Martin Nañawa of ChildFund Philippines has been traveling through the Visayas, the region most severely affected a year ago by Super Typhoon Haiyan, recording its current status. Despite dramatic loss of life and property last November, communities are rebounding, with businesses and homes having been rebuilt over the past several months. Here, you can see how your gifts, along with the elbow grease of residents and ChildFund’s local partners, have made a difference in Tacloban. Martin notes: “You may have noticed the signage says ‘Tindog Negosyo.’ Tindog is the verb for standing up, or getting to your feet, and Negosyo stands for business.”
Read more about the binagol makers here.
Martin Nañawa of ChildFund Philippines took these pictures in Tacloban, one of the worst-hit localities during Super Typhoon Haiyan, a year after the storm struck the central Philippines on Nov. 8, 2013. Community members lit candles to commemorate the people lost in the disaster.
By Martin Nañawa, ChildFund Philippines
Before the typhoon, women in Miriam’s village would gather in a common space at the edge of their row of houses and take turns making batches of binagol, a staple dessert in Leyte, an island in the central Philippines.
Although there’s not a perfect comparison in Western cuisine, binagol is a little like tapioca pudding and also tastes similar to sticky rice cakes found throughout Southeast Asia. It is made with talyan roots, similar to taro, instead of rice.
There’s a smaller version of this sweet served in the northern Philippines, called “kulangot” (boogers). There’s also a variant made from rice, which is called “moron.” We have such glamorous names for local delicacies.
The women chop the talyan roots and cook them with coconut milk, condensed milk, eggs and sugar inside coconut husks with banana leaves layered on top. Everything is then wrapped in banana leaves and knotted with straw into a bun. This packaging makes binagol easily portable, and in Leyte, you’ll find it at markets, corner stores, canteens and even transit terminals. Miriam and the women of her village made enough binagol to drop off at nearby markets and make a small profit for themselves.
But when Super Typhoon Haiyan struck the region Nov. 8, 2013, everything changed for millions of Filipinos. The storm, one of the worst in the area’s history, claimed 6,300 lives and destroyed half a million homes in the central Philippines.
Scarcity of food was a primary challenge, and many villagers also had to repair or rebuild their homes. Selling binagol was not an option for Miriam and her neighbors, at least for the foreseeable future. This was especially difficult for her, as her husband’s earnings as a farmhand were never enough even before the typhoon.
But after immediate needs like food, shelter and clean water were filled, ChildFund and our local partner organizations started helping people reclaim their livelihoods — including the binagol-makers, who received assistance in July. This is all part of ChildFund’s response after disasters.
Miriam felt hope for the first time since the typhoon. She was not sure what to expect from ChildFund staff when they first came, but the workshop held right at her village helped her understand that we were there to help. Still, she and the other mothers would have to work hard to restore their livelihood, but improve it as well.
Miriam received a complete set of utensils for binagol production, allowing her and her neighbors to make as much of the dessert as they could. And ChildFund provided the ingredients for their first run. Most importantly, we’ve invested capital in the business, which has helped Miriam and her neighbors escape debt.
Before the typhoon, the binagol-makers took loans to buy the ingredients, repaying loans from their profits as they’re made. With ChildFund’s investment, though, the women don’t start off in debt and are now putting 10 percent of their profits into savings so their startup capital will grow.
Now Miriam and her neighbors individually produce binagol, and they no longer labor merely to pay debt. They’re able to increase their village’s total production many times. With their increased production capacity, they’ve been able to broker an agreement with a wholesaler.
“I’m pleased and surprised how much better business is now,” Miriam says. “Life was so difficult after Haiyan, I was desperate to find a new way to feed my three children. I’m glad I can return to what I’m skilled at and provide better for my family.”
