yclyydsrphru pwgo · 2020-02-16 · school news (pg. 2-5) influenza spread causes schools to close...

Karen Teacher Newsletter October,2010Karen Teacher Newsletter October,2010

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Table of ContentsSchool News (pg. 2-5)

Influenza Spread Causes Schools to Close (pg. 3)SPDC will Send Their Teacher to Community School(pg. 3)

KED Develops Teacher to Student Ratio Policy (pg. 3)KYP Post-Ten School Program Available

in Mergui-Tavoy District (pg. 3-5)KRCEE Evaluates Mathematics and Science Curriculum (pg. 5)

KSEAG Completed Collecting Schools Information (pg. 5) Celebrating the Wrist Tying Ceremony Throughout

the Refugee Camps and Karen State (pg. 5)Teacher Profiles for the 2010-2011

Academic Year Collected by KRCEE (pg. 5)SPDC Build New Camp Force School Closed (pg.5)

International Education News (pg. 6-9)Aceh, Indonesia

Focus Stories (pg. 10-11)Danish Students Support Karen State Schools

Traditional Knowledge (pg. 12-13)Celebrating Karen Traditional Wrist Tying Ceremony

Interview (pg. 14-15)Naw Paw Eh Wah, Karen State Student

Who come to Study Refugee to Get HigherEdication

Teacher Education (pg. 16-19)Using a Variety of Different Techniques for Students

School Health(pg. 20-21) Karen (pg. 20)

Burmese (pg. 21)

Poems and Cartoons (pg. 22-23)

Teacher Talk (pg. 24-27)

Reader Feedback (pg. 28)

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3 Karen Teacher Newsletter - October, 2010

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KED Develops Teacher to Student RatioPolicyDuring the Karen Education Department (KED) Annualmeeting held from May 10-12, a number of importantpolicy decisions were taken to improve the overall qualityof education throughout Karen State. One of the mostimportant decisions is that schools are expected to have

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KYP Post-Ten School ProgramAvailable in Mergui-Tavoy DistrictOn September 6th 2010, KYP (Karen YouthEmpowerment) post-ten school was opened in Mergui-Tavoy district by the Karen Youth Empowermentcommittee and Cultural and Traditional Developmentcommittee. The purposes of the school are to supportKaren youth to maintain their own culture, traditions,language, behavior and build connections with thecommunity, and unite participants as they prepare forwork and their future lives.Pa Doh Nay Gay Kaw who has the responsibility ofbeing Mergui-Tavoy’s education coordinator as well asthe Youth Empowerment Program (YEP) committeechair said, "This is the first post-ten school in our district.We haven’t had any post ten school like it before." Also,he added "We are hoping for the youth to be able toparticipate in the community and work for the Karennation. Also we provide an opportunity for learning andhopefully they will pass those skills on to the communitytoo."

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Influenza Spread Causes Schools toCloseA source from Mae La Oon Refugee camp reports thata serious strain of influenza has spread across the campover the last week forcing schools to close. Saw ToeMa, a teacher at Mae La Oon No. 1 High School saidthat, "People started to get influenza last week andsince then it has spread quickly. Children are especiallysusceptible and schools are places where influenzacan spread easily and quickly. For this reason, wehave closed all schools in Mae La Oon Camp. Thetime to reopen schools will depend on our ability tocontain the spread of the influenza." There are 5 high schools, 1 middle school, 2 primaryschools, and 7 nursery schools with a total of 6901students and 311 teachers in Mae La Oon refugee camp.

SPDC Will Send Their Teachers toCommunity SchoolIn September and October during the 2010-2011academic year, the SPDC (State Peace andDevelopment Council) have asked for permission fromthe local tract authority to send their teachers to KlawHta school which was ran by the community.Villagers, students and teachers can't go to the SPDCSchool because the DKBA is logging the area and hasplaced landmines around the school. Thra Lwee Gaywho takes responsibility of Mu Traw District as a jointsecretary and is at the same time a member of the MTT(Mobile Teacher Trainers) said, "Since the beginning ofthe school year, students and teachers have not daredto go to school because of the SPDC’s and DKBA’slandmines. Actually, they set placed lots of landminesaround the school, but the local authority still can't findall of them. Therefore, parents are not supporting theirchildren to go to school. For that reason, the SPDC hastaken advantage of the situation and is willing to buildtheir school in that area. First, they asked permissionfrom the local tract leader, but the local tract leader sentthe request it to the township level and township levelsent it to the district level, but they haven’t give anydecision yet.”The SPDC has the specific plan to build up the schooland give support for the students’ materials and school’sequipment and also teachers’ subsidies as well. TheSPDC will choose the teachers themselves, from theirown members.Thra Lwee Gay went on to say, "This isa very exciting time for discussion and negotiation onthis issue. On the township and district level we havenot agreed with this pushing our Karen teachers awayand sending their SPDC teachers to build up the school.If we are going to agree with this, it will cause a bit of aproblem for us because it means the SPDC will sendmore and more of their members to take control of thearea. After that, our people will face with many kinds ofproblems with the local economy. Also our children willfind it difficult to learn in an SPDC school. We alreadyknow that if we accept this now, the situation will getworse and worse."Klaw Hta School is located in Mu Traw District, Bu ThoTownship, Mae Nu village tract.

a minimum ratio of 15 students to 1 teacher. This policywill take effect immediately. Scott O'Brien, the formerKaren State Education Assistance Group (KSEAG)Executive Director explains that KSEAG will followthe new policy when providing education assistance toschools. He said, "In terms of teacher subsidy support,KSEAG will continue to provide teacher subsidies forall teachers – so long as the teacher-student ratio ismet. For example, if a school has 4 teachers and 80students (the ratio being 1 teacher to 20 students) thenall teachers will receive support. However, if a schoolhas 4 teachers and 48 students (the ratio being 1 teacherto 12 students) then teacher subsidy support will only be for the teacher number that fits the students (in thiscase, 3 teachers). In such cases, the subsidies for 3teachers will be divided evenly amongst the fourteachers. It is the responsibility of the school committeeto choose how many teachers they will have in theirschool."The former KSEAG Executive Director went on toexplain that small schools, sometimes referred to as‘Home’ schools, would need to attach themselves tolarger schools in the area. He explained, "Over thepast years KSEAG had seen a number of schools withone teacher and only 8 or 9 students. While, in somecases we understand the need for these small schoolsbecause of distance and security reasons, it is necessarythat they attach themselves with larger schools for propermanagement of the education system as well as tomeet minimum policy standards. It does not necessarilymean that they need to send their students to the largerschool, but it does mean that they need to combine theirstatistics with the larger school’s statistics, share a schoolnumber, and receive education assistance as oneschool." The former director concluded by saying, "It isup to local school committees to decide how manyteachers their schools will have – to decide themselveswhat the teacher-student ratio will be. KSEAG willfollow KED policy and provide assistance accordingly. I think this is a good and fair policy. This year, we willincrease the teacher subsidy that we provide. For mostteachers, this will mean an increase in the amount theyreceive. For schools where the teacher-student ratio ishigher than the KED policy, than this increase will needto be divided accordingly. We need all education leadersand teacher trainers to explain the new KED policiesclearly to school committees, teachers and parents sothat there is no misunderstanding."

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KSEAG Completed Collecting SchoolsInformationKaren State Education Assistance Group (KSEAG) hasbeen collecting Karen State Schools' profile informationsince August. This process is now completed and thedata has been collated. Soon, KSEAG will provideteachers’ subsidies to the Karen State teachers for 2010-11 academic year. Saw Kolo Htoo, a coordinator ofKSEAG said, "This year, we are planning to distributeteacher subsidies a little earlier. Last year, we distributedthe teacher subsidy in November but we are planning todistribute from the 3rd and 4th week of October until the 1st

and 2 week of November this year."The number of schools in Karen State increases everyyear. Saw Kolo Htoo added, " The number of schools inthe seven districts has increased by thirty this year. Thisshows that communities are eager to reduce illiteracy inKaren State." The school statistics for the 2010-11academic year will soon be available for release.

KRCEE Evaluates Mathematics andScience CurriculumFrom the 16th to 27th of August, 2010 in Mae La refugeecamp, KRCEE (Karen Refugee Committee EducationEntity) which is taking responsibility for Karen educationin the 7 Karen refugee camps in Thailand, are reevaluatingtheir curriculum materials, such as in mathematics andscience. KRCEE primary education secretary, NawThoo Lei Paw, said, "When we had our education meetingin 2007, everybody agreed to evaluate the curriculummaterials each year. Also, in 2008-2009 we provided thecurriculum materials, but at this time we are reevaluatingthem and considering how to improve them for the future."During July, KRCEE had already created the curriculumsyllabus for mathematics and science for the primarylevel, but the secondary level materials will be done bythe end of August.She added, "We still have many syllabuses to do. Forthe English syllabus we just finished grade 1, but forgrades 2 -12 we use the old syllabuses. Actually, ouraim is to complete the social study syllabuses for grades1 -12 in October. Also the Karen syllabuses, grades 1 -12, will be done in September.”KRCEE has been working with ZOA(Zuid Oost Azie)for many years in education for the 7 refugee camps inThailand, but in 2012, ZOAwill hand over the educationwork to U-Sarn Kanae and the vocational work to ADRA.

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Celebrating the Wrist Tying CeremonyThroughout the Refugee Camps andKaren StateKaren year 15.08.2749 (26.08.2010) was the lunar fullmoon day and Karen people all around the worldcelebrated the Wrist Tying Ceremony. (To learn more

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The core subjects taught in the school are: Karen cultureand traditions, Karen politics, Burmese politics, and Karenhistory. Additional courses include: leadership andmanagement, law, human rights, observation and criticalthinking, community development, English andcomputers. The maximum number of students is 20 andthere are currently 19 students and 3 teachers (from theYEP committee). At this time the YEP committee arelooking for more teachers such as Karen youth leaders,teachers from border area also from abroad. They arealso inviting volunteers from any nationality to work atthe school. Studies will take place over one year. Thefirst 8 months of study will be at the school and the other4 months will be practical work in the field.

Teacher Profiles for the 2010-2011Academic Year Collected by KRCEEKRCEE (Karen Refugee Committee Education Entity)is the organisation responsible for education within theseven refugee camps in Thailand. They have recentlycompleted collecting the camp schools’ profiles for the2010-2011 academic year. The number of teachers for2010-2011 in each camp is as follows: Mae La Oon307, Mae Ra Ma Laung 301, Mae La 468, Umpuim219, Noe Poe 207, Dong Yan 126, and Htam’ Him176.Thara Mu Paw Ku Thay, KRCEE in charge of operationand administration said, “ Although more teachersresettled to third country, we were still able to recruitsufficient replacement teachers in time for the start of theacademic year. Therefore, I couldn’t see any gapscompared with last year’s teacher profile. In fact, thenumber of teachers is even increasing in some refugeecamps.”According to the teachers’ profile collected by KRCEEfor 2009-2010, the number of teachers for each camplast year were: Mae La Oon 281, Mae Ra Ma Laung238, Mae La 547, Umpuim 229, Noe Poe 100, DongYan 66 and Htam’ Him 96. These were the teacherswho received support from ZOA.

about Karen history click on these links) (http://www.burmalibrary.org/docs3/karenmuseum-01/ or http://www.burmalibrary.org/docs3/karenmuseum-01/History/migratory_period.htm), The wrist tying ceremo-ny has been celebrated since at least 2017BC, whenKaren people started to move from Te Sat MaeYwar(Mongolia). As it was recognized as a specialday, all the schools were closed and celebrated theWrist Tying Ceremony. Thara Hgay Po Hai, who is asecretary of Karen Education Department and once ananimist for 24 years said" This Wrist Tying Ceremonywas mostly celebrated by the animists. But now, allKaren people celebrate and it is a great opportunity forfamilies to gather once a year, regardless of religion".The ceremony was widely celebrated in the Refugeecamps as well. Thara Ka Lay, who is a headmaster ofNo 1 high school in Noe Poe camp said, "We plannedthe competition for the students on this special day tomake the students to know and respect their own cultureand customs. We set up a Poetry competition about theWrist Tying ceremony for grades one through six, essaywriting for grade seven to twelve and for the public,there is an article writing competition”.He added, "In the past, some people though that thisday was a religious ceremony, but now, it's beenchanged. For me, even I though am a Christian; theWrist Tying day was a cultural gift that was left by ourancestors and not religious".This special Wrist Tying Ceremony was also celebratedfor the first time in the KTTC (Karen Teacher TrainingCollege) School in Ho Kay. Over 200 Students,teachers, and local villagers all joined the ceremony forspiritual service.

SPDC Build New Camp Force SchoolClosedSince April 2010, SPDC (State Peace and DevelopmentCouncil) army built their camp and troops which locatedclose to Htee Wa Bway Hkee school. This has causeda problem for the villagers who must walk close to thecamp to search for food. Village children are also findingit very difficult because they are afraid the SPDC troops

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Aceh, Indonesia

Aceh Province, is a special territory of Indonesia,located on the northern tip of the island of Sumatra.Most of Aceh’s inhabitants are Muslim and the areais believed to be where Islam was first introducedto Southeast Asia (around the 12th century).No one is sure about the origin of the name “Aceh”.Even the Acehnese language has no word whichis the same, or similar to “Aceh”. Although there isno certainty about its actual origins, there is apopular folktale which deals with the origins of theword “Aceh”. The folktale explains that an Indianprincess arrived on the island of Sumatra lookingfor her little sister and found her there.The princess told the local people that the girl washer “aci” or her little sister. Since the people werefond of her and she behaved well, they made hertheir queen, and the area where they lived wasthen called “aci”. Another claim for the origins of thename is that it comes form the Indian word “aca” or“atca”, meaning “beautiful”.Although Islam is the dominant religion, Aceh is aculturally diverse area, with a variety of ethnic andlanguage groups. The major ethnic groups are theAcehnese, Gayo, Alas, Tamiang, Aneuk Jamee(descendant from Minangkabau), Kluet andSimeulue. There is also a significant population ofChinese, who are influential in the business andfinancial communities.Aceh has a history of political independence andfierce resistance to control by outsiders, includingthe former Dutch colonists and the Indonesiangovernment. Aceh has substantial naturalresources, including oil and natural gas - someestimates put Aceh gas reserves as being the largestin the world. Relative to most of Indonesia, Aceh isa religiously conservative area.Aceh struggles for independence after 1945Shortly after Indonesia declared independencefrom the Dutch in 1945, Aceh’s popular, Muslimleader, Teungku Muhammad Daud Beureu’ehdeclared war on the new government. He saw thefirst president as having gone back on his wordafter Aceh provided valuable financial and militaryassistance against the Dutch.Beureu’eh wanted to make Aceh a special,autonomous province that would be run as an Islamictheocracy, but at the end of the struggle, autonomywas not achieved. Beureu’eh and his Darul Islammovement revolted against the young nation toestablish an independent Muslim state thatrecognized Sharia, (Islamic law) as the only law.They fought the Indonesian army in a guerilla warthat continued until a peace deal granted Acehautonomy, but not independence, in 1962.Many in Aceh were unhappy with this situationbecause they did not receive real autonomy andbecause the Indonesian Army continued toperpetrate human rights abuses against Aceh’speople. Fourteen years later, another separatistmovement headed by the leader, Tengku Hasan

Muhammad di Tiro, began operating in Aceh. Tirogave a speech on Dec. 4th, 1976, that launchedthe Free Aceh Movement (GAM). Many youngpeople, inspired by Tiro’s goal of totalindependence, fought the Indonesian military inthe jungles of Sumatra. Tiro and his followersclaimed Jakarta exploited Aceh’s natural resources,but gave back little to the Aceh’s people. ( ( Morethan 25,000 people were killed in the nearly 30-year armed conflict between GAM and theIndonesian military.Tiro himself was injured in 1977 and went abroad,ending up in Stokholm, Sweden, where he stayedfor almost 30 years.During this time, Aceh wasvirtually shut off from the outside world, as armedconflict took its toll not only on the lives of many ofAceh’s people, but also on the island’s economy.Although there were alternating periods of violenceand relative quiet, it was not until 2002, that theIndonesian government initiated peace talks withGAM leaders, but even then, there was littleprogress.While efforts to create peace were under way, apowerful earthquake and tsunami hit Aceh on Dec.26th, 2004. More than 200,000 people were killedand hundreds of thousands of others injured. Bothsides then agreed to a cease-fire, to allowhumanitarian work to take place in Aceh. As aidflowed into Aceh Province, Tiro, GAM’s leader,proposed a new rounds of peace talks, to bemediated by former Finnish President, MarttiAhtisaari, a 2008 Nobel Peace Prize winner andUnited Nations diplomat who helped end the warin Kosovo. Ahtisaari brokered a peace deal thatwas signed in Finland, and in 2005, Indonesiansoldiers left Aceh as independence fighters laiddown their weapons.Aceh is now governed not as a province, but as aspecial territory, which gives the area increasedautonomy from the central Indonesian government,including the power to implement local, criminallaws, even if they go against the Indonesiangovernment’s own laws. Aceh is currently dividedinto 18 regencies, and five cities. The capital andthe largest city is Banda Aceh, located on the coastnear the northern tip of Sumatra. Some local areasare pushing to create new autonomous areas, inorder to get more local control over politics anddevelopment.As part of the peace deal with the Indonesiangovernment, Aceh’s government received the rightto introduce Sharia (Islamic) law in its territory.However, Sharia law is controversial and peoplein Aceh disagree over which specific laws shouldbe introduced, and even if Sharia should beintroduced at all.Many fear that Sharia law is undemocratic and areunhappy that aspects of Sharia breach human rightsby discriminating against women, homosexuals,and the cultural practices of some of Aceh’s non-Muslim minority groups. In the process of Aceh’srebuilding of infrastructure and social systems, there

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b. vX u 'd; M> b. 'H; w> ul. b. ul. oh M. vDRI AcDzsd vX w> zH; w> rR 'f t rR wh> t o; w csK; 'H; vX Apl. e.rH. uJ xD. t o; 'H; b. t cg M. “gugus”t usdR t usJ'D; w> od. vd rR ,kR vX zd o. t *D> w> vD> w z. td.wh> vH t o; Cd zJ pl. e. rH. uJ xD. 0HR t vD> cH M.“gugus” t usdR t usJ p; xD. u 'g uhR u 'D; t o; t oDw bDs M. vDRIpk u 0J R w> 'k; w> ,R vX t u wX> uGHm 0J *hR *hR zJ2005eH. t ylR '. vJm uFd 'D; ySR w 0X oh. w z. td.'H;'. vXw> ol. 'H 0hR o; 'H 0DR vX t rh> udF 'D;w> ul.b. ul. oh zJ Aceh vD> u 0DR t ylR M. w> yX qSX zD. ysHR 'H;tDR vX th. 'd. eH %Sg t y 'd. w z. M. vDRI A[D. cd. 'D zsX.bD rk> w> u &X u &d y 'd. w z. 'f t rh>(USAID)'D;(AUSAID) w z. ph> uD; rR pXR qD. xGJ o ud; ph> uD; 'D; y'd. y yS> w z. 'D; 'k; vd. xD. z; xD. u 'g uhR w> &h vdmrkm vdm<Aw> [h. *H> [h. bg t w> qD. xGJ 'D; w> bs; pJvX AAceh ySR w 0X w z. t usg 'D; uFd w z. t bX. pXR 'fod; w> zH; o ud; rR o ud; w> t *H> u ql. 'd. xD. u 'guhR 0J t *D> M. vDRIvX w> u rR *hR xD. uhR w> ul. b. ul. oh t wDR y wD>t *D> M. A Aceh t y 'd. y yS> w z. ym vDR Cm w> &J. w>usJR 'f t rh> A Aceh zd o. zd ud; *R 'J; M. u b. 'd; M> b.w> ul. b. ul. oh t pSR u wX> wkR vX wDR cX. o; t ywD> M. vDRI Aw> ul. b. ul. oh o bV vDR qD vX ySR uhySR uGJm cJ vXm w z. t *D> M. y 'd. w z. td. 'D; w> wdmusJR vDR qD vX u 'k; td. xD. M> 0J '. uFd vX ySR oh. w z.tHR t *D> M. vDRI AvX uD> pJ. 'D w bh. t ylR Aceh t y 'd.w z. &J. usJR 0J vX w> ul. b. ul. oh vX vD> u 0DR tylR M. t y wD> u b. xD. b; 'D; w> ul. b. ul. ohtHR u [h. 0J w> o; rH< Aw> rd. M> o; vD vX 'D w u vkmt w> vd. b. t *D> M. vDRI A'f od; w> u wkR xD. vX w> y nd. zD wX. t *D> M. u rh> 0Jw> vX t wR w> 'D; t 0J oh. 'd. 'd. rk> rk> M. vDRI y rh>uG>zJvg,lRA2010Aw>od.vdeH. t ylR w> c; w ,;uG>0JvXvXw>xd.CltzDcd.<AuFd o &. rh w rh>

are those who are mindful of the inequalities whichfuelled the former conflict. There have been someefforts to address these inequalities. For example,recently, poor and landless people in Aceh,including former combatants in Aceh’s armedstruggle have been promised 2 hectares of state-owned land per household.Many of the large NGOs and IGOs, such as theUNDP (United Nations Development Program)intend to pull out of Aceh by 2012, and so suchorganizations are now focussing on how to maketheir programs sustainable once they’ve left theregion.After suffering over 30 years of fighting and thedevastating tsunami, Aceh’s people continuestruggling to rebuild their lives and society. Most ofAceh’s reconstruction work is being done by localpeople, with funding coming from many internationalorganizations and individuals, governments, andthe people themselves.As homes are being built and people’s basic needsare met, Aceh’s people are also looking to improvethe quality of education.

