www.littledream.org | Project Little Dream Limited 夢 . 行動有限公司 | a registered charity in Hong Kong SAR | Tax-Exempt Charity Ref. No.: 91/10714
Project Proposal (2015-17) Romon School is an educational and architectural endeavor tailored for Romon Village to incorporate a holistic curriculum for 200 children aged 3-12 years old.
sponsor our schools
THNOUH VILLAGE SCHOOL to be completed in Jan 2015
WHO WE ARE
Project Little Dream is a registered charity in Hong Kong that designs, builds and runs rural village schools in Takeo, Cambodia. Today, 530 Cambodian children are studying English in the four schools built by us in Prey Run Village, Kh’na Rong Village, Thon Mun Village and Thnouh Village in Takeo, Cambodia. Each year, more than 60 volunteers from Hong Kong participate in the architecture, education and healthcare projects that we organise. We believe in the power of education and invite you to join us in building our cause.
OUR WORK since 2009
PREY RUN VILLAGE SCHOOL completed in 2009
KH’NA RONG VILLAGE SCHOOL completed in 2010
530
students benefit from our newly-built schools
500
children benefit from our bathroom-building projects
255
volunteers were recruited to participate in our projects
125
days working and experiencing life under the Cambodian sun.
in 2012 THON MUN COMMUNITY CENTRE completed
Takeo 10º59’20 N 104º46’7 E
ODDAR MEANCHEY MANTEAY MEANCHEY
PREAH VIHEAR
SIAM REAP
BATTAMBANG PAILIN
KAMPONG THOM
PURSAT
KOH KONG
STUNG TRENG
KAMPONG CHHNANG
KAMPONG SPEU
SIHANOUKVILLE
MONDOLKIRI
KAMPONG CHAM
PHNOM PENH KANDAL
KAMPOT
KRATIE
RATANAKIRI
TAKEO
PREY VENG
SVAY RIENG
KEP
Khna Rong
Village School 2010
Thon Mun
Community Centre 2012
Prey Run
Village School 2009
Thnouh
Village School 2014
Located in the southwest of Cambodia, Takeo Province is 77km from the capital, Phnom Penh, around 2 hours by car.
INSIDE OUR SCHOOLS.
Sanitary Facilities Classrooms
Hygiene Awareness
Teachers’ Training
Library
Curriculum Development
Thnouh School (2015) Front Entrance
Village School Profile -
Thnouh
Cambodia 2013 Project Cost $565’000 HKD (School Construction) Cambodia 2014 Project Cost $490’000 HKD (Kindergarten, Toilet Construction) Running Cost (by Project Little Dream) Teacher Salary/ Month $100 USD
to be completed 2015
Thnouh Village is one of the poorest villages that PLD has investigated to date. There are 182 families in the village, and around one-third of them are listed as ‘below poverty line’ according to the local social welfare office. Basic infrastructure in the village is insufficient. Similar to some other villages in the area, there is no electricity and water supply. Owing to the absence of public schools near Thnouh Village, children need to travel such a long journey to school that their chances to finish the state curriculum are jeopardised. According to our survey in January 2013, only 20% of the children aged between 6 and 17 are attending school. – Cambodia 2013 Thnouh School will be constructed and wholly operated by PLD towards early education. It will be equipped with classroom facilities for formal learning and extracurricular activities - a design concept informed by the holistic liberal arts curriculum which PLD has created and which existing public primary schools lack. Moreover, our spaces encourages and serve small class sizes. Thnouh School comprises of four parts: primary school, kindergarten, library and sanitation facility.
Thnouh School Conceptual Model 1:50
No. of Students: 220 (aged 5-15) Teacher: Mr. Khemera School Hours: 13:00 - 16:00 (Mon - Fri) Subject Taught: Khmer Language, English Language, Mathematics, General Knowledge
PAST PROJECTS (2013-14)
Thnouh Village School Phase 1 (December – January 2014)
Thnouh Village School Phase 2 (December – January 2015)
Core facilities: Primary school classrooms
Self-Learning facilities: Library, kindergarten, sanitation facility and courtyard
Classroom
Staff Room
Classroom
Kindergarten
Library
Volunteers participating in our construction projects
Thnouh School construction process
Roof
Classroom (G3)
Head Teacher’s Office
Library
Classroom (G1)
1/F
Toilets Service Rooms
Kindergarten
G/F
Village School Profile -
Thon Mun completed in 2012
Cambodia 2011 Construction Cost $260000 HKD Running Cost (by Camkids) Teacher Salary/ Month $100 USD/ Month Land Rent none No. of Students 130 (aged 5-15) School Hours 09:00 - 12:00, 13:00 - 16:00 Subject Taught English Language
Located inside the village pagoda area, Thon Mun School 2011 is our third and biggest school so far, schooling two classrooms of eager students every day. The structure actively engages with the surroundings through its use of local bamboo and lumber, aiming to provide a healthy and sustainable learning environment. Project Little Dream – Cambodia 2011 The project is composed of two classrooms on a raised platform, enveloped by a series of porous bamboo screens. The ceiling bamboo screen extends between the two volumes connecting them to create a shaded corridor overlooking a horizon of rice fields.
