yClyydSRPhru Pwgo

Karen Teacher Newsletter February,2010

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Phru Pwgo Committee

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Ler Htoo Scott Eh Doh Wah Ruth
w>*h>cd.wDwz. Table of Contents
School News (pg. 2-5)
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d upD.A(ubsH;yR2=5) Mutraw Education Department
rkm}wDRuD>&h.ul.ohqJ;vR0JRudsRup;xD.rRudFw>td.ql.td.cs(u h bsH;yRA2) Will Distribute Student Health Provisions (pg. 3)
KTTC uFdzdwz.tw>[l;w>*JRvXw>rRysDylR(ubsH;yRA2) KTTC Students Participate in their First Fieldtrip (pg. 3)
wDtluD>&h.CkxXxD.ul.ohqJ;vR0JRudsRySRwDcd.&d.rJ[l;*JRw>toD(ubsH;yRA2=3) Taungoo District Selected an Additional Education Leader (pg. 3)
w>utd;xD.wDR'd.wkmuFd(Global Border Studies) Global Border Studies in Noh Poe Refugee Camp (pg. 5)
zJed.zd'Ju0DR(ubsH;yRA3=4) SPDC Burn Village, Including a School Dormitory (pg. 5)
y,DRok;EkmvDRc;'GJ.tluGHmCJ'Xo0DymCkmudF[H.'GJ(ubsH;yRA4) ZOA Said ADRA Will Takeover VT Projects (pg. 5)
ZOA pH; ADRA u[H;xD.uhRw>pkohcD.b.w>rRvd(ubsH;yRA4) New Burma Army Camp Causes Disruption for KSEAG Distribution (pg. 5)
Newly Widowed Teacher Continues Teaching (pg. 5)
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International Education News (pg. 6-9)
New Mobile Schools in the Slums of Delhi
[D.cd.csXw>ul.b.ul.ohA(ubsH;yRA6=9) The Youngest Headmaster in the World
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uFdcd.vXto;p>uwX>vX[D.cd.csXw*R Focus Stories (pg. 10-11)
KSEAG Teacher Subsidy and School Materials Distribution
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unDuD>pJ.w>wdpXRrRpXRu&l>w>eDRvDRudFo&.w>rRpXR'D;udFvHmvJ>w>yD;w>vD Traditional Knowledge (pg. 12-13)
Indigenous Elders and Shamans (IKAP-Burma) Workshop
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Interview (pg. 14-15)
w>orHxHA(ubsH;yRA14=15) Saw Kaw Khee La (Dweh Lo Township Education Leader)

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Teacher Education (pg. 16-17)
Creating a Positive Classroom Atmosphere
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School Health(pg. 18-21)
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unDA(ubsH;yRA18=19) Burmese (pg. 20-21)

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Poems, Games and Cartoons (pg. 22-23)

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o&.tuvk>A(ubsH;yRA24=27) Teacher Talk (pg. 24-27)

ySRz;vHmzdtw>cDqX(ubsH;yRA28) Reader Feedback (pg. 28)

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3 Karen Teacher Newsletter - February, 2010
Mutraw Education Department
Will Distribute Student Health
Provisions
Mutraw District Education Leaders have agreed
to provide health provisions to the 14,885 students
in their district for the 2010-2011 academic year.
Of the 3 townships in Mutraw District, Lu Thaw
and Dweh Lo townships will start to provide school
health directly to their schools, but, in Bu Tho
township, where schools are near existing clinics,
medics from those clinics will continue to take
responsibility for the students.In November 2007,
the Karen State Education Assistance Group
supported by the Karen Department Welfare and
Health department began providing basic health
provisions, such vitamins A and B and deworming
medicine, to students throughout Karen State.
While this process started off smoothly in other
areas, education leaders in Mutraw District were
hesitant to distribute health materials directly to
students for risk of overstepping their mandate.
P'doh Dee Gay Jr., the Mutraw District Education
Leader, explained: "At first we thought that health
can be provided only by health workers but during
the District quarterly meeting, the District
Department Health coordinator explained a variety
of health issues to us. We realized that the majority
of children who need health care are students,
therefore we now recognize the role teachers can
play in providing this care." Saw Gyi Gyi, the
Karen Health and Welfare Department secretary,
said: "The student health program provides de-
worming and vitamin A tablets to all children. The
medicine is distributed at the beginning of the
academic year, where teachers are in a position
to oversee the distribution to ensure all children
receive the correct dosage. We (KHWD) only have
a few members who are able to visit and distribute
these medicines to every school. Therefore our
plan is to provide primary health care, not
treatment, through KSEAG and facilitate 2 day
workshops to the teachers to enable them to
manage and hand out the medicine appropriately."
During Karen State Education Assistance Group
workshops in October and November 2009, health
workers provided basic health training to district,
township and village tract education leaders. The
health workers will also provide training directly to
Karen State teachers during the summer vacation
teacher training in March and April 2010.
KTTC Students Participate in their
First Fieldtrip
Every year First year students at KTTC (Karen
Teacher Training College) participate in a fieldtrip.
This year 30 Year 1 students and 5 teachers
began their fieldtrip, which would last for 3 weeks.
They travel to Yaw Mu Plaw and Tay Mu Der
Village tract, in Lu Thaw Township, and Pa Het
Village tract in Bu Tho Township, visiting Htee
Haw Lay Kho Middle School in Ya Mu Pler Village
tract, Th’Dah Der Middle School in Tay Mu Der
Village tract and Toe Thay Der Middle School in
Pa Het Village tract. When the students arrived at
the schools, they were able to exchange their
experiences with the students. When planning the
trip, Village tract leaders were contacted to ensure
parents, teachers, students and leaders were
aware of the KTTC students' arrival and met them.
KTTC Head teacher, Thra Tha Taw said, “This
year I am very happy with the fieldtrip. Even
though we walked for over a day, I wasn't tired as
I saw the students and the local community,
teachers, parents and local leaders enthusiasm
for the program. Everyone was cooperating and
interested in what was being learnt. Therefore I
am very happy with this trip and know we have
helped to make a positive impact on the Education
for the Future of Karen People.”
The purpose of the fieldtrip is to build stronger
relationships with local schools and communities,
compare the theory learnt with the realities, learn
different processes throughout the fieldtrip and
exchange experiences with local communities.
Saw Tun Oo, a first year student, said, “I have
learnt so many things from the students, teachers,
parents and local authorities. They have given
me encouragement, shared experiences with me
and spoke of the situation they face. This has really
benefited my life as I have seen the real situation
in schools and communities.”
During the fieldtrip, teachers and students brought
small gifts for the schools, students, teachers and
communities they visit. It was a fantastic opportunity
to exchange skills and expertise.
