Annual Report 2013 South East Asia & China
Laying the foundations at an early age
Contents Foreword
p.3
2013 in Review
p.5
Regional Highlights
p.6
Cambodia China Hong Kong Laos Vietnam Themes: How We Work Early Childhood Care and Education Access and Quality of Education Inclusive Education Education for Girls and Women Migration
p.6 p.7 p.7 p.8 p.8 p.9 p.10 p.13 p.16 p.18 p.20
You Make A Difference: Fundraising and Volunteering
p.22
What We Stand For: Communications and Advocacy
p.24
Financial Highlights
p.26
Our Partners & Donors
p.28
Board of Directors and Staff
p.29
Surging Ahead: Perspectives for 2014
p.30
Contact Us
p.32
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Foreword Last year, 2013, marked a time for renewal and changes. Recognizing the need to adapt to a rapidly changing world, we transformed the way we work to match the changes we saw around us. We needed to innovate in response to changes in the landscape in which we operate. The recurring issues of exclusion, ethnicity, gender and poverty triggered us to revolutionise the way we work. Previously, each region had its own distinct focus. This year for the first time, all regions took an approach to document key concepts, best practices, and challenges in countries’ programmes, looked at how the events globally were shaping the world and devised a single consolidated strategy: innovation. Based on the goals in our global strategy, each region set its own priorities and developed programmes at country level to achieve each region’s strategic plan. In the South East Asia & China region, our strategic plans incorporated innovation into project implementation. With marginalised children at the core of our initiatives, we examined the barriers that exclude these children from accessing and profiting from formal education. Recognising that the early years are crucial to skills acquisition and cognitive development, we innovated our approaches to ensure that marginalised children are not robbed of opportunities that would maximize their potential. We are very proud that after three years of interventions in several locations across the region, schools and local communities continue to implement initiatives which add value to lives of others, particularly marginalised children. Such efforts demanded a coordinated approach and, by working more closely across different segments of society, we were able to ensure that our efforts were aligned to have maximum impact. Our achievements are the result of the consolidated efforts of many people. We would like to extend our appreciation to our energetic board for their tireless support and knowledge sharing which steers us to greater
heights. Also to our dynamic regional team who are drivers for sustainable solutions for many lives. Our thanks also go to our avid supporters and partners whose continued support makes our work much easier and effective. Last but not least our dedicated volunteers whose commitment adds fervour to our work. With the world being connected more than ever before, the links between education, equity and peace are even more vital in today’s context. AEAI South East Asia & China understands that to change the world we must offer hope to children and their families. Hope is an energy source that propels change and creates a better future for all. As you read through the pages of this report, we invite you to reflect on the work and activities of AEAI South East Asia & China that help people lift themselves out of marginalisation and in finding greater prosperity.
Yasmin Abdeen President, AEAI-SEA & China
Prasert Tepanart Regional Director, AEAI-SEA & China
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2013 in Review It goes without saying that child development largely depends on the quality of early childhood education offered during the early stages of development. Early childhood is a time of remarkable brain development that lays the foundation for later learning. AEAI South East Asia & China aims to enable marginalised children to access to quality Early Childhood Care and Education (ECCE) and to contribute to the reduction of socioeconomic stigmas and barriers that exclude marginalised children from accessing and profiting from formal education. Poverty, disability, health, gender, ethnicity, and geographic location are particularly relevant issues in our target areas in Cambodia, Laos, Vietnam, and China. In 2013, AEAI continued to support the most marginalised children, enabling them to attain an education that later can serve as a strong foundation to lift themselves and
their families out of poverty. In order to respond to the educational needs of each person, we further intensified our collaborations with a diverse range of stakeholders such as government officials, community leaders, teachers, and parents. Furthermore, we further refined our holistic approach to address more of the issues that are relevant to our target groups. By teaming up with our local partners, we continued our efforts to improve educational governance and management, pro-poor community development, recovery and reintegration for particularly vulnerable children, education for children with disabilities, integrated community partnerships, and environmental education. This work was carried out while also addressing issues regarding health, hygiene and nutrition, paying attention to education of girls and women, and providing support for rural migrants.
Overall the total impact of AEAI’s 2013 efforts includes:
Children
38,844
Parents/Adults/Families
95,994
138,262
Teachers/ Educational Authorities/ Librarians
3,145
Schools/Centres
279
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Regional Highlights In 2013, the AEAI South East Asia & China region continued its efforts in Cambodia, Laos, Vietnam, and China by engaging in collaborations with its local counterparts, including governments and non-state actors, in order to address educational shortfalls in the region.
Despite positive developments, poverty is still highly prevalent in the region and has the most significant negative impact on equal access to educational opportunities and equal educational attainment. A large number of children are still disadvantaged because of their socio-economic status, disability, gender, and/or ethnicity. Therefore, AEAI bases its projects and actions on a holistic approach that addresses the diverse needs of our target populations, while educational support for disadvantaged children and their families forms the main focus of our activities.
