to make peace, you have to start with children."

Regarding the youth problem today in Indonesia, Peace Generation believes that the media is partly responsible for the culture of violence among youth. “The situation is getting worse due to

the bad influences of modern media like TV, games, the Internet, etc. As far as I know, there are 780,000 violence cases in Indonesia among youth at the schools every year”, Irfan added.

Peace Generation hopes to bring more people basic peace knowledge. “Nowadays, the more youth are influenced by peace ideas, hopefully the number of incidents of violence will gradually decrease. This program will help to build youth awareness of ideas of peace and nonviolence”, Irfan said, “We train many youth in several areas in Indonesia to be trainers and facilitators. We call them "agents of peace" to organize peace education and campaign in their local schools and communities.”

“I am convinced that to make a better future we have to work with the new generation -- as Gandhi said, "If you want to make peace,

you have to start with children.”

Peace Generation is stepping forward to bring peace to the world. Other countries are following in their footsteps. Irfan said “Even though my program is very small, I believe that we can start to change the world with small steps. Some friends in the Philippines are translating our module, planning to apply it in the Philippines.”

Zahra Pencerita, a student of Peace Generation, believes that studying peace changed her life. She said, “After I studied with Peace Generation. I felt myself changed; my life became more positive, more open minded.” She added, “I want our world to be peaceful. I will start with small things that I can do -- one is to write more things related to peace.”

Irfan believes that the purpose of education is not to produce smart people who will produce weapons. Instead, education is supposed to inspire students to promote peace.

24

Being very keen on the idea of peace, and attending several peace workshops in the last couple of years, Irfan had long hoped to start an organization for peace in Indonesia. In 2007, his dream was realized when he founded Peace Generation. “I saw how youth from different countries share their dream to make peace in the world. I was thinking I want to make it happen in Indonesia too”, Irfan said. “I am convinced that to make a better future we have to work with the new generation -- as Gandhi said, "If you want to make peace, you have to start with children."

Regarding the youth problem today in Indonesia, Peace Generation believes that the media is partly responsible for the culture of violence among youth. “The situation is getting worse due to

the bad influences of modern media like TV, games, the Internet, etc. As far as I know, there are 780,000 violence cases in Indonesia among youth at the schools every year”, Irfan added.

Peace Generation hopes to bring more people basic peace knowledge. “Nowadays, the more youth are influenced by peace ideas, hopefully the number of incidents of violence will gradually decrease. This program will help to build youth awareness of ideas of peace and nonviolence”, Irfan said, “We train many youth in several areas in Indonesia to be trainers and facilitators. We call them "agents of peace" to organize peace education and campaign in their local schools and communities.”

“I am convinced that to make a better future we have to work with the new generation -- as Gandhi said, "If you want to make peace,

you have to start with children.”

Peace Generation is stepping forward to bring peace to the world. Other countries are following in their footsteps. Irfan said “Even though my program is very small, I believe that we can start to change the world with small steps. Some friends in the Philippines are translating our module, planning to apply it in the Philippines.”

Zahra Pencerita, a student of Peace Generation, believes that studying peace changed her life. She said, “After I studied with Peace Generation. I felt myself changed; my life became more positive, more open minded.” She added, “I want our world to be peaceful. I will start with small things that I can do -- one is to write more things related to peace.”

Irfan believes that the purpose of education is not to produce smart people who will produce weapons. Instead, education is supposed to inspire students to promote peace.

25

EDUCATION IN

SPIRITUALITY

Lao Youth Learn Buddhism-Based Educationby Jaruwan Supolrai

“Learning through a Buddhist-based educational approach has positively changed my life,” said Lattana Phommavongsa, 23, an economics student from Dong Dok, National University of Laos. “It is a real life experience that I could not receive from mainstream schooling. My entire perspective on life has changed - it is wider and deeper. I’ve come to realize the meaning of life, become more selfless, and I am now more caring towards others in society.”

In the wake of increasing globalization, Lao society is becoming more developed and influenced by Western cultures. “Young people are flowing into the cities for work and study, they adopt the cultures of modernity and technology in their lives. They are becoming more materialistic and consumption-driven, and they seem to have forgotten morality and ethics,” said Venerable Bounlieng Sychoumphonh, who initiated the Buddhism for Development Project (BDP) with a group of senior Lao monks and activists. “This trend can lead to the development of social problems.” Founded in 2003, BDP aims to address growing social needs in Laos through Buddhist values by encouraging young people to live their lives in a good way, and not misbehave and cause problems that may lead to social ills.

26

EDUCATION IN

SPIRITUALITY

Lao Youth Learn Buddhism-Based Educationby Jaruwan Supolrai

“Learning through a Buddhist-based educational approach has positively changed my life,” said Lattana Phommavongsa, 23, an economics student from Dong Dok, National University of Laos. “It is a real life experience that I could not receive from mainstream schooling. My entire perspective on life has changed - it is wider and deeper. I’ve come to realize the meaning of life, become more selfless, and I am now more caring towards others in society.”

In the wake of increasing globalization, Lao society is becoming more developed and influenced by Western cultures. “Young people are flowing into the cities for work and study, they adopt the cultures of modernity and technology in their lives. They are becoming more materialistic and consumption-driven, and they seem to have forgotten morality and ethics,” said Venerable Bounlieng Sychoumphonh, who initiated the Buddhism for Development Project (BDP) with a group of senior Lao monks and activists. “This trend can lead to the development of social problems.” Founded in 2003, BDP aims to address growing social needs in Laos through Buddhist values by encouraging young people to live their lives in a good way, and not misbehave and cause problems that may lead to social ills.

27

“The teaching approach of our programs is based on the Five Buddhist precepts to help youth realize what is right and what is wrong,” said Phonexay, a BDP coordinator. “Listening to the Dhamma (the Buddha’s teaching) and practicing mediation are the core of program activities, and intended to cultivate mindfulness and inner peace, so students have a foundation to lead their lives in society.”

BDP has three main curriculums for different categories of youth; a Dhamma road show for school-children, a healing and rehabilitation course for recovering drug users, and a vocational training program for young migrant workers. BDP’s work mainly covers Vientiane, Luang Prabang, Champasak, and other parts of Laos.

The trainings have broadened the life perspectives of BDP students, and created a greater awareness of how morals are related to social problems. It has also cultivated a sense of responsibility as citizens in society. “Migrant workers who used to work in Thailand have returned home, and increased their income by contributing to their local economy in positive ways, such as by growing mushrooms and weaving,” added the BDP coordinator.

“Part of obtaining merit is related to how one views the world – and the importance of being an optimistic person,” said Lattana. “Before I only thought that I had to study in the university, and after that I would seek a job, work, and take care of my parents. But after joining BDP, I’ve realized that I not only have to look after my family, but I also have to take care of people around me generally. Helping others makes us feel better. We are happy when we see the smiles of strangers. This is a great change in the way I view life!”

