1. Outline of the workshop

Report
SVA
International
Training Workshop
on Library Activities
1 - 5 November 2006
Mae Sot, Thailand
Contents
1
2
3
4
5
6
Outline of the workshop
Participants
Budgets
Schedule
Proceedings
1 Orientation
2 Session1: Country Situation Analysis
3 Session2: Introducing the Method of Reading Promotion Activities
of each Country
1) Past and Current Activities of Library Project
2) Country Project Profile & Story-telling Activities
3) Identify and Categorize the Characteristics of Story-telling
Activity
4) Questions & Comments
4 Session 3,4 & 5: Joint Story-Telling & Camp Visit
5 Session 6: Theoretical Issues on Library Activities
6 Session 7:Lessons Learned from experiences of library activities
7 Session 8: Mission Statement of SVA’s Library Project
Evaluation
1
3
4
5
7
7
8
10
Appendix
Appendix 1 Presentation Document of Thailand
Appendix 2 Presentation Document of Lao PDR
Appendix 3 Presentation Document of Cambodia
Appendix 4 Presentation Document of Afghanistan
Appendix 5 Presentation Document of Myanmar Refugee Camp
Appendix 6 Briefing on Umpium Camp
Appendix 7 Briefing on Mar La Camp
Appendix 8 Photos
41
42
43
44
46
49
51
54
57
11
12
18
19
21
25
30
37
38
1. Outline of the workshop
1. Project Title： SVA International Training Workshop on Library Activities
2.
Venue： Wattana Village (Resort)
373-373/1 Moo 2, T.Pratardpar-dang, A.Measot, Tak 63110, Thailand
Tel. 66-55-533468,-69,-70 / Fax. 66-55-533469 /
3. Date： November 1st (Wed) to 5th (Sun), 2006
4. Purpose：（１）To strengthen the professionalism through understanding the strong and weak
points of each office by introducing the methods, tools, and tips on library
activities.
（２）To contribute to self-developing library projects through making “check-lists”
of the project management.
＊The result of the workshop is reflected to the project management manual on
reading promotion which JNNE is researching now.
5. Background：
Conference on Model Formulation of the Library Project held in August 2002 was the good
training opportunity to introduce the county situation and characteristics of each library project. It
was useful especially for the national staff that had been lacked the opportunity to exchange
experience with the other country offices. The conclusion of the Conference was as follows; (See
P84 of “Proceedings of Conference on Model Formation of the Library Project”).
We will organize the international training workshop this time as the process of the purposes as
below:1) To develop an operation manual for the library project by sharing the experiences of each
office
2) To discuss the issue of sustainability of the library project, including capacity building of
partner organizations/agencies and advocacy.
Moreover, the training program welcomes the study mission of the Japan NGO Network for
Education (JNNE). JNNE is the network NGO, and SVA has been working as the secretariat since
its establishment in 2001. As a part of research work of International Program & Research Division
in SVA Tokyo, SVA is engaged in the study for “Life-Skill Education Project Manual” which JNNE
was sub-contracted with Ministry of Education, Sports, Culture, Science and Technology, Japan,
and that shares a part of its purpose with the training program, that is to produce the library project
manual as an output of the study. Life-skill education is placed as one of the important components
1
of the targets and strategies of the Dakar Framework of Action for EFA. And, the reading promotion
or library activity is considered as one of the methods of life-skill education. In the international
movement of education development, it is important that SVA’s library project should contain the
concept of life-skill. Thus, SVA Tokyo proposes to consciously introduce the concept to the SVA’s
library activities in this occasion and contributes to develop the project management manual
together with JNNE in this time of international training workshop.
2
2. List of Participants
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Name
Jamila
d/o Din Mohammad Khan
Mohammadhanif
s/o Abdul Hanan
Eri Yamamoto
Ngeth Thoeun
Tim Chetra
Tith Phallika
Kamakura Sachiko
Yagisawa Katsumasa
Alexay Phamoung
Khamkhong Khouchamneun
Saysamone
Khiaothonghoune
Masako Yoneoka
Jiraporn Rawiroong
Malai Monglonwiboonpol
Maliwan Pokham
Mayura Boonchern
Nantana Tinkajon
Panada Koloyyuthphanaporn
Prawit Gitwonsin
Preedara Tha Htar Sanar Dee
Somjeet Buabaurisoot
Tiyu Lalittakom
Aki Nakahara
Alissa Uppasri
Chalisa Nampailort
Chutima Suesutbanjakut
Dujudee Ungsongtham
Noneyao Phromkhun
Somsak Kiandee
Arunee Promma
Natsuko Tamura
Takafumi Miyake
Takehiro Ono
Tokiko Ito
Yuriko Watanabe
Office
Affiliation
Afghanistan
School Library Organizer
Afghanistan
Lib. Coordinator Assistant
Afghanistan
Cambodia
Cambodia
Cambodia
Cambodia
Cambodia/Thailand
Laos
Laos
Project Manager
Instructor
Assistant Coordinator
Instructor
Coordinator
Director
Staff in charge of adult library
Coordinator
Laos
Staff in charge of activity & mobile library
Laos
Myanmer Refugee Camp
Myanmer Refugee Camp
Myanmer Refugee Camp
Myanmer Refugee Camp
Myanmer Refugee Camp
Myanmer Refugee Camp
Myanmer Refugee Camp
Myanmer Refugee Camp
Myanmer Refugee Camp
Myanmer Refugee Camp
Myanmer Refugee Camp
Thai
Thai
Thai
Thai
Thai
Thai
Thai
Thai
Tokyo
Tokyo
Tokyo
Project Manager of JICA Project
MSR Field Coordinator
in charge of Mae Ra Ma Luang
in charge of Mae La Oon
KCH Field Coordinator
in charge of BDY and BTH
MSD Area Coordinator
in charge of Mae La
in charge of Umphiem
in charge of Mae La
in charge of Nu Po
Director
in charge of south libraries
Klong Toey librarian (BKK)
in charge of workshop program
Coordinator
Suan Phluu librarian (BKK)
Assistant Coordinator
Secretary General SAF
International Section (Library project)
Dep. Secretary General
Chief of Overseas Div.
Reserch Officer
Library Specialist
3
3. Budgets
2006年　SVA図書館活動国際研修会（2006年11月1日～11月5日） 会計報告書
############
I　収入の部
（円）
項目
人材育成基金
JAL国際教育協力移送支援
JNNE調査費用
渡航経費
その他
謝金
日本人職員からの食費徴収
収入合計　（A）
内訳
予算
収入
751,200
124,720
小野、伊藤渡航費
2名分TYO-BKK-PHS交通費・滞在費実費
国内研修参加者、キャンプ訪問交通費、文具等
MSD事務所宛
MSD滞在中分
1,246,554
221,124
46,500
50,000
40,920
1,234,464
予算
支出
II　支出の部
項目
内訳
交通費　（各地～メーソット）
各地－BKK間移動
ラオス職員4名　UTH-BKK空路利用
カンボジア職員4名　PNH-BKK路線バス片道その他(復路はJNNE負担）
アフガン職員1名　航空券＋支度金・ビザ等
東京2名　TYO-BKK、日本国内移動含む
JNNE2名　TYO-BKK、タイ国内線、日本国内移動含む
BKK-MSD間移動
ミ難民キャンプ職員　11名　ミ車両燃料費
タイ職員　7名　タイ車両燃料費
ア・カ・ラ8名移動用 車両1台(運転手つき)
BKK-THS/PHS-MSD間移動 鎌倉、山本、米岡
小野、伊藤
PHS空港－MSD車両　5日
THS空港－MSD車両　1日、12日
MSD-キャンプ間移動
レンタカー1台　＊JNNE負担
ミャンマー難民事業車輌5台、タイ車両1台
BKK空港-市内往復タクシー
その他
小野、伊藤　東京保険、国内・国際空港税（500B）など
交通費小計
宿泊費
海外・東京事務所、10月30日、31日、11月5日
バンコク宿泊費
10月31日、11月1,2,3,4日
メーソット宿泊費
宿泊費小計
食費
研修中のみ計上、移動中に関しては各事務所負担
11月2,3,4,5　（宿泊職員のみ。現地職員分カバー）
朝
11月2,3,4　（現地職員分カバー）
昼
11月1,2,3,4　（現地職員分カバー）
夜
11月2,4（AM＋PM)
会議中　お茶など
食費小計
会議費
研修時　11月1,2,4日
会場借用費
備品借用費
ホワイトボード等
リソースパーソン謝金
教材
文具
垂れ幕、名札、模造紙、マーカー、ガムテープ、記録用ビデオテープ等
会議費小計
日当
MSD滞在中（中原、田村含む、JNNE別）
日本人
10月31、11月5日　BKK滞在日のみ　（東京規定を元に概算。各事務所規定にあわせて支出）
現地職員＋日本人
日当小計
予備費
参加者お土産、ビデオテープ変換
支出合計　（B）
収支差額　（AーB）
790,368
35,200
26,603
103,102
179,000
202,000
12,600
31,000
38,164
43,803
18,098
12,400
21,700
7,750
27,900
4,340
19,340
783,000
137,716
58,356
85,000
143,356
217,806
50,220
46,095
61,380
26,685
184,380
15,500
0
0
0
0
16,097
16,097
65,000
20,164
1,246,554
0
36,400
28,600
65,000
14,725
1,206,558
27,906
＊日当：MSD滞在時　食費が高いため現地職員食費を予算でカバー。一方、日当は支払わない。日本人には日当支給、食費徴収。
＊自主参加：アル二ーさん、八木沢さん費用除く。
4
4. Schedule
Time and Contents
Day 1：November 1st（Wed）
16:00-18:00
Orientation
1) Opening – Welcome speech Objective & schedule
Opening remark by Mr. Katsumasa Yagisawa
2) Introduction
Facilitation
Facilitator: Mr. Ono
Co-facilitator: Mr. Miyake
Session 1: Country Situation Analysis
1) Update environment analysis (See P82; Proceedings of Conference
on Model Formation of the Library Project)
2) Homework for the night
19:00-20:00 Dinner
20:00- Homework for the next day’s session
Facilitator: Mr. Ono
Co-facilitator: Mr. Miyake
Debriefing of the Day
Feedback of the day and Discussion for next day proceedings
Day 2: November 2nd (Thu)
8:30-12:00
Session 2: Introducing the Method of Reading Promotion
Activities of each Country
1) Briefing on each office’s library Activities, Story-telling and
Demonstration
12:15-13:30 Lunch
13:30-14:30
2) Summary and Tips of Story-Telling Activities by Ms. Yuriko
Watanabe
Based on discussion and demonstration of the morning session,
checklist will be created; e.g important tips for story-telling and its
planning, sequence of each activity, method, devises, background
of audience, the number of audience and venue etc.
