After two years of intensive co-creation, 12 Alumni of our Capability Program kicked of our MasterClass Pilot on September 22-23, 2017 in Basel. Over 8 months, they will be working together with 7 Community Heroes to empower entrepreneurial thinking and acting around our learning centers. The team had a great start and we keep the fingers crossed for their research and prototyping phase.
In November 2016, the team of the 6th Capability Program pitched the idea to offer a Capability Program Reloaded for Alumni of our experiential learning program. What would make this program different is more entrepreneurial freedom for each candidate including the decision on where to implement what. The idea was heavily discussed and endorsed positively at the 2016 Summit.
Since then, a team of 12 Capability Program Alumni from 7 programs and 7 different nationalities have co-created an exciting challenge for their MasterClass, namely to design, implement and assess an online training program in entrepreneurial acting which trains our Community Heroes as trainers for community members to setup worthwhile tangible businesses. Before releasing the program to the community as an additional paid service offering, the Community Heroes live through it themselves by expanding the services of their learning centers.
On September 22-23, 2017, the team met for the first time physically in Basel. It felt like a home-coming as many knew each other through Zoom Calls, their Capability Programs or the Summit. Accompanied by Nathalie Moral as their business coach, the team developed a joint understanding of their vision and prototyped a first draft of their business model and impact chain. As a next step, the team will reach out to 7 Community Heroes who applied to join our MasterClass pilot and prototype the first model of their service.
We are very proud that this idea resulted out of our Family of BridgeBuilders and was brought to live in a process of co-creation. Like with all our entrepreneurial babies being born, we are eager to see how the pilot develops and will keep you updated.
Having participated in BOOKBRIDGE’s Capability Program, Linda Nordin decided to support our Mongolian learning centers. In several blog posts, she writes about her adventure.
Today is October 2 and one month that I said goodbye to my family and friends in Sweden to start my Mongolian adventure. At the moment I’m working with Batchimeg in Sainshand Learning Center Erdmiin Urguu where we are creating and setting up courses, already 4 courses running plus non-school activities, and creating an activity base to make the daily lesson planning easier.
Moving from central London to the east Gobi Desert has definitely been a change. From working in a male-dominated industry I now spend a couple of hours each day of educating the younger generations of Mongolia and it is so much fun!
My daily journeys on a crowded tube has now been replaced with a 10 minutes’ walk on the streets of Sainshand surrounded by the Gobi Desert. My 1 hour walk in the park has been replaced with a 1 hour walk being surrounded of the view of Sainshand and miles of desert and empty space. From reading a book in my expensive room in London I can now do my reading with an amazing sunset over the desert hills as company.
Overall life in Mongolia is going very well! In Sainshand there is loads of food stores so cooking is so much easier than I expected. Having fully planned days is great since there is no time for being homesick. Mongolian is very hard to learn but I’m still trying to learn, however I don’t believe speaking fluent Mongolian will be one of my goals with this 9-month journey. Step one is to learn the alphabet!
It’s now Monday morning and the start of a new month full with lessons, students, playing games, reading books and enjoying life in Sainshand and in Sainshand´s own BOOKBRIDGE Learning Center. I’m sure this month will fly away as quick as September did and I’m still very excited of being in the start of this amazing adventure!
In April, Daniel set out with his team on his learning journey as an entrepreneur in Mongolia. In this series of blog posts, he shares what he has experienced and taken away. Enjoy reading about his incredible journey to another world.
I’ve been incredibly fortunate to be given the opportunity to by my employer Swiss Re to join BOOKBRIDGE’s 10th Capability Program. It was a tremendous gift, and it was a loaded one, in ever so many ways.
A team of 12 from different companies met in April for Module 1 where were given the challenge to build up an English language learning center in remote Mongolia. A local manager/teacher for this social enterprise had been identified – and off we went. We tackled a thousand little and big things and finally had a solid business plan, pitched it and got the funding from our investor. The implementation plan followed and then …then we flew to Mongolia to bring it all to life.