The young Lao generation of today is living with the challenges and opportunities of globalization. “We are not asking them to reject globalization,” said Phonexay. “Rather, we are asking them to consider how they are living their lives, and whether it is done wisely and carefully. How do we learn to value our cultural roots? They have to know who they are, and where they are from. They have to understand how we can move forward as a generation and contribute to society in positive ways. That is why rethinking education is needed.”

Lao culture is grounded in Buddhism as a philosophy of life, like other countries in the Mekong region. Reconnecting to Buddhist values through education may be a valuable foundation for youth in today’s society.

“Learning through a Buddhist-based educational approach has positively

changed my life. It is a real life experience that I could not receive

from mainstream schooling. My entire perspective on life has changed - it is wider and deeper. I’ve come to

realize the meaning of life, become more selfless, and I am now more

caring towards others in society.”

28

“Learning through a Buddhist-based educational approach has positively

changed my life. It is a real life experience that I could not receive

from mainstream schooling. My entire perspective on life has changed - it is wider and deeper. I’ve come to

realize the meaning of life, become more selfless, and I am now more

caring towards others in society.”

29

EDUCATION FOR

SOCIAL JUSTICE

Shan Youth Stand up for their Rights

by Cheng Lita

Wanting a good education is always the hope of a young person, and the students from Shan State, Myanmar/Burma are no different.

Myanmar/Burma has been ruled by a series of military regimes over the past 50 years. Myanmar’s first election in several decades was held last year in November. However, itwas not viewed by the international community as a free and fair election.

Burma has many ethic nationalities, of which the Shan people are one. Their region, Shan State, comprises almost one quarter of the country.

Unlike other ethnic refugee groups from Myanmar, refugees from Shan State are not recognized by the United Nation High Commission for Refugees, or by the Thai government. Still people from Shan State really has the support from some organizations.

In 2001, the School for Shan State Nationalities Youth (SSSNY) was established by a group of youth from Shan State. SSSNY, located along the Thai-Burma border, has provided young people with the basic skills and education necessary to take an active role in the struggle for human rights and democracy in Myanmar.

Zom Won, a 25 year old, student at SSSNY from Shan State, and now a community radio broadcast reporter at the Thai border said, “Being here in the School for Shan State National Youth (SSSNY) opens my eyes indeed to the issue in my country.”

The dictatorship in Myanmar has taken its toll on the educational system, and the youth have suffered as a result. “Young people from Burma are suffering under the mismanagement of the educational system in Burma under the Burmese military regime”,said Charm Tong, the director of SSSNY. Added that “Students in Shan State faceadditional hardship when seeking education. For the Shan State students who live on the border or in conflict areas, school is often only a dream.”

“Young people from Burma are suffering under the

mismanagementof the educational system in Burma under the Burmese military

regime”, said Charm Tong, the director of SSSNY. Addedthat “Students in Shan State

face additional hardship when seeking education.

For the Shan State students who live on the border or in

conflict areas, school is often only a dream.”

30

Unlike other ethnic refugee groups from Myanmar, refugees from Shan State are not recognized by the United Nation High Commission for Refugees, or by the Thai government. Still people from Shan State really has the support from some organizations.

In 2001, the School for Shan State Nationalities Youth (SSSNY) was established by a group of youth from Shan State. SSSNY, located along the Thai-Burma border, has provided young people with the basic skills and education necessary to take an active role in the struggle for human rights and democracy in Myanmar.

Zom Won, a 25 year old, student at SSSNY from Shan State, and now a community radio broadcast reporter at the Thai border said, “Being here in the School for Shan State National Youth (SSSNY) opens my eyes indeed to the issue in my country.”

The dictatorship in Myanmar has taken its toll on the educational system, and the youth have suffered as a result. “Young people from Burma are suffering under the mismanagement of the educational system in Burma under the Burmese military regime”,said Charm Tong, the director of SSSNY. Added that “Students in Shan State faceadditional hardship when seeking education. For the Shan State students who live on the border or in conflict areas, school is often only a dream.”

“Young people from Burma are suffering under the

mismanagementof the educational system in Burma under the Burmese military

regime”, said Charm Tong, the director of SSSNY. Addedthat “Students in Shan State

face additional hardship when seeking education.

For the Shan State students who live on the border or in

conflict areas, school is often only a dream.”

31

Most of these graduates from SSSNY are working inside Burma and along the Thai-Burma border as teachers, medics, human rights activists, HIV/AIDS trainers, in media, and women’s and youth organizations. In addition to serving the needs of their people, they engage in community and international actions to advocate for social and political change in Burma. The program of SSSNY is not only bringing impact to Burma, but also the wider region. Charm Tong said “The students are not only getting access toeducation, but they are also promoting human rights in their communities and society, which will bring real peace, freedom, equality and democracy in Burma, regional and international community. “

The SSSNY brings together about 30 students every year from different ethnic groups from Shan State of Myanmar/Burma. The students will have the chance to join a program “The Social Justice Education program”, in which students can study several subjects together in ten months. The Social Justice Education program also includes the Students’ Books & Music, where students can publish their own stories after their participation in the program. “The students’ latest book from 2010 is titled “Plants that Grew in the Fire” which described their lives and struggle for peace and freedom inBurma” said Charm Tong.

Peace and youth participation are the main ingredients for the future of ASEAN countries. Charm Tong explained that “Mekong and ASEAN should become a “people-centered” region and youth should be taking roles in building this people to people solidarity, and building a peaceful region where the people can decide for themselves how to develop their land, rivers, and lives.” She added that “A good educational system would change the world by empowering people to make change in their communities strengthening people’s participation in all decisions.”

32

Most of these graduates from SSSNY are working inside Burma and along the Thai-Burma border as teachers, medics, human rights activists, HIV/AIDS trainers, in media, and women’s and youth organizations. In addition to serving the needs of their people, they engage in community and international actions to advocate for social and political change in Burma. The program of SSSNY is not only bringing impact to Burma, but also the wider region. Charm Tong said “The students are not only getting access toeducation, but they are also promoting human rights in their communities and society, which will bring real peace, freedom, equality and democracy in Burma, regional and international community. “

The SSSNY brings together about 30 students every year from different ethnic groups from Shan State of Myanmar/Burma. The students will have the chance to join a program “The Social Justice Education program”, in which students can study several subjects together in ten months. The Social Justice Education program also includes the Students’ Books & Music, where students can publish their own stories after their participation in the program. “The students’ latest book from 2010 is titled “Plants that Grew in the Fire” which described their lives and struggle for peace and freedom inBurma” said Charm Tong.

Peace and youth participation are the main ingredients for the future of ASEAN countries. Charm Tong explained that “Mekong and ASEAN should become a “people-centered” region and youth should be taking roles in building this people to people solidarity, and building a peaceful region where the people can decide for themselves how to develop their land, rivers, and lives.” She added that “A good educational system would change the world by empowering people to make change in their communities strengthening people’s participation in all decisions.”

