By Aydelfe M. Salvadora, ChildFund Timor-Leste
At a primary school in Timor-Leste, parents are becoming more involved in their children’s education through the Parent-Teacher Association.
“As a member of the PTA, I have to help so that my children will have a comfortable classroom,” says Madalena Soro, a mother of four. Two of her children are at EBC Samutaben, a primary school in the Bobonaro district, where AusAID and ChildFund Australia fund a project to promote child-friendly preschools and primary schools. Seventeen Early Childhood Development (ECD) centers and 13 primary schools participate, with more than 4,000 children benefiting.
One of the program’s objectives is to strengthen schools through active PTAs. Parents and teachers are expected to understand their roles and responsibilities and how they contribute to a child-friendly school.
ChildFund is not new to Madalena; her children all benefit in different ways from projects run by our national office in Timor-Leste and Hamutuk, a local partner organization.
Her second child is a fifth-grader, and her third-born is in second grade. The youngest attends an ECD center in the same compound as the children’s school. Ricardo, the fifth-grader, has had a sponsor from Australia since 2007.
Madalena helped cook and provided vegetables and bread for workers who were renovating the school recently. She also was happy to assume the responsibility of supervising quality control whenever the workers asked her to check the alignment of blocks and proper placement of ceilings.
She excitedly anticipated the end result: a comfortable learning space for the schoolchildren. Before, children endured leaking roofs, which disrupted their learning, as well as unsecured doors and windows, which allowed the entry of stray animals into classrooms. Madalena says that before starting classes in the morning, the children had to clean the classrooms and the land around the school, putting their health at risk and reducing learning time.
But, today, with the help of parents, teachers and students, EBC Samutaben is more comfortable and has proper chairs and tables for the children. Teachers now have space to prepare their lesson plans and keep school records in a renovated faculty room. Madalena added that rehabilitated classrooms are not only good for students but for the entire community.
Still, the school has remaining challenges; animals continue to enter the school premises because there is no perimeter fence, and there’s no safe drinking water. Children also are at risk because the school is dangerously close to the community’s main road.
The PTA’s participation continues to be very important in improving the condition of the school, Madalena notes, and she hopes more parents will participate as time goes on.
By Sagita Adesywi, ChildFund Indonesia
Dina, a sixth-grader in Lampung, Indonesia, loves her school now. “It looks clean and nice,” she explains. “It used to be dirty and was full of trash. The walls were cracking everywhere, and we didn’t have many trees either. I feel the teachers care more about the school and us too now. When they see us littering, they remind us not to do so. I even helped clean the school by picking up trash.”
After undergoing renovations and program changes with the help of ChildFund and its local partner, LPMAS, Karangsari 2 Elementary School earned the child-friendly school designation. The project, which started last September, benefits 216 students and 16 teachers.
The child-friendly school model aims to help schools become safe, healthy and protective environments for children; eliminates gender stereotypes; and encourages child participation in all aspects of school life. Teachers attended a workshop to learn more about the model and how to integrate it into their instructional approach.
“I love children and want to dedicate my life to them,” says Lukiati, the school’s principal. “When children feel happy and secure in school, I feel really happy. I know now that a school must further the interest and strengths of the child, not just teach.
“When we used to call children to come to us, they used to run away. That is because we were just delivering lessons,” she adds. Now, children come to us, even when we don’t call them and happily greet us with Assalamualaikum (Peace be upon you). I learned that when we teach children, we need to do it from our heart.”
As a result of the workshops, Lukiati and the teachers are now more aware of the importance of a creating a conducive learning environment for children. They now understand that children are influenced by what happens inside as well as outside the classroom.
“A child-friendly school benefits both children and teachers alike. This is the first time I have felt that I am really a teacher,” says Kartiyah, a sixth-grade teacher. “I used to just teach the children in class and then go home. Now, I feel the school is really ours — the children and the teachers.”
With the support of ChildFund, Lukiati submitted a proposal to Indonesia’s Ministry of Education and received a grant to renovate the school. The walls had cracks, and the space near the school had been used as a garbage dump for years. Dramatic changes were needed.