Taungoo District Selected an
Additional Education Leader
Taungoo, a district in southern Kaw Thoo Lei,
has been greatly affected by SPDC (State Peace
Development Council) attacks since 2006, and
as a result most of the Districts departments have
collapsed, including the Education Department.
As SPDC continues to attack most departments
have still not been rebuilt. “To find a new Education
Leader is very difficult as they need experience,
ability and commitment.” Thra Eh Wah said, the
Coordinator of Internally Displaced People in
Taungoo District. He added, “Our current
Education Leader is becoming old and is not able
to work full-time. All leaders from Taungoo District
have agreed to rebuild our Education
Management system and we have selected an
additional Education Leader, who will work
alongside our existing Education Leader."
Saw Way Htoo, who graduated Standard 10 in
Taungoo District, then completed a Post-10 course
in Mae La Oon Refugee camp and taught in the
camp for over a year, was selected as the additional
Taungoo Education Leader on 15th December.
School profile forms, collected by KSEAG (Karen
State Education Assistance Group), show there
are currently 20 schools with 33 teachers and
640 students in Taungoo District.
Thra Eh Wah said, “These schools are all in Htaw
T’Htu Township, but we also have schools in Daw
Pa Kho Township but no-one collected their school
profile forms to register with KSEAG. Now we
have an additional Education leader hopefully he
will be able to collect the forms and submit them for
the 2010-2011 academic year.”
 uFw>
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School News
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A45*RM.vDRI
5 Karen Teacher Newsletter - February, 2010
Global Border Studies in Noh Poe we will start working together, with ZOA acting as
the advisors of the projects and ADRA taking the
Refugee Camp
management and implementation roles. We will
A source from DHE (Department of Higher
work together until 2012 and if ADRA are able to,
Education) said if everything goes as planned there
they will take over all aspects of VT by the end of
will be a new post ten school in Noh Poe refugee
2011." Since starting VT programme in 2003 with
camp in March 2010. Saw Law Eh Moo, a
camp communities, ZOA has organised training in
secretary of DHE, said, "In February, the students
sewing, hair cutting and hair dressing, stove
from every refugee camp, will sit the GBS entrance
making, cooking and baking, clothes weaving,
exam and only 15-20 student will be accepted.
basket weaving, auto mechanics, radio mechanics,
There will be no race discrimination but the students
black smith, tin smith, carpentry, agricultural and
must have graduated from 10th standard or a post
animals raising, computer training, music, and
ten course." The students who graduate from the
elderly and child care, to over 18,000 refugees.
GBS School are required to serve in their
Th'ra Saw Eh Htoo, Coordinator of Cooking,
community for at least 1 year. There will be foreign
Bakery and Child -Elderly care said, "We started
teachers in the school and 6 subjects are taught in
Vocational Training in October, 2007 and I have
the first year; Human Rights/ Human Wrongs,
trained over 1,000 refugees in the skills of cooking,
Human Development & Culture, People & Power,
bakery and Elderly and Child Care. But most of
History of Equality, Global Geography and a First
the trainees have resettled to a third country.
year Research Project. During the second year
Therefore, I have to train new people (ToT) again
the students will learn about Peace & Justice:
and again." He added, "In the past, we gave the
Restorative Approaches, International History of
people who completed the training only a certificate
the 20th Century Borders, Citizenship, Multi Ethnic
which was provided by ZOA and Camp VT
Societies: Western approaches to the Problem,
Committee. But during the past 2 years, we have
Social Identity and a Final Year Research Project.
been able to provide the graduates with certificates
Saw Law Eh Moo said, "It is good that the students
from Thai VT Colleges, which means they have
have the opportunity to learn higher education and
graduated at an international standard, giving then
develop their understanding about education in
recognition for their studies." Saw Lah Hay,
different countries. It is also an opportunity to connect
Assistant Coordinator for ADRA, said, "We are still
all post ten schools in the refugee camps along the
in the process of collecting information. We enter
Thai-Burma border, as in the there was limited
the camps together with ZOA staff and interview
communication and connection. For example, the
VT trainers, trainees and some refugees to
students will get the same certificate, but different
discover what ADRA can do to improve the
qualification, as students who are studying in IHE
Vocational Trainings to make it more beneficial for
schools in other camps." World Education will fund
them. When ADRA officially take over from ZOA,
the GBS School for this year and the curriculum
all funding and VT courses will be organised by
will be adapted from Dundalk University in Ireland,
our staff."
to be best suited the needs of the community.
New Burma Army Camp Causes
Disruption for KSEAG Distribution
KSEAG (Karen State Education Assistance Group)
On the night of Sunday January 17, 2010, the
members had to arrange to meet some teachers
Burma Army's Military of Command #10 (MOC)
at midnight, in Htee Wa Bway Khee village, Hsaw
attacked Hkeh Der village, which is Hkeh Der
Hti Township, Kler Lwee Htu District, whilst
village tract, Kler Lwee Htoo District. Fortunately,
distributing teachers' subsidies in November and
Karen authorities were able to warn parents,
December, 2009, due to a new SPDC camp in the
teachers and students who were able to flee into
area. Thara Nay Kaw, a MTT (Mobile Teacher
the jungle night before the attack. The Burma Army
Trainer) and member of the distribution team, said,
burnt all the houses including the school dormitory.
"Even though we are regular Mobile Teacher
Saw Steve, secretary of the Committee for Internally
Trainers the local teachers are afraid to meet us."
Displaces Karen People (CIDKP) said, "SPDC
He continued, “When we reached Htee Wa Bway
(Burma Army) troops are still currently active in
Khee, we noticed a new Burmese Army camp has
nearby villages. Villagers, teachers and students
been built close to the village. Due to this we
throughout Hkeh Der village tract are still hiding in
arranged to meet the teachers at midnight for the
the jungle." This latest Burma Army attack has left
teachers security.” On 17th December 2009, the
more than 1,000 people from Rgeh Der village
Burmese Army LIB #598 began to build a new
tract internally displaced in the region.
camp close to Htee Wa Bway Khee village. Many
parents are forced to assist in the building of the
camp and constructing fencing around the
Projects perimeter.
Newly Widowed Teacher
Training) in camps in June 2010. The process of Continues Teaching
developing and signing of a Partnership Agreement Battalion) # 343, 561, 590, 349 and 599 attacked
Framework and followed with series of meetings
between the two organizations. He said, "In June Continues on page 9
 [D.cd.csXw>ul.b.ul.ohtoeX.
International Education News
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7 Karen Teacher Newsletter - February, 2010
New Mobile Schools in the
Slums of Delhi
India, situated in South-East Asia, is the seventh
largest country, by geographical area, in the world.
It is the second most populated country with the
most people taking part in the nation's democracy.
