QUALITY OF A GOOD LISTENER

Place yourself in the other person’s shoes. Create a conducive physical and mental space. Stop talking / Be silent. Follow and encourage the speaker with body language. (A) Repeat and Encourage (B) Summarize and restate Do not interrupt with what you feel or think about the topic being discussed. Wait for the person to open up. Use body language body gestures and have a pleasant facial expression to express your interest. Be patient / respect pauses. Try reassure the speaker that all is well. Accept that everyone has a unique thought process and ways to express himself / herself. Just because someone is speaking to you, do not presume that they are asking you for your impact. Realize that most information is not remembered because we are thinking of our response to the speaker and therefore missed what was said.

Lesson

FNANCIAL LITERACY AT PENSIDAN

Day -1 (Market Session) Good points We have a good lesson plan to deliver training and have participants to ensure the list for day by day. We already have the lesson and who will give this lesson because we already divided the duty in our team. We had extra money for buying food and juice for day by day to persuade them and take care of their children. We can finish on time. We had feedback section in our team. Everyone should give suggestion to each other and meeting. Challenges

The participants seemed a bit strange to us for the first day. The training place is very small for us. Very close to other groups which make us noisy and annoy the participants. Children were crying, playing around. The weather is too hot. We were late to finding for the training place and participants because we forgot to divide the duty to find the participants and we are not familiar with this training. We started the training time was late because of finding the participants and place. One of the participants went back in her house without coming back again because of poor management. They are not familiar with playing game but we can finish on time. Day-2 (Goal and Money Beliefs) Good Points All participants are 11. All are women and most of 7 are can read and write in Burmese as the primary school level. All participants are on time in training and preparing their place by themselves such as cleaning and set up the mat. They keep market session materials and teaching materials and more speaking than last yesterday. They all can speak and understand Burmese Language. Challenges The place is very hot, narrow and uncomfortable as I hope. As for me when I give training the first one is I look the training place, second is participants education and knowledge skills but there is not a bit problem. Our team trainers are lack of preparing as I think such written down paper and give more examples related to their lives. We can persuade them as much as we want because one woman has a bit mental health problems and another one is not feeling well but she try to attend the training that we give. We are a little late to start the training because of the truck. Day -3 (What are savings: Making Saving Plans) Good Points They all try to participate with us in a good way. We had a good method how to take care the children and how to play market session game. We can get helper from other groups when we are playing the market session game. We have role-play with the participants to present in front of the training about our incomes and expense how they are connected. Especially they tells about their stories such as, the problem of saving and expenses After finished playing market sessions the participants were very happy because they bought the things that they needed. As I think, we have more good relationships with them. We heard some are already saving plans. In our team, Moe Moe can give the best example related to saving money and the challenges of saving related migrant’s life. We still have meeting and feedback section to each other. Challenges One participant speaks a lot so difficult to stop and get other people special attention to present their ideas. They are jealous each other. The weather is too hot and the more children come and participate in our child taker team the nosier in our training. We cannot control very well when we play market session. In our group, I lost participant attendance sheet. There is my weakness not concerned with my groups but I am not sure I think they do not know about it. Day -4 (Household Budgeting) The more you ask the more they participate. The sound is so good in my perspectives I like it. They talk about more their personal information where the money that they get from. They ask about their Children how they can send their children to the school. They have their plans to go back Burma. They all take part in our training. Nine women are very active because of warm up game and a little warningly relationship. They talk to us in frankly they want group photo so we have a chance to solve this issues. Challenges As I think, six women are not doing homework but when we ask they answer. Two women are not feeling well because of coughing and pregnant. The weather is too hot and the children are playing. They cannot pay attention very much because of the weather and as I heard three women have to send food to their husbands at 3:00 pm. Day-5 (Time Management and Time as a Value) Good points They all are on time. We also are on time. We also are active to deliver training. We can summary the 5 days training as my thoughts. They understand before we give training about Time Management but they forgot what their holiday is and take a time for holidays they confirmed as if I say. They all are happy because they got extra 10 baht and one photo to each person. All materials are gone when the training finish. We can finish our training time. Challenges One woman is too late because she has to take care of her grandson. Another woman is coughing and unfeeling well. She often has to go outside to take medicine and answer natural calling. Another reason, three women are not participated in warm up game. We do not have meeting for feedback each other. One woman gets angry when they play market session but we can solve this problem. Summary of the training Good Points 1. All participants attended training 99.99%. 2. We do not have problem in our team. 3. We are not friend fighter until our last time. 4. We argue each for divide role and responsibilities for delivering training. 5. We have meeting 4 days in our team during the training. 6. We have a good relationship each other’s until now. 7. We have lesson plans. 8. We have clear position during the training. 9. We have a feedback from participants. 10. We can finish our training without misunderstanding and problems. Challenges 1. Most participants are old and three women very old. 2. The place is very hot and the children are noisy. 3. We are not enough mats. 4. We are lack of community-based language. 5. The curriculum is not bad but we need more clear translation in Burmese. 6. We are poor in Time Management. It means as we plans we can run. 7. I cannot speak smoothly. 8. I am not feeling well during giving the training. 9. I cannot dance very well and doing warm up game well. 10. I am poor in Eye contact. Written By Saw Eh Tha Hser