14:30-15:15
Session 3: Story-telling Practice
1) Briefing on Myanmar (Burmese) Refugee Camp
MSD Office explained the situation of refugee camps (Mae La
and Umpium) needs of library activities in the two camps which
were visited and organize activities on Day 3.
15:15-15:30 Break
15:30-17:15
2) Planning Joint Story-Telling Activities
Participants were divided into 2 groups according to the strength of
each staff and plan “the 45-mins story-telling session” for the next
day based on the checklist discussed earlier.
17:15- Dinner
Debriefing of the Day
Feedback of the day and Discussion for next day proceedings
5
Representative from each
office
Facilitator: Mr. Ono
Co-facilitator: Mr. Miyake
Facilitator: Mr. Ono
Co-facilitator: Mr. Miyake
Myanmar Refugee Camp
Office
Facilitator: Mr. Ono
Co-facilitator: Mr. Miyake
Group works in two
groups
Representative from each
office
Day 3：November 3rd（Fri）
9:00-17:00
Session 4: Camp Visit（2 group visit 2 camps separately）
AM：Camp tour & Story-Telling Activities(1)
PM：Story-Telling Activities(2)
18:00-19:00 Dinner
Day 4：November 4th (Sat)
8:30- 9:30
Session 5: Reflection of Joint Story Telling by each group
1) Each group discussion: preparation of the presentation how the
story-telling went, discussion on how to exchange our unique
resource & experience.
2) Presentation of reflection from each group
3) Feedback from Ms. Yuriko Watanabe
Facilitated by Myanmar
Refugee Camp office staff
Facilitator: Mr.Ono
Co-facilitator: Mr. Miyake
9:30– 10:30
Facilitator: Mr.Ono
Session 6: Theoretical Issues on Library Activities
1. “The Impact of Cambodian Library Project” by Mr. Takafumi
Miyake
2. “Life Skills and Library activities” by Ms. Tokiko Ito
Instruction on group work
Facilitator: Mr. Miyake
10:30 – 10:45 Break
10:45 – 12:00
Session 7: Group work: Lessons learned from experiences of
library activities
Group 1: Space for library activities
Group 2: Librarians and teachers
Group 3: library services
Group 4: Library project management & Book publishing and
promotion
12:00-13:30 Lunch
13:30-14:30 Group work (continued)
14:30- 16:15
Plenary session: presentation by each group followed by open
discussion
16:15-16:30 Break
16:30-18:00
Session 8: Discussion on revising mission statement and future
training
- Rethink the mission statement (See P84; Proceedings of Conference
on Model Formation of the Library Project)
18:00-18:30
Closing
-
Speech by all offices
Closing remark & Certificate Presentation by Mr.Takafumi Miyake
18:30-20:00
20:00-22:00
Dinner
Closing Party: Cultural Night!
6
Facilitator: Mr. Miyake
Co-Facilitator:
Mr.Ono
Ms.Kamakura,
Ms.Yoneoka
Continued
Continued
Facilitator: Mr.Ono
Facilitator: Ms.Ito
5. Proceedings
1. Orientation
1) Sharing the purposes of the training workshop
2) Self introduction of the participants
- Make your own name card and introduce yourself to someone whom you don’t know in 5
minutes
- Make a circle and remember the name of people who introduced before and call all the
name in turn.
2. Session 1: Country Situation Analysis
Objectives: To understand each country’s situation and think where SVA activities stand.
Contents:
1) Update of the each country analysis
Based on the country analysis of the last workshop “Conference on Model Formulation of the
Library Project, the changes of the social situation of each country has been presented from 4
offices and 1st analysis of Afghanistan which projects had been started in 2003 was introduced.
(See P82; Proceedings of Conference on Model Formation of the Library Project)
Output : See Next Pages Table 1
7
Table 1 Situation Analysis 2006
- Changes were underlined
Country/
Area
Economics
Politics
Society
Culture
Cambodia
Lao PDR
Thailand
Burmese
Refugee Camps
Afghanistan
(1st analysis)
-Low Income
-Big gap btw Poor-Rich
-Post-Conflict –Unstable
-Party Conflict
-Verbal Controversy
-Low Income $360
-Middle-Income
-Dependent on Assistance
-Low income
-Socialist
-Single political party
-Democracy? Un-Stable
-Decentralization
-Post conflict
-US/ISAF depended
-Lack of human resources
-Insecurity
-War victims
-Widow heads of
households
-No welfare system
-Drug Trafficking
-Impurity in society
-Lack of job opportunity
-Land dispute issue
-Buddhism
-Lost cultural identity
-Ethnic minorities
-Lack of religious
consciousness
No motivation to preserve
-Drug issue
-Illegal workers to
Thailand decreased than
before
-Losing ties among family
by IT, outside culture etc.
-Drug issue
-Southern 3 provinces
-Foreign employment
-Free Sex
-Fashionalism
-Under the control of Thai
government
-Resettlement to 3rd
countries
-Restricted freedom
-Employment not allowed
outside the camps
-Less solidarity among
people
-Insecurity
-No electricity
-Affected by Thai culture
- Ethnic minorities
-Elderly people respected
-Mainly Buddhism
-Diversity in religion
-Islam
-Tribal Culture
Continued…
8
-Insecurity
-No jobs
-IDP/Refugee
-War victims
-IDP refugee
-Low life quality
Country/
Area
Children
Cambodia
Lao PDR
Thailand
-High infant mortality
-Trafficking
-Child labor
-Out of school due to
working at home
-Domestic Violence
-Child labor
-High infant mortality rate
-Child labor
-Low school enrolment
-Child labor
-Trafficking
Library
Access: bad
Quality: bad
Equity: bad
-Less developed
Access: bad
Quality: bad
Equity: bad Low
-Less developed
Publishing
-Less developed
-Less developed
Access: fair Better
Quality: bad
Equity: good
-Developed better interest
increased
-Improved
Education
9
Burmese
Refugee Camps
-Low nutrition
-Psychological trauma
-Lack of dream/hope for
the future
-Pressured by Thai army
-High birth rate
-Increasing no of students
-Late enrolment
-Early Marriage
Access: bad
Quality: bad
Equity: Bad
-Less developed
-Developed but less quality
Afghanistan
-Child labor
-No nutrition
-No Teacher
-No library
-No Knowledge
-Very few
-Strict censorship
3. Session 2 : Introducing the Method of Reading Promotion Activities of each
Country
Objectives: To recognize the each office’s strength and weakness, also referred to the social
situation presented during session 1, and then to identify how the necessary information or
technique could be exchanged among SVA offices to improve the projects.
Contents: After understanding components of each office’s library project, characteristics of each
country’s reading promotion activities, strength and weakness were introduced.
1) The components of the library project in each office were identified. (See Table 2)
2) The project profile of library activities and the role of the story-telling activity in the library
project was presented, and the story-telling session including ice breaking, games & paper
puppet theatre were demonstrated.
1) Identify and categorize the characteristics of each office’s story-telling activity.
2) Questions & Comments were made.
10
Table 2.