During the mid-19th century, India was colonized
by the British, until they struggled for independence,
through non-violence resistance, and became an
independent nation on 15th August 1947.
It took them less than 3 years to establish their own
Constitution of India, on 26th January 1950, making
this the longest and most exhaustive constitution of
any independent nation in the world. They created
a Parliamentary system of democracy, with 2
sections (the Upper house called the 'Rajya' the
council of state and the lower house called the 'Lok
Sabha' the house of the people), based on the
British parliamentary system. Since the 1990's,
when they were described as having a strong
centre but weaker states, India's government has
developed and is now the nation where the most
people use in their democratic rights. Freedom of
speech, expression, belief, assembly and
association, migration and a choice of occupation
or trade are the fundamental rights of every Indian
citizen. If you were born in India, you are an
Indian citizen, but your citizenship will be revoked
if you become a citizen of a different country; they
do not allow dual citizenship. In 2008 India had an
estimated population of 1,147,995,904; with over
approximately 40% living under the line of poverty.
In 2007 there were approximately 21,500,000
people living within the 1,484 km2 area of Delhi, an
area 3 times the size of Rangoon. A westernized
schooling system was put in place when the British
ruled India and many of its traits still exist in the
modern system. Primary education, for children
up to 14 years old, has the highest attendance rate
of nearly two-thirds of the population. Even though
more money has been invested in education, more
than a third of the population is illiterate and only
15% of students reach High school. In 1986 the
central government created a National Policy on
Education to create a uniform system throughout
India. They also banned child labour to ensure
children did not work in unsafe environments and
could attend school, but there have been difficulties
enforcing this due to differences in the government
parties. There has also been an increase in
corruption in schools and teachers being constantly
absent from their positions. Over the past 2 decades,
new schools have opened up, focusing on
alternative education, supported by UNICEF, to
encourage more children to attend school.
Recently the Indian government has placed an
emphasis on schooling, promising to triple the
education budget over the next 5 years. As a sign
of their commitment to developing their levels of
literacy, in August 2009 they passed an education
bill stating all children aged between 6 and 14 years
old are entitled to free education. There are many
barriers which will need to be overcome in order
for the 70 million children who have no education
to start their learning. DFID (Department for
International development) an English based
organization, is supporting an innovative project in
the slum areas of Delhi – School buses - initiated
by the Delhi Government of Education under the
Sarva Shiksha Abhiyaan (SSA), the Indians
governments new education program. The project,
which started in 2009, is run by a city based NGO
called Butterflies, with an aim to mainstream
underprivileged children and prepare them for
joining government schools. Old buses have been
renovated, painted bright yellow with cartoons on
the side, and changed into mobile classrooms,
equipped with a variety of teaching and learning
materials, including a TV, books, soft toys and
computers. This means education can be taken to
the children's doorsteps, in all areas of Delhi's
slums. They are called Chalta Firta School, the
Hindi name for a school on wheels or a mobile
learning centre. It was the idea of R. M. Mohla,
who is assisting to achieve India's universal
education target of getting all children aged between
6 and 14 into school by 2010, who views the buses
as a place of transition, not a permanent school for
the children. It is very difficult for the teachers to
teach children from the slum areas because many
work to support their families. Many parents are
resistant to send their child to the mobile schools as
they prefer them to work in order to supplement
their meager income. Some parents cannot enroll
them in schools as they themselves cannot read or
write. They are also afraid their children would be
taken away from them, in the buses, as they had
never seen anything like it before. After a while
some parents became comfortable to send their
child to the buses to gain an education. Since the
beginning of the project, half of its students have
been enrolled in full-time government schools. The
teachers follow up with the child's progress in
government schools. It is estimated the buses will
be able to help approximately 5,000 children with
some level of access to education. Snacks, such
as fruit, are given to every child who attends the
schools as an incentive to turn up. Many times,
when a bus arrives at its site, it is not only the
enrolled children who turn up and learn. Younger
siblings are brought as there is no-one else to care
for them and many other children are curious and
will arrive to see what is happening. Children are
taught Hindi, English and Mathematics whilst sat on
Chatai (mats) on the pavements. They are also
given health and hygiene lessons and once a week
a sports teacher comes to teach them different
games. Children wait patiently and eagerly for the
bus to arrive for their daily lessons.
"They feel a great pride in the bus because it comes
especially for them. Without the bus, they stand no
chance of getting back to school," says community
mobiliser Durgesh Gupta. "It transforms their lives
and gives them hope."
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Continued from page 5
Thet Baw Der area, in Mon Township, Kler Lwee
Htu District. Naw Yeh Yo Paw’s husband was killed
by the battalions whilst on his way to collect rice
from the fields. Thara Hgay Htoo, an MTT traveling
in the area, said, “Even though her husband has
been killed, she still has 2 children to care for. She
was eager to continue teaching, but it was difficult
to provide care to her children whilst she taught.
Her Parents-in-law are caring for her children
whilst she teaches.” According to KSEAG school
information, Naw Yeh Yo Paw is one of 4 teachers
in the village with 45 students.
9 Karen Teacher Newsletter - February, 2010
Many children have attended these mobile schools
and are now in mainstream government schools.
One such girl is 10 year old Shaheen, who now
wants to become a doctor. Before she attended the
mobile school she helped her mother, a street seller,
fetching sacks of coal to roast corn with, and making
cones from old newspapers to wrap them in. "I
used to stand outside my house watching the other
children go to school," Shaheen said. "I couldn't
count and I could only write a few words of Hindi.
Now I do multiplication and division and know some
English too." The Mobile buses seem to be a
success but some are not convinced. Sunita Chugh,
assistant professor at the National University of
Education Planning and Administration, who studies
education of the poor, said that with so many
children in a small van, "I don't think the teachers
are able to serve the multi-grade needs of the kids."
Due to the success of the mobile schools, more
buses will be bought and renovated to introduce
the children in the Delhi slums to learning, preparing
them to attend mainstream government schools,
and providing them with opportunities to improve
their future.
The Youngest Headmaster in the
World
Over 1,200 km South-East from Delhi, situated
between the Himalayas and the Bay of Bengal, is
the state of West Bengal. With a population of over
80 million it is the most densely populated state in
India. There are 19 districts in West Bengal, with
the capital, Kolkata (Calcutta), in Kolkata District.