Computer Note

Wide Horizons is a 2 -Year leadership development program

Wide Horizons  is  a  2 -Year  leadership  development  program

dedicated to building the capacity of young adults from Burma to work effectively in civil society organizations.

2012-2013 ACADEMIC YEAR WH AND EIP STUDENT

The concept: Wide Horizons was founded in 2006 by World Education (WE) as a school where young adults from Burma, working in community-based organizations (CBO) could come to develop their English language, computer and community development skills while cultivating the thought process skills associated with effective leadership. By combining a student-centered, experiential approach to education with a curriculum that emphasizes group work, reflective practice, and critical thinking, WH offers a program with impacts that reach beyond the classroom and into the communities it was designed to serve.

How it works: Every year, a local network of community organizations along the Thailand-Burma border nominates current employees for admittance into Wide Horizons. Ideal candidates have intermediate English skills, at least one year of work in an organization, and a dedication to developing their community. Out of these applicants a multi-cultural cohort of 24 are selected to join the program through a competitive application process. Once admitted, students enter into an immersive residential learning environment in Mae Sot, Tak Province for 10 months. At WH, students live, study and work together. English is spoken 24 hours a day, and skills learned in the classroom are put to immediate use in community life and work. Students practice leadership skills through rotating positions in school governance and through a series of projects in nearby migrant communities, ensuring that experience and reflection drive their learning as much as their lessons. Following the 10-month residential phase, students return to their organizations, where they consolidate their skills by participating in a one-year internship with continued support from Wide Horizons staff.

Curriculum: The curricular framework was designed for the academic component of the Wide Horizons program in 2010 after a detailed needs assessment of the target student population and their organizations was conducted. The curriculum is housed on an online network, drawing upon multiple resources, which allows for adaptation to the needs of communities in the ever-changing border context.

The academic component of Wide Horizons emphasizes three core topic areas: English Language, Community Development, and Computer Skills in an environment of full English language immersion. During phase one of the program, students live on campus with their teachers, two native English speakers. Computer classes take place for three hours on Saturdays and Sundays.

English classes equally emphasize speaking, reading, and writing, and utilize a wide variety of formats designed to support critical thinking and students’ ability to effectively formulate and communicate their points of view. Community Development classes emphasize concrete project management skills relating to the project cycle along with cross cutting community development topics. Community Development classes are reinforced through supervised community projects in a local community with the support of WH staff during the school year. Computer classes emphasize advanced computer literacy and train students to use standard software used by most CBOs working along the border (see course syllabus for more information).

Staffing:  A complete team of specialists and support staff, currently managed and operated by World Education, maintain the integrity and success of the program.

Wide Horizons On-Site Staff

Teachers: Two full-time teachers work at Wide Horizons. These two teachers are fluent in English and have a solid background in teaching, with one specializing in community development projects. In addition, one part-time teacher focuses on training participants in advanced computer skills.

On-Campus Staff: One Coordinator, who lives on the campus with the students, manages the daily operations of the program and the well-being of the students.

World Education Support Staff

Higher Education Team: One Higher Education Academic Support staff member is responsible for curriculum development, teacher management and supporting the interns during their second year of the program. One Program Coordinator who manages the recruitment of students and liaises with other WE staff to provide logistical support. This person is also the point of contact for the on-site Coordinator.

                Finance Team: One part-time staff member supports the Coordinator to manage the budget.

Logistics Team: This team provides coordination for transporting the students to

                the community project sites.

Thai Government Liaisons: These staff coordinate the acquisition of student ID cards for each student. They also serve as the point of contact connecting with the Ministry of Education, which plays an advisory role for WH.