EDUCATION IN GREEN

Farmer Field School: an Alternative Approach to Green Education

by Jaruwan Supolrai

Vietnam is known as a country of beautiful landscapes, fertile land, and great cultural and natural diversity. It is home to at least 54 diverse ethnic minority groups. With the fast pace of change in Vietnam, many young ethnic minorities are leaving their indigenous communities to seek opportunities and jobs in larger, urban areas.

33

Yet despite these trends, a small group of indigenous youth in northern Vietnam has decided to follow a lesser known path, and are making a difference in the process. With the help of the Human Ecology Protected Area Farmers Field School (HEPA FFS) or Farmer Field School for short, these youth have found ways to study eco-farming, and maintain local farming practices in sustainable and environmentally-friendly ways.

Set up in 2005, FFS is a program created by the Social Policy Ecology Research Institute (SPERI), based in Hanoi, Vietnam. “Apart from the lack of opportunities and access to education for indigenous youth, the education that they are typically provided in most schools is very much theoretical rather than action-oriented,” said Kien Tu Dang, FFS program coordinator. "It does not actually contribute much to teaching students how to work for change in society.”

The school curriculum used at FFS is hands-on, skills-based training in a comfortable learning atmosphere. “I really enjoy the learning environment here, and studying and living together with many people from different backgrounds,” said Chung Thi Giang, 24, a Hmong youth from Lao Cai, Simacai. “I like the style of learning here as well. In high school, I only learned what teachers taught – and not much about the community and farming.”

“Learning about eco-farming is very useful for me. My homeland experiences a lot of erosion, and is located on slopes in higher altitudes. I want to have a good farm in

the future, so I need to learn how to have a well-designed and managed farm in these conditions.”

Photo by David Bauer & Jonathon Chan

34

Yet despite these trends, a small group of indigenous youth in northern Vietnam has decided to follow a lesser known path, and are making a difference in the process. With the help of the Human Ecology Protected Area Farmers Field School (HEPA FFS) or Farmer Field School for short, these youth have found ways to study eco-farming, and maintain local farming practices in sustainable and environmentally-friendly ways.

Set up in 2005, FFS is a program created by the Social Policy Ecology Research Institute (SPERI), based in Hanoi, Vietnam. “Apart from the lack of opportunities and access to education for indigenous youth, the education that they are typically provided in most schools is very much theoretical rather than action-oriented,” said Kien Tu Dang, FFS program coordinator. "It does not actually contribute much to teaching students how to work for change in society.”

The school curriculum used at FFS is hands-on, skills-based training in a comfortable learning atmosphere. “I really enjoy the learning environment here, and studying and living together with many people from different backgrounds,” said Chung Thi Giang, 24, a Hmong youth from Lao Cai, Simacai. “I like the style of learning here as well. In high school, I only learned what teachers taught – and not much about the community and farming.”

“Learning about eco-farming is very useful for me. My homeland experiences a lot of erosion, and is located on slopes in higher altitudes. I want to have a good farm in

the future, so I need to learn how to have a well-designed and managed farm in these conditions.”

Photo by David Bauer & Jonathon Chan

35

Most of the FFS students have their own farmland. The program emphasizes the importance that the youth are well-equipped and familiar with their land and the eco-system. “Learning about eco-farming is very useful for me. My homeland experiences a lot of erosion, and is located on slopes in higher altitudes. I want to have a good farm in the future, so I need to learn how to have a well-designed and managed farm in these conditions,” added Chung, who has started her second year of study.

Teaching methods at FFS are student-centered. Students can apply their ideas, and bring them to practice. “We do a lot of observation and learning from nature. The forest is our best teacher,” said Thanh Viet Sam, 22, a Thai minority in his third year. “We learned about, discussed, and redesigned my own project. I had an idea to transport water with a wheel device in my village. The teacher liked my idea, and we discussed and shared ideas for improvements in a group setting.”

Nowadays, more and more indigenous youth in Vietnam are moving to cities. Unfortunately, this can mean that the youth are forgetting traditional ways to manage their land, as well as other local knowledge and beliefs. “Before, I lost

some of my language. Now, I have started to re-learn and practice my beliefs and my culture,” added Thanh, who comes from Quephong, Nghean province. “I’ve come to realize the value of the spirits of the forest, and my community. I see that if I don't protect my forest, it means I'm not going to protect myself. The spirits of the trees protects me.”

“When I was young I wanted to be a driver,” said Thanh. But now he has a new dream. “After coming here, now I want to be an eco-farmer. If finish this program I want to create my own eco-farm, and become a member of an eco-farming network. I’ll try to teach young people back in my community what I have learned.”

The Farmer Field School is where Thanh and Chung found new hopes and dreams. Though farming is not a new way of life for them, they have learned new approaches that have helped them recover traditional methods, and nurture sustainability in their communities. Most importantly, the Farmer Field School will help these indigenous youth redirect and shape their futures for a more sustainable and healthier region and planet earth!

36

Most of the FFS students have their own farmland. The program emphasizes the importance that the youth are well-equipped and familiar with their land and the eco-system. “Learning about eco-farming is very useful for me. My homeland experiences a lot of erosion, and is located on slopes in higher altitudes. I want to have a good farm in the future, so I need to learn how to have a well-designed and managed farm in these conditions,” added Chung, who has started her second year of study.

Teaching methods at FFS are student-centered. Students can apply their ideas, and bring them to practice. “We do a lot of observation and learning from nature. The forest is our best teacher,” said Thanh Viet Sam, 22, a Thai minority in his third year. “We learned about, discussed, and redesigned my own project. I had an idea to transport water with a wheel device in my village. The teacher liked my idea, and we discussed and shared ideas for improvements in a group setting.”

Nowadays, more and more indigenous youth in Vietnam are moving to cities. Unfortunately, this can mean that the youth are forgetting traditional ways to manage their land, as well as other local knowledge and beliefs. “Before, I lost

some of my language. Now, I have started to re-learn and practice my beliefs and my culture,” added Thanh, who comes from Quephong, Nghean province. “I’ve come to realize the value of the spirits of the forest, and my community. I see that if I don't protect my forest, it means I'm not going to protect myself. The spirits of the trees protects me.”

“When I was young I wanted to be a driver,” said Thanh. But now he has a new dream. “After coming here, now I want to be an eco-farmer. If finish this program I want to create my own eco-farm, and become a member of an eco-farming network. I’ll try to teach young people back in my community what I have learned.”

The Farmer Field School is where Thanh and Chung found new hopes and dreams. Though farming is not a new way of life for them, they have learned new approaches that have helped them recover traditional methods, and nurture sustainability in their communities. Most importantly, the Farmer Field School will help these indigenous youth redirect and shape their futures for a more sustainable and healthier region and planet earth!

EDUCATION FOR SOCIAL CHANGE

Khmer Youth Learn to Lead for the Future

Decades after the Khmer Rouge regime and a long war which tore apart Cambodian society, development within the country is an important priority for Cambodian people. Today, there are three thousand NGOs working in Cambodia currently registered with the Royal Government of Cambodia’s Ministry of The Interior.