Education in AcehEducation has suffered greatly in Aceh, due to theconflict and the tsunami, with an estimated 600schools destroyed or damaged during the conflict,affecting the education of 55,000 children. Further,An estimated 12,000 school teachers and 177,000students were either killed or reported missing dueto the tsunami, and more than 2,000 schools weredestroyed or severely damaged, around 1,500 ofwhich were primary schools. Before the tsunami, anetwork of centers had been established acrossthe province of Aceh. Named the “gugus” system (roughly translated tomean the center of a star), regional centers wereestablished to be a source of support for thesurrounding teachers and schools. Within a cluster,one main school served as a meeting and trainingplace for teachers and administrators fromsurrounding schools. Unfortunately, because of theconflict, this system had lost support and fundingand had stopped being active.The tsunami, was a terrible event, but it did openup opportunities for changes in education. Becauseof the work that had been done before the tsunami– the existence of the gugus system and the growingbelief in (and support for) child centered learning,during the process of recovery and rebuilding afterthe tsunami the gugus system was started again.Although conflict in Aceh officially ended with thepeace agreement in 2005, distrust remainedbetween communities and schools, which wereoften perceived to represent the Indonesiangovernment.Various international government organizationsincluding USAID and AUSAID have been workingwith the government and people in Aceh to buildstronger relationships and trust between Acehcommunities and their schools. The government of

Aceh now guarantees that Aceh’s children will haveaccess to education, at least until secondary schoollevel.Free education will also be provided for childrenwith learning disabilities and the government hasprovided special schools for this purpose.Alongside this, Aceh’s government has passedregulations which state it must provide educationthat has local as well as national content. Achievingall of these goals will be a challenge.As of June, 2010, it is estimated that there is oneteacher for every nine children in Aceh, howevermany of these teachers have had poor training.Although the process of recovery from years ofconflict and the devastating tsunami has been adifficult one, new schools are being built andincreasing numbers of teachers are being trained.

Sources: http://wapedia.mobi/en/Acehhttp://www.thejakartaglobe.com/news/acehs-b loody-h is tory-shows-f ierce-desi re- for-independence/356160http://www.globalsecurity.org/military/world/para/aceh.htmhttp://www.aceh-eye.org/data_files/english_format/ngo/ngo_idlo/ngo_idlo_2008_11_00.pdfhttp://www.rnw.nl/english/article/caught-out-sharia-police-acehhttp://www.voanews.com/english/news/Acehs-Sharia-Law-Still-Controversial-in-Indonesia-80257482.html http://www.atimes.com/atimes/Southeast_Asia/KI24Ae01.htmlh t t p : / / w w w. a u s a i d . g o v. a u / h o t t o p i c s /topic.cfm?ID=4885_6204_2571_173_6598h t t p : / / w w w . i r i n n e w s . o r g /Report.aspx?ReportId=89501http://www.acehfulbright.org/new/h t t p : / /www.u rbaned jou rna l . o rg /no tes /notes0024.htmlhttp://www.theage.com.au/world/acehs-young-look-to-the-future-to-rebuild-after-the-tsunami-20100523-w3x9.htmlhttp://aceh2day.com/?paged=2

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o&.rk.w*RM.b. od. vd 0J uFdzd9 *R pkm pk m vX AcehvD> u 0DR w> vD> w z. M. vDRI A'f vJ. *hR *hR y rh> uG> u'g uhR M. uFd o &. w z. tHR M. 'd; M> b. '. w> od .vd t usdR t usJ td. '. xJ w qH; w uh> {dR M. vDRI'f od; w> u rR *hR xD. u 'g uhR ySR w 0X 'D; w> zH; w> rR tusdR t uGm vX u 'k; vJR w &H; u 'g uhR 0J w> zH; w> rR cD zdst b. w> rR [; *lm [; *DR wh> tDR vX t rh>xH vD> uD> ylRw> 'k; w> ,R 'D; w> ol. tk; o; tk; vDR bD vDR rk> vX t[J rR b. 'd w> 'f t rh> t rh> pl. e. rH. 0HR t vD> cH< AuFdt oD oh. w z. u b. w> wh xD. u 'g uhR 0J 'D; 'f od;uFd o &. o &. rk. w z. u tg xD. t *D> 'D; uH> pD uvX ySJR u 'g uhR t *D> M. u b. rR ph> uD;udF o &. w> rRvd vX o &. w z. t *D> M. vDRIw> udsR *H> xH; w z. b. w> [H; M> tDR zJhttp://wapedia.mobi/en/Acehhttp://www.thejakartaglobe.com/news/acehs-bloody-history-shows-fierce-desire-for-independence/356160http://www.globalsecurity.org/military/world/para/aceh.htmhttp://www.aceh-eye.org/data_files/english_format/ngo/ngo_idlo/ngo_idlo_2008_11_00.pdfhttp://www.rnw.nl/english/article/caught-out-sharia-police-acehhttp://www.voanews.com/english/news/Acehs-Sharia-Law-Still-Controversial-in-Indonesia-80257482.html http://www.atimes.com/atimes/Southeast_Asia/KI24Ae01.htmlhttp://www.ausaid.gov.au/hottopics/topic.cfm?ID=4885_6204_2571_173_6598http://www.irinnews.org/Report. aspx?ReportId=89501http://www.acehfulbright.org/new/http://www.urbanedjournal.org/notes/notes0024.htmlhttp://www.theage.com.au/world/acehs-young-look-to-the-future-to-rebuild-after-the-tsunami-20100523-w3x9.htmlhttp://aceh2day.com/?paged=2

will shoot them when they are traveling to school.Each month, the SPDC are increasing their militaryactivitiesand attacks in that area.The purpose ofthe SPDC building a camp in that area is to make iteasier for them to find villagers and force them tolabor in camp as porters and as mine sweepers.Thra Nay Kaw, who is a member of the MTT(Mobile Teacher Trainer) and responsible forteacher training in that area said, "I have beenthere quiet a few times in the past with no problems,but lately, I haven’t been able to go there. I haveseen many parents and villagers who are afraid ofthe SPDC soldiers when they must travel in thatarea to look for vegetables."Htee Wa Bway Khee school is located in Kler LweeHtu District, Hsaw Htee Towship.

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Danish Students Support Karen StateSchoolsOperation Day's Work is a fundraising projectoriginally founded by Swedish students in honorof the United Nations Secretary General, DagHammarskjöld, who died in a plane crash in theearly 1960’s. He was very active in speaking outfor oppressed people from all over the world andreceived a Nobel Peace Prize after his death. Theproject was given the motto ‘Give a Day for Dag’and has expanded to other countries, withDenmark joining in 1985. However, even after 25years, only 50% of the Danish population knowsabout Operation Day’s Work and what they do.What began in 1985 as a fundraising event hasdeveloped into an educational process for thestudents, in which they have the opportunity tolearn and use different skills. The aim of OperationDay's Work is to help people in developingcountries to achieve their hopes and dreams andto inform Danish youth of the challenges facingother countries while learning about their historical,cultural and religious contexts. It focuses on people,struggling under challenging circumstances to gaina better education, but does not treat them as‘victims’. Danish students support different educationand training projects in Africa, Asia and LatinAmerica, focusing on youth aged between 12 and18 years old. At the moment, the program has 16full-time volunteers, who serve for six-monthperiods from July to December, gathering andcollating information about their chosen project inpreparation for campaigning for their project in theDanish high schools. Danish Students have fundedmany projects since 1985, including projects inTanzania, Mozambique, Palestine and Cambodia.In 2009, a Zimbabwean project called ‘Breakingthe Culture of Silence’ was chosen for funding. Itfocused on educating Zimbabwean youth abouttheir democratic rights, providing them with tools toinfluence their own life and break some of thebarriers which exist within Zimbabwean society.These goals were addressed through educatingapproximately 3,000 unemployed people aged 17-28 years old from two different areas; and raisingawareness of rights amongst parents, communitiesand local authorities. It was expected that, throughthis project, over 3,000 youth would be able to pullthemselves away from political violence, and usetheir skills and beliefs to change their conditions ofpoverty and oppression.On November 3rd 2010,over 20,000 Danish high school students are notexpected to attend school, but instead they willwork, raising money for this year’s project. As theprogram consists of students who are still in school,they will work with an international aid agency toimplement, monitor and evaluate the project. For2010, Burma was their chosen country, helpingstudents aged between 12 and 18 years old, togain a better level of education along the Thai-Burma border. The project is divided into two

sections: the Burmese migrant population inThailand and Internally Displaced People ineastern Burma. Due to the complex situation alongthe Thai-Burma border, Danish StudentsOperation Day’s Work is currently holdingdiscussions with the established organizationsinvolved, both CBOs and NGOs, as to whichspecific aspects of their programs will be funded.KTWG (Karen Teacher Working Group) isrequesting financial support for teacher subsidies,mobile activities and KTTC-South (Karen TeacherTraining College); whilst BMWEC (BurmeseMigrant Workers Education Committee) hasrequested support for three high schools andvocational training; and WE (World Education) hasrequested support for ‘Wide Horizons’, a post-tenschool. The funds that will eventually be collectedby Operation Day’s Work will be divided betweenthe three organizations over a three-year period.A process of choiceHow did Burma get chosen? Danish OperationDay’s Work is a student’s organization and so, thestudents decide which projects to work with. InNovember 2009, 150 active members (all highschool students) met for the general assembly. Forthis occasion, they had to vote between four differentproject proposals, which had been chosen by fourDanish NGOs. The Burma project won the majorityof the votes. So for the entire year of 2010, DanishOperation Day’s Work will focus only on this project,campaigning to get the high school students ofDenmark to work on November 3rd to collectmoney for the education of the Burmese youth inthe Thai-Burma border area.Danish students visit the borderIn February 2010, the first group of Danish highschool students came to Thai-Burma border tocollect information from eligible organizations. Thegroup also filmed interviews to use for campaigningback in Denmark. After a three-week visit on theborder, the group went back to Denmark with avariety of information and footage. During the 2ndweek of August, 2010, a second group of Danishstudents traveled to the Thai-Burma border to followup the first group’s work. They worked hard to getall the relevant information from KTWG, BMWECand WE, asking in-depth questions. A two-dayworkshop was held with each organization. Finally,the Danish students went back to Denmark withmuch homework to do to get enough funds forstudents from Migrant area and Karen State.Comments from the students during theirvisiting to the Thai-Burma border:"We are coming here to learn and understandthe real situation. After we go back to Denmark,we will advocate about the situation here to theDanish students so they can understand why theyshould contributing a day’s work towards this issue.As you know, Operation Day’s Work started in

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u nD xl &l> pJ R'GJ t o eX.Traditional Knowledge

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Celebrating Karen Traditional WristTying Ceremony

On August 26th there were a wrist tying ceremonyin Karen State in the Hko Kay area. Many peopleattended the ceremony including: the local authority,villagers, and elders some of whom practice theanimist religion.KTTC (Karen Teacher Training College) teachersand students also participated in the ceremony.Altogether 14 elders and 162 other people attendedthe ceremony. For the opening speech, one of theelders, an animist and practitioner of traditionalindigenous knowledge, talked about the spirit ofthe wrist tying ceremony.After the opening ceremony, the chair of KTWG(Karen Teacher Working Group), Thara Mu LerHtoo, talked about the purpose of celebrating thewrist tying ceremony, saying "The wrist tying takesplace only one day a year. We want to understandbetter the purpose of this ceremony, how ourancestors and elders celebrated it in the past andhow it has changed over time. We hope that theelders who have attended this ceremony todaywill share their history of the wrist tying ceremonywith us.We also want to learn those cultural traditions thatmany of us have forgotten such as traditional lifeand environmental skills, traditional music andmusical instruments, weaving, basket and netmaking. We want to learn how our elders createdthings from the environment around them and howthey lived and helped each other in their dailylives, and how these practices may have changed.We don’t want to lose our traditional culture, wewish to understand it better and carry on ourtraditions now and in future generations. That isthe purpose of celebrating the wrist tying ceremonytoday."A traditional elder woman from Hko Kay village ,Nya Naw Lah Say Wah said, "We have been doingthis wrist tying ceremony in our home every yearas we are traditional people and animists and wewish to carry on celebrating the ceremony everyyear. In my opinion, there is a difference betweencelebrating the ceremony at home in small groupsand in a larger group in public. And it seems likethe ceremony is changing every year. I can’t explainit exactly, but when I was small girl, my parentscelebrated it differently than the way it is celebratednow. But, it is still celebrated in the spirit of the originalpurpose.Our parents said, ‘Even if the wrist ties are brokenthe wrist tying ceremony will carry.’Our parents taught us and encouraged us withthese words. That's why today I am passing thesewords on to all of us who are at the ceremony sothat it is carried on into the next generation. Herewe start the ceremony together and it is shared byall of us. But in our home we didn't usually do it likethat. Before we started, everyone was beside theladder and when the old people were collected,

they started calling back their souls like a poemand said, (Traditional spiritual) "Oh my soul comeback" "don't live in sky" "don't live in the water""don't live in hell" "don't live in the tomb" "oh mysoul come back come back" "come back to live withyour family" "come back to live with your friends""come back to eat good food and drink" and thispoem was recited by our old people. And after that,we all went inside and started tying wrists, recitingthe poem "youth to old people" "old people to youth"which was a form of blessing.Now things are different, a few years I went to aBuddhist school for the ceremony as a nun. At theceremony, the wrists were tied by a great monk asa blessing and after we ate together, but no meat,only vegetables. When I was I small, I was ananimist until I became an adult. Actually, this is myexperience and it is my belief that the ceremony isoriginally connected with animism.Those leaders who are trying to develop Karensociety and improve Karen lives with educationhave sometimes said that wrist tying is just a traditionfor animists. And some people say that wrist tyingand other spiritual traditions are just religiouspractices, but in my opinion we need to maintainand continue to practice and understand Karenwrist tying and other spiritual traditions as importantparts of our Karen culture which connect us withour traditional elders and ancestors from the ancientworld.’Pu Maw Wah who is responsible for leadingbattalion No. 102 said, "Now that I am really old, Ihave celebrated the Karen wrist tying ceremonyso many times that I can't count them. I wish tospeak to the young generation and say that manyof the Karen traditional practices have been lost,as we Karen now practice different religions. Also,I dare say that many Karen people have forgottenabout the wrist tying ceremony.When celebrating the traditional spiritual practice ofKaren wrist tying with my parents in Lu ThawTownship many years ago, my parents told me‘When you celebrate Karen wrist tying don't link itwith any kind of religion. Animism, or other religionsand wrist tying should be kept separate.’Wrist tying and other traditional spiritual practicesare for all of the Karen nationality whatever theirreligion, as these originate with our traditionalancestors from the ancient world before modernreligions came into being. Just be aware that wristtying or other traditions shouldn’t be linked to anyreligion. Traditional ways that we can keep, we willkeep, and hope all of the religions leaders from allof the religions can be able to understand andknow about these traditions."Pu Maw Wah concludes saying that the the mostimportant thing that every one of us needs tobeware of is that amongst the Karen people wedon't want any religious discrimination abouttraditional knowledge and traditional spiritual waysof life.