Here, as with most of India, education is difficult to
attain. Even as India progresses, there are millions
of children living with their families, barely affording
a decent meal let alone education. These children
have no opportunities to learn, working in order for
them and their families to survive. But even though
these children accept they have limited or no access
to school and learning, their desire to become more
educated continues to grow. Even attending free
government schools is beyond their reach, as their
families do not have the income to pay for the uniform
and books needed. Babar Ali, a sixteen year old
boy from Murshidabad District, is the first member
of his family to attend school. He lives in extreme
poverty but his family work many jobs to be able to
send him to school. After helping with the household
chores, he travels 10km to school by rickshaw, a
small 2 wheeled cart-like vehicle pulled by a man,
and then the last few kilometres by foot, to Raj
Govinda School, the best government school in his
region. Even though it is a government school
Babar’s family pay 1,800 Rupees ($40) and year
for his uniform, books and transport. “It’s not easy
for me to come to school because I live so far away,”
he says, “but the teachers are good and I love
learning. And my parents believe I must get the
best education possible that’s why I’m here.”
He is not an average student. After studying he
returns to his village to help the poor children in his
village. When he was 9 years old, he started to
repeat what he had been taught to his friends every
morning before they began work. They were
enthusiastic to learn and after a while, more children
came to listen to what Babar had to say. After
repeating what he learnt at school to an ever
increasing number of local children, he decided to
open a small school behind his family home, where
he and others would be able to impart their
knowledge to the poor children of the village.
“In the beginning I was just play acting, teaching
my friends,” Babar says, “but then I realised these
children will never learn to read and write if they
don’t have proper lessons. It’s my duty to educate
them, to help our country build a better future.”
Every day after returning from school, around 4pm,
Babar rings a bell to summon the local children to
his unofficial school. Approximately 800 students
attend Babar Ali’s school, travelling from all around
the village. Now he is no longer a student but the
Headmaster; maybe the youngest Headmaster in
the world. He has had no training to become a
Headmaster, but views it as vital to achieve his
mission of helping the poor children in his village.
Becoming a teacher, especially for the
underprivileged children of his village, was his
dream since beginning school himself. He aims to
reduce illiteracy rates in his village and give all
children a chance in life. His students view him as
friend and mentor, providing them with opportunities,
which without him, would not be possible. He runs
the school professionally with a healthy atmosphere.
There are an additional 9 teachers, all of whom
are students at school or college, and give their
time voluntarily, teaching at his school, offering
children the opportunity to learn. They begin by
singing their national anthem, followed by their
lessons. There are children of all ages in small
groups all around his courtyard, eager to learn the
new lesson of the day. During the monsoon season
often lessons are cancelled due to no shelter for
the students, and limited electricity; but they continue
to return, eager to develop and continue their
learning. After working in the fields or as a domestic
in the local village, hundreds of children attend
Babar Ali’s school. They are able to attend this
school as there are no charges for attendance,
books or food. Babar receives donations from many
organisations to cover the cost of books and food,
ensuring there are no barriers to even the poorest
child gaining an education. The local authorities
have recognised his school as playing a vital role
in increasing the literacy rates and he has won
awards for his work in independently providing
education to many poor children. “Our area is
economically deprived, without this school many
children wouldn’t get an education, they’d never
even be literate” said Babar. His school is organised
into 8 classes, teaching many subjects including
Bengali, Mathematics and Geography. He teaches
English and History to the students, but he aims to
Continues on page 11
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11 Karen Teacher Newsletter - February, 2010
KSEAG Teacher Subsidy and distribution teams also attended the meetings where
School Materials Distribution distribution procedures and strategies were
Karen State Education Assistance Group was
established in 2005 by KTWG, KED and Partners,
to accommodate the needs of the teachers and
students in Karen State. Over the past 3 years
KSEAG has expanded their project and is now
providing teacher subsidies and student materials
to approximately 90% of Karen State.
October
District Education leaders submitted their school
profile forms to KSEAG, before the closing date, to
ensure their schools were registered for teacher
and material support. The school profile forms
provide a lot of information, including teacher
details, support already receive and materials
provided last year. Photographs, student drawings
and teacher letters accompanied the form, providing
KSEAG with a detailed image of the school and
students. KSEAG members inputted the information
into the database, which was used to calculate the
total amount of teacher subsidies needed for
distribution. The database will also be used to
calculate materials, both teacher and student, to be
purchased and sent into Karen State for 2010-11
academic year. There are currently 1,049 open
schools in Karen State, with 3,981 teachers, of
which KSEAG support 2,955, and 83,920 students.
The information received from the schools
highlighted an increase of 406 teachers, mainly in
Dooplaya district who have recently registered with
their local KED. As a result of this increase KSEAG
held intensive discussions with district and township
education leaders and a meeting of the board of
directors to discuss its policies. Consequently, 2
new policies were created and implemented
referring to newly registered schools and teacher
who receive SPDC stipends. From October 19th-
23rd a workshop was held for the KSEAG monitoring
team in Hoe Kay Village, including Mobile Teacher
Trainers (MTT) and Area Teacher Trainers (ATT).
This workshop focused on the role of MTT and
ATT during the teacher subsidy distribution and
their responsibilities. They were asked to list
strengths and weaknesses of KSEAG, from their
observations over the past 3 years.
Thra Mu Htee, MTT coordinator, explained how
they evaluated the forms used during the distribution
and changed them to make is easier for the
distribution team and teachers. Overall the feedback
was positive, recognising how schooling in Karen
State has improved since KSEAG was founded.
There were also areas for improvement. Thra Mu
Htee added, “Attending this training has been
beneficial to every involved with teacher subsidy
distribution. Everyone now has a clearer
understanding of their role and the wider context.”
November
Teacher subsidy distribution began in November.
During this month KSEAG Central members met
with district, township and village tract education
leaders at the main 5 distribution sites. KSEAG
clarified, school profiles and statistics were checked,
distribution plans were finalised, training was given
to education leaders and funds were handed over.
At each of these meetings an additional 2-day basic
knowledge training about Vitamin A, Vitamin D, Iron
and Deworming was provided by Karen Health
and Welfare Department to extend the leaders
understanding and appreciation of the benefits and
relevance’s of these medical provisions on students
learning. KTWG’s Newsletter coordinator also took
advantage of the situation to discuss with the district
leaders the purpose of the newsletter and ways to
improve its content, focus and circulation. Phru
Pwgo’s editor, Saw Eh Doh Wah, said, “This was
the first time a workshop like this has been held for
the Newsletter. Before we only received information
through letters, but having the opportunity to meet
people face-to-face and discuss the positive and
negative aspects of the newsletter was fantastic.”
December
After the teacher distribution was completed KSEAG
members concentrated on translating and
organising teacher letters, received from over 100
schools, in order to formulate a wider and more
accurate picture of schools they are supporting.
KSEAG central members focused on organising
and evaluating student materials in preparation for
the material distribution in February 2010. A variety
of materials were purchased and organised to be
delivered to the initial distribution sites along the
Thai-Burma border, in time for the distribution.
Meetings with District, Township and Village tract
leaders took place where plans were made for the
transportation of school materials to schools.
