Love of Reading

... Using the BETT Reading Programme throughout the schools in Mondolkiri province

Before the change:  Between 2009 – 2013, small village school libraries – BETT Reading programme throughout Mondlokiri province, were ‘partly’ set-up  with minimal follow-up by a variety of NGO’, including VSO and the POE.  These 17 small reading libraries were underutilized because:

.         NGO/POE visits were inconsistent to assess any type of adequate literacy progress.  Furthermore, they did not provide additional books or educational materials and more for teachers and students to use (with their teacher or independently )…

.        Both teacher  librarians and teachers were not trained to use ‘literary’ books adequately

.        Teacher Librarians, teachers and students were unsure how these books were linked to the Khmer/Bunong Language Curriculum

.        In some cases, either libraries were locked up or books were used as trophies – thus collecting dust ….

.        Books were not properly categories to their appropriate reading level

.        Teacher librarians and teachers had little to no indication as to how to use a variety of simple follow-up /reading assessment tools - such as using simple rubric tools,  for the: before, during and after a reading session …

.        Funding had dried up … and much more 

What changed?  We (VSO together with the POE),  provided  Khmer/Bunong teachers with both a 6 day literacy Love of Reading and a 4 day library training workshops at different

times  of the year

.        We also gave a 2 day  (reading/library) training and follow-up throughout the school year to both school directors and cluster chiefs

.        As well as giving the Khmer/Bunong teachers the opportunity to do a 4 week cycle / to do their practicum after each training, to implement the new tool in the classroom, we did regular follow-up by working closely with teachers/school directors and cluster chiefs after each training to ensure that they confidently understood how to execute the reading tools and how to use the aforementioned tools independently in the classroom.  (E.g.; BETT reading flashcards, Big book, library books linked to the curriculum, using the MoEYS guidelines,  library checklist  for reference- etc.).  Once teachers felt confident in delivery the reading programme, we did observations to assess their progress .

What are teachers presently doing to follow up with the reading programme?  Teacher librarians are now providing a meaningful library and BETT reading services for their schools.  

.        Teachers (through time) began to understand how to use the MoEYS  (Ministry of Education Youth and Sports) reading guidelines in their schools

.        Time schedules have been created between teachers and librarian teachers 

.        Posters are hung on library walls to entice students' interest

.        - School libraries are no longer locked up and anyone (including the community) can use the library (Eg.: Teachers have created a time schedule for students and the community to use the library during school hours and after school)

.        - There is peer to peer support for the Love of Reading  programme (E.g.; Some teachers have collapsed classes for shared reading and are doing this daily)

.        Teachers are showing students, how to use the '5 finger method ' for choosing a book appropriate to their level and, for them to: 

o   expand on their repertoire

o   create passion and, love of reading

o   Gave them choice and ownership in their reading

.        - Reading flashcards, questions after reading are now used to generate conversation and critical thinking

.        - Library books are now linked to the Khmer/ Bunong curriculum and teachers are using

simple child friendly activities  to expand on their students’ learning. Activities example: 

o   adding a different sentence to the story,

o   writing a simple poem –

o   role play characters in a text

o   use a situation from a text as a springboard for creating their own story

o   enact age appropriate story from students lives parallel to a situation on a flashcard and more

.        Teachers included an element of competition and /or involved short-term goals for the activities to engage children in reading books

.        Time was given for review and reflection following the  child friendly activities and in their Khmer lesson

.        Students received positive feedback from their Khmer/Bunong teachers

.       

unannounced school visits were done periodically to find out if teachers were doing their 4 week practicum after the workshop training.  They did ...  

How did the change happen? Regular follow-up visits: ongoing coaching, mentoring, empowering

Books are categorized to their appropriate level

teachers and instilling their confidence 

.        Visits were consistent to assess progress

.        We (VSO) provided Teaching Reading Resources:   New additional books (Spear) were delivered to all school libraries.  Updated reading and library manuals, check list, BETT big books and other BETT teaching materials for teachers to use both in the library and in the classroom were provided.

.        VSO provided Teachers, school directors and cluster chiefs with a complete guide / Library manual.  (This included the MoEYS guidelines), educational materials and much more …

.        Teacher  librarians, teachers,  school directors and cluster chiefs were now trained to use ‘literary’ books adequately – BETT and Language Khmer/Bunong Curriculum linked to library books

.        Teacher Librarians, Teachers and students had become familiar with the use of library

books and are now beginning to link them to the Khmer/Bunong Language Curriculum

.        From being trophies and collecting dust, books are now being used by students, teachers and the community ….