Since the 1990s, both international and local NGOs established themselves within the country, with a particular focus on the development sector. Youth are considered a crucial resource and asset for growing Cambodia at a healthy and sustainable pace.

Founded in 1992 by Myriam Frys-Denis, who is from Belgium, the Youth Resource Development Program (YRDP) works closely with young people, and aims to involve youth in civic and community activities, trainings and education to become successful forces for change in civil society.

by Cheng Lita

37

YRDP provides capacity building and education for youth in a variety of areas, including family development, promoting peace, and social development activism. The program has also supported efforts to empower youth in specific areas of concern regarding development in Cambodia. Recently, YRDP has coordinated a program to generate awareness about oil, gas, and mining activities in Cambodia, since the discovery of such resources in 2005. The project aims to create public education about these industries, promote transparency, and involve youth at all levels so such activities can be managed in a sustainable and beneficial way.

Inter-ethnic peace and justice is another of the program areas that require successful youth involvement. During the Khmer Rouge regime (Kampuchea Republic 1975-1979), more than two million people were killed. YRDP’s inter-ethnic peace and justice work aims to involve youth in understanding the country’s multi-cultural nature and promotes dialogue and learning across cultural and ethnic lines.

The scale of YRDP’s work is impressive. YRDP has already worked with approximately 40,000 university students, who have either graduated and are now working in other sectors, or are still completing course studies. “Those students have professional skills and experiences that have contributed to their successes,” said Cheang Sokha, director of the Youth Resource Development Program. “They have learned life and professional skills from our training courses and capacity building development activities. They are typically considered by their current organizations or employers as being better qualified than other colleagues who are not from YRDP. Moreover, students from YRDP maintain regular contact and cooperate with each other.”

Hang Soviet, 23, was involved with YRDP as a student, and is now a volunteer staff member. When he first started with YRDP, Hang Soviet considered himself to be a quiet and passive person. Yet since being involved with YRDP since 2008, he has completely changed his outlook and life. “You will be changed after graduating from the course here. If a person is quiet and shy at first, after participating in YRDP activities they will become outgoing and able to share ideas and stories with other participants,” said Hang Soviet.

“University students are afraid of having no job after finishing school, as the situation today is very hard to find a job. Secondly, youth lack self-awareness when it

comes to long-term career planning. Thirdly low quality of education especially ability in critical and analytical

thinking. Forth, youth lack of social development participation. Finally, many youth are becoming more

materialistic as a result of social pressures. These are all issues that our programs and activities are aimed at addressing.”

38

YRDP provides capacity building and education for youth in a variety of areas, including family development, promoting peace, and social development activism. The program has also supported efforts to empower youth in specific areas of concern regarding development in Cambodia. Recently, YRDP has coordinated a program to generate awareness about oil, gas, and mining activities in Cambodia, since the discovery of such resources in 2005. The project aims to create public education about these industries, promote transparency, and involve youth at all levels so such activities can be managed in a sustainable and beneficial way.

Inter-ethnic peace and justice is another of the program areas that require successful youth involvement. During the Khmer Rouge regime (Kampuchea Republic 1975-1979), more than two million people were killed. YRDP’s inter-ethnic peace and justice work aims to involve youth in understanding the country’s multi-cultural nature and promotes dialogue and learning across cultural and ethnic lines.

The scale of YRDP’s work is impressive. YRDP has already worked with approximately 40,000 university students, who have either graduated and are now working in other sectors, or are still completing course studies. “Those students have professional skills and experiences that have contributed to their successes,” said Cheang Sokha, director of the Youth Resource Development Program. “They have learned life and professional skills from our training courses and capacity building development activities. They are typically considered by their current organizations or employers as being better qualified than other colleagues who are not from YRDP. Moreover, students from YRDP maintain regular contact and cooperate with each other.”

Hang Soviet, 23, was involved with YRDP as a student, and is now a volunteer staff member. When he first started with YRDP, Hang Soviet considered himself to be a quiet and passive person. Yet since being involved with YRDP since 2008, he has completely changed his outlook and life. “You will be changed after graduating from the course here. If a person is quiet and shy at first, after participating in YRDP activities they will become outgoing and able to share ideas and stories with other participants,” said Hang Soviet.

“University students are afraid of having no job after finishing school, as the situation today is very hard to find a job. Secondly, youth lack self-awareness when it

comes to long-term career planning. Thirdly low quality of education especially ability in critical and analytical

thinking. Forth, youth lack of social development participation. Finally, many youth are becoming more

materialistic as a result of social pressures. These are all issues that our programs and activities are aimed at addressing.”

39

“It is a helpful socialization process. I know myself I have learned speaking and communication skills. I know how to share and present ideas successfully. I have confidence when giving presentations and talking in public. I have enjoyed professional successes, and I have opportunities to volunteer with YRDP.” His experiences with the program have also helped Hang Soviet in career planning. “Before I wanted to be a teacher. After working with YRDP I have been inspired to work with youth in community organizations.”

Working with youth for more than 20 years, Cheang Sokha, the director of the Youth Resource Development Program, explained the five basic issues facing young people in Cambodia. “University students are afraid of having no job after finishing school, as the situation today is very hard to find a job. Secondly, youth lack self-awareness when it comes to long-term career planning. Thirdlylow quality of education especially ability in critical and analytical thinking. Forth, youth lack of social development participation. Finally, many youth are becoming more materialistic as a result of social pressures. These are all issues that our programs and activities are aimed at addressing.”

For several years, YRDP has also been working in cooperation with other youth organizations and the government to benefit young people. Cheang Sokha said, “We have been working with the royal government in developing youth policies, and this will become a map for educating youth.”

40

EDUCATION FOR COMMUNITIES

Alternative Education Brings Youth Home

by Surasak Witoon

“Young people today are losing faith and pride of their own community as well as local wisdom. More and more youths lost into big cities and finally walk into the traps of capitalism” said Uncle Chockdee Poraloganont, the 54 year-old owner of Suan Loong Chock (Forest Farm and Organic Garden), based in Nakhon Ratchasima.

41

Uncle Chock, a senior guest speaker during the orientation week of Alternative Education Volunteers Project, is concerned with young people’s future directed by formal Thai education. Year after year, new graduates are converging into big cities as if they are educated to flee into the competitive world of employment; they are filling up the saturated cities while their rural localities are utterly left unfulfilled. Is this because local communities don’t have enough for them to survive, or have the youth been distracted by their biased education?

Rojchana Pimcharee, or Naang, is another one who was redirected by her specialization gained from the university to sustain her life in the city. Working as a production officer eventually brought her the saturation of a salaried-woman’s life then pushed her nowhere but homewards to find her meaningful life.

“It’s deeply ingrained in my mind that I wanted to go back home, but how?” revealed Naang, a 31 year-old Isaan offspring from Maha Sarakham. In 2009, her long-held goal was made clearer to follow when Naang attended an inaugural project of “Alternative Education Volunteers” – the project initiated by the Thai Volunteer Service (TVS) with key persons in alternative education domains, and sponsored by The Siam Cement Group (SCG).