Future Plans
When the materials arrive at the initial distribution
sites, KSEAG members will check the quality and
amount received, prior to transporting them across
the river. The members will also prepare the
materials for individual schools, ensuring a quick
and accurate distribution. Plans for transportation
of the materials will be finalised with the District,
Township and Village tract leaders in the coming
month.
Continued from page 9
be able to provide all curriculum subjects for the
students in the future. Babar Ali is fulfilling his dream
of helping the poor children in his village gain an
education, and using the opportunities given to him
to provide them with a chance for a better life.
Chumki Hajra, a 14 year old girl who lives with her
grandmother, cleans houses in her village, to earn
money for her family to buy food, everyday since
she was 5 years old. She has never attended
school, but she is now a pupil at Babar Ali’s school
and with his support and encouragement she may
achieve her dream of becoming a nurse. Babar Ali
has not only provided poor children in his village
with education but a hope for a better future.
 unDxl&l>pJR'Gt
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unDuFdo&.vHmw>upD.=Axhulm<2749 12
 13 Karen Teacher Newsletter - February, 2010
t w> [h. cD [h. eDR vdm o; w> oh. ng e> yX> 'D; w> oh Indigenous Elders and Shamans revitalize their cultural traditions and customs,
including the revitalisation of indigenous
w> b. tHR rh> w> t uR 0J 'd. r; vX , w> td. rl t ylR (IKAP-Burma) Workshop
knowledge. This knowledge is then able to be
M.vDRIAzJyrd>y>zHzkwz.rh>'H;ySRrd>vky>v>tqXu included into the curriculum, providing the people
wD>t0Joh.td.'D;w>[h.cD[h.eDRzdvHRvXySRxlvHRzd From 14 to 15 December 2009, IKAP Burma
th th
with control of their own education system, which is
group organised an ‘Elders and Shaman’
tw>oh.ng<Aw>ohw>b.wz.M.vDRIAb.q. workshop at Hoe Hkay, Mutraw District, Karen appropriate to their cultural needs.
After the opening speech, Uncle Moh Gloh, a Thai-
'D;wkRrh>vXypdRwcDySRol.p>o;bD.tg*Rw>w[h. State. This workshop was an opportunity to Karen, recited a traditional poem through song.
eDR[h.cDvXRtDRb.cDzdsrd>y>wz.uJxD.ySRc&Hmzd'D; exchange indigenous knowledge and skills The poem says that, "If brothers are united, we
ySRbl;';zdtCdM.vDRIArd>y>wz.em0JvXw>oh.w between the elders, shaman and Karen youth. A can climb the ladder to reach the sky; if brothers
variety of elderly people, Karen people who live
z.tHRb.C;'D;oh.cd.rk>Cgtup>w>0Hw>uvR in Karen State and Thailand, Zomin(Chin), trust each other, when we cook a rock and it will
become a yam." At the beginning of the day, the
tCdM.vDRIAtpJpH;u'D;0J?rhrh>,Rw*Rt*D>zJ, T'an(P’Laung) youth, and 41 KTTC students students and youth did not know what questions to
xD.'due.b.zko;yS>wz.tw>[h.cD[h.eDRvdm attended the workshop, eager to share and ask, as they were unsure of the content of the
o; w> oh. ng 'D; w> oh w> b. w z. tHR , rR vd M> exchange indigenous knowledge. The aim of the
2 day workshop was to discover how and why
workshop; but as the day progressed, the majority
w> (3) rHR vX t rh> (1) ySR xl vHR zd t w> oh. ng 'D; t indigenous knowledge was lost between of KTTC students and youth became eager to ask
questions, clarifying and developing their
w> oh w> b. tHR t vD> td. 0J vX y 0J t u uJ xD. udF generations. It was also an opportunity to identify understanding of indigenous knowledge.
o &. w z. y u pdm cD tDR ql wDR 'X; ylR (2) oh. *H> 0. pJ possible ways of maintaining indigenous During the second day of the workshop, every
knowledge, through educating the youth about the
vXzko;yS>wz.wJ,kRM>ySR'D;yuGJ;eD.ymtDRwz.t value and uses of it. Therefore local youth were participant was eager and enthusiastic to share
bsK;td.0J'd.r;(3)unDzdvXuD>olvhR'D;unDzdvX also invited to attend the workshop. their knowledge and musical talents. During the
free time, students were constantly asking questions,
uD>uFD.wJ.w z.olxgwrHRCDAtcDynDxgoh.w Pu K’Pru Say who's from Hsar Law Pu village wanting to learn more. Some of the questions asked
z. tHR rd> y> zH zk rR wh> 0J 'f od; od; vX ysXR vHR vHR vH M. said, “Today the youth do not want to know and by the students were based on traditional medicine
learn about indigenous knowledge. Unfortunately
vDRIAySRud;*R'J;tJ.'d;0JvXw>urR0Jw>xH.vdmeDR only a few youth are eager to learn, even though and ‘Ta T’Dee Ta’, which means when you have
lost your way in the forest what do you do? How
[h.eDRcDvdmo;'fod;tHRtzDcd.zku_yK>phvXq.vDR we invited all the youth from the local villages.”
do you find your way again? If rats come and
ylR o 0D uGJ rkm 0J '. ySR ud; *R 'J; vX w> xH. vdm td. o Karen people who live in Chiang Mai were also destroy your paddy fields or eat all your rice, what
ud; 'f od; tHR rh> td. 'H; ql ng oX ysXR tJ. 'd; 0J vX ySR u invited to the workshop, giving them an opportunity you have to do?
to share their knowledge and skills. “All the grass
vJRrRzJto0DM.vDRIAzJ15oD[gcDzJw>xH.vdmtd. and trees here (in Karen State) looks the same as When the youth asked the elders about incantations,
the elders replied that these were sacred and
oud;0HRM.ySRol.uho;yS>vXuD>olvhRwz.uhRu the grass and trees where we live (Chiang Mai), protected aspects of indigenous knowledge. If the
'g ql t vD> td. vD> qd; rh rh> ySR wD cd. &d. rJ w> u &X 'D; but the plants, such as bamboo, and trees here students wanted to learn them they would have to
u nD uD> uDF. wJ. w z. y [J uhR vDR ql tH wl> x. u are more colourful.” These were the first words by secretly go to an elder or Shaman and ask to be
Uncle Moh Gloh, who lives in Hway Ei Khan
nDvD>td.urHSvXw>rRvRuyDRoud;unDeH.xD. village, Chiang Mai province, as he entered Karen taught. Pu Mla Say who is from Haw Pree Der
said, “If you want to learn all about indigenous
oDzJ16I12I09teHRM.vDRI State.
knowledge, you must be kind, tolerant, have a
eD> rR &H vX u nD uD> uFD. wJ. [J vX o 0D wR oGD. x.< The workshop began at 8:30am, with activities and clean mind and be brave.”