.        Books are now properly categories to their appropriate reading level

.        Librarians and teachers now use a check list and a simple rubric to use a variety of follow-up assessments for the: before, during and after a reading session …

.        VSO funded the Love of Reading and Library combined projects with the POE/DOE’s support

Who was involved in providing and supporting the 'Love of Reading' programme? BETT developed by a Belgium NGO together with Khmer Room to Read NGO,  VSO, POE, DOE, cluster chiefs

Was the 'Love of Reading' meaningful? Teachers showed increasing interests in their students’ learning, and  used the child friendly approach / student centred approach. As a result students showed considerable interest,  improvement in their learning  and understanding which extended to other subjects. In some cases, higher student and lower student achievers worked in groups achieving better results - as appose to letting lower achievers manage on their own  .        As a result of building the capacity of teachers and POE staffs,  meant that their  interests were directed to long life learning: An incentive in their professional development, to work closely with students and much more ...  .        Initially, the POE asked for VSO support, because not only that they saw a need for teacher librarians to keep their libraries open, but to proficiently use their library  using the BETT / Khmer literacy programme  and the MoEYS guidelines. .        The POE also had asked VSO to have training workshops that link ed both library books and the BETT Literacy programe to the Khmer Curriculum, which we did in two parts. Furthermore, beginning of each training session, Tim Sangvat,  POE director attended several of our training workshops to empower and encourage Khmer/Bunong teachers to use the school’s PB budget, available to them at any time, should their require additional resources and alike for their library and /or their classes.   What does the future hold for teachers and students ? It is hard to know what will happen in the far future.  .        It is likely that for now, teacher librarians will continue to run the library BETT/ Khmer literacy programme more proficiently with the continued support of POEs, DOEs and cluster chiefs staff .        Teachers will also continue to use the simple literacy activities and assessment tools .        POE (with  UNICEF's support) plan to continue to provide meaningful literacy workshops for teachers and teacher librarian.  As I speak, POE and VSO (that’s me) we jointly did several Grade 2 literacy training workshops during the 2014 - 2016 school year using VSO - BETT simple activities and assessment tools.     Next year, POE staffs are planning to do an updated Grade 3 Khmer/Bunong literacy training workshops linked to the new library books .        POE, DOEs, cluster chiefs have also encouraged teachers to continue to link the Khmer / Bunong curriculum to the various genre in the library

My experience as a volunteer? VSO /Cuso International organizations have had a huge impact on me. It’s been a joy and a privilege to work in the beautiful hills of Mondlolkiri with dedicated people at the POE and with VSO volunteers/staffs.   My experience  has been indeed very positive on many different levels;  I was challenged and inspired by the successes I saw at the school villages:  watching the success of Khmer/Bunong teachers, watching smiling children, the builders of the future, explore endless possibilities through play and school work, watching them clap and squealing with delight when a classmate gave an answer to name a few;  Connecting through the hearts, the minds of the people and feeling part of the community in an age where neighbours in other parts of the world, have little time for each other; having fun of course; and of course, there's never been a dull moment as I reflect on these almost 3 incredible years.    What’s more, I found that awareness and understanding is necessary for change.  I’ve learned so much from the Indigenous people, the POE, VSO/Cuso International.  I leave with so much gain from all you :) I leave you with this quote ‘It was through volunteerism that I learned one of the greatest secret of life – that our sense of self worth is defined not by what we get from the world, but  we give to it.'

 

More later :)

Follow-up to an Unusual Day ...

There will be NO middle-man ...  

Taking a pause after harvesting Cassava

Bunong lady

Mondolkiri Province is a large and sparsely populated rural Province that borders Vietnam.   It’s home to the Bunong people – the indigenous people who have lived here for many years.  Some of the Bunong people practice their traditional semi nomadic lifestyle living off the forest through hunting, collecting fruits and plants.

However, more and more Bunongs have chosen a different lifestyle.   They have settled and established small communes with smallholdings producing rice, cassava, vegetables and life stock.    

Bunong Students minding their younger siblings whilst at school

Usually, these communes have a small school with 2 to 6 classrooms and 50 to 200 students.  Students are taught from grades 1 to 6.   However, Student attendance drops off greatly at the later grade levels because children are required to either help collect produce from the forest or grow produce on the farm.  Teachers in these schools are typically Bunong and have a grade 9 Education.   

Bunong teacher teaching with her son

Teachers in these remote schools have been dependent on receiving their salary from the DOE via the POE.  Now very recently the government has decided that teachers will be paid their salary directly into their own personal bank account.   In early February 2014 ACLEDA bank staff were busy in the schools opening bank accounts for the teachers.

Throughout Mondolkiri Province, teachers will now be able to travel to Sen Monorom or to ACLEDA ‘apartment’ banks to withdraw their money.

February 19, 2014, Teachers were interviewed and were asked how they felt about having their own bank account.   See below answers from teachers and school directors:

-------

“VSO/Cuso International has helped with you getting a bank account by working closely and advising the government: the Ministry of Education.  VSO /Cuso International would like to know how you feel about this - getting your own bank account?” 