កមពជ Cambodia ុ Cambodia has made significant progress over the past decade, with poverty rates declining steadily. In education, however, even though the net enrolment rate for primary schools had reached 97% in 2012-2013, the school completion rate remains low at only 87% for primary, 41% for lower secondary, and 27% upper secondary education respectively (Ministry of Education, Youth and Sport, Education Statistics & Indicators 2012/2013). In 2013, AEA Cambodia continued its support for the development of community and
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public early childhood education to fill the educational gaps of those who lack access to quality services. Additionally, educational campaigns were conducted throughout the country, resulting in increased enrolment, knowledge on children’s rights and rights of persons with disabilities. Furthermore, AEA Cambodia’s projects and actions were highlighted in the local and international media.
中国 China Although China is now one of the fastest growing economies in the world, the country still faces many educational challenges, particularly in rural areas. These challenges present themselves due to China’s quick globalisation over the past decade and respond to risks resulting from labour migration, urbanisation of rural areas, and left behind populations. AEA China focuses on migrant and gender based activities. In 2013, AEA China continued with the implementation of an early childhood care and education project for socially vulnerable groups. AEA also continued its efforts to support rural migrant families in transitioning into urban settings. Continuing projects include post-emergency assistance in Sichuan, and developing women’s literacy with an NGO network of actors addressing gender based life skills education. Additionally, volunteer mobilisation was used as means of advocacy and community education, allowing AEAI to further expand its reach.
中國香港 Hong Kong Special Administrative Region (SAR), China Hong Kong is one of the Special Administrative Regions of the People’s Republic of China. The AEA Hong Kong office was set up in 2008, with the purpose of promoting AEA’s work among the Hong Kong general public, as well as raising funds to support the organisation’s educational mission around the world. In 2013, AEA Hong Kong organised its firstever primary school-based fundraising activity, the “Charity Chinese Calligraphy Contest”. Students from primary schools in Hong Kong were invited to participate, and each of them became a fundraiser for AEA through their participation. With the success, this will become an annual fundraising activity, and will be gradually scaled up to a larger audience to increase its influence.
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ສ.ປ.ປ ລາວ Lao PDR In Laos, educational development has shown substantial progress. Despite many positive achievements, however, a number of challenges remain, such as high disparencies in enrolment, repetition and drop-out rates, most notably between non-poor and poor districts, urban and rural areas, ethnic groups, as well as males and females. In 2013, AEA Laos focused its efforts on the themes of early childhood care and education, and providing access and quality education to disadvantaged and excluded populations. Our projects and actions focused on improving school facilities, parent and teacher training, and increasing access to education through the development of local libraries, the provision of school materials, counselling services, drug prevention, and reintegration for street children.
Việt Nam Vietnam Vietnam has made significant progress in achieving many of its millennium development goals, specifically in the areas of universal primary education and promotion of gender equality and women’s empower-
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ment. However, the country continues to face development challenges, particularly in rural, remote and minority communities. Additionally, Vietnam is one of the countries with the highest malnutrition rates in the world, with 25 per cent of children below the age of 5 years old suffering from malnutrition. In 2013, AEAI focused its efforts specifically on early childhood care and education, while our projects and activities integrated health, nutrition, and environmental protection in particular.
Themes: How We Work In 2013, the AEAI South East Asia & China region focused on six thematic areas on which we based our projects and actions in Cambodia, Laos, Vietnam, and China: Access and Quality of Education; Inclusive Education; Early Childhood Care and Education; Education of Girls and Women; and Migration. All of these thematic areas ultimately contribute to achieving AEAI’s goals under the overall framework of Education for All (EFA).
AEAI’s two largest thematic areas are Early Childhood Care and Education, and Access and Quality of Education, each of which made up about one third of our projects in 2013. Furthermore, the theme of Inclusive Education played a strong role in our work in Cambodia, while the themes Education for Girls and Women as well as Migration have continued to form the basis of our work in China.
Inclusive Education
Migration
Access and Quality of Education
Education for Girls and Women Early Childhood Care and Education
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EARLY CHILDHOOD CARE AND EDUCATION To promote physical, psychological, social, and cognitive development of children aged 0 to 6 years old, with the family and the community constituting the basic framework for child development.
COMPONENTS - Neo-and post-natal - Infancy-childhood - Pre-school
6 projects in Cambodia, Laos, Vietnam, and China 35% of annual budget
Even if there has been a gradual expansion of ECCE in Cambodia in recent years, the capacities of ECCE specialists, pre-school teachers, and government officials are still lacking. This is especially true when it comes to integrated programmes for disadvantaged children with special needs. Unfortunately, these are the ones who would benefit the most from ECCE. In 2013, AEAI’s Early Childhood Care and Education thematic area aimed at increasing ECCE activities in combination with generating demand in targeted communities. This contributed to preparing many disadvantaged children below six years old for successful entry into primary school and beyond.
16,761
73,949 Parents/Adults/Families
Children
1,462 Teachers/ Educational Authorities/ Librarians
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Physical, psychological, social, and cognitive development of children along with strong community involvement are at heart of all ECCE projects. There are several factors that affect the accessibility and quality of ECCE. In South East Asia and China, many children are excluded from going to pre-school, as funding for public programmes has remained very limited.
113 Schools/Centres
A AEA Cambodia aims to expand existing ECCE services in Cambodia, with pr priority given to children living in marginalised communities. Local authoritie ties, teachers, parents and community members are responsible to run the pr pre-schools on their own, while AEA Cambodia focuses on facilitating colla laboration between different stakeholders. In 2013, more than 850 children aged 3 to 5 years old attended pre-schools supported by AEA Cambodia in four provinces, while pre-school teachers, pre-school committee members and commune councils were reinforced in their capacities through regular trainings as well as monthly technical support provided by government officials. Mrs. Vourng Saran, one of parenting education facilitators in Pratheat commune, Prey Veng province. She is responsible for this activity since August 2012. Within two years, she has observed much progress within the group, although some parents have dropped out.
