Phru Pwgo - KTWG ·...

Karen Teacher Newsletter June,2010Karen Teacher Newsletter June,2010Karen Teacher Newsletter June,2010Karen Teacher Newsletter June,2010Karen Teacher Newsletter June,2010

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Table of ContentsSchool News (pg. 2-5)

13 Schools in Ler Doh Township Find Difficulties CollectingTheir School Materials (pg. 3)

More Students Becoming Land Mine Victims During Summer Vacation (pg. 3)

Burma Army Discharge Mortars into School,Students Killed and Injured (pg. 3)

KNFEP Closes After 13 Years (pg. 3) FPC Will Use IHE Curriculum (pg. 3-5)

133 IDP Students Flee AttacksBut Still Sit Exams in The Jungle (pg. 5)

3 Dead and 1 Wounded by SPDC TroopWhilst Returning Home (pg. 5)

Kaw Mu Der School, Kler Lwer Htoo District,Becomes a High School (pg. 5)

3 Groups of KTTC students Graduate and KTTC Reunion (pg. 5)Burma Army Shot and Wounded Ha Toe Per Teacher (pg. 5)

International Education News (pg. 7-9)Education Level Reaches All Time Low After 30 Years of Independence

Focus Stories (pg. 10-11)Karen Education Assistance's First Supporters,

Naw Louisa Benson, Passes On

KSEAG (pg. 12-13)A Letter To Karen State Education

Interview (pg. 14-15)Saw Say Wah (Ler Doh Township Education Leader)

Teacher Education (pg. 16-17)The Impact of Learning in a Second Language

School Health(pg. 18-21) Karen (pg. 18-19)

Burmese (pg. 20-21)

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

Teacher Talk (pg. 24-27)

Reader Feedback (pg. 28)

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uFd (13) zsX. vX vX> 'd. uD> q. t ylR uD cJvX u [J [H; M> uhR uFd w> yD; w> vDzJ 2010 eH. vg , ElR tg &HR vHR vHR y ,DR ok; y 'd. w>xD. 'k; 'D; 'GJ. tl uGHm o 0D w z. 'D; uFd oh. w z. t CdxH zd uD> zd tg *R 'D; uFd zd uFd o &. w z. uJ xD. uhR ySRvD> td. u rSH t *R (2000) bsJ. M. vDRI AvX w> ol.vDR qD vDR uhR vD> td. vD> qd; 'D; uFd w z. t *D> rh> w>vX uD cJ 0J eD> eD> M. vDRI AvX> 'd. uD> q. ul. oh qJ; vR 0JR usdR cd. o &. 0g ph pH;0J? w eH. tHR 'k , o; vXm z; 'd. vDRI AcD zsd vX y b. [;pH. td. vX yS> v> usg 'f tHR t Cd uFd o &. o &. rk. wz. vDR _yHvDR _yg uGHm 0J tg r; 'D; uFd u rH; wHm uFd zd rd> y>w z. ph> uD; uJ xD. w> *h> uD vX t 0J oh. w z. t *D>vX u xJ; *H> xJ; bg 'D; u ym zSd. rR o ud; w> 'f od; yu ol. xD. uhR y uFd oh. w z. t *D> rh> w> vX y b.uG> qX. rJm tDR w cg M. vDRI/vX 'D w eH. t ylR zJ w> ud> cg qX uwD> u nD uD> pJ. w>wd pXR rR pXR u &l> [h. rR pXR 0J '. uFd oh. w z. 'D; uFd zdw> yD; w> vD oh. w z. t cg cD zsd vX> 'd. uD> q. uFd wz. b. w> rR [; *DR 'GJ. tl uGHm 'D; w> b. uhR ol. xD.u 'g uhR t *D> 'D; 'f od; 'D; u [J [H; M> b. uFd w> yD; w>vD t *D> ,HR uD cJ 0J 'd. r; M. vDRIAo &. 0g ph pH; u 'D; 0J ? cJ tHR b. zJ y [; pH. td. _yH td._yg t Cd w> zd w> vHR vX y 'd; M> b. w z. y u b. &J.usJR zH; rR uhR tDR 'f vJ. M. y qd u rd. w b. vXR b.IAt qd y u b. Ck vD> td. vD> qd;< Aw> vD> w> usJ vXt ylR zsJ; 'D; 'k. 'g< AvX u tD. b. tD b. t *D> b. 0HtD. pDm tD. 'D; y b. uXR zSd. 0m zSd. uhR y uFd tHR uD cJ 0J'd. r; t Cd uFd w> zd w> vHR vX y 'd; M> b. w z.y vJR[H; w oh'H; b.I/zJ 2009=2010 w> od. vd eH. t ylR y,DR ok; y 'd. w>xD. 'k; w bsD tHR uFd w eDR u b. 'd; pJ; 0HR uhR vX yS> v>usg w eDR w 'd; pJ; b. 0J b. 'D; vX eH. u wX> w> ub. 'k; zsd tDR t zD cd. rk> cH wDR cX. o; uFd o &. vX wtJ. 'D; ym zsg t rHR w *R pH; 0J? y zd y vHR w eDR '. vJm y 'd;

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3 Karen Teacher Newsletter - June, 2010

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13 Schools in Ler Doh TownshipFind Difficulties Collecting TheirSchool MaterialsIn January 2010 SPDC (State Peace DevelopmentCouncil) troops attacked Ler Doh Township, burningvillages and schools, causing more than 2,000 villagers,teachers and students to become IDP (Internally Displacepeople). This has caused difficulties for villagers to rebuildschools and villages in this area. Saw Wah Say,Educational Coordinator for Ler Doh Township said "Iam really upset this year, because we are now hiding inthe jungle. Also, students and parents are becomingdisconnected with each other. It is difficult to co-orporatewith each other, as they have to struggle for their dailylife, so it is impossible to rebuild our schools and a placeto stay."Once a year, during the summer, KSEAG (Karen StateEducation Assistant Group) provides support for all KawThoo Lei schools, including school materials andequipments, but the schools in Ler Doh Township havebeen burnt and have not been rebuilt yet. Therefore theyhave faced difficulties when collecting their schools'materials and equipments. “Now we are still living inthe jungle and we don’t know how to organize the schoolmaterials we received to reach us here. Firstly, weneed to find a safe place to stay and find food to live on.That's why right now we are not able to take our schoolsmaterials." He added.Due to the SPDC attacks, some schools were not ableto provide end of year examinations, but some studentswere able to take the exam in the jungle. A teacher fromMu Kee School, who wishes to remain anonymous,said, “Some students never pass their exams. Due tothe situation, the students will be happy if we passeveryone but we will not, because if they go to anotherschool and enter the higher Standard, they will not haveenough ability and knowledge to cope with the workgiven. This is a big problem for us.”Newly displaced people living in Ler Doh Township arestruggling to build new houses and organize foodprovisions before the rainy season.

More Students Becoming LandMine Victims During SummerVacationOn 30th March, 2010, Saw Yo Poe, a 13 year oldstudent from Du Pa Leh primary school in Hsaw Htitownship, Kler Lwee Htoo district,was on his way toharvest rice when he stepped on a landmine. Saw SayBoh from KTWG reported, "It took two days to findmedical care after he stepped on the landmine. Thestudent is now receiving treatment and will survive.”Another more fatal incident occurred in the second weekof February in Ta Au Ni village, Bilin township, Doo ThaHtoo district. Two children, Saw Aung Win and SawMin Oo, both 15 years old, were out hunting for frogswhen they found the landmine. Not knowing what theobject was, they picked it up and began playing with it.They were killed instantly. Landmines are littered acrosseastern Burma. The Committee for Internally DisplacedKaren People (CIDKP) has organized Mine RiskEducation (MRE) since 2006. However, due to thewide and abundant use of landmines by all militarygroups, the number of landmine cases continues toincrease. Saw Peter, a CIDKP’s Mine Risk Educationcoordinator, explains, “If there is a intensive fighting in

an area, you will see more and more land mines. Weeducate villagers to mark the place that they seelandmines – not to handle them themselves. Villagersare told to inform the village leader or village responsibleperson. We also give first aid training for dealing withlandmine victims to the villagers."During the summer vacation period, from March to May,students are more mobile outside of the village whichincreases the risk of them becoming the next landminevictim.

