education

Without Fresh Water, It’s Not Easy to Have Clean Hands

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.”

3 women installing a clay pot

Sriyatun (in green), a tutor at an Indonesian ECD center, helps install a handwashing system.

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.”

3-year-old boy washing his hands

Ngatini and her 3-year-old son practice handwashing at the ECD center.

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.

ChildFund Brasil Expands Work to Amazon Region

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.

Two Brazilian teachers in Amazon

As teachers, Raimundo and Tomé are working to improve educational opportunities for children in their remote Amazon village.

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.

Amazon village classroom with sparse furnishings.

Elementary schools in remote areas of the Amazon lack basic infrastructure.

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.

Girl from Amazin village with traditional painted face.

Children are eager to learn every day.

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.

Beyond Price: An Afghan Girlhood

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.

~~~

Afghan girl in purple dress

Nazifa, 12, spent nearly a year trying to get out of her arranged marriage.

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.

Building an India Where Women Count

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.

Indian woman talks to a parent about her child

Stella, 47, works as an ECD teacher in a suburban area near Chennai.

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.

Teenage girl from India

Durgesh has led a campaign to stop child marriage.

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.

We Commit to Protecting Children on World Day of Social Justice

By Meg Carter, Sponsorship Communications Specialist

In 2007, the United Nations declared Feb. 20 World Day of Social Justice, formally recognizing centuries of civic- and faith-based movements aimed at improving the lives of the oppressed.

In the 1840s, the Jesuit theologian Luigi Taparelli, influenced by the 13th-century writings of Thomas Aquinas (who himself studied the philosophy of an ancient Greek named Aristotle) coined the phrase social justice.

Children studying-lprAlthough the concept of social justice is not new, its impact on U.S. foreign policy and foreign aid became more prominent in the second half of the 20th century. ChildFund didn’t wait for formal theories of development assistance. This fall we will celebrate 75 years of social justice in action, beginning with the aiding of war orphans in China and extending our circle of care to vulnerable children in 31 countries throughout the world.

According to the U.N., the pursuit of social justice is at the core of human development. Social justice promotes gender equality and the rights of indigenous peoples and migrants. It removes barriers of gender, age, race, ethnicity, religion, culture and disability. It eradicates poverty, promotes full employment and supports opportunity for all people, particularly when accomplished with an eye to sustainability.

ChildFund’s dual focus addresses exactly those social justice concerns that have troubled philosophers for millennia. Through the one-to-one relationships between sponsors and children living in poverty, we discover our own – and each other’s – human dignity. Internal motivations – the dreams that urge a child to achieve more than anyone thought possible – form one side of the success equation. External changes in the child’s environment shape the other.

Sponsorship contributions provide for the fundamental health and education needs of sponsored children. And because no child succeeds alone, sponsor support also improves the conditions of entire communities. Sponsors make it possible for all children to thrive in their own cultures and contexts by identifying and removing the barriers that threaten their security – be it access to safe water, proper nutrition, sanitation, medical care or education.

Additionally, ChildFund’s programs build life skills among youth and behavior change among adults. We educate children to prepare for a future as responsible adult leaders, rather than handing out short-term fixes that offer them little hope of transcending institutionalized poverty.

How will you celebrate Social Justice Day? We’d love to hear from you.

Helping Young Students Catch Up in Class

By Saroj Pattnaik, ChildFund India

Pavithra is just 9 years old. She is considered old enough to take care of her 3-year-old sister and 5-year-old brother. But her responsibilities at home in Chennai, India, kept her from attending school regularly for the past two years.

As a result, she was behind a grade level. Pavithra even had trouble with the Tamil alphabet. Writing sentences and doing basic math — tasks that were hard for her — fueled her dislike of school.

Things started to turn around for Pavithra after a new teacher who received training from ChildFund started working with her and other delayed learners more than two hours a day.

Pavithra in classroom

Pavithra, 9.

“I first approached Pavithra’s parents not to force her to take care of her siblings,” says Krishnaveni, her teacher. “Finally we managed to convince her parents, who agreed to send the younger daughter to an Early Childhood Development center and the other children to school regularly.”

“As part of our special quality improvement program, we used activity-based methods to develop Pavithra’s interest in studies. Slowly she started catching up, and now she is at par with other children,” adds Sham Begum, junior headmistress of the school.

“Earlier, I was afraid of coming to school, as I was not able to say anything when teachers were asking questions,” Pavithra says. “Now, I can answer everything. I have now many friends here, and I don’t want to miss school one single day.”