AuH>rJuD>&h.pH;tol.yd>o;0;'d.r;vXtw>[JuD> discussion continuing until 3:00pm. When the local
community heard of the elders’ arrival, they
There was a feeling of understanding, which had
uD>olvhRtylRM.vDRIAt0J[JwkRb.0JvXuD>olvhR travelled to Hoe Hkay to listen to their speeches begun developing on the first day, and was
apparent during the second day. It was an
ylRtHRtqduwX>wbDsM.vDRIAt0JpH;u'D;0J?,u and receive traditional medicine for their ailments. understanding of the significance of the workshop
[J u 'g uhR 'H; zJ oGAh uD vg cJ uXm vX , u 'k; eJ. ,kR Pu Hsar Lor who's from Ter Nya Der village and the importance of indigenous knowledge.
opened the workshop with a prayer, inviting the
ol. p> o; bD. w z. vX w> xg w>< Aw> pk. vk. t sprits to be with them during the sharing and There were many people from different ethnic
vGJ>wz.M.vDRIAw>xH.vdmtd.oud;b.C;w> exchanging of knowledge and skills. Dr. Prasert, groups who were able to share and promote their
indigenous knowledge and skills. Karen people
[h.cD[h.eDRySRxlvHRzdtw>oh.ng'D;w>ohw>b. Chairperson of IKAP (Indigenous Knowledge and are the strongest ethnic group still using indigenous
w z. tHR [J pdm M> ySR ud; *R 'J; vX w> M> bsK; M> zdS. w People), read a poem, "White elephant step on the knowledge. Due to the torturing and persecution
border, brother finding his mother's relatives", as
bsK;rHRtCdySRwDcd.&d.rJw>o&.rk.vX>xlpH;b. part of his opening speech, identifying the aims of of the Karen, and other ethnic groups, most
indigenous knowledge has been lost. T'an
yClyydSRvXw>qXuwD>w>cGJ;*hR,mb.rh>*hRrh>[h. the workshop and outlining the schedule. He spoke
(P'Laung) people, who have also lost some of their
og 'H; M. u &J. usJR rR 0J w> xH. vdm td. zdS. 'f od; tHR of the elders and Shamans who would be sharing indigenous knowledge, often say ‘Mai Naw Darn
their knowledge and skills with the youth, giving
qlngM.vDRI T’ah’ which means when they return to their
the youth an opportunity to develop their personal
homeland; they will give training about indigenous
indigenous knowledge. He explained the reason
knowledge.
for holding the meeting at KTTC, as it was an
Saw Hsar Gu, a second year KTTC student,
amazing opportunity for the students and youth to
explained this was the first time he had been given
learn and discuss different indigenous knowledge
the opportunity to learn and understand his
with elders and Shaman. They would be able to
indigenous knowledge. He describes his belief for
identify the advantages of knowing and practicing
his lack of indigenous knowledge and skills; his
indigenous knowledge, as well as recognising the
ancestors were Animists, who shared indigenous
difficulties of maintaining and developing it. The
knowledge with their children; but when our parents
students will be able to use the knowledge and
became Christians or Buddhists, they did not share
skills learnt from this workshop when they return to
their knowledge as they believed the knowledge
their villages to teach. Dr. Prasert emphasised the
right of all indigenous people to practice and Continues on page 23
 w>orHxHtoeX.
Interview
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oHuG>=vXw>eDRvDRw>zdw>vHR<AuFdw>yD;w>vDw Thara Kaw Khee Lah Interview
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[J0H0JvXw>'h.pXR,HR{gIA'D;wu;b.exH.b.ph> Thara Kaw Khee Lah was born on 23rd July 1969
in Kwee T’Ma village, Mae Cho tract, Dweh Loh
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schooling. Every year he passed his exam, and
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15 Karen Teacher Newsletter - February, 2010
after graduating, he started to work for his people,
joining the local Education Department group and
in time he became the Township vice-secretary.
As Dweh Loh Township Education Leader, he
continues to work to improve the education for the
youth in his District. ‘Pwgo Phru’ interviewed him
about the education in his District.
Q –What is the state of education in your District?
A – I think the state of education in my District has
improved a small amount. When I became the
Education Leader, it was very difficult to develop
the state of education but the Education Department
came together and worked closely with the Village
tract leaders to make sure all the students who
should attend school had the chance. Everyone,
district co-workers, Village tract education
committees and villagers, worked together, and
started to understand each other. We find that every
year more and more students attend school and
the parents look happy.
Q – How did you lead and run your schools before
you received support from KSEAG (Karen State
Education Assistance Group) and other
organizations?
A - Before we received support from KSEAG, we
did not get any support from any other
organizations. With the support of our community
members we were able to run our schools and
provide teachers and schooling to our students.
Due to poverty and many diseases we couldn’t
find teachers, children didn’t want to come to school,
and parents wanted their children to work and
help them in their homes. No-one wanted to take
responsibility for education because there were
so many challenges. The District leaders started
to build relationships with the community, getting
the parents’ attention and cooperation through
training and educating them to the importance of
education and how they can participate in
education. Therefore, to help students gain an
education, we built schools with the parents help,
and talked with Village tract leaders and all of the
District workers to find some teachers, which they
paid for every year. For each teacher, students’
parents provided 9 tins of rice a year and the
District leaders gave them a small amount of money.
I can see how helpful the parents are and how
hard they worked to ensure their children could
get an education. Before we received support for
the teachers, those who had a family had to work
on their own fields after teaching. Even though we
were only able to provide little support, the teachers
were hard workers, who tried their best and gave
all their strength to building further education for a
new generation.
Q – During the 2008-2009 academic year, have
there been any conflict between schools, students,
community members and teacher concerning
school materials provided by KSEAG?
A – In our District, we do not have conflicts between
the community and schools about the materials we
get. But we do have some problems with the schools
which are located close to the fields, not in the
mountains, as Burmese government and Karen
teachers work together in these schools, and we
are sure problems occur sometimes. However it is
not a serious problem. The government teachers
receive their salary from the government and we
try to give them additional support for the time they
work. We don’t want to favour any teacher in the
District and want to treat them all fairly and equally.
For the Karen teachers, they receive an agreed
amount, which is the same as the government
teachers. We don’t have any arguments and
conflicts in our areas.
Q – How does the annual support from KSEAG
benefit your teachers, students and district?
A – It definitely does. I feel strong about this and
would like to inform others about all the benefits we
have seen. In the past only the District and Township
representatives went to meet the KSEAG
representative, not the Village tract leaders.