w>o rH xH t o eX.Interview

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Interview With Naw Paw Eh WahNaw Paw Eh Wah is from "Mu Village, Warm RawTownship, Do Playa District. She has now come to NoPoe refugee camp to continue her studies. Thru Pwgointerviewed Naw Paw Eh Wah about her history ofeducation, from her early studies in her village until shereached the refugee camp where she is now.Q- Can you tell me a little bit about your biography?A- My name is Naw Paw Eh Wah, I'm 17 years old,and I have no brothers or sisters. I'm alone.Q- Can you tell me about your studies and what theyhave been like?A- Since, I was first able to study, I studied at myvillage, called Mu village, until the 7th standard. Therewas no schooling past the 7th standard in my village, soI traveled to K’ser Poe for the 8th standard.Q- As I know, there is a high school close to yourvillage. Why didn't you go to study at that school?A- Yes, you’re right, there is a high school which goes tothe 10th standard at Pa Pra village, which is close to my.Actually, it's a SPDC (State Peace and DevelopmentCouncil) high school which is controlled by the Burmesegovernment. If I’d wanted to attend that school, I’d haveneeded to give them an SPDC certificate showing thatI’ve passed school up till the high school level. But, asyou know, for us, we've finished school in our communityand our village, but to go to their SPDC school isimpossible because they do not recognize our educationsystem in Karen State. That's why I’ve chosen anotherpath for my future studies.Q- How did you arrive at the No Poe refugee camp?A- I knew that, If I just stayed in my village, I would nothave had an opportunity for further study at the highschool level and that's why my parents were trying tolooking for other options for me. Finally, I met with theone of the Do Pla Ya education workers, who showedme where I could attend high school, guiding me No Poerefugee camp, which is located on the Thai-Burma border.Q- Which grade are you studying now?A- Now I'm studying at grade 12.Q- As I understand, in Karen State, the highest educationstandard is the 10th standard, and so if you complete the10th standard, you have finished high school completely.But, in the refugee camp, the high school level goes untilgrade 12, which you need to finish to complete highschool. So, given this, you passed the 7th standard(equivalent to grade 9) in your village, but when youcame No Poe, you entered the 10th standard (grade 12).How are you dealing with the change of system?A- Actually, when I came here to No Poe to apply tostudy at the school, I went together with our districttownship leader, so I didn't really know what washappening. But when I started going to school, I realizedthat I was in grade 12. It's a bit different between KarenState and the refugee camp, and at first, this confusedme, but now I know more through talking with me friendsabout it. Now, I understand the differences between therefugee camp and Karen State. For example, the 8th

standard in Karen State is grade 10 in the refugee camp,the 9th standard is grade 11 and the10th standard is grade12.Q- Are the subjects difficult for you?A- The subjects are not really difficult for me because thesubjects they are teaching in the refugee camps and inKaren State are the same. Those subjects are broughtfrom here to Karen State. And also, most of the teachers

who taught us in Karen State finished their studies in therefugee camps along the Thai-Burma border. So, theyare not so difficult or different.Q- When you finish your studies in the refugee camp areyou willing to study further?A- It depends on my parents, because I know that myparents are getting old and as I am an only child, theyhave no other children to take care of them. So, I need totake care of them, it's my responsibility.Q- What will you do when you go back to your village?A- When I go back to my village, I will work as ateacher if there is a position available for me.Q- To become a teacher, you need to attend the training,so where will you go for that?A- There is an only one way to get teacher training in ourvillage, and that is through the Summer Vacation Training(SVT), which is done in my village every summer. I 'mwilling to attend that training. Also, in 2007 I alreadyreceived that training once.Q- As I understand it, there are many things that you cando in and around your village such as, community work,development work, etc., so why do you want to be ateacher?A- The reason is I don't want to live so far from myparents. Also, I don't have any brothers or sisters and Imiss not having siblings, and I believe that, if I teach inthe school, my students will all be like my youngerbrothers and sisters. Otherwise, if my parents wouldlike me to continue into further study, I'll continue.Q- Are you happy studying in the refugee camp?A- Yes, I mean, for studying it is ok, but it's doesn't feellike our village and our original place. And also, it’s veryfar away from my parents and sometime I feel homesick.From when I was a baby until growing up, I have neverbeen away from my parents like this.Q- There are many subjects that you study, which isyour favorite?A- My favorite subject is Karen, because it's our subject,our language and it’s easy to speak and all of it makessense to me. Also, it gives us a brief history of our Karennationality and we learn many things about this. For us,if we are studying about Burmese subjects, it seems likehistory, but it makes no sense because we don'tunderstand it and we just try to read through it all. So, itdoesn't give us so much that is understandable, or thatwe can relate to. So, when I go back to my village toteach, I will teach Karen subjects and Karen history.Q- When you came to the refugee camp how did youfeel, because before that you had only lived in KarenState?A- If I have to tell the truth, in the refugee camp, it is verynoisy for me, because so many people live here andwhen I first arrived I couldn't sleep at all because of thenoise. Also, I miss my friends and my family in KarenState.Q- How much is the difference in school costs betweenthe refugee camp and Karen state?A- In Karen State the cost is more, because in therefugee camp, it seems like we only need to pay half thecosts of liveng because we can get support from(COERR) which issues us with soap, candles,shampoo, tooth brushes and powder every month. Also,for those who live in the dormitory, they get furthersupport, such as umbrellas, shoes and uniforms.Q- What about rice, where do you get it from?

Continues on page 19

Sweden and not so many students in Denmarkknow much about it. Moreover, the government doesn'torganize this, therefore, we (the Operation A Day’s Workboard members) have to try very hard to raise awarenessabout it."(Marie Harup Jensæn, a graduate student and OperationA Day’s Work board member)"Being here made me understand and hopefully I will beable to convince highs school students in Denmark tohelp and support this when I go home. As everythinggets closer, I realize how important this project is."(Olga Juul, Operation Day’s Work volunteer)"We realized that IDP(Internally Displaced People) andthe migrant workers from Burma are the most vulnerablewhen we were seeking decision to choose. It's meanthat they are not hopeless. These people are very strongwith maintaining their schooling even though they areliving in the worse situation. We also want to supportthe people who are struggling for their.(Emilo Dall, OD volunteer)

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uFd o &. w> ul. b. ul. oh o eX.Teacher Education

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17 Karen Teacher Newsletter - November, 2009

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Purpose: students are exposed to key wordsand meaningsPracticalities: students work from the board ofworksheetsPreparation: prepare matching exercises

2.2 Elicit the WordThere are a few ways to do this:-Mime the word. Use actions todemonstrate the meaning of the word:

Purpose: students remember and share themeaning of key words.Practicalities: class discussionPreparation: find and draw some pictures ifnecessary

Swimming Mime with arm movementsAsk: What am I doing?

A key Mime unlocking a door, point tothe key.

Ask: What's this?

-Show or draw a picture:Global Warming Draw a picture of theEarth with flames around it.Love draw a heartOften Draw a line. Mark neverat one end and always at the other.

Mark points along it:usually, hardly ever, etc.

- Give a description of the word.- Give a translation of the word.

Allow the students time to think. If they don't knowthe work, tell it to them and write it on the board.

2.3 Concept-checking Questionsa. Write a key word on the boardb. ask basic questions about it, e.g.

Purpose: check that students understandmeanings of new wordsPracticalities: class discussion with board

gigantic is it more than 'big' or less than'big'?(more)key is it made of wood? (No)

Where do you use it? (in adoor)

Cassette Does it have speakers? (No)Can you store music on it? (Yes)

It is a good idea to concept-check all newvocabulary, even if you have already elicited it.

Using a Variety of DifferentTechniques for Students

People learn in different ways. Some people learna language best by seeing it written down. Otherslearn by hearing it spoken. Some people like toexperiment with new language, whereas otherslike to be sure they can produce new languagecorrectly before they try using it. Because of this,teachers should use a variety of differenttechniques. That is why we have written this book.

Skills-focused Activities, which looks at waysto improve students' reading, listening, writing andspeaking. There are sub-sections with activitiesyou can do before and after these task.

Pre- task ActivitiesBefore you read Before you listenBefore you write Before you speak

1. Introduce the TopicThese activities focus students' attention on thetopic. They do this by eliciting opinions, ideas orprior knowledge students may have about the topic.

As a teacher, finding out what students alreadyknow or think is very useful. You can use thisinformation to figure out how long you need tospend on a topic, what language they are familiarwith, and how interested they are.

1.1 Brainstorma. Tell students the topicb. Elicit what they know or think about the

topic. Write all their ideas on the board,even if they are factually incorrect.This could be:

- a list of items, e.g. animals oremotions

- a list of facts about asituation, e.g. everythingthey know about ASEAN orglobal warming

- opinions, e.g. arguments forand against free universityeducation.

Purpose: activate students' prior knowledge andideas about the topicPracticalities: class discussion with board

1.2 Group Brainstorm Competitiona. Students work in groups of 3-8. Each group has one writer, who has a pen and paper. Give groups a time limit of 2-5 minutes.

Purpose: activate students' prior knowledgeand ideas about the topic


Practicalities: students work in group of 3-8b. Groups list as much as they can about

the topic within the time limit.

c. Get Group to read out their lists. Thegroup with the longest list is the winner.Write all their items or ideas on the boardto make a class list.

1.3 Discuss the Topic There are a few ways to do this:

- Ask students about their ownexperience.

Have you everseen a ghost?Are you afraid ofghost?

- Tell a short personal storyabout the topic.

One night, I waswalking homealong the river.Suddenly I hearda voice, but……

- Write a sentence stating an opinionabout the topic. Elicit students' opinions.

Purpose: activate students' prior knowledge,ideas and opinions about the topicPracticalities: class discussion

In a large class, get students to discuss the topicin groups.

2. Pre-teach Vocabulary

These activities look at the key vocabularystudents will need:

- to understand a reading orlistening text

- to perform a writing orspeaking task

If you pre-teach key vocabulary, students canconcentrate on the skill goal of the task moreeasily.

- the reading, listening, writingor speaking- without havingto spend a lot of time findingout what each unfamiliarword means.

2.1 Match the VocabularyStudents match unfamiliar key words with:

- a definition- a synonym- a picture- gaps in a text


it can be useful to also give students a task to dowhile they are reading.

4.1 Focus Questionsa. Write one, two or three questions that can be answered from reading the text.The questions should be general- focus on the main ideas.

b. Students read the text and answer thequestions.

Purpose: students read to identify the mainideas.,Practicalities: students work from board. Theycan work individually, or in pairs or groups.Preparation: Prepare questions.

4.2 Order the Texta. Make enough copies of a reading text so there is one per student, pair or group. Cut it into phrases, sentences or paragraphs.

b. Students put the text in order.

Purpose: students read for gist and decidesequence.Practicalities: students work individually, or inpairs or groupsPreparation: cut up copies of a text- one perstudent, pair or group.

4.3 Identify the Main Idea

a. Write the correct main idea the text, and two orthree incorrect main ideas (supporting points orincorrect ideas) in multiple choice format.

b. Students read the text, and identify which isthe correct main point.

3. Prediction

These activities generate interest in the task.They get students to guess the content orlanguage of a text, or the language and contentinvolved in producing one. They are morecommonly used before reading or listening tasks.

3.1 Predict from the Titlea. Write the title of the reading or listening text onthe board.


b. Students guess what will be in the text. Writeall their predictions on the board.After they read or listen to the text, check whichpredictions were correct.

3.2 Predict from Key Wordsa. Write key words from the text on the board.

b. Students guess what will be in the text. Writeall their predictions on the board.

Purpose: students infer content of a text fromkey wordsPracticalities: class discussion with board

After they read or listen to the text, check whichpredictions were correct.

3.3 Predict from Picturesa. Show pictures from the textor related to the text.Some texts have pictures that youcan copy and give to the students.


Purpose: students infer content of a text frompictures.Practicalities: class discussionPreparation: get pictures related to the text

4. Presenting a Reading Text

The most common way to present a reading textis to show them the text – by handing it to themon paper, telling them to read it in their textbook,or writing it on the board for them. This is fine, but

Purpose: students read for gist and identify themain idea.Practicalities: best with a non-fiction text; anarticle, essay or opinion text, rather than a story.Students work individually, or in pairs or groups.Preparation: prepare a multiple choice questionabout the main idea

A- The problems is we are new arrivals whoentering the refugee camp so, we don't get anyrice yet, but the house owner where we take shelteris asking for rice contributions from other people inthe camp, to help support us for a few months atleast.

Q- How many people are participating in educationin your village?A- In my village, I have seen really good communityparticipation in education. Parents, teachers andstudents are working well. Even though our villageis small, now we have education until the 9th

standard. Next year, this will be extended until the10th standard. I appreciate that kind of participation.Also for teacher support, the parents are supportingthem with food. Especially, for the guest teachers,parents provide them with food regularly as wellas some of their other basic needs.

Q- How do you arrange a place to stay for guestteachers?A- The community cooperated together and built adormitory for the guest teachers, which is near theschool.

Q- Where did the teachers who teach in yourvillage school graduate from?A- Most of the teachers graduated from borderarea schools such as, KTTC (Karen TeacherTraining College) in Karen State and TPC(Teacher Preparation Course) in the refugeecamps. A few teachers are from our local community.We still don't have any teachers who graduatedfrom Burma yet.

Q- For the teachers who are teaching in yourvillage, how do you arrange for their basic needs?A- For each child attending school, we give one tinof rice and 10 thousand Kyat to the school committeeto distribute to the teachers, so, if you send 2 childrento school, you need to pay 2 tins of rice and 20thousand Kyat.

Q- Finally, can you offer some words of adviceand encouragement for the students who are livingaway from their parents and studying?A- I have seen many students who stay far fromaway with their families to get an education, andthey often abandon their studies and run away.For those people, I want to give them a few wordsof encouragement drawn from my own experienceby saying I understand that when we strive to getan education life isn't always comfortable.Even when we have to face many kinds ofproblems, we don't need to give up. We can keepourselves strong and fix our minds to the future, forour parents and communities, so we are able tomove forward and achieve our educational goals.

Continued from page 15

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t c Dy n D=w>[ Xz Xv lb Sd;w >q gM .r h>w >q gC >Vibrio Chole-rae [Jb .0 Jy SHmM .v DRIb J;x H& H, g0 Jt HRx k;x D.0 Jw >p k.w uvkmv Xw >u d;t r HRv XCholeraToxin (CT) , ' D;y SHmy lRw >p k.A ( Enterotoxin )t HR< ' D;x k;0 Jx H' D;t Ho .t gt g*D>* D>( electrolytes )v Xyr d>y S>t y lR' D;v lv DR0 Jq ly SHmt y lRu z kt y lRM .v DRIc Dv& mw >q gC >t HR [ JE kmc Dz sdx Hw u q SDb. 'D; w> tD.w u qSD b. M. vDRIc Dv & mw >v lb Sd;w >q gt HR<w kRzdo .n gy S>M >, J>e H .r hw r h>y SRo ;y S>w * R< t [XzX v lx Ho w l>u v me ;e ;u v JmA( nD Ek> bSd; Ckm 0J) <A 'D; xH [; xD. tg tg u vJm < rh w rh>zd o. qg w *R v> v> vX t ng yS> M> cH eH. w *R *R t[X zXvl xH owl> u vm td. xD. 0J 'D; t 0J oh. td. vXvD> u 0DR ylR zJ w> vl bSd; w> qg td. 0J M. w> o; 'h 'D vXw> vl bSd; w> qg M. u b.yX> xD. 0J w bsD CD M. vDRIw> qg t w> y eD. w z.w> qg C> tHR rR w> vX t y eD. t y eD. w td. zsg b. ywD> wkR vX vl xH t 'k o wl> u vm ( w> ud; vX w> vl [kxH ) t g tgu vJm oh 0J M. vDRIw > qg vX t e; M. < vl xH tH R rR pSR vDR ySR w ,X> wkR vX10%v Xu w D>z k.u dmo h<' D;r h>e ;M >t 0 JM .u Jx D.x Hp SRw >q gysD> ( Hypovolemic Shock ) w >t D.v Jv dmt C d* mq H.t g ( Metabolic Acidosis) ydmx J;p H., X.v XmuHGm(Potassium Depletion) v Xt [ Jp dmw >o Hw >y S>M .v DRIAw >b Sd;M .w >q gu Jx D.w b sDC Dw >v lv Xt wqgb. (Always Painless ) M. vDRIA w> qg C>V.Cholerae Ek m oD M. t y eD. w zsg b. < 'd; o MR xD.

t o; vXw> qg C> b. t tg t pSR t zD cd. M. vDRIwd> eD. =ySRv Xt o HG.u v kmr h>0 Jt d.(O)M .M >b .w >v lb Sd;w >q gn DE k>e ;M >y SRv Xt o GH.u v kmv Xt * Rw z .M . v DRI

w> C k xH. w> qgw> qg vDR t cg b. rR uG> 'f vX w> qg [H. vDRIA rh rh>vXwb.ulb.*m'H;tuwD>M.[H;M>ySRqgtth.'d; uG> Ck w>qgC > V.Cholerae w u h>Iw> u lpg ,g bsg =I AvX t csh =Ab. rR ySJR uhR xH 'D; tH o. vX t [; xD.uGHm w z. vX udm ylR rh w rh> oGH. usdR w uh>IAySR qg w *R M. t cD. xH; w eHR vd. 0J w> t xH 10-15 vHxX. vDRIAIA rRy SJRu hRw >t x Hv DRr >w z .' D; Rigers LactateCkm' D;w >r Ry SJRu hR Potassium t* mv Xw >y v D>ol.yv D>o ;< z J r Ry SJRu hRw >t x H 24e .& H.t v D>c Hw u h>IA r h>o ho r Ho r d;u G> Potassium w u h>I APotassium t* mr h>p SR ( Hypokalemia )b .w c D< w hE km 1-2 Ampoule ql 10ml 10 % Ringerslactyate tu sgw u h>IIA w>u lp g Antimicrobial Therapy M.u Jb sK;b .p XRw >u p D' D< Ab .q .w r h>w >t c d.o h.b .I At0 Jr Rp SRv DRw >q gu w D>< At h.[ ;x D.p SRv DR<A' D;r Rp SRv DR 0 Jw > q gC> Vibrios v Xt w >v JRc Dz sdt h.u sgt qX u wD> M. vDRIIAu o H. rRo Hw >q gC >w b sK; u v kmvX WHO [ h.x D.w >t k.o ;M .=(Doxycycline, Tetracycline, Trimetheprom -Sulfamethoxazole, Erythromycin,Chlorophenicolor Ciprofloxacin )r Jq D;w >q g[ H. [ h.w >u p D.v XAu o H.v Xw >q gC >nDE k>' D;w w dv XRw z .M .r h>0 JA= Tetracycline, Trimethoprim - Sulfamethoxazole wz .M .vDRIAtC do w ;' D;w >[ h.u o H.r Ro Hw >q gC >v Xu DF.w J. y , DRu D>q XM .w >q D.x GJv Xw >u [ h.Ciprofloxacin 1 gram STAT dose.wd>e D.= A[ h.u l.v Xe o r Ho r d;C ku G>w >q gC >nDEk> (yH) v Xu o H.r E kRw z .w c sK;e [ h.u o H. b.M.v DRI

w> ' Do 'X =IA zD tD. w> t *D> < o h pk t *D> < ol xH u qSD w uh> IIA [; qSJ; yD. vJ. w> tD. oH od w uh>IIA[ ;q SJ;r hRq GH rhR p DR< At * h>' ft HRu J0 Jw >v D>v Xw >qgC >u * kRx D.y o D xD. v Xq Xu w D>r D>(6 vg )M .t d.0 Jv DRIAu o H.w z .t HRw > - uX;[ h.t DRz Jw >q gv DRtcg M .v DRIuG> o -wJR=Aw> th. vl Diarrhoea ( 12. 1 )

wd> eD. = A'f od; e u e> yX> 'k; tD u oH. t *D> oH uG> oH 'd; b. u oH . o&. vX t td. bl; 'D; eR M. w uh>

