尼泊爾2017洪水災後重建計畫

轉動人生

救援被遺棄的達利(Dalit) 賤民 以生計/教育找回人的尊嚴


尼泊爾2017洪水災後重建計畫
提案人 : 中央大學尤努斯社會企業中心
目標NT $300,000
已募NT $354,800
台幣 118.27%
集資期間:2017-09-20 ~ 2017-11-20
已結束

尼泊爾Madhesh學習倡議計畫進度報告

各位贊助者,大家好,
以下為尼泊爾重建計畫的中文版進度報告,再次感謝您對「尼泊爾2017洪水災後重建計畫」的支持!


尼泊爾Madhesh學習倡議計畫進度報告

執行單位:
婦女發展倡議中心
Jwagal, Lalitpur
Phone: +977-9869861402
Email: www.wdac.org.np

A)背景

位於尼泊爾第二省的Dhanusa縣為全國76個縣其中之一。以Janakpur為首府的Dhanusa縣,其土地面積占有1,180平方公里且人口數達75萬4,777人,主要語言為邁蒂利語。大部分在Madhesh地區的人們主要的生計收入來自於農業,然而,這樣的狀態在這些日子以來已經有所改變,人們對於外國的雇用工作更加感到興趣,甚至該地區的大多數年輕人從農村移居到海灣國家從事勞動工作。這樣的情況也造成其他年輕人的心態受到很大的影響,同時也顯著增加了教育機構的輟學率。另一方面,父權社會造成的不良影響無疑地增加了性別不平等、早婚、嫁妝制度、難以控管的外國僱用工作等不良弊端。由於這些原因,使我們WDAC(Women Development Advocacy Center, 婦女發展倡議中心)於該地區開始進行「Madhesh人學習倡議計畫」,並且努力地成長茁壯來完成既定目標。

B)什麼是Madhesh學習倡議計畫?

Madhesh學習倡議計畫於2017年7月的洪水應對計劃之後產生。該計畫讓我們了解到受洪水影響的地區,其生活品質非常低落。因此,作為一個社會企業,我們認為改善受洪水影響人口的生活品質需要多管齊下。除了需要儘早投注於兒童的教育之外,同時也需要創造經濟讓家長有能力就業/創業,並且有經濟能力讓子女就學。通過這倡議計畫,WDAC希望教育來自貧困社區的小學生,並為父母(特別是母親)創造經濟和創業機會。
Madhesh地區學習倡議計畫更大更長遠的目標是查看學校入學率和學生入學後的情況,目的是為了根據學生、老師、學校及家長的表現,提供家庭生活貸款以強化孩子的學習成效。該倡議旨在提高Madhesh地區的小學教育品質,並且預想改善孩童家庭的經濟和增加該家庭的創業機會。
一開始在我們改善Madhesh教育和生活品質的工作上,就會對學生的入學率和教師的表現進行評估。我們提供的老師不僅已經在學校教書,也開始了社會動員者的工作。我們不想僅限於提供老師和貸款,我們將嚴格的評估省思我們的工作。理想情況下,透過Madhesh學習提倡,我們希望致力於學校的健全發展,並為他們的父母提供永續的生計方式。但是,這也取決於我們從社區、當地政府機關和學校收到的需求而定。我們不希望強加我們以改善教育品質和生計為名的理念予沒有需求的社區。因此,我們的這項倡議的核心是在社區建立正面且有意義的關係,並為其最大利益而努力。
倡議團隊每季將負責評估由WDCA派任的教師,團隊也將被允許評估學校的其他教師們。根據評估結果,學校必須採取相關的修正方法來改善學校的表現。如果採取的方法沒有適當的效果,該倡議計劃可能會從學校中止,而這項協議都被學校團隊、當地政府機關人員和Madhesh學習提倡成員所接受。
目標:我們打算用「透過生活貸款來發揮其在教育改善的影響力」這個方案,將一些指標向當地信用合作社推廣,讓其成為貸款標準之一。就如同許多銀行為了專注於讓家庭在非生產性物品上消費更多而推廣貸款般,我們讓當地信用合作社推廣生活貸款。我們渴望將教育和貸款聯繫起來,以提高整體經濟實力。