Therefore they would not hear first hand the
information about the distribution sites, training sites,
reporting process and forms, creating
misunderstandings. After attending the workshop
together, I believe the Village tract leaders have a
greater understanding of the distribution process,
the situation and how we can work together
effectively for a better future. For the entire District,
the materials provided by KSEAG are very
valuable, bringing with it a sense of strength and
enthusiasm. It makes everyone, including me, feel
full of strength and capable to continue working for
the future of the communities. I am very grateful for
KSEAG providing teachers’ subsidies and materials
to our teachers, as if we look at our teachers in
Karen State, they appear pitiful and tired from
always working in the paddy fields; especially at
harvest time. Receiving the support from KSEAG
means they are able to work less in the fields and
have more time to teach and provide for their
families. From the support the teachers receive
from KSEAG, I believe their energy; enthusiasm
and self-worth level are increasing.
Q - Is the sports materials, distributed by KSEAG,
useful? Who does it benefit?
A – When KSEAG delivered sports materials to
our schools, it was the first time many students had
ever seen materials like this. Some students, in my
opinion, don’t attend school as they are bored with
just lessons and there are no games for them to
play. We have noticed, in all tract and villages,
more students attended school after the sports
materials arrived. We are planning to organize
sport competitions between schools, tracts and
villages. Since the arrival of sports materials, there
has been a big change in the attendance and
attitude of students.
Q – Were parents and villagers willing to transport
the materials from the distribution site to the schools?
Do you often see parents and villagers participating
in education?
Continues on Page 23
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unDuFdo&.vHmw>upD.=Axhulm<2749 16
 17 Karen Teacher Newsletter - February, 2010
w>[h.*H>[h.bguFdzdvXurRoud;w>vXwDR'X;'D; Creating a Positive Classroom is being communicated and why. When a teacher
uses verbal communication, ensure it is used in
ydm xGJ wDR 'X; w> bsX M.u [h. t 0Joh. eD> u p> w> yX Atmosphere
the positive form as it effects the student’s emotional
vDR o; cD zsd w> oh. ng w> ym uJ 'd u e. w> M. vDRI Every teacher wants their students to be secure and academic development. Positive comments
Aw>t0JtHRu'k;td.xD.ph>uD;w>rkmw>ck.vXwDR and learn to the best of their ability. There are and encouragement can change the atmosphere
many ways in which teachers can provide and
'X; zJ uFd z dud; *R y mol. ym o; t cg M. vDRI Aw> &h 'd. support this, including codes of discipline, teaching of the classroom, as well as raising the students’
self-esteem and confidence. Whenever possible
M. rh> uFdo &. 'D; uFd zd w z. u b. vlR ydm xGJ w> bsX a relevant curriculum and sustaining a good use praise, as praise is a stronger motivator and
wz.M.vDRI classroom atmosphere. It is important for the
incentive than criticism. When correcting student
students to feel secure in their environment and
w> &J. usJR wDR 'X; M. rh> w> 'k; td. xD. ph> uD;wDR 'X; enthusiastic about attending school; one way of corrections, where possible, are given in a positive
w>td.o;vXt*hRM.vDRIAw>tug'd.M.rh>w>rR supporting and nurturing this is by creating a positive tone e.g. instead of saying “No that is wrong” say
“Try again” or “Do you know any way of checking
vDRwH>yXqXSwDRcDzsduFdzdwz.oh.ng0J vXtub. classroom atmosphere. your work?” Even though it is incorrect, the student
qh.eDRzJvJ.'D;olw>yD;w>vDvXtttd.b.xGJ'D; What is meant by ‘Classroom goes away feeling they are able to complete the
atmosphere’?
w>rRvd wz.'fvJ.M.vDRI Aw>yXqSX&J.usJRwDRM. Classroom atmosphere refers to how the teachers task with a bit more work. This creates an
atmosphere where students feel they are capable
ym Ckm w> 'k; td. xD. w eHR b. w eHR w> rR w z. t and students feel when they are in a classroom.
of learning and doing anything.
'd<Aw> rR vd vHm rd> yS> 'D; w> td. bSH; t u wD> w z. This atmosphere needs to be created and Non-verbal positive communication has a large
M. vDRI Aw> tHR rR vDR wH> 'k; y vD> uFd zd w z. vX w> maintained by teachers, it doesn’t just occur impact on students’ enthusiasm and atmosphere
automatically. Atmospheres can easily be changed
vXtub.rR0Jwz.M.vDRIAweHRb.weHRrl'gw and altered, effecting both students and teachers; within the classroom. Maintaining eye-contact,
moving around the classroom, smiling and being
z.M.yqDwvJtDRohb.q.ub.rh>w>vXuFdzd therefore to maintain an atmosphere the teacher animated are positive form of non-verbal
oh. ng 0J 'D; vX w> *h> r EkR Cd w> qD w vJ tDR vJ. M. needs to be consistent as it determines how the communication, which reassures the students that
students and teacher feel, act and learn. Classroom
vDRIAweHRb.weHRw>rRwz.M.uuJxD.w>ol. atmospheres need to be nurtured and stimulated they are important and significant. Being
rkmo;rkmvXuFdzdwz. t*D>zJwDR'X;tuwD> 'D;t0J in order for students to learn to their maximum surrounded by positive forms of communication
ensures students feel secure within their classroom
oh.uohrRvdM>w>vXttgM.vDRI potential.
and are immersed in a positive atmosphere.
Why is a positive classroom atmosphere
Encouraging students to participate in classroom
important?
rules will give them an ownership in the discipline
A positive classroom atmosphere can make a
process. This will also create a sense of democracy
classroom a more pleasant place for the students
within the classroom, where every students view
to be in, and therefore a more effective and
will be taken into consideration, arriving at the final
motivating place for the students to learn. Providing
set of rules as a class. It is important for the teacher
a positive atmosphere and environment for students
and students to follow the rules, with the
to learn in can have an impact on their achievement
consequences being fairly and consistently
and results, where they are able to maximise their
implemented. Classroom organisation contributes
learning and enjoyment of education. It allows for
to creating a positive classroom atmosphere. It is
students to not only meet their academic needs,
important to ensure the classroom is organised in
but also their basic physical and mental health
a way which the students know where they are to
needs.
sit and where relevant resources are kept.
zJuFdo&.qDvDR&J.vDRtw>rRvdM.<At0Joh.w How to create a positive classroom
Classroom organisation includes creating routines,
z.u ym xX Ekm Ck m w> rR vd t usdR usJt u vkm w atmosphere
e.g. lesson subjects and break times, which ensure
There are various approaches and systems which
bsK;rHR'D;rRvDRwH>vXrh>uFdzdwz.ol.ql.o;*JRvX students are aware of what is happening and
can used to create a positive classroom
when. Routines can be changed and altered, but
w>rRvdtusJ0JtHRupD'D{gM.vDRIAuFdzdw*R'D;w*R atmosphere; but it is important to remember the
make sure students are aware of changes and the
M. rR vd M> w> w 'H; od; b. 'D; vd. b. w> ph> uD; w approaches and systems need to be consistently
reasons why they have been changed. Through
managed if the atmosphere is to be maintained.