Kannika Kuankachorn, the director of the Thai Volunteer Service Foundation elaborated that “with strong belief in productive capacities of localities, this project is to help 20 volunteer participants learn and understand ways of localities in different contexts then find a proper role for themselves in implementing local knowledge and wisdom to sustain their community”.

To gain real insights of alternative education, each participant was to replace one of the community-based training host organizations, assimilate themselves through a year of learning processes before self-reflection, experiences and learnt lessons were shared for further guidance from their consummate and experienced models.

42

Uncle Chock, a senior guest speaker during the orientation week of Alternative Education Volunteers Project, is concerned with young people’s future directed by formal Thai education. Year after year, new graduates are converging into big cities as if they are educated to flee into the competitive world of employment; they are filling up the saturated cities while their rural localities are utterly left unfulfilled. Is this because local communities don’t have enough for them to survive, or have the youth been distracted by their biased education?

Rojchana Pimcharee, or Naang, is another one who was redirected by her specialization gained from the university to sustain her life in the city. Working as a production officer eventually brought her the saturation of a salaried-woman’s life then pushed her nowhere but homewards to find her meaningful life.

“It’s deeply ingrained in my mind that I wanted to go back home, but how?” revealed Naang, a 31 year-old Isaan offspring from Maha Sarakham. In 2009, her long-held goal was made clearer to follow when Naang attended an inaugural project of “Alternative Education Volunteers” – the project initiated by the Thai Volunteer Service (TVS) with key persons in alternative education domains, and sponsored by The Siam Cement Group (SCG).

Kannika Kuankachorn, the director of the Thai Volunteer Service Foundation elaborated that “with strong belief in productive capacities of localities, this project is to help 20 volunteer participants learn and understand ways of localities in different contexts then find a proper role for themselves in implementing local knowledge and wisdom to sustain their community”.

To gain real insights of alternative education, each participant was to replace one of the community-based training host organizations, assimilate themselves through a year of learning processes before self-reflection, experiences and learnt lessons were shared for further guidance from their consummate and experienced models.

43

“All I want to achieve is to respect and treasure the children’s freedom of thought

whenever they want to decide on their own and create learning on their own.

Finally, you have to respect what children choose,”

Mueanfun Kongchuai, Creative Youth Group, Suratthani, Southern Thailand

Joko Community Learning Center in Nan Northern Thailand is where Atchariya Sirichanda or Nampu, a 24 year-old from Si Sa Ket, was based when he aspired to develop his own organic pig farm in his hometown. “Nampu can be the one who minimizes such contemporary problems in local communities, but the challenging step for him is to bring villagers’ trust on him and his project” Kannika commented on one of the project’s volunteer participants.

Not only gaining, all trainees are also giving their accumulative knowledge to others as alternative education facilitators. “Energy Ashram gives us opportunities to train ourselves as we pass on our knowledge to others about alternative energies. It is difficult but not insurmountable. Though mainstream ways of living are powerful, when they’ve seen the positives of our alternations, their attitudes have been changed and accept our ways more” said Naang.

Up to now, the alternative education volunteers have not gained only knowledge and wisdom from their host organization, but also the aspiration to carry on their good will. “Working as a volunteer has changed me to see others as sisters and brothers. Everyone has had an important part in making me more confident and my path clearer to return home and I should give it forwards to communities” expressed Naang.

Community-based knowledge and wisdom are not something new, but they just need to be realized then brought into the eyes of national education. This group of young people has shown that there are more alternatives to live happily and harmoniously in their communities more than just putting their future under the threats of the employment in big cities.

44

“All I want to achieve is to respect and treasure the children’s freedom of thought

whenever they want to decide on their own and create learning on their own.

Finally, you have to respect what children choose,”

Mueanfun Kongchuai, Creative Youth Group, Suratthani, Southern Thailand

Caption: The least of learning is done in the classrooms; it is the tip of the iceberg of education.

Place: Yangoon, MyanmarPhotographer: Alexandre Sattler

Joko Community Learning Center in Nan Northern Thailand is where Atchariya Sirichanda or Nampu, a 24 year-old from Si Sa Ket, was based when he aspired to develop his own organic pig farm in his hometown. “Nampu can be the one who minimizes such contemporary problems in local communities, but the challenging step for him is to bring villagers’ trust on him and his project” Kannika commented on one of the project’s volunteer participants.

Not only gaining, all trainees are also giving their accumulative knowledge to others as alternative education facilitators. “Energy Ashram gives us opportunities to train ourselves as we pass on our knowledge to others about alternative energies. It is difficult but not insurmountable. Though mainstream ways of living are powerful, when they’ve seen the positives of our alternations, their attitudes have been changed and accept our ways more” said Naang.

Up to now, the alternative education volunteers have not gained only knowledge and wisdom from their host organization, but also the aspiration to carry on their good will. “Working as a volunteer has changed me to see others as sisters and brothers. Everyone has had an important part in making me more confident and my path clearer to return home and I should give it forwards to communities” expressed Naang.

Community-based knowledge and wisdom are not something new, but they just need to be realized then brought into the eyes of national education. This group of young people has shown that there are more alternatives to live happily and harmoniously in their communities more than just putting their future under the threats of the employment in big cities.

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Higher than High Education

Living, Education and Learning. I believe that these three words are found in everyone’s day-to-day life, as well as mine. Before getting involved with the learning process of Alternative Education Volunteer Project, my understanding of education was similar to that of the mainstream. Many people understand that education leads to higher education like a bachelor’s degree, master’s degree or even a doctorate. The thought is that the higher the education they get, the better and higher they are than others. So many people will try to achieve as high an education as they are able.These people have forgotten something. Education is not only taught in school and university; education is all around and it can be anywhere. We can learn from anything. We call this form of education ‘learning’, especially in our own community. But in a world that is always changing, many people have overlooked these small things. Globalization has come into our local communities, materialism has changed people ways of life, and learning locally through communities has been almost forgotten. That is a rapid change in our society.

Word by Mongkon DuangkhiewPhoto by Creative Youth Group

46

Alternative Education Volunteer Project, initiated by Thai Volunteer Service Foundation, is a very important project in supporting and providing learning processes for the youth in each region of Thailand. Children and youth are encouraged to learn about life within their own community. I think each community is a good learning hub. Many things in our communities are interesting and knowledgeable, namely: living, way of life, culture, tradition and local wisdom. These valuable things have been passed on from generation to generation, and they can be found in community villages of Northern, Central, Eastern, Northeast and Southern of Thailand.

Each region has a different living and cultural context. One important thing in each community is the beautiful value of tradition and culture from the older generation who has been trying to preserve it for the younger generation. I believe that many of older people in each living community want us - as the young generation - to protect their traditional culture and local wisdom as long as possible.