C)近期學習倡議計畫的狀況

在Madhesh學習倡議計畫的教育和經濟範疇裡,其中牽涉到的利害關係人有孩童、家長、公立小學、教師、校長以及關注此專案的當地居民,直到現在,我們已經挑選出四間公立小學並提供來自社區的教師,當我們的團隊在Dhanusha縣挑選學校時,我們發現Musahar社區的人們想要成立自己的學校,並且正在尋求幫助。我們估算了他們的需求,且因為對於社區裡的孩子而言,成立學校是優先,我們提供四位教師至Musahar仍在籌備的學校中。我們在Dhanusha縣挑選並提供教師的四間學校分別為Sinurjora的Shree Janajat小學, Shree國立小學、Baghchoda, Shree國立小學、Baniniya, Shree Lower中學、Shree Rajdevi社區學校(這個學校就是我們在Musahar社區設立並提供四位教師的學校),除了支付教師的薪水之外,我們也在近期視察Janakpur的領導能力及課堂教學的行程中,提供為期兩天的教師培訓課程。培訓課程主要聚焦在什麼是教學、成為教師的過程,與對於懲罰的挑戰及其替代方案。教師們的互動成果成為新學年教學訓練的基石,過程中教師們也指出學校缺乏適當的基礎建設、教學方法的規則和訓練,皆是對他們要提供效率教學和教學環境給孩童的的一大挑戰。
除了增進教學的品質之外,受任的教師也有責任維護老師與家長之間的關係。同時也受派為Madhesh學習倡議計畫的社會動員者。身為社會動員者,他們將與在校兒童的父母密切接觸協調。該團隊設計了一份就業調查問卷,而教師們主要致力在Musahar社區進行收入來源、就業情況、家庭需求和家庭規模的調查。
Musahar社區共300個家庭,分佈在四個不同的聚落中。在這些家庭中,受教育人口只有4個。大多數家庭透過捕魚謀生,而孩子們則被家長視為應該從事相同的工作(捕魚謀生)而不是去學校。狩獵和捕魚是社區主要從事的活動。Mithila Wildlife Trust的主席Dev Narayan Mandal先生見到了此現象後,在Musahar社區提倡教育,讓孩子們的學齡文化發生了變化。社區附近共有2所公立小學,在Musahar的學校開學前就有30名兒童入學,現在則有200名兒童抱持著不同程度的熱情與受教意識前往Musahar的學校。WDAC團隊任命的4位教師相當積極主動,並且是目前社區變革的推動者。同樣地,女性人口或大多數母親也扮演著積極將孩子帶到學校的角色,然而大多數男性則是賺多少錢就花多少錢在喝酒上。
就基礎設施而言,已建成的學校依舊資源短缺,但是從孩子們的學習意願以及老師的積極推動的力量是驚人的。教師們已經同意於每季根據他們的表現更新協議,而他們已經提交了第一份協議了。Madhesh學習倡議計畫的貸款部分將由Dev Narayan Mandal先生負責督導,讓他對於社區的每個決策過程中,都能有其主體意識。

D) Madhesh學習倡議計畫圖片紀錄

一個Musahar社區的在地居民以捕魚為生

左側圖示:孩子拒絕上學並整日在附近的池塘捕魚
右側圖示:在Dhanushadham, 01, Janakpur的Musahar家庭

上面的圖片為Musahar社區所建的Shree Rajdevi社區學校。不只基礎設施脆弱,也缺乏基礎學校設備。每天有200名兒童來到學校,並由WDAC任命的教師在4間教室教授。


教師在Janakpur接受兩天的培訓課程留影


E)學校資訊

Madhesh學習倡議計畫:4所學校、708位學生、950個家庭、24的教師
Shree Janajat小學、Sinurjora, Shree國立小學、Baghchoda, Shree國立小學、Baniniya, Shree Lower中學、Shree Rajdevi社區學校

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2018年3月進度報告 - 英文版

各位贊助者,大家好,

在此先附上尼泊爾重建計畫的英文版進度報告,中文報告及相關照片說明會盡快補充說明,再次感謝大家的支持。

======================================================================================