1) Past and Current Activities of Library Project
Activities
Cambodia
Lao PDR
Thai Urban
Thai Rural
Myanmar
Afghanistan
Refugee Camps
(2006)
Library
＊
＊＊＊
N
N
＊＊
-
Construction
＊＊＊
＊＊＊
＊＊＊
N
N
N
Book
＊＊＊
＊＊
N
N
＊＊
-
Production
＊＊＊
＊＊＊
＊
N
＊＊＊
＊＊＊
Book
＊＊＊
＊＊
＊＊
N
＊＊
-
Distribution
＊＊＊
＊＊
＊
N
＊＊
＊＊＊
Mobile Library
＊＊＊
＊＊
＊＊
＊＊＊
＊＊
-
＊＊＊
＊＊＊
＊＊
＊＊＊
＊＊
＊＊＊
Training of
Librarians and
Teachers
＊＊＊
＊＊＊
＊
＊
＊＊＊
-
＊＊＊
＊＊＊
＊＊＊
＊
＊＊＊
＊＊＊
School library
N
N
N
N
N
-
＊＊＊
＊
＊
N-
N
＊＊
＊
＊＊＊
＊＊＊
＊＊＊
＊＊＊
-
＊
＊＊＊
＊＊＊
＊＊＊
＊＊＊
＊＊＊
Community
Library and
Cultural Activity
Others
Note:
Materials production
(MP)
Training of key persons
(PEO) (MP)
Story telling contest
(MP)
Illustrator + Writer
Activity
Cultural Activity (game
+ music)
TYV activity
Promoting Relationship
between mother and
children
N: Not Implemented, ＊: Less Prioritized, ＊＊: Prioritized, ＊＊＊: Much Prioritized
Upper Column: 2002, Lower Column 2006
11
2) Country project profile & Story-Telling Activities
a. Thailand
Country / Area
Thailand /
Bangkok (city slums) 3, Loei province 1, Surin province 1, Payao
province 1, Pang Nga province 3
Objectives
Current Project Period
2005-2008
Target Groups
Slum, Minority people, Tsunami disaster affected people
Related to Education Sub Sector
[ ] Formal
[*] Non-formal
- Community Library – Cultural program
- Mobile Library - 3 mobile cars
- Training for teachers/care takers as librarians
- Others: Anti-drug education though story-telling, mobile library
to nursery school etc.
21 Staff (Bangkok 7, Provincial 8, Mobile 6)
Activities
Number of Staff Team
Current Challenges
- Numbers of users decreased, but tried to improve the quality of
activity
Typical Story-Telling Program
Name of Techniques / Activities
1
Time allocation
(Mins)
5
2
15
Warm up activity ( game + sing songs)
3
10
Story telling (with picture book, Big book, Apron theatre)
4
20
Puppet show
5
40
Free reading time or coloring art
Including story telling for small group
Slum community (pre-schools, primary schools, communities)
3-4
Pre-school teachers + children, primary schools students, community (all ages)
6 times/week, 200 times/ year
30-50 (pre-schools), more than 60 (community + primary school) 30,000/year
No.
Where is venue?
How many staff?
Who is your audience?
How much audience?
How often perform?
Introducing staff & organization
12
b. Lao. PDR
Country / Area
Objectives
Current Project Period
Lao. PDR
To Encourage child love reading
To give opportunity to child and general people to access more
books
To encourage society know the important of reading
2005-2008
Target Groups
Children and general people
[ ] Formal
[ X ] Non-formal
Related to Education Sub Sector
Activities
-
Number of Staff Team
7
Current Challenges
-
No.
Time
allocation
(minutes)
1
3-5
2
7-10
3
3-5
4
10-12
5
5-10
6
15
Total 43-57
Where is venue?
How many staff?
Who is your audience?
How much audience?
How often perform?
Reading Promotion project through supporting the public
community libraries
Book case training
Library service
Mobile library service
Youth Volunteer program
Children’s home for culture and Education
Publication
Typical Story-Telling Program
Name of Techniques / Activities
Sing a song
Story telling with/without book
Game (general knowledge
Kamishibai
Children Performance
Movie or slide
In SVA Library or public place
3-5 Staff
Children, general book
70-200
4 days / week
13
c. Cambodia
Country / Area
Objectives
Current Project Period
Target Groups
Related to Education Sub Sector
Activities
Number of Staff Team
Cambodia / Banteay Meanchey (85 schools), Kompong
Thom (85 schools), Siem Reap (from 2007)
Overall Goal: Library Activities are implement in all
satellite schools in the clusters in core schools.
Project purpose: Library activities are implemented in all
core schools in target provinces.
Kompong Thom: 2004-2008, Banteay
Meanchey:2004-2007, Siem Reap: 2008-2009 (?)
Children, Librarians, School principals, Officials of district
and provincial education office.
[ X ] Formal:
[ X ] Non-formal : School library function as community
library in Cambodia
- Publish Khmer picture books (5 titles)
- Publish Khmer Kamishibai (3 titles)
- Workshops for librarians
- Produce equipment and materials
- Mobile library and monitoring
- Construct model children library
- Study tour
- Annual storytelling contest
Coordinator (1), Assistant Coordinator (1), Picture Book
Editor (1), Office Staff (1), Instructors (4), Driver (2),
Part-time (1)
* Trainers selected from PEO and trained by SVA can provide
lectures as our instructors
Current Challenges
-
Road condition
Capacity building for staff members
Retirement of partners
Typical Story-Telling Program
No.
Time allocation
(minutes)
1
2
2
3
3
10
4
3
5
3
Where is venue?
How many staff?
Who is your audience?
How much audience?
How often perform?
Name of Techniques / Activities
Introduction
Ice-breaker
Story telling
Ice-breaker
Ice-breaker
School / Library / Temple
2-4
Children, Teachers, Community
100-400
20 –25 time / work
14
d. Afghanistan
Country / Area
Objectives
Current Project Period
Afghanistan/ Nangarhar Province
Improving primary education
3 years
Target Groups
Primary children, Teachers
Related to Education Sub Sector
Activities
Number of Staff Team
Current Challenges
[ X ] Formal
[ X ] Non-formal
- School library
- Workshop
- Mobile library
- Children’s library
- Publishing
1 project manager, 1 coordinator, 6 staff, 4 volunteer staff
- Security
- Cultural challenge
Typical Story-Telling Program
No.
Time allocation
(minutes)
1
2
2
4
3
3
4
4
5
5
Where is venue?
How many staff?
Who is your audience?
How much audience?
How often perform?
Name of Techniques / Activities
Introduction
Game-Please touch
Story telling – Rabbit-mouse
Game- What is this
Story Telling – grand father
School / children and community
1-2
School children community / children
60/100 – 14/60
Once a month
15
e. Myanmar Refugee Camps
Country / Area
Current Project Period
Thailand (Mae La OOn, Mae Ra Ma Luang in Mae Hongson
Province, Nu Po , Umpium and Mae La in Tak Province, Ban Don
Yang in kanchanaburi Province, Tham hin in Rachanburi Province)
Thai affected villages near camps in Sop Moei District in Mae
Hongson Province, and in Tha Song Yang, Phop Phara and Umphang
District in Tak province and in Sangklaburi District in Kanchanaburi
province and in Suwanpun District in Rachaburi province.
Children’s educational environment and the quality will be improved
and the refugee population’s cultural identity will be improved and
the refugee population’s cultural identity will been maintained.
1 January to 31 December 2006
Target Groups
Children, Youth, Adult, Parents and elderly groups.
Objectives
Related to Education Sub Sector
Activities
Number of Staff Team
[ ] Formal
[＊] Non-formal
- To renovate and repair existing library building s
- To provide books for children published in Thailand or in Japan
after pasting Karen and Burmese translation text.
- To providing of story telling services and other child center
educational activities (like a game, drawing, songs and dances) at
camp libraries.
- To provide books for adults in Burmese, Karen, English and Thai
Language.
- To provide mobile library service to nursery and primary schools
- To provide pre service and in service training for librarians of camp
libraries.
- To provide training for teachers at nursery and primary schools on
mobile library.
- To provide the activity for elderly group.
- To provide the activities for mother group in cooperati9on with
nursery schools.
- To provide traditional dancing, tradition musical instrument
classroom to children.
- To perform puppet show by library youth volunteer.
- To provide the special events and competition for children and
adults.
- To monitoring service of camp libraries.
15 persons from MSD office, 4 persons from KCN office and 6
persons from MSR office
Typical Story-Telling Program
No.
Time allocation
(minutes)
1
2
2
3
3
3
4
3-7
5
5-10
Where is venue?
How many staff?
Name of Techniques / Activities
Self introduction
Ice Break
Song
Game
Story Telling
Library/ School/ Church & Others
1-2/ 1-2/ 4-7 (20)
16
Who is your audience?
How much audience?
How often perform?
Children/Parents/Students/Teachers/Everyone in community
5-200/ 30-200/100-600
Everyday / once a month / 1-2 per year
Other comments
Both librarians and SVA’s staffs lack of skill on conducting activities for
children, so we need your suggestions to improve our activities
17
3) Identify and categorize the characteristics of story-telling activity
Each office’s Techniques of Story-telling Session
Applicability
Don’t know
Seldom
Sometimes
Regularly
much
1. Story-telling with picture books
ABTLC
2. Story-telling with Kamishibai
AT
3. Story-telling with no materials
ATL
BLC
BC
4. Games with no materials
ABTLC
5. Games with materials
A
L
BTC
6. Magic with no materials
ATCL
7. Magic with materials
ACL
8. Sing songs
A
C
BTL
9. Sing with or play musical instruments
C
A
B
TL
10. Poem
T
C
BL
A
A
BL
C
BL
T
TLC
A
B
C
16. Others (Story-telling with Apron theatre)
B
C
17. Others (Origami )
B
C
T
11. Paper puppet theater
12. Puppet theater
AC
13. Short play
14. Book talks
B
AC
L
15. Others (Cloth Book, Story telling with
Apron theatre, Origami)
A : Afghanistan
C : Cambodia
L : Laos PDR
T : Thailand
B : Burmese/Myanmar Refugee Camp
18
4) Questions & Comments
a. Brain storming of what is Good Story-Telling program by the participants
Introducing picture books in puppet show
Good educational book – puppet
Care about copy right
Mobile - time for free reading
Government support
Collaboration among story-telling
Children participation
Traditional culture (Dance, Music, Poem)
Using Appropriate techniques
Using local stories
Consistency of theme in story + activities
b. Tips for the ideal Story-telling by Ms. Yuriko Watanabe
b-1 Comment on morning session
1. Thai Office
Introduction of picture book to finally make children know the connection of the story and
picture books.