With the help of the community, a transformation began. Twelve truckloads of garbage were removed from the backyard, and 6,000 baby catfish from the Indonesian Food Security Agency were released into the pond. The community agreed to feed the fish and use the funds from their sale to fund further improvements in the school. The school received 1,500 bamboo seeds from the Pringsewu Environmental Agency and also created a vegetable garden. Proceeds from selling vegetables enable the school to purchase educational materials and organize excursions for the children.
“The school looks so clean, and I like how we display our writings or drawings on the wall now,” says Zainal, a fifth-grader.
Through the child-friendly school model, ChildFund and its partners have built strong partnerships with the government and community. More improvements to Karangsari 2 are still needed to ensure a quality education for students. However, the local government has stated its commitment to continue supporting the school.
“We will continue to support this initiative, since education is essential to child development,” says Sujadi Saddat, the district’s head. “With a solid partnership among ChildFund, the community and local government, we can promote a safe, healthy and protective environment that enables children to achieve their full potential.”
Reporting by Arthur Tokpah Mamy, ChildFund Guinea
Fatoumata is 13 years old and lives in Guinea. A student in Sougueta Primary School, which is supported by ChildFund, Fatoumata holds the position of minister of discrimination in her student government.
We asked her why she accepted this post.
“In my village, families do not easily accept each other. Those from the Mandingo ethnic group do not collaborate with ones from the Foula ethnic group,” she says. “Unfortunately, our parents’ bad behavior has extended even to the schools and is affecting relationships between students on campus.”
She notes that students often fight each other and that each group of students discriminates against the other.
“I want to talk about peace with my fellow students and, if possible, with our parents,” Fatoumata says.
Asked what advice she would give, Fatoumata doesn’t hesitate: “To my friends, I would say, ‘Make peace with each other because if we follow our parents’ bad ways, we will not grow to become good people.’
To the parents, I would say, ‘Help us grow and become good people in the future.’ ”
Reporting by ChildFund Ethiopia staff
Tariku, now 33, grew up in a family of nine in the Amhara region of Ethiopia. Without the support of ChildFund, he says he would not have been able to afford school materials or continue his education. Today, as a university graduate and a master’s degree student, Tariku has found success. The following is his story in his own words:
Today I am going to tell you about myself, about how ChildFund changed my life, as it did for many children, by providing various kinds of support. ChildFund played a great role in my life and helped me become who I am now. I enrolled in the project when ChildFund opened its office at Semen Shoa, in the Amhara region, in 1992 during the downfall of the Derg political regime. At that time, I was a grade-six student, while my father was a soldier and my mom was a housewife. We were nine in the family.
I am the youngest in my family, except one younger sibling. However, no one in my family has gone far from home or been successful in education. Since I joined the project, ChildFund supported me with educational materials, health care and fulfilling our family’s needs. Before, I had no means to buy books or other educational materials. The project provided me with everything I required for my education; that, in turn, increased my interest in learning.
After I finished my diploma in agriculture at Jimma University (a top Ethiopian teaching university) in 2000, I had the chance to join ChildFund’s local partner organization staff as a community development worker. After some time there, I moved to a project in Addis Ababa.
I received my first degree in business management in 2009, and now I am a graduate student at Addis Ababa University in psychology. I am now a sponsorship relations head at work.
“Supporting one child means supporting the family.”
One thing that I want to highlight is how ChildFund’s work is fruitful. There are many successful alumni who are working in many areas in different organizations. Supporting one child means supporting the family. For instance, my family has benefited a lot. I have created work opportunities for my elder siblings by supporting them financially, and I was able to teach my younger sibling.
The support I received in the Semen Shoa project is the basis of all my success. I can say that ChildFund was just as important as my blood circulation.
I am sure that I will keep on improving my life even after this, but I will give credit to ChildFund often. Now I am successful in my work. I want to be a role model and pass this message on to other children who are receiving support from ChildFund to give credit for what ChildFund did for them. I hope that many children will attain similar success to what I have achieved now.