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The biggest improvement that I can see is the attitude of parents towards their children. Most parents used to hit their children, even though softly, as a tool for punishment. Now most parents know that violence is not an appropriate solution. Also in regards to hygiene and clean water, the parents have changed their behaviour a lot. They always drink boiled or filtered water now. In addition, they no longer ask the children to help them at the fields, but instead send them to public schools.
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In 2013, ECCE teaching and learning quality significantly improved and enro rolment has increased in schools supported by AEA Laos. The Th increased quality of student learning outcomes can be seen at primary school level, especially in the progression from one grade to the next of those who particile pated in ECCE. Experience and knowledge has been shared with educational partpa ners ne at the Ministry of Education, and with project implementers at the provincial, district and village levels in order to maintain the technical knowledge necessary for project continuation. This lays the foundation to help project stakeholders to run the pre-school activities and classes independently and disseminate this knowledge to other schools throughout the country. The effort directly reached 5,576 children, 563 educators and 6,000 other stakeholders. Ms. Phianeseng, teacher at Nanongboua ECCE School
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It’s no problem anymore for me to prepare my teaching and to produce the materials to support my teaching. My students love me and I’m very happy when I’m in my class.
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Tw projects, in Khanh Hoa and Thai Nguyen provinces, respectively, foTwo cu cused on improving nutrition and hygiene, while promoting a community, fa family, and school environment which is safe, child-friendly, and protective to the natural environment. The comprehensive approach of the projects included building the capacities of all Th in involved, raising their awareness, improving their knowledge and skills, as well as material support. 2,276 children, 303 educators and 707 other stakeholders such as parents and social workers in rural Vietnam directly benefited from the project through improvements to the school environment as well as through trainings on topics such as child care, health, hygiene, and environmental protection. In addition, more than 53,000 community members indirectly benefited from the project through the improved knowledge and skills of the primary stakeholders. Various results have already been achieved, including increased enrolment rates, improved school environments, decreased malnutrition rates, and raised awareness and contribution of parents and communities when it comes to ECCE, resulting in changed understandings and practices. Ms. Bien, mother of a 4-year-old child in Phu Tien commune
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Before, I did not pay much attention to child care like ensuring nutrition, hygiene and safety at home for my kids. And I did not notice that my 4-year-old son is malnourished. Only through attending parenting sessions organised by project and with trainers’ consultation did I realise that. So I started to change my practices: preparing meals for my kids more carefully by changing menu every day, giving 4 groups of foods to children, keeping hygiene in food preparation, properly washing hand with soap, and putting dangerous tools and things out of children’s reach. As I also shared what I learnt to other mothers, they now want to have the same training as me.
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Tw Two new aid and care centres were established and a new kindergarten has been bu built and equipped to support 314 children from Tiandong, Guangxi and Huangjing Ji Jiayuan, Chengdu for their cognitive development, while their parents benefited fr from activities to increase the awareness on pre-school education. Community ki kindergartens are a cost-effective and sustainable solution to get local residents in involved in popularising pre-school education in rural areas. However, it is estim mated that only 1 out of 10 villages in rural China has access to ECCE, while public spending on education in recent decades focused mostly on primary and secondary education.
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Ms. Xie, a teacher in Xunxin Kindergarten
A local volunteer team
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Most students here are left-behind children, lacking family care. We spend everyday together so, these children think of me as their mother. Although sometimes they are naughty, it is difficult for me to get angry as they are also my kids in my view.
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Although the earthquake destroyed our home, we shouldn’t be negative but should instead, do something. Thanks to AEAI’s support, we can serve our village with what we have learned. And although the children we have served are very noisy, we were happy and grew together with them.
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ACCESS AND QUALITY OF EDUCATION To ease access to education, and bring a pertinent, quality response to the educational needs of each person.
COMPONENTS - Teaching practices and content - Educational governance - Management of educational system - Local expertise - Learning environments
Even as enrolment rates keep improving throughout South East Asia and China, the region will fall short of reaching the 2015 Millennium Development Goal of Universal Primary Education if current trends persist (Millennium Development Goal Progress Chart 2013, United Nations). In Cambodia, various challenges have remained, such as a lack of infrastructure, poorly trained teachers, and low teacher salaries, while the number of students dropping-out of school has remained high, particularly in rural areas. In 2013, AEAI’s actions and projects in the Access and Quality of Education thematic area continued to focus specifically on enhancing children and youth’s abilities to receive quality education from trained teachers in adequately equipped learning facilities, while taking into account the social and economic situation of our target communities. Our goal is to support those children and youth who are particularly prone to being excluded from access to quality educational services due to poverty, disability, geographic location, gender, or other factors.