Mongolia … remote, mystical and legendary comes to mind when you even just say the word, right? A majestically vast country and, for its size, barely populated (it has less than half the population of Switzerland, imagine that). But, while journeying to Mongolia’s capital Ulaanbaatar took ages, we were still nowhere near our destination. Our learning center was to be in the remote western province of Khovd, near the Chinese, Russian and Kazakh borders. Another flight and 1500 more kilometers later, we landed in … seemingly the middle of nowhere.
Khovd is a city of about 30’000 people, the capital of the Khovd province. When you zoom into the satellite view from Google Maps, you’ll see that half the city consists of gers (the traditional round yurts). So, there we were. Colorfully painted buildings, occasional hot water at the hotel, regular electricity cuts and, at first glance, lots of dust and poverty everywhere. But we had prepared, we knew better. As the province’s center, there’s a vibrant market (most things are brought from elsewhere), there are businesses, there’s a love for karaoke and, most importantly for us, there are lots and lots of students. Not all are from the city. Many of them come from traditional nomad families – to learn at secondary and higher education schools in Khovd, they come here and stay in dormitories.
I had been worried that too much of the work had already been done and that, by the time we got there, we would just be doing a few final things like help with a bit of marketing and attend the opening ceremony. I’m thrilled to say that we were swamped with work! At the learning center, our community hero Buyanaa had indeed already done a ton of things – but there were so many things left for us to tackle. We painted walls and doors, we installed computers and ipads and security cameras, we drove an intense marketing campaign with Facebook and with visits to local schools and government. Teams of us went from classroom to classroom to talk about the learning center and the opportunities students stood to gain by showing up.
I almost freaked when I heard that the opening ceremony would already be held mid-week, on Wednesday – that meant we only had three days to do far too many things. But we prioritized, made clear decisions, divided into teams and, using the Kanban board, effortlessly moved one thing after the other from “to do” to “doing” to “done”. The team, this bunch of former strangers, had become a family and truly rocked.
While I was painting/decorating the walls around the center’s doors, others put together a great opening ceremony program … would it work? Would people show up on a Wednesday at 2pm to see what the center had to offer? Continue reading here.
In April, Daniel set out with his team on his learning journey as an entrepreneur in Mongolia. In this series of blog posts, he shares what he has experienced and taken away. Enjoy reading about his incredible journey to another world.
As Westerners, we often think and wonder about happiness … when we stayed with the family at the ger in way way way remote northern Mongolia, I tried to see life from their point of view … and it made me wonder.
The ger is a round unit filled with the basics of carpets, mattresses, cooking utensils, a stove in the middle, a little dresser at back where the head of the family keeps important things. The ger is the center of it all, where everything happens … and we were welcomed into the family from the first moment.
They were not “tourist-friendly”, in fact, we may have been the first Westerners to ever stay with them. No, they were genuine and I kind of doubt they can be any other way. Whatever i’s done, is done communally, everything is about togetherness, about sharing, about caring for each other. It is at their core because without community, there’s no survival out there. When Eva, Tom, Stefan or I entered the ger, we would always be greeted. When we shared something, it would always be shared from family member to family member (chief first). As neither Negi nor Ogde (our travel friends/guides) spoke more than one handful of broken English words, we were left to using gestures and our few Mongolian words – it worked like a charm. We laughed a lot, and yes, we shared a lot.
These days in such remote gers, nomads can be as connected to the rest of the world as they want. With solar panels and satellite dishes, they can watch TV. In our ger, there was no TV – people talked and people played cards and the adults would always take time to cuddle the little ones in their arms or in their laps. The solar panel was simply used to charge a battery which in turn charged the various smart phones. Oh, and the smart phones were excellent devices for us to get to know each other better. They loved looking at our pictures to get a sense of our worlds – and we were glad to share every picture we took while there (you’ll see some of them below).
As my knee’s busted, I only joined one of the hiking trips – everything around there seems almost barren at first glance, and yet narrow creeks gurgle up from the mountains and snake their way passed the gers. I so enjoyed just being there at their oasis, watching them milk goats in the morning, collect water from the creek, playing, talking, taking time for everything and for everyone. Visitors would often come from other gers and we were always included as there was always something offered to drink and/or eat.