Burma Army Discharge Mortarsinto School, Students Killed andInjuredA source from the District Office in Mutraw said, BurmaArmy Tactical Operation Command(TOC) #2, MilitaryOperation Command(MOC) #21 and Light InfantryBattalion(LIB) #387 encamped on T'ro Kyoe mountainfired mortars into Thay Thoo Khee IDP(InternallyDisplaced People) village on the 19th February at 09:47,The mortars hit the school where 1 student was killedand 2 students were injured.Saw Robin Htoo, 15 years old, was killed instantlywhile Saw Hsar P'trer Htoo and Saw Eh Kaw Taw,both 8 years old, suffered an injured arm and leg.P'doh Pah Gaw, a Minister of Forest Ministry said,"Burma Army encamped their troops near IDP villagesand they discharge mortars once or twice everyday."Thay Thoo Khee is a primary school which has 48students and 4 teachers.

KNFEP Closes After 13 YearsKaren Northern Further Education Program (KNFEP),which was formed in 1997 at Mae Kah Khee (MaeKong Kah) Karen refugee camp, closed their school on24th February, 2010. Saw Lah Htoo, Mae La OonEducation Head, who was also a former student ofKNFEP, said " Our school which has been running for13 years and produced 12 graduation classes, closesthis year."Karen Refugee Committee Education Entity (KRCEE)has re-organized all the post-ten schools in Karen Refugeecamps along Thai-Burma Border so that they are able tomonitor school curriculum and management. Teachersand administrators of KNFEP will continue to work forthe new school under IHE's(Institute of HigherEducation) supervision. KNFEP school ran for 6 yearsat Mae Kah Khee and then moved to Pway Baw Lu(Mae La Oon) in 2004, when the refugee camp wasrelocated.

FPC Will Use IHE CurriculumA source from the DHE (Department of Higher Education)said, FPC (Future Preparatory Course) which is basedin Htam Hin Karen Refugee Camp, will begin using theIHE (Institute of Higher Education) curriculum at thestart of the new academic year, 2010-2011.Saw Law Eh Moo, secretary of DHE said, "We arehappy FPC will be using the IHE curriculum as it willhelp towards providing a standardize Post-10 educationfor all refugees in the camps. It will also assist KRCEE(Karen Refugee Committee Education Entity) inmonitoring the schools throughout the refugee camps.""Over half the post-ten schools in the camps are notfollowing the IHE framework and curriculum. Due tothis high percentage we will organize a meeting in Aprilwith post-ten school principals and discuss how we can

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133 IDP Students Flee Attacks butStill Sit Exams in the Jungle133 students from Htee Nya Lee Day middle and HteeBaw Hta nursery school who were forced to flee BurmaArmy attacks in early February joined together to finishtheir school year and sit their final exams under the treesin the jungle.Saw Baw Boe, from the Free Burma Rangers (FBR),said, "This is exam season, even though teachers andstudents are hiding in the jungle, they still manage to sittheir exams. Perhaps, they will finish today (18th February2010)."He went onto to explain, "LIB (Light Infantry Battalion)362, 363, 366, 367 and 368, which are under MOC #10,have been attacking Kwee Lah and Keh Der villagetracts since early February. 11 schools with more than500 students have become displaced and most of theschools won't be able to sit their exams."

3 Dead and 1 Wounded by SPDCTroop Whilst Returning HomeOn the 22nd March, 2010, at 4:30PM, Burma Armytroops LIB 369, from MOC#10 entered Kaw Hta village,Ler Doh Township, Kler Lwee Htu District and shot andkilled 1 woman and 2 children. The incident occurredwhile Naw Pah Lah, a Ko Lu villager, was travelingback from Ler Taw Lu after visiting her parents. NawPah Lah’s daughter, Naw Paw Bo, a 5 year old girl andher friend Naw La Pwey, a 37 year old woman diedimmediately. Naw Pah Lah was shot in the back as shecarried her 5-month-old son, Saw Hta Pla Htoo; thebaby was hit in the thigh. The 5-month-old child did notdie immediately, but two and a half hours after the 4:30p.m. attack. Sourced from a Free Burma Ranger internetreport.

cooperate better in the future with those who are not usingthe IHE curriculum." Added Saw Law Eh Moo.The IHE curriculum contains General English, Readingand Writing, Social Studies, Science, Math, Karen(compulsory), Thai or Burmese, Orientation for HigherEducation, Philosophy of Education, Physical Educationand Computer skills.

Kaw Mu Der School, Kler Lwer HtooDistrict, Becomes a High SchoolIn March 2010, the Village tract leader, school committee,parents and teachers decided to extend Kaw Mu DerSchool level up to Standard 10. This will be effective forthe next academic year.The District Education Coordinator, Saw Calvin, said,"This school has been running for over 26 years, andduring this time there has been a fluctuation in the standardstaught. This fluctuation is due to difficulties in findingteachers and as a result of fighting in the area. At thismoment, we believe that we can provide a higher levelof education to the students."The aim is to encourage them to study in their local areaand so not to have to travel to refugee camps to finishtheir studies. Many students from all over the district willbe able to complete their High school education in theirown district. Kaw Mu Der School committee leader,Saw Yo Shu, said, "We will try very hard for the schoolto provide Standard 10 to the students. Whatever problemsarise, we will face them together to find a solution.Students will be able to remain in their village whilst

studying, and thus enabling them to help their parents inthe fields during the school holidays."Saw Calvin added, "We are very happy to have thisopportunity to support Kaw Mu Der School in providingStandard 10 to students in the area. This is the onlyschool in the district that provides Standard 10. We arevery proud of it. We believe the students, parents andteachers will be satisfied with the support that we areoffering." During the 2009-10 academic year, there were14 teachers and 253 students in Kaw Mu Der Schoolwhich provided up to Standard 9.

3 Groups of KTTC studentsGraduate and ReunionOn 13th May, 2010, three groups of KTTC (KarenTeacher Training College) students graduated with aDiploma. The Diplomas were awarded by the KarenEducation Department(KED) Chairperson P’doh LahSay. The first group to graduate were the 15 studentswho have just completed the two-year teacher-trainingcourse at KTTC. The second group were those whograduated from KTTC in May 2008 and have nowfinished two years teaching in the field. The final group tograduate were the first class to complete their training atKTTC, who have now been teaching for 6 years.P'doh Lah Say, the chair person of KED (KarenEducation Department), addressed the graduationstudents in the opening ceremony and said, “In othercountries, when students graduate like this, theirgovernments are keen to value them, we also want toshow how much we value you through this graduationceremony. We have a wonderful opportunity here atKTTC to train teachers and we have shown we can doit, for this we are grateful. Once again it proves that wedon’t need other foreign a accreditation since we haveour own colleges.”The following day another significant event took place,the KTTC Reunion. This repeated the success of lastyear. The MTT (Mobile Teacher Trainer) Coordinator Th'raMu Htee said, “ I feel good because we are now moreactive than before. This reunion also provides us theopportunity to build up the strength and energy of Karenteachers who are willing to work for the future. Teachersand students have full confidence in their fieldworkbecause they see the good work we have done withthem as we have shared at the reunion. In addition, asthe township and district leaders were able to participateat the reunion, this gave the teachers and students theopportunity to build up the leaders’ understanding of theteachers’ fieldwork and situation.”Last year two groups of KTTC students graduated at thesame time and there was also a KTTC reunion. And sofor the second year running KTWG (Karen TeacherWorking Group) provided a reunion, an opportunity forall to share in evaluating their work and to celebrate theprogress of the students.