, cif o wif; p1 ap1if rS azg fjy onfh 0rf; ysuf 0rf; avs1 t

quf

_yK pk uk o jcif;

a, bk ,s t ajc cH o ab1 w &1; rs1;a&"gwf cef;

ajc1uf r+udk u1 uG,f jcif; A(odkAh r [kwf)AjyK pk uk ojcif;A(jyK pk uk o rSK Plan A, B, C, or D)=At1 [1 & csdKAh wJh r+udk u1 uG,f jcif; A(jyK pk uk o rSKPlan A)- " ZINC" Zifh "gwf jznfh pGuf r+ ay; jcif;=AyÉdZD0aq;rs1;udkaocs1ao1ta}u1if;&if;rs1;t wGuf o1 ay; &ef A(at1uf wGif -unfh &ef)=A0rf;oG1;jcif;udk&yfwefAhapao1aq;rs1;ray;&ef(Loperamide uJh odkAh ao1 aq; rs1;)=Aaq;&Hkwif&efvdktyfonfhtouf12ESpfat1ufuav; rs1; t1;A D w1 rif at"gwf jznfh pGuf rSK ay; &efaoG; r yg ao1 0rf; oG1; jcif;t &nf usJ usJ 0rf; oG1; ao1 vl e1 rs1; t1; y Éd ZD 0aq; rs1; ay; &ef r vdk tyf ygIa&"gwfjyefvnfjznfhpGufay;&efo1vdktyfygonfIaoG; r yg ao1 0rf; ysuf<A0rf; avSs1 jcif;aoG; r yg bJ 0rf; ysuf<A0rf; avSs1 ao1 vl e1 rs1;t1; y Éd ZD 0 aq; rs1; ay; &ef r vdk tyf ygIAodkAh ao1ft &nf usJ usJ 0rf; oG1; onfh t xl; t ajc t ae ESpf &yfwGif o1 y Éd ZD 0 aq; rs1; ay; &ef vdk tyf yg onfIAu1 v 0rf; a&1 *g ( Cholera)%kwf w &ufjzpf ay: ao1 t &nf usJ usJ0rf; t jyif; txefoG1;jcif;(qefaq;&nfuJh odkAh 0rf;ysuf jcif;) tajc t aersdK; jzpf v1 yg u u1 v 0rf; a&g *g udk pÍ f;p1; oifh onfIA(t cef; A12I2 u1v 0rf; a&g *g udk -unfh )IAAt ouf A5 ESpf t xuf &Sd ao1 u av; wpfa,1uf(odkAhr[kwf)t&G,fa&1ufjyD;vlwpfa,1uf

onf &kwf jcif; t &nf usJ usJ 0rf; oG1; jcif; a-u1ifh a&

"gwfcsdKAhwJhr+jzpfvSsifA(rs1;ao1t1;jzifhtefjcif; yg

wGJjzpfwwfonf)A(odkAhr[kwf)Atouf2ESpftxufrnf

onfhvle1rqdku1v0rf;a&1*g&Sdaeonf[kod&Sd

x1;ao1a'otwGif;wGift&nfusJusJ0rf;oG1;vSsif

u1v0rf;a&1*gudkoHo,jzpfoifhonfIAuav;i,f

rs1;wGifu1v0rf;a&1*guJhodkAhjzpfay:cJhao1fvnf;

,if;onftjc1;ao1&kwfjcnf;t&nfusJusJ0rf;oG1;

jcif;udkjzpfyG1;apao1ta_u1if;&if;rs1;rS1cGJjc1;

&cufvSsifrs1;ao1t1;jzifh&dkw1Adkif;&yfpf(Rotavirus)a}u1ifhjzpfonfIAjyif;xefao1u1v0rf;a&1*gjzpf

yG1; onfh t ajc t ae wGif 0rf; oG1; ao1 u1 v ESifh y

r1 PavSs1h enf; ap &ef y Éd ZD 0 aq; rs1; udk ay; oifh

onfI0rf; ysuf jcif; A=0rf; ysuf jcif; onf uyf yg; ydk; jzpf ao1(Giardia intestinalis)a-u1ifh jzpf onfI Ars1; ao1t1;jcifh aq; y n1 t jri fjzi fhawGAh & ao1 vuQ1

rs1;rS1tenf;tusnf;rSso1jzpfonfIA,if;wdkAhrS1ysdKAhtefjcif;< 0rf;A dkvf e1 jcif; <Audk,f t av; csdef usqif;jcif;ESifh0rf;t&nfoG1;jcif;wdkAhjzpfonfIAudk,ftylcsdefwuf jcif; r &Sd ygI At u,f í 0rf; ysuf jcif; onfw1&Snf jzpf yG1; v1 yg u (14 &uf xuf ydk í) (Metro-nidazole) (w ESpf at1uf u av; rs1; wGif udk,f tav;csdefwpfuDvdk*&rfvSsif15uDvdk*&rfE+ef;jzifhoHk;}udrf cGJ í5 &uf quf wdkuf jcif; A(15mg/Kg divided in3 doses for 5 days)t &G,f a&1uf ol rs1; wGif 1 &ufvSsif2*&rfESKef;jzifhwaeAhw}udrfjzifhoHk;&ufquffí(2g/day OD for 3 days) uk o r+ ay; &ef jzpf onfI A0rf; udkuf jcif; =0rf;oG1;vSsifaoG;ygjcif; (aoG; 0rf; ysufjcif;)aq;yn1%Sifrs1;taejzifhrpift1;}unfhekdifvSsifydkíau1if; onfIA0rf; udkuf jcif; ESpf rsdK; &Sd onfIbuf wD; &D; ,1; (Bacterial) jyif; xef ao1 buf wD;&D; ,1; rs1; a-u1ifh; jzpf yG1; onfIAt jyif; xef qHk;rS1(Shigella)ydk; a-u1ifh 0rf; udkuf jcif; jzpf onfI rs1;ao1 t1; jzifh t zs1; &Sd jcif; IA0rf; oG1; jyD; vSsif p tdke1usifjcif;<Aaexdkifrau1if;jcif;wdkAhyifjzpfonfIAt rD; b1;(Amoebic)Ars1; ao1 t1; jzifh &kwf w &ufjzpf yG1; ao1 a&1 *g r [kwf ayIAvl e1 30 &1 cdkifESKef; at1uf wGif t zs1; %Sd onfIAw cg w &H t rD; b1;rs1; onf aoG; xJ rS wpf qifh Ajyif y e,f y,f jzpf ao1(Íy r1=tonf; wGif jynf wnf jcif; )(tonf; wGifjynfwnf jcif;ta-u1if;udktcef; 1<2<3 wGif}unfhygI) r}u1cPt1;jzifh trD;b1; ESifh bufwD;&D;,1;ydk;rs1;a}u1ifhjzpfao10rf;ysufjcif;u dk "gw fcGJcef;wGif rlwnfí uk xHk; u dkqHk; jzwf &ef jzpfonfIA(txl;ojzifh t EW,f &,f %Sd ao1 tkyf pk wGif yg0if ae vSsifIIII)t EW&,f &Sd ao1 vl e1 rs1;1IAt ouf A2ESpf at1uf %Sd ao1 u av; rs1;2IAt ouf A50 t xufA %Sd ao1 vl }uD; rs1;3IAt[1&csdKAhwJhaeao1uav;rs1;(ZScoretrSwf ay; pepf wGif Median ac:t v,f ysrf;rS sudef; 80 &1 cdkif E+ef; at1uf &Sd ao1)4IAtzs1;}uD;jcif;(39'Du&DqJvfpD;,yfpfESifhtxuf)5IAa&g *g jyif; xef pG1 csdKAh wJh ao1 v uQ 1 rs1; %Sd jcif;6IApdwf t1 %Hk %+yf axG; jcif; v uQ 1 rs1;<Awuf jcif;

AComa0if íarh arS s 1oG1; jcif;

1IAt zs1; r &Sd jcif;a&g *g csdKAh wJh jcif; u dk t xuf wGif jy x1; ao1 owfrSwf x1; onfh t wdkif; Auk o ay; &eft u,f ívl e1 t ajc t ae au1if; v1 vSsifAjyif yvl e1 ‚1 e wGif uk o ay; &eftu,fívle1onftEW&,f%Sdao1tkyfpkwGifyg0ifaevSsiftwGif;vle1tjzpfaq;%HkwifygIA0rf;avSs1jcif;<0rf; ysuf a&1*gjyefAh yG1; r+ udk u1 uG,f &ef oD; oefAhx1; %Sduk o aq1if wGif x1;íuk o ay; &ef

ay; &ef rS1 A(Metronidazole u av; A=10 mg/kgTIDŒ 7 days vl }uD; =750-800 mg TIDŒ 7 days(750-800 uD vd k*&rf udk w aeAh oHk; }udrf <A7 &uf ao1uf &ef)t rD;b1; a-u1ifh jzpf ao1 0rf; ysuf jcif; wGif ay; ao1Metronidazoley r1 P onf yHk rSef xuf ydk í rs1; onfIþp1tkyfwGifay;x1;ao1owfrSwf csuf t wdkif;o1 ay; &ef jzpf onfIAt ouf A12 ESpf at1uf u av; rs1; wGif w1 rif atudkvGefcJhonfhA4vuwnf;urao1ufoHk;cJh&ygu, ck wGif ay; &ef jzpf onfIAt cef; A(17I2)2IAt zs1; &Sd jcif;a&1 *g csdKAh wJh r+ udk t xuf wGif az:jy x1; ao1 owfrSwf x1; onhf t wdkif; ay; &eft u,f ívl e1 t ajc t ae au1if; v1 vSsifjyif yvl e1 ‚1 e wGif uk o ay; &eftu,f ívl e1 onf t EW&,f %Sd ao1 tkyf pk wGif yg0ifaevSsiftwGif;vle1tjzpfaq;%HkwifygIAa&1*gjyefAhyG1;r+udku1uG,f&efoD;oefAhx1;%Sdjcif;<A0rf;avSs1 0rf; ysuf uk o aq1if wGif x1; íuk o ay; &eft zs1; a&1 *g udk vnf; uk o r+ ay; &ef A(t cef; A7I4)ay; &ef rS1A Ciprofloxacin AAu av; =10mg/kg BD X 5 DaysAAAAAAAAAAAAAAAvl }uD; =500mg BD X 5 Days ESifhMetronidazole AAu av; =10mg/kg TID X 7 Daysvl }uD; AAAAAAAAAAAAAA=750-800mg TID X 7 DaystoufA12ESpfat1ufuav;rs1;wGifADw1rifatudk vGef cJh onfh A4 v cefAh r ao1uf oHk; cJh & yg u , ckt csdef wGif ay; &ef jzpf onfIA(t cef; A17I 2 wGif}unfhygI)t p1; t p1 rs1; vHk av1uf au1if; rGef pG1 p1;ao1uf rSK udk ao cs1 at1if jyKvkyf ygIu av; i,f rs1; udk rdcifEkdAhwdkufjcif;ESifhuav;}uD;rs1; ESifh vl }uD; rs1; t1; yHk rSef t p1; t ao1uf rs1;rs1; rs1; p1; cdkif;jcif; wdkAh jzpf yg onfIAae1uf quf wGJ qdk; usdK; rs1; udk ap1i fh -unfh &ef jzpfonfIA,if; wdkAh rS1 0rf;Ad kuf azgif; wif; v1 jcif;<AtlaygufxGufjcif;<AaoG;tqdyfoifhjcif;wdkAhjzpfonfIrSwfcsuf<Atu,fí"gwfcGJcef;wGifAprf;oyfppfaq;r+ jyK vkyf Edkif vSsifAAMoebic and Bacillary 0rf; udkufjcif;wdkAhudkAuGJjy1;pG1od&Sdvdk&ef0rf;udkppfaq;oifhonfIAjzpf yG1; ao1 vl e1 t ajc t ae rs1; jy1; v1vSsif 0rf; e rl e1 rs1; udk ,"gwf cGJ cef; wGif cGJ jc1; pdwf jz1r+ A(ydk; arG; jcif; ESifh aq; wHkAh jyef r+ prf; oyf jcif;)AwdkAhjyK vkyf jcif;<Aouf qdkif &ef q &1 0ef t1; ta}u1if;

}u1;í0rf;udkufa&1*gjzpfyG1;ysHAhESHhr+jcif;wdkAhtwGufjyif qif p &1 rs1; udk jyif qif oifh onfIAu1 uG,f jcif;vle1rs1;t1;vHk;ESifhrdcifrs1;t1;vHk;0rf;avSs1jcif;udku1uG,f&efat1ufygtwdkif;yn1ay;oifhonfI

p1 rsuf ES1 23 odkAh quf zwf &ef

xg< w> eHR w> th 'D; w> ySdR ySD> o eX.Cartoon and Poem

usJ; pX; Ck ul. oh yD ng1IAzJ y o; p> 'H; t cgAAAusJ; pX; Ck ul. oh yD ngAAAqX u wD> vX td. 'D; ySRAAAusJ; pX; Ck M> ud; t *R2IAu wD> tHR yD ng 'd. pdAAA*km usJ; pX; vX w> rR vdAAAyD ng 'd. vX [D. cd. tHRAAAe w *km e u pJR cH3IArR vd w> rh> wl> qg o;AAAu uJ xD. eJ ySR o; q;AAAw> u wdR 'd td. wh> vHAAAuDR xH M> tD b. xH qSH4IAch cg qX u wD> cJ tHRAAAyD ng y *D> td. tg 'H;AAAusJ; pX; rR u ,D u ,DAAAe u wkR zD wX. w bsD5IAy rh> td. 'D; w> uG> pdAAAy u M> yD ng 'd. pdAAAy rh> M> yD ng 'd. pdAAAy u uJ xD. ySR zsd; pd

6IAul. oh yD ng td. 'D; ySRAAAusJ; pX; [h. vDR ql ySR *RAAAwR v. zd vX td. 'D; ySR

AAA[h. xD. o ud; ud; t *R7IAy ySR u vkm u xD. zD

AAAul. oh yD ng b. [h. vDRAAAvX xH uD> 'D; u vkm *D>

AAAusJ; pX; y 0J '. eD> eD>8IA'D yk> 0J> rk. cGg ud; *R

AAA[h. vDR o; 'D; usJ; pX; rRAAA*km usJ; pX; 'D; rR w cD

AAAcg xD. cD. ql vD> xD. xD9IA'f y rh> 0J ySR o; p>

AAAtd. 'D; y w> qX rk> v>AAAvX xH uD> 'D; u vkm *D>

AAAusJ; pX; y 0J '. eD> eD>10IA'd u e. yk> 0J> ud; *R

AAAAvX w> o; td. u wJ eRAAAAvX ,w> qX rk> v> tgAAAAusJ; pX; Ck ul. oh yD ng

vX= pl. zX. p wg

*km [H ; M> ul. oh yD ng1I AqD zd yH {X rH rH rHAAAe rd> e y> JvJR ql ,dRAAA[J uhR pdm oJ; o. 0g cd.AAAtD. 'D; yk>*R wd. *R wd.2I AzH zk pH; ym xg [h. vDRAAAvX y pdR cJ tHR wkR CDRAAAw &H; o; wkR vX y pdRAAA[H; tD. o ud; yk> 0J> zd3I AoJ; 0g cd. ul. oh yD ngAAAvlR [H M> Ck o yS> yS>AAAok w pJR cH [H; M> tDRAAAql ,dR w> [J uhR [h. vDR4I A'D yk> 0J> o; p> rk. cGgAAAoJ; 0g cd. td. u vD tgAAAok w rH ch [H; M> tD.AAAyD ng ul. oh u tg xD.

5I AM> w pJ; [h. eDR [h. cDAAAySR u vkm pdm u zD xD.AAAM> w eDR [h. cD ql ngAAA'f ySR u vkm u td. zsg

6I AySR u vkm 'd. xD. zsg xD.AAAvX yD ng ul. oh td. xD.

AAAyD ng xl. rh> td. 'D; ySRAAAvJR w ylR rHR [l o. zsg7I AM> u vD y rh> w [H;AAAu vDR r> 'D; u pJR cH

AAArh> w td. vDRr> o '.AAApJR cH 0J '. w> yD> , >

8I Aql ,dR oJ; 0g cd. [J uhRAAApD. xD. rJm Ck [H; td. uhR

AAAqDzd yH pD. xD. rJm egAAA*km [H; M> ul. oh yD ng

AAAvX= pDR o; wD

xgvX uFd zd t *D>1)Aok 0J rh> uFd zd rk. cGgAAACk M> uhR ul. oh yD ngAAA ul. oh yD ng wkR td. okAAAqX rk> v> vX ok u Ck2)AuFdzd rk. cGg oh. w z.AAAu wJ ,J ok u e. uG>AAAu wJ ,J '. ok 'ftHRAAAul. oh yD ng [J wkR vH3)AuFd zd rk. cGg ud; t *RAAAvlR xD. uhR ul. oh yDngAAAul. oh yD ng &R vDR o;AAAuFd zd rk. cGg vlR tg tg

4)AAuFd zd rk. cGg vX , tJ.AAAAu wJ ,J ok u e. eJ

AAAAok rh> td. 'D; w> ul. ohAAAAvJR w ylR oh w ylR oh5)AAuFd zd rk. cGg qH; jyH ogG

AAAAvkR [H M. ul. oh yD ngAAAAok rh> ySR qH; zd b. q.AAAAw eHR u uJ b. cd. e>6)AAuFd zd rk. cGg o; p> zd

AAAAA*km [H M> uhR w> rR vdAAAAAqX u wD> vJR xD. vJR xD

w 'f od; 0J vX ng cDeD> rkm }wDR zD (udF *H> vh 'X udF)

ul. oh rh> w> vk> yShR 'd.1Iul. oh rh> w> vk> yShR 'd.u nD zd *km M> rR vd'f u M> b. yD ng 'd.ySR ud; *R u b. *JR vdm2Iw> ul. oh ym eD> *H> wXrh> vk> yShR 'd. vX u 'XyShR M> vX ph w M> b.y b. usJ; pX; rR o yS>3Iul. oh vX u nD uD> ylR*kR xD. tg xD. 0J w ylySR tg *R *km rR M> 0Jol 0J vX w> 'd. xD. usJ4Iu nD uD> t uFd w eDRtd. 0J 'D; t uH> t pDy rh> [H; M> 'D; rR vdy w> td. rl u zsd; pd5I w> vD> Cd. uh. cD vh. uFduD> &h. EGH bh. [J rR vdvX uD> &h. EGH bh. cX. p;ul. oh t usJ [h. vDR o;

6IySR vX td. 'H; 0J tg r;pH; cD vh. uFd uH> pD pSRCk rR vd vX y wD> xDcD CDR 0J ql Cd. 0> cD

7IvX 'J u 0DR EGH bh. ylRw> ul. oh vJR xD. %k> %k>

y rh> [H; M> 'D; rR vdy w> td. rl u zsd; pd

8I 'J u 0DR uFD. wJ. w> yXwDR 'd. wkm uFd td. tg zsX.vX wDR 'd. wkm usg w eDRt uH> pD vX ySJR 0J eD> eD>

8Ib. q. ySR td. 0J w eDRym 0J 'f rh> w> u vD

w [H; M> rR vd 0J b.vJR u 'D; ql uD> t *R

9IvJR wkR uD> oX bh. w bh.Ck M> yD ng w> ul. ohrh rh> w> vX ySJR b. q.vDR wd> 'H; u td. 0J '.

