Overseas Project Update - 2nd Quarter 2010

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Second Quarter 2010

Overseas ProjectStatus Update


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LAUNCHING OUR CAMBODIA PROJECT

new Cambodia project the Beacon Schools Ini-

tiative with local Cambodian NGO Kampuchean

Action for Primary Education (KAPE). Starting in2011, Oaktree will be partnering with KAPE to

provide equitable access to quality education in

some of the poorest provinces of Cambodia. This

is a hugely exciting opportunity for Oaktree to

extend its impact in the Asia-Pacific, in line with

our new focus on regional engagement, and the

first project partner for Schools4Schools Asia, also

to be launched in 2011.

Beacon Schools Initiative:

Cambodia is one of the youngest populations in Southeast Asia: two out of every three people are aged below

25 and more than 30 per cent are aged between 10-24 years old. Such a high percentage of young people

brings with it enormous possibilities as well as complex development challenges, and a fundamental need to

get education right!!

The formal education sector in Cambodia has a long way to go in terms of securing not only access to educa-

tion, but equipping state schools with the necessary infrastructure and support to provide quality education tothe poorest and most disadvantaged. While Cambodia is on track to meet MDG 2 (primary education), there

are major concerns about secondary education in that it continues to be plagued by extremely high dropout

and repeat rates, and an overall lower standard of education.

When it comes to young people and education,

Access to Education Quality Education

1. School and classroom shortage

2. Dropout due to reliance on children to support

their families' most basic needs

3. Low wages force teachers to collect informal

school fees from students creating a barrier to

education for poor children: primary schoolteachers' government salaries range between $25

and $50 p/mth

1. Poorly trained teachers and high student-teacher ratios

contribute to high grade-repeat rates among students.

2. A lack of school resources and little government fund-

ing results in insufficient teaching materials and school

facilities.

3. Poor school governance


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Access to Education Quality Education

1. scholarships for the most disadvantaged

2. infrastructure improvements catering to vulner-

able groups such as students with disabilities

3. reducing the risk of informal fees by enhanced

accountability and performance based pay

1. teacher training and better resourcing of classrooms

2. improved curriculum which is relevant to the needs of

students (including life-skills and vocational education)

3. enhanced accountability of the school management

board to ensure greater oversight of school progress and

secure quality of education

The Beacon Schools Initiative is about

systemic change and achieving quality

education for all

Given that major challenges still remain in the formal

education sector, Oaktree has decided to partner with a

project that is addressing the need for systemic change

and engaging with the key issues outlined above. BeaconSchools Initiative (BSI) is a project that will be launched in

2011 by KAPE (Kampuchean Action for Primary Educa-

tion), a Cambodian NGO that has 15 years experience in

education and development in some of the poorest areas

One of the most exciting elements of this project is a school management model based on public-private partner-

ships (PPP). School boards will be comprised both of local level government representatives as well as community

members and representatives of KAPE. The school board will have a high standard of accountability and involve-

ment with the school and will thus be more responsive to challenges in the school community, and proactive in the

development of an institution of educational excellence.

PPP is garnering a lot of attention within the development sector for its potential to ensure equitable access to

quality education for the poor through genuine cooperation between the government and private/NGO sectors.

This innovative model means that the poorest and most disadvantaged children of Kratie, Siem Reap and Kampong

Cham will benefit from the type of quality education that is normally only accessible through the private school sys-

tem, but at a price which they can afford and in an environment which is responsive to their needs and the commu-nity context.

Public-Private Partnerships expanding affordable education while improving efficiency

BSI is a new project for KAPE, but one which has been in conceptual stages for some time, and which KAPE is very

keen to initiate in partnership with Oaktree. BSI will take on 3 lower-secondary state schools that are not perform-

ing well in delivering quality education to the poorest and most disadvantaged. The project will address issues of

both access to education and quality of education:


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Teacher Training in Papua New Guinea

School is underway! Current enrolment: 134, Male: 83; female: 51.

Two teachers are currently teaching at the Yangis Community School, including a government assigned head-

master who is also overseeing the enrolment and administration of the school and its children. The remaining 6

teachers will return to Yangis at the end of 2010.