5 projects in Cambodia and Lao PDR 27% of annual budget
20,011
18,700 Parents/Adults/Families
Children
1,412 Teachers/ Educational Authorities/ Librarians
127 Schools/Centres 13
A Cambodia’s efforts included education for pro-poor community develAEA op opment, special support for abused children and children at high-risk, prom motion of literacy, and improvements to school environments, all of which ul ultimately contributed to raising the accessibility of quality education for our ta target groups. In 2013, the quality of teaching and learning and the overall condition of school environment increasingly improved, with teachers and school directors strongly committed to complete their responsibilities, and the community involved in school activities. AEA Cambodia witnessed increasing community participation, ownership, and empowerment, while 14,670 children continued to benefit from their access to the quality education supported by AEA Cambodia with joint effort of local partners, communities, parents, and youth clubs. Khay Srey Leak, a 15-year-old girl who studies in grade 9 in the lower secondary school of Sambo commune in Kratie province, Cambodia:
Ms. Phana Eam, teacher and librarian at Svay Rolum lower secondary school, Kandal province, Cambodia:
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Being a volunteer in the youth club allows me to develop myself. I am now more brave and confident. Teaching is fulfilling, but it is also very hard work. I have to prepare the lesson plan and adjust to the different levels of all children. But I love it. In the future, I want to become a tour guide. Practicing English and speaking in front of a group brings me one step closer to my dream.
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Although I still need more training, I am very happy to see how many students are reading books to improve their knowledge. I am very satisfied with my professional life now, as I can contribute to reducing illiteracy in Cambodia and show students how easy it is to find interesting books for them and their families.
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Vu Vulnerable children and youth in Laos were reached by the outreach and pr prevention services provided by a group of professional social workers and a Drop in Center, while some of these children and their families were provi vided with family reintegration services.
Thanks to a combination of non-formal education services, health services, life skills education and counselling sessions, the project has given street children a chance for reintegration. So far, more than 1,400 vulnerable children and youth at risk received support in order to prevent them from living or working on the streets of Vientiane. Baddy, a young boy living on a garbage dump outside of Vientiane
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I stay with my mother and my six younger brothers and sisters. My father died when I was 6 years old. My mother met a man who worked in the garbage dump, and then she decided to marry him and moved us to stay in a small hut with him. Last year, I met brother Tao and sister Boon here when I stayed and played around the hut with my younger sisters. They played with us and let us do drawing and painting in cartoon books. They asked me about my school and I told them that I might not go because I have to stay with my younger sisters and look after them. Tao and Boon came to play with us more and more and they talked to my mother and stepfather. Now, I and my two younger sisters and a brother go to primary school. My mother stays at home to look after my other two younger sisters and the youngest boy. Although I get to go to school now, I still have to come to the garbage dump during school holidays and sometimes on weekends to look after my brother and help my mother to collect the garbage.
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INCLUSIVE EDUCATION To enable the social integration of children with little or no access to quality education because of their socio-economic conditions or disability.
COMPONENTS - Children suffering from abuse - Children with disabilities - Marginalised and vulnerable children
In Cambodia, exclusionary beliefs and traditions tend to stigmatise people with disabilities, who often face an ‘invisible’ neglect in their everyday lives. Many potential learners remain outside the education system, especially children living in rural and remote area, children living in poverty, children with disabilities, children of ethnic groups, and girls.
1 project in Cambodia 5% of annual budget
In 2013, AEAI’s Inclusive Education thematic area continued to focus on addressing these issues, making a much needed contribution to improving education for the most disadvantaged children in Cambodia.
527
1,680 Parents/Adults/Families
Children
1,680 Teachers/ Educational Authorities/ Librarians
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Some children are at a particular high risk of being excluded from educational opportunities due to geographical, economic, social, or health-related reasons. Even if laws to address these issues are already in place in Cambodia, their implementation and reinforcement poses a further challenge.
23 Schools/Centres
In 2013, AEAI’s Inclusive Education thematic area continued to focus o on addressing these issues, making a much needed contribution to im improving education for the most disadvantaged children in Cambod dia. AEA Cambodia continued its partnerships with local non-governmental organizations in four provinces, aiming to adapt and strengthen the Cambodian educational system to include children with disabilities into public school through integrated and inclusive classes. At least 376 children with mild to severe disabilities have attended one of the schools supported by AEA Cambodia in 2012-2013. Sok Cheng, a girl of 8 years old, was born with Down’s syndrome, a disease that hinders her to speak and read like other children.
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Her life has changed completely when she got support from the project, run by Rabbit School in partnership with AEA Cambodia. Now she is able to eat, wash, and brush her teeth by herself. In addition, she can name things, hold pencils and even associate objects with pictures. Moreover, she can play and communicate well with people around her. Her family is very happy with her progress and hopes that she will be able to learn even more in the future.
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EDUCATION FOR GIRLS AND WOMEN To promote education of girls and women that can ultimately impact their lives, their leadership, and their socio-economic integration.
COMPONENTS - Right to education of girls and women - Women’s entrepreneurship education - Women’s leadership education
1 project in China
Of the 54 million illiterate people in China in 2010, almost 3 out of 4 were girls and women who were disproportionately located in rural communities. With their often lower economic and family status as well as lack of social skills and confidence, they have become one of the many most unfortunate and vulnerable people in the context of China’s social transformation. Illiteracy is not only limiting these girls and women from securing work in skilled jobs, but is also causing a prohibitive effect when it comes to their capabilities to improve their situation. AEAI’s current activities under the Education for Girls and Women thematic area focus on developing curricula and programs for illiterate women in rural China by creating a collaborative resource network that includes government agencies, universities, NGOs, community-based organisations, educators, and others.