10IySR w eDR xd. oh t o;AAw u wdR t usdm vXR b.[H; M> rR vd uhR y usdmAAAAAul. oh rh> w> vk> yShR 'd.

vX= qH; ck. ph

w> ul. oh vX y -uX; Ck1IA'f y rh> 0J ySR o; p>AAAy -uX; Ck 'D; rR vd w>AAA'f t rh> ul. b. ul. ohAAAySR *R oh od; y u oh2IAw> ul. oh vX td. 'D; ySRAAArf y ok w vJR u yRAAArh> csK; w pJ; [H w pJ;AAA'fod; 'D; y u ylR zsJ;3IAvX ng ySR o; yS> w z.AAAw usX uJ. qd; vHm tg b.AAAb. q. t 0J oh. w z.AAAtJ. zd vHR Cd wJ 0J '.4IA[h. *H> [h. bg vHR 'D; zdAAA'f t rh> w> vJR cD zsdAAAt 0J oh. pdR w> ul. ohAAAb. yShR 0J vX xl vX ph5IAph w td. w xD. b. uFdAAArh> w> e; 'd. r; vDR zdAAAt Cd y pdR b. rR vdAAA'f od; 'D; y u wk> zsd6IAy w wk > zsd 'H; t CdAAAu vkm *R rR tX xD bdAAAw> oh w> b. vX td. 'D; ySRAAA[h. xD. o ud; ud; t *R7IApdR cJ tHR w> ul. oh tgAAAw 'H; od; 0J 'D; vX ngAAA[J wkR td. ySR w> ul. ohAAAw b. yShR vX xl vX ph8IAtd. xJ w rHR b. wl> qgAAA'f y yShR 'D; y *H> bgAAArH ch rH o yhR w *hRAAA*JR xX. 'D; *km usJ; pX; uhR9IAqX u wD> bl; xD. vH vXAAAy uD> tHR y b. uhR yXAAAy u yX *D> vd. ul. ohAAAy *km usJ; pX; 'D; Ck M>10IAw> ul. oh rh> w> t 'dAAAy ySR u vkm rJm ySR zdAAA'J qD rd> 'H. 0HR 'D; [kAAAw> ul. oh vX y -uX; CkAvX= eD> 0h 0h zd

5IAy rh> td. 'D; w> ul. ohAAAySR *R xH. qH; ySR w ohAAAw> ul. oh rh> td. 'D; ySRAAAySR *R ym vk> ym yShR ySR6IAuG> u 'g uhR pdR vX ngAAAuFd w td. 'H; 0J tg tgAAAuFd td. vX cl wdR 0h> wdRAAAySR u vJR *D> ph w td.

9IAvX pdR cJ tHR qX u wD>AAAySR ul. oh y wD> td. xD.

AAAb. q. w rh> vD> ud; wDRAAAu vDR wd>'H; 0J w eDR

10IAw> ul. b. ul. oh w z.AAAy yShR vX xl w M> b.

AAAy b. Ck tDR vX o; plRAAAyD ng vk> yShR 'd. M> xl

AAAvX = eD> 0g M> ph

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3IAul. oh yD ng vX y *D>AAA'f od; u 'd. xD. t *D>AAAzd 'H zd o. ySR o; p>

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7IArh hrh> cJ tHR qX u wD>AAAAAAAuFd td. 0J w> vD> tg wDRAAAAAAvX u pX> u vd t usg

AAAAAAAAy xH. b. vX uFd td. zsg AAAA8IAw> ul. b. ul. oh tgxD.

AAAAvX xH uD> ySR u vkm *D>AAw *R vX o eX. '. 0JAA[h. vDR y o; rR y 0J

tp1rp1;rD<Atp1;tao1ufcsufjyKwfcsdefESifhtdrfo1rSxGufv1ao1vufudka&ESifhqyfjy1wdkAhESifhwuG aq; a-u1 &efIu av; i,f rs1; t1; rd cif EkdAh udk o1 wdkuf auGs; &efIao1ufa&wGifuvdk&if;aq;&nfrcwfx1;ygua& udk usdK csuf ao1uf oHk; &ef It p1; t p1 rs1; usuf at1if csuf jyKwf &ef ESifh zHk; tkyfx1; &efItdrfo1udktoHk;jyK&efESifhuav;rpifrs1;t1;aocs1 pG1 oefAh %Sif; &efIav aq; (Like Aluminium) rs1; udk -u1 %Snf pG1 oHk; pGJjcif; r jyK &ef<At p1 tdrf t wGif; %Sd tuf qpf "gwfonf buf wD; &D; ,1; ydk; rs1; udk wdkuf cdkuf Ekdif onfIAu1 uG,f aq; xdk; jcif;u1 v 0rf; a&1 *g t wGuf o1 u1 v wdk u1 uG,faq; %Sd onfIAa&1*g t ajr1uf t rs1; ul; puf ysHAh EShHao1 t csdef wGif & %Sd yg u t oHk ; 0if onfIAp1 nGef;iSufzs1;a&1*g(tcef;15I2)<Atv,fe1;a&1if&rf;jcif; Aac: otitis media (t cef; 21I1) At qkyf a&1ifjcif; A(t cef; 21I2) <AÍ D; aES1uf t ajrS; yg; a&1if jcif;(t cef; 15I1)<AqD; vrf; a-u1if; ydk; 0if jcif; At cef; (13I1) u1 v 0rf; a&1 *g A(t cef; 12I2)

p1 rsuf ES1 A21rS t quf

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vX o; 'l vJR xD. Cl Cl1IAy 0J u nD zd w z.<Aul. oh u td. rR o yS>AAAzJ vX eD> qH; 'ft cg <AzD. xD. xd. 'H;p;cd 0g2IA'fy vHm ok w vDR r> < A*kmusJ; pX; rR o yS> yS>AAAy zd w M> w> ul. oh <Ao; rH 'H; ok 0J w *hR3IA qD. xGJ rR pXR [h. *H> bg <AzJ y zd qH; 'H; t cgAAAw> rR tDR 0JR rh> w> nD <Aym wD> ym pXR 'H; w oD4IAcD zsd w> ul. oh w td. <AyXqSX xHuD> rh> w> vd.AAAy w> ul. oh rh> vX ySJR <Ay xH uD> tHR u vX ySJR5IAy 0J u nD zd w eDR <AuG> qH; uhR t u nD uD>AAAcD CDR ql xH * RuD> *R <At ySR u vkm uG> u ym6IAt 0J oh. qd rd. vDR o; <Au uG> vDR uhR xJ t o;AAAph rh> td. rh> w> vX ySJR<AxH uD> u M> w rh> vXR7IAy 0J u nD z dud; * R<AxH uD> u M> y b. emAAAvX y w> o; w zsX. CD<ACl Cl rR vXw> o; wD8IAcD zsd vX y w> vDR z; <Ae t z o; ck eHR -w;AAArh> vX w> o; wD w td. <AuJ xD. uhR vX w> qd rd.9IArk> eHR 'D; cg vX u [J <Arl 'g rh> eR ,R y 0JAAAvX o; 'l vJR xD. Cl Cl <Aw> wdm u vX ySJR 'l 'l-u Ak oJ <AuFd o &. rk.<A w yJ &HR

[h. xD. o ud; w> u yDR1IA[h. xD. o ud; w> u yDR<Aql y ySR u vkm *D> rD.AAAw *R vX w> oh td. od;<AzJ t oh y u *JR vdm2IAy td. rl vX [D. cd. tHR<Aw> oh b. td. 0J tg rHRAAAw> oh w> b. oh. w z.<Aw *m 'D; vDR qD 0J '.3IA'f M. od; u nD zd usg<Aw> oh w> b. td. 0J tgAAAy rh> b. uhR xd. o }wDR<Azk. zk. xD xD td. 0J vDR4IA, u wJ u em rh> xHA<w> 'GJ. 0J qSd vX oh. cHAAAw u yDR ySR xH. tDR tg<AySR tg *R xH. 'D; oh. ng5IAySR td. vX cD. xH; w eDR<Aw xH. 0J t w> u yDRAAAt w> u yDR rh> 'f vJ.<AvX t *D> rh> w vDR tJ.6IArh> vX qSd oh. cH t Cd<AySR oh. ng oh. cD. xH; zdAAAySR oh. cD. xH; w> td. rl<AqSd td. vX x; 'k; e> [l7IAy u wJ w> ul. oh xD<Atd. 0J '. vX w> t 'DAAACk 0J usJ 'D; wl> qg o;<Au vkm *D> cD. b. tX o;8IA'fuvkm uxl.zsJ;*D><Aq lySRvD>cHwtd.wD>

AAArh rh> cD vJRxD. ql ng< A'f u vkm ySR u oh. ng9IAySR td. w> cH; usg w z.<Aw> u yDR M. vd. 0J '.AAA'f w> u yDR u M> b.<Au qd; b. Ck usJ 0J '.10IAw> u yDR vX t M> b.<Au rh> 0J '. qSd vX 0.AAAArh> vX qSd 0. tHR t Cd<At xH. b. 'D; o ud; zd11IAqSd 0. tHR rh> vX t *D><AwJ w oh uJ bsK; eD> eD>AAAAcD zsd w> 'f tHR t Cd<At tJ. 0J '. qSd 0. zd12IArh rh> qSd vX oh. cH cD<At *D> rh> 0J w> u vDAAAAw> cD. xH; qSd 0. em uh<At *D> uJ bsK; wJ w oh13IAb. q. qSd 0. w> cD. xH;<Aoh. cH rh> qSd vJ u bsH;AAAAxD bd y b. oh. ng 0J<Aoh. cH rh> 0J '. qSd vJ14IAy 0J td. vX oh. cD. xH;<Ab. oh. ng vDR y o; 'H;AAAAw> u yDR cJ vXm cJ ph<Arh> '. y *D> y wJ oh15IAw> u yDR vX u yDR 0J<Arh> '. 'k; eJ. M> y usJAAAA'f od; y u xl. zsJ; xD.<Aol. xD. M> ySR y bl. wD>16IAy bl. wD> vX t ol. xD.<Au rh> 0J '. u vkm *D>AAAAt Cd y -uX; 'D; oh. ng<Aw> u yDR *hR M> tg tg17IAw> ul. oh vX td. 'D; ySR<Ay ok w ol xJ w *RAAAA[h. vDR o ud; ql ySR *R<Aw> rk> v> vX td. 'D; ySR18IA'f od; y xH uD> u M><Ay rR xJ w *R w M>AAAAy td. 'D; w -uX; rH eDR <A[h. xD. o ud; w> u yDRvX=ApDR rFd xJ;= u nD uFd o &. w> od. vd cD vh. uFd

t }uH jyK csuf= aq; 0g;rs1; pH epf wpf us wkduf auGs; wwf &ef eD; pyf &1aq; 0ef xrf; rs1; udk ar; jref; jyD; rS aq; wdkuf ausG; oifh yg onf

24

o &. w>uGJ; o eX.Teacher Talk

qlA'D yk> 0J> y Cl y ySdR ySR rR w> zdw z.t qd rf ,GR qd. *hR ok ud; *R vXok w> zH; w> rR t ylR 'D; vX okw> td. w> qd; t ylR rf ok u ylRzsJ; 'D; 'k. 'g t w> rR tX rR e;<w> uD w> cJ t u vkm u vkm wz. rh> y w> qX *hR b. ok 'D; xku z. vX ok *D> M. vDRIy pH; bsK; b. ok 'd. r; vX okw> zH; w> rR t ylR ok rh> b. uG>

qX. rJm 'D; w> uD w> cJ xJ vJ. xJ vJ. xJ vJ. b. q. ok [h. vDR ok eD> cdeD> o; vXm vXm qh qh 'D; ok rR w> t *hR u wX> M. vDRIAy o; ck 'd. r; vXok [h. eDR vDR z; b. y 0J ud; *R vX ok vHm w> u pD. “y Cl y ySdR “tHR t CdM. vDRIAvHm y Cl y ySdR tHR [h. ySR w> ul. b. ul. oh tg r; w> vX y woh. ng'D; e> [l b. tDR oh . w z. y oh. ng tg xD. b. w u; b. yoh. ng b. y ySR u vkm t w> b. zSD. b. e; vX t b. w> qD. wH> rRtX rR e; tDR vX y ,DR u vkm 'd. pd rDR pd &dR w z. t Cd M. vDRIAw> *h> tHR rh>w> vX t 'k; [l; *JR y o; vX y u yX> qX xD 'g rR o bSH; uGHm 'D; 'k; vDR ySD> uGHmok; y 'd. rDR pd &dR o Elw z. tHR vX t csh M. vDRIAy [h. *H> [h. bg ok y Cl y

ySdR w z. vX ok u xk; xD. &RvDR vHm w> u pD. ySR u nD w>wl> b. w z. tHR vX [D. cd. csX'D bh. xH uD> tg bh.cJ vXm 'fod; ySR u oh. ng tg xD. b.yySR u vkm t w> wl> b. vX tb. w> qD. wH> rR e;vX ok; y'd. rDR pd &dR w z. tHR M. vDRIAypH; bsK; b. ok ud; *R vX ok w>rR t ylR ok usJ; pX; vX t *hR uwX> 'f od; y ySR u vkm u xD. zD

t *D>ok [h. vDR ok o; vXm vXm qh qh cJ vXm M. vDRIw> bsK; ACl Cl ql y w> rR eXRApDR c&Hmp wd. zX. ArJ> v; 'J u 0DR(LMTC)

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25 o &. w>uGJ; o eX.Teacher Talk

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Table of ContentsSchool News (pg. 2-5)

Influenza Spread Causes Schools to Close (pg. 3)SPDC will Send Their Teacher to Community School(pg. 3)

KED Develops Teacher to Student Ratio Policy (pg. 3)KYP Post-Ten School Program Available

in Mergui-Tavoy District (pg. 3-5)KRCEE Evaluates Mathematics and Science Curriculum (pg. 5)

KSEAG Completed Collecting Schools Information (pg. 5) Celebrating the Wrist Tying Ceremony Throughout

the Refugee Camps and Karen State (pg. 5)Teacher Profiles for the 2010-2011

Academic Year Collected by KRCEE (pg. 5)SPDC Build New Camp Force School Closed (pg.5)

International Education News (pg. 6-9)Aceh, Indonesia

Focus Stories (pg. 10-11)Danish Students Support Karen State Schools

Traditional Knowledge (pg. 12-13)Celebrating Karen Traditional Wrist Tying Ceremony

Interview (pg. 14-15)Naw Paw Eh Wah, Karen State Student

Who come to Study Refugee to Get HigherEdication

Teacher Education (pg. 16-19)Using a Variety of Different Techniques for Students

School Health(pg. 20-21) Karen (pg. 20)

Burmese (pg. 21)

Poems and Cartoons (pg. 22-23)

Teacher Talk (pg. 24-27)

Reader Feedback (pg. 28)

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KED Develops Teacher to Student RatioPolicyDuring the Karen Education Department (KED) Annualmeeting held from May 10-12, a number of importantpolicy decisions were taken to improve the overall qualityof education throughout Karen State. One of the mostimportant decisions is that schools are expected to have

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KYP Post-Ten School ProgramAvailable in Mergui-Tavoy DistrictOn September 6th 2010, KYP (Karen YouthEmpowerment) post-ten school was opened in Mergui-Tavoy district by the Karen Youth Empowermentcommittee and Cultural and Traditional Developmentcommittee. The purposes of the school are to supportKaren youth to maintain their own culture, traditions,language, behavior and build connections with thecommunity, and unite participants as they prepare forwork and their future lives.Pa Doh Nay Gay Kaw who has the responsibility ofbeing Mergui-Tavoy’s education coordinator as well asthe Youth Empowerment Program (YEP) committeechair said, "This is the first post-ten school in our district.We haven’t had any post ten school like it before." Also,he added "We are hoping for the youth to be able toparticipate in the community and work for the Karennation. Also we provide an opportunity for learning andhopefully they will pass those skills on to the communitytoo."

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Influenza Spread Causes Schools toCloseA source from Mae La Oon Refugee camp reports thata serious strain of influenza has spread across the campover the last week forcing schools to close. Saw ToeMa, a teacher at Mae La Oon No. 1 High School saidthat, "People started to get influenza last week andsince then it has spread quickly. Children are especiallysusceptible and schools are places where influenzacan spread easily and quickly. For this reason, wehave closed all schools in Mae La Oon Camp. Thetime to reopen schools will depend on our ability tocontain the spread of the influenza." There are 5 high schools, 1 middle school, 2 primaryschools, and 7 nursery schools with a total of 6901students and 311 teachers in Mae La Oon refugee camp.

