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Second Quarter 2010
Overseas Project
Status Update
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LAUNCHING OUR CAMBODIA PROJECT
1ŚĞ 8Þu 1ĞĂŵ ŝƐ ƉƌŽƵĚ ƚŽ ĂŶŶŽƵŶĐĞ CĂŬƚƌĞĞ͛Ɛ
new Cambodia project ʹ the Beacon Schools Ini-
tiative with local Cambodian NGO Kampuchean
Action for Primary Education (KAPE). Starting in
2011, 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:
CĂŬƚƌĞĞ͛Ɛ nĞǁ ÞĂƌƚŶĞƌ ÞƌŽũĞĐƚ ŝŶ CĂŵďŽͲ
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!!

͙ĂŶĚŽŶĞŽĨƚŚĞďŝŐŐĞƐƚĐŚĂůůĞŶŐĞƐŝƐĞŶƐƵƌŝŶŐĞƋƵŝƚĂďůĞĂĐĐĞƐƐƚŽƋƵĂůŝƚLJĞĚƵĐĂƚŝŽŶ

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 to
the 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,
ĂŵďŽĚŝĂŝƐŝŶĚĞƐƉĞƌĂƚĞŶĞĞĚŽĨƐŽůƵƚŝŽŶƐ͙
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 school
teachers' 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. Beacon
Schools 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 ʹ 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
x School is underway! Current enrolment: 134, Male: 83; female: 51.
x 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.
x 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.
x As part of the PNG National Education Plan, AusAID has distributed text books to the school ʹ the first text
books seen in the area for 15 years!
x All teachers are progressing well at the Madang College, with some members being nominated to the student
leadership committee for 09-10.
x 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 to
reopen the school.
Project Brief
PROGRESS SO FAR (AprilͶJune 2010)
Waiel WapenͶGrade 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.
MŽƐƚůLJ ŽĨ Ăůů͕ ů͛ŵ ŐůĂĚ ƚŚĂƚ ƐĐŚŽŽů ŚĂƐ ďĞĞŶ ƐƚĂƌƚĞĚ ŝŶ ϮϬϭϬ͕
ĂŶĚ ů͛ŵ ďĞŐŝŶŶŝŶŐ ƚŽ ůĞĂƌŶ ƐŽŵĞ ŶĞǁ ƚŚŝŶŐƐ ǁŚŝĐŚ ů ŚĂĚ
never learnt before.
JobͶ 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 in
Mpumalanga.
Project Brief
Speaking Tour Pilot
For three exciting weeks in June, Australia was given the opportunity to hear first-hand accounts of the GOLD
ƉƌŽŐƌĂŵ Ăƚ ǁŽƌŬ ŝŶ SŽƵƚŚ AĨƌŝĐĂ ĨƌŽŵ ÞŚĂŬĂŵĂŶŝ ͞Þk͟ nĚůŽǀƵ͕ Ă ĨĂĐŝůŝƚĂƚŽƌ Ăƚ kǁĂ8ĂnjŽƚŚŝŶŝ PŝŐŚ SĐŚŽŽů͘ AƉͲ
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.

CŶĞ ƐĐŚŽŽů ƚĞĂĐŚĞƌ ǁƌŝƚĞƐ ͟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
ƚŚĂƚŚĞŝƐƚĂŬŝŶŐĂŶĚŵŽƐƚŽĨĂůůŚŝƐƉƌŽũĞĐƚĞĚǀŝƐŝŽŶĨŽƌĂďƌŝŐŚƚĞƌĨƵƚƵƌĞ͘͟

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 AprilͶ 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 very
pleased 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 ʹ fruits
of Gold ʹ being 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 ʹ 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 effort
that has been put into their outputs, we hope that young
people in Australia are equally excited to hear what they
ŚĂǀĞƚŽƐĂLJ͊͟ ʹ 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 MonthͶJune

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
ƌŽĂŵŝŶŐ SŽƵƚŚ AĨƌŝĐĂ͛Ɛ ƐƚƌĞĞƚƐ ĚƵƌŝŶŐ ƚŚĞŝƌ ŚŽůŝĚĂLJƐ͘ SĂďĞůŽ ŝƐ
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
Aƚ ƚŚĞ ĞŶĚ ŽĨ ϮϬϬϵ CCLu͛Ɛ CƵĂůŝƚLJ AƐƐƵƌĂŶĐĞ ĚĞƉĂƌƚŵĞŶƚ ƌĞůĞĂƐĞĚ ĂŶ ĞdžƉůŽƌĂƚŽƌLJ CƵƚĐŽŵĞƐ 8ĞƉŽƌƚ͘ 1ŚĞ ƌĞͲ
port was based on initial exploratory research conducted in 2008 to investigate progress towards the GOLD
ÞĞĞƌ LĚƵĐĂƚŝŽŶ MŽĚĞů ƌĞĂůŝƐŝŶŐ ŝƚƐ ĚĞǀĞůŽƉŵĞŶƚĂů ŽƵƚĐŽŵĞƐ͘ 1ŚĞ ĞǀŝĚĞŶĐĞ ƉŽŝŶƚƐ ƚŽ ŝŶŝƚŝĂů ƐŝŐŶƐ ƚŚĂƚ CCLu͛Ɛ
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:
x Increased knowledge of HIV/AIDS
x Increased knowledge of life skills
x Improved access to community services
x Improved relationships
x Increased youth-driven community activities
x Decrease in substance abuse
x 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 MonthͶJune
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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 ʹ April to June 2010