Happiness. If you knew your life inside out and that life, with work and family, was way way out there, would you ever even contemplate happiness? Would musing about it mean something to you? I thought that, for them, there is an incredible clarity of life. From the slaughtering of a sheep to the birth of a child, from the seasonal moving of the camp to the communal customs, it’s all clear. Perfectly clear. I thought that, for them, life isn’t about finding fulfilment – that often elusive quest for happiness that takes up so much of our thinking – for them it’s simpler. For the chief, his wife, their children and grandchildren, life is either good, or it’s not. If it isn’t good, you work to make it better until it’s good again, with all it’s perfect simplicity and clarity.
Now I’m back in Switzerland – this morning my wife and I talked a lot about many things. And several times I had the image of the chief, with his granddaughter on his knee, pop up before me. What would he say to our questions, to our thoughts? In fact (those who know why I’ve written “in fact” must now rise), I’m pretty sure I know, I understand, I “get” their clarity. To much of what we wonder and worry about, the chief would simply shrug. It doesn’t matter. Most things don’t. What matters is that the family’s healthy, that the herd’s tended, that the milk keeps flowing, that the wolves are kept at bay. What matters is the warmth in the ger, what matters is family. As a man as a community manager, I’ll keep the image of chief and granddaughter close. It makes everything – EVERYTHING – crystal clear.
In April, Daniel set out with his team on his learning journey as an entrepreneur in Mongolia. In this series of blog posts, he shares what he has experienced and taken away. Enjoy reading about his incredible journey to another world.
When we officially opened the “Golden Gate Learning Center” in Khovd, Mongolia, over two hundred people came to attend – it was magical!
Buyanaa, the center’s designated manager and teacher, proved to have much more to offer than just her tutorial skills. Grown up in Khovd, she knows everyone. Together with her husband (who also knows everyone) and their four children they were already a tremendous marketing machine. Even while we were hard at work prepping everything, word of mouth brought curious people to the center’s doors. They got a first glimpse at the classroom, the play and relax room, the study room – and the library with countless books (everything from beginner levels to Harry Potter and from Dr. Seuss to Shakespeare).
We were like bees, flying in and out of the center’s hive, to meet people, to pick up things from the print shop, to get paint from the market and and and. Then Wednesday arrived. We were as ready as we’d ever be … and had prepared for everything … or so we thought. You see, Mongolia sees very little rain and the forecast had led us to believe that it would continue as we’d come to know it. Blue skies, sunny, even t-shirt balmy … but when we looked out the hotel windows on Wednesday morning, everything was shaking out there, literally. Dust clouds blew past, lamp posts were rattling, people leaned in against the wind. Hoping for the gusts to vanish by noon, we made our way to the learning center.
There, we quickly saw the first victim. We had created huge advertising banners for a billboard across the street … but, while the frame of the billboard was still there, the banners had been torn and had apparently blown away, just a few shredded bits were still feverishly waving at us from up there. Sigh. Nothing to fix on that front. On we went, prepping, final bits and pieces – blowing up a hundred balloons, creating an arch – which we could barely raise and had to strap down like crazy because of the wind. The billboard banner was found and instead we fixed it outside the learning center’s doors. When noon came, the wind really did begin to slow down a bit. By one o’clock the first students already started showing up. We offered lottery tickets and games to pass the time until the official opening.
By 2pm the courtyard was packed, the wind was gone, the officials were seated and the program began.Speeches, a local singer, then a traditional musician, then students performing “We are the world”, then two Mongolian dancer girls. All of us got to say something, too and those saying something in Mongolian got the most applause (and laughs). The program ran smoothly and swiftly and soon we were at the ribbon cutting ceremony – snip, done! We were stationed everywhere, showing the library, showing the rooms, the activities – and we also acted as bouncers, making sure the we didn’t have all of them rushing the center at once. It was great to see how excited students were, but also how respectul and truly interested. On the spot, many of them already signed up to take lessons.