Started in 2011, ChildFund India’s Enhanced Education Quality Improvement Program (EQuIP) reaches more than 10,000 children in 100 primary and middle schools in parts of Chennai, the capital of the southwestern state of Tamil Nadu.

Besides providing infrastructure and other essential learning equipment, this program specially focuses on helping children who are delayed learners.

The project has four goals:
• improving the physical environment to make it more conducive to learning
• promoting a participatory learning environment
• increasing community involvement
• creating awareness of education’s importance among all stakeholders.

Nine-year-old Vinodini had many of the same challenges as Pavithra. Although her parents never forced her to work at home, the family often migrated to other places in search of work, so she fell behind in her education.

She has some knowledge of the Tamil alphabet but was very poor in mathematics. But within months of Krishnaveni’s arrival at the school, Vinodini was able to read, write and comprehend concepts effectively. Now she is one of the top students in her class.

“I was in class four, but my teachers were saying I was no better than a class-one student. But now I can read, write and even remember rhymes easily. My father is very happy for me now,” Vinodini says.

Viondini at blackboard

Viondini, 9, is now a top-performing student.

“We had no hope that our daughter would be able to study as her level of understanding was very poor,” says her father, Ravi, a construction worker. “Now I am very happy that she has improved a lot, and all credits go to the new teacher.”

According to Krishnaveni, there were 19 children who were behind pace in their learning when she came to the school in June 2012. Within six months, 10 of them had caught up with their peers. “We are now working hard on the rest, and we believe they will also be up to speed very soon,” she adds.

Our Common Humanity

By Virginia Sowers, Editorial Manager

I often say the best part of my job at ChildFund is collaborating with colleagues around the world, as we seek to better serve children who live in extreme poverty. So it was a real treat to spend last week with ChildFund’s regional communications managers from Africa, Asia and the Americas, gathered with the communications team here in Richmond, Va., to share ideas and up our game for the coming year.

We asked each other lots of questions: What worked? What didn’t work? Why? How can we better integrate? What are the stories we most want to tell about children who need help? How do we assist each other as colleagues? What’s next, as we near our organization’s 75th anniversary?

group shot of communication staff

ChildFund Communications team members (l to r): Jennifer Atkins, Patrica Toquica (Americas region), Tenagne Mekonnen (Africa region); Kate Andrews, Dale Catlett, Tasha Chambers, Julien Anseau (Asia region); Cynthia Price, Virginia Sowers, Christine Ennulat, and Loren Pritchett.

Yes, five days of questioning, brainstorming, deliberating and priority setting is enough to make your head spin by Friday afternoon. But we parted with a deep commitment to moving forward as a team.

program cover from Richmond ForumAnd it was in that musing mindset that I moved into Friday night, attending the Richmond Forum’s speaker series, featuring former president Bill Clinton, now head of the Clinton Foundation. I’d been looking forward to hearing him speak for months, but I had no inkling his message would help me with some dot-connecting.

“We need more community forums like this, citizens coming together to have a conversation,” Clinton said. “We’d make better decisions as a people if we had more nights like this.”

Allowing that the world we live in is increasingly complex, technologically sophisticated and highly interdependent, he asserted that we all “need a framework for thinking about the modern world,” which has a global job shortage, economic inequality, a shifting climate and depleting local resources.

And then he started throwing out (oh, no!) questions for each of us to ponder: What would I like the 21st century to look like? What are the obstacles to shared peace and prosperity? What do you do? Who’s supposed to do it?

The challenges are high, Clinton said, especially for the poor. “Half the world is living on less than $2 a day,” he noted. “Kids under 5 are dying of malaria, dysentery and tuberculosis – diseases of the poor… almost 100 million kids don’t go to school. We’re killing off human potential left and right.”

It’s time to pursue a different strategy, with values that rest on human dignity, Clinton said. “That strategy looks different in poor places than in rich places; and in some countries like India and Brazil, you do both.” Poor places like Haiti, where the Clinton Foundation is at work, need systems, he noted. “Haiti needs to build a system that rewards good behavior with positive results,” referencing the need to invest in entrepreneurial businesses that lead to sustainable job creation.

“At some point when you stop investing in the future, you pay a terrible price,” he said.

Across the world and at home in the U.S., Clinton called for a change in outlook, a change he believes is coming. “We have to revitalize the way we do things and engage in the prospect of renewal,” he said.

But who’s supposed to do it? “My answer is everybody,” Clinton asserted. “The nongovernmental organization (NGO) is a gift America makes to the world.” Yet, he pointed out that it’s not just the large and well-known NGOs that are getting things done at home and abroad.

“The NGO movement is sweeping the world,” he said, adding that the millennial generation, which has been raised to be service-oriented, is helping fuel this movement. And it’s a movement open to all – community groups, citizens groups, churches and faith-based organizations. “If you contribute to the United Way in Richmond, you’re part of an NGO,” he said. “A lot of people doing a little together can have a huge impact…. When we work together, it works.”