Creative Youth Group (CYG) is a community-based organization in Suratthani, Southern of Thailand. CYG is working on alternative education and is a host organization for Alternative Education Volunteer. Right now, I am a volunteer teacher in this organization. We work with youth in the community using research and local wisdom conservation as the learning tools to discover and understand anything in the community. Children really enjoy this way of learning with this kind of activity; I can see happiness in their eyes and laughter on their face whenever they participate in the activity.

This was especially the case in a particular youth activity in which I participated with Thachana youth group in the Thachana district. They learned in a swamp (wet forest) and Thachana beach was the learning base of this group. Whenever the children joined the learning base, they saw many living creatures like shellfish and mudskipper, for example. They seemed interested and excited because that was the first time they saw any of those strange creatures!

47

HIgher than

High Education

Some of them tried to catch a mudskipper, but it ran and swam too fast. At the learning base there were plenty of interesting trees and they were impressed by the breeding of many plants such as the Kongkaang (a kind of mangrove three in Thai name) and the Mangrove. This inspired them to question why there are a lot of Kongkaang trees in a Mangrove forest and how the reproduction of Kong-kaang tree happens. After the children’s observation, they noticed that on the tree there were a lot of fruits in a long and slender shape and that fell on the ground to begin growth again.

Thai Dam youth group, one of youth groups from CYG, also engages in traditional and cultural community-based activity. I had the pleasure of joining many of their activities, such as the exercise “Searching our story” where many children asked their grandparents in the village to tell them local stories, especially related to their own relatives using family trees and maps. Likewise, many villagers were eager to share their stories with the children as well.

These experiences are just some parts of my work at CYG concerning alternative education. To volunteer as a teacher for this organization was like a brand new working experience; the contact with so many youth groups and communities is not like anything I have done in my past career. The CYG Organization is free from competition and profit-driven businesses. I was so happy and enjoyed myself so much working with every youth group, especially since I learned so many things from all the different communities around me. I think this is very important and represents the heart of learning because “Learning never ends if everyone needs to learn.”

48

HIgher than

High Education

Some of them tried to catch a mudskipper, but it ran and swam too fast. At the learning base there were plenty of interesting trees and they were impressed by the breeding of many plants such as the Kongkaang (a kind of mangrove three in Thai name) and the Mangrove. This inspired them to question why there are a lot of Kongkaang trees in a Mangrove forest and how the reproduction of Kong-kaang tree happens. After the children’s observation, they noticed that on the tree there were a lot of fruits in a long and slender shape and that fell on the ground to begin growth again.

Thai Dam youth group, one of youth groups from CYG, also engages in traditional and cultural community-based activity. I had the pleasure of joining many of their activities, such as the exercise “Searching our story” where many children asked their grandparents in the village to tell them local stories, especially related to their own relatives using family trees and maps. Likewise, many villagers were eager to share their stories with the children as well.

These experiences are just some parts of my work at CYG concerning alternative education. To volunteer as a teacher for this organization was like a brand new working experience; the contact with so many youth groups and communities is not like anything I have done in my past career. The CYG Organization is free from competition and profit-driven businesses. I was so happy and enjoyed myself so much working with every youth group, especially since I learned so many things from all the different communities around me. I think this is very important and represents the heart of learning because “Learning never ends if everyone needs to learn.”

I worked on this project for 1 year and 6 months, during which time I gained important experiences of community value, power of youth, local ways of living, community work and last but not least local wisdom and values. When I started my work at CYG, I did not understand these values, but as I got the chance to join youth groups in many different communities and learn from them, I realized the importance of many community values and powers of local wisdom.

This is my story of Higher than High Education. I think that I will go back and use this experience to learn from my own community one day as I need to go back and work in my hometown. Even though I know the work will be challenging, especially with people in the community, I believe that my initiative can go through and reach the people.

49

“I have never let my schooling interfere with my education.”

MARK TWAIN

Caption: Knowledge can be shared anywhere.Place: Lupra, Annapurna, Nepal

Photographer: Alexandre Sattler

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The Reason for Golden Smiles

A heavy back pack, a small map, my red face gazing at everything surrounding me while strolling on the pavement proved that I was a tourist. Not only was I watching them, but they were also trying to look at me. Simple smiles and honest eyes seemed helpful and curious. I didn’t know where I was exactly. The only thing I understood was that I was on a road jam-packed with tons of food stalls, automobiles and yes, also people.

The sidewalks were not smooth and neither were the roads. I also didn’t have a mobile phone and couldn’t find a vending machine to grab a can of Coke. I agree if you mention that the city is not developed well. But I didn’t know why. I felt the warmth from those people walking here and there. I felt the simplicity from those old buildings and I felt the happiness from the environment. Maybe it’s because I was in Yangon; the former capital of Myanmar

Word by Chan Myae Khine Photo by Fred Alix

Journey to Yangon...

& Wipawadee Panyangnoi

51

By making some noise, my stomach reminded my brain that I was hungry. I had no idea about what to eat. I turned left entering a narrower street while my eyes were finding a stall that seemed just right. At the corner of the street,I found something interesting. It was smaller than a normal stall. The owner was sitting on a wooden stool and so were the customers. The only thing that divided them was two box-like wooden tables. A flat long stick connected those two tables and I could see something yellow, white and orange on one table and a big and

bulky metal pot on the other.

As soon as I sat down on an unoccupied stool, the owner turned his head up and gave me a big smile with a little excitement. And he asked me, “What? Eat?” Actually, I didn’t know what he was selling, so I just made up my mind and pointed to something that looked edible. I had chosen white vermicelli. He asked me, “water?” by pointing to the pot which had steam emerging from it. “Is it water pot?” I was confused and just knocked my head to finish ordering. He showed me some packs of snack-like fried things and asked, “Eat? Do you like?” I still continued knocking my head. A minute later, a bowl of vermicelli served with yellowish brown soup was placed on the table and it had a very good smell.

I finished it in only a few minutes though it was pretty hot. I had not

noticed the environment during the meal, but after a while I realized that

all of the people near me were watching me as if I was an alien. The same

thing was on all of their faces: smiles. I smiled back to all of them and

asked the owner “How much?” The owner replied, “Four hundred and

fifty”. I looked for “kyats” in my wallet and pulled out a 1000 kyat which is

equivalent to US$1 and handed to him. He took it gently and gave me

back a 500 kyat and a 50 kyat note. So my lunch was 50 cents!

Cool drink!!

I did think about hygiene but I just didn’t want to miss a chance to taste local flavor. I was able to go to high ranking restaurants but I prefer real local people without any special touch-up for foreigners. Yes, I wanted to feel how locals live there. Then, I walked, walked and walked. Though buildings and streets are different in their forms and appearances, there was an exactly same thing among them all. Smiling faces! And no one hesitated to guide me the way I wanted to go despite their English skill with pure Myanmar accent.