Was it a success? First, I couldn’t be more hopeful for the learning center from everything I’ve seen and felt – and second, the proof is in the numbers! We needed about 40 students to sign up in addition to those previously already confirmed … at this point a whopping ONE HUNDRED AND FORTY have signed up! Continue reading here.
We are very excited to announce the opening of two new BOOKBRIDGE learning centers in Cambodia and Mongolia! Together with Community Heroes Buyanaa and Kimsorn, two groups of our 10th Capability Program have worked on the business plans in the last months. Now they could open a learning center in Khovd, Mongolia and a learning center in Psar Kralan, Cambodia.
Opening Learning Center Khovd
The 13th Bookbridge Learning center “Golden Gate Learning Center” has opened its door in Khovd, a remote province of Mongolia. Khovd province is located 1,580 km west of Mongolia’s capital Ulaanbaatar and home to 85,000 people from more than 17 nationalities and ethnicities.
A team of 12 passionate members from different European companies has dedicated its time, know how and most importantly, heart for over 6 months in supporting Community Hero Buyankhishig to set up her social enterprise for the development of Khovd community.
For the opening, over two hundred people came – it was magical! It was great to see how excited the students were, but also how respectful and truly interested. On the spot, many of them already signed up to take lessons. After a week of the opening there were already 140 students registered for courses! We are very proud of the CAP10 team and Buyankhishig and wish her the best for her learning center!
Sometimes, the end of something means the start of something new. After the Capability Program was over, a whole new world had opened up for Linda Nordin. She returned to her job at Hilti in England but never forgot what she experienced when she opened up her learning center in Sukhbaatar, Mongolia. Two years later, she decided to move to Mongolia to support BOOKBRIDGE Learning Centers there. In this interview, she reveals more about her plans.
Who are you and what do you do?
My name is Linda and I was born in south Sweden in a small village on the countryside. At home I have two sisters, my mother, her partner and two dogs where none of the dogs knows how to behave. At university I studied Construction Engineering, after graduation I worked one year in Sweden before moving to Manchester in England.
I have been living in England the latest three years (2 years in Manchester and 1 year in London). After 3 years in England I wanted to start a new adventure and decided to move to Mongolia as a volunteer for the next 9 months. My first destination will be Sainshand where I will work with Batchimeg at her newly started learning center.
How did you hear about BOOKBRIDGE?
In England I worked for Hilti which is one of the companies whom give their employees the opportunity to participate in the Capability Program. I started my BOOKBRIDGE journey by participating in the 6th Capability Program where we supported Lazzet with setting up her Learning Center in Sukhbaatar.
What do you expect from your fellowship?
First of all I want to inspire children and young adults to learn a new language. I want to be a part of giving them the opportunity to be a part of the global world we are living in today, give them the opportunity to explore and meeting new people which I’ve been able to do by knowing a different language. I believe I can do so by supporting the existing learning centers with focus on increasing the number of students and develop the English and teaching skills of the teachers.
Second I want to learn about and be a part of the Mongolian culture. I want to adept to the culture and bring my learnings to the Western Word and inspire people at home to follow their dreams and inspire them to learn by other cultures.
After several months of searching, we are happy to introduce you to our new country manager for Sri Lanka, Saradha Somaratne. He will support our learning centers and the capability programs in Sri Lanka.
Saradha, who are you?
I am Saradha Somaratne and I live in Sri Lanka’s capital city Colombo. I am an avid reader and life-long learner. In my spare time I like travelling, listening to music and to do exercises to keep fit.
How did you know about BOOKBRIDGE?
I came to know about BOOKBRIDGE through Eranda Ginige, who is the local business coach for BOOKBRIDGE in Sri Lanka.
How can BOOKBRIDGE be helpful to Sri Lanka?
BOOKRIDGE can promote social entrepreneurship in Sri Lanka through the establishment of learning centers in various parts of Sri Lanka. These centers will help disadvantaged communities to learn English, IT and other transferable skills which are in high demand on the present job market.
What will your tasks be?
I will help the existing community heroes to develop their capacities. I will recruit new community heroes and I will run the capability programs in Sri Lanka.