PAST PROJECTS (2011-12)
Cambodia 2012 Construction Cost
$170000HKD
No. of Students 130 (aged 5-15) School Hours 09:00 - 12:00, 13:00 - 16:00 Subject Taught English Language
Project Little Dream – Cambodia 2011 While maintaining the simplicity in form, the gabion wall of the sanitation facilities signifies the volunteering efforts. We collected the rubbles of temples destroyed in the area to fill up the wire cages. The gabion wall became a manifestation of historical strata reconstructed as the future of civility and social cohesion. 200 local students in Thon Mun Village can now receive grass-root education everyday after our installation in Thon Mun, Takeo, Cambodia. The teaching quality has been further maintained by our charity through a series of teaching assessment and monitoring.
PAST PROJECTS (2010)
Village School Profile -
Khna Rong completed in 2010
Cambodia 2010 Project Cost $42000 HKD (School Construction) Cambodia 2011 Project Cost $24400 HKD (Toilet Construction) Running Cost (by Camkids) Teacher Salary/ Month $100 USD/ Month No. of Students Teacher School Hours Subject Taught
In 2009, Kh’na Ruong village was identified by the NFO Village Schools’ Network and classes were set up under the village schoolteacher’s house. 50 children attended classes inside a 30-metre2 space, next to a cattle pen and kitchen. There were only two desks and some broken benches, with poor lighting inside the tight teaching space. According to the schoolchildren, the original path to the school was narrow and badly constructed, with fearsome dogs living nearby that posed a danger to their safety.
– Cambodia 2010 In 2010, Project Little Dream initiated the Kh’na Rong village school construction project, with two major aims: to provide a better learning environment, and to attract and accommodate more schoolchildren from Kh’na Rong village and neighbouring villages. Apart from creating a learning space, the new school also aimed to provide a better social space, suitable for both outdoor and indoor activities – ultimately serving a dual function as a village community center featuring a large indoor open space.
60-70 (aged 5-15) Mr. Chea Virak ( Junior Class) 09:00 - 12:00, 13:00 - 16:00 (Mon - Fri) English Language
PAST PROJECTS (2009)
Village School Profile -
Prey Run
completed in 2009
Cambodia 2009 Project Cost (School Construction) Cambodia 2010 Project Cost (Toilet Construction) Running Cost (by Camkids) Teacher Salary/ Month No. of Students: Teacher: School Hours: Subject Taught:
In 2008, Prey Run village was identified by the NFO Community Schools programme and classes were set up under the village schoolteacher’s house. 150 children were squeezed inside the 36-metre2 space, next to a cattle pen and kitchen. There was no proper furniture installed, with poor lighting inside the tight teaching space. The huge number of students also created hygiene problems with only one toilet cubicle serving both the family and all the students. – Cambodia 2009 In 2009, Project Little Dream initiated the Prey Run village school construction project in collaboration with NFO. The primary aim was to build a proper school building next to the teacher’s house, providing a larger, improved learning environment to the local children, and increasing their access to education.
$33500
HKD
$14800
HKD
$100 USD
220 (aged 5-15) Mr. Van Tim 13:00 - 16:00 (Mon - Fri) English Language
Project Proposal 2015-17 Architectural Project: Prey Run Village School Redevelopment and Construction Education Development Project: Curriculum and Library Expansion Healthcare Project: Village-wide Healthcare Campaign
ARCHITECTURAL PROJECT:
SCHOOL & AMENITIES CONSTRUCTION - PLD Prey Run Village School
I.
A Potential for Redevelopment
III. How we’re doing it – Design, Build and Run
Having constructed 4 village schools in the past, PLD has decided to reconsolidate and expand our first village school in Prey Run Village. The school was built in 2009 to alleviate the immediate need of schooling infrastructure. When we first arrived in Prey Run Village, the village school was operated under a dim-lit cramped space under a teacher’s house with 150 students. After the school was built, the school has been accommodating 220 students for the past 5 years. While the increase in student numbers has been encouraging, a large class in a prolonged academic life for students is not healthy in a long run. Our education research shows that after students have completed their course in the PLD school, they began re-using a nearby dilapidated primary school campus for private tuition classes.