SPDC Will Send Their Teachers toCommunity SchoolIn September and October during the 2010-2011academic year, the SPDC (State Peace andDevelopment Council) have asked for permission fromthe local tract authority to send their teachers to KlawHta school which was ran by the community.Villagers, students and teachers can't go to the SPDCSchool because the DKBA is logging the area and hasplaced landmines around the school. Thra Lwee Gaywho takes responsibility of Mu Traw District as a jointsecretary and is at the same time a member of the MTT(Mobile Teacher Trainers) said, "Since the beginning ofthe school year, students and teachers have not daredto go to school because of the SPDC’s and DKBA’slandmines. Actually, they set placed lots of landminesaround the school, but the local authority still can't findall of them. Therefore, parents are not supporting theirchildren to go to school. For that reason, the SPDC hastaken advantage of the situation and is willing to buildtheir school in that area. First, they asked permissionfrom the local tract leader, but the local tract leader sentthe request it to the township level and township levelsent it to the district level, but they haven’t give anydecision yet.”The SPDC has the specific plan to build up the schooland give support for the students’ materials and school’sequipment and also teachers’ subsidies as well. TheSPDC will choose the teachers themselves, from theirown members.Thra Lwee Gay went on to say, "This isa very exciting time for discussion and negotiation onthis issue. On the township and district level we havenot agreed with this pushing our Karen teachers awayand sending their SPDC teachers to build up the school.If we are going to agree with this, it will cause a bit of aproblem for us because it means the SPDC will sendmore and more of their members to take control of thearea. After that, our people will face with many kinds ofproblems with the local economy. Also our children willfind it difficult to learn in an SPDC school. We alreadyknow that if we accept this now, the situation will getworse and worse."Klaw Hta School is located in Mu Traw District, Bu ThoTownship, Mae Nu village tract.

a minimum ratio of 15 students to 1 teacher. This policywill take effect immediately. Scott O'Brien, the formerKaren State Education Assistance Group (KSEAG)Executive Director explains that KSEAG will followthe new policy when providing education assistance toschools. He said, "In terms of teacher subsidy support,KSEAG will continue to provide teacher subsidies forall teachers – so long as the teacher-student ratio ismet. For example, if a school has 4 teachers and 80students (the ratio being 1 teacher to 20 students) thenall teachers will receive support. However, if a schoolhas 4 teachers and 48 students (the ratio being 1 teacherto 12 students) then teacher subsidy support will only be for the teacher number that fits the students (in thiscase, 3 teachers). In such cases, the subsidies for 3teachers will be divided evenly amongst the fourteachers. It is the responsibility of the school committeeto choose how many teachers they will have in theirschool."The former KSEAG Executive Director went on toexplain that small schools, sometimes referred to as‘Home’ schools, would need to attach themselves tolarger schools in the area. He explained, "Over thepast years KSEAG had seen a number of schools withone teacher and only 8 or 9 students. While, in somecases we understand the need for these small schoolsbecause of distance and security reasons, it is necessarythat they attach themselves with larger schools for propermanagement of the education system as well as tomeet minimum policy standards. It does not necessarilymean that they need to send their students to the largerschool, but it does mean that they need to combine theirstatistics with the larger school’s statistics, share a schoolnumber, and receive education assistance as oneschool." The former director concluded by saying, "It isup to local school committees to decide how manyteachers their schools will have – to decide themselveswhat the teacher-student ratio will be. KSEAG willfollow KED policy and provide assistance accordingly. I think this is a good and fair policy. This year, we willincrease the teacher subsidy that we provide. For mostteachers, this will mean an increase in the amount theyreceive. For schools where the teacher-student ratio ishigher than the KED policy, than this increase will needto be divided accordingly. We need all education leadersand teacher trainers to explain the new KED policiesclearly to school committees, teachers and parents sothat there is no misunderstanding."

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KSEAG Completed Collecting SchoolsInformationKaren State Education Assistance Group (KSEAG) hasbeen collecting Karen State Schools' profile informationsince August. This process is now completed and thedata has been collated. Soon, KSEAG will provideteachers’ subsidies to the Karen State teachers for 2010-11 academic year. Saw Kolo Htoo, a coordinator ofKSEAG said, "This year, we are planning to distributeteacher subsidies a little earlier. Last year, we distributedthe teacher subsidy in November but we are planning todistribute from the 3rd and 4th week of October until the 1st

and 2 week of November this year."The number of schools in Karen State increases everyyear. Saw Kolo Htoo added, " The number of schools inthe seven districts has increased by thirty this year. Thisshows that communities are eager to reduce illiteracy inKaren State." The school statistics for the 2010-11academic year will soon be available for release.

KRCEE Evaluates Mathematics andScience CurriculumFrom the 16th to 27th of August, 2010 in Mae La refugeecamp, KRCEE (Karen Refugee Committee EducationEntity) which is taking responsibility for Karen educationin the 7 Karen refugee camps in Thailand, are reevaluatingtheir curriculum materials, such as in mathematics andscience. KRCEE primary education secretary, NawThoo Lei Paw, said, "When we had our education meetingin 2007, everybody agreed to evaluate the curriculummaterials each year. Also, in 2008-2009 we provided thecurriculum materials, but at this time we are reevaluatingthem and considering how to improve them for the future."During July, KRCEE had already created the curriculumsyllabus for mathematics and science for the primarylevel, but the secondary level materials will be done bythe end of August.She added, "We still have many syllabuses to do. Forthe English syllabus we just finished grade 1, but forgrades 2 -12 we use the old syllabuses. Actually, ouraim is to complete the social study syllabuses for grades1 -12 in October. Also the Karen syllabuses, grades 1 -12, will be done in September.”KRCEE has been working with ZOA(Zuid Oost Azie)for many years in education for the 7 refugee camps inThailand, but in 2012, ZOAwill hand over the educationwork to U-Sarn Kanae and the vocational work to ADRA.

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Celebrating the Wrist Tying CeremonyThroughout the Refugee Camps andKaren StateKaren year 15.08.2749 (26.08.2010) was the lunar fullmoon day and Karen people all around the worldcelebrated the Wrist Tying Ceremony. (To learn more

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The core subjects taught in the school are: Karen cultureand traditions, Karen politics, Burmese politics, and Karenhistory. Additional courses include: leadership andmanagement, law, human rights, observation and criticalthinking, community development, English andcomputers. The maximum number of students is 20 andthere are currently 19 students and 3 teachers (from theYEP committee). At this time the YEP committee arelooking for more teachers such as Karen youth leaders,teachers from border area also from abroad. They arealso inviting volunteers from any nationality to work atthe school. Studies will take place over one year. Thefirst 8 months of study will be at the school and the other4 months will be practical work in the field.

Teacher Profiles for the 2010-2011Academic Year Collected by KRCEEKRCEE (Karen Refugee Committee Education Entity)is the organisation responsible for education within theseven refugee camps in Thailand. They have recentlycompleted collecting the camp schools’ profiles for the2010-2011 academic year. The number of teachers for2010-2011 in each camp is as follows: Mae La Oon307, Mae Ra Ma Laung 301, Mae La 468, Umpuim219, Noe Poe 207, Dong Yan 126, and Htam’ Him176.Thara Mu Paw Ku Thay, KRCEE in charge of operationand administration said, “ Although more teachersresettled to third country, we were still able to recruitsufficient replacement teachers in time for the start of theacademic year. Therefore, I couldn’t see any gapscompared with last year’s teacher profile. In fact, thenumber of teachers is even increasing in some refugeecamps.”According to the teachers’ profile collected by KRCEEfor 2009-2010, the number of teachers for each camplast year were: Mae La Oon 281, Mae Ra Ma Laung238, Mae La 547, Umpuim 229, Noe Poe 100, DongYan 66 and Htam’ Him 96. These were the teacherswho received support from ZOA.

about Karen history click on these links) (http://www.burmalibrary.org/docs3/karenmuseum-01/ or http://www.burmalibrary.org/docs3/karenmuseum-01/History/migratory_period.htm), The wrist tying ceremo-ny has been celebrated since at least 2017BC, whenKaren people started to move from Te Sat MaeYwar(Mongolia). As it was recognized as a specialday, all the schools were closed and celebrated theWrist Tying Ceremony. Thara Hgay Po Hai, who is asecretary of Karen Education Department and once ananimist for 24 years said" This Wrist Tying Ceremonywas mostly celebrated by the animists. But now, allKaren people celebrate and it is a great opportunity forfamilies to gather once a year, regardless of religion".The ceremony was widely celebrated in the Refugeecamps as well. Thara Ka Lay, who is a headmaster ofNo 1 high school in Noe Poe camp said, "We plannedthe competition for the students on this special day tomake the students to know and respect their own cultureand customs. We set up a Poetry competition about theWrist Tying ceremony for grades one through six, essaywriting for grade seven to twelve and for the public,there is an article writing competition”.He added, "In the past, some people though that thisday was a religious ceremony, but now, it's beenchanged. For me, even I though am a Christian; theWrist Tying day was a cultural gift that was left by ourancestors and not religious".This special Wrist Tying Ceremony was also celebratedfor the first time in the KTTC (Karen Teacher TrainingCollege) School in Ho Kay. Over 200 Students,teachers, and local villagers all joined the ceremony forspiritual service.

SPDC Build New Camp Force SchoolClosedSince April 2010, SPDC (State Peace and DevelopmentCouncil) army built their camp and troops which locatedclose to Htee Wa Bway Hkee school. This has causeda problem for the villagers who must walk close to thecamp to search for food. Village children are also findingit very difficult because they are afraid the SPDC troops

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Aceh, Indonesia

Aceh Province, is a special territory of Indonesia,located on the northern tip of the island of Sumatra.Most of Aceh’s inhabitants are Muslim and the areais believed to be where Islam was first introducedto Southeast Asia (around the 12th century).No one is sure about the origin of the name “Aceh”.Even the Acehnese language has no word whichis the same, or similar to “Aceh”. Although there isno certainty about its actual origins, there is apopular folktale which deals with the origins of theword “Aceh”. The folktale explains that an Indianprincess arrived on the island of Sumatra lookingfor her little sister and found her there.The princess told the local people that the girl washer “aci” or her little sister. Since the people werefond of her and she behaved well, they made hertheir queen, and the area where they lived wasthen called “aci”. Another claim for the origins of thename is that it comes form the Indian word “aca” or“atca”, meaning “beautiful”.Although Islam is the dominant religion, Aceh is aculturally diverse area, with a variety of ethnic andlanguage groups. The major ethnic groups are theAcehnese, Gayo, Alas, Tamiang, Aneuk Jamee(descendant from Minangkabau), Kluet andSimeulue. There is also a significant population ofChinese, who are influential in the business andfinancial communities.Aceh has a history of political independence andfierce resistance to control by outsiders, includingthe former Dutch colonists and the Indonesiangovernment. Aceh has substantial naturalresources, including oil and natural gas - someestimates put Aceh gas reserves as being the largestin the world. Relative to most of Indonesia, Aceh isa religiously conservative area.Aceh struggles for independence after 1945Shortly after Indonesia declared independencefrom the Dutch in 1945, Aceh’s popular, Muslimleader, Teungku Muhammad Daud Beureu’ehdeclared war on the new government. He saw thefirst president as having gone back on his wordafter Aceh provided valuable financial and militaryassistance against the Dutch.Beureu’eh wanted to make Aceh a special,autonomous province that would be run as an Islamictheocracy, but at the end of the struggle, autonomywas not achieved. Beureu’eh and his Darul Islammovement revolted against the young nation toestablish an independent Muslim state thatrecognized Sharia, (Islamic law) as the only law.They fought the Indonesian army in a guerilla warthat continued until a peace deal granted Acehautonomy, but not independence, in 1962.Many in Aceh were unhappy with this situationbecause they did not receive real autonomy andbecause the Indonesian Army continued toperpetrate human rights abuses against Aceh’speople. Fourteen years later, another separatistmovement headed by the leader, Tengku Hasan

Muhammad di Tiro, began operating in Aceh. Tirogave a speech on Dec. 4th, 1976, that launchedthe Free Aceh Movement (GAM). Many youngpeople, inspired by Tiro’s goal of totalindependence, fought the Indonesian military inthe jungles of Sumatra. Tiro and his followersclaimed Jakarta exploited Aceh’s natural resources,but gave back little to the Aceh’s people. ( ( Morethan 25,000 people were killed in the nearly 30-year armed conflict between GAM and theIndonesian military.Tiro himself was injured in 1977 and went abroad,ending up in Stokholm, Sweden, where he stayedfor almost 30 years.During this time, Aceh wasvirtually shut off from the outside world, as armedconflict took its toll not only on the lives of many ofAceh’s people, but also on the island’s economy.Although there were alternating periods of violenceand relative quiet, it was not until 2002, that theIndonesian government initiated peace talks withGAM leaders, but even then, there was littleprogress.While efforts to create peace were under way, apowerful earthquake and tsunami hit Aceh on Dec.26th, 2004. More than 200,000 people were killedand hundreds of thousands of others injured. Bothsides then agreed to a cease-fire, to allowhumanitarian work to take place in Aceh. As aidflowed into Aceh Province, Tiro, GAM’s leader,proposed a new rounds of peace talks, to bemediated by former Finnish President, MarttiAhtisaari, a 2008 Nobel Peace Prize winner andUnited Nations diplomat who helped end the warin Kosovo. Ahtisaari brokered a peace deal thatwas signed in Finland, and in 2005, Indonesiansoldiers left Aceh as independence fighters laiddown their weapons.Aceh is now governed not as a province, but as aspecial territory, which gives the area increasedautonomy from the central Indonesian government,including the power to implement local, criminallaws, even if they go against the Indonesiangovernment’s own laws. Aceh is currently dividedinto 18 regencies, and five cities. The capital andthe largest city is Banda Aceh, located on the coastnear the northern tip of Sumatra. Some local areasare pushing to create new autonomous areas, inorder to get more local control over politics anddevelopment.As part of the peace deal with the Indonesiangovernment, Aceh’s government received the rightto introduce Sharia (Islamic) law in its territory.However, Sharia law is controversial and peoplein Aceh disagree over which specific laws shouldbe introduced, and even if Sharia should beintroduced at all.Many fear that Sharia law is undemocratic and areunhappy that aspects of Sharia breach human rightsby discriminating against women, homosexuals,and the cultural practices of some of Aceh’s non-Muslim minority groups. In the process of Aceh’srebuilding of infrastructure and social systems, there

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b. vX u 'd; M> b. 'H; w> ul. b. ul. oh M. vDRI AcDzsd vX w> zH; w> rR 'f t rR wh> t o; w csK; 'H; vX Apl. e.rH. uJ xD. t o; 'H; b. t cg M. “gugus”t usdR t usJ'D; w> od. vd rR ,kR vX zd o. t *D> w> vD> w z. td.wh> vH t o; Cd zJ pl. e. rH. uJ xD. 0HR t vD> cH M.“gugus” t usdR t usJ p; xD. u 'g uhR u 'D; t o; t oDw bDs M. vDRIpk u 0J R w> 'k; w> ,R vX t u wX> uGHm 0J *hR *hR zJ2005eH. t ylR '. vJm uFd 'D; ySR w 0X oh. w z. td.'H;'. vXw> ol. 'H 0hR o; 'H 0DR vX t rh> udF 'D;w> ul.b. ul. oh zJ Aceh vD> u 0DR t ylR M. w> yX qSX zD. ysHR 'H;tDR vX th. 'd. eH %Sg t y 'd. w z. M. vDRI A[D. cd. 'D zsX.bD rk> w> u &X u &d y 'd. w z. 'f t rh>(USAID)'D;(AUSAID) w z. ph> uD; rR pXR qD. xGJ o ud; ph> uD; 'D; y'd. y yS> w z. 'D; 'k; vd. xD. z; xD. u 'g uhR w> &h vdmrkm vdm<Aw> [h. *H> [h. bg t w> qD. xGJ 'D; w> bs; pJvX AAceh ySR w 0X w z. t usg 'D; uFd w z. t bX. pXR 'fod; w> zH; o ud; rR o ud; w> t *H> u ql. 'd. xD. u 'guhR 0J t *D> M. vDRIvX w> u rR *hR xD. uhR w> ul. b. ul. oh t wDR y wD>t *D> M. A Aceh t y 'd. y yS> w z. ym vDR Cm w> &J. w>usJR 'f t rh> A Aceh zd o. zd ud; *R 'J; M. u b. 'd; M> b.w> ul. b. ul. oh t pSR u wX> wkR vX wDR cX. o; t ywD> M. vDRI Aw> ul. b. ul. oh o bV vDR qD vX ySR uhySR uGJm cJ vXm w z. t *D> M. y 'd. w z. td. 'D; w> wdmusJR vDR qD vX u 'k; td. xD. M> 0J '. uFd vX ySR oh. w z.tHR t *D> M. vDRI AvX uD> pJ. 'D w bh. t ylR Aceh t y 'd.w z. &J. usJR 0J vX w> ul. b. ul. oh vX vD> u 0DR tylR M. t y wD> u b. xD. b; 'D; w> ul. b. ul. ohtHR u [h. 0J w> o; rH< Aw> rd. M> o; vD vX 'D w u vkmt w> vd. b. t *D> M. vDRI A'f od; w> u wkR xD. vX w> y nd. zD wX. t *D> M. u rh> 0Jw> vX t wR w> 'D; t 0J oh. 'd. 'd. rk> rk> M. vDRI y rh>uG>zJvg,lRA2010Aw>od.vdeH. t ylR w> c; w ,;uG>0JvXvXw>xd.CltzDcd.<AuFd o &. rh w rh>

are those who are mindful of the inequalities whichfuelled the former conflict. There have been someefforts to address these inequalities. For example,recently, poor and landless people in Aceh,including former combatants in Aceh’s armedstruggle have been promised 2 hectares of state-owned land per household.Many of the large NGOs and IGOs, such as theUNDP (United Nations Development Program)intend to pull out of Aceh by 2012, and so suchorganizations are now focussing on how to maketheir programs sustainable once they’ve left theregion.After suffering over 30 years of fighting and thedevastating tsunami, Aceh’s people continuestruggling to rebuild their lives and society. Most ofAceh’s reconstruction work is being done by localpeople, with funding coming from many internationalorganizations and individuals, governments, andthe people themselves.As homes are being built and people’s basic needsare met, Aceh’s people are also looking to improvethe quality of education.

Education in AcehEducation has suffered greatly in Aceh, due to theconflict and the tsunami, with an estimated 600schools destroyed or damaged during the conflict,affecting the education of 55,000 children. Further,An estimated 12,000 school teachers and 177,000students were either killed or reported missing dueto the tsunami, and more than 2,000 schools weredestroyed or severely damaged, around 1,500 ofwhich were primary schools. Before the tsunami, anetwork of centers had been established acrossthe province of Aceh. Named the “gugus” system (roughly translated tomean the center of a star), regional centers wereestablished to be a source of support for thesurrounding teachers and schools. Within a cluster,one main school served as a meeting and trainingplace for teachers and administrators fromsurrounding schools. Unfortunately, because of theconflict, this system had lost support and fundingand had stopped being active.The tsunami, was a terrible event, but it did openup opportunities for changes in education. Becauseof the work that had been done before the tsunami– the existence of the gugus system and the growingbelief in (and support for) child centered learning,during the process of recovery and rebuilding afterthe tsunami the gugus system was started again.Although conflict in Aceh officially ended with thepeace agreement in 2005, distrust remainedbetween communities and schools, which wereoften perceived to represent the Indonesiangovernment.Various international government organizationsincluding USAID and AUSAID have been workingwith the government and people in Aceh to buildstronger relationships and trust between Acehcommunities and their schools. The government of

Aceh now guarantees that Aceh’s children will haveaccess to education, at least until secondary schoollevel.Free education will also be provided for childrenwith learning disabilities and the government hasprovided special schools for this purpose.Alongside this, Aceh’s government has passedregulations which state it must provide educationthat has local as well as national content. Achievingall of these goals will be a challenge.As of June, 2010, it is estimated that there is oneteacher for every nine children in Aceh, howevermany of these teachers have had poor training.Although the process of recovery from years ofconflict and the devastating tsunami has been adifficult one, new schools are being built andincreasing numbers of teachers are being trained.