Children Bloom in Central Java, Indonesia

Only about 1 in 5 children in Indonesia have access to a pre-primary education program. In the remote highlands of Central Java, ChildFund is working hand in hand with communities to refurbish Early Childhood Development centers and also train teachers and parents to nourish children in their critical early years of development.

Timor-Leste: Bringing Lessons Home

 By Silvia Ximenes, ChildFund Timor-Leste

Novito, a 5-year-old boy from Timor-Leste, describes “scribbling and drawing a house” as his favorite activity in his Early Childhood Development (ECD) center in the Manatuto district.

five-year-old boy

Five-year-old Novito.

This district in central Timor-Leste has a population of about 42,000, and the economy is based on agriculture, fisheries, small handcraft industries and minerals. Many in Aiteas, the village where the ECD center is located, are involved in farm production activities, such as planting coffee, coconut, vegetables, cassava, corn and rice.

Novito rides his bicycle back and forth to the center, and he also likes to play soccer. He hopes one day to be a professional soccer player.

One of 60 students who attend ECD Aiteas six days a week, Novito is taught by Manuela, Divia and Joana. With ChildFund’s support, the teachers received training in teaching methodology, curriculum design and the Portuguese language.

three boys and two female teachers

Novito, his classmates and teachers at the ECD center in Aiteas, Timor-Leste.

Two years ago, ChildFund helped renovate the ECD center, expanding the building to house three classrooms. ChildFund Timor-Leste supports this center by providing school materials and furniture, school uniforms, snacks and supplementary food. The center also receives a subsidy from the Timor-Leste Ministry of Education every four months to help maintain the facility and update educational materials.

Maria, an ECD coordinator, notes that the center provides learning materials, a proper playground and qualified teachers who work well with the children. Novito often brings home lessons he’s learned at the center and has shown his siblings how to draw a house. He says he is looking forward to moving to the next level of education: primary school.

Indian Preschool Teachers’ Work Matters

By Saroj Kumar Pattnaik, ChildFund India

For Manju Sharma, 37, life once was structured around taking care of her two children and doing daily household chores. Until a few years ago, she had little idea of the world outside her home in the Firozabad district in northern India. But since she began working at an Early Childhood Development (ECD) center supported by ChildFund India, her definition of life has changed. Now she is a self-assured and respected woman in her community.

woman in classroom

Manju Sharma works at an Early Childhood Development center in India.

Initially, Manju was nervous about accepting a job outside the home. Staying away from her children and husband for more than six hours a day was a challenge, but she accepted an offer to work with the ECD program in 2007 because of her passion for helping children living in poverty.

“It was not a very smooth start for me, but my affection for small kids helped to overcome my fears gradually,” Manju recalls. “Soon I was able to strike a chord among the children, and they started loving my presence.”

Manju received basic training on maintaining good hygiene among the center’s 35 children ages 2 to 5.

“I also took training on how to monitor growth of the children attending the ECD center,” she explains. “Now, I am fully aware about the issue of malnutrition and often lead educational sessions for mothers, giving them tips about how they can take proper care of their children’s health.”

She adds, “People now know me as Manju Didi [sister], and I love the respect they shower on me.”

For 26-year-old Avdhesh Jadaun, a teacher at an ECD center in the nearby Andand Nagar locality, teaching was a passion she had held since childhood.

teacher with children

Avdhesh Jadaun teaches so she can help empower children in her district.

Avdhesh, who has a master’s degree in psychology, has a desire to see all children in her locality receive an education and grow up to be self-sufficient young adults — a goal that ChildFund also wishes to achieve.

“Since my school days, I wanted to work for poor children, especially helping them complete their basic education. Now, ChildFund gave me the opportunity to fulfill my dream, and I am very happy,” Avdhesh says.

ChildFund India’s local program manager Bikrant Mishra says, “Avdhesh and Manju are two of our most committed staffers who not only take care of the ECD centers but also actively participate in our maternal and child health-related activities.”

ChildFund currently runs nine ECD centers in Firozabad. More than 600 children up to age 5 are cared for in these centers. Mothers and pregnant women are also given important training on pre- and postnatal health care that includes immunization, breastfeeding, nutritional food intake and regular check-ups.

teacher weighing child

Manju monitors the growth of the children.

“And these teachers often act as health workers in their own capacities and help us deliver better service among the communities,” Mishra adds.

Although Manju and Avdhesh are paid modest salaries for their hard work, they are satisfied when they see the children play, sing and dance happily around them.

“The children are so sincere; often their gratitude is enough,” Avdhesh explains.

Manju says, “The satisfaction I draw from working with these innocent children is incomparable. It’s priceless.”

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