Progress Report on

Madhesh Learns Initiative

Implemented by: Women Development Advocacy Center

Jwagal, Lalitpur Phone: +977-9869861402

Email: www.wdac.org.np

Supported by: Social Impact Institute of Taiwan & YSBC, NCU, Taiwan

A)Background

Dhanusa District, a part of Province No. 2, is one of the 76 districts of Nepal. The district, with Janakpur as its district headquarter, covers an area of 1,180 km² and has a population of 754,777. The most common language spoken in Dhanusa is Maithali. Most of the people in Madhesh are dependent on agriculture as their main income for livelihood. However, things have changed in recent days and people are more attracted towards the foreign employment and most of the youths in this region even from the rural parts have landed mainly in gulf countries for labor jobs. This has also put good impression on the mindset of the other young people which has significantly increased the dropouts from the educational institutions. On the other side the adverse effect of patriarchal society has certainly enhanced the malpractices like gender inequality, early marriage, dowry system, unmanaged foreign employment and so on. For reasons as such WDAC aims to work in the district and with the initiation namely “Madhesh Learns Initiative”, we thrive to achieve the set goals and objectives.

  • What is Madhesh Learns Initiative?
  • Current Status of Madhesh Learns Initiative

Madhesh Learns Initiative was born right after our flood response program in July 2017. We learnt that the quality of life in the flood affected areas is very low. As a social enterprise, we felt that improving the quality of life for the affected population requires multi-pronged approach. It requires investing in children’s education early on, and it also requires creating economic incentives for parents to be entrepreneurial and send their children to schools. Through this initiative, WDAC wants to educate children in the primary grades from the underprivileged communities and create economic and entrepreneurial opportunities for the parents (specially the mothers).

Larger and longer term goal for Madhesh Learns Initiative is to look in the school enrollment and post enrollment to strengthen the children’s educational outcomes for the families keeping Livelihood Loans dependent upon the students, teachers, schools and parents performance. The Initiative aims to improve the quality of education in primary grades in Madhesh. It also envisions to improve the economic and entrepreneurial opportunities for the families of the children.

At the beginning of our work in terms of improving quality of education and livelihood in Madhesh, the student enrollment and teacher’s performance will be reviewed. The teachers we have provided have already started teaching in the schools. They have also started working as social mobilizers. We do not want to limit the initiative only to providing teachers and loans. We will rigorously evaluate and reflect on our work. Ideally through Madhesh Learns Initiative, we want to work on the holistic school development and provide sustainable means of livelihoods to the parents. However, it also depends on the demand we receive from the community, local offices and schools. We do not want to impose our ideas in the name of improving quality of education and livelihood if there is no ownership and demand from the community side. Therefore, our core mantra of this initiative would be to build meaningful relationship in the community and work in their best interests.

The initiative team will be responsible for evaluating the teachers on a quarterly basis. The team will be also allowed to evaluate other teachers in the schools. Based on the evaluation, the schools will have to take corrective measures to improve their school performance. If the measures are not taken properly, the Initiative can be discontinued from the school. This agreement has been understood by the school teams, local office personnel and Madhesh Learns Initiative members.

Objective: Through this program, the impact and the learning achieved through livelihood loans on education, we intend to push the indicators to the local cooperatives as one of the lending criteria to be incorporated as there are lots of banks promoting lending to these families just focusing on making them consume more in non- productive stuff. We aspire to connect the education and lending for overall economic empowerment.

Education and Livelihood component of Madhesh Learns Initiative involves stakeholders ranging from children, parents, public primary schools, teachers, headmasters and the concerned local bodies. Until now, we have been able to select a total of 4 public primary schools and provided them with teachers from the communities. While our team was in Dhanusha to select the schools, we learnt that a Musahar community wanted to establish its own school and they were looking out for support. Their needs were assessed and school was identified as the priority for the children in the community. So, we have provided 4 teachers to the school that is still in the process of establishment. The schools to whom we have provided teachers are – Shree Janajati Primary School, Sinurjora, Shree National Primary School, Baghchoda, Shree National Primary School, Baniniya, Shree Lower Secondary School, Bhangwa, and Shree Rajdevi Community School (4 teachers; this is the same school that runs in the Musahar community). In addition to paying their salary, we also provided a two day teacher orientation during our recent visit to Janakpur on Leadership and Classroom Teaching. The orientation mainly focused on what teaching is, the process of becoming a teacher, the challenges and alternatives to punishment. The interaction from the teachers paved way for the training that is being planned for the new academic year. The teachers also pointed out that lack of proper infrastructures, Rules and Training on teaching methodology are the challenges for them to provide effective teaching and teaching environment for the children.