I love to walk. But in Yangon, there was one thing that attracted me to stop walking for a while. Have you ever seen any vehicles from the 1970’s being used for public transportation? Imagine a very old Chevrolet bus with a wooden body and every part of it could make different sounds except the horn. And it is being used as a public transport in Yangon. Now, I mean; in 2011. Besides the driver, there was a conductor on the bus without any tickets in his hand. He just asked passengers to pay money and he spoke too loudly to them. When I took it, it was way too hot on the bus but luckily I got a chance to sit near doors. But I couldn’t tolerate more than 4 bus stops, so I got off after 10 minutes. Anyway, being watched by thousands of eyes continues through the day. And so do the smiles.

52

By making some noise, my stomach reminded my brain that I was hungry. I had no idea about what to eat. I turned left entering a narrower street while my eyes were finding a stall that seemed just right. At the corner of the street,I found something interesting. It was smaller than a normal stall. The owner was sitting on a wooden stool and so were the customers. The only thing that divided them was two box-like wooden tables. A flat long stick connected those two tables and I could see something yellow, white and orange on one table and a big and

bulky metal pot on the other.

As soon as I sat down on an unoccupied stool, the owner turned his head up and gave me a big smile with a little excitement. And he asked me, “What? Eat?” Actually, I didn’t know what he was selling, so I just made up my mind and pointed to something that looked edible. I had chosen white vermicelli. He asked me, “water?” by pointing to the pot which had steam emerging from it. “Is it water pot?” I was confused and just knocked my head to finish ordering. He showed me some packs of snack-like fried things and asked, “Eat? Do you like?” I still continued knocking my head. A minute later, a bowl of vermicelli served with yellowish brown soup was placed on the table and it had a very good smell.

I finished it in only a few minutes though it was pretty hot. I had not

noticed the environment during the meal, but after a while I realized that

all of the people near me were watching me as if I was an alien. The same

thing was on all of their faces: smiles. I smiled back to all of them and

asked the owner “How much?” The owner replied, “Four hundred and

fifty”. I looked for “kyats” in my wallet and pulled out a 1000 kyat which is

equivalent to US$1 and handed to him. He took it gently and gave me

back a 500 kyat and a 50 kyat note. So my lunch was 50 cents!

Cool drink!!

I did think about hygiene but I just didn’t want to miss a chance to taste local flavor. I was able to go to high ranking restaurants but I prefer real local people without any special touch-up for foreigners. Yes, I wanted to feel how locals live there. Then, I walked, walked and walked. Though buildings and streets are different in their forms and appearances, there was an exactly same thing among them all. Smiling faces! And no one hesitated to guide me the way I wanted to go despite their English skill with pure Myanmar accent.

I love to walk. But in Yangon, there was one thing that attracted me to stop walking for a while. Have you ever seen any vehicles from the 1970’s being used for public transportation? Imagine a very old Chevrolet bus with a wooden body and every part of it could make different sounds except the horn. And it is being used as a public transport in Yangon. Now, I mean; in 2011. Besides the driver, there was a conductor on the bus without any tickets in his hand. He just asked passengers to pay money and he spoke too loudly to them. When I took it, it was way too hot on the bus but luckily I got a chance to sit near doors. But I couldn’t tolerate more than 4 bus stops, so I got off after 10 minutes. Anyway, being watched by thousands of eyes continues through the day. And so do the smiles.

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My water bottle was empty. I approached a mini stall to buy a bottle of water. The sales girl was so shy that she called a man who was talking on phone. I talked a lot but she didn’t reply to me at all. At least she smiled. Then, a kid round about 10 years old came near us and asked me, “Mister, what do you want?” I replied, “A bottle of water.” “Purified,” I added. He went into the stall & came back with more than a couple of bottles. “All purified, please choose brand.” He seemed a little bit annoyed at my word “purified”. I smiled and picked a random bottle. I asked “How much is it?”. “250”. “Thank you,” he replied after I gave him Kyats. Oh, he didn’t forget to smile at me.

It was 7 p.m. and I was a little bit tired from strolling around Yangon for a whole day. Colorful billboards, various smells, sounds of generators, burning roads and simple faces were bouncing in my brain. I needed to lay down for a moment to be able to digest who I met, what I saw and what I felt on that day. I made up my mind to go straight back to my hotel but I didn’t know how I should. A taxi approached me while I was standing on the corner of the street. Taking a taxi for unnecessary conditions was out of my trip plan because I have heard lots of stories of cheating taxi drivers. But when the taxi was there, I suddenly changed my mind and took it. The reason was I could talk with him for a while.

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My water bottle was empty. I approached a mini stall to buy a bottle of water. The sales girl was so shy that she called a man who was talking on phone. I talked a lot but she didn’t reply to me at all. At least she smiled. Then, a kid round about 10 years old came near us and asked me, “Mister, what do you want?” I replied, “A bottle of water.” “Purified,” I added. He went into the stall & came back with more than a couple of bottles. “All purified, please choose brand.” He seemed a little bit annoyed at my word “purified”. I smiled and picked a random bottle. I asked “How much is it?”. “250”. “Thank you,” he replied after I gave him Kyats. Oh, he didn’t forget to smile at me.

It was 7 p.m. and I was a little bit tired from strolling around Yangon for a whole day. Colorful billboards, various smells, sounds of generators, burning roads and simple faces were bouncing in my brain. I needed to lay down for a moment to be able to digest who I met, what I saw and what I felt on that day. I made up my mind to go straight back to my hotel but I didn’t know how I should. A taxi approached me while I was standing on the corner of the street. Taking a taxi for unnecessary conditions was out of my trip plan because I have heard lots of stories of cheating taxi drivers. But when the taxi was there, I suddenly changed my mind and took it. The reason was I could talk with him for a while.

After I said the hotel name, he smiled at me. I thought I was getting

used to those smiles, which can be seen everywhere. He looked quite

friendly and started to ask me, “Where are you from?” “Why do you

come here?” “Where have you been?” and so on. I must say, his

English was pretty impressive. When I replied to his questions with

some more questions, I got a chance to understand a bit of his

background. He has been a sailor! “At least, this is my own car & I

don’t need to pay a rental fee to an owner no matter how much my

income is,” he said with a half smile. The nearer we came to the hotel,

the more I wanted to ask him. I concluded with one question. “Are

you happy?” “If happiness means that we can be pleased with what

we have, then, I’m happy,” he answered. And that should be the

reason why almost all Myanmar people are always smiling.

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Movie Review

The Class is a French film, which is directed by Laurant Cantet and based on the the book by Francois Begaudeau. The film won Palme D’or (the best film) from Cannes Film Festival 2008. The Class is about an academic year in the classroom, which is combined with students from different racial and cultural backgrounds such as African students, Asian students and Arab students. The film questions the mainstream educational system through dialogues between teacher and students. The teacher is challenged by the diversity and various opinions of the students.

The film also portrays the political and socio-cultural dynamic in French society. Nowadays, French society is struggling to cope with the influx of migrants from every part of the world. This kind of predicament has been shown in state policies toward migrant and Muslim people in France as well as in the film. When the teacher does not know how to deal with students from different backgrounds and beliefs, he/she erupts with uncontrollable emotions against the students. The scene in the meeting room and the climactic scene are the portrayal of power disputes, which duplicate French society.