2. Laos Office
Using big Kamisibai, easier to see for many children, But it might be better raise it up to higher
position. For ice-breaker, Mr. Minchian’s attitude was very good for children.
3. Cambodia and Afghanistan ,
Common point to two demonstrations was that used materials were made from paper or other
simple materials, and it is suitable as it is easier to find these materials as locally available one
for the poor area.
4. Burmese Refugee
More smoothly done than before when Ms. Watanabe had worked. Varieties of ice-breaker
could attract children and more participatory one for all audience to participate were selected.
Sometimes asking the audience on their current condition was also good.
b-2 Suggestion on story-telling program
Point to be considered regarding age
1. Case 1:4-8 years
Less concentration, 20-30 min might be suitable
for them. Easier to feel boring
Speaking slowly to make them understand
2. Case 2:9-12 years
30-40 min.
3. Case 3: Mixture
30 min
19
Composition of the session
Programs should be catered
for the target group.
Usually, children’s interests
become
higher
gradually.
Therefore, the program should
be prepared for children’s
feeling, that is the program
should be composed to make the
last one most excited. Another
good point is that activities
should be started from easy
content and gradually, move to more difficult content.
For instance, when making program, 1stly it should be considered which component need to be
the main activity. It might be the puppet performance or others. 2ndly the balance with other
components should be considered. Try not to use similar materials or similar character like same
animals one after another. The long program is not suitable for children. The performance for
closing of program is very important. Moreover, although we plan a composition of the program in
advance, it does not mean that we are ready. The situation and feeling of the children should be
always considered during the session.
The selection of book should be taken into the consideration. If you use a picture book, small
size of book is not suitable for many children. It is up to number of children. The most important
thing is that children feel very happy finally.
This is just basic method of how to compose a story-telling program.
20
4. Session 3,4 & 5: Joint Story-Telling & Camp Visit
Objectives: To understand the situation of camp libraries and to try out to compose the ideal
story-telling utilizing each office’s strength.
Contents: Participants were divided into two groups based on their language and strength and
weakness of the story-telling to perform 60 minutes-story-telling session in Mae La and Umpiem
camps on 3rd November. The reflection was made during the 1st session on the following day, 5th
November.
1) Mae La Camp
a. Story-telling Program:
No.
Time(mins)
Technique
Performer
1
5
Gathering Children
Say
2
10
Self Introduction
Say
3
10
Game: Guess Picture game
National Costume of Afghanistan
Afghanistan
4
10
Song : Rolling Rolling
Thailand
5
10
Game: Eating Taro
Body Ball Tolling (One game depending on time)
Brefugee
6
15
Kamishibai: “The giant was killed by Jack”
Laos
7
5
Team Song
All
65
b. Participants: Myanmar Refugee Camp Office, Lao PDR Office, Afghanistan Office, Mr. Ono
and Ms. Nakahara.
21
c. Reflection:
- Could Learn new technique from other countries
- Could Learn To have more action in story-telling in foreign countries where the languages are
different
- Can improve the following points:
The way of children’s participation (Don’t force. Not only front side)
Only one story-telling was not enough – can be increased
Story-telling should be the main activity
Should introduce books & library more clearly
Game to have more communication with children
- Additional Comments
For children’s learning, we should use the language which children understand.
22
1) Umpiem Camp
a. Story-telling Program:
Morning Time
No.
Time(mins)
Technique
Performer
1
5
Introduction
Nadda
2
5
Ice breaker
Esso
3
10
Song
Chu
4
10
Game
Chetra
5
10
Story Telling
Thoeun
6
20
Puppet Show
Thai Team
60
Afternoon Time
No.
Time(mins)
Technique
Performer
1
5
Introduction
Esso
2
5
Ice breaker
Taw
3
10
Song
Phalika
4
8
Game
Thoeun
5
7
Story Telling – Apron Theatre
Gib
6
5
Ice Breaker
Malai
7
20
Puppet Show
Thai Team
60
b. Participants: Myanmar Refugee Camp Office, Thai Office, Cambodia Office, Mr. Miyake and
Ms. Ito
c. Reflection
Lesson Learned
- 1st Program
We didn’t follow the instruction of Ms. Watanabe, that is, the climax should come at the
end of the program
 Had remained of time when the planed performances were ended. But, children were
still interested in the event, so games were continued.
Team work – Followed the schedule
nd
- 2 Program
Followed lecture of Ms. Watanabe
Easy performance to climax
- Language Communication problem
Prepared big materials
23
There were sound system problems
3) Comments from Ms.Watanabe
- When the time remains, you should add games and activity before the performance of
stroty-telling ( main activity) prepared for the climax.
24
5．Session 6：Theoretical Issues on Library Activities:
Research Questions
1) Do school libraries improve
dropout/promotion rate of
primary schools?:
Case of Cambodia
1. Are school libraries effective inputs to
improve dropout/promotion of pupils?
2. What makes school libraries effective?
For what?
• Beneficiaries
• Partners
• Donors
Takafumi Miyake
SVA Tokyo Office
1
2
Primary School Education Quality Improvement
through Library Activities in BMC Province,
Cambodia
Education production function
theory
• Multiple regression
analysis
Impact/Outcome
Y = f (X1,X2,X3…..)
• Inputs
Other factors
Internal
Efficiency
1 Child ability
2 Socio-economic status
of households
H2
(Developed countries)
Output
s
3 School factors
Developed
Developing
Inputs
2. School (Supply side
factor)
Outputs
(Developing countries)
1. Space
Reading Habits
• Outputs
– Learning achievement
– Dropout/repetition ratio
– Completion ratio
1. Household/Commun
ity (Demand side
factor)
Project Purpose
H1
2. Services
(including story
telling)
3. Books
3
4. Management
25
Activities
1.
Teachers
training
2.
Production
of picture
books
3.
Provision of
books and
materials
4.
Training4of
trainers
Timeline and Data constraints
Project
Area
2004 Feb
June
Baseline survey
School year ends >> 2003-2004 Efficiency data (before)
Introductory training and books provision
2005 Feb
June
2006 Feb
April
June
Material production training
Mid-term evaluation >> data on project purpose and
outputs
Only 3 months since the second training and before the third training
1. Conflict
>> Too early to measure the project impacts
5
6
Summary of Variables of model 1: Determinants of reading habit
Hypotheses and models
Factors groups
H1:Story telling improves the reading habits of children.
Model 1 for H1:
Variable
Dependent variable
Library usage ratio: the ratio of the number of school library users per
Reading habit
month to the number of enrolled school children
Explanatory variables
Space
Dummy for library space (1: existence of library room or library building, 0:
reading habiti =
α0+α1spacei+α2servicei+α3booki+α4managementi+ ui
t=0(base line survey)
t=1(mid-term evaluation)
Mean
S. D.
Mean
S. D.
Obs Percent of frequency Obs Percent of frequency
of dummy variables
of dummy variables
not available
57
1.20
1.13
1=57.6%
1=89.8%
59
59
otherwise including library space in office or in classroom)
1=69.6%
1=86.4%
Dummy for bookshelves (1: yes, 0:no)
59
59
1=88.1%
not available
Activities
Dummy for librarian (1: Librarian is full-time, 0: Librarian is part-time)
59
1=30.5%
1=96.6%
Dummy for providing story telling activity (1: yes, 0:no)
59
59
not available
Frequency of story telling per month
59
4.5
4.1
1=13.6%
1=54.2%
Dummy for mobile library service (1: yes, 0:no)
59
59
1=49.2%
1=81.4%
Dummy for lending service (1: yes, 0:no)
59
59
not available
1=74.6%
Dummy for displaying artworks by children in library space (1: yes, 0:no)
59
Books
Number of copies per pupils
59
0.11
0.12
59
0.54
0.39
Number of titles per pupils
54
0.04
0.06
54
0.34
0.27
1=49.1%
1=94.9%
Management Dummy for setting rules on usage of library (1: yes, 0:no)
59
59
1= 67.8%
1=84.8%
Dummy for keeping inventory of books acquisition (1: yes, 0:no)
59
59
Dummy for school subsidy (1: Part of subsidy is used for book purchase, 0:
1=89.3%
no change
56
56
otherwise)
Data Source Projec baseline survey in 1994 and mid-term evaluation survery in 2006, Shanti Volunteer Association, Cambodia Office
Data from t=1, 59 schools data (cross-sectional)
OLS is used for estimation.
H2:School library improves the internal efficiency of primary
schools. (Dropout rate, Promotion rate )
Model 2 for H2:
internal efficiencyit = β0+β1household/communityit
+β2schoolit
+β3 libraryit+uit
Enrolled children=promoted + repeated + dropped
Data from t=0 and 1, 59 school data (panel)
Fixed effects model and random effects model are used for estimation.