Prey Run School comprises of four parts: primary school, kindergarten, library and playground.
Instead of demolishing the old campus within the pagoda area, PLD would like to explore the opportunity of conserving and redeveloping an abandoned structure. The masonry structure can be dated back to pre-Khmer Rouge era during the French Colonial rule. A project dedicated to preserving a historical footprint and at the same time expanding the educational facilities of Prey Run will inject synergy to the thriving local community.
We believe playing/games is an indispensable element to every child’s personal growth. During games, a child’s creativity, teamwork and problem-solving skills can be honed. Therefore, we want to create a playground which serves not only as a venue for entertainment, but also for children to socialize and interact.
II.
The Re-newed Campus
Prey Run Village School was constructed with elemental facilities that cater towards early English education in 2009. The new Prey Run School, will be relocated and equipped with resourceful classrooms for formal learning and extra-curricular activities- a design concept informed by the holistic liberal arts curriculum which PLD has created and which existing public primary schools lack. Moreover, our spaces will encourage and serve small class sizes (max. 30) During weekends, teenage volunteers will make use of the school’s premises to conduct extra-curricular activities with young students to learn Khmer culture, social studies, arts and craft, music and invent simple agricultural gadgets that will help their families. Not only will it serve the community as a kindergarten and primary school, Prey Run School will also function as a public library for villagers after school hours. To further emphasize the importance of education among the wider community, we have scheduled Parent meetings and Open Days for parents and villagers to know about the progress of the school and its students.
The primary school will have three classrooms for classes such as Khmer Language, English Language, Mathematics and Community Studies for students from Grade 1-3. The kindergarten will be the first door to education for children living in rural villages. Children will learn vocabulary related to everyday life and be exposed to a stimulating environment where their minds can be freely developed. The library will be built to encourage the habit of reading among children in the village. Incorporating the surrounding natural environment, we aim to create a peaceful place for reading and self-learning.
By integrating the wisdom from traditional local architecture, the modern knowledge and innovation from our team into the architectural design, we want the users will find the place familiar and inspiring. Using environmentally friendly materials, we aim to optimize natural ventilation and lighting to create a learning space that serves different educational purposes, is easy to maintain, and requires low running costs. IV.
Project Timeline
Owing to the scale of the project, the construction will be divided into 2 phases and is due to be completed in January 2017. Prey Run School Phase 1 (December – January 2016) Core facilities: Primary school classrooms Prey Run School Phase 2 (December – January 2017) Self-Learning facilities: Library, kindergarten and courtyard
SCHOOLING FOR CHILDREN • Allow exposure to different forms of education
• Dissolve classroom boundaries • Promote extra-curricular learning • Nurture reading habits at home
REACHING OUT TO YOUNG ADULTS • Provide platform for leadership skills training
• Organise activity days for further development
• Encourage a sense of belonging • Retain talent within the community
OPPORTUNITIES FOR LOCAL CRAFTSMEN • Identify potential in local expertise • Encourage domestic production • Conserve local environment by creatively
integrating sustainability with craftsmanship
V.
Prey Run Village School Evaluation ( Jan 2014) - Current Needs
i. General schooling experience A significant leap forward from the past would be the impact made by senior students – spreading the everyday self-study habit to and revising with the younger ones. Teaching and learning does not only exist in our school, but also in households, between neighbours. There is a video shared by a villager showing us how the larger secondary school kid taught the younger neighbours after school. Similarly compared to the past years, plenty of positive comments were received about the general schooling experience at our school. From the establishment of our school, teacher Thym has been highly respected among students and parents, since he is a responsible and caring teacher who is passionate at teaching and strong at conversational communication in both Khmer and English, as feedbacks concluded. He is one of the best teachers we have met in Cambodia so far these years, a born-to-be teacher. Teacher Thym’s interactive and mesmerizing teaching and classroom control methods totally attract students’ full attention in class. Students responded actively by asking and answering questions. Besides, teacher Thym assigns students homework regularly, but seemingly the private class has their homework marked more often. Spelling tests are crosschecked and graded. Apart from the optimistic comments, teaching pace was complained to be too fast. The deteriorating classroom condition and over-crowdedness of the class have been parents’ main concerns. Besides, teacher Thym is spending too much time on catching students’ attention. Number of students also decreased due to the time clash with state school mentioned above. Most students at Prey Run are very strong at pronunciation. They read unfamiliar words well; yet, some of them do
not understand the meaning and application of words. Another serious concern is about the lack of consistent curriculum for students. Students do not have a textbook for our English class. ii. Impact of library on community The library is being highly utilized. Even parents, who have no idea about what their children learn at school, know the existence of the library. The reading culture is gradually being built up. There is a household whose father is an English teacher and his daughter, an outstanding student, had finished reading all the books she’s interested in in our library. We are further convinced and motivated, when the girl demanded new titles in the library. It manifests the impact, importance and feasibility of having a library at village schools to broaden students’ horizon, increase their sources of knowledge, and develop self-learning as well as knowledge sharing culture. Reading culture in Cambodia varies from us. Assuming library is an easily followed norm, we had supposed students know how to handle books, but in fact they do not. Either, students do not know how to use dictionaries. In Cambodia, state school libraries do not allow students to borrow books; therefore, students at our school normally read in the classroom before or after class, rather than borrowing books back home. Our library keeps a borrowing and returning system, which makes the reading experience more pleasant than state schools’ libraries for readers. Still, our borrowing record needs to be kept in a more effective and efficient way because the usage of the library has not been well monitored. The action we took this year to improve the situation is to place the usage record on the last page of each book.