Sources: http://wapedia.mobi/en/Acehhttp://www.thejakartaglobe.com/news/acehs-b loody-h is tory-shows-f ierce-desi re- for-independence/356160http://www.globalsecurity.org/military/world/para/aceh.htmhttp://www.aceh-eye.org/data_files/english_format/ngo/ngo_idlo/ngo_idlo_2008_11_00.pdfhttp://www.rnw.nl/english/article/caught-out-sharia-police-acehhttp://www.voanews.com/english/news/Acehs-Sharia-Law-Still-Controversial-in-Indonesia-80257482.html http://www.atimes.com/atimes/Southeast_Asia/KI24Ae01.htmlh t t p : / / w w w. a u s a i d . g o v. a u / h o t t o p i c s /topic.cfm?ID=4885_6204_2571_173_6598h t t p : / / w w w . i r i n n e w s . o r g /Report.aspx?ReportId=89501http://www.acehfulbright.org/new/h t t p : / /www.u rbaned jou rna l . o rg /no tes /notes0024.htmlhttp://www.theage.com.au/world/acehs-young-look-to-the-future-to-rebuild-after-the-tsunami-20100523-w3x9.htmlhttp://aceh2day.com/?paged=2


o&.rk.w*RM.b. od. vd 0J uFdzd9 *R pkm pk m vX AcehvD> u 0DR w> vD> w z. M. vDRI A'f vJ. *hR *hR y rh> uG> u'g uhR M. uFd o &. w z. tHR M. 'd; M> b. '. w> od .vd t usdR t usJ td. '. xJ w qH; w uh> {dR M. vDRI'f od; w> u rR *hR xD. u 'g uhR ySR w 0X 'D; w> zH; w> rR tusdR t uGm vX u 'k; vJR w &H; u 'g uhR 0J w> zH; w> rR cD zdst b. w> rR [; *lm [; *DR wh> tDR vX t rh>xH vD> uD> ylRw> 'k; w> ,R 'D; w> ol. tk; o; tk; vDR bD vDR rk> vX t[J rR b. 'd w> 'f t rh> t rh> pl. e. rH. 0HR t vD> cH< AuFdt oD oh. w z. u b. w> wh xD. u 'g uhR 0J 'D; 'f od;uFd o &. o &. rk. w z. u tg xD. t *D> 'D; uH> pD uvX ySJR u 'g uhR t *D> M. u b. rR ph> uD;udF o &. w> rRvd vX o &. w z. t *D> M. vDRIw> udsR *H> xH; w z. b. w> [H; M> tDR zJhttp://wapedia.mobi/en/Acehhttp://www.thejakartaglobe.com/news/acehs-bloody-history-shows-fierce-desire-for-independence/356160http://www.globalsecurity.org/military/world/para/aceh.htmhttp://www.aceh-eye.org/data_files/english_format/ngo/ngo_idlo/ngo_idlo_2008_11_00.pdfhttp://www.rnw.nl/english/article/caught-out-sharia-police-acehhttp://www.voanews.com/english/news/Acehs-Sharia-Law-Still-Controversial-in-Indonesia-80257482.html http://www.atimes.com/atimes/Southeast_Asia/KI24Ae01.htmlhttp://www.ausaid.gov.au/hottopics/topic.cfm?ID=4885_6204_2571_173_6598http://www.irinnews.org/Report. aspx?ReportId=89501http://www.acehfulbright.org/new/http://www.urbanedjournal.org/notes/notes0024.htmlhttp://www.theage.com.au/world/acehs-young-look-to-the-future-to-rebuild-after-the-tsunami-20100523-w3x9.htmlhttp://aceh2day.com/?paged=2

will shoot them when they are traveling to school.Each month, the SPDC are increasing their militaryactivitiesand attacks in that area.The purpose ofthe SPDC building a camp in that area is to make iteasier for them to find villagers and force them tolabor in camp as porters and as mine sweepers.Thra Nay Kaw, who is a member of the MTT(Mobile Teacher Trainer) and responsible forteacher training in that area said, "I have beenthere quiet a few times in the past with no problems,but lately, I haven’t been able to go there. I haveseen many parents and villagers who are afraid ofthe SPDC soldiers when they must travel in thatarea to look for vegetables."Htee Wa Bway Khee school is located in Kler LweeHtu District, Hsaw Htee Towship.

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Danish Students Support Karen StateSchoolsOperation Day's Work is a fundraising projectoriginally founded by Swedish students in honorof the United Nations Secretary General, DagHammarskjöld, who died in a plane crash in theearly 1960’s. He was very active in speaking outfor oppressed people from all over the world andreceived a Nobel Peace Prize after his death. Theproject was given the motto ‘Give a Day for Dag’and has expanded to other countries, withDenmark joining in 1985. However, even after 25years, only 50% of the Danish population knowsabout Operation Day’s Work and what they do.What began in 1985 as a fundraising event hasdeveloped into an educational process for thestudents, in which they have the opportunity tolearn and use different skills. The aim of OperationDay's Work is to help people in developingcountries to achieve their hopes and dreams andto inform Danish youth of the challenges facingother countries while learning about their historical,cultural and religious contexts. It focuses on people,struggling under challenging circumstances to gaina better education, but does not treat them as‘victims’. Danish students support different educationand training projects in Africa, Asia and LatinAmerica, focusing on youth aged between 12 and18 years old. At the moment, the program has 16full-time volunteers, who serve for six-monthperiods from July to December, gathering andcollating information about their chosen project inpreparation for campaigning for their project in theDanish high schools. Danish Students have fundedmany projects since 1985, including projects inTanzania, Mozambique, Palestine and Cambodia.In 2009, a Zimbabwean project called ‘Breakingthe Culture of Silence’ was chosen for funding. Itfocused on educating Zimbabwean youth abouttheir democratic rights, providing them with tools toinfluence their own life and break some of thebarriers which exist within Zimbabwean society.These goals were addressed through educatingapproximately 3,000 unemployed people aged 17-28 years old from two different areas; and raisingawareness of rights amongst parents, communitiesand local authorities. It was expected that, throughthis project, over 3,000 youth would be able to pullthemselves away from political violence, and usetheir skills and beliefs to change their conditions ofpoverty and oppression.On November 3rd 2010,over 20,000 Danish high school students are notexpected to attend school, but instead they willwork, raising money for this year’s project. As theprogram consists of students who are still in school,they will work with an international aid agency toimplement, monitor and evaluate the project. For2010, Burma was their chosen country, helpingstudents aged between 12 and 18 years old, togain a better level of education along the Thai-Burma border. The project is divided into two

sections: the Burmese migrant population inThailand and Internally Displaced People ineastern Burma. Due to the complex situation alongthe Thai-Burma border, Danish StudentsOperation Day’s Work is currently holdingdiscussions with the established organizationsinvolved, both CBOs and NGOs, as to whichspecific aspects of their programs will be funded.KTWG (Karen Teacher Working Group) isrequesting financial support for teacher subsidies,mobile activities and KTTC-South (Karen TeacherTraining College); whilst BMWEC (BurmeseMigrant Workers Education Committee) hasrequested support for three high schools andvocational training; and WE (World Education) hasrequested support for ‘Wide Horizons’, a post-tenschool. The funds that will eventually be collectedby Operation Day’s Work will be divided betweenthe three organizations over a three-year period.A process of choiceHow did Burma get chosen? Danish OperationDay’s Work is a student’s organization and so, thestudents decide which projects to work with. InNovember 2009, 150 active members (all highschool students) met for the general assembly. Forthis occasion, they had to vote between four differentproject proposals, which had been chosen by fourDanish NGOs. The Burma project won the majorityof the votes. So for the entire year of 2010, DanishOperation Day’s Work will focus only on this project,campaigning to get the high school students ofDenmark to work on November 3rd to collectmoney for the education of the Burmese youth inthe Thai-Burma border area.Danish students visit the borderIn February 2010, the first group of Danish highschool students came to Thai-Burma border tocollect information from eligible organizations. Thegroup also filmed interviews to use for campaigningback in Denmark. After a three-week visit on theborder, the group went back to Denmark with avariety of information and footage. During the 2ndweek of August, 2010, a second group of Danishstudents traveled to the Thai-Burma border to followup the first group’s work. They worked hard to getall the relevant information from KTWG, BMWECand WE, asking in-depth questions. A two-dayworkshop was held with each organization. Finally,the Danish students went back to Denmark withmuch homework to do to get enough funds forstudents from Migrant area and Karen State.Comments from the students during theirvisiting to the Thai-Burma border:"We are coming here to learn and understandthe real situation. After we go back to Denmark,we will advocate about the situation here to theDanish students so they can understand why theyshould contributing a day’s work towards this issue.As you know, Operation Day’s Work started in

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u nD xl &l> pJ R'GJ t o eX.Traditional Knowledge

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Celebrating Karen Traditional WristTying Ceremony

On August 26th there were a wrist tying ceremonyin Karen State in the Hko Kay area. Many peopleattended the ceremony including: the local authority,villagers, and elders some of whom practice theanimist religion.KTTC (Karen Teacher Training College) teachersand students also participated in the ceremony.Altogether 14 elders and 162 other people attendedthe ceremony. For the opening speech, one of theelders, an animist and practitioner of traditionalindigenous knowledge, talked about the spirit ofthe wrist tying ceremony.After the opening ceremony, the chair of KTWG(Karen Teacher Working Group), Thara Mu LerHtoo, talked about the purpose of celebrating thewrist tying ceremony, saying "The wrist tying takesplace only one day a year. We want to understandbetter the purpose of this ceremony, how ourancestors and elders celebrated it in the past andhow it has changed over time. We hope that theelders who have attended this ceremony todaywill share their history of the wrist tying ceremonywith us.We also want to learn those cultural traditions thatmany of us have forgotten such as traditional lifeand environmental skills, traditional music andmusical instruments, weaving, basket and netmaking. We want to learn how our elders createdthings from the environment around them and howthey lived and helped each other in their dailylives, and how these practices may have changed.We don’t want to lose our traditional culture, wewish to understand it better and carry on ourtraditions now and in future generations. That isthe purpose of celebrating the wrist tying ceremonytoday."A traditional elder woman from Hko Kay village ,Nya Naw Lah Say Wah said, "We have been doingthis wrist tying ceremony in our home every yearas we are traditional people and animists and wewish to carry on celebrating the ceremony everyyear. In my opinion, there is a difference betweencelebrating the ceremony at home in small groupsand in a larger group in public. And it seems likethe ceremony is changing every year. I can’t explainit exactly, but when I was small girl, my parentscelebrated it differently than the way it is celebratednow. But, it is still celebrated in the spirit of the originalpurpose.Our parents said, ‘Even if the wrist ties are brokenthe wrist tying ceremony will carry.’Our parents taught us and encouraged us withthese words. That's why today I am passing thesewords on to all of us who are at the ceremony sothat it is carried on into the next generation. Herewe start the ceremony together and it is shared byall of us. But in our home we didn't usually do it likethat. Before we started, everyone was beside theladder and when the old people were collected,

they started calling back their souls like a poemand said, (Traditional spiritual) "Oh my soul comeback" "don't live in sky" "don't live in the water""don't live in hell" "don't live in the tomb" "oh mysoul come back come back" "come back to live withyour family" "come back to live with your friends""come back to eat good food and drink" and thispoem was recited by our old people. And after that,we all went inside and started tying wrists, recitingthe poem "youth to old people" "old people to youth"which was a form of blessing.Now things are different, a few years I went to aBuddhist school for the ceremony as a nun. At theceremony, the wrists were tied by a great monk asa blessing and after we ate together, but no meat,only vegetables. When I was I small, I was ananimist until I became an adult. Actually, this is myexperience and it is my belief that the ceremony isoriginally connected with animism.Those leaders who are trying to develop Karensociety and improve Karen lives with educationhave sometimes said that wrist tying is just a traditionfor animists. And some people say that wrist tyingand other spiritual traditions are just religiouspractices, but in my opinion we need to maintainand continue to practice and understand Karenwrist tying and other spiritual traditions as importantparts of our Karen culture which connect us withour traditional elders and ancestors from the ancientworld.’Pu Maw Wah who is responsible for leadingbattalion No. 102 said, "Now that I am really old, Ihave celebrated the Karen wrist tying ceremonyso many times that I can't count them. I wish tospeak to the young generation and say that manyof the Karen traditional practices have been lost,as we Karen now practice different religions. Also,I dare say that many Karen people have forgottenabout the wrist tying ceremony.When celebrating the traditional spiritual practice ofKaren wrist tying with my parents in Lu ThawTownship many years ago, my parents told me‘When you celebrate Karen wrist tying don't link itwith any kind of religion. Animism, or other religionsand wrist tying should be kept separate.’Wrist tying and other traditional spiritual practicesare for all of the Karen nationality whatever theirreligion, as these originate with our traditionalancestors from the ancient world before modernreligions came into being. Just be aware that wristtying or other traditions shouldn’t be linked to anyreligion. Traditional ways that we can keep, we willkeep, and hope all of the religions leaders from allof the religions can be able to understand andknow about these traditions."Pu Maw Wah concludes saying that the the mostimportant thing that every one of us needs tobeware of is that amongst the Karen people wedon't want any religious discrimination abouttraditional knowledge and traditional spiritual waysof life.

w>o rH xH t o eX.Interview

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Interview With Naw Paw Eh WahNaw Paw Eh Wah is from "Mu Village, Warm RawTownship, Do Playa District. She has now come to NoPoe refugee camp to continue her studies. Thru Pwgointerviewed Naw Paw Eh Wah about her history ofeducation, from her early studies in her village until shereached the refugee camp where she is now.Q- Can you tell me a little bit about your biography?A- My name is Naw Paw Eh Wah, I'm 17 years old,and I have no brothers or sisters. I'm alone.Q- Can you tell me about your studies and what theyhave been like?A- Since, I was first able to study, I studied at myvillage, called Mu village, until the 7th standard. Therewas no schooling past the 7th standard in my village, soI traveled to K’ser Poe for the 8th standard.Q- As I know, there is a high school close to yourvillage. Why didn't you go to study at that school?A- Yes, you’re right, there is a high school which goes tothe 10th standard at Pa Pra village, which is close to my.Actually, it's a SPDC (State Peace and DevelopmentCouncil) high school which is controlled by the Burmesegovernment. If I’d wanted to attend that school, I’d haveneeded to give them an SPDC certificate showing thatI’ve passed school up till the high school level. But, asyou know, for us, we've finished school in our communityand our village, but to go to their SPDC school isimpossible because they do not recognize our educationsystem in Karen State. That's why I’ve chosen anotherpath for my future studies.Q- How did you arrive at the No Poe refugee camp?A- I knew that, If I just stayed in my village, I would nothave had an opportunity for further study at the highschool level and that's why my parents were trying tolooking for other options for me. Finally, I met with theone of the Do Pla Ya education workers, who showedme where I could attend high school, guiding me No Poerefugee camp, which is located on the Thai-Burma border.Q- Which grade are you studying now?A- Now I'm studying at grade 12.Q- As I understand, in Karen State, the highest educationstandard is the 10th standard, and so if you complete the10th standard, you have finished high school completely.But, in the refugee camp, the high school level goes untilgrade 12, which you need to finish to complete highschool. So, given this, you passed the 7th standard(equivalent to grade 9) in your village, but when youcame No Poe, you entered the 10th standard (grade 12).How are you dealing with the change of system?A- Actually, when I came here to No Poe to apply tostudy at the school, I went together with our districttownship leader, so I didn't really know what washappening. But when I started going to school, I realizedthat I was in grade 12. It's a bit different between KarenState and the refugee camp, and at first, this confusedme, but now I know more through talking with me friendsabout it. Now, I understand the differences between therefugee camp and Karen State. For example, the 8th

standard in Karen State is grade 10 in the refugee camp,the 9th standard is grade 11 and the10th standard is grade12.Q- Are the subjects difficult for you?A- The subjects are not really difficult for me because thesubjects they are teaching in the refugee camps and inKaren State are the same. Those subjects are broughtfrom here to Karen State. And also, most of the teachers

who taught us in Karen State finished their studies in therefugee camps along the Thai-Burma border. So, theyare not so difficult or different.Q- When you finish your studies in the refugee camp areyou willing to study further?A- It depends on my parents, because I know that myparents are getting old and as I am an only child, theyhave no other children to take care of them. So, I need totake care of them, it's my responsibility.Q- What will you do when you go back to your village?A- When I go back to my village, I will work as ateacher if there is a position available for me.Q- To become a teacher, you need to attend the training,so where will you go for that?A- There is an only one way to get teacher training in ourvillage, and that is through the Summer Vacation Training(SVT), which is done in my village every summer. I 'mwilling to attend that training. Also, in 2007 I alreadyreceived that training once.Q- As I understand it, there are many things that you cando in and around your village such as, community work,development work, etc., so why do you want to be ateacher?A- The reason is I don't want to live so far from myparents. Also, I don't have any brothers or sisters and Imiss not having siblings, and I believe that, if I teach inthe school, my students will all be like my youngerbrothers and sisters. Otherwise, if my parents wouldlike me to continue into further study, I'll continue.Q- Are you happy studying in the refugee camp?A- Yes, I mean, for studying it is ok, but it's doesn't feellike our village and our original place. And also, it’s veryfar away from my parents and sometime I feel homesick.From when I was a baby until growing up, I have neverbeen away from my parents like this.Q- There are many subjects that you study, which isyour favorite?A- My favorite subject is Karen, because it's our subject,our language and it’s easy to speak and all of it makessense to me. Also, it gives us a brief history of our Karennationality and we learn many things about this. For us,if we are studying about Burmese subjects, it seems likehistory, but it makes no sense because we don'tunderstand it and we just try to read through it all. So, itdoesn't give us so much that is understandable, or thatwe can relate to. So, when I go back to my village toteach, I will teach Karen subjects and Karen history.Q- When you came to the refugee camp how did youfeel, because before that you had only lived in KarenState?A- If I have to tell the truth, in the refugee camp, it is verynoisy for me, because so many people live here andwhen I first arrived I couldn't sleep at all because of thenoise. Also, I miss my friends and my family in KarenState.Q- How much is the difference in school costs betweenthe refugee camp and Karen state?A- In Karen State the cost is more, because in therefugee camp, it seems like we only need to pay half thecosts of liveng because we can get support from(COERR) which issues us with soap, candles,shampoo, tooth brushes and powder every month. Also,for those who live in the dormitory, they get furthersupport, such as umbrellas, shoes and uniforms.Q- What about rice, where do you get it from?

Continues on page 19

Sweden and not so many students in Denmarkknow much about it. Moreover, the government doesn'torganize this, therefore, we (the Operation A Day’s Workboard members) have to try very hard to raise awarenessabout it."(Marie Harup Jensæn, a graduate student and OperationA Day’s Work board member)"Being here made me understand and hopefully I will beable to convince highs school students in Denmark tohelp and support this when I go home. As everythinggets closer, I realize how important this project is."(Olga Juul, Operation Day’s Work volunteer)"We realized that IDP(Internally Displaced People) andthe migrant workers from Burma are the most vulnerablewhen we were seeking decision to choose. It's meanthat they are not hopeless. These people are very strongwith maintaining their schooling even though they areliving in the worse situation. We also want to supportthe people who are struggling for their.(Emilo Dall, OD volunteer)

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w> y nd.=AuFd zd w z. rR tg xD. < Ck oh. ng tg xD.vHm zsX. w z. 'D; t cD y nDIw> *JR vd=AuFd zd wz. rR vd o; vX vX>oh. b. vdR rhw rh> w> rR vHmuhvdRIw> u wDR qd o; =A u wDR ym w> xd. b. uhR vHm zsX.