School year ends >> 2004-2005 Efficiency data (after)
School year ends >> 2005-2006 Efficiency data is not
available yet.
Characteristics of
BMC Province
2. Labor demand
Story telling training
7
8
26
Reading habit is promoted by
Reading habit is promoted by
• Story telling activity: 1 time increase in story telling per
month leads to 0.11 point increase in library usage ratio
on average.
• Book copies: 1 point increase in per pupil copies leads
to 0.93 point increase in library usage.
• Book titles: 1 point increase in per pupil titles leads to
1.68 point increase in library usage.
• Mobile library service: Usage ratio improves by 0.7-0.8
point if schools provide mobile library service.
Mean: 1.2 Less<Medium,
Many>Medium
1 .600
Frequ enc y of Sto ry
telling
1.494
1 .400
Number of copies per pupils
1.600
1.48 2
1 .200
1.400
1.000
0.92 0
1 .000
1.200
0.911
0.800
0 .800
0.600
0.400
0 .600
0.200
0.000
Le ss c opies group
Many c opie s group(1 )
0 .400
• Space and management are not significant.
• Setting rules has a negative effect.
0 .200
0 .000
Le ss story telling
group
Many story tellin g
group(3 )
9
10
Dropout and promotion rate are
improved by provision of books
Dropout ratio is improved by
•
C hang e i n Prom oti on Ra te
C ha nge in dr opout r ate
1.500
1.000
Household/community factors
– Parents education (-)
• School factors
– Electrifying school room (-)
– Pupil-teacher ratio (+)
– Access to school (-)
• Library factors
– Number of book titles (-) 1 increase>> 3.4% decrease
• 70 titles decrease dropout rate by 0.34%
– Number of book copies (-) 1 increase>> 2.6% decrease
• 70 copies decrease dropout rate by 0.26%
However, library space and story telling does not affect dropout ratio.
5.000
4.339
0.838
4.000
0.500
3.000
0.000
Less copies group
Many copies group
2.000
-0.500
-1.000
1.000
-1.500
0.000
-2.000
Less copies group
Many copies group
-1.000
-2.500
-2.560
-3.000
Mean:
6.0%(2003)>>5.1%(2004)
-1.306
-2.000
Mean:
81.8%(2003)>>83.3%(2004)
11
12
27
Promotion ratio is improved by
Conclusion
1.More books in terms of both titles and copies
provide big impact on dropout/promotion rate .
2. Provision of books should be accompanied
by story telling training.
3. Story telling techniques should be
emphasized during teacher training on school
libraries.
4. Librarians should be encouraged to provide
mobile library services.
• Number of book titles (+): 1
increase>>11.3%
– 70 titles per school raise promotion ratio by
1.3%.
• Number of book copies (+): 1
increase>>5.1%
– 70 copies per school raise promotion ratio
by 0.5%
13
14
Implications for project impact
analysis
• Not only quality but quantity
• Before and after the project
• Share the results with partners and
donors
• Tokyo office supports the quantitative
analysis
15
28
2) Life-skill Education and Reading Promotion
Contents
Contents of
of Life-Skill
Life-Skill Education
Education
“Reading
“Reading Promotion”
Promotion”
Definition
Definition of
of “Life-Skill”
“Life-Skill”
 Abilities for adoptive and positive behavior that
enable individuals to deal effectively with the
demands and challenges of everyday life
(WHO)
Knowledge
Attitudes
About what?
Towards what?
Words & Information
about the society &
the world
 “Ikiru Chikara (Japanese=Strength to live)”
Quality or Ability which is necessary to live in a
drastically changeable society forward
（MeXT　Japan)
Skills
(Life skills)
Issues: Health, Peace,
Danger, Culture,
Tradition etc.
For what?
Willingness to
Read, Talk, Listen　&
Study
Having interest in other
people & personal
confidence
Issues: Health, Peace,
Danger, Cooperation
etc.
Reading & Writing
And life-skills..
-Thinking
-Communication
-Self-management
Learning Outcomes
Concept of “Life-Skill Education” by JNNE
Participation
Children,
Youth, Adults
By Peer
Education
+Plan
*Expertise by
External
Resources
Objectives (life-skills)
Abilities for adoptive and positive behavior that enable
individuals to deal effectively with the demands and
challenges of everyday life
Knowledge　E.g.Drug Prevention,
HIV/AIDS,
Health-Hygiene,
Environment,
Landmines,
Peace,
Literacy(Narrow),
Others
Attitude + Skills (life-skills)
Examples
Examples of
of Life-Skills
Life-Skills
Locality
Tradition
Culture
Real Incident
Material &
Human
Resource
Case: Violence prevention / Peace Education
・Decision Making / Problem Solving
・Creative Thinking & Critical Thinking
・Communication & Interpersonal
・Emotion / Stress
・Self Management
Learning &
Teaching Method
Situation
Brain Storming, Role Play, Class Discussion
School, Community, Roadside
Group Work, Game, Simulation, Situation Analysis
Vocational, Religious
Case Study, Debate, Story Telling
Existing Group/Club
Sharing Experience, Others.
Others
Decision-Making and
Critical Thinking Skills
Communication and
Interpersonal Skills
Coping and SelfManagement Skills
Decision-making Skills
-Understand the roles
of attackers, victims &
by stander
Critical Thinking Skills
-Identify & avoid
situations of conflict
-Analyze own
stereotypes, beliefs,
and identity that
support violence
Communication Skills
-State position, Listen
to each other, Positive
messages
Negotiation Skills
-Intervene &
discourage conflict
Advocacy Skills
-Promote non-violent
behavior, discourage
violent TV, Videos etc
Skills for Managing
Stress
-Identify and
implement peaceful
ways of resolving
conflict
-Resist pressure from
peers & adults to
engage in violent
behavior
To
To Sum
Sum
Challenges
Challenges of
of Life-Skill
Life-Skill Education
Education
Life-Skill

is one of the Methods to ensure learning
needs

is one of the objectives(=learning needs) to
be achieved by the quality education
 Education System　tends to focus on or prefer gaining knowledge, but, has
not focused on attitude or skills development and
behavior change.
 Difficulty in Prevailing & Putting into Practice
Various Definition
Difference in Regional Culture, Tradition and
Custom→Difficulty to make “Universal Curriculum”
Conditions in Developing Countries
Key of Life skill Education … “Participatory Approach”
- Quality and Quantity of Teachers & facilitators
- Teaching Materials
Life-Skill Education …
Target is not on giving all the information on certain
topics, but rather producing practical real skills of
“How to do what” by influencing attitudes and
changing behavior
29
6. Session 7: Lessons learned from experiences of library activities
Objectives: Sharing lessons learned from experiences of various aspects of library activities except
for story telling activities.
Contents:
The process of group work was as follows:1. Brainstorm the topics which participants would like to discuss, and choose about three topics.
2. Share experiences (both success and failure) and lessons learned. Write down lessons learned on
each card on chosen topics.
3. Sort and prioritize the most important about ten lessons learned.
4. Prepare 10 minutes presentation with flipchart and decide presenters.
Participants are divided into four groups as follows;
Group 1: Space for library activities
The topic include structure of library building and space for both school library and community
library, interior and decoration of library space, bookshelves, library box and book shelving
Group 2: Librarians and teachers
The topic include pre-service and in-service training of librarians and teachers, training module,
training manual, characteristics of good librarians, follow-up of training, and assistance and
encouragement to librarians
Group 3: Library services
This group discusses various services provided in library except for story-telling. The topic include
book lending, cultural activities such as paper folding, games, drawings, music and dance, events
such as contest, services for disadvantaged groups, PR of library.
Group 4: Library project management & Book publishing and promotion
The topic include capacity building of library committee, participation of community and children,
raising fund of running cost, library regulation, how to count and record number of users, linkage
between school education and non-formal education, monitoring and evaluation.
The topic include folktale collection and re-writing for children, relations with writers and
illustrators, editing, printing, translation, distribution and promotion of books
30
1) Group 1. Space for Library Activities
Items: Design Public lib. School lib. & Community lib.
Structure of Library building and space for both school library and community library
Interior and decoration of library space
Bookshelves / shelving
Mobile Library box
1. Design and Construction Lib. Building & Space
- Estimate groups & numbers of users when designing
- Carbolated with all stakeholders (Lib staff, architecture designers, Lib committee etc.)
- Keep own space for children & adults
- Understand limitation of the facility (Space, budget, rules. etc)
- Apply barrier-free (Lib space for all users)
- Get enough & appropriate lighting
1.
-
Interior & Decoration of space
Be sensitive to color and decoration to show books more attractive
Keep direction & indications for books & facilities with appropriate symbols and colors
Provide inter-net service if users request and provider can do it.
-
Provide desks & chairs especially for youth and adult space. Standard hight :35cm, width :
2. Book shelves for children & adults
- Appropriate design, size (height, depth and width) according to books and users
- Arrange attractive corners for new arrival of books or some books un-popular
2) Group 2. Libraries and teachers
Items:
Pre-service and in-service training of librarians and teachers
31
Training module
Training manual
Characteristics of good librarians
Follow-up of training
Assistance and encourage to librarians
Two topics were discussed.