6% of annual budget
20 Parents/Adults/Families
1,110 Teachers/ Educational Authorities/ Librarians
5 Schools/Centres
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In 2013, AEA China helped to improve the capacities of rural left-beh hind women by providing basic life skills, livelihood skills, and literacy tr trainings.
500 women completed the life skills and livelihood skills curricula, improving their reading and writing skills as well as their knowledge on various topics relevant to them. Furthermore, a platform focusing on Rural Women Development for experts from the government, universities, NGOs and other institutions was formed at Chengdu city level. Ms. Hu Lirong
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Thanks to the 45-day bamboo weaving training. As long as I approach the weaving bench, my heart calms down. In addition, I can sell the product at 80 to 200 RMB each, which now provides me with an extra income!
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MIGRATION To support impoverished communities forced to migrate for economic, political or environmental reasons, in order to facilitate their integration within their host population.
COMPONENTS - Education on migration - Multiculturalism and intercultural rights - Education of minorities and migrants - Education for diasporas development
1 project in China
AEAI’s thematic area of Migration aims neither at encouraging nor curbing migration, but accompanying it as a social phenomenon. Our strategy is to adapt and improve educational systems affected by the migration of communities and promote cultural and social harmony in host areas. We therefore support migrants in their need for mobility, while reducing their vulnerability risks.
1% of annual budget
50
100 Parents/Adults/Families
Children
24 Teachers/ Educational Authorities/ Librarians
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Rural-urban migration is still bringing large numbers of people from villages into cities, even if more recent trends point to a gradual decrease or even a reversal of migration flows. In their host cities, migrants from rural areas are generally less educated and poorer than average citizens, so they are more prone to exclusion on the one hand and exploitation on the other. Even if rural migrants contribute to the economic growth of the city by working in construction, manufacturing, or other fields, they are still facing considerable difficulties, such as a lack of integration, social status, or even social insurance.
2 Schools/Centres
A AEA China designed a project in Chengdu to help recent migrant fa families in increasing their self-recognition, while facilitating mutual u understanding between them and the local population.
In 2013, migrant families participated in taking more than 100,000 photos about their daily lives, which were then used for a photo exhibition and information campaign in order to raise understanding for recent migrants in Chengdu.
Ms. Lu Xiuqing
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People know that I’m good at making clothes, but I seldom talk to them. Now the situation turns out different. When customers come to make clothes, they will say they’ve seen my photos in the community photo exhibition and metro stations. Then we will often start a conversation on all kinds of other domestic topics. I feel more like a local resident now.
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You Make A Difference: Fundraising and Volunteering In early 2013, AEA Hong Kong organised the territory’s first Charity Chinese Calligraphy Contest for primary school students, to raise funds for AEA’s Early-Childhood Care and Education project in China. With the help of our co-organiser, the Hong Kong Professional Chinese Calligraphers Association, students were encouraged to learn about the traditional art form of Chinese calligraphy, while expanding their horizons through understanding the life and needs in other parts of the world. The award presentation ceremony was held on 21 April 2013, where more than 150 guests and prize recipients attended, and 40 volunteers were mobilised.
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EXPERIENCE TRIPS Since 2009, AEA Hong Kong has organised donor trips to AEA’s project countries as a platform for participants to better understand the real situation in these countries, and to have a first-hand experience on how AEA projects help change lives. We engage our participants in a mutually meaningful exchange with people from the communities whom they visited and served. In 2013, 46 participants went on the Charity Trips to Cambodia in April, August and December. Our participants are donors, fundraisers, as well as volunteers. Each of them commits to a donation target and acts as an ambassador of AEA to raise such funds. Through their sharing of the trip experiences with their circle of friends, they help to boost awareness of and trust towards AEA, and relay the message of “Changing the World through Education” to others.
HARMONISING THE VOLUNTEER MECHANISM We have been looking into deepening our successes in terms of volunteerism. Currently each country accepts volunteers differently according to its needs and contexts. We will harmonise the process to accommodate different stakeholders to be able to contribute to positive change in the area of education and beyond. Kim Ngan, 22 years old, graduate of financial audit, I would like to express my thankfulness to Aide et Action Vietnam, especially Mr. Vu DOAN, for giving me such an interesting experience with the research.
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Despite my health problem that allowed me to participate in only three days with the research team, I learned a lot from this activity. My public speaking skills, interviewing skills, and questioning skills were significantly improved. I also had good chance to practise my English. More importantly, I had new friends and received full support from Aide et Action during the preparation and realisation of this research. I hope that I could be a volunteer in other activities organised by Aide et Action.
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2013
What We Stand For: Communications and Advocacy Month by month
01 02
January: Publication of AEA Cambodia’s study focusing on the employment of youth with intellectual disabilities in Cambodia AEA Cambodia launched its publication of a research report entitled “Identifying Barriers to Employment of Youth with Intellectual Disabilities (ID) in Cambodia”. Funded by AusAID/Australian Red Cross, the study revealed that young adults with mild to moderate ID have high ability and interest in working, and their barriers to employment are primarily societal. It recommended that youth with ID should receive appropriate training in both technical skills and soft skills in order to match the needs of available employment opportunities. Our findings were also shared with various stakeholders at national and international levels through different conferences. (The full report can be accessed at: http://www.aeai-sea.org/en/our_news/ docs/Disability_Research_Report_EN.pdf)
February: Participated in the “I Care I Serve” event AEA Hong Kong was invited to join the “I Care I Serve” event which seeks to link non-profit organisations with professionals that are interested in becoming a volunteer. Around 200 professionals joined the event and 31 signed up to become a volunteer of AEA.