By Priscila Oliveira, ChildFund Brasil
Photographs span different languages and long distances, as a group of American and Brazilian students learned during an exchange program. In January, 12 students from Soka University in California’s Orange County traveled to Brazil to work with teens involved in ChildFund Brasil’s Photovoice project.
The group gathered in the city of Medina for a workshop. The teens and college students shared their approaches toward setting up pictures and, along the way, gained an appreciation for a different culture.
“It was an exchange where all students were engaged in teaching and learning,” says ChildFund Brasil Social Program Manager Dov Rosenmann.
The workshops took place at Medina’s Little House of Culture, another important project of ChildFund, which has worked in Brazil for 46 years. The space is meant to revive community bonds and pride in their cultural roots. Children, teens and young adults often find encouragement to pursue arts and other interests there while also gaining technological skills.
Besides participating in the Photovoice workshops, the American students also donated six digital cameras and one projector that will be used by students from the communities that participate in this project.
Photovoice was developed by ChildFund Brasil in partnership with social organizations all over the country with the goal of promoting peaceful coexistence and healthy social relationships among young people through the art of photography. Participants take pictures of daily life in their communities, many of which are lacking necessary resources.
In addition to acquiring knowledge about photography, the young people have the opportunity to express their points of view about the daily life in the community and to reflect with criticism about what they photograph. More than 300 youths have taken part in Photovoice.
The teens decide on which subjects to capture — often family relationships, local culture, nature and social themes. “The importance is to capture the elements that contain a meaningful story,” Rosenmann says.
Reporting by ChildFund Liberia and ChildFund Zambia
Ever wonder how much gifts and sponsorships matter to children who live in extreme poverty? Staff members of ChildFund Liberia and ChildFund Zambia recently gathered some first-person reactions from children who have benefited from the generosity of sponsors and companies who donate goods through ChildFund’s gifts-in-kind program.
Jessica, age 12, of Liberia received a Life Is Good tote bag through ChildFund’s relationship with Good360, the nonprofit leader in product philanthropy.
“I attend the Christian Revival School in Konia, Zorzor District, Lofa County. I am in the fourth grade, and I am happy going to school. I carry my bag every morning to school. Other students who don’t have it call me ‘Life’s Good Girl.’ I like the bag … the drawing is funny. It is like a friend who helps to carry my books but never complains.
This is my first bag. Before I was given the bag, I used to carry my books and pencils in my hands. Because my hands were wet when my palms sweat, my books got spoiled. When the rain came, my books got very wet. When the road got dirty, my books got dirty.
Now I carry my school things and other things I don’t want people to see, like my lunch and any nice things. Before, if I was given new books, some bad boys would take them from me and run away. Now, nobody sees what I’ve got in my bag, and I don’t worry. Thank you for my bag!”
Jimmy, 12, and Andrew, 8, of Liberia live in an orphanage and received clothes from Life Is Good.
“I feel very happy to receive the clothes, because they bring me here without enough clothes, and I pray that ChildFund will continue to help us every year. ‘Life Is Good’ is good for us,” Jimmy said. He was brought to this orphanage from another home for orphans that was closed due to lack of funding.
“I was brought with a pair of trousers and a shirt to this orphanage,” Jimmy continued. “I am very happy with my clothes. They make me look good.’’
“I am very happy,” Andrew said. “This is not my first time getting things from ChildFund. I got TOMS shoes. I was carrying slippers to school, and then ChildFund gave shoes to us.”
Asked what they would like to do in the future, the boys had ready answers: “I want to study so that I can work for ChildFund,” replied Jimmy. “I want to become president,” Andrew said.
Timothy, 11, of Zambia, loves writing to his sponsor.
“I live in Kalundu Compound, Kafue district. I am doing grade 6 at Kalundu Basic School. My favorite subject is mathematics. I like writing.