1. Assistant to librarians & teachers
Teachers are busy
Training principal
Invite Gov people to training
Close relationship with schools / communities
Cooperation with other NGOs
(ア) Advocacy to schools + communities Gov
(イ) Developing SVA staff capacity
(ウ) Baseline + monitoring
2. In-service Training of librarians
- Problems
After workshop
Are they using techniques
How to improve service
- Solution
Librarians meeting
Newsletter
Activity sheet
Monitoring by SVA
Monitoring form
Observation
Special sheet - Problems
What is the good workshop
- Solution
Clear content/ technique
Ensure importance of library
Trust WHO?
Selection of target area
Avoid dependency – e.g.
Fun Participatory, Productive
32
3) Group 3. Library Services
Items:
Book lending
Cultural activities – paper folding, games, drawings, music and dance,
Events - contest
Public Relation of library
Service for disadvantaged people
Mobile library
Three topics Cultural Activities, Public Relations & Mobile Library were chosen and for all the
three topics, same lessons learned were identified as follows:1. Success
- Better relationship and ties among families:
SVA provides service not only to children but
also to parents and people in the community.
Stories that children and/or their parents read
in the library are told in the family. In Mae
Sot, a special event such as elders’ day, is
helpful to create the communication
opportunity between elders and children.
- Community participation: In Thailand,
children who used to come to read books in
the library become adults and come to help
librarians in the libraries, now.
- Improve children’s abilities such as questioning, reading, writing, critical thinking
- Decreased dropout rate
- Reading habit increased
2. Failure/difficulty
- Frequent change in Librarian/staff: In Mae Sot, librarians in refugee camps settle to abroad. In
Cambodia and Laos, it is seen that old librarians in target schools retire when they reach 60
years old. In Thailand, young staffs of SVA frequently quit.
- Parents’ illiterate (don’t understand): Although SVA would like to distribute leaflet and
newsletters to parents to promote the activities in the community, many parents are illiterates
and there is no meaning of the leaflet.
- Elderly people’s access to library: Libraries are sometimes too far for old people to access.
33
3. How to solve the problems
- Librarian should be Smile, be friendly: It is better for us to have clear criteria to select
librarians and our staff.
- More training + books and materials to enhance the cultural and reading activities
- Frequent monitoring to keep the quality of the activities
- Experienced staff (SVA): SVA staff should have good abilities before they teach to others.
- Library should be a community center to provide information related to social issues.
4) Group 4. Library Project Management & Book Publishing and Promotion
Items:
Capacity building of library committee
Participation of community and children
Raising fund of running cost
Library regulation
Counting and recording number of users
Linkages between school education and non-formal education
Monitoring and evaluation
Book publishing and promotion
Folktale collection
Re-writing for children
Relations with writers & illustrators
Editing
Printing
Translation
Distribution & Promotion of books
1. Participation of community & children
Difficulties
- Sometimes parents are too busy for earning & living to come to library
- Sometimes parents don’t allow children to come to library because of house work.
- Sometimes people misunderstand that they have to pay to use library because of lack of
information.
We need to make parents & community to know what library is & how good library is!
We need to have:
- Special activity & sending information to parents & community
- Toy-making children can bring to home to show parents
- Show children’s products in library
- PR (Leaflet) distribution in the occasion of traditional festival
34
-
Mobile library activity as a way of PR
Culture activity in library
Consideration of culture, tradition & religion
Training of parents group to be library volunteers
Lending books to read at home
Setting- up library committee including ordinary people in society
Keeping good relationship with government
Activities for mothers to encourage them to understand
Study tour to let people know library (good model etc)
Variety of books
Good librarian capacity (child-friendly attitude & behaviors know child-psychology)
2.
-
Monitoring & Evaluation
Plan first
Baseline survey
Standard & format for monitoring & evaluation
According to 5 criteria (efficiency, effectiveness, impact, relevance & sustainability
Continuous usage of those standard & formats
Setting up focus group to see the change of children’s attitude & behavior to know how good
our activities are
Ask children, teachers, community people, their favorite books with reasons
Daily record of users borrowed books etc.
Check data
Librarian’s activity report
Sign of interviewees
Ask children’s change to children, teachers & community with cross check
Share the results to libraries & government sectors
Meeting to discuss how to solve the problems
Give advice & technical support to librarians & schools etc.
-
3. Distribution & Promotion of books
- We must organize workshop on story-telling & management library activities before distribution
of books
- We must research target group
(Number of students in those schools. Age. Needs of targets what kinds of books target will be
interested in & useful
- Not only children, but also adult. And we must research what kind of books adults are interested
in.
- We should have standard of preparing books for children because mainly children don’t know
the choice.
35
-
Promotion:
Advertise of published books periodically (e.g. every month)
Reading promotion campaign in public place (not to distribute. But to let many people to read
books freely)
Book talk
Picture book publishing committee to encourage understanding to picture books.
Picture book contest
Caution: incase of translation, we must be careful of copyright.
*****
36
7. Session 8: Mission Statement of SVA’s Library Project
Objectives: The validity of mission statement of SVA’s library project, that is whether the mission
statement should be revised or not, and how to revise if needed, was reviewed.
Mission statement created in 2002
SVA’s Library Program commit to developing children’s values, attitudes and knowledge
based on their rights to education and cultural inheritance, primarily targeting “children
living in difficult conditions” as well as youth, parents, teachers, librarians, and other
care-takers of the children, through “reading (habit) promotion programs” such as
storytelling and cultural/are activities, training workshops for care-takers, construction and
management of fixed libraries, publication and networking those activities with other social
resources.
Reviewed Mission statement
SVA’s Library Programs commit to developing children’s values, attitudes, skills and
knowledge based on their rights to equitable education and cultural inheritance, primarily
targeting “children living in difficult conditions” as well as youth, parents, teachers,
librarians, and other caretakers of the children and vulnerable people, through “reading
(habit) promotion programs” such as storytelling and cultural/art activities, training
workshops for caretakers, construction and management of fixed and mobile libraries,
publication and networking those activities with other social resources.
37
6. Evaluation
1)
What I learned most in this workshop
The Workshop evaluation was conducted by the following method. First, all the participants write about
“What I learned most in this workshop” in terms of knowledge level, mind/attitudes level and skills level on
cards and put them on the flip chart. The results are shown below with the number of respondents in
parenthesis, e.g. (5). Regarding the knowledge level, participants learned most about new ideas on library
activities through exchanging experiences and thoughts among offices. They also learned the concept of life
skills and its relations with library activities. In terms of mind and attitudes level, they learned the importance
of team work and cooperation, which might be due to performing the joint story telling in Burmese refugee
camps. About skills level, they learned techniques of story telling, games and action songs which, are used in
story telling programs.
a. Knowledge Level
(8) New ideas on activities and other SVA offices activities
(6) Life skills
(5) Planning and preparing story telling programs
(4) Children like story telling
(3) Situation of other countries
(1) Puppet show
(1) Library management
b. Mind/attitude level
(10) Team work, cooperation and working together with other countries people
(5)
Be confident and brave
(1)
Involvement of all stakeholders
(1)
Relationships with and respect to others
(1)
Be happy
(1)
Smile
(1)
Hard work
(1)
Passion
(1)
Self-development
(1)
Loving the work of librarian
(1)
Staff spirit
c. Skills level
(11)
Story telling technique
(4)
Games and action songs
(2)
Facilitation skill
38
(1)
Presentation skill
(1)
Material production skills
(1)
Management skills for library activities
(1)
Project evaluation skills
(1)
Performing paper theater by 2 and more persons
2) What were good points of this workshop?
Next, each participant wrote the good points of this workshop in the same way. They are happy to be able to
exchange experiences and techniques of other offices library activities. They appreciate the workshop venues
and logistical arrangement. They are also happy to work together with other participants very hard.
(14) Exchanging and learning experiences and new techniques and understanding the situation of
countries
(5)
Everybody worked, cooperated and participated very hard.
(4) Good environment, accommodation and meeting room Learning practical methods
(2)
To become friends with other offices staff members
(1)
Cultural activities
(1)
Perfect logistics
(1) Group discussion
(1)
Funny people: friendly, encouraged, motivated….
(1)
Lectures
(1)
Learn together, eat together and sleep together
(1)
Food
(1) Duration
(1)
Content
(1)
Felt that we are like the same family
(1)
Provided story telling for the refugee children
3) What were the needs for improvement for the next workshop?
Lastly participants shared the ideas for the improvement of next workshop. First, many participants felt that
more time should be spent for each session, particularly for presentations. Therefore, the first session on
library project overview of each office needs to be longer. Second, they want more technical inputs on library
activities, which allows participants to learn something practical and useful for their work. We might be able
to have parallel workshops on various topics such as material production, story telling, picture book
production, monitoring and evaluation. The trainers for these workshops can be experienced SVA staff of
each office or outside experts. This would also contribute to exchange of experience among SVA office staff
members. Since the language is challenge in international workshops, handouts for presentations should be
translated into Thai in advance.
39
(9)
Time for each session, particularly presentation was short. Time management was
bad.