x All 15 groups have now received the necessary materials to
groups to implement their activities.
x 10 of the groups that have received materials have started
building the chicken houses, horticulture and fish ponds.
x Business skills training delivered by the Ministry of Economic
Development; and technical training on animal husbandry, fish
farming and horticulture has been delivered by the Ministry of
Agriculture.
x 1ŚĞ WŽŵĞŶ͛Ɛ vŽĐĂƚŝŽŶĂů LĚƵĐĂƚŝŽŶ ÞƌŽŐƌĂŵ ƐƚĂƌƚĞĚ ŝŶ MĂƌĐŚ͘
Youth Livelihoods in Timor-Leste
CHALLENGES

x 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
ďĞŶĞĨŝƚƐ ŽĨ ǁŽŵĞŶ͛Ɛ ŽŶůLJ ŐƌŽƵƉƐ
x There has been a lot of government activity in Aileu in
he lead up to the development of the Suco Develop-
ment ÞůĂŶƐ͘ 1ŚŝƐ ƉůĂŶŶŝŶŐ ǁŝůů ŚĞůƉ ƚŚĞ SƵĐŽ͛Ɛ ĚĞ-
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.
8
LOOKING FORWARD

x Finance Management training to the chief and treasurers of each group
x One member from each group will undertake a cross visit from Aileu to Lospalos in order to learn and share
ĞdžƉĞƌŝĞŶĐĞƐ ǁŝƚŚ ďĞŶĞĨŝĐŝĂƌŝĞƐ ŽĨ ÞůĂŶ͛Ɛ ŽƚŚĞƌ LŝǀĞůŝŚŽŽĚƐ ÞƌŽŐƌĂŵ͘ 1ŚĞLJ ǁŝůů ǀŝƐŝƚ ŐƌŽƵƉƐ ƚŚĂƚ ĂƌĞ ĂůƌĞĂĚLJ
earning an income to see how income is both shared within the group and reinvested in the business.
x Conflict resolution training to all members of the 15 groups
x Meetings between the 15 groups and their local leaders will be facilitated to formalise the right for the group
ƚŽ ƵƐĞ ƚŚĞ ůĂŶĚ ĨŽƌ ƚŚĞ ŐƌŽƵƉ͛Ɛ ĂĐƚŝǀŝƚLJ͘
x 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.

AƵŐƵƐƚŽ͛Ɛ ŐƌŽƵƉ ŚĂƐ ĚĞĐŝĚĞĚ ƚŽ ƚŽ ƌĂŝƐĞ ĐŚŝĐŬĞŶƐ͘ 1ŚĞ ƚƌĂŝŶŝŶŐ ƚŚĞ ŐƌŽƵƉ ƌĞĐĞŝǀĞĚ ĨƌŽŵ ÞůĂŶ ĂŶĚ ƚŚĞ MŝŶŝƐƚƌLJ ŽĨ
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 -
͞/ŶƚŚĞĨƵƚƵƌĞǁŚĞŶǁĞƐƚĂƌƚƚŽĞĂƌŶŵŽŶĞLJǁĞƉůĂŶƚŽĞdžƉĂŶĚŽƵƌďƵƐŝŶĞƐƐƚŽƐƚĂƌƚƌĂŝƐŝŶŐŐŽĂƚƐ͘͞
Auigusto and his chickens!
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CƵƌ CĞŶĞƌĂƚŝŽŶ͛Ɛ CŚĂůůĞŶŐĞ ϮϬϭϬ ǁŝůů ƐĞŶĚ Ă ƚĞĂŵ ŽĨ ϭϬ LJŽƵŶŐ ƉĞŽƉůĞ ƚŽ ÞĂƉƵĂ nĞǁ CƵŝŶĞĂ ĂŶĚ ƚŽ ƚŚĞ SŽůŽŵŽŶ
Islands to confront the realities of poverty and investigate the development issues being faced in these countries.
uƵƌŝŶŐ ƚŚĞ ƚƌŝƉ͕ ƚŚĞ ƚĞĂŵ ǁŝůů ŵĞĞƚ ǁŝƚŚ un ĂŐĞŶĐŝĞƐ͕ ŝŶƚĞƌŶĂƚŝŽŶĂů ĂŶĚ ŶĂƚŝŽŶĂů nCC͛Ɛ͕ ŐŽǀĞƌŶŝŶŐ ďŽĚŝĞƐ ĂŶĚ
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 ʹ 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 ʹ including culture-sharing
activities, drama games and sports ʹ ƚŚĞŶ ƚƌĞŬŬŝŶŐ ĨŽƌ ĂŶ ŽǀĞƌŶŝŐŚƚ ƐƚĂLJ ǁŝƚŚ ƚǁŽ ŽĨ ?ĂŶŐŝƐ͛ ϭϰ ĐůĂŶƐ͘ WĞ ǁŝůů
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 ʹ 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).

zŽƵĐĂŶĨŽůůŽǁƚŚĞƚĞĂŵ͛ƐƉĂĐŝĨŝĐĂĚǀĞŶƚƵƌĞƐŽŶƚŚĞŝƌďůŽŐŽŶƚŚĞKĂŬƚƌĞĞǁĞďƐŝƚĞ͊
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
K͛ŽŶŶŽƌ ^ ĂŶĚ DĂƌŐŝĞ ŽůĞ s/) 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
ĐĂŵƉĂŝŐŶƐ ƚŽ ĚĞĞƉĞŶ CĂŬƚƌĞĞ͛Ɛ ĞŶŐĂŐĞŵĞŶƚ
with issues of development in the Pacific.

You can follow the team`s pacific adven-
tures on their blog on the Oaktree website!
Project Brief
Our Generations Challenge 2010

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