Title: Quarterly progressive report
Date: 01 November 2015 – 31 January 2016
Submitted: ViDan Foundation, Inc.
Phnom Penh, Cambodia, on 10 February 2016
BRIEF PROJECT DESCRIPTION
Minority Rights Organization (MIRO), with the generous support of the ViDan Foundation Inc. is implementing the “Support for school attendance of needy children in Kampong Chhnang Province” project in the period of Twelve months from August 2015 to July 20161 education to poor interethnic: Vietnamese, Khmer and Cham children in the Kandal and Chong Koh communities of Sangkat Phsar Chhnang, Kampong Chhnang province, Cambodia. Besides the benefit for the students and their families, MIRO aims at improving interethnic relations and advocates for the human rights of Vietnamese who have been living in Cambodia for generations, but face many obstacles to obtain Cambodian nationality. As a result, they must be considered as stateless and are therefore particularly vulnerable to human rights violations.
– Goal: The goal of the project is to enable 120 needy children in the target area2 to receive an education according to the state curriculum, as well as additional private Vietnamese language classes, and have better employment opportunities.
– Planed project activities:
– Expected results/outcome:
Project activities: During the period of the report, MIRO staff conducted the following activities:
1. Teaching activity The school building called “Phum Kandal Samaki Primary School” located in Kandal village, Sangkat Phsar Chhnang3 project is implemented. There are in total 133 students covered only 120 students covered by project who is studying with Khmer class of grade 1. , Kampong Chhnang Town, Kampong Chhnang Province4 where the 6 including 55 girls. Therefore 13 Khmer students (4 girls) are not 5 including 63 girls. The project is
– Khmer Class: Grade 1 there were students “Khmer, ethnic Vietnamese, and Cham children” attended and studied every school day around the range of 87% and 98% out of 49 students in total, grade 2 from the range of 89% and 94% out of 56 students in total, and Grade 3 from the range of 85% and 93% out of 28 students in total. In notation 95% of ethnic Vietnamese students were absent/missed the school than Khmer students and Cham.
– Vietnamese Class: Grade 1 there were students attended and studied every school day around the range of 73% and 93% out of 30 ethnic Vietnamese students in total and Grade 2&3 from the range of 72% and 92% out of 25 students in total.
Grade 1: in average, there were around 43 students to 48 students out of 49 students in total be attended school. December 2015
– Khmer Class: Grade 1 there were students “Khmer, ethnic Vietnamese, and Cham children” attended and studied every school day around the range of 93% and 98% out of 49 students in total, grade 2 from the range of 82% and 89% out of 56 students in total, and Grade 3 from the range of 71% and 93% out of 28 students in total. In notation 95% of ethnic Vietnamese students were absent/missed the school than Khmer students and Cham.
– Vietnamese Class: Grade 1 there were students attended and studied every school day around the range of 80% and 97% out of 30 ethnic Vietnamese students in total and Grade 2&3 from the range of 68% and 96% out of 25 students in total.
Grade 1: in average, there were around 46 students to 48 students out of 49 students in total be attended school.
– Khmer Class: Grade 1 there were students “Khmer, ethnic Vietnamese, and Cham children” attended and studied every school day around the range of 81% and 96% out of 49 students in total, grade 2 from the range of 82% and 86% out of 56 students in total, and Grade 3 from the range of 64% and 75% out of 28 students in total. In notation 95% of ethnic Vietnamese students were absent/missed the school than Khmer students and Cham.
– Vietnamese Class: Grade 1 there were students attended and studied every school day around the range of 53% and 77% out of 30 ethnic Vietnamese students in total and Grade 2&3 from the range of 84% and 96% out of 25 students in total.
Grade 1: in average, there were around 40 students to 47 students out of 49 students in total be attended school.
Khmer class: There are 133 students include 63 girls be studying within three Khmer classes7 in the morning, from 07:00 AM to 11:00 AM. Grade one8 48 students (Female 20), Grade two 56 (Female 30), and grade three 29 (Female 13).
Vietnamese class: There are 57 students include 40 girls are studying within two Vietnamese classes in afternoon, from 12:00 PM to 03:30PM9 The class provides the Vietnamese speaking students with the Khmer language skills which will help them apply for Cambodian citizenship, if it.
is required by the authorities. More practically, it helps them to find jobs and communicate with people from Cambodian society in the broader context of everyday life. Noted: Grade 2 & 3 are studying in only one room by sit one site each, write on the board one site each, and explain one by one. Teachers: there are six teachers10 in total including 4 Khmer teachers from the Education Department, but unfortunately one teacher is not covered by the project yet, and 2 Vietnamese teachers. Teaching methodologies: writing on the blue and white board with the chalk and marker, explanations, questions and answers, and assign home work. The topics provided to students were reading, writing and speaking Khmer and Vietnamese, as well as mathematics. Since the students are young and the classes very crowded, teaching may be a challenge for the teachers. Vietnamese students, who have trouble following the classes, can be especially difficult.