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03 24
Together with Chengdu Women Research Institute and Sichuan Academy of Social Sciences, AEA China co-organised a seminar on the important role social organisations play in field of women development. The participants included 30 representatives from the local government, mass organisations, colleges and universities, institutes of scientific research, and social organisations.
May: “Every child needs a qualified teacher“
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March: Step forwards of AEA Cambodia within French public LA CROIX, a French newspaper, published two articles devoted to the daily life of street children in the context of an AEA Cambodia project and a portrait of Mr. Samphors Vorn, Programme Coordinator of AEA Cambodia. These articles enabled the French public to better understand the realities of street children such as the problems that they encounter. It also shows about the perseverance of Samphors, who argues relentlessly in favor of improving the quality of education for marginalised people in Cambodia.
April: AEA China co-organised a seminar about Rural Women’s Development under the context of interaction between urbanisation and industrialisation
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AEA Cambodia and leading members of the Global Campaign for Education (GCE) organised a national conference focusing on “Every Child needs a qualified teacher” on the 6th of May in Phnom Penh bringing together more 80 participants. The main objective was to increase awareness of the public audiences and the Ministry of Education, Youth and Sport (MoEYS) about the shortage of qualified teachers in the country, which remains a big challenge in developing the quality of education for children.
June: International Children’s Day in earthquake-hit area On International Children’s Day, AEA China held an event with local partners in the aid and care centre of earthquake-hit areas. More than 350 children and their parents were present. This event was to celebrate the Children’s Day with our commitment to give them opportunities to access their fundamental rights, especially education, and to offer some psychological treatment to the earthquake affected children.
October: Strengthening grasp of key concept of ‘quality ECCE’ among key stakeholders
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July: Public service advertising in Chengdu Metro A series of public service advertisements on the topic of migration was published in six metro stations of Chengdu City. All photos and accompanying testimonials of these ads were developed by migrant families themselves in the context of the “Migrant Family Photo Project”. Over the course of four weeks, more than one million people saw these ads.
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August: Training on how to teach Mathematics more effectively and creatively for students
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AEA Cambodia held a training program for 27 school directors and teachers on August 20 in Phnom Penh to provide all participants who are from 3 primary schools of the “Education for All, reaching the marginalised” project (Svay Rolum, Prek Thom and Wat Khnong), with new inputs and methods on how to teach Mathematics more effectively and creatively for students. Furthermore, the training was designed to provide teachers with more confidence and skills in their lesson planning.
November: China Biennial Conference for Educational NGOs
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September: Survey on the state of education in Vietnam
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AEA Vietnam launched a survey on the state of education in Thai Nguyen and Khanh Hoa provinces. Its aim was to investigate the trends and issues of education access and quality as well as people’s expectations of the future. 530 people, including 25 children, 25 parents, and 3 teachers in each primary school of ten communes were interviewed. The survey contributes to the worldwide discussion on the post-2015 agenda and helps to define AEAI-SEA & China’s priorities by gathering evidence at the grassroots level. (A short video clip has been published at: www.youtube.com/ watch?v=90nIsBAxqJU.)
AEA Laos and the Ministry of Education and Sports conducted 3-day consultation workshop with 20 ECCE trainers from national and provincial levels. The achievements and challenges of the ECCE project in Laos were also reviewed. Child development, stages of growth, the child centredness approach that promotes the importance of individual free play, and creating opportunities for community members to use existing resources were at the heart of the consultation. A system and tools were developed to monitor implementation. The trainers committed to transfer these skills to teachers, parents, and community members including through the development of an action plan to roll out at the target schools and beyond.
AEA China contributed to the third China Biennial Conference for Educational NGOs. Lei Mao, our project officer, gave a speech on community early childhood care and education. Our Early Childhood Care and Education project was selected as a show case in the published report “Analysis of Working Field for Educational NGOs”.
December: Promoting employment for persons with disabilities in Cambodia
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AEA Cambodia and other local and international organisations in close collaboration with the Ministry of Social Affairs organised a national event in order to advocate for the employment for persons with disabilities during the International Day for Persons with Disabilities. More than 2,000 persons, including the Cambodian Prime Minister, gathered to celebrate the event themed “Removing barriers to create an inclusive and accessible society for all”. During the visit of our stand, the Prime Minister appreciated the achievements of AEA Cambodia and its partners to improve the access to professional life for youth with intellectual disabilities.
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Financial Highlights FINANCIAL OVERVIEW As part of our organisational priorities to improve efficiency and sustain the growth of the organisation including financial management and control systems, the “global project cost” was developed and well integrated in the ERP5 system. We have worked extensively with our global finance team for improvements in project costing, reporting framework, and effective circulation of transparent, quality information through shared responsibility from the field up to the management team.