What happens with the children studying at our learning centers? What impact do we have on them? Myagmarsuren attended courses at our learning center in Arvaikheer, Mongolia and has received a scholarship for studying in the US. In this interview she tells us how learning English at BOOKBRIDGE has empowered her to continue her journey in education.
Myagmarsuren, who are you?
My name is Myagmarsuren Surenkhorloo. I am a senior at University of Finance and Economics in Mongolia. I study Bachelor of Business Administration and my major is accounting. I graduated from Merged School in Arvaikheer, in 2014.
2. I have heard you are going to study abroad?
Indeed, this fall, I am studying Finance as an international exchange student at Illinois State University. My host university is located in Normal, IL and is the first public university in the state. It has over 21,000 graduate and undergraduate students.
3. How did you get accepted for the scholarship program?
My exchange program – Global UGRAD – has 4 levels of selection: application process, interview, TOEFL exam and global nomination. It funds students from all over the world who lead their peers by not only academic achievements but also community work and determination towards their goals. Obviously, having a high grade makes you up by one filter on excel. However, having your own vision, leadership in communities, and being passionate about the program makes you a more potential candidate.
3. When did you start learning English? When did you start to study at Arvaikheer Learning Center?
I started learning English when I entered 4th grade at elementary school. By the time I entered high school, I started studying at the learning center. For the last 2 years at BOOKBRIDGE, we undertook advanced English course and intensive preparation for the National Entrance Exam.
4. What impact did BOOKBRIDGE have on your study journey and on you?
First of all, having studied at the learning center I got to know many benefits of having excellent English skills. As you may know, most high school students do not understand how important it is. My perspective on learning English that I gained through BOOKBRIDGE, inspired me to improve my English.
Second, our teacher Uuganaa has a great initiative and commitment to teach her students not only academic skills but also life skills. She always makes us learn beyond our expectations. If current students study harder and hone their skills more and more under Uuganaa’s instruction, I have no doubt that they will achieve the best. With the help of her contribution, I met life-long friends and found the specific parts of my long-term goals as well.
Third, my participation in Mongolian Young Scholarship Program through BOOKBRIDGE supported me to get familiar with the big picture of learning English and community works. Basically, BOOKBRIDGE influenced me a lot to push myself.
Buyankhishig “Buyanaa” Zuronov is Community Hero in our 13th Mongolian learning center. In this interview, she introduces herself and her vision for her learning center in Khovd.
Buyanaa, who are you?
I was born in 1979 in Durgun soum, Khovd province. I graduated from Teacher’s University in Khovd and have been teaching English in Secondary School for 16 years. Last year, I was chosen as a mentor teacher in Khovd province and have been organizing some trainings for secondary school teachers since last September.
I live with my husband and 4 kids. My children go to school, they are 6, 9, 13 and 15 years old.
Why did you decide to apply at BOOKBRIDGE as Community Hero?
My province is 1,500 km far away from Ulaanbaatar and it is mostly impossible to go to Ulaanbaatar to learn more English for most of the students. I started my own learning center 3 years ago. But my small learning center wasn’t comfortable enough to recruit as many students as I wanted. That’s why I decided to apply at BOOKBRIDGE as Community Hero.
Which offering do you plan for your learning center?
I will teach English to 4-12 graders. For younger students I will offer Day Care services with basic English. Also, we will offer some clubs such as a Speaking club and a Song club. Library is the main offering where students can use computers and iPads with free internet and read what´s interesting them.
Looking back at your preparations for the opening of the learning center, what was the most difficult challenge?
I can’t name the most difficult challenge because when I faced something unknown and difficult thing my team and country managers always helped me to get over it.
What will be the most important task for your first week as Community Hero?
It will be advertising my learning center and recruiting students.
From August 10th to August 15th the BOOKBRIDGE Curriculum Working Group met for the first time in person in order to start developing a standardized curriculum for our learning centers in all countries. Sujitha Miranda from Sri Lanka, Sanha Nhor from Cambodia, Batchimeg Purejev and Uugantsetseg Gantumur from Mongolia worked together with Country Development Manager Monika Nowaczyk over five intense days of discussions and development. This representation from all countries is instrumental to the success and usability of the framework since it is developed by Community Heroes for Community Heroes.