2. Follow up activity with parent of student: The provincial project officer conducted a follow up with parents of students in Kandal and Chong Koh villages where the project was implemented. During the months, Province project officer conduct in-dept-interview with parent of students and also communities members; Fact-finding: almost respondents said that they appreciate and satisfied with the school project has been implementing by MIRO and funded by ViDan Foundation, Inc. because it is a good project and is deferent between another school in Kampong Chhnang provinces and ethnic minority children in communities is changed compare with before the project start on August 2014; namely this project sponsors to create a fund for study materials, uniform, text book, and other materials was very good. They found that their communities is changed since this school project was Implemented especially the needy children by non-race-discrimination altogether Khmer, ethnics Vietnamese, and Cham should be encouraged and open for enrollment with school therefore all children have the school in every school day and the parent is not worried about their security and/or traffic accidence during school time and traveling to school. The respondents added that both poor communities “Kandal and Chong Koh” are ambitious to get benefit from the school project in order to change their children future to become persons who are well knowledge/high education level for changing their parents’ living situation and also part in their community’s development. And almost respondents insist to request and do hope that the project will be continuing to support the needy children only primary level but also till their success completely finish high school level. Challenging of children/their parent: under the government plan, since their floating community was moved to relocated around 3km to 5km far from school, the children are facing to transportation to school and back home because they shall be paid 1,000 riel -1,500 riel per day for boat machine. Their children will be dropped school soon if organization is not supported funding because of haven’t money paying for boat in every school day, parent of children said.
3. Consultation meeting with teachers at Phnom Penh11: There were nine participants be attended the meeting include 5 teachers from Samaki School, one project province officer, 3 Phnon Penh staff. The meeting received the result as following:
3.1. CHALLENGE and LESSON LEARNS
– For the challenges at Samaki school now due to the government issued a new policy that required Vietnamese floating village moved to the new place it is 4 to 5 km from the school so that’s why all the students they face with transportation.
– It was a dangerous trip for travelling to school, accidents can happen any times and it will be more dangerous during the rainy season because of frequent storms.
– Their living condition very poor cannot send them to school they don’t have money for local transportation from their home to school.
– Due to they live too far from school so they brought lunch time with
– Someone in the village transport them to school
– Encourage their parent send their children to school event though the project can’t afford for transportation
Regarding to the table of SWOT analysis above, we found totally 25 main factors which may divide in 2 categories: 1) Helpful to objective of the project and 2) Harmful to objective of the project. Thus, it is easy way to descript the SWOT, we have developed in chart analysis as below:
4. Other events and activities:
– 4th November 2015: Province project officer in collaboration with teachers distributed 51 life- jackets to 51 students “48 ethnic Vietnamese and 03 Khmer” at Kandal Samaki Primary School.
– 4the December 2015: Vietnam Embassy in collaboration with group of Vietnamese doctor and 147 factory owners in Vietnam country came and distributed present12 and medicine to ethnic Vietnamese floating community’s member were moved to the new place. In during that time, the representative of Embassy of Vietnam in Cambodia took this chance to announce that the Embassy is covered the price of two yearly immigration card “250,000riel equal USD$65” to all Vietnamese immigration in Cambodia. They just make a copying of immigration card and send to Vietnam Embassy, and then the embassy automatic pay back the price to the Cambodia government. In case, MIRO is keeping trace on and investigation.
– 9th December 2015: Province project officer in collaboration with teachers and local authorities distributed study material13 and text book14 to 120 students of Kandal Samaki Primary School.
– 19th January 2016: Province project officer in collaboration with teachers and local authorities distributed 120 uniforms to 120 students15 of Kandal Samaki Primary School.
ADVOCACY WORK AND LEGAL AID
Make observation about government plan to move ethnic Vietnamese are living on floating communities to live on the land. And the government campaign to register and issue immigration card to ethnic Vietnamese refugee in Cambodia. The Official price came from, around USD 65 per person for two years renewal.
– MIRO is advocated with relevance authorities to issue certify letter to new ethnic Vietnamese children can access school for public school year 2015-2016.
– MIRO is follow up first step of government plan is moved ethnic Vietnamese live on floating community along the river of Kandal village and chong koh. In 2016, the government has planned to move these communities member to the land after moved to locate along the river queue chong koh floating community “around 3km – 5 km”. We haven’t money to buy a plot of land and also cannot living far from water because our occupy are fishing, the communities said.
– Illegal arrest case: Mr. Tang was arrested and taken to jail on 7the December 2015, this case MIRO staff was intervened and visited him in prison. Mr. SUON Sopy is the legal representation of the accused person.
– Met and visited parent of students to be strengthen their trust-earning on the project/school and happy to send their children to school.
In order to achieve the goal and objective mentioned above, MIRO would like to recommend VIDan Foundation, Inc. as following:
– Finding any solution to support project “School Attendant of Needy Children in Kampong Chhnang Province” in accordance to new distribution guideline of ViDan Foundation, Inc.
– Support fund for covering the transportation of needy children “floating communities” go to school and back home.
Education field is a bridge to change the lives and future of people, in particular, the ethnic Vietnamese children and contribute to building a Cambodian society in which human rights respect is prevalent. When Vietnamese children are better educated, they are more likely to find solutions for tension between the ethnic groups in the future, deal with discrimination and racism and thus ensure the decrease of violence. The parents of the students and relevant authorities are happy and appreciate to become aware of human rights and children’s rights and commit to collaborating with MIRO. After the initial group of parents has developed such a positive attitude future endeavors to improve the situation of school attendance also among other families in Kandal and Chong Koh villages, will fall on prepared ground and are more likely to find acceptance. It is of great importance to seize the momentum and continue the project now.