By Meg Carter, ChildFund Sponsorship Communication Specialist
Indian cuisine is noted for its samosas, curries, biryanis, vindaloos and kormas — rich, complex and savory dishes. ChildFund staff members at our International Office in Richmond, Va., went to an Indian restaurant for lunch recently, where we tried a variety of dishes, along with rice and bread (naan) and sauces, such as raita and chutney. A raita is a yogurt-based sauce that often includes cucumbers, fresh mint, pepper, coriander and cumin. It helps quench the fiery spices of some dishes. Chutney, a relish made of spices and fruits or vegetables, can be fresh, pickled, spicy or sweet. The word is derived from the Sanskrit word that means “to lick.”
We’re going to learn how to make a classic tomato-apricot chutney, which is sweet and spicy, a relish that would go well with northern Indian or even Persian cuisine. Eat it with any rice and sauce dish, like a korma or a masala, or flatbreads.
1 tablespoon chopped garlic
1 tablespoon fresh, grated ginger
¼ teaspoon cinnamon
¼ teaspoon cardamom
Butter or coconut oil
1 cup chopped, dried apricots
3 to 5 chopped tomatoes
¼ teaspoon sea salt
2 tablespoons honey
2 tablespoons lime juice
Mix and sauté garlic, ginger, cinnamon, cardamom and cloves in clarified butter or coconut oil for 1 minute. Add dried apricots, tomatoes, sea salt, honey and lime juice. Simmer uncovered on low heat for 30 minutes, until apricots are soft and the chutney thickens.
Chill before serving. Store tightly covered in the refrigerator for up to three weeks or freeze, if you want to keep the chutney for longer periods.
This month, ChildFund’s blog is celebrating the harvest and traditional foods of the countries where we work. On Fridays in October, we’ll share recipes. If you try one, take a picture of your dish and share it with us on our Facebook page!
By Himangi Jayasundera, ChildFund Sri Lanka
Vijayakumaratharun, who is 10, says that what makes him most sad is seeing his mother cry. It hasn’t been an easy life for Ithayakala, 34, who was abandoned by her husband when her son was very small.
Living in a rural village in the Batticaloa district of Sri Lanka and with little education, her livelihood came from selling the vegetables she grew in her small home garden, plus doing odd jobs and working in rice paddies, seasonal work. But when Vijayakumaratharun was sponsored three years ago through ChildFund New Zealand, one of ChildFund International’s Alliance partners, his mother saw a ray of hope.
“Things have changed for us now,” Ithayakala says. Although she still struggles to make enough money, the strain has decreased. “Almost all of his educational expenses are covered thanks to sponsorship,” she adds.
In addition to his sponsorship, Vijayakumaratharun and his mother have three goats and three cows. Ithayakala sells surplus milk, which supplements their income.
Ithyakala has had the opportunity to participate in ChildFund’s nutrition program, where she learned about growing and cooking nutritious foods for her son. Now, she is a leader and teaches other mothers the same skills. She has also benefited from child protection programs organized by ChildFund Sri Lanka for the community.
Vijayakumaratharun shares with us a photograph and letters he has received from his sponsor in New Zealand. The kea, he points out from a card with several animals from New Zealand, is his favorite. “I want to thank her for all the greeting cards and letters she has sent me. I have learnt new things about her family in New Zealand and about the animals there.”
In October, ChildFund’s blog is celebrating the harvest and traditional foods of the countries where we work, as well as the importance of nutrition and agriculture.
By Silvia Ximenes, ChildFund Timor-Leste
Nine-year-old Fernanda’s family tends a garden in Manatuto, Timor-Leste, with corn, long beans, bananas and cassava that feed Fernanda and her four siblings, with enough left over to sell and make a small income. Now, they have a goat too, which they received earlier this year.
“We don’t have a rice field, as most people do, but only a small plot of land for vegetables,” says Fernando, Fernanda’s father. “We only do farming in which the production is very low and not enough to sustain family needs. We really wanted to do some other things in order to support family’s income, like buy goats, but we have no money. So we are lucky and happy to receive the goat.”