'H;od;b.<AvXw>M.tCdw>tug'd.M.rh>w>rR routines, students will become more comfortable
Teachers are role-models within their schools and
vDRwH>ySRw*Rpkmpkmtw>vd.b.'ftvD>td.'D;oh and secure within the classroom, enabling them
communities, and hence have influence over their
learn to their maximum ability. When teachers plan
tod;zJw>rRvdw>vXwDR'X;ylRtcgM.vDRI students. To create a positive classroom
their lessons, they need to include a variety of
atmosphere, teachers are able to use this influence
learning strategies and make sure the students
to change the way students perceive education
w>uwdRusX>wH> are actively participating in the learning process.
and their classroom. Leading by example, the
As each student learns differently and has different
w> tug 'd. vX y u b. 'k; td. xD. wDR 'X; w> td. teacher is able to demonstrate appropriate student
needs, it is important to ensure all individual needs
o;vXt*hR M.rh>w> rRvDRwH>vXuFdzdwz.wl>b. behaviour, learning strategies and the benefits of
are met, as much as possible, within the classroom.
attending school.
0J rkm 'D; bH. bX vX t *D> u pD 'D 'fod; t 0J oh. rR vd M> Conclusion
The relationship between the teacher and the
b. w> u *hR u wX> vX t w> oh w> b. t ylR M. It is important to create a positive classroom
students is imperative to building a positive
atmosphere to ensure the students feel secure and
vDRIAusJtd.0JtgbdvXo&.wz.urR'k;td.xD. classroom atmosphere, where the students are
are able to learn to the best of their ability. There
wDR'X;w>td.o;vXt*hRM.vDRIAb.q.w>tug confident to ask questions and eager to learn.
are many approaches and systems teachers are
Through the development of this relationship, the
'd.M.t0Joh.ub.uwJmuwDRyXRCm tuFdzdw able to implement to create a positive atmosphere
students will feel important and it will set a positive
z.M.vDRI AuFdzdvXtrRvdw>vXwDR'X;w>td.o; within their classrooms, but it is important to maintain
tone to the class. Communication, in its different
them. Students entering and learning in a positive
vX t *hR M. t 0J oh. u rR vd M> b. w> tg tg cD zsd rR forms, is the basis for developing the relationship
classroom atmosphere will be able to maximise
vd b. w> vX td. 'D; t cGJ; t ,m 'D; o; ck 0J vX t w> and ensuring it continues to grow.
their learning opportunities and enjoy their
Verbal and non-verbal communication must be
rRvdylRtCdM.vDRI education.
used equally, for the students to understand what
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1) xHymvDR';xHoyXR=4zsX. (4 tins
precipitate water system)
2) xHvd'D;rk>w>ud>(Disinfected solar
water system)
3) xHySJ>'X=4zsX.vXXfuqDS'D;r;JuqDS(Sand
Gravel filtering water system)
4) xHc;'D;uoH.uoD(Chlorination water
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 aus1if;usef;r1a&;
School Health
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Aa& ao1uf jcif; w qi fh rS aom vnf; au1if; oef jcif; jzpf onfI Mebendazole) (aq;wkdufauGs;enf;vrf;nSGefudk
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21 Karen Teacher Newsletter - February, 2010
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xuftvGefyiftqd;k 0gqH;k ESifh&GHp&1tau1if; qH;k =Aa&udus k dKcsuf_cif;pHepf(Boiled water system)
t &1 w ck jzpf onfI AxdAk h a-u1ifh oefAh %Sif; pif -u,f =Aa&udkaeyla&1ifat1ufx1;_cif;pHepf(4tins
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ap yg onfI Aw enf; t1; jzifh Ajcif< ,if rs1; A0if w0ufuda& k xnfhía&oefAhpifjcif;pHepf)(Sand
xGufoG1;v1zdAk hcufcJapygonfIA Gravel filtering water system)
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23 Karen Teacher Newsletter - February, 2010
Continued from page13
belonged to the spirits. He explained what he had
learnt from attending the workshop; “I have learnt
it is good to use indigenous knowledge in our
classrooms; it is important to remember the
traditional medicines the elders describes to use
as we might need to use them, and all Karen
people, whether they live in Karen State or
Thailand, use the same poems from our
ancestors.”
All participants enjoyed the workshop and were
able to gain a better understanding of the uses of
indigenous knowledge and skills within their own
life and those around them. Pu K’Pru Say enjoyed
the workshop so much he offered to hold the next
Elders and Shamans exchange of indigenous
knowledge and skills workshop in his village. In
the evening of the 15th December, the elders who
lived in Karen State returned to their villages, whilst
the people who had to return to Thailand, travelled
to Ee Htu Hta camp, where they celebrated Karen
New Year, before returning to Thailand.
Naw Marry, a Thai-Karen from Ta Thwa Hta
village, Chiang Mai province, was very excited
about this trip as it was her first time in Karen State.
She said, “I will be back in March to show and
educate you about weaving and colouring the
cotton thread.”
Every participant learnt a lot during the sharing
and training of indigenous knowledge. It provided
many opportunities for different people to discover
the benefits of indigenous knowledge and possible
ways of maintaining this knowledge is passed
through the generations. The facilitator, Thramu
Ler Htoo, told Phru Pwgo that due to its success,
if there is time and opportunity, there will be an
annual workshop, aimed at sharing and
exchanging knowledge and skills.
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Continued from page15
A – School committees are in charge of transporting
school materials and organising with villagers and
parents to help with the moving of materials, and if
they require additional help they ask the District
leaders and we arrange additional help. None of
the parents and villagers protest and are willing to
help; even if they do not have children in school.
Some parents appear sad and have low self-
esteem as they do not have a high level of education
themselves and are not able to help their children
with their homework. I believe that when Mobile
Teacher Trainers visit parents and give them specific
parents’ involvement in education training, they are
able to raise their self-esteem and provide them
with different ways of becoming involved in their
child’s education. The Head-villager and other
leaders support their schools with building materials.
Q – Is there anything else you would like to say?
A – There is only one way to develop and try to
gain opportunities for our Karen people, through
education. We need to build our level of education,
peacefully, with energy and dedication. Through
this there will be a higher level of education for the
youth, providing them with knowledge and skills to
develop and support our people. There is a
proverb we need to remember, ‘After the storm,
comes the calm’. It explains that after we have faced
the difficulties and problems, I believe, we will be
able to live life peacefully.
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Teacher Talk
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