I have a sponsor and friend at ChildFund. Her name is Jeanette. This sponsor has helped me very much for four years. She sends me money every year for my birthday and for Christmas. I use this money to buy shoes and clothes.
Because of this sponsor, I have learned to write letters. I joined the writing club in my community, and I am happy and enjoy writing. Sometimes I write to myself because I like to improve my writing. I would like to see more sponsors come and start supporting other children like me here.”
Gift, 10, of Zambia, values education.
“I’m Gift, and I’m doing my fourth grade at school. My community is made up of about 300 families; most of these people are not employed. They depend on selling vegetables at the market, and others [sell] fish. Other families are farmers.
We have a school in our community where I go and a clinic where we go when we’re sick. A few other children and I are sponsored by ChildFund.
I have a vision that one day my community will become a big city with electricity and more schools. People will also go to school and start working instead of selling vegetables to earn money.”
By Sagita Adesywi, ChildFund Indonesia
World Water Day is held annually on March 22 to focus attention on the importance of freshwater and to advocate for the sustainable management of freshwater resources.
All over the world, children’s hands get dirty while they’re playing. But not everyone has access to soap and running water. In Indonesia, one of the Early Childhood Development centers supported by ChildFund has tackled the problem of cleanliness without easy access to fresh water.
“Children always enjoy playing here,” says Sriyatun, a tutor who works at the Early Childhood Development center in Kulonprogo, Central Java. “They play with the blocks, crayons, water and other local materials such as corn seed and bamboo.
“Their hands, however, soon become dirty,” she adds. “Children need to wash their hands before they eat. Unfortunately, we don’t have the facility. We usually brought the children to the mosque next to our ECD center to wash their hands.”
Not wanting to prolong this situation, Sriyatun and the other tutors recently hand-built a “water facility” for the children in the front yard of the center. The system consists of clay water pots with spigots that were contributed by a parent. Teachers and parents still must bring the water from elsewhere, but the clay pots keep the water fresh and allow easy, controlled dispensing.
“It isn’t healthy to wash your hands using water from a bucket, as the water gets dirtier the more people use it,” Sriyatun says. “Also, as we should always use running water and soap when we wash our hands to prevent illnesseses such as diarrhea, we thought this idea would work.”
A growing awareness of the importance of handwashing is one result of ChildFund’s efforts to build integrated community-based health services.
“We want parents and children to be more aware of the importance of handwashing at the critical times of day, for example, before eating and after using the restroom,” Sriyatun notes. “It’s also important to wash your hands before feeding a child and after cleaning a child’s bottom and, of course, before preparing food and after touching animals.”
Today, people in the community are more aware of the importance of hygiene than they were in earlier generations, Sriyatun says. “They even practice handwashing at their home now, which they didn’t use to do.”
According to one mother, Ngatini, whose 3-year-old son is enrolled in the ECD program, “If we ask them to wash their hands, they will do it, but it can sometimes be a challenge. If, on the other hand, the teacher asks them to wash their hands, children comply more easily and even do it at home without being asked to.”
Were you inspired by today’s blog? Share your thoughts on the subject with your Twittter followers! This week, ChildFund is encouraging its supporters to “tweet-out” for World Water Day using the hashtag #Water4Children. Top tweeters will receive water gifts sent to a family in their honor. More details here.
By Patricia Toquica, Americas Region Communications Manager
School sponsorship is a new initiative of ChildFund Brasil to reach children in the most remote areas of the Amazon forest and improve their educational opportunities.
Raimundo and Tomé are the local teachers in Tres Unidas, a small community located along the banks of the Amazon River, three hours by boat from the Brazilian city of Manaos. This community is part of the Kambeba indigenous group, one of hundreds of ethnic groups that live in the Amazon forest, a vast green territory more than twice the size of Texas.
Elementary schools in remote areas of the Amazon lack basic infrastructure, such as proper roofs, desks and even bathrooms. “Sometimes children take their lessons outside, under the shade of a tree, because it gets very hot during the day in the classroom, not to mention during the rainy season,” explains Tomé.