(7)
Not only sharing experiences but learn technical skills such as material production
(3)
More workshops like this
(3)
More preparation is needed
(1)
More staff should participate
(1) Need more study of English
(2)
Should focus on more technical matters, e.g. games, material production ii
(1)
Food was hot
(1)
Long way to come here
(1)
Should rotate the host to other offices
(1)
Learn more about life skills
(1)
Presentation papers and handout should be translated into Thai in advance.
(1)
Children can not participate in the activity
(1)
Sound was not clear
(1)
Time for joint story telling program in the camps was short
(1) Explanation on ice-breaker was not clear.
40
Appendix
41
่ รับป
เกี่ยวกับโครงการทีป
การฝกอบรมอยางเปนทาง
การ
• การฝกอบรมอยางเปนทางการ
รุงจากครั้งกอน
โครงการหองสมุด
หองสมุด
หองสมุด
เคลื่อนที่
ไดทําอยางตอเนื่อ งภายใตโครงการอบรมครู
อบรมครู
อนุรักษวัฒนธรรม
ขอมูลการจัดกิจกรรมป
120
47-48
อบรมอยางไมเปนทางการ
• เ ปนการฝกอบรมโดยมีวัตถุประสงคเพื่อพัฒนาบุ
คลากร เชน
การถายทอดความรูของเจาหนาที่ที่ไปดูงานตาง
ประเทศ,
การอบรมหัวขอทั่วๆไปที่เกี่ยวกับการทํางาน
ตัวอยางเชน
– การผลิตนิทานผากันเปอน
– การผลิตหนังสือทํามือ / หุนถุงมือ
– อบรมเทคนิคการเลานิทาน
และกิจกรรมสัน ทนาการ
– อบรมคอมพิวเตอรเบื้องตน /
โปรแกรมหองสมุด / การคัดเลือกหนังสือ
– การวางแผนและจัดกิจกรรมหองสมุด
100
116
106
80
ศูนยเด็ก
60
40
ชุมชน
66
61
54
องคกรอื
/ร.ร่น
.
51
45
38
20
29
0
2004
42
2005
2006
Library and Youth Project
Non Formal Education Project
1.Reading Promotion Project through supporting
the public Community Libraries.
. Librarian level up training
. Books support for existent libraries
. Translate picture books in to Lao
. Campaign for reading promotion
. Provincial public library construction
2.Book case training
3.Library service
4.Mobile library service
5.Youth Volunteer program
6.Children’s Home for Culture and Education
7. Publication
Library and Youth Project
Lao PDR
1.3 Translate picture books
. Thai picture book
. Japanese and English picture book
1.4 Campaign for the reading promotion
. CD for blind people
. CD of Reading promotion song
. Reading promotion poster
1.5 Public library construction ( VTE Province )
Implement of reading promotion activities
1.
Reading promotion project though supporting the public
communities libraries.
The project area cover 5 province such as: Savannaket Library
2003, Luanprabang Library 2004, VTE Capital Library 2006
Xienkuang and Champasack Library SVA supported books only
1.1 Librarian level up training ( February - March / 2006 )
Participant: Librarian from 6 province
Basic library service
Library management
Library activity
1.2 Books support
For 4 Province ( Lao and Thai books )
Assist provincial prepare books before service
2. Books-Boxes Training ( SVA distribute books- Boxes since1992 until
now there are 1502 Boxes) 2004-2006 distribute in Luanprabang
province
. 90 Books-boxes / year (primary school - remote area )
. Book-case management training
. Reading promotion activities training
. How to prepare books
5. Youth Volunteer Program
Youth Volunteer program start since 2000, right now we are ongoing
with course 4
. 10 Month course ( Library activities, Team work and
project planning )
. Camp for poor communities ( provide reading
promotion activities to community, especially child )
6. Children’s Home for Culture and Education
SVA support this project since 1996
. Arranged WS, Budget and material
. CH manage by themselves with the advice from SVA
. ( Monday to Sunday 8:30 to 16:30 ) special activity
during summer and Saturday
7. Publication (SVA published 37 title and other organization )
3. Library service ( VTE Capital )
. SVA Public Library ( open Tue to Sat, 8:30 to 16:30 )
. SVA Children Library ( open Tue. to Sat. 8:30 to 16:30 )
Special activities during Summer and Saturday
. Library at Children’s Home for Culture and Education
( Monday to Sunday 8:30 to 16:30 ) special activity
during summer and Saturday
4. Mobile library service ( Start 12/2005 )
. 12/05 to Jun/06 provide reading to 3 public place and 1
primary school.
. Provide reading to 6 primary school, 3 Center and 1
public place
43
Target Areas
Introduce SVA Cambodia’s Library
Activities
 Banteay Meanchey (85 schools)
 Kompong Thom (65 schools)
 Siem Reap (from 2007)
SVA Cambodia Library Project
Current Project Period
Target Group and Sub-Sector
 Kompong Thom: 2004 - 2008

 Banteay Meanchey: 2004 - 2007

Children
Librarians
 School Principals
 Officials of District and Provincial Education
Office
SVA Cambodia supports
 Formal Education Sector
 Non-formal Education Sector:
School library functions as community library in
Cambodia.
 Siem Reap: 2007 to 2009 (?)
Overall Goal
Project Purpose
 Library activities are implement in all
 Library activities are implemented in all
satellite schools in the clusters by
utilizing the cluster libraries in core
schools.
core schools in target provinces
44
Overall Goal
Project Purpose
 Library activities are implement in all
 Library activities are implemented in all
satellite schools in the clusters by
utilizing the cluster libraries in core
schools.
core schools in target provinces
Expected Results



Activities
Librarians obtain sufficient skills to implement
library activities
Necessary books and materials for school
library are equipped at all core schools.
Trainers selected by PEO have enough
abilities to open workshops and report library
activities at the technical meetings and
annual conference








Number of Staff Team: 11 staff








Coordinator (1)
Assistant Coordinator (1)
Picture Book Editor (1)
Office staff (1)
Instructors (4)
Driver (2)
Part-time (1)
Note: Trainers selected from PEO and trained
by SVA can provide lectures as our
instructors.
45
Publish Khmer picture books (5 titles)
Publish Khmer kamishibai (3 titles)
Workshops for librarians
Produce equipment and materials
Mobile library and monitoring
Construct model children library
Study tour
Annual storytelling contest
アリアナ→アフガニスタン
Ariana→Afghanistan
忘れられた国アフガニスタン
The country who has been
forgotten from the world
SVA
（社）シャンテイ国際ボランテイア会
Shanti Volunteer Association (SVA)
Bad environment
Education
• Literacy
•
rural Area)
•
•
•
•
・2/3 of school Needs
building
Rate 35% (Total)
5% (Women in
Bad environment
Teaching Quality
Lack of teaching materials
Poverty
Teaching Quality
• Qualification
15%
教材の欠如　• Graduated from
Lack of Teaching Materials
Primary School
•
Memorize
・No Text books
・No educational materials
・No stationeries
46
Library Workshop/School Library
ＳＶＡ　Ｌｉｂｒａｒｙ　Ａｃｔｉｖｉｔｉｅｓ
• Formal Education
•
Library Workshop/School Library
•
Mobile Library
•
Publishing
• Informal Education
•
Children’s library
Mobile Library
Library Workshop/School Library
• 1956 Teachers received workshop
• 3 Days workshop for primary teachers
• 9 School Library (700 books, furniture)
Constraints:
Less than 50 % teachers use story telling
Reasons:
Shame, Religious problems, no time, Inability
Mobile Library
Publishing
• 24 Schools
• 6 types of books every box has 50 books
• Once a month
Constraints:
Breaking of boxes, losing of books
Reason:
No place to keep, no understanding
47
Publishing
Children
Children’’s Library
• 21 titles (1000 copies) are published
• 4 title of paper theaters (200 copies)
• Distributed to 24 schools, children’s library,
mobile library activities
Constraints;
Lack of artist, no female staff, No company,
Religious problems
Reason;
Children’S Library
• About 700 books
• 160 children come everyday
• Different activities
• Special programs for children in Needs
Major challenges;
Security, culture, reglious
48
The picture books for the Myanmar refugee camps
are selected from the following viewpoints, drawing
on SVA’s experience in sending similar books to
Cambodia and Laos :
1.) Books valued universally, read over the
generations by children throughout the world.
2.) Book helpful in understanding different cultures.
3.) Book illustrating the importance of family ties
and peace.
4.) Books describing human body mechanisms and
the importance of health & hygiene.
5.) Books about environmental protection.
6.) Books which received the copyright to translate
into Karen and Burmese languages.
Story telling
presentation
by SVA MSD
Picture Story Book
Since 2001-2005, 120
Titles got copyright to
translate into Karen and
Burmese.
7 Titles didn’t get copyright.
3 copies of Karen and 1
copy of Burmese / title
distributed to each library
Total number of libraries in
7 camps is 25.
Sample picture books which translated into
Karen
Paper Drama
Panel Theater
Samples of Paper Dramas which produced by
Karen refugees.
5 Titles were provided in the libraries.
1.) How does the moon taste.
2.) Kraduk Kradik Kradok Kradak.
3.) Mr. Bubble Brushing.
Paper Drama telling with box
Paper Drama telling with no box
4.) Moon need friends.