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Burma Army Shot and Wounded HaToe Per TeacherOn 23rd February, Burma Army LIB 427 which is underMOC#7 entered See Keh Der village and shot NawSusanna, 27years old, a primary teacher from Ha ToePer village wounding her in the thigh while theyshot dead Saw Ta Doh Wah, her father. The

Continues on page 9


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Education Level Reaches AllTime Low After 30 Years ofIndependenceZimbabwe, formerly known as Rhodesia, is acountry situated in southern Africa, between theZambezi and Limpopo rivers. It is bordered bySouth Africa, Botswana, Zambia and Mozambiqueand has a population of over 12 million people.During the late 1800's it was colonized by the Britishuntil they gained independence in April 1980. Atthe time of independence, Zimbabwe was seen asa model country to the rest of Africa; with high levelsof literacy and developing levels of education. Over90% of the adult population was literate and a neweducation reform was implemented to enable allchildren to gain an education. After independence,the election of Robert Mugabe, from the ZimbabweAfrican National Union - Patriotic Front (ZANU-PF) symbolized a new beginning for the people ofZimbabwe. During the first decade ofindependence, Zimbabwe could boast one of thehighest literacy rates in Sub-Saharan Africa andbe proud of their achievements. The newgovernment was systematically enlarging theireducation system, including providing new schoolbuildings, teacher trainings, improving access toresources and working in partnership with localcommunities. They were committed to providingfree public education to all citizens on an equalbasis, with 7 years in Primary school, followed by6 years in Secondary school before enteringUniversity. Since 1988, the government hasintroduced and been steadily increasing the feesattached to school enrollment, and it currentlyexceeds the charges required beforeindependence. This is due to decisions made bythe government and reflects the countries economicdifficulties. In the late 1990's, President Mugabeimplemented a Land Reform program, as themajority of fertile and agricultural land was ownedby the 'white' farmers and he wanted to give theland to 'black' Zimbabweans. Some people wereconcerned that taking large sophisticated farms andsub-dividing them into plots to give to people withoutthe means to manage them properly could bedisastrous for the Zimbabwean agriculturaleconomy. Farm acquisition, without compensationfor their 'white' owners, alienated many in theinternational community, and caused sharp falls inproduction and rapid unemployment amongst thelabourers who used to work on the 'white'-ownedfarms.With the eviction of over 4,000 'white' farmers, andZimbabwe's exportation of tobacco, cotton, goldand other goods declining, amongst other factors,the economy was becoming rapidly worse andless stable. Inflation rates rose from an annual rateof 32% in 1998 to an estimate of 150,000% in2007 and a high of 231,000,000% in 2008. As of2008, the prices of some everyday items weredoubling every 1.3 days. The government changedthe denomination of their Zimbabwean dollars, with

Z$1,000,000,000,000 being exchanged for a newZ$1 dollar, in the hope of curtailing inflation.As the economy rapidly declined, political violencewas increasing and food production was dropping.This left tens of thousands of people impoverishedand destitute; with little hope for their future. But atleast the children had their education, didn't they?Since the economic changes in 2000, educationhas been under threat and teachers have beentargeted by Mugabe, as he believed they werenot strong supporters of his rule. During the lasttwo decades large numbers of teachers havefrequently been on strike protesting about their lowsalaries; in addition the price of school uniformshas escalated so high they have become a luxuryitem and children are often unable to concentrateon learning due to hunger.In January 2009, teachers were paid less than theequivalent of US$10 for the month, which wasenough to buy 10 loaves of bread. They are nowasking to be paid in US dollars, as their owncurrency is so unstable, and are campaigning toincrease their salaries to meet the regional standardof 15,000 South African rand, approximatelyUS$1,500 a month. Until this is accomplished,teachers are receiving subsidies, in monetary andfood contributions, from the few parents who areable to offer additional support.Due to the low salaries and political tensions, therehas been a mass exodus of teachers, with anestimated 45,000 teachers leaving teaching duringthe past 10 years. In 2009, Chikowore, Presidentof Zimbabwe Teachers Association (ZIMTA),estimated that 35% of teaching posts in primaryeducation are not filled, whilst 33% in secondaryschools. This is due to low morale within theteaching sector and salaries declining.The national budget for education has beenshrinking since gaining independence; in 1980 anaverage of US$6 was allocated per student andhas dropped to US$0.70 in 2009. This has haddire consequences for students and teachers. It isestimated that the student-textbook ration hasdropped to 1 textbook for every 10 pupils in cityschools, whilst in rural schools the ration is1textbook for every 40 students.Approximately 46% of the population is under 18years old, and should have graduated Secondaryschool; but around 80% of the children have leftschool, or been turned away as they could notafford the fees, US$5. In 2007, 85% of childrenattended school, but this number has dropped tobelow 20% in 2009. This huge decline, in such ashort period of time, is mainly due to unaffordableschool fees and a shortage of teachers. Accordingto the education department in November 2009,50% of students have not progressed past primaryeducation and over 20,000 teachers have left thecountry since 2006, leaving a shortage in teachers.This has also caused a steadily decrease in adultliteracy numbers, leading to a larger number ofilliterate citizens.

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In one typical rural school in Zimbabwe, 1,115students arrived on the first day of term at theschool, which was half finished, to start their learning.Only 100 students had paid their fees, which hadbeen reduced from $10 to $2 to help strugglingparents, where the average wage is $1 a day, ifemployed. Those students who had not paid theirfees were given 5 days from the start of term to findthe money; but a week later the school accountantsent 889 students home for non-payment of fees.Even though families are in poverty and can seeno way out for themselves, they continue to tryeverything possible to ensure their children gainsome level of education. Joseph, father to Graceand Michelle, dreams of earning enough moneyto send his daughters to school, but for now theywork together digging bones from a rubbish heapand selling them. If they can find enough bones,and the trucks arrive on time, Joseph is able tosave enough money for his daughters to go toschool for a week, but if not, they continue workingin the rubbish heaps. "What I am doing is childabuse really," he says. "They should not beworking like this. It hurts me but I don't know whatelse to do." The government is aware of the plightof the teachers, due to their strikes and supportfrom teachers unions, and the effect the currenteducation system is having on the next generationof Zimbabweans. The Education Minister, DavidColtart, is aware of the hardships teachers face,even traveling to and from school costs too muchfor some, and he has requested over $450 millionfrom overseas agencies for schools, with the aimof "getting the schools reopened and teachers backto work." International agencies are wary offinancially supporting Zimbabwe due to past events.So what is to become of the teachers and studentsof Zimbabwe? Isabel, whose parents left her withher grandparents, is a 13 year old girl who stillhopes and dreams of becoming a teacher andhelping the children of her village. But the closedschools are not helping her dream come true. Isobelexplains, "I am in grade 7 in school. I was supposedto write my exams before Christmas, but theteachers were not there, so now I have to repeat7th grade. We did not learn anything at school in2008 because there were no resources orteachers." This has become the situation in mostschools in Zimbabwe, with more and more childrennot able to continue their education due to thedifficulties faced by their teachers.Days before celebrating Independence Day,President Mugabe invites children from around thecountry to a children's party. This year he made aspeech to the teachers and children who attended.The Herald, the local newspaper, reportedMugabe saying, "To the teachers, it is with greatregret and apologies that your reward has beennothing but a mere pittance, not worthy callingsalaries at all just allowances." He was later to beheard saying, "Our standards have fallen, but ofcourse there is always room for improvement andthe hopes that things will get better."As well as teachers living in extreme poverty, withlow salaries and self-esteem, they are also beingaffected by HIV/AIDS. A study in South Africa

incident occurred when the Burma Army, in asurprise attack, were force to become potters.Saw Hsit Poe, who is involved in security for thatarea said, “The Burma Army shoot everyone if thevillagers don’t come to face them. They think thatall the villagers who run away are Karen Soldiers.In fact, those men are afraid of carrying ammunitionfor the Burma Army."After the Burma Army shot Susanna’s father, theybound his legs with chains and killed him outsidethe village.See Keh Der and Ha Toe Per villagers are locatedin Kho Khee track, Htaw T’htu township, TaungooDistrict.

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showed 21% of teachers aged between 25 and34 years old are living with HIV; and in Zimbabweapproximately one third of teachers are infected.This has a devastating impact on the communitiesand students; as teachers with HIV/AIDS will taketime off of work for illness, funerals and thepsychological effects of the illness. When a teacherdoes not attend school, students are often taughtby another teacher or left untaught. As the supplyof teachers is minimal, when one dies, it has asignificant impact on the students and wholecommunity; and replacing skilled teachers isextremely difficult. Zimbabwe has lost over 80,000teachers to HIV/AIDS and is unable to replacethem, leaving many students without a teacher.HIV/AIDS not only affects teachers but alsostudents. Many children, like Esther who is 9 yearsold, become responsible for family members whenthe illness becomes worse. Esther has not been toschool for over a year because she has to care forher mother, who is dying of AIDS and her 18 monthold sister. There is no support for children whocare for their family members, and they take overthe role of leader of the house; leaving no time forschool and education.Obert is a 13 year old who has looked after hisgrandmother since his parents died from AIDS. Hespends a few weeks illegally panning for gold inan attempt to find money for his school fees. Justone gold 'point', the smallest amount he can sell,would earn him the $2 he needs. His family usedto be well off, working as a manager on a 'whites'farm, but now his grandmother has to plead withthe school to let her grandson attend, "If my childdoesn't finish high school because of school fees,my heart will break. I will die trying to find the money."Obert recognizes that his, "future is dark if I don'tgo to school; you grow up not knowing anything."Teachers, communities and students are eager tolearn and regain Zimbabwe's renowned educationsystem, and even take on extra jobs, includingcollecting bones and bottles, in the hope of earningenough to survive and provide an education/learn.But will it make a difference to the next generation?