Lastly, The Class still provides us with a light at the end of the tunnel. When everything seems to collapse, there’s a little hope when we see the teacher playing football with the students, a possible metaphor to French society’s need to adjust itself into the context of globalization, which caused the wave of migration.

1.THE CLASSby Pimsiri Petchnamrob

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2.CHILDREN FULL OF LIFE

3.DEAD POETS SOCIETY

Which duration in our life is sweeter than the teenage years? If you ask me, my answer is None. At that young age, we dream, were inspired and had a lot of energy. At that time, our hearts were flying with our dreams. Please ask yourself that what did you do when you were young? Playing music, playing sports, volunteering or going out for the protest? Or you had the same activity like a group of young people - Dead Poets Society?

Dead Poets Society is the movie that you have to fall in love if you are a young person who is full of dreams and believe that young people can create other bigger things than just studying. This movie is a story about a teacher named Keating and his students.

Keating has a different way of teaching than teachers. He teaches his students to leave the class room behind and not get stuck with tradi-tional textbooks but find themselves, try to look at things from different points of view and follow their desires. He always shares his favorite quote, “Carpe Diem!” (Seize the day!)

Dead Poets Society raised a challenging question for the mainstream educational system. Even though this film was released in 1989, this question still exists. Now mainstream education has been shaped to be the fighting weapon in the competitive world until you forget what you really want in your life. Then the next question after seeing Dead Poets Society must be, “Did you seize the day?”

by Boonsan Ransikabum

by Chonrada Narawasinchai

Children Full of Life was the documentary granted the Best Family and Youth Program from Banff Rockie Award 2004.Toshiro Kanamori, the kind, tough, and fun teacher, teaches fourth grade students in Manano Kawasaki Municipal Elementary School, Kawasaki, Japan. In this classroom, it is more than the ordinary classroom scenario, and ful-filled by living life happily and understanding in each other every day through loss, grief, and even delight.

Early in the study hour, the kids would read all the notes that they wrote to their friends from each day feeling which happened on each day, and it would be revealed from their true mind.

Children Full of Life is about the happiness of being in school with the children. It shows us the deeply close and great relationship of the bond between students and teacher. After the movie ends, you’ll feel young again and question that if you had a teacher like Toshiro Kanamori, what would your life be like today?

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Toto-Chan: The Little Girl at the WindowWritten by Patcharee PabuaTranslated by Boonsan Ransikarbum

Based on the true story of author, Tetsuko Kuroyanagi. Toto-Chan: The Little Girl at the Window is all about a little girl called Toto and the time when she was studying at an elementary school in Tokyo, Japan. Toto-Chan was dismissed from the school because she annoyed other classmate and also her teacher by opening and closing her desk throughout study time. Besides, she also talked to the Jindongya, a group of musicians carrying advertisement signs and wandering around the street next to the school. Eventually, Toto-Chan’s mother enrolled her in a new school, Tomoe Elementary School.

Tomoe Elementary School has the strangest curriculum in town, and its classroom is not the room, but a train cabin with 50 students. Furthermore, the classroom would start the day with the most wanted subject selected by the kids, moreover; there is the principal who keeps listening to Toto-Chan for four hour continually. The sports day at Tomoe Elementary School was

designed for the disfigured children to win all of the competition with variety vegetables are rewarded to their mothers cooking at home.

Toto-Chan discovered her new world giving her freedom to learn, especially for kids. Many stories happened while she was studying here to live, learn, and play together with her friends peacefully.

“Toto-Chan: The Little Girl at the Window” let us question the way parents raise their children, and the curious way of seriously teaching in the school nowadays, and as well as to create the alternative of learning management process to the child.

BOOK REVIEW

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Three Cups of Teaby Nittaya Saenbut

Three Cups of Tea by Greg Mortenson and David Oliver Relin portrays how people can give without having to have or own anything. This well written book will not only inspire you but will also make you believe that you can pursue your good deeds. The book is about “One Man’s Mission to Promote Peace… One School at a Time” starting when American Greg Mortension failed his climb on K2 in Pakistan, the second highest and most difficult peak in the world. He lost his way and almost lost his life before he was taken to a remote Shiite Muslim village. There the villagers took care of him for weeks until he gained his strength back.

Coming from the other side of the world, Mortenson was amazed by the fact that the whole village had no school for their children while impressed by the villagers’ generosity – having so little but still managing to give. Like other foreign visitors, before leaving, Mortenson promised to come back, and with a fund to build a school. Distinctively, he kept his promise.

This story will touch you because it presents the challenges and rewards of building schools in remote areas: the involvement of all kinds of people, lessons learned from uneducated people especially tribal lead Haji Ali, belief and sacrifice. Through “Three Cups of Tea,” not only Mortenson, but also other characters will help you determine your own strength, confidence and self-belief and make you assuredly continue or even start to pursue your good deeds and never give them up.

The Alchemistby Pimsiri Petchnamrob

The Alchemist was first published 23 years ago. Surprisingly, the content in this book still fits in the current context. It might be the mutual character of the all time greatest arts that help it to stay above the times.

The Alchemist talks about literally ‘the dream chaser’ who follows his dream to travel to the pyramids of Egypt for treasure that he always dreams about. The important thing that he eventually finds is not the treasure but people and experiences that he meets along the way to his destination. He discovers love, trust, unfaithfulness and friendship along his journey.

Even though we could not reach our dream, we still have the valuable experiences along the struggling way.

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“Anyone who stops learning is old, whether at twenty or eighty.”

HENRY FORD

Do you know the story of Angulimala, a monk during Buddha’s time? He was a gentle and intelligent student. He became a murderer because his teacher demanded from him 1,000 thumbs as a gift before graduation. He obediently killed 999 people for the thumbs before he saw the Buddha walking in front of him. Angulimala yelled at the Buddha to stop. The Buddha said he already had stopped, but Angulimala had not.

Angulimala had not stopped to recognize how external influences contaminated him, concealing his true nature and making him go astray.

The story reminds me of the mainstream education that grows competition and violence, deludes the youngster making them forget their true nature and live alienated and harmful life.

A small book “Building Up: Community Study Tool Manuals for Youth” represents a different way of learning. The book is initiated by Youth Training Program for Development (YT) and Tonkla Institute. It gives a voice of conscience, urging young

people to stop, rethink of the true nature of themselves and their community, and redirect themselves to the right track. It provides simple but effective methods for the youth to nurture their keen mind and discover themselves by understanding the local wisdom and pride, and forces that shape their community and their lives. Without this critical awareness, I doubt whether the youth would have been able to chart a direction toward a meaningful life, individually and collectively in the future.

book

recommendation

Building Up: Community Study Tool Manuals for Youthby Anne Lapapan Supamanta

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“Anyone who stops learning is old, whether at twenty or eighty.”

HENRY FORD

Caption: Ask yourself questions and live life through experience. Place: Varanasi, India

Photographer: Alexandre Sattler