Prey Run Village
Srangae Commune, Treang District, Takeo
Prey Run School (photos taken in Jan 2014)
Teacher Mr. Van Thym (taken in Jan 2014)
Among different types of books, storybooks are more popular than non-fictions. Students also prefer books with more pictures. Khmer-English books are more popular than English books, but the possible pitfall is that children might not pay attention to the English parts when they could understand the idea reading only the Khmer. At the same time, reading worksheets are not popular. Students did not bring worksheets back home usually, since they are not used to do reflection and write it down on worksheets after reading a book. Through peer reading, we found that students are good at reading aloud; they do not necessarily understand the meaning of words. iii. Teacher’s teaching evaluation Compare to last year, Teacher Thym is observably more drained. He is now studying part-time at Build Bright University, attending classes from 7:00am to 5:40pm every Saturday and Sunday. He is in Year 2 of a Bachelors of Arts (TEFL) programme. His weekday teaching schedule is also very packed. He volunteers at the Prey Run state primary school from 7am to 11am. His classes at Prey Run Village School funded by Camkids start from 12:00 and last until 5:00. The classes are divided into three levels. The beginners’ group caters for children as young as 4 years old, learning the basics such as alphabets. As observed, the beginners’ group start their lesson at around 12:30pm and ends at around 1:15pm. The older children come at around 1:30pm and Thym teaches them phonics and more complicated vocabulary. The younger ones stayed in the classroom with the older ones. The lessons last until 4:30pm to 5pm. Since the change of structure in NFO, foreign volunteers cease to visit Thym’s school since November, 2013. As
Students reading after class (taken in Jan 2014)
a result, Thym’s teaching load in the classroom has increased. It is obvious that Thym studying and teaching extra private classes in the evening is taking a toll on his health and energy. Although it is not observed in his teaching during our visits, it is my concern that his heavy workload will eventually compromise his quality of teaching and his health in a long run. Another concern is that Thym’s private classes may send mixed messages to the community about the kind of education Prey Run Village School is providing. Some children or parents may be discouraged to come to the free classes for not knowing that they are free. There is also a possible conflict of interest between Thym’s free classes and private classes. The number of students in the free classes has decreased from around 200 to around 160; it is not evidently linked to the launching of the private class, and we do not have other data (such as the demographic information) that explains the change in student population in the community. iv. Evaluation Summary While we see extensive progress in schooling experience and library establishment, the increase in student numbers eventually exhausts both teachers and hardware being put in place 5 years ago. The evaluation suggests that there is a growing need for relocation and redevlopment in the village educational facilities.
SCHOOL BUILDER SPONSORS
PREY RUN SCHOOL RE-CONSTRUCTION CAMBODIA 2015-16
Building Conservation
$ 693
,000
Prey Run Primary School is the focus of the school, aiming to accommodate 120 students aged between 7-12 years old in Prey Run village. Prey Run Kindergarten will accommodate 70 students, aged between 3-6.
Primary School
Since most of our participating staff are fulltime students, we actively support our staff who participate in our service trips. Student Service Learning A detailed proposal can be provided for interested sponsors after our site visit in December 2014 upon request.
CAMBODIA 2016-17 To complete Prey Run School with necessary facilities, we are looking for sponsors who are willing to donate the library and sanitation facilities that support the school.