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Karen Education Assistance's FirstSupporter, Naw Louisa Benson,Passes OnNaw Louisa Benson Craig died on 2nd February, 2010,age 69, surrounded by her family and friends after battlingcancer for many years. She was born in Rangoon in1941 to a Portugese father and a Karen mother, whereshe studied until she completed Standard 10, and thentraveled to America to study at Tuffts University in Boston.When Ssaw Ba U gyi began organizing the revolution,his soldiers withdrew money from the BurmeseGovernment banks, but when they were unable to repayit, Naw Louisa's father, Saw Benson gave Saw Ba UGyi the money ensuring they were not indebted to thegovernment. General Ne Win controlled the country whilstNaw Louisa was studying in America, and he neverforgot that is was her father who helped Saw Ba U Gyi.He didnt want Naw Louisa and her family to gain a highereducation or rise in power, so when she returned to Burmaafter graduation from Tuffts University, he did not allow herto travel abroad again for further studies, therefore restrictingher to study at Rangoon University.Naw Louisa won the title of 'Miss Burma' in 1956 and1958 and appeared in several films. In 1963, Naw Louisamet General Lin Htin, commander of Brigade 5 forces(which is now Brigade 1, Doo Tha Htoo District) who hadsurrendered with Saw Hunter Tha Mwe to the Burmeseregime. Lin Htin and Naw Louisa were married a yearlater in Rangoon. In 1965, Lin Htin was assassinated byMilitary Intelligence whilst preparing to return to the jungleto meet with Karen leaders, leaving Naw Louisa a widowat the age of 24. After his funeral, she led her husband'sfollowers back to Brigade 5 to continue struggling for therevolution."Now I have to take the duty of leader instead of myhusband. From this moment onwards, do not see me asa woman, see me as a man" recalls a military medic,Saw Ei Tha, remembering what Naw Louisa told him ashe escorted her from Bo Tae, Du Yin Seik to a safer place.Naw Louisa cherished education and promoted it to herpeople. While assuming the role of her late husband, shealso became the principal of Pa Ya Raw school; showingher love for children and an enthusiasm for learning. SawLah (not his real name), a 73 year old man from Ta Pawvillage, became principal of his village’s school in 1965,the same year that Naw Louisa became principal in theneighbouring village. He told Phru Pwgo, “When shecame back to Doo Tha Htu district, she brought enoughschool materials for everyone to use.”Naw Lousia believed the most important thing for thefuture of her people was education and freedom. In 2002,Naw Louisa, then living in the United States, became anactive supporter of the Karen State Education AssistanceGroup (then known as the Kawthoolei Education Fund)which provides teacher subsidies, school material, sportsequipment and basic health to teachers and studentsthroughout Karen State. This project continues to beactive in Karen communities where people suffering froma lack of food, poor security and abject poverty struggleto provide subsidies for teachers, who themselves haveno time to farm due to their classroom responsibilities.Without teachers the schools can not open and thereforechildren would be unable to gain an education and helpdevelop their nation.Naw Gay (not her real name), a former student of NawLouisa when she taught in Kaw Poe Plei village,remembers, “Naw Louisa taught English perfectly. Shecame to school and taught us once a week. When she

was teaching I remember gazing at her and hoping Iwould be as beautiful as her when I grew up.” NawLouisa travelled extensively throughout Brigade 5 andwas known, loved and respected by many people forher leadership despite being a young woman.Saw Ka La, who was studying Standard 4 when he metNaw Louisa, explains, “She always said that the Karenwere late with their education. In the past, the Karen didnot focus on education. We focused on survival and ourtraditional knowledge. She always encouraged us tostudy hard so that one day we could help towards buildinga better nation. I remember that she had 2 dogs, notnormal dogs from the area, but special dogs, called HanCho and Ma Nyut, she cared for them deeply.”After Pa Yaw Raw School and village were destroyed,students’ and teachers ran into the jungle, finding newareas to live. Students and teachers wanted to continuetheir studies. Thra Saw Lah remembers, “Pa Yaw RawSchool was destroyed, and it couldn’t continue providingeducation to its students. The teachers and studentswanted to attend Ta Baw School, and as I was principal,I accepted them all.”Naw Louisa led Brigade 5 for a year until she leftKawthoolei central government in preparation for resettlingto America. She moved to California and rekindled herfriendships with her university friends. She started seeingan old university friend, Glen Craig, and they later marriedin 1967, building a loving family with two daughters anda son. Even though she didn’t always live in Kawthoolei,she always thought about her people and how she couldhelp them. She continued to struggle for the freedom andequality of the Karen and other ethnic groups. In theU.S.A., she was a co-founder of the Burma Forum, anorganization dedicated to empowering grassrootsBurmese people and organizations in their struggle forhuman rights and freedoms. She was also on the boardof directors for both the United States Campaign forBurma based in Washington and for the Alternative forBurmese Children based in Seattle. The latter was thefirst organization to support KSEAG. She faught tirelesslyto raise awareness of the atrocities happening to herpeople in her home country. She was also involved inhelping newly resettled Karen settle into life in America.Over the years many people have met, worked withand been inspired by Naw Louisa. We have all gainedfrom her wisdom and generosity. Saw Steve Dun, aBoard of Director from United States Campaign for Burma(USCB), worked closely with Naw Louisa over theyears warmly remembering their relationship as one of“peaceful coexistence with mutual respect. Louisaalways wanted the Karen to be able to live in peace withour neighbours but she fully understood how critical‘mutual respect’ was to achieving that peace. Because,if Burmans do not respect the Karen, or vice versa,there can be no peaceful coexistence.”Naw Louisa recognized the importance of connectingorganizations who were focusing on helping the peoplein Burma. She believed that communication is the keyto changing the situation in Burma. She was known byall Karen and Burmese organizations, gaining theirrespect and admiration. Many young people knew NawLouisa’s ideas and dreams, including the importance ofgaining a good education in order to help their nation.Nant Zoya Phan, from the International Coordinator ofBurma Campaign UK said, “I first met Naw LouisaBenson on the Thailand-Burma border around 2003 duringan important Karen meeting. Before meeting her, I hadalready heard about her and her great work for the Karen

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Dear All Karen State education leaders, schoolcommittees, teachers, and parents,I would like to introduce myself. My name is ScottO’Brien. I have been working with the KarenTeacher Working Group (KTWG) since 1997 andhave also been acting as the Executive Director ofthe Karen State Education Assistance Group(KSEAG) since 2007. I feel very fortunate and grateful to be able to workwith Karen State schools. I have always beenamazed by your Karen peoples’ struggle, underthe most difficult circumstances, to provide schoolingto your children. Your ability to organize theseschools in your own language, with your ownteachers and your own curriculum – despite BurmaArmy oppression - is an inspiration to people aroundthe world.Since 2005, KSEAG (KED, KTWG and Partners)has attempted to support all Karen State teachersand students. Actually, the purpose and goal ofKSEAG is not to support schools directly but to helpcommunities and parents to support their schools.We want to relieve the stress and burden oncommunities and to make sure that all children havea chance to get an education.KSEAG recognizes that most schools have beenset up by the community and it is the community’sresponsibility to support and organize them.Communities are the owners of their own schools– not KSEAG, nor any other outside supporter.In May 2010, I will hand over the position of KSEAGExecutive Director to Saw Ko Lo Htoo but I willremain close to our activities as an advisor. As Ileave this position, I would like to say a few thingsto all of you.

To Education LeadersIn my opinion, the ability of a People to organizeand manage their own education system is a keyelement in the struggle towards self-determination.Since 2001, we have seen the number of schoolsjump from 525 to 1049. This is a very positive signbut also places greater demand on you, theleaders, to ensure that these are functional andeffective schools.KSEAG’s success is due in large part to our abilityto access, monitor and evaluate our assistance tothese schools. We rely on your sincere effort toimplement the processes and policies that we havedeveloped together. It is important that leadersbehave in a way that reflects the goal of equaleducation assistance for all. Honesty, thoroughnessand integrity are essential characteristics of goodleadership. If problems occur in one area it affectsall areas.

To School Committees and CommunitiesLocal communities are the owners and organizersof schools throughout Karen State. Communitiesselect school committees who are responsible to

provide a school building, to oversee the runningof schools and ensure that there is a teacher(s) inthe classroom. This has been a very difficult taskfor many communities because of poverty andsecurity problems. KSEAG’s support is meant torelieve this burden but not to take responsibility foryour schools. The schools are yours to take careof and KSEAG is here to support you.