Two of the four classrooms have been successfully refurbished by the Yangis community using traditional car-

pentry practices, while the first of a series of teacher abodes is currently being built. We hope that by the end

of the year, four more teacher abodes will be completed to cater for the influx of our 6 new teachers in 2011. As part of the PNG National Education Plan, AusAID has distributed text books to the school the first text

books seen in the area for 15 years!

All teachers are progressing well at the Madang College, with some members being nominated to the student

leadership committee for 09-10.

Work has commenced on a submission to be entered to the PNG Education Department in the hope of secur-

ing an ongoing commitment from the government to a Rural Teacher Training Program.

Since the beginning of 2007 and in partnership with the Baptist

Union of PNG, Oaktree has been providing a teacher-

scholarship program for individuals from the remote highland

community of Yangis, Enga province. Oaktree has funded 8

members of the Yangis community to attend a teacher-college

in Madang and in 2010/11 the teachers will return to Yangis toreopen the school.

Project Brief

PROGRESS SO FAR (AprilJune 2010)

Waiel WapenGrade 5

What do you enjoy most about school?I enjoy being together with other children who are the same

age, reading books, doing maths work and having

discussions.

What has been your favourite moment at school?

Meeting new teachers who come from different parts of

Papua New Guinea and also from different regions in the

Province. Most favourite moments are, being with my

teachers, playing ball games, sharing experiences, reading

books, writing stories about Yangia people and many more.

never learnt before.

Job a teacher returning to Yangis

Waipel outside the school


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Since 2007 Oaktree has supported GOLD to enable

young South African school students to access effective

HIV education in a way that promotes long-term behav-

ioural change. Through S4S and Monash Uni, Oaktree

currently supports 12 schools in KwaZulu-Natal and 7 inMpumalanga.

Project Brief

Speaking Tour Pilot

For three exciting weeks in June, Australia was given the opportunity to hear first-hand accounts of the GOLD

proximately 3000 S4S students as well as many others listening to the radio interviews heard PK share his ex-

periences growing up in a developing area and how GOLD has made such a positive impact in the high school

he works in, and in the wider community.

It was incredible to see our students listening so attentively to PK and hanging on

his every word as he recounted his past experiences from his home village, his present situation and actions

Many thanks to the S4S team in South Africa to preparing PK for his trip, and to the A-SAP team for hosting PK

in Australia.

PROGRESS SO FAR April June 2010)

Track 4 Pilot

In April the S4S South Africa volunteer team ran a training

workshop for Track 4 Peer Educators. Gold staff are verypleased with the Track 4 program in KwaZulu-Natal and the

support provided by the S4S team.

It has been so great to see the Lead Peer Educators fruits

of Goldbeing fed back into our Implementing Organisa-

tions and empowering new Peer Educators with their skills

and experiences... It was great to have the S4S team pre-

sent (at T4 training in South Africa) as they helped to dem-

onstrate how far their voices could reach even all the way

to Australia! The Lead Peer Educators are really excited to

tell their stories as can be seen in the punctuality and effortthat has been put into their outputs, we hope that young

people in Australia are equally excited to hear what they

DineshaPerera, Gold Field Support Officer

PK with students from Tintern Grammar

Enthusiastic GOLD Track 4 Peer Educaters

HIV Peer Education in South Africa


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Peer Educator of the MonthJune

SabeloNtuli is a Peer Educator in Year 11 at KwaBazothini High

School and is 17 years old. Sabelo grew up in KwaNgcolosi, liv-

ing with his aunt. Sabelo is really passionate about helping his

community and other disadvantaged youth to be able to reach

their goals. He believes that his community is good to live in

but lacks resources such as clinics and police stations.

Currently Sabelo is focusing on educating youth in his commu-

nity about human trafficking. Thousands of youth are at risk of

being trafficked into child slavery during the 2010 World Cup

whilst the world focuses on the soccer, not on the children

determined to do his best to help the youth in his community

and believes that they should focus on all the talents and gifts

which they are so lucky to have.

By the Schools 4 Schools Team in South Africa

Exploratory Outcomes Report

port was based on initial exploratory research conducted in 2008 to investigate progress towards the GOLD

theory of change is working. A cross analysis showed there were 7 outcomes most often reported as being

areas in which the program had made the greatest contribution. These were:

Increased knowledge of HIV/AIDS

Increased knowledge of life skills

Improved access to community services

Improved relationships

Increased youth-driven community activities

Decrease in substance abuse

Increase in youth assuming leadership positions

The majority (91%) of school principles reported observing positive changes in peers as a result of GOLD Peer

Educator influence and 95% perceived increased levels of knowledge about HIV/AIDS among youth.