$ 541
,695
Library
Student Service Learning
Kindergarten
CONSTRUCTION BUDGET Prey Run School Facilities Project Duration: 2 years Phase 1 (2015): Primary school and Conservation Phase 2 (2016): Library, Kindergarten and Courtyard
Note
2015 Prey Run Primary School Construction and Staff Expenses School building 2 Classrooms, school office 1 Ground leveling Furnishing 2 Conservation and Archeological Survey 3 Ground paving 4 Labour cost 5 Project preparation 6 Construction trip operation expenses 2015 7 Flight ticket Accomodation Transportation Survey trip staff expenses 2015 8 Flight ticket Accomdation Transportation Others 9
Project Little Dream Development Fund
HKD
$ 240,000 $ 30,000 $ 30,000 $ 50,000 $ 350,000 $ 5,000 $ 110,000 $ 7,000 $ 55,000 $ 7,000 $ 6,000 $ 68,000 $ 50,000 $ 5,000 $ 5,000 $ 60,000 $ 30,000 $ 630,000 $ 63,000
10
Total Project Expenses 2016 Prey Run Library Construction and Staff Expenses Public Library Library redecoration Reading area Furnishing Kindergarten Classroom Furnishing Courtyard Land paving Vegetation Playground Rain water harvesting system Water well Labour cost Project preparation Construction trip operation expenses 2016 Flight ticket Accomodation Transportation Survey trip staff expenses 2016 Flight ticket Accomdation Transportation Others
Project Little Dream Development Fund Total Project Expenses
HKD
$ 693,000
HKD
HKD
11 11 12
$ 80,000 $ 80,000 $ 20,000 $ 180,000
13 14 15
$ 40,000 $ 20,000 $ 60,000
16 17 18 19 20
$ 10,000 $ 10,000 $ 10,000 $ 30,000 $ 30,000 $ 7,000 $ 30,000 $ 4,000 $ 55,000 $ 7,000 $ 6,000 $ 68,000
21
$ 50,000 $ 5,000 $ 5,000 $ 60,000 $ 23,450 $ 492,450 10
$ 49,245 $ 541,695
Notes
Prey Run Primary School Construction and Staff Expenses 1 This includes the costs of leveling the construction site, building materials and material transportations for the construction of the primary school classrooms. 2 Tables, chairs and other furniture. 3 Includes the material costs for the toilet and sewage system. 4 This includes the material costs of ground paving around the classrooms. 5 Includes wages for any construction contactors and local builders hired for the construction of the classrooms. 6 Includes costs of village survey, research, architectural design and structural testing mock-‐ups in 2015. 7 Includes staff's transportation costs between Hong Kong and Cambodia, transportation cost within Cambodia and accommodation costs. (12 staff) 8 Includes staff's transportation cost between Hong Kong and Cambodia, transportation cost within Cambodia and accomodation costs. (11 staff) 9 Additional 5% is reserved for unexpected material costs inflation. 10 10 % of the sponsorship is directed to the Project Little Dream Development Fund – a long-‐term fund that ensure the efficiency of daily operations and events of PLD. The activities covered by the PLD Development Fund include, but are not limited to, hosting information days and exhibitions to recruit new members, employing professional audit services, producing publications and media materials and running the annual summer office operations. Prey Run Public Library Construction, Kindergarten Construction and Staff Expenses 11 Includes construction costs of the shelving area, reading area/small classroom. 12 Book shevles, tables, chairs and other furnitures are included. 13 This includes the costs of building materials and material transportations for the Kindergarten classrooms. 14 Tables, chairs and other furniture. 15 Includes the costs of building materials, ourdoor furnitures and vegetations for the school courtyard. 16 Includes the material costs, labour costs and transportational costs for the construction of rainwater havesting system. 17 Includes the material costs, labour costs and transportational costs for the construction of a water well. 18 Includes wages for any construction contactors and local builders hired for the construction of the classrooms. 19 Includes cost of surveying, researching, architectural design and structural testing mock-‐ups in for 2016. 20 Includes staff's transportation costs between Hong Kong and Cambodia, transportation cost within Cambodia and accommodation costs. (12 staff) 21 Includes staff's transportation cost between Hong Kong and Cambodia, transportation costs within Cambodia and accomodation costs. (10 staff)
EDUCATION DEVELOPMENT PROJECTS - PLD Prey Run Village School & Existing Village Schools
I.
Nature and Importance of the Task
In 2014, our Education Team conducted a series of Needs Assessment at existing village schools (Khna Rong, Thon Mun, Thnouh) and Prey Run Village in order to re-familiarize and document the culture and history of the village, and the background and actual needs of teachers and students. Data collected from our interviews informed the architectural and curricular design at Prey Run Village School, which will commence its construction in December 2015. From developing and implementing English teaching materials and establishing a library last year at our existing village schools, we further confirmed the significance and benefits of providing teaching materials and support to teachers. This was also testified by the sheer passion and unexpectedly high attendance at our first Teachers’ Conference during the 2012 service trip. As such, we will continue to provide ongoing English Language support and training to village teachers, students, village communities, and beyond. The Education team continues to mitigate and solve current drawbacks of Cambodia’s education system: • •
•
•
Policy blind spots: Ineffective introduction of English language into the syllabus Irrelevant teaching materials: Topics highlighted in English classes do not reflect the social needs and context of Cambodia. Inflexible exam-oriented state curriculum: Students are not accommodated for their learning abilities and pace. Insufficient recognition for teachers, low English teaching proficiency, and undesirable teaching methodology: Elements as such makes Englishlearning cumbersome and overwhelming.