To ParentsYou are your children’s first and best teacher.Many of you send your children to school whenthey are of age. We know that many of you couldnot send your children to school because of costsfor school materials and fees.One of the main goals of KSEAG is to reduce thesecosts by providing learning materials, sportsequipment, texts and health support for yourchildren while also helping out with the costs ofteacher subsidies. Schooling is an importantelement in your child’s mental, physical, emotionaland social development. We hope that youencourage and give them a chance to follow theirstudies. We also hope that you stay close to theschool, talk with the teacher and participate in yourchild’s school education.

To TeachersAs a teacher, I understand how difficult it is toorganize a classroom and guide your studentsthrough their learning. Teaching, anywhere, is astrenuous and exhausting job. The fact that youdo this under such difficult conditions makes yourwork heroic. I admire you, I really do. I understandthat you face disappointments and frustrations inyour work.I understand that many of you are teaching alonein your schools with little to no outside help. Intimes when you doubt yourself or your work, pleaseknow how important your efforts are for yourstudents, your communities and your People. Youare not alone. There are thousands of Karenteachers just like you. We at KTWG and KSEAGare behind you. Continue to strive for your best, torefocus onto your teaching and your students, andto try everyday to become a better and morecompetent teacher.

To EveryoneMany years ago, in Canada, an Aboriginal Elder,after listening to me talk (for far too long) aboutrevolution and political change, looked at me with aknowing smile, put his hand on my knee and said,“Revolution is everyday good living”.By developing and sustaining your own educationsystem, by running your own classrooms, from asmall room on the tops of Daw Pa Ko Mountains tothe largest high school in the Gru Htu lowlands,with your own teachers, in your own languages,despite the oppression you endure, you are doingrevolutionary work in its truest sense.

A Letter To Karen State Education


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In January 2010, the SPDC attacked Ler Doh Townshipin Kler Lwee Htu District, burning villager’s homes andcausing them to flee and hide in the jungle as InternallyDisplaced People (IDP). This traumatic, forced relocationcreated many difficulties for the villagers including thedisruption of education, as students and teachers had toleave school and escape to the deep jungle. To understandthe impact this SPDC attack had on education, PhruPwgo interviewed Ler Doh Township Education Officer,Thara Say Wah about the situation in his township.Q. Please tell me about the current situation ofeducation and its organization in your township?A. In our township, the SPDC’s activities have reallygotten in the way of making educational improvements.Accordingly, it is very difficult to manage and sustain theeducation system in our township. However, we workour best to ensure our children are able to study everyyear as much as possible. Part of our efforts involvessupporting children to attend school if their parents areunable to support their schooling. As a result, we seethat children’s access to education in our township hasincreased year by year.Q. We heard that SPDC came to Ler Doh Township.So, can you tell me the date of this attack and howmany battalions were involved?A. Five SPDC battalions: 362, 363, 366, 367 and 368came to our area in January, moving forward in stages.First, they burnt Gwai Der Village. After that, on the 7th

February, they moved to our township office, burning itas well. In the same manner, they burnt our secondaryschool which was located in Htee Nya Lee Village.Q. How many schools did they burn?A. They burnt 2 schools in Ler Doh Township, Htee NyaLee’s high school and Htee Baw Hta’s nursery school.Their purpose was to burn all our villages, our schoolsand kill us all. However, their plans were not fullysuccessful because our Karen National Liberation Army(KNLA) bravely counterattacked. For this reason, onbehalf of myself and all of our teachers, I would like toshow gratitude to the KNLA for protecting us bravely,with all of their strength and heart and love for their Karenpeople.Q. How many months have students, teachers,parents and other villagers been hiding in jungle?A. They have been hiding in jungle for almost 3 months.Q. In your township, were all schools relocated?A. Yes, all 13 of our schools were relocated to the jungleat the beginning of January.Q. You have been on the run and in hiding sinceJanuary, so how will you manage the students’examinations for the 2009-2010 academic year?A. For the 2009-2010 academic year, almost all of theschools could not hold exams because we fled to thejungle with nothing. We were not even able to hide theschool materials we had because of the suddenness ofthe attack. It was not easy to get school materials in thejungle and therefore, most schools did not give finalexams, with the exception of Htee Nya Lee schoolwhich managed to give their final exam in the jungle withgreat difficulty.Q. What are your plans for the students who couldnot take their exams?A. Our leaders discussed this and decided that in thecoming year they will upgrade all of the students whocould not take exams. For me, I feel very sad becauseour students who worked so hard and were so tired afterspending their time studying were not in the end ablereceive the fruits of their labor. For this reason, we worrythat they will face the problems in their further studies.Anyway, I hope that everything will work out for thebest.

Q. What are the most important things that werelost when the SPDC burnt and destroyed villagesduring their attack?A. Many villagers lost land and shelter as well asmaterials and animals which they could not hide duringthe attack. For us teachers, we lost the schools wherewe practice education. In a way we also lost each otheras teachers left their students and students left theirteachers during the escape from the SPDC to the jungle.Q. As a consequence of the destruction of yourschools and loss of school materials, what do youthink will be the obstacles for next year?A. There is a great feeling of depression and sorrow fornext year because of the schools and materials thathave been lost. We will have to rebuild again and this isthe burden we face.Q. Have you already decided to rebuild new schoolsin the coming 2010-2011 academic year?A. Yes, we’ve already decided to rebuild. Because, ifwe do not rebuild, where else will our students be able tocontinue to study? The schools are very important for usin our township. Therefore, we are going to put in asmuch effort as we can to rebuild in unity.Q. Do you already have school materials from theKaren State Education Assistance Group (KSEAG)for next year?A. Not yet. At present, it is very difficult to manage andto collect those materials that were kept for us. I seeeveryone is still in fear. In addition, our villagers areputting their efforts into meeting their basic needs in areassuch as food and shelter. Therefore, they do not havetime to think about education for their children. We hopethat after everyone’s environment and shelter is sufficientenough, we can rebuild the schools and go to collect ourschool materials.Q. What other obstacles do you foresee in the 2010-2011 academic year?A. At present, our homes are destroyed and we have noschools. Likewise, we have no land for farming. Weknow that we cannot support food, salaries and materialsfor teachers. In previous years it was difficult, butstudents, parents and school committees tried as muchas they could to support and develop our schools andeducation. This year the situation is much worse. Now,we see some teachers have already scattered, somehave fled to the refugee camps and some who camefrom other cities and towns could not suffer this experience,lost their spirit and returned to their original home areas.However, we appreciate and thank so much thoseteachers who have stayed and continue to struggle andsuffer with. We know surely that we are going facemany problems in running our schools this coming year,but we strongly believe in education for our children andwill continue to struggle for this goal .Q. Finally, do you want say something else aboutthis difficult situation?A. I want to say that despite the obstacles that I and mypeople are facing right now, I will never retreat andnever give up. I’ve decided to try as hard as I can anduse the skills that I have to the best of my ability. All ofmy dear brothers and sisters, I would like to tell you thatalthough you will know our situation when you haveread it in this newsletter, or may see it on film and canvisualize it, it is not the same as when you experienceit for yourselves. I would like to invite you to come andjoin us and help in our struggle for education and I stronglybelieve that you can do so. Finally, I would like to tellyou that our students and teachers and parents must,like all of our villagers, search for land to live on and thenlabor on this land to grow enough food to survivefarmthis land, working in the heat for survival with little timefor studying and supporting schools


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The Impact of Learning in a SecondLanguageChildren face numerous barriers to gaining aneducation, even at primary level, due to variousfactors including poverty, location and commitmentsto their family. An additional reason why somechildren do not attend school is because of thelanguage of instruction used.

Often, due to location or teacher ability, childrenare not taught in their ‘mother tongue’ – the languagefirst learnt by a person or their native language. Ithas been estimated that over 200 million children ofprimary age, worldwide, do not have access toschooling in their ‘mother tongue’, and the majorityreside in countries where there is fractionalisation.Many governments choose languages ofinstruction based on their understanding of whichlanguages are important for the growth and unity oftheir country; often this includes English.

Many educational practitioners have researchedthe effects of being taught in a second language,not the children’s ‘mother tongue’, and haverecognized some of the impacts this has on theireducation and future life.One main impact that has been identified is thetendency for children, who are taught in a secondlanguage to drop out of education at an early age,especially in rural areas.Being taught in a second language increases thedemands on the child as a learner, as they firstneed to have language acquisition skills and thenuse the new language to learn literacy skills.This is made more difficult if the language is not thelanguage used at home or in their daily life. Childrenwith a limited understanding of the language ofinstruction face many difficulties academically andsocially.