From the Gold Newsletter, Q1 2010

Peer Educator of the MonthJune


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The Youth Livelihoods programme is being implemented over

2009/10 by our project partner, Plan Timor-Leste. The programme

explores income generation activities away from the formal job mar-

ket, recognizing the need to focus on self employment opportunities.

200 young people aged 16-30, are currently being supported to un-dertake income generation projects.

Project Brief

PROGRESS SO FAR April to June 2010

All 15 groups have now received the necessary materials to

groups to implement their activities.

10 of the groups that have received materials have started

building the chicken houses, horticulture and fish ponds.

Business skills training delivered by the Ministry of Economic

Development; and technical training on animal husbandry, fishfarming and horticulture has been delivered by the Ministry of

Agriculture.

Youth Livelihoods in Timor-Leste

CHALLENGES

During this period there has been a lot of agricultural harvest activities in addition to the Plan income

generation activities. As the communities tend to work cooperatively there have been some occasions

when it has been difficult for the youth to attend training.

Given the challenges in getting women to participate in the Youth Livelihoods Program, it is hoped

that this separate initiative will provide opportunities for women to join the program including the

There has been a lot of government activity in Aileu in

he lead up to the development of the Suco Develop-

ment -

velop their community action plans and feed into

future Plan activeties in this District. In the interim

there seems to be a lot of national interest in Aileu

and the government activities are often prioritised by

youth - which has meant changes to scheduling.


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LOOKING FORWARD

Finance Management training to the chief and treasurers of each group

One member from each group will undertake a cross visit from Aileu to Lospalos in order to learn and share

earning an income to see how income is both shared within the group and reinvested in the business.

Conflict resolution training to all members of the 15 groups

Meetings between the 15 groups and their local leaders will be facilitated to formalise the right for the group

A 1 day workshop will be held with all members of the 15 groups to share group experiences related to their

activities and evaluation project.

Augusto Raising Chickens in Timor!!

Augusto Soares was born in Lau-Usi, a small village in Aileu district, the second child of ten in his family. Au-

gusto is married with four young children. He went to school in Indonesian times but due to economic prob-

lems he needed to leave school when he was in pre-secondary school to support his family by working on their

land.

Agriculture enabled them to improve their traditional methods of raising chickens. The group has completed

construction of the chicken house and the chickens are now living in this place.

Augusto said -

Auigusto and his chickens!


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Islands to confront the realities of poverty and investigate the development issues being faced in these countries.

local youth. Meetings will involve discussion about development policies, leading education models, the Millen-

nium Development Goals and actions needed to halve extreme poverty by 2015. The team will also have the op-portunity to visit our development project in Yangis, a remote highland community in Papua New Guinea.

What lies ahead...

The 2010 OGC team are packing their bags, wearing in their hiking boots and swallowing their cholera vac-

cines ready to set off for PNG and the Solomon Islands. The trip will kick-start with a three-day departure

training at the Brisbane before heading to the PNG highlands to visit the recently reopened Yangis School. The

team will be running a two day school activity program with the students in Yangis including culture-sharing

activities, drama games and sports

then spend an intensive four days at the Uni of PNG staying with youth organisation The Voice for collabora-

tive organisational trainings, campaign planning and the gala dinner launch of The Voice INC. After a quick

snooze on the three-hour flight to Honiara, the team has a packed 8 days in the Solomons with everything

from meetings with bodies like the World Bank and Save The Children, to snorkelling through bleached coral

and a full day with the Regional Assistance Mission to Solomon Islands (RAMSI).

The ten participants (see above: Sarah Ben-

nett VIC, Mike Burnside VIC, Liz Rhodes SA,

Jordon Trail WA, Lou McNeil VIC, OnurEkinci

NSW, Ryan Hopping VIC, Rachel Lee WA, Nina

) each have

specific roles on the trip. The team will be cre-

ating blogs, modules, presentations, reports

and videos to use in Oaktree programs and

with issues of development in the Pacific.

tures on their blog on the Oaktree website!

Project Brief

Our Generations Challenge 2010

Overseas Project Update - 2nd Quarter 2010

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