Funding: Through 2015, funding for WH is secured under the USAID Project for Local Empowerment (PLE) grant and Danish Church Aid (DCA). World Education will continue to support the program up until that point, and hopes to continue support in the future. In the meantime, World Education is looking for a local partner organization to co-implement the project and continue Wide Horizons’ success and sustainability in the future.

Recognition:   Within Thailand, the Ministry of Education has recognized WH as an effective higher education opportunity for young people from Burma, and has expressed desire to see the program replicated for Thai young people. Since WH’s founding with support from USAID, WH has been recognized as a leader in capacity development, attracting the attention of a wide variety of donors and academics, and demonstrating positive results in an evaluation affiliated with Harvard University.  

Wide   Horizons   Academic   Course   Syllabus

During the 10-month residential phase of Wide Horizons, students study the following coursework as

part of their English, Community Development, and Computer Literacy Classes. All course content is taught in English:

1^st Trimester – Confidence & Fluency  

Week 1	Getting to Know Each other & Building Classroom Community
Week 2	Student orientation week & Skills Pre-Assessments Introduction to critical thinking… o   The experiential learning cycle o   Ways of understanding Community Development o   CD Unit 1: What is Community Development? Computer Literacy o   CL Unit 1: Introduction to Computers o   Downloading & Installing Software o   Basic Maintenance: Passwords, Virus Scanning
Weeks 3-5	English & Critical Thinking - Unit 1: Explain o   Basic reading skills (simple novel of Teacher’s choice: Holes, The Circuit, The Giver, Sold) o   Writing Process o   Listening & Note taking Community Development o   CD Unit 2: Introduction to the Project Cycle o   Regular visits to and from representatives of a range of organizations Computer Literacy o   CL Unit 2: MS Word o   CL Unit 3: MS PowerPoint o   Google Tools: E-mail
Weeks 6 – 8	English & Critical Thinking - Unit 2: Reflect o   Critical reading of Short Stories o   Story writing o   Storytelling Community Development o   CD Unit 3: Understanding the Community o   Conduct group situational analysis in possible project communities & Select target project communities o   Regular visits to and from representatives of a range of organizations Computer Literacy o   CL Unit 4: MS Excel o   Google Tools: Google Calendar & Google Drive
Weeks 9 – 12	English & Critical Thinking - Unit 3: Connect o   Critical reading of current events o   Paragraph & Essay writing o   Basic discussion skills o   Basic presentation skills Community Development o   CD Unit 4: Needs Assessment and Assets Based Approach to Community Development    Undertake a detailed needs assessment in project communities o   Regular visits to and from representatives of a range of organizations Computer Literacy o   CL Unit 5: MS Access o   CL Unit 6 Part 1: MS Publisher o   Basic Maintenance
Week 13	Review and Cumulative Assessments o   Portfolio preparation o   Student/teacher conferencing
Week 14	Trimester Break

Additional Training Topics & Activities for 1^st Trimester:

Cross-Cultural Communication, Leading a Meeting, Time- Management, Cooperative Problem-Solving, Visits to a Range of organizations & Guest Speakers on various CD topics (Ex. Health, Women’s Empowerment, Trafficking, etc.) 

2^nd Trimester - Purpose

Weeks 15 – 17	English & Critical Thinking - Unit 4: Empathize o   Identifying Main Ideas o   Summary Writing o   Facilitation o   Conflict Resolution: Stereotypes, Discrimination, Prejudice Community Development o   CD Unit 5: Goals and objectives o   CD Unit 6: Assessment of resources and constraints (continue into Week 18) o   Identify a suitable project in consultation with project communities Computer Literacy o   CL Unit 6 Part 2: InDesign
Weeks 18 – 24	English & Critical Thinking - Unit 5: Question o   Reading with Awareness o   Persuasive Writing o   Persuasive Speeches o   Animal Farm & Democracy Community Development o   CD Unit 7: Planning, project design, monitoring and evaluation o   Project Specific Training or Guest Presentation o   Proposal Writing o   Complete proposals for community projects Computer Literacy o   CL Unit 7: Photoshop o   CL Unit 8: DVD Slideshow o   Basic Maintenance & Repair
Weeks 25 – 28	English & Critical Thinking Unit 6: Take Perspective o   Integrating Information (intro.) o   Debate o   Non-fiction books on global issues English & Critical Thinking - Unit 7: Adapt & Apply o   Professional E-mails Community Development o   Identifying & Contacting Potential Donors o   Submitting Proposals to Potential Donors o   Translation & Interpretation o   TOT & Content-Specific Training (ex. Financial Literacy) o   Prepare & conduct training module to take into a community or school Slide Shows & Video Editing o   CL Unit 9: Video Editing o   CL Unit 10: Basic Website Building  - Blogs o   Basic Repair Short Training
Week 29	Review and Cumulative Assessments o   Portfolio preparation o   Student/teacher conferencing
Week 30	WH/ EIP Exchange Week in Mae Sot
Week 31-32	Trimester Break