Fernando’s family is one of 10 families who received a goat this past spring. Fernanda and her siblings enjoy taking care of the 10 goats, which are kept in the same field. “After school I pull out the goats, feed and give them drink and let them eat the grass,” says Fernanda, who wants to become a teacher.
“Once our goat has multiplied, then I will sell some to buy my children’s school materials — such as books, pens, uniforms, et cetera,” says Fernando. “Moreover, we will also have some for family consumption.”
It is quite rare for families in Manatuto to include meat in their meals, as it is too expensive and in limited supply. “We can only eat goat’s meat when there is a cultural event or ceremony, which probably happens about two to five times a year,” Fernando says.
“With respect and happiness, I want to thank the donors who provide us goats,” he adds. “We will take care of them.”
Fernando hopes his children will have a promising future. “I want them to have a good education and later to have a job, so they can have a better life. I will keep supporting them with my own efforts to help them realize their dreams.”
School is starting this week for many children in the United States. Children and youth in many of the 30 countries where ChildFund works have limited access to school, whether it’s because their families can’t afford to pay fees for uniforms, or the children are relied upon to fetch water or work to contribute to a family’s livelihood. Sponsorship helps many children attend school longer and have a better chance to break the generational cycle of poverty. Here are some pictures of students from communities where we work:
By Himangi Jayasundere, ChildFund Sri Lanka
“Soap and water, scrub, scrub, scrub,” hums Sashini as she washes her hands.
Like many of her friends, the 11-year-old did not bother too much with washing her hands properly before. Sometimes she and her friends would come home after playing outside or helping with paddy cultivation and wash their hands a little with water to get the mud and dust off. But now things have changed with a program organized by ChildFund Sri Lanka to promote proper hand washing, especially before meals.
Sashini was among 90 children age 6 to 14 who participated in the hand-washing program conducted at Mayurapada Kanishta Vidyalaya, a school in the Polonnaruwa district in north central Sri Lanka.
“We teach children about the importance of washing their hands, especially before meals,” says K.M. Chandralatha, a teacher. “But it happens within the classroom. This program was a practical experience in correct hand washing, and I think many of them got first-hand experience on the proper way to do it.”
Access to clean water is crucial for hand washing and other good hygienic practices.
The program commenced with an introduction to hand-washing day, followed by a practical demonstration by a science teacher, illustrating how harmful bacteria can be neutralized with the use of soap and water.
A midwife who works in public health taught the children good hand-washing techniques. “We talk regularly with parents on this subject, but we rarely get an opportunity to talk to children about the importance of hand washing,” says H.M. Chamali Piyaratne, the midwife. “It was a good experience, and I look forward to doing more sessions with children.”
Sashini adds that the program has helped many of her friends, who have in turn taught their younger siblings about proper hand-washing techniques.
“We were never taught to wash our hands like this before,” she says. “The experience of doing it with clear instructions has taught us how important it is.”
To further assist and promote hand washing and good hygiene among children, ChildFund Sri Lanka also provided two sinks to Sashini’s school.
By Sagita Adeswyi, ChildFund Indonesia
In Banten, Indonesia, teachers sang about how much they would miss ChildFund and its corporate partner, Krakatau Posco, as a six-month pilot project to improve their schools was coming to an end.
“Please don’t go, ChildFund,” sang the teachers. “Please don’t go, Krakatau Posco.”
March marked the end of Sekolahku Asik, Indonesian for “My School is Really Cool.” The project was a joint initiative between ChildFund Indonesia, Krakatau Posco, an Indonesian company, and the Community Chest of Korea to support Indonesia’s government in improving the quality of basic education.
“The Sekolahku Asik program has improved the schools’ infrastructures, teaching skills of the teachers, students’ engagement and employees’ participation in education,” says Min Kyung Zoon, president of Krakatau Posco.