II. How we’re doing it – Implement Teaching materials & Quality Assessments •
•
•
• •
Develop and implement a year’s worth of interactive English Language teaching materials & supplemental activities for Prey Run Village School. Evaluate and amend accordingly the existing English curriculum for 3 of our PLD-constructed village schools. Knowledge transfer - to teach our teachers how to effectively utilize the teaching materials we created and experience mock teaching demonstrations. Host province-wide Teachers’ Conference to build rapport and morale among the teaching occupation. Library refurbishment & evaluation - to address pitfalls of our current system and students’ reading habits.
•
Develop framework for Sunday activities where students and teenage volunteers explore social and environmental issues.
•
Host “Project Horizon” workshops - sessions where PLD volunteers will improve students’ understanding of the world and 21st century via group discussions and team work.
III. How we measure our impact •
PLD maintains constant communication with our Thnou Village School’s Site Director (Who is also responsible for our 3 existing village schools) and Education Director in order to monitor the daily operations of the school.
•
Despite our conducting three Student Assessments at Prey Run Village School per year in order to gauge students’ quality of learning and evaluate teaching quality, our curriculum is anything but exam-oriented.
•
Needs assessments/ Impact analysis in the forms of surveys and 3rd party observations are implemented in and archived for all 4 villages on an annual basis.
SCHOOL PATRONS
ACADEMIC YEAR 2015-16 PATRONAGE Where electric lamps are a rare luxury, books and stationery mean a lot to the children in rural Cambodia. As a PLD School patron, your annual contributions will be dedicated to the continuous training and sustaining of teachers.
$ 83,
400
Teacher’s salary
$ 41,
880
Teachers in PLD Schools will receive training and quarterly assessment on their teaching performance. Our teachers are required to have at least 2 years of teaching experience before working for Prey Run School.
Planning & Monitoring
$ 14,
To ensure the quality of our teachers and students, our Education Director based in Phnom Penh will visit the school every month, while PLD staff will visit the site twice a year to asses and evaluate current needs of the school. 800
Teaching Material The school will be provided with a minimum maintenance budget to upkeep its daily operations. This will cover teaching materials, stationaries and school trip traveling expenses.
TEACHING BUDGET Prey Run School Operation Costs Annual Estimations (2015-‐16) 2015 School Employee Salaries Head teacher Full time teacher (1) Subsidy Full time teacher (2) Subsidy Part time kindergarten teacher Part time English teacher Subsidy Librarian Janitor/Guard
Notes
HKD/Month
HKD/Year
1 2
$ 1,600 $ 1,000 $ 500 $ 1,100 $ 500 $ 400 $ 550 $ 500 $ 400 $ 400
$ 19,200 $ 12,000 $ 6,000 $ 13,200 $ 6,000 $ 4,800 $ 6,600 $ 6,000 $ 4,800 $ 4,800
2 3 4 5 6
$ 83,400
2015 School Budget Teachers development Teaching Material Translation Teachers' Conference Local Communication Printing & binding Stationery School trip Electricity Others
7
HKD
HKD
$ 3,000 $ 2,000 $ 2,000 $ 500 $ 7,500 $ 2,500 $ 2,000 $ 1,000 $ 1,000 $ 800 $ 14,800
PLD Khmer staff subsidies PLD Education Director Food Accommodation Transportation PLD Staff Operation Expenses PLD Staff Inspection Trip Flight Accommodation Travel PLD Staff Survey Trip Flight Accommodation Travel
8
9
10
$ 2,000 $ 1,800 $ 2,800 $ 6,600
$ 16,000 $ 2,360 $ 1,800 $ 20,160 $ 12,000 $ 1,770 $ 1,350 $ 15,120 $ 41,880
Total annual operation expenses
$ 140,080
Notes
School Employee Salaries 1 Head Teacher: Full time, on-‐site, daily running of the school; teaching advanced class, teaching and support staff management. 2 Full time teachers: 8 hours a day, daily Grade 3 (a,b) and Grade 1’s Khmer, English, and Math lessons (Not required to stay on-‐site, hence, a possible transportation subsidy is reserved). 3 Part-‐time teacher: 4 hours a day, daily kindergarten classes. 4 Part-‐time teacher: daily English, lessons for teenage volunteers. 5 Librarian: full time management of library during school hours. 6 Janitor/Guard: maintaining & cleaning school facilities, locking school gates.