Additional Training Topics & Activities for 2^nd Trimester:

Conflict Resolution, Translation & Interpretation, TOT, Leadership, Project-Specific Training (ex. Financial Literacy, Water Filter, Construction, etc.), Forgotten Birthday Party (October)                       

3^rd Trimester – For Life

The focus of 3^rd trimester is for students apply their learning from Trimester 1 & 2 to real life.  Students complete multiple final projects that give them beneficial experience that will prepare them for their internship year as well as a portfolio of their best work to show to future employers.

Weeks 33-34	English & Critical Thinking - Unit 6: Take Perspective (cont’d) o   Integrating Information (cont’d) o   Report-Writing o   Human Rights Community Development o   CD Unit 8: Project implementation o   Prepare to Implement Community Projects o   Begin preparing an individual proposal for host organization Computer Literacy o   CL Unit 10: Basic Website Building - Basic html, Fireworks
Weeks 35 – 36	Community Development o   Implement Community Projects
Week 37-41	English, Critical Thinking  & Professional Development - Unit 7: Adapt & Apply o   Biographies of Famous Leaders/Activists o   Field/Internet Research & Report Writing o   Resumes & Cover letters o   Professional Interviews o   Skills Post-Assessments Community Development o   CD Unit 9: Documenting and reporting o   CD Unit 10: Organizational structure and design o   Post-implementation evaluations of projects & reporting to donors. Computer Literacy o   CL Unit 10: Basic Website Building - Basic html, Fireworks
Week 42	Review and Cumulative Assessment o   Final Assessments & Projects o   Final portfolio preparation
Week 43	Re-Orientation Week o   Year reflection o   Transitioning back into the community o   Student/teacher conferencing o   Internship contracts with CBOs
Week 44-45	Closing Ceremony

Additional Training Topics & Activities for 3^rd Trimester:

Project-Specific Topics, Interpersonal Communication, Administrative-Focused Topics to prepare for internships (ex. Accounting, Record-keeping), Interpersonal Communication, World Children’s Day, Superkidz Camp

*For more information regarding the curriculum, contact Higher Education Academic Support: highered.worlded@gmail.com.

Implementation of Financial Literacy Training

Implementation of Water Filter Training

   

Wide   Horizons   Internship Overview

After the 10-month residential phase at Wide Horizons, students return to their host organization

to complete a yearlong commitment of service and continued learning. 

Rationale: Following the Experiential Learning Cycle introduced in the academic component, the WH internship is a 1-year opportunity for students to build upon the skills they learned at WH in the academic year by gaining practical experience, knowledge and skills in the community work environment. Furthermore, students contribute to the capacity development of Community Based Organizations along the Thai-Burma border, by sharing their newly gained skills with colleagues at their mother organization or school.

Previous interns have worked for their organizations by:

·         writing professional e-mails, reports, and proposals to donors

·         interpreting and/or giving presentations to foreign visitors

·         translating news articles, reports, and questionnaires

·         editing advocacy videos and editing layout for newsletters

·         updating websites/blogs and creating organization Facebook pages

·         coordinating income generation projects or events

·         managing boarding houses, student groups or teachers

·         training staff members or communities in financial literacy, women’s rights, etc.

·         teaching English and computer skills to students or colleagues

·         conducting research in the community using data collection techniques

·         managing the finances of the organization or a project

·         designing, overseeing, monitoring & evaluating projects in communities

Support for Interns: During the internship period, students receive support from the Wide Horizons Program staff for the 1-year before they work independently. This support includes the following:

·         Visiting interns and their supervisors at their place of work

·         Being available by e-mail and phone to assist interns with problem solving at work

·         Reading quarterly intern reports and giving individual feedback and advice

·         Facilitating workshops for interns to reflect and share their experiences with each other, as well as attend refresher trainings

·         Providing information on further study and career opportunities after graduation

·         Granting a Thai Ministry of Education-recognized diploma upon completion of the internship