The first order of business was to outline an action plan, description for the group and, most importantly, a name. After lots of brainstorming we decided to call ourselves the “BOOKBRIDGE Curriculum Super Heroes”. The main goal of the Curriculum Super Heroes is to develop an appropriate, functional and practical curriculum framework for all BOOKBRIDGE learning centers and to encourage and support the Community Heroes to apply it at their centers. This means reviewing what is currently happening at all learning centers across all countries in terms of teaching materials and methods, identifying gaps and researching other curriculum frameworks for EFL programs, with a particular focus on the Common European Framework of References for Languages (CEFR) which is the foundation of the majority of textbooks currently in use such as English File, New Headway and Upstream.
Why a Curriculum Framework?
The 2015 Quality evaluation report on Cambodia and the 2016 quality evaluation report on Mongolia both identified the lack of a structured curriculum as a major barrier to achieving quality at our learning centers. While a handful of learning centers have an outline of a curriculum, these are not fully developed, don’t include performance standards or assessments and are mainly focused on the textbooks which are used in teaching. In most classes, teachers follow the book without any regard of preparing students towards any specific learning outcomes nor measuring their learning progress.
A BOOKBRIDGE Curriculum Framework is the first step toward standardizing English language instruction and program across all learning centers in the BOOKBRIDGE family of learning centers. It provides a clear structure of levels from very young learners through to young adults, with specific learning outcomes. Additionally, each level is complemented with ideas for Project-Based Learning, which are built around the content in each level and provide opportunities for active learning and development of the 4Cs.
The Curriculum Super Heroes’ work in Sainshand was just the first step. The framework is in draft form and provides a high-level outline of the different levels. This needs to be reviewed, refined and tested for logical development. Following this, unit guides and eventually a toolbox with sample lesson plans, materials and assessments need to be developed. Finally, training will need to be provided to the Community Heroes on how to roll out the curriculum at the learning centers.
Since 91 years, scout leaders across the UK gather at Gilwell Park on the first weekend of September to get inspired by program ideas, celebrate and have fun together at Gilwell Reunion. Many scouts came to our booth in the international tent and showed interest in earning the Community Impact Badge and Global Issues Badge by engaging with us.
For the past years, our book champions Vicky, Kay and Alan have been representing BOOKBRIDGE at Gilwell Reunion. This year, Carsten joined them for the very first time and fulfilled one of his dreams: sleeping in a tent at Gilwell Park. Upon arrival on Friday, the entire campground had already been filled with cars and tents. Vicky had asked a fellow scout to reserve a spot for us and we were lucky to be placed right next to the UK Scout Radio Caravan.
For international programs, UK Scouts had setup a big white tent. Upon entering there, you could discover many different facets of scouting around the world. It was amazing to see what was on offer for UK Scouts who are interested in getting engaged abroad. Many scouts stopped by and took our leaflets on how to engage with us and earn the Community Impact and Global Issues Badge. We collected many addresses and we are looking forward to the follow up.
We would like to thank all scouts who have visited our booth. If you have missed us, you’ll find all information at www.bookbridge.org/uk/ .
What impact do we have on the people we work with? Ammarjargal Davaasuren is a 17-year old student from Arvaikheer, Mongolia who has been attending classes at our learning center for the last three years. This summer, she took 1st place in the regional university entrance exams out of 600 students. Learn more about her story!
Before I became part of BOOKBRIDGE, I was a very shy girl who had no aim to want to achieve. Also, I think I had to do English to live a better future regardless of I loved it or not.
3 years ago I heard about BOOKBRIDGE training center from my classmates, then my mother registered me in BOOKBRIDGE summer training class. I met teacher Uuganaa to discuss about which group I can join according to my English level. That time I realized that “I’m not good enough at English” as I couldn’t catch any words when Uuganaa spoke in English and even I didn’t know differences in grammar usages.