PREPARATION OF FINANCIAL STATEMENTS – REPORTING AND ACCOUNTABILITY The financial statement for the year 2013 has been drawn up in conformance with regulation No. 99.01 (France Law) and Regulation No 99.03 as declared by the “Comite de la Reglementation Comptable” (the C.R.C – the Accounts Regulations Committee). The Financial Statements of AEA Hong Kong are consolidated with AEA France under special conditions. The statements were prepared with the purpose of providing reciprocal statements for final consolidation by AEAI while Hong Kong’s Statements were prepared in accordance with Hong Kong accounting standards. These statements are audited by Ernst & Young Cambodia and Ernst & Young Hong Kong under AEAI audit scope followed by Group Audit’s instructions from Ernst & Young Paris in accordance with International Standards on Auditing (ISAs). The organisation has documented systems of internal financial controls and procedures which are reviewed regularly by financial management and internal audit. These systems provide reasonable but not absolute, assurance against errors or loss. The proce-
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dures aim to ensure the completeness and accuracy of accounting records and document the ways in which the International Direction has delegated financial authority within defined limits.
STATEMENTS OF FUNDS USED IN 2013 As our statements were prepared for final consolidation, here we illustrate only the funds have been utilised in programmes delivery. The projects expenditures were classified into the thematic, fundraising, governance, and other operation costs including thematic development, and general administration. Other operating costs relating to the projects functioning were apportioned in accordance with the time spent and project volume budget. We remain conscious of the need to improve cost-effectiveness and value for money in our operations.
Statement of Expenditure For the year ended December 31, 2013 and 2012 (USD) 2013
2012
Individual*
1,393,808
1,339,239
Institutional Donor
79,678
185,016
Foundation
288,694
244,505
Corporate
30,346
53,857
Others
1,618
2,865
1,794,144
1,825,482
Source of Funds
2013 Source of Funds Individual * (77.7%) Institutional Donor (4.4%) Foundation (16.1%) Corporate (1.7%)
Total
Others (0.1%)
* French sponsorship and individual donation from Hong Kong
Operating Expenses
2013
2012 2013 Operating Expenses
Thematic Programme Services
Total Thematic Programme Services (82.3%)
Access and Quality of Education
457,689
338,366
Inclusive Education
78,022
186,935
Fundraising expenses (12.9%)
Early Childhood Care and Education
609,281
567,013
General Administrative Expenses (4.6%)
Education for Girls and Women
109,607
111,805
Board and Governance expenses (0.2%)
Emergency and Post-emergency
6,264
Migration
16,846
8,075
Theme Development
142,421
123,906
Access and Quality of Education (32%)
Total Thematic Programme Services
1,413,867
1,342,363
Inclusive Education (6%)
Board and Governance Expenses
3,797
11,017
Fundraising Expenses
221,368
246,232
General Administration Expenses
79,842
93,773
Total Operating Expenses
1,718,874
1,693,386
2013 Thematic Programme Services
Early Childhood Care and Education (43%) Education for Girls and Women (8%) Migration (1%) Theme development (10%)
2013 Expenditure by Country
2013
2012
Cambodia
516,000
464,577
Vietnam
182,083
130,245
Laos
275,535
409,698
China
193,537
159,698
Hong Kong
304,187
312,901
Expenditure by Country
Myanmar
Vietnam (11%) Laos (16%) China (11%) Hong Kong (18%) Regional Development (1%) Regional Direction (14%)
5,079
Regional Development
14,631
15,060
Regional Direction
232,901
196,127
1,718,874
1,693,386
Total
Cambodia (30%)
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Our Partners & Donors On the basic principles of equity, shared resources and transparency, our partnerships continue to evolve bringing larger stakeholders to focus on the issue of education. The joint effort resulted in greater field impacts. The generous support of funding partners includes international development agencies, corporations, foundations, individuals and volunteers. AEAI South East Asia & China thanks all our partners and supporters from around the world for their generous contributions. Without your support, we would not have been able to succeed in reaching the marginalised populations today in the region.