The appointed teachers are also responsible in maintaining the parent-teacher relation along with closely working to improve the quality of classroom teaching. They have also been appointed as the Social Mobiliser for Madhesh Learns Initiative. In the capacity of a social mobiliser, they will be closely coordinating with the parents of the children enrolled in their school. An employment survey was designed by the team and the teachers’ were oriented on doing a survey at the Musahar community mostly to identify their income source, employment, needs and family size.

The Musahar community comprises of a total of 300 households that spreads over four different clusters. Among these households, only 4 literate population was traced. Most of the families earn their living through fishing. Children are seen to be engaged in the same instead of going to schools. Hunting and Fishing are the major activities of engagement for the community. Having seen this, Mr. Dev Narayan Mandal, Chair at Mithila Wildlife Trust proposed to incentivize education in the same community. This brought about a change in the school going culture among the children. There are a total of 2 public primary schools near the community, 30 children were enrolled in the schools prior to the initiation of the Musahar School. Now, 200 children go to the Musahar school with a different level of enthusiasm and awareness. The 4 teachers appointed by the team at WDAC are motivated and are the agents of change for the community at the moment. Similarly, the female population or mostly the mothers are active members in bringing their children to the school as most of the men earn and spend the same on alcohol.

In terms of the infrastructure, the school that has been built is very weak. However, the willingness to learn from the children's’ side and the motivation from the teacher’s side is incredible. The teachers have agreed upon renewing their agreement on the basis of their performance every quarter and they have already submitted to the first agreement. The loan component of Madhesh Learns Initiative will be under the supervision of Mr Dev Narayan Mandal as he works in a way to provide a sense of ownership in every decision making process at the community.

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2018/1/17專案進度更新

您好

我們預祝所有慷慨的贊助者們擁有一個愉快順利的2018年。期待今年能帶給您及家人、團隊,更多的幸福、喜悅及財富。

專案簡介

助學及生計專案是為了幫助被洪患侵襲家園的達利人(賤民),提供他們教育與生計上的援助。我們構想從社區中選擇青少年擔任家教,教導達利學童,同時也能鞏固青少年們的生計機會。

為了讓此專案計畫能更長久且有聲有色地推動,WDAC團隊最近在社區中與所有與事者進行為期7天的討論,儘管天氣惡劣且遭逢寒流,現場仍有許多與會者出席,包括市議會代表、公立小學校長、老師,及當地居民等等。

與利害關係人之討論

  1. 男孩會被送至當地的寄宿學校以獲得更好的教育,然而女孩則被送至當地的公立學校。
  2. 大多數的孩童都是來自達利人家庭,因此他們並不把「提供女兒受教育」當作優先考慮的事。
  3. 在這些學校中,其他計畫是沒有獲得支持的。而且校方並沒有針對入學及入學後的學生設置獎勵機制來加強他們的學習成效。
  4. 295戶來自Mushar社區的家庭想要創立一個合作學校,當地的婦女和青年已經開始進行施工及基礎建設,預計建造到學校三年級的部分。他們得知我們支持此專案計畫後,當地青年與婦女貢獻了價值約600美金的資源與人力。