Krob Khna – Bunong Teacher

Are you excited that you now have a bank account?

“Yes I’m excited to have a new bank account.   I can get my salary anytime I want.  It is much easier to get my salary from the bank”.   

Sadin Sreymao – Bunong Teacher 

“Yes, I’m happy to have a bank account. In fact, I’m very excited because the State –the government has made it mandatory for all teachers to open a bank account to secure their money” .  

Kroye Chet  - Khmer School Director

Is having a bank account important for you?  Why?

“Yes, because when I go to the DOE in Bousra to collect  my money, I’m never sure if I’m going to receive  it.  The DOE doesn’t always have my salary.  I have to wait many months for the DOE in Bousra to pay me because the DOE didn’t collect  my salary from the POE in Sen Monorom”. 

“This is a very long process and during the monsoon season we are not able to reach Bousra because the roads are not good to travel”.

“Now I can go directly to Sen Monorom and collect my money from the bank”.

“This is how the system works: 

-       The POE goes to the Provincial Bank in Sen Monorom to take the money out.

-       The POE contacts the DOE in Bousra to let him know that the teachers’ salary is at his office.

-       The DOE goes to the POE in Sen Monorom to collect the teachers’ salary.

-       The DOE contacts each school directors to inform the teachers that the money is waiting for them in Bousra.”     

Sarun Seyen – Bunong Teacher

Does it make you feel respected by your family, friends, community  now that you have a bank account?

“Yes!  My family, my parents and my community are so proud that I now have a new ACLEDA account.  It gives me a sense of pride”. 

Neyso Kon– Bunong Teacher 

“Yes, I feel respected more than before because my family told me that the DOE will not ‘cut’ my money anymore.   My family is very happy for me that I will have a bank account.  They will not worry about me anymore.  They will know that my salary is in the bank and will not be ‘cut’ [and will be secured] by the bank”.    

Yun  Sokhun – Khmer School Director

“Yes. My friends,  my family, my community ask me ‘where are you going?’  I tell them,  ‘I’m going to ACLEDA bank to get money’.  People respect me because of this”. 

Tun Oeung and Khay Tola - Khmer Teachers

Do you expect to receive a full salary?  How will you know?

“When I get my salary at the DOE in Boursra, there is a list of names and salaries posted on the wall.    Now, the government will put our  money directly in our bank account.  
There will be ‘NO’ middle man”.

Sarun Seyen – Bunong Teacher 

“Yes.  I listen to the radio.  The government announced that all teachers throughout Cambodia will receive a ‘full’ salary.  No one can ‘cut’ their salary”.

Bunong Teachers

What are the benefits to you  both with having a bank account?

“When my money is in the bank it will grow”.

 “I know about interest because I read the ACLEDA document the bank people gave me.  I read the bank document  ‘very carefully’ and I found out that my money can grow”.

Neyso Kon – Bunong Teacher

“When I keep my money in the bank it has ‘security’ and I can also get interest.  I heard it from my sister.  My sister has a bank account’

Yun  Sokhun – Khmer School Director

“ When I go to my homeland ‘Tae Kaev Province’  I can withdraw my money from there also”.   

Yoy Bora and Roeun Len - – Bunong Teachers

“There is benefit for me.  I spend less money to travel to Sen Monorom.   Sometimes we have to call the DOE in Boursra to ask ‘where are you?’"

‘Sometimes they work and sometimes they don’t work’. 

With the bank, I know I can count on my money to be there.  I don’t have to wait for anyone to give me my salary”.   

“My salary is more safe and secure.  I will spend less money, less time for travel”.

Khay Tola – Khmer School director

Where will you withdraw your money from?    “Sen Monorom”.       “It will be much easier than travelling to Boursra  ‘’The road condition to Bousra is treacherous. It’s rutted and dusty in the dry season and slippery during the monsoon season!”   

Khong - Khmer Teachers

When will your bank account be opened?    “April 1^st , 2014”.    

When will your first salary be deposited?   “The POE will inform all teachers / school directors”        

How often will you receive your money?    “Once a month”. 

 Let Savy – VSO Volunteer Translator /Khmer Language Teacher

Savy my VA (who is also a teacher for the States) was responsible in translating the interviews with the teachers.     “I think that it’s good for the teachers to have a bank account because they can spend less time, and less money to get their salary.  Teachers can be more independent and if they want to save money and earn interest then they can”. 

‘’The road condition to Bousra is treacherous. It’s rutted and dusty in the dry season and slippery during the monsoon season!”   

Bunong students paying close attention to their Bunong lesson

*Photos were taken with the teachers/school directors permission to up load on any website or to be printed in newspapers or news letters.

More later :)