INSTITUTIONAL PARTNERS Cambodian Ministry of Education Youth, and Sports Cambodian Ministry of Social Affairs, Veterans and Youth Rehabilitation Education Department of Kratie Province Education Department of Prey Veng Province Education Department of Kep province Education Department of Pursat Province Education Department of Kandal Province Education Department of Takeo Province Education Department of Phnom Penh Municipal Laos Ministry of Education and Sports Provincial Education and Sports Service of Vientiane Provincial Education and Sports Service of Houaphanh Provincial Education and Sports Service of Bolikhamxay Education Department of Khanh Hoa Province Education Department of Thai Nguyen Province National Research Educational Sciences, Laos Paccom, Vietnam Chengdu Women’s Federation Chengdu Women’s Research Society China Association of Social Workers Housing Authority of Chengdu City Sichuan Women’s Federation Women’s Studies Institute of Sichuan Women’s Federation UNESCO
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INSTITUTIONAL DONORS, FOUNDATIONS AND CORPORATE Australian Agency for International Development (AusAID) through Australian Red Cross Air France Foundation Asia Capital Reinsurance Group Pte Ltd Chengdu Jinjiang District Social Organisation Development Foundation China Charities Aid Foundation for Children China Non-profit Network for Disaster Risk Management European Union Gertrude Hirzel Foundation Hoi Meng Foundation L’Occitane Foundation Maywood Travel Limited Roadshow Holdings Limited Hong Kong Professional Chinese Calligraphers Association Shanghai United Foundation Symphasis Foundation UBS Optimus Foundation
NGOS PARTNERS Bophana Audiovisual Resource Centre Banmov CABDICO Chenxi Children Development Center Chengdu Xin Jia Yuan Social Work Service Center Culture Development Center for Rural Women Damnok Toek Cambodia Dongguang Sub-District Xinlianxin Community Disability Development Services Programme Guangxi Tiandong Chen Xi Center for Children Development Huangyuang Ecology and Culture Association Krousar Yoeung Association PACHID Peuan Mit Qingshen Rural Women Children Development Center Rabbit School Cambodia Tiandong Chenxi Center for Child Development SIPAR Youth Star Cambodia
2013
Board of Directors and Staff
AEAI-SEA & China Regional Board
AEA China Board
Ms. Yasmin Abdeen, President
Mr. HUANG Yunong, President
Managing Director at Adder Corp Pte Ld
Associate Professor of the Social Work Development Research Center, Southwestern University of Finance and Economics
Mr. Chi-Yang TCHEN, Vice-President Freelance Consultant
Mr. Seng Hong, Secretary Institutional Planning Specialist at ADB Cambodia
Mr. Narongsak Boonyamalik, Treasurer Senior Policy and Planning Officer at Ministry of Education, Thailand
Mr. Huang Yunong, Member Associate Professor of the Social Work Development Research Center, Southwestern University of Finance and Economics
Mr. GAO Guizi, Treasurer Senior consultant of Sichuan Sangming Research Center of Public Welfare Development
Mr. LAI Changchun, Member Assistant researcher and directory of Elementary Education Monitoring Office of Sichuan Education and Science Institution
Mrs. GUO Hong, Member Researcher of Social Development and Policy Research Center and Sociology Dept. of Sichuan Academy of Social Science
Ms. GU Longmei, Member Entrepreneur
Key Staff of AEAI-SEA & China Mr. Prasert TEPANART
Ms. ZHANG Xuemei
Regional Director
Programme Coordinator, China
Mr. Savy LACH
Ms. Justina LAW
Regional Operations Manager
General Manager, Hong Kong
Mr. Samphors VORN
Mr. Van Phu NGUYEN
Programme Coordinator, Cambodia
Programme Coordinator, Vietnam
Ms. Vithanya NOONAN Programme Coordinator, Lao PDR
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Surging Ahead: Perspectives for 2014 We continue to challenge ourselves by transforming the organisation toward improving efficiency while bearing the key principle “Changing the World Through Education”. In keeping with our Regional Strategic Plan 2014-2018, our team participated in an exchange visit to the South Asia region to equip themselves with the necessary skills to launch a new initiative on livelihoods education in South-East Asia in 2014. Meanwhile, the result of defining our key concepts of innovation in 2013 is also cross-cutting in our project implementation. Various projects were restructured in order to integrate these key concepts and pursue expansion. The consolidation of key actors in Cambodia is a great strength as part of our regional strategy. We have succeeded in bringing key NGOs working in education sector together to design a flagship, nationwide project focusing on outof-school children in Cambodia which will be implemented from 2014.
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Design Mr. Ronald NHIM
Photo Credit Mr. Nguyen Vu DOAN Mrs. Thi Thu Nhai NGUYEN Mr. Ronald NHIM Mr. Prasith CHIN Mr. Alex LOER Ms. Shirley YAU Mr. Lei MAO Mr. Phouma PHOUANGBOUNMY
Contact Us AEA International Head Office
AEA Hong Kong
Route des Morillons 15 1218 Le Grand-Saconnex – Geneva Switzerland Tel: +41 (0)22 544 29 80
Unit D, 1/F, Yue Xiu Industrial Building, 87 Hung To Road, Kwun Tong, Kowloon, Hong Kong Tel: (852) 2815-3834 Fax: (852) 2815-3870 www.aide-et-action.org.hk
AEAI-SEA & China Office PO Box 1370, #29, Street 294, Sangkat Tonle Bassac, Khan Chamkarmon, Phnom Penh, Cambodia Tel: (855) 23 221 940/220 940
AEA Cambodia PO Box 1370, #29, Street 294, Sangkat Tonle Bassac, Khan Chamkarmon, Phnom Penh, Cambodia Tel: (855) 23 221 940/220 940
AEA China Room 6-1-9, Wangfu Garden, #6 Fangcao Street, Gaoxin District, Chengdu, China Tel/Fax: (86) 028 8517 3808 http://www.aea-china.org
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AEA Laos House No. 195, Ban Phonesay, Saisettha District, Vientiane Capital Lao PDR Tel: (856-21) 261537, 264 432; Fax: (856-21) 264432
AEA Vietnam Nha Trang Address: KA 57, Cu Lao Thuong, Vinh Tho, Nha Trang, Khanh Hoa, Vietnam Tel: (84) 58 3 838 881 Hanoi Address: 4th floor, 8 Hang Than, Ba Dinh, Ha Noi, Vietnam Tel: (84) 4 3 9 275 031
AEAI-SEA & China Office PO Box 1370, #29, Street 294, Sangkat Tonle Bassac, Khan Chamkarmon, Phnom Penh, Cambodia Tel: (855) 23 221 940/220 940 www.aeai-sea.org