School Budget 7 Teachers are given HKD650 each month to purchase teaching material, stationary and general school upkeeping. Actual budget will detailed by teaching staff in December 2015.
PLD Khmer Staff Subsidies 8 Education Director (Mr. Darath Khim): He is a part-‐time volunteer. Responsibilities include: Planning the curriculum, teaching staff recruitment, teacher training, liaising with Head teacher. Since he lives and works in Phnom Penh, a subsidy is provided for him to v Takeo 12 times per year, 45 days in total. PLD Staff Operation Expenses 9 Includes staff's transportation costs between Hong Kong and Cambodia, transportation cost within Cambodia and accommodation costs. (4 staff) 10 Includes staff's transportation costs between Hong Kong and Cambodia, transportation cost within Cambodia and accommodation costs. (3 staff)
HEALTHCARE PROJECTS: – SHIELD CAMPAIGN - PLD Prey Run Village School & Existing Villages
I.
Nature and Importance of the Task
In 2011, preliminary research into basic health criterion was conducted in multiple villages in Takeo Province in the form of surveys. The significance of clean water and basic sanitation was established. One year later, we returned with volunteers, and additional plans for research and intervention. Healthcare institution visits in Phnom Penh and Takeo Province, as well as needs assessment in Thon Mun Village were carried out. These activities allow us to gain insight into the local healthcare infrastructure and problems, which serves as an important groundwork for the development of future projects. Moreover, in light of the sanitation facility being constructed in Thon Mun, intensive hygiene promotion classes were designed for the village school students.
II. How we’re doing it –- SHIELD Campaign We have established that villagers will benefit from preventative healthcare intervention in previous years. SHIELD stands for “deflect and protect”. With efforts to raise awareness and implement healthy habits, we hope to help reduce incidence of preventable medical conditions in the area. SHIELD will be divided into three parts. •
a continuous children’s health workshop will be launched to lay the foundation of basic sanitation knowledge among the young minds. This will be achieved by collaborating with local healthcare promoters trained by PLD healthcare team.
•
the team and our volunteers will be holding a Village Health Awareness Day half-yearly, for the purpose of involving adults and encouraging community support. It is a day event with educational games, lectures, and Q&A sessions.
•
there will be village-wide healthcare promotion, with posters and leaflets to give out to villagers, for the purpose of giving easy access to healthcare information and to promote SHIELD.
•
A PLD-designed Healthcare Textbook will be printed and distributed to all of our village schools, coupled with a tailored curriculum
Healthcare Insights: •
•
•
•
Extrinsic factors: Lacking Resources – Healthcare infrastructure in Takeo Province is insufficient to provide services needed in the villages. Globalization – Recent introduction of tobacco, alcohol, and other chemical products into the villages is not met by an adequate level of knowledge and regulation. Intrinsic factors: Low Health Awareness – Unhealthy habits are widely practiced without the understanding on their consequences throughout the villages, resulting in their poor general health. Absence of Healthcare Education – Basic hygiene is not taught in schools, nor is it practiced in households.
III. How we measure our impact •
Needs assessment will be continuously performed half-yearly for evaluation and future planning purposes. The impact of our activities can also be evaluated through a cross-yearly comparison along with the attendance of villagers to our events.
Healthcare Awareness Day (photos taken in Jan 2014)
HEALTHCARE SPONSORS
ACADEMIC YEAR 2015-16
$ 4’0
00
$ 15’
000
Teaching Material
Sanitation Pack
‘SHIELD’ Campaign From needs assessment conducted in Thon Mun Village during Cambodia 2012, we have established that villagers will benefit from preventative healthcare intervention. SHIELD stands for “deflect and protect”. With efforts to raise awareness and implement healthy habits, we hope to help reduce incidence of preventable medical conditions in the area. SHIELD Campaign: • Children’s health workshop aims to develop basic sanitation knowledge among young minds. •
• $ 4’9
00
Healthcare Promoter salary
Village Health Awareness Day will be held half-yearly, with the purpose of involving adults and enhance community support. These will be day-long events with educational games, lectures and Q&A sessions.
Village-wide healthcare promotion will involve the distribution of posters and leaflets to villagers, with the purpose of providing easy access to healthcare information and to further promote SHIELD
Continuous evaluation will be done to assess effectiveness of the campaign, and for gathering information to refine and improve our program.