Children learn new concepts and ideas by buildingon the knowledge and understanding alreadyattained. Learning in a second language is oftenan obstacle in gaining literacy skills and developingthe knowledge and skills already learnt, and oftenlead to a misunderstanding of the child’s actualability.Often children repeat standards, as they have notgained enough fluency and understanding in theirsecond language to pass the exam. This can leadto low self-esteem, low confidence levels and adesire to stop their education.

It is often not the decision of the teachers within theschool to choose the language of instruction; it hasbeen dictated to them from higher authorities. Eventhough they cannot choose the language ofteaching, they can offer support andencouragement to those children who are studyingin their second language. By understanding someof the difficulties the children face, they are able to

offer appropriate support and assistance to ensurestudents succeed and want to attend school.There are many strategies teachers can put inplace to support children who are learning in asecond language, depending on the commitmentand ability of the teacher, parents, community andchild.

Teachers need to recognise and understand thatthe acquisition of literacy skills, especially for childrenlearning in their second language, depends on therelationship between the 2 languages (mothertongue and second language).By referring, where possible, to their mother tonguelanguage children are able to relate their newlearning with already understood concepts andideas.It has been recognised the most productive way achild learns a new language is by having atransitional period where they are able to relatethe new language to their mother tongue. This maybe difficult to provide within a classroom situation,but where possible, translating concepts orinstructions into their mother tongue can engagethe child in their learning and develop theirunderstanding of the new language.Over a period of time the translation becomes lessas the child learns and understands the languageof instruction. During this time the child is able toshow their true ability and increase their enthusiasmfor attending school.

Within a classroom there is often more than onestudent who is not being taught in their mothertongue. By pairing them together, when workingand listening, they will be able to offer support andencouragement to each other, raising theirconfidence and self-esteem.It will offer them an opportunity to discuss conceptsand ideas, in both languages, ensuring a betterunderstanding of the concept being taught. Makesure both languages are used within the classroom,and not just rely on their mother tongue, as this willnot benefit them academically or socially.Children understand new concepts at differentrates, even when they are learning in their mothertongue. If a child has the additional obstacle oflearning the new concept in a second language, itwill take longer for the concept to be properlyunderstood. Teachers need to be aware of thisand allow for extra time and support.

It has been shown, through numerous researchprojects that children who are not schooled in theirmother tongue face many difficulties, academicallyand socially. It will take time for a child to reach alevel of understanding in their second languagewhere they feel confident enough to participate inthe class and are able to display their real ability.This will come through additional support andencouragement from all members of the community,ensuring they complete their education and fulfiltheir potential.

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tH o. xH t w ,X>

200=400 400=700 700=900 900=1400 1400=2200 2200=4000

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ySR qg vX t [X zX vl t xH qSH qSH M. w vd. [h.Antibiotiesb.

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cD v &. (Cholera) ( vl bSd; w> qg )[X zX vl o wl> u vm vl xH A( t xH vDR *m [k xH ) M.qd u rd. xD. w> [X zX vl bSd; w> qg ( Cholera) ( uG>[X zX vl bSd;w > qg 12.2 ) w uh>I zd o. ng yS> M> ,J> eH. < rh wrh> ySRng yS> w *R v> v> < vX [X zX vl xH o wl > u vm zJ < w>vD> vX t td. b. 0J w> qg vl bSd; A( Cholera) w> qgw uh>IA zd o. t ng p> M. t 0J M> w z. < M> b. w> vl

bSd; w. qgoh ph> uD; < b. q. t w> qg M. e eDR z;'D; w> qg [X zX vl xH vX [J uJ xD. o; vX w> *h> t*kR t *R M. w nD b. I vDR qD '. w> vX [J uJ xD.o; vX Rotavirus w> qg C> w u vkm M. vDRIA cDv &. vl bSd; e; e; w z. w> -uX; [h. u oH. rR oHw> qg C>< t *h> 'f tHR < w> y eD. td. 0J vX t rR pSRvDR w> -uX; [h. u oH. rR oH w> qg C>< w> [X zXvl t ,Hm t xX t qX u wD> M. vDRI

uH> tg 'H ,g A(Giardia) w> [X zX [; *DR w> [X zX vl w u vkm tHR [J uJ xD. t o; vX w> qgC> w u vkm Giardia Intestinalis M. vDRI Atg '.w> w uh> t w> y eD. td. '. pSR cg 'f < w> o; u vJR < [XzX qg < eD> u p> w ,X> vD R < th. qg vDR vX t xH M.vDRIA w> ud> w td. b. IA w> qg rh> uJ xD. t ,H mtxX A( tg M> 14 oD ) M. < ul pg tDR 'D; u oH.Metronidazole ( zd o. 15 mg/kg) eDR z; vDR oX yl tD wyl < 'k; t D 5 oD w uh> I A ySR o; yS> A+ A 2g/day OD for 3 days )

I Aw b. [h. u oH. 'f [XzX y wkm b. A( t 'd ,Loperamide )[h. VitraminA ql zd o.vX t o; p> M> 12 eH. wz. vX u b. xD. w> qg[H. IPDw uh> I

ySR e> yX> u oH. u oD w z. o rH o rd; uG> ySR th. rh> ohM. u rh> w> t *hR u wX> vDRI

WHO t PlanC vX u ul pg xH [; xD. e; e; t *D>I A'k; xD. w> qg [H. IPD.A [h. ySJR uhR xH vX oGH. uhRusdR 'D; Ringer lactate 'f wdR Ch 4AIA o rH o rd; uhR ySR qg w> td. o; A( 15 ) rH; eH; w bsD wuh> AIA w> rh> [h. ySJR uhR vH xH 'f w> ym y eD. ySJR y SJR v H 'D; ( zdo. *D> 6 e. &H. o; yS> *D> 3 e. &H. )

AI AuG> o rH o rd; uhR xH w> td. o; 'D; o l Plan A, Brh w rh> C w uh> II Au oH. qJ; vX oGH. usdR rh> w td. b. M. < [h. ORScD zsd eg 'h ylR xd bd A( Nasogastric tube) . 20 ml / kg /hour AAvX 6 e. &H. t wD> ylR w uh> A( eD> u p> pDR w uHvd u oH. 20 rH v H vH xX. qJ; oGD u oH. 0HR w bsD uG> ySRqg w> td. o; w bsD w uh> I IA ym ySR qg vX w> qg [H. t pSR u wX> 24 e. &H. wkR vDRvX w> Ck xH. M> w> qg [J uJ xD. t *h> b. w uh>I IA e rh> qd u rd. vX u rh> w> qg vl bSd; A( Cholera )M. < qd u rd. xD. vX u [h. u oH. rR oH w> qg C>A A( Antibiotic Treatment ) w uh> IA ( uG> A12.2 ) IA zd o. w *R < e rR ySJR uhR xH 0HR vH M. A= rR xG J A Plan Aw uh>wdR Ch 4 w> rR ySJR uhR xH cD zs d Ringers Solution


aus1if; usef; r1 a&;School Health

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Z ,1; (1) &kkwf _cnf; _zpf ao1 0rf; ysuf a&1 *g

a&1 *g &S1 azG _cif;t a&; ]uD; qHk; t csufrS1a&"1wfcef;a_c1ufrSKudkqef;ppf oHk; oyf íxd a&1ufao1 uk orSKay;&efjzpfonfIa&1*g&S1azGrSKudkaq;yn1tjrift1;jzifh jyK vkyfonf (0rf; oG1; onfhtcg aoG;ygjcif; odkAh r[kwf r yg _cif;h A dkif;&yfpfydk;bufwD;&D;,1;ydk; okdAhr[kwf trD;b1;a-u1i fhjzpf onfr jzpfonfu d ko d& S d ap&e f0r f ;pp faq;jci f ;ud kjyKvkyfoifhygonfIae1ufxyfusef&Sdao1tcsufrs1;udkpÍf;p1;ao1tcg wGif 0rf;y sufjc if;t rsdK; t p1; t1; vkH;wkdAhwGif y x r ÍD; qkH;