近況更新

  • 更宏觀、長遠的目標,是關注入學及就學後的情況,以強化達利學童的教育成效,所以達利家庭的生計貸款是取決於學生、教師及學校和家長的表現。(多種評估指標是由校長、區長及現任教師所共同訂定。)
  • 第一階段,我們會選出四所學校,其餘學校則會視下列情況決定是否加入此專案計案中。
    • 當地社區:區長承諾提供WDAC婦女發展倡導中心所招募的教師25%-50%的薪水。
    • 所有現任教師承諾每三個月接受評估一次,並且共同接受補強措施。
    • 在評估學生的學習成果後,每三個月會與學校及教師續約。
  • 我們招募了7位教師,4位女性,3位男性。教師徵選是由WDAC婦女發展倡導中心、當地區長、校長共同進行面試。
  • 教師也會承擔社會動員者的功能,我們意圖透過微型企業家的模式,將與生計、監督、教育相關的結果串聯起來,為這些家庭 灌能。
  • 在六個月的學校績效評估後,表現最優良的學校能獲得資源成立電腦教室,資源由WDAC婦女發展倡導中心提供。
  • 這些教師會接受基礎的教師專業培訓,並且著手進行撰寫教案,確切的培訓日期還在與諮詢顧問團隊們討論。

長期目標

透過這個專案,即由供學的生計貸款所產生之影響力及學習經驗,我們意圖將這些評估指標推廣給當地的合作企業,當作貸款標準之一。當地有許多銀行在促銷貸款方案,但只著眼於讓貸款人消費在沒有生產力的物件上。我們渴望將教育與貸款連結在一起,為整體經濟灌能。

當地社區互動照片

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收據與回饋品將陸續寄出

親愛的贊助者,您好

感謝您參與「尼泊爾2017洪水災後重建計畫」,因為有您的支持,我們才能協助達利人順利重建家園。本中心謹依您先前提供的選擇提供捐款收據或/與回饋品,您將於未來幾天陸續收到。
再次感謝您對「尼泊爾2017洪水災後重建計畫」的支持!我們預計在1月底前在此更新此重建計畫的進度報告。
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回饋品與匯款進度報告

各位贊助的夥伴好,

目前專案款項已由度度客轉匯給台灣影響力研究院,並由研究院轉匯給尼泊爾WDAC婦女發展倡導中心 (Women Development Advocacy Center)及國王學院尤努斯中心,我們將會在1月更新經費使用的情況。
回饋品的部分,我們將在本週從尼泊爾親自帶回,並於1月初陸續寄送給本計畫贊助者,若還未回覆本中心確認收件地址、姓名及稱謂的夥伴朋友,再提醒您盡快協助回覆。
聖誕節快到了,在此也先預祝各位佳節愉快、平安喜樂。

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感謝各界的支持,讓洪水災後重建計畫能順利募資成功

誠摯地感謝每一位為這個募資計畫奉獻的朋友

3個月前,在一次偶然的交談中,Nanda主任跟我提到了尼泊爾水患的嚴重性,他說,他們整個中心的人都跑去幫忙了,因為大水來的太快太猛,他也沒時間去照顧他的新生兒,與大家一起全力投入救災的工作。

遠在台灣的我聽聞這個消息,便思考要如何能幫忙這些災民呢? 於是,在經過許多次的問題了解與資源探詢後,台灣社會影響力研究院的吳嘉沅理事長與度度客的石宗仁先生願意大力地來支持這個募資計畫,有了這個難得的緣起,以及十方善友的贊助支持,才讓這個善的計畫能夠順利地募集到比預期還多的資源,在此,我們也特別感謝法鼓山般若讀書會的大力支持。

當然,募集資源的到位對尼泊爾的婦女發展倡議中心與國王學院尤努斯中心來說,才是新階段任務的開始,如何善用這些贊助去協助改善達利人的生計與教育問題,我與Nanda主任會在此與各位分享計畫的進度。接下來的2天內,贊助的善友們會先收到中央大學尤努斯社會企業中心的感謝email,信中也會跟各位說明回饋品寄送的方式。

Nanda主任在此也錄製了一段致謝影片,誠摯地感謝每一位為這個募資計畫奉獻的朋友
尼泊爾國王學院尤努斯中心Nanda主任致謝影片

遙遠的國度,陌生的災民,對人道主義者來說都是迫切的問題,期望這個善的計畫,未來能產生更多善的種子與成果,我們會繼續努力。

國立中央大學尤努斯社會企業中心主任
沈建文 敬上

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