'D; t cD y nD wz. t w> *JR vdI

w> y nd. =A uFd zd u oh. eD. 'D; eDR vDR oud; vHm zsX. 'D;t cD y nDw z.Iw> *JR vd= A wDR w> wX. yD. wJ oud;w> u wDR qd o;= ACk M> rh w rh> wh w> *DR w eDR t vD> rh>td.


w> y nd.=ArR tg xD. uFd zd w> oh. ng'D; w> qd urd.b. C; w> *h>cd. wDI

w> *JR vd=AuFd zd rR oud; vX u &l> ( u &l> 3 =8)w> ynd.=A rR tg xD. uFd zd w> oh. ng'D; w> qd urd. b.C; w> *h>cd. wDIw> *JR vd=AwDR w> wX. yD. wJ oud;vX u &l>

( u &l> 3 =8)

o H uG> = w> tHR rh> w> r EkR vJ.I

=A'k; eJ. yF; rh w rh> qGJ(wh) yF; w> *DRt 'd<[D. cd. zsX. ud> xD.AAqGJ w> *DR b. C; [D. cd. zsX. vX

AAAArh. tl v. td. 0; w &H; tDRIw> tJ. AAAAqGJ vDR ySRo; w zsX.w> vX nD Ek> rRo; AAAqGJ vDR y ed w bd< [h. w> y eD. vXeD. uh vdR (eD w bsD M. [h. w> y eD. vX eD. cH tp; xD.'D; xD bd M. [h. w> y eD. vX eD. uh t uwX> w cDM.wuh> I A[h. ph> uD; w> y eD. vX eD. uh vdR 'f t rh> nD Ek> <Abl; ud; bsD C.C. 'D; t *R w z. M. vDRI)=A[h. vHm zsX. w z. t cD y nD *h> usdRrX uGJ;uhR vH m zsX.= A[h. vHmzsX. vX w> udsm xH tDR w z. vXuusdm AAAAx HuhR0J[h. w> qX uwD> vX uFd zd w z. u qd rd.w> t *D> M.wuh>I At 0J oh. rh> w oh. ng vHm zsX. w cD wJyF; t 0Joh. 'D; uGJ; vDR vX vX> oh. b. ol §0g t vdR wuh>I

2I3 Aw>rRuG> o rH ord; w> oHuG> wz. ( Concept-checking Question)uIA uGJ; vDR w> uwdR zsX. rd> yS> vX vX> oh. b. AAAAvdRw uh>IcI AoH uG> *H> cD. xH; w> oH uG> b. C; vHm zsX. 0JAAAM. wuh>I t'd<

'd. 'd. w> t H R 'd. M> 'H; 'd. rh w rh> qH; M> 'H;AAAAAAAAAAAAAAA'd.IoD; cGJ; w> tHR w> rR tDR vX oh . {gI(w rh>AAAAAAAAAAAAAAAb.)AAAAAAAAAAAAAAAe ol tDR vX w> vD> zJ vJ.I (olvX }wJRAAAAAAAAAAAAAAAt *D>)uJ; pJ; AAAAAAArh> w>tHR t oD. 'd. 'X td. {gIA (wAAAAAAAAAAAAAAAtd. b.)

rh> e xX Ekm ym uDR Cm w> o; 0H. vXAAAAAAAAAAAAAAAtylR M.M> {gI (rh> M>)w>tHR rh> usJ t *hR w cg vX w> uG> o rH ord; uhR vHmzsX. w> uwdR zsX. t oD w z.cJvXm 'D; vHm zsX. vX e

oh. ng wh> tDRw z. ph> uD; M. vDRI

w> y nd.=A cFJ; uG> < Ao rH o rd; uG> uhR rh> uFd zd e> yX>vHm zsX. t oD 0J tHR t cD y nD ph>{gIw> *JR vd=AwDR w> wX. yD. wJ o ud; 'D; w> ol Ckm vX>

oh. b.ol§ 0g

3I Aw> qd u rd. w ,; qd ( Prediction) w> *JR vd 0J tHR'k; td. xD. w> o; pX> qX vX w> rR t ylRM. vDRI w> oh. w z. tHR[h. xD. uFd zd wz. vX u w,; qd rd. qd ym w> *h> cd. oh. 'D; vHm tqX oh. w z.M. vDRI w> oh. w z. tHR tg w uh> w> ol tDR wcsK; vXw> p; xD. z; vHm tqX 'D; w> 'd u e. t w> rR w z.M. vDRI

3I 1 Aw> w ,; qd ym w> *h> vX w> *h> cd. wD zD cd. (Predict from the Title)uI AuGJ; vDR w> *h> cd. wD vX w> uz; 'D; w>u u e.AAAAtDR vX vX> oh. b. t vdR w uh> IcI AuFd zd w ,; qd rd. ym w>urR to; ql ng wcg vXAAAvHm t qX ylRI uGJ; vDR uFd zd ymzsgxD. t w> qd rd. wAAA,;vX vX> oh. b. t vdR cJ vXmM. wuh>IzJ t 0Joh. z;rh wrh> u e. 0J w> rR vd t qX zd w z. 0HRM.<A cFJ; uG> uhR(o rHord;uG>uhR) uFd zd w> qd rd. w,; w> xH. vX t [h. xD. 0J w z. zJ vJ. w cg b. vJ.

M. w uh>I

w> y nd.=AuFd zd w ,; qd rd. w> *h> b. C; vHm qX tcd. wDw> *JR vd=A wDR w> wX. yD. wJ o ud; 'D; w> ol Ckm vX>

oh. b.ol§0g

3I2 Aw> qd rd. w ,; qd vHmzsX. rd> yS> ( Predict fromKey Words)uIA uGJ; vDR vHm zsX. rd> yS> w z. vX ttd. vX vHm qX ylR w z. vX vX> oh. b. t vdRw uh>IcI AuFd zd wz. w ,; qd u rd. ym w> r EkRu rR to;vX vHm ql ng w qX t ylR 'f vJ. t *h> M. vDRI AuGJ; vDR

t 0J oh. t w> qd rd. w ,; vX t ym zsg xD. 0J w z. cJvXm vX vX> oh. b. vdR w uh>IzJ t 0Joh. z;rh wrh> u e. 0J w> rR vd t qX zd w z. 0HRM.<A cFJ; uG> uhR(o rHord;uG>uhR) uFd zd w> qd rd. w,; w> xH. vX t [h. xD. 0J w z. zJ vJ. w cg b. vJ.

M. w uh>I

w> y nd.=A uFd zd w ,; qd rd.qd w> *h> b. C; w> *DRw>*JRvd=AwDRw>wX.yD.wJud;'D;w>olCkmvX>oh.b. ol§0gw> u wDR qd o;=A Ck M> ym w> *DR vX t b. xGJ 'D; w>rR vd t qX wz.I

3I 3 Aw> qd u rd. w ,; qd w> *DR t *h> ( Predictfrom Pictures)uIA 'k; eJ. yF; w> *DR vX e u wDR y m b. C; 'D; w> *h> vXvHm qX w z. t ylR w uh>I AvHm t qX w eDR eDR M. td. 'D;w> *DRvX e ul M> tDR oh vX e u [h. vDR ql uFd zd td. M.vDRIcI AuFd zd w z. u w ,; qd w> r EkR u rR to; vX vHmql ng w qX t ylR M. vDRI AuGJ; vDR t 0J oh. w z. t w>qd rd. w ,; qd vX t ym zsg xD. 0J w z. cJ vXm vX vX>oh. b. t vdR w uh>I

zJ t 0J oh. z; rh w rh> u e. 0J w> rR vd t qX zd w z. 0HRM.< AcFJ; uG> uhR (o rH ord; uG>uhR ) uFd zd w> qd rd. w,; w> xH. vX t [h. xD. 0J w z. zJ vJ. w cg b. vJ.M. wuh>I

w> y nd.=AuFd zd z; 'D; rR eD. w> *h> cd. oh.w> *JR vd =AuFd zd rR vd w> vX vX> oh. b. vdRI At 0Joh. rR 0J w* R oh< AcH*R oh rh w rh> u &l> oh M. vDRI

w> u wDRqd o; =A u wDR ym w> oH uG> w z.

4I 1 Aw> oH. uG> vX w> y nd. tDR( Focus Question)uI AuGJ; vDR w>oH uG> w zsX.< AcH zsX. rh w rh> oX zsX. vXw>CJRvXw>z;tDRtqXylRM.wuh>IAw>oHuG>ub.rh> w> oH uG> vX t w uGD> vJ> =Ab. xGJ w>*h> cd. oh.M. vDRIcIA uFd zd z; vHm t qX ( w> CJR ) 'D; pH; qX w> oH uG> w

z.M. vDRI

w> y nd.=A uFd zd z; w> *h> 'D; qX wJm w> r EkR u rR to; 'D; w> vX u [J ydm xGJ xD. tcH w z. rh> r EkR vJ. M.vDR Iw> *JR vd=A uFd zd rR vd w> vX vX> oh. b. t vdR I t 0Joh. rR 0J w *R oh <A cH *R ohrh w rh> vX u &l> oh M. vDRIw> u wDR qd o;=A wHm Cm p; cd uhvX vHm t qX zd vXw> ul ym tDR w z. vX uFd zd w *R pkm pkm <A cH *R rh w rh> u

&l> w z. t *D> M. w uh>I

4I 2 Aw> &J. b. (qD b.)uhR vHm tqX ( Order theTest)uIA ul Cm vHm qX vX vX ySJR ySJR vX uFd zd w *R pkm pkm t*D> <A cH *R t *D> rh w rh> u &l> w z. t *D> M. w uh>I wHmwJm vHm qX w z. vX t ukm rh wrh> t qX zd w z. M. wuh>IcI AuFd zd u b. &J. b. (qD vDR b. ) uhR vX t &J. b.

b. M. vDRI

w> ynd.=AuFd zd z; w> *h> 'D; rR eD. w> *h> cd. oh. w z. Iw> *JR vd=A*hR w uh> u b. rh> 0J w> *h> eD> eD> <A w> upD.t *h> < Aw> uGJ; xD &DR w z. M. vDRIw> u wDR qd o; =Au wDR b. w> oH uG> vX w> b. CkxX t pX wz. b. C; w> *h> cd. oh.I

4I 3A rR eD. oh. ng w> *h> cd.oh. ( Identify theMain Idea)uI AuGJ; vDR w> *h> cd. oh. vX t b. w zsX. 'D; vX t wb. w cD cH zsX. rh w rh> oX zsX. w uh>IA (w> u wd R qd urd.rRpXRw>*h>rhwrh>w>xH.w>qdurd.vXtwb.b. w z.) vX w> oH uG> t pX ylR w uh>IcI AuFd zd z; w> *h> 'D; rR eD. Cm rh> w> *h> cd. oh. vX t

b. M. rh> zJ vJ. w zsX. vJ. M. w uh>I

w> y nd.=AuFd zd w ,; qd rd. w> *h> b. C; vHm zsX.rd> yS> w z. t *h>Iw> *JR vd=AwDR w> wX. yD. wJ oud; 'D; w> ol Ckm vX>

oh. b. ol § 0g


Purpose: students are exposed to key wordsand meaningsPracticalities: students work from the board ofworksheetsPreparation: prepare matching exercises

2.2 Elicit the WordThere are a few ways to do this:-Mime the word. Use actions todemonstrate the meaning of the word:

Purpose: students remember and share themeaning of key words.Practicalities: class discussionPreparation: find and draw some pictures ifnecessary

Swimming Mime with arm movementsAsk: What am I doing?

A key Mime unlocking a door, point tothe key.

Ask: What's this?

-Show or draw a picture:Global Warming Draw a picture of theEarth with flames around it.Love draw a heartOften Draw a line. Mark neverat one end and always at the other.

Mark points along it:usually, hardly ever, etc.

- Give a description of the word.- Give a translation of the word.

Allow the students time to think. If they don't knowthe work, tell it to them and write it on the board.

2.3 Concept-checking Questionsa. Write a key word on the boardb. ask basic questions about it, e.g.


gigantic is it more than 'big' or less than'big'?(more)key is it made of wood? (No)

Where do you use it? (in adoor)

Cassette Does it have speakers? (No)Can you store music on it? (Yes)

It is a good idea to concept-check all newvocabulary, even if you have already elicited it.

Using a Variety of DifferentTechniques for Students

People learn in different ways. Some people learna language best by seeing it written down. Otherslearn by hearing it spoken. Some people like toexperiment with new language, whereas otherslike to be sure they can produce new languagecorrectly before they try using it. Because of this,teachers should use a variety of differenttechniques. That is why we have written this book.

Skills-focused Activities, which looks at waysto improve students' reading, listening, writing andspeaking. There are sub-sections with activitiesyou can do before and after these task.

Pre- task ActivitiesBefore you read Before you listenBefore you write Before you speak

1. Introduce the TopicThese activities focus students' attention on thetopic. They do this by eliciting opinions, ideas orprior knowledge students may have about the topic.

As a teacher, finding out what students alreadyknow or think is very useful. You can use thisinformation to figure out how long you need tospend on a topic, what language they are familiarwith, and how interested they are.

1.1 Brainstorma. Tell students the topicb. Elicit what they know or think about the

topic. Write all their ideas on the board,even if they are factually incorrect.This could be:

- a list of items, e.g. animals oremotions

- a list of facts about asituation, e.g. everythingthey know about ASEAN orglobal warming

- opinions, e.g. arguments forand against free universityeducation.

Purpose: activate students' prior knowledge andideas about the topicPracticalities: class discussion with board

1.2 Group Brainstorm Competitiona. Students work in groups of 3-8. Each group has one writer, who has a pen and paper. Give groups a time limit of 2-5 minutes.

Purpose: activate students' prior knowledgeand ideas about the topic


Practicalities: students work in group of 3-8b. Groups list as much as they can about

the topic within the time limit.

c. Get Group to read out their lists. Thegroup with the longest list is the winner.Write all their items or ideas on the boardto make a class list.

1.3 Discuss the Topic There are a few ways to do this:

- Ask students about their ownexperience.

Have you everseen a ghost?Are you afraid ofghost?

- Tell a short personal storyabout the topic.

One night, I waswalking homealong the river.Suddenly I hearda voice, but……

- Write a sentence stating an opinionabout the topic. Elicit students' opinions.

Purpose: activate students' prior knowledge,ideas and opinions about the topicPracticalities: class discussion

In a large class, get students to discuss the topicin groups.

2. Pre-teach Vocabulary

These activities look at the key vocabularystudents will need:

- to understand a reading orlistening text

- to perform a writing orspeaking task

If you pre-teach key vocabulary, students canconcentrate on the skill goal of the task moreeasily.

- the reading, listening, writingor speaking- without havingto spend a lot of time findingout what each unfamiliarword means.

2.1 Match the VocabularyStudents match unfamiliar key words with:

- a definition- a synonym- a picture- gaps in a text


it can be useful to also give students a task to dowhile they are reading.

4.1 Focus Questionsa. Write one, two or three questions that can be answered from reading the text.The questions should be general- focus on the main ideas.

b. Students read the text and answer thequestions.

Purpose: students read to identify the mainideas.,Practicalities: students work from board. Theycan work individually, or in pairs or groups.Preparation: Prepare questions.

4.2 Order the Texta. Make enough copies of a reading text so there is one per student, pair or group. Cut it into phrases, sentences or paragraphs.

b. Students put the text in order.

Purpose: students read for gist and decidesequence.Practicalities: students work individually, or inpairs or groupsPreparation: cut up copies of a text- one perstudent, pair or group.

4.3 Identify the Main Idea

a. Write the correct main idea the text, and two orthree incorrect main ideas (supporting points orincorrect ideas) in multiple choice format.

b. Students read the text, and identify which isthe correct main point.

3. Prediction

These activities generate interest in the task.They get students to guess the content orlanguage of a text, or the language and contentinvolved in producing one. They are morecommonly used before reading or listening tasks.

3.1 Predict from the Titlea. Write the title of the reading or listening text onthe board.



3.2 Predict from Key Wordsa. Write key words from the text on the board.

b. Students guess what will be in the text. Writeall their predictions on the board.

Purpose: students infer content of a text fromkey wordsPracticalities: class discussion with board

After they read or listen to the text, check whichpredictions were correct.

3.3 Predict from Picturesa. Show pictures from the textor related to the text.Some texts have pictures that youcan copy and give to the students.


Purpose: students infer content of a text frompictures.Practicalities: class discussionPreparation: get pictures related to the text

4. Presenting a Reading Text

The most common way to present a reading textis to show them the text – by handing it to themon paper, telling them to read it in their textbook,or writing it on the board for them. This is fine, but

Purpose: students read for gist and identify themain idea.Practicalities: best with a non-fiction text; anarticle, essay or opinion text, rather than a story.Students work individually, or in pairs or groups.Preparation: prepare a multiple choice questionabout the main idea

A- The problems is we are new arrivals whoentering the refugee camp so, we don't get anyrice yet, but the house owner where we take shelteris asking for rice contributions from other people inthe camp, to help support us for a few months atleast.

Q- How many people are participating in educationin your village?A- In my village, I have seen really good communityparticipation in education. Parents, teachers andstudents are working well. Even though our villageis small, now we have education until the 9th

standard. Next year, this will be extended until the10th standard. I appreciate that kind of participation.Also for teacher support, the parents are supportingthem with food. Especially, for the guest teachers,parents provide them with food regularly as wellas some of their other basic needs.

Q- How do you arrange a place to stay for guestteachers?A- The community cooperated together and built adormitory for the guest teachers, which is near theschool.

Q- Where did the teachers who teach in yourvillage school graduate from?A- Most of the teachers graduated from borderarea schools such as, KTTC (Karen TeacherTraining College) in Karen State and TPC(Teacher Preparation Course) in the refugeecamps. A few teachers are from our local community.We still don't have any teachers who graduatedfrom Burma yet.

Q- For the teachers who are teaching in yourvillage, how do you arrange for their basic needs?A- For each child attending school, we give one tinof rice and 10 thousand Kyat to the school committeeto distribute to the teachers, so, if you send 2 childrento school, you need to pay 2 tins of rice and 20thousand Kyat.

Q- Finally, can you offer some words of adviceand encouragement for the students who are livingaway from their parents and studying?A- I have seen many students who stay far fromaway with their families to get an education, andthey often abandon their studies and run away.For those people, I want to give them a few wordsof encouragement drawn from my own experienceby saying I understand that when we strive to getan education life isn't always comfortable.Even when we have to face many kinds ofproblems, we don't need to give up. We can keepourselves strong and fix our minds to the future, forour parents and communities, so we are able tomove forward and achieve our educational goals.

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