a&a&a&a&a&"gwfcef;ajc1ufrSKgwfcef;ajc1ufrSKgwfcef;ajc1ufrSKgwfcef;ajc1ufrSKgwfcef;ajc1ufrSKudkqef;ppfokH;oyf&rnfI(at1ufzufwGif -unfh&ef)tzs1;tzs1;tzs1;tzs1;tzs1;&Sdonfqkdygu iSufzs1;a&1*g (tcef; 15I2wGif-unfh&ef)tv,fe1;a&1if&rf;jcif; otitis media(tcef; 21I1 wGif-unfh&ef)tqkwfa&1ifjcif;tqkwfa&1ifjcif;tqkwfa&1ifjcif;tqkwfa&1ifjcif;tqkwfa&1ifjcif;(tcef;21I2wGif-unfh&efÍD;aES1uftajrS;ÍD;aES1uftajrS;ÍD;aES1uftajrS;ÍD;aES1uftajrS;ÍD;aES1uftajrS;a&1ifjcif; a&1ifjcif; a&1ifjcif; a&1ifjcif; a&1ifjcif; (tcef;15I1 wGif-unfh&ef)odkAh r[kwfqD;vrf;a-u1if; ydk;0ifjcif; qD;vrf;a-u1if; ydk;0ifjcif; qD;vrf;a-u1if; ydk;0ifjcif; qD;vrf;a-u1if; ydk;0ifjcif; qD;vrf;a-u1if; ydk;0ifjcif; (tcef; 13I1 wGif

aoG; r yg ao1 0rf; ysuf _cif;

0rf; udkuf _cif;

a&1 *g vP©1rs1;

&H zef &H cg zs1; _cif;< Adkuft

enf; i,f e1 _cif;< Atef _cif;

t zs1; wuf _cif;< A Adkufe1rSK

&Sd _cif;< Atef _cif;

r pif(0rf;) t a_c t tae

t &nf usJ usJ _zpf _cif;

aoG; yg _cif;

t ouf tEœ &1,f &Sd rSK

a& "1wfcef; a_c1uf _cif;

aoG; t qdyf oifh _cif;

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Pla

n A

t pD t

pÍf A(at)

( a& "gwf cef; a_c1uf r &Sd _cif;)

Pla

n B

tpD t

pÍf (b

D)

A ( a& "gwf cef; a_c1uf rSK

ten

f;i,f&Sdjcif;)

ESpfckESifh ESpfck\txuf

Pla

n C

tpD t

pÍf (pD )

( qdk; &G1; ao1 a& "gwf cef; a_c1uf rSK

&Sdjcif;)

ESpfckESifh ESpfck\txuf

a, bk ,s t a_c t

ae

o1 ref

pkd; &drf a-u1ifh -u _cif;

ar1 yef; EGrf; e,f ae _cif; (o

dkAh) o wd

vpf ae _cif;

rsuf vHk; t a_c t

ae o1 ref

t en

f; i,f csdKifh 0if _cif;

t vGef t

rif; csdKifh 0if _cif;

rsuf &n

f xGuf _cif;

t a_c t

ae

rsuf &n

f xGuf onf

rsuf &n

fr xGuf yg

rsuf &n

fr xGuf yg

yg; pyf ESifh v

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t ae

pdk pGyf ae o

nf

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nf

t vGef a_c1u

f aoGAh ae o

nf

a& udk q1 av1if

pG1 ao

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r &Sd yg

t a&; }u

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a& udk r ao1u

f Edkif yg (t vGef t

1;

enf; ae o

_zifh r a_y1 Edkif yg )

t a& _y1; udk qGJ

íqkwf udkif _cif;

t a& _y1; udk vTwf vdkuf

onfh t cg yHk rSef t

wdkif; _yef

usHKAh oG1; onf

t a& _y1; udk vTwf vdkuf onfh t

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rSef w u,f aES; auG; pG1 _yef usHKAh oG1;

onf(t _rJ wrf; _zpf o

uJh odkAh)


a&"gwfcef;ajc1ufjcif;udk_yK pk uk o _cif;

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0rf;ysuf< 0rf;av#1oludk tdrfwGif jyKpkukorSK ay;jcif;

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uav;t1;usef;r1a&;vkyfo1;rs1;xHodkAhjyefvnfjyo&efta-u1if;t&1rs1;udkrdcift1;&Sif;jyx1;&rnfrS1=A=0rf;tajr1uftrs1;oG1;jcif;=a& tvGeftrif;iwfjcif;<= rsufwGif;csdKifh0ifrSK &Sdjcif;(txufazm_yyg vuQP1A3=ckonf uav;a&"gwfcsdKAhwJhjcif;udk nGefjyonf)

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=yHkrSeft1;jzifh rp1;Ekdif< Arao1ufEkdifjcif;

tdrfwGif jyKpkukoay;&ef pOf;rsOf; 4 ckrS=t&nfrs1;udk ydkrkdwkdufau|;&ef

(owfrSwfay;x1;ao1t&nfrs1;udktpDtpOf(at) wGif-unfh&ef)

Zifh"gwfjznfhpGufrSK ay;&eftp1au|;jcif;udk qufvufvkyfaq1if&ef

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xg< w> eHR w> th 'D; w> ySdR ySD> o eX.Puzzle, Cartoon and Poem

vk> zd xg zd

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zJ vg r; &S; w> ud> cg w> rR vd

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rh> 0J eR ,R y rl 'g

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w> vX , wl> b. 'd. tg1IAw> uD w> cJ td. 'd. tgAAAzJ uJ uFd o &. t cgAAAvJR zJ tHR ySR ud; o &.AAAvJR zJ M. ySR ud; o &.2IAul. oh w td. uJ o &.AAAw rh> w> nD nD zd b.AAAw> ul. oh rh> pSR b. q.AAAcD zsd [h. vDR wh> t o;

rR vd Ck M> w> ul. oh

1IA zJ y rR vd w> t cgAAAw> uD w> cJ b. ySR tg

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2IArR vd w> tg xD. tg xD.AAAo yS> wX> y u o h xD.AAAcGJ; ,m td. 'D; ySR t cg

AAAy -uX; Ck ul. oh tg tg3IAy uG> u 'D; w pJ ; zd

AAAtg 8R o; w td. rR vdAAAqd rd. qH; Ck w> ul. oh

AAAw> yD> ,> u pJR cH o h4IAw csK; pJR cH w> ul . oh

AAA[h. vDR o; rR vd M. ohAAAw> ul. oh vX td. 'D; ySR

AAAy rJm CH M> 'H; ySR *R5IAul. oh rh> w td. 'D; ySRAAAu vkm *R u xH. qH; ySRAAAu usJ; pX; ,J wkR , ohAAArR vd Ck M> w> ul. oh

vX=A(rDR xH)z. t.uD> &h. < w eD o &H. uD> q.

rR vd Ck M> w> ul. oh

1IA zJ y rR vd w> t cgAAAw> uD w> cJ b. ySR tgAAAusJ; pX; ql. ql. [h. vDR o;AAAcg ql ng rR rkm y o;

2IArR vd w> tg xD. tg xD.AAAo yS> wX> y u o h xD.AAAcGJ; ,m td. 'D; ySR t cgAAAy -uX; Ck ul. oh tg tg

3IAy uG> u 'D; w pJ ; zdAAAtg 8R o; w td. rR vdAAAqd rd. qH; Ck w> ul. ohAAAw> yD> ,> u pJR cH o h

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5IAul. oh rh> w td. 'D; ySRAAAu vkm *R u xH. qH; ySRAAAu usJ; pX; ,J wkR , ohAAArR vd Ck M> w> ul. oh

vX=A(rDR xH)z. t.uD> &h. < w eD o &H. uD> q

u nD zd ok w uG> vdvX = xH usD x. <A'l o xl. uD> &h.