The program was implemented in three elementary schools as a pilot in Cilegon, Banten, and 35 teachers from 13 schools in the region received training in interactive learning. Children attended consultation events to express what they wanted their schools to be like, voicing their views through drawing, writing and storytelling.
The schools received minor repairs, and employees of Krakatau Posco had the opportunity to volunteer at the schools, teaching children how to plant trees, wash their hands properly and how to dispose of organic and inorganic waste. More than 500 children benefited from the experience.
The schools now have better and cleaner restrooms, organized libraries with more books and fresh coats of paint on the walls.
“My school was quite dull,” says 12-year-old Novalina. “The restroom was dark and dirty. Sometimes I felt scared when I went there. I joined the competition with other students to tell what we want to be improved in our school. Now, my school looks really nice and much cleaner. We chose the color for the walls, too.”
Teachers, too, were pleased with the program: “We really like the training, as it has enhanced our knowledge and skill in an interactive teaching method,” says Tati Fatayati. “This brings changes to the students; where they might have been feeling bored with the teaching process in the class, now they feel it is more fun and interactive.”
Now that the pilot stage has ended, ChildFund and Krakatau Posco are working together to continue the program at the three schools, as well as other schools, this year.
By Saroj Pattnaik, ChildFund India
At Avadi Municipal Middle School in Thirvalluru, India, the story of the animal kingdom is literally painted on the walls. Each day, students entering the school are greeted by a massive mural, a colorful landscape with wild animals in their environment.
On another wall of the fourth-grade classroom are posters demonstrating fruits and vegetables and their importance in our daily diet.
“These are things our students get to see every day,” teacher P. Jayanthi says. “They not only see those paintings and posters but learn a lot from them. Now, it is easy for us to teach our students through these materials.”
The paintings and other learning materials were made available to the school by ChildFund India under its Enhanced Education Quality Improvement Program (EQuIP). Supported by the Caterpillar Foundation, this program is being implemented in about 100 primary and middle schools around Chennai, the capital city of the southernmost Indian state of Tamil Nadu.
The three-year project, which started in September 2011, seeks to make comprehensive quality improvements in 100 schools in Villivakkam and Ambattur areas of Thiruvallur and Chennai districts of Tamil Nadu. These schools are run by the government and most students are from impoverished homes. Many are from the first generation of their families to attend school, so they may lack full support at home. So far, the project has reached more than 4,800 students.
“These wall paintings and hangings have made our task fairly easy. They not only help the classroom look great, but also help us in a great way to engage children in learning activities continuously,” says Mercy, a teaching assistant.
“All the classrooms of our school have some kind of thematic wall paintings, and we have observed that the paintings have helped gain students’ focus and increase learning,” she adds. “This has helped us greatly in teaching slower learners or those who take a longer time to grasp any subject material. We are thankful to ChildFund India for this support.”
Under EQuIP, schools were provided with learning modules specially designed for delayed learners, as well as workbooks, whiteboards, pencils, art materials, science sets, ceiling fans, round classroom tables and computers, among other resources. ChildFund has also appointed teachers trained to work with delayed learners.
The project has the following key objectives:
“Many slower learners suffer from low self-esteem and lack confidence,” says teacher N. Nalini. “You can address this not only by praising small achievements but also by personalizing lessons.
“I always keep this in mind and encourage them to work on their learning abilities. I encourage children to use our learning materials to observe, predict and solve problems. I invite them to tell stories and revise lessons on a regular basis. They like the attention given to them.” When the project started last year in this school, about two dozen children were designated as delayed learners. Now, 20 of these students have improved dramatically and are at par with their peers, she adds.
Eight-year-old Pallikondal had a problem in identifying animals a year ago. But today, she says, “I know everything about these animals in this painting,” pointing to the elephants.
School Management Committee member M. Laxmi is pleased about the progress her three grandchildren have made at school. “They are all doing well in their studies. I am very happy.”