Paper Dramas use in the library : 5 stories received from Japan and 38 stories produced from 7
camps by librarians, teachers and children ( 38 stories from camp were distributed 30-36 stories
in each library.)
5.) The White crane.
49
Paper Puppet Theater
Rolling Paper
Only the famous title
“THE BIG TURNIP”
provided in 25
libraries.
4 Titles were provided in the libraries.
1.) The three goats.
2.) The Golden Axe
3.) Hiroshima Taro
4.) The rabbit and The Turtle.
Cloth Book
Glove Puppet
After SVA Mae Sod received Glove
Puppet training from SAF, staffs
provided training to all librarians in
the camps.
2 titles were provided in the libraries.
1.) What is this?
2.) Can you do it?
Use for Nursery children and disable people.
Oral Story
Big Book
Big books from Japan
Big books from SVA / Drum publication
Sample folktale books from SVA / Drum publication.
Folktales 241 stories which colleted from Elderly activities since 2004 - 2006 from 7 camps
are used for oral story telling by the librarians in each library. Since 2001-2006 SVA and
Drum publication Group published the collected Karen folktales into 4 story books in Karen
and Burmese languages namely :
1. Folktales from Asia (10 stories)
(SVA + Drum)
2. Karen Folktales 2 (16 stories)
(SVA + Drum)
3. Karen Folktales 3 (10 stories)
(SVA)
4. Karen Folktales 4 (10 stories)
(SVA + Drum)
* Number of Karen folktales + Binding books approximately 75 stories)
50
Shanti Volunteer Association
(SVA)
Mae sod
History of Umpiem camp
Umpiem camp was built in 1999.
this camp was combined from 2 camps
called Mawker camp and Huaykerlo camp.
Mawker camp is far from the border around
half miles and Huaykerlo camp is far from
the border around 2 miles
Briefing on Umpiem camp
The map of Umpiem camp
Before 1999 DKBA and Burmese’s troop
came and attacked the camps very often.
N
Section A5
Library
Section B8
School
In case of this UNHCR and Thai
government decided to move both
of these camps to the safety place
which called...................
Section A4
Section A7
Monastery
Section B6
Mosque
Section A2
Camp
office
Se
c tio
Section A6
nB
7
Section A3
Section B5
Section A1
“Umpiem camp”
Section B4
Section B1
Nursery
school
Main
road
Check
point
Section B2
Section B3
Site of Umpiem camp
Camp population (September) 2006
Camp geography
Location of Umpiem camp
-Tak province, Phophra
district
-- District from Thailand
and Burma border
approximately 13 km
--- The Hmong village of
Baan Umpiem and Baan
Umpiem Mai are located
about 5 km and 1 km.
north of the camp. The
camp is situated 86 km.
from Mae Sod.
There are 3,734 families in the camp
(Over - 12) Female – 6,772
male
(6 - 12) Female – 1,762
-- 7, 057
male
(Under 5 years) Female – 1,345
male
Religion
-------
-- 1,535
-- 1,921
Female ~ 48 %
Male ~ 52 %
Total is 20,392
Buddhist – 50%, Christian – 34 % , Muslim - 16 %
51
Life in the camp
Camp management system
Ministry of Interior
The management system
of this camp have been arranged by
MOI, KRC and UNHCR to prepare
for the election of camp committee.
KRC
Camp committee
Zone committee
Children help their parent home work at home, joint library to read story or
make other activities as singing, folding, playing game, drawing etc.
The camp is controlled by camp
committee that selected by the
population in the camp. There are
21 committees are selected.
Section leader
Ten house hold
leader
Refugees in the camp built small shop and feed animal as cow, goat, duck etc for
their chip businesses.
Problem in the camp
NGOs assistance
There are several NGOs support for this
camp with many sides.
There are importance problem happen as
the case of refugees resettlement:- Lack of teacher and medical
- Altercation
- Domestic Violence
General assistant by NGOs that support this camp are such as................
UNHCR – For registration progress Protection and Ultimate and workers.
TBBC – Support by food and shelter materials
AMI – Support in medical and health facilities.
ARC – Support in medical and health facilities.
ZOA – Support in Education facilities and Teacher training.
World education¥Consortium – Support in world education facilities, Teacher
training, and education for deaf ¥ mute ¥ Blind.
TOPS – Support in Education facilities.
ICS – Asia – Support in Education facilities and school building.
COEER – Rice and education support. EVI (To be involved with Extremely
Vulnerable people)
HI – Support for refugee handicaps.
SVA – To support with library in the camp.
PPAT – Support with families planning and preventive ¥ education in refugee
camp
Education
History of libraries
Why libraries is necessary for camp
The number of school in the camp
The society in the camp:-
Two high schools
Problem of child
Three middle schools
- Children waste their time for playing at road side or going to swim to the
river at unsafely place.
Two primary schools
Nine nursery schools
-- Children usually altercate to each other as they don’t have enough base
on good thinking.
One TPC (Teacher Preparation Course)
- Lack relationship between parents and children.
One SEP (Special English Program)
Problem of adult
-adults waste their time on being in the camp without work.
Books for teaching
-Lack relation with others and children.
Karen, English, Burmese, Math, Geography, History, Science
-Lack understanding of what children needed.
52
Libraries in UMPIEM camp
Library regularly activities
On August of 2002 there were 3 libraries
were constructed in the camp
On May of 2004 SVA Mae Sod have
increased one more library in the camp
Karen culture activities
Tan
w/
y kla
a ke
Special library activities
na
Hka
Karen music traditional culture activities on children day event
o/
Hto
Saw
c in
Dan
g
Caravan performance by SVA library staff
Elderly activities
After libraries were constructed
Some problems are solved:Effected of library activity for children
Children turn to joint library activities, the safety place
that their parents are certain.
- Children are more friendly and enjoy the activities
together as brothers sisters.
Library is the refuge for the children.
Caravan performance by library staff and TYV member
Effected of library activity for adult
Adult got more knowledge from library through reading.
Build more relationship to others and children.
Parents are more understanding of what children want or
prefer in their life.
Parent and child have more relation.
53
Shanti Volunteer Association
Mae La Camp History
(SVA )
Let’s introduce Mae La Camp History!
Mae sot
Map of Mae La Camp
• 1949 Karen Revolution.(57 Years)
• 1976 Plow pa lae (Mae Hong Song
Province)
• 1984 KNU. and DKBA.
• 1990 Mae La camp was formed
Seven separated Refugee camp
were combined.
• April, 1995
(Baw Nor camp
Shoklo camp
Mae t’ri camp (New Place)
Tee Nu Hta camp,
Chu K’ Lee camp,
Shoklo camp,
Khle Kho Camp,
K’ Mo Lay Ko camp,
and Hoi Bong Camp)
Zone A.
Zone B.
Zone C.
5 Section
5 Section
7 Section
Mae La Camp profile
Location of Mae La Camp
•
Location
Tak Province Tha Song Yang District,
- Distance from Thai – Myanmar border approximately 10 km.
- The camp is situation 66 km from Maesot, and 1 km from the nearest Thai Village of Ban Maela. There is
ridge between the camp and the border The camp straddles along the national road Nr 105 between
Maesot and Tha Song Yang.
•
Camp Population
Followed up on September, 2006
Families
9,684
Over – 12 Yeas
M
16,831
•
Religious Groups
•
School
Buddhist 55 %
F
16,141
6 -12 Years
M
5,166
Christian 30 %
Under 5 Years
F
4,640
M
3,524
Muslim 10 %
Total
F
3,528
Animist
49,830
5 %
Nursery school 23 (Student 2,433) Primary school 17 (Student 6,656) Middle school 5 (Student 2,952)
High school 5 (Student 4,876) Postern 9 (Student 566)
54
Camp Management System
Class Room
Under Thai law
MOI.+ KRC.
UNHCR.
Camp Leader
Vice
Secretary
Joint secretary
Office in charge
Education
Office staff
Health
Security
KWO.
Life in the Camp
Treasurer
Ration
Zone Leader
Section Leader
Camp Affair 1
Camp Affair 2
Youth (KYO.)
Problems
• New refugees who enter to the camp, After UN did the
final registration, New people didn’t receive foods.
• Especially, these new people, when they went out to find
daily job, if
the police arrest them, they will return to MOI. and they will
be punish.
• Not enough for using and drinking Water.
• Location or residences for buildings are too crowded.
• No income
Library Activity Project(2002)
NGOs Assistant
Registration / Ultimate UNHCR., IOM.
Safe Repatriation.
Education / Vocational ZOA.,WEC.,ADRA.,TOPs.,ICS.,
COERR.,WEAVE.,SVA.
Food / Shelter
TBBC.
Health and Sanitation
Library No.1
MSF.,AMI.,HI.,IRC.,SMRU.,PPAT.
Library No.4
55
Library No.2
Library No.6
Library Room
Story telling and Library Activity by Librarians
Big Book
Adult Room
Librarian Room
Picture Book
Panel Theater
Learn for decoration
Children Room
Elderly Activity.
Action Song
Music (Traditional)
Tena Keklow
Sow Tu
Kana
Exercised
Sing a Song.
Telling story
Caravan Activity (TYV.)
Don Dance (Traditional)
TYV. were setting
Puppet’s Room
Puppet
Show
audience
Big Book
56
Games
Appendix 8. Photos
57
58
*****
59
Cultural Exchange
60