Most of the classes are multi-grade with an average of 30 students, ages 4 to 12 years. The children’s age differences make it difficult for teachers to follow up on programs and individual progress. “We divide the board into four parts and the children into four groups according to their ages; we work with them in separate activities, depending on the topic,” says Raimundo.
Still, every single child in this little village of palm-thatched huts housing about 20 families goes to school every day and looks forward to learning.
The ChildFund school sponsorship program in Brazil is a new initiative developed in partnership with the Sustainable Amazon Foundation (Fundação Amazonas Sustentável – FAS). ChildFund seeks to improve school infrastructure and access to quality education for school-age children in isolated communities deep in the Amazon forest. Launched in September 2012, the program also aims to raise children’s awareness of the importance of sustainable use of their resources, so that they can become “true guardians of the forest.”
For Raimundo, who is also the Tres Unidas school director, educating children in his community is about delivering formal curriculum and also focusing on indigenous culture. It’s important that the children learn about traditional history, rituals, language and medicine.
He notes that indigenous schools in Brazil typically have inferior infrastructure and learning materials. As part of their partnership strategy for the school sponsorship program, ChildFund Brasil and FAS are working to reduce the cost of delivering educational services to remote areas. “We don’t want to replace government but facilitate development,” says Virgilio Viana, director of FAS.
Thus, ChildFund and FAS are partnering with municipalities. For example, the municipality is covering the cost of providing teachers, and ChildFund and FAS, with the help of the community, are building or improving schools and also supporting teachers with additional training and teaching tools.
The School Sponsorship program is already piloting in the Sustainable Development Reserves of Juma and Uatumã, supporting 20 schools and nearly 300 students. In the long term, ChildFund Brasil’s goal, with the support of sponsors and donors, is to have a presence in eight natural reserves and reach children in more than 500 communities in the Amazon.
Reporting by Ahmadullah Zahid, ChildFund Afghanistan
On International Women’s Day, we’re spotlighting some of the amazing girls and women we’ve encountered in ChildFund-supported communities. We honor their struggles and cheer their successes.
A young girl stood before a panel of adults in a government office in northern Afghanistan. It was not her first visit.
What is your name, and how old are you?
My name is Nazifa, and I am 12 years old.
Are you happy with your family?
Yes, I am. My mother is a kind woman, and my father is often away from us, working.
Why are you in the district governor’s office?
I presented a written complaint to get out of being married to an old man.
How much is a 12-year-old girl worth?
To Nazifa’s grandfather, $2,000 sounded about right. This was the offer from the pair of community elders who approached him a year ago about arranging a marriage between his eldest granddaughter and a young boy from their rural village.
The three men, says Nazifa, showed her a picture of the boy and made her agree to the marriage despite her objections, which included her desire to continue school.
On the wedding night, she was taken to a room where an old man sat. She kissed his hands, the traditional demonstration of respect for elders by Afghanistan’s young people. And then she was made to sit next to him. She began to cry, harder and harder as she came to understand that this elderly man was her new husband ― that she had been deceived, and that there was nothing she could do. Finally, she fell quiet, and the man did as he wanted. He was 72 years old.
Nazifa’s grandfather left immediately after the wedding on a pilgrimage funded by Nazifa’s bride price.
Within two weeks, Nazifa’s husband began to abuse her.
The moment she saw an opening, Nazifa ran home to her mother and told her everything, and they submitted a complaint to district authorities. Eight months later, there was still no resolution.
ChildFund learned of Nazifa’s case through its Social Work Coaching project in Takhar province, which aims to improve child protection systems to address the needs of children at risk. In addition to working with local and national government authorities, the project trains social workers and community outreach workers on child rights, child development and protection, referrals and other social work services. ChildFund is one of several partner organizations in the project, which is supported by UNICEF.
After Nazifa told her story, the room fell quiet, her listeners struck by her tender age, her sweet face, her directness, her passion for education. Her questioner changed the subject.
Do you go to school?
Yes, when I am not coming to court.