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7IAcD zsd qd rd. 'd. vDR o;AAAySR vD> cH td. wh> 0J '.AAAw eDR ol w> rlR w> bSD;AAAw> td. rl uJ w> [; *DR8IApdR cJ tHR ul. oh t pdRAAA*km usJ; pX; eJ u nD zdAAAe rh> rH ch rH o yhRAAAw> td. rl 'd. xD. w M>

9IAzJ e o; p> 'H; t cgAAAAul. oh yD ng Ck tg tgAAAzJ qX u wD> td. 'D; eRAAA*km usJ; pX; [H; M> eJ '.10IAvX cH u wX> u pH; ,JAAAAw> td. rl vDR *m y 'JAAAAw> td. rl 'f y 'J zdAAAAu nD zd ok w uG> vd

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.

w>u sh th.cd. Elm

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(1) t pX A=b. uGHm ql rl z; zDI

(2) t pX A =25 oD M. vDRI

(3) t pX A=w 'k M. th. 0J 0. ylR 'D; vJR 0J vDRI

(4) t pX A=ySR p; xD. pH. vDR tg u wX> rh> 0J ug ylR M.vDRI

(5) t pX A=o;I

(6) t pX A=t eD> u p> vDRI

2IAu td. *X> usXR 0J 'D; eRAAAusJ; pX; [H; Cm o yS> yS>

AAA[; qSJ; vh y pD w z.AAAuG> vd zH zk w> oh. ng

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rd> u wdR rh> 'd u emy> u wdR rh> 'd u em

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people. She encouraged me to try hard and get aneducation, and to help my people. Immediately, in hereyes, I could see her strong determination for her Karenpeople and her concern for them. She was a verybrave and great woman leader who worked tirelesslyfor the development of the Karen people. She cared andloved her people deep down in her heart. And, she alsocared about all the people in Burma. She truly believedin democracy and the establishment of a federal union inBurma where every one is allowed to be different butenjoy equal opportunities. Although she had been veryfar away from her homeland, her strong commitmentand determination for freedom for her people never fadedand she always worked hard for her people. She wasindeed an inspiring leader and role model for the youngergenerations. Although she didn’t live to see freedom forher people, she will remain a great leader for the struggleof our homeland.”Throughout her life, Naw Louisa has struggled for peaceand equality in Burma. Since her early years, as astudent at Tuffts University, she recognized the key tochange was education. She took over her husband’srole after his assassination, determined to fight againstthe injustices suffered by her people. After resettling toAmerica, she never forgot where she came from or hercountrymen and women. She strived to spread theword of the atrocities committed against them. Until herlast days, she instilled a sense of self-worth in all peopleof Burma, and the belief that they should never stopfighting to achieve the goal of a peaceful and unifiedcountry. Her passing has left a large hole in our heart,but her life and vision will guide us always.Naw Louisa, we thank and love you. Rest in Peace.

Continued from page 5

24

o &. w>uGJ; o eX.Teacher Talk

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25 o &. w>uGJ; o eX.Teacher Talk

o &. pDR &SGh. vd(ud;) o &. pDR 'g cJ. t w> vJR cD zsd zk. udmt qd u wX> pH; bsK; b. ,J uFd o &.<Ao &. rk. 'D; uFd zd rk. cGg cJv Xm Ckm'D; uFd u rH; wHm 'l o 0D rd> y> 'D; ySR b. rl b. 'g w z. cJ vXm vX rk> *DR e. &H.t 0J tHR vX t [J xD. rR vR u yDR b. y o &. pDR 'g cJ. tHR M. vDRIy o &. pDR 'g cJ. tHR td. zsJ. xD. zJ (1947) eH. zJ xD; usD; cH o 0D M. vDRI At'D yk> 0J> td. 0J (5) *R 'D; t 0J rh> ySR t qH; u wX> w *R M. vDRI A t 0J p; xD.td. uFd zJ t o; td. ySJR xD. (6) eH. z J xD; usD; cH o 0D wDR zk. uFd M. vDRI Atd.0J zJ xD; usD; cH o 0D wDR zk. uFd tHR 0HR t 0J Ek m vDR td. u 'g uhR wDR cX. o; zJ uwX wH; w eH. 0HR vJR td. u 'D; ql rD. v rFJ. Ck wDR zJ M. w eH. M. vDRI AcD zsd[H . CD w> *h> uD td. 'D; w> qD. xGJ tDR w b. *D> t Cd t 0J [J uhR xD. u'g ql cd 'D; Ekm vDR td. u 'g uhR uFd zJ y ,> &D wDR cX. o; uFd zJ w> td; xD.(KRC)t qX u wD> t cg M. vDRI A td. 0J zJ M. w eH. 0HR xH %l> uD> oJ; w>td. o; w *X> w usXR b. t Cd t 0J td. uFd u wX> 'D; vD> cH vJR td. u 'D; 0J

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w> uGJ; w z. e qSX cD zds udF o &. vJR w &H; w> w z. rh w rh> A AAKTWG P.O Box39 Mae Sariang, MHS, 58110 Thailand.

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u nD udF o &. rR o ud; w> u %l> M. vDRIPhru Pwgo Karen Newsletter is

produced by Karen Teacher Working Group.

(1) AAAvD> vR = Au nD udF o &. vJR w &H; ySR eJ. w>o &.w> zH; w> rR= A[h. o &. w> rR vd< AvDR o rH o rd; w> (Monitor)< Ao rH o rd; uhR w> rR (Evaluation)w> vJR cD zds= Au b. rh> ySR vX t od. vd b. w>t pSR u wX> (2) eH.(2)AAAvD> vR = Aw> xX udF p &D 0JR 'X; cd.w> zH; w> rR= AvDR td. o ud; udF w z. zJu nD uD> pJ. t ylR 'D; xX udF w> *h> w > udsR w> vJR cD zds= Au b. rh> ySR vX tzdswDR xD udF

(3) AAvD> vR = Aw> yX qSX &J. usJR o &. w> od. vd uFd0JR'X; cd.w> zH; w> rR= AuG> xGJ udF t w> zH; w> rR cJ vXm

w> vJR cD zds= Aod. vd b. w>t pSR u wX> (2) eH.< Au wdR u nD< AtJ u vH; udsm u b. oh< AzD. cD. zFL xX. oh Ckm 'D;rR p &D y wD>

( MS Windows: outlook, excel'D; word)

(4) AAvD> vR = Aw> od. vd &J. usJR rl 'g cd.w> zH; w> rR= A&J. usJR w> od. vX w> ol. xD. udF o &. t w> oh w> b.<

AqJ; usd; 'D; ySR w 0X w> u &X u &d 'D; NGO w> vJR cD zds= Au wdR u nD< AtJ u vH; udsm u b. oh< Au b. rh> ySR vX

t w> vJR cD zds td. vX w> u &X u &d w> zH; w> rR b. xGJ w> ul. b. ul. oh

KTWGvd. b. ySR rR w> zd t oD vX w> vD> (4) wDR

e rh> o; pJ w> zH; w> rR td. zsg vX x; (4) wDR t usg w wDR wDR M. qJ; usd; b. o &. vg ph (KED)< o &. rk. vX> xl (KTWG)< Ao &. rkm xH (KTWG) rh w rh> vD wJ pd eD. *H> A053681440 =055546933AA

(3) AAvD> vR = Aw> yX qSX &J. usJR o &. w> od. vd uFd0JR'X; cd.w> zH; w> rR= AuG> xGJ udF t w> zH; w> rR cJ vXm

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( MS Windows: outlook, excel'D; word)

(4) AAvD> vR = Aw> od. vd &J. usJR rl 'g cd.w> zH; w> rR= A&J. usJR w> od. vX w> ol. xD. udF o &. t w> oh w> b.<

AqJ; usd; 'D; ySR w 0X w> u &X u &d 'D; NGO w> vJR cD zds= Au wdR u nD< AtJ u vH; udsm u b. oh< Au b. rh> ySR vX

t w> vJR cD zds td. vX w> u &X u &d w> zH; w> rR b. xGJ w> ul. b. ul. oh

(1) AAAvD> vR = Au nD udF o &. vJR w &H; ySR eJ. w>o &.w> zH; w> rR= A[h. o &. w> rR vd< AvDR o rH o rd; w> (Monitor)< Ao rH o rd; uhR w> rR (Evaluation)w> vJR cD zds= Au b. rh> ySR vX t od. vd b. w>t pSR u wX> (2) eH.(2)AAAvD> vR = Aw> xX udF p &D 0JR 'X; cd.w> zH; w> rR= AvDR td. o ud; udF w z. zJu nD uD> pJ. t ylR 'D; xX udF w> *h> w > udsR w> vJR cD zds= Au b. rh> ySR vX tzdswDR xD udF

e rh> o; pJ w> zH; w> rR td. zsg vX x; (4) wDR t usg w wDR wDR M. qJ; usd; b. o &. vg ph (KED)< o &. rk. vX> xl (KTWG)< Ao &. rkm xH (KTWG) rh w rh> vD wJ pd eD. *H> A053681440 =055546933

KTWGvd. b. ySR rR w> zd t oD vX w> vD> (4) wDR

y Cl y ydSR u nD udF o &. vHm w> u pD. tHRb. w> xk; xD. &R vDR tDR vX

u nD udF o &. rR o ud; w> u %l> M. vDRIPhru Pwgo Karen Newsletter is

produced by Karen Teacher Working Group.

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