HEALTHCARE CAMPAIGN BUDGET Healthcare Education Annual Budget (2015-‐16)
2015 SHIELD Healthcare Campaign Teaching Material Teaching Guide Demonstration Material Handouts and Posters Stationery Sanitation Packs Khmer Employee Salaries Local Project Coordinator Translators Inspection trip operation expenses 2015 Flight ticket Accomodation Food Transportation Survey trip staff expenses 2015 Flight ticket Accommodation Food Transportation Others Total Project Cost
Notes
Note
HKD
HKD
1 2 3 4 5
$ 2,700 $ 600 $ 500 $ 200 $ 4,000 $ 15,000
6 7 8
$ 1,900 $ 3,000 $ 4,900
9
10
$ 25,000 $ 3,500 $ 2,100 $ 3,000 $ 33,600 $ 25,000 $ 3,500 $ 2,100 $ 3,000 $ 33,600 $ 3,000 $ 94,100
SHIELD Healthcare Campaign 1 Contains details of the curriculum designed by PLD, translated and printed for the local healthcare workers, village school teachers, and village authorities. The teaching guide will be translated into Khmer, as healthcare workers and village authorities do not understand English. 10 copies of the teaching guide will be printed and distributed. 2 Materials like models and photos are going to be used for demonstration purposes at the workshops. 3 For promoting the workshop, and facilitating the teaching. 4 To assist in running the workshop. 5 Every household who attends our workshop will receive a sanitation pack, which includes the following: -‐ Toothbrush, toothpaste, soap, bandage, healthcare, leaflets 6 A local Cambodian in Takeo Province who can also communicate with PLD in English. USD$20/month. 7 2 local translators who will be assisting us closely in training and educating the villagers. 8 Includes staff's transportation cost between Hong Kong and Cambodia, transportation cost within Cambodia and accomodation costs. (6 staff) 9 Includes staff's transportation cost between Hong Kong and Cambodia, transportation cost within Cambodia and accomodation costs. (6 staff) 10 Is reserved for unexpected material costs inflation.
We would like to acknowledge your support in the following ways:
PLATINUM DIAMOND HKD
200,000+
HKD
100,000
GOLD
SILVER
50,000
20,000
HKD
HKD
• Employees may participate in our school-building volunteer trips*
• Logo of sponsor on a village school we build
• Exclusive activity and report with sponsor
• Logo on T-shirts and publications • Recognition as respective sponsor of Project Little Dream on our website
We welcome any additional suggestions. * We organise our overseas village school-building trip to Cambodia every winter. For our Platinum Sponsors, you are always welcome to join us in building the new village school and enjoy the warm winter under the Cambodian sun!
CONTACT US This proposal aims to provide a general overview of our work and information for sponsors. A detailed proposal will be further provided to interested School Builder donors. Should there be any queries, please do not hesitate to contact us. We would love to hear your comments, suggestions and questions.
James Mak Chairperson
james.mak@littledream.org +852 98338005
Jenny Siu Executive Director
jenny.siu@littledream.org +852 60509980 Francis Wong Executive Director
francis.wong@littledream.org +852 98029256
www.littledream.org | Project Little Dream Limited 夢 . 行動有限公司 | a registered charity in Hong Kong SAR | Tax-Exempt Charity Ref. No.: 91/10714
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Acknowledgements Chief Sponsor Diamond Sponsor Gold Sponsor Silver Sponsor
Shun Lung Yan Chak Foundation Limited Nelson Chen Architects Ltd. Swire Properties Community Care Fund Credit Agricole Group
Supporting Organisations Community Project Workshop, University of Hong Kong Ove Arup & Partners Hong Kong Ltd New Futures Organisation, Takeo, Cambodia
A+ Architizer Award 2014 Winner (Self-initiated Projects Category)
A+ Architizer Award
2014 Special Mention (Student Project Category)
Perspective Global - Graphic Design 2014 American Institute of Architects (AIA) Hong Kong Chapter Citation 2013
Perspective Awards Student Trophy 2013
HK Polytechnic University Community Service Learning Awards 2012
Perspective Awards Best of the Best 2013
Perspective Global - Architecture 2012 Make A Difference (MaD) Award 2011 Merit Prize (Student Category)
The Oxford & Cambridge Society of Hong Kong Scholarship Grant Awards 2008-09, 2010-11, 2012
CUHK Convocation Outstanding Creativity Awards for the Humanities 2010/2011
Education should be a true learning process...[and] the highest form of learning would be that which makes us caring and responsible citizens of this world, and equips us with the intellectual means necessary to translate our concerns into specific deeds. – Aung San Suu Kyi, 2011