When you go to school, does anyone bother you?
Yes, on the way to school and in class, they all laugh at me and say unpleasant words.
Do you want to continue going to school?
Yes. I will never stop going, even though it’s hard.
If you don’t succeed in getting out of this marriage, what will you do?
I am sure the government will decide in my favor. Otherwise, I can’t accept life with an old, disturbing man, and I will end my life somehow.
Nazifa was finally able to leave the marriage, and school is easier now, thanks to some support from social workers trained by ChildFund.
Authorities had no good answer as to why this case had taken so long, and there are many more such cases throughout Afghanistan due to the cultural breakdown following the country’s two decades of conflict. Social work is not really a formal profession in Afghanistan, but this is beginning to change as authorities recognize the need for it, thanks largely to awareness raised by ChildFund and others working to strengthen child protection systems in Afghanistan.
We work to expand people’s knowledge about the rights and worth of children, and we help protect as many children as we can from becoming victims.
Because a 12-year-old girl is priceless.
By Saroj Kumar Pattnaik, ChildFund India
On International Women’s Day, we’re spotlighting some of the amazing girls and women we’ve encountered in ChildFund-supported communities. We honor their struggles and cheer their successes.
Dusk was settling over a suburban neighborhood in southern India, but Stella Leethiyal wasn’t ready to go home. The 47-year-old teacher was busy visiting shanties to meet women and educate them about good parenting — the key to a child’s successful development.
Aside from teaching women about parenting, Stella also focuses on educating them about their individual rights and convincing their male partners to understand and respect the value of the women in their households. Stella, who works as a teacher at a ChildFund-supported early childhood development (ECD) center in Chennai, India, does this out of a desire to see her fellow women become aware and empowered.
“Personally, I have seen many setbacks faced by women in my locality since my childhood,” Stella says. “I have always dreamt of a society where women and men are treated equally in all aspects of life. My association with ChildFund India has given my dream a direction, and I have tried my best to achieve this goal.”
Currently, Stella works with children whose families often migrate to find work, a population that faces serious obstacles to a full education.
Before becoming an ECD teacher in 1997, Stella was a community mobilizer for ChildFund; her prime focus was educating and empowering women. Her efforts helped convince nomadic families to send their children to school for the first time.
Stella is very happy about her work, but she is dissatisfied with the general condition of women across the country. “People say India is now a powerful country,” she says, “But how can you be powerful when one section of your population is so weak?”
According to latest U.N. Human Development report, India is ranked 129 out of 146 countries on the Gender Inequality Index. However, many people in India like Stella are working to improve the state of women and girls through education, health care, sanitation and political participation. The government also runs several programs aimed at empowering women.
In the past year, ChildFund India has reached out to more than 142,000 women and engaged them in various issues ranging from their health and sanitation to economic empowerment.
To assist women who wish to earn income, ChildFund India promotes women’s Self-Help Groups (SHGs) that manage microloans at a village level, which helps women become more self-sufficient. India has more than 5,600 such groups across the country, with 18,000 members.
ChildFund is also committed to helping youths become involved community members, and toward this goal, we support more than 700 clubs for boys and girls.
Female youth clubs, also known as Kishori Samuha, have proven to be a major success in creating an informed and confident new generation.
Durgesh, 15, is a testimony to this success. A sponsored child from Uttar Pradesh’s Firozabad district, Durgesh led a campaign against child marriage and managed to bring the number of early marriages to almost zero in her community.
As a leader of her youth club, she generated great awareness about the ill effects of child marriage and managed to gain broad community support .
“Initially, it was very difficult for us to convince parents to say no to child marriage, which has been going on in our community since ages,” says Durgesh, who is in 10th grade. “But with the support and guidance from ChildFund India program staff, we continued our campaign for months. And we finally succeeded. Parents are now not in favor of getting their young daughters married. Rather, they are sending them to schools.”
Stella and Durgesh are two of hundreds of committed individuals in India who are giving hope to women across the country. They aspire to build a new India where women are respected and allowed to lead.