At the beginning, learning at least 70 words in a day and doing my English diligently wasn’t easy for me because I’m that kind of lazy although I liked how Uuganaa taught English in a funny and interesting way. Since that summer training class almost 3 years have passed. I really loved learning English and being a little part of BOOKBRIDGE. After that year students from BOOKBRIDGE learning center in Chinggis visited us so all students took part in the English Olympics.
Taking 2nd place in that Olympic encouraged me to learn English very well and I understood that my English was improving. Moreover, I had made ew friends from Germany (the Franconian International School) which also inspired me to speak English. So I could speak to anyone in English without being fearful and shy so I joined the “The Chatty Bunch”. This is a speaking club which was initiated by Peace Corps volunteers associated with Uuganaa. It helped me not only improve my public speaking, presenting, expressing my opinion clearly but also to join TedxArvaikheer workshop. During the TedxArvaikheer workshop I presented my speech in English in front of many people. It was a big experience for me that I had to face my shyness.
In addition to BOOKBRIDGE teaching me English but it also helped me to improve my leadership skills, how to be responsible for everything besides the fact that I found my lifetime true friends at BOOKBRIDGE, and to become initiative and confident. I got involved in many activities such as organizing a Halloween party, BOOKBRIDGE new-year and so on.
Finally funny 3 years passed with BOOKBRIDGE and all BOOKBRIDGE students faced the entrance exam to university. I have been studying a lot of things at BOOKBRIDGE and with Uuganaa. As a result of this I could take 1st place out of over 600 students in the English entrance exam in my province. For me, it has been the biggest success I had until now. I’m really happy to see that my mother and Uuganaa are proud of me. Now I am highly passioned to learn English. Thank you for everything you did for us and me. All my brightest memories are connected with BOOKBRIDGE and Uuganaa. At the end, if you really love something and want to do it, there is nothing that stops you.
The limit of my language mean the limit of my world.
This summer, Lea Z’graggen from Switzerland did an internship at our learning center in Arvaikheer, Mongolia. In this post she writes about her experiences and impressions.
As part of my studies to become a primary teacher in Switzerland I did an internship in Arvaikheer Bookbridge Learning Centre. And it was just amazing! From the very beginning I could tell that it would be great.
Since the first contact with the Bookbridge staff I felt that I was well taken care of and everything is well organized. This helped me so much to leave my home country Switzerland and experience a very different culture from my own all by myself.
I had the opportunity to do my internship in the first Bookbridge Learning Centre that was ever built. During my stay Uuganaa and her family became like my second family and they really helped me to understand Mongolian culture and they helped me to accustom.
My work at the Learning Centre
The first few days I just observed how Uuganaa and the other teachers teach. This was very important as the teaching style was very different from what I had experienced before. The success Uuganaa and her students have speaks for itself.
While teaching, Uuganaa always tries to engage the students and to make them speak and actually use the language as often as possible. What impressed me the most was how Uuganaa is training the pupils’ life-skills. Many students told me how proud they are to have overcome their shyness and that they’ve learned in the Bookbridge Learning Centre how to be a good friend and a good person in general. They seem to learn so much more than English! What also impressed me was how many students voluntarily helped her after or before their classes.
After my first few days observing I had my first co-teaching lesson with Uuganaa. She was mainly teaching and I just supported her wherever I could. It seemed like it was motivating for the students to speak with a person from afar and it was great for them to experience a different English pronunciation. Whatever English sentences they had learned so far they could use with me and I think it made learning English more meaningful to them. At least I experienced it that way when I learned English. I was only motivated to learn English when I could use it in an authentic setting and not only on worksheets.
After the few days of just observing, my main tasks at the Learning Centre were preparing the lessons together with Uuganaa, doing listening with the students, doing interactive speaking tasks with them and as mentioned before just co-teaching with Uuganaa.
The five weeks in Mongolia just flew by and I am grateful for every friend I have made during my stay and all the great experiences I had. I am also very happy that I could be part of the first Bookbridge Camp. I am very much looking forward to seeing how it continues.
It was such a valuable experience to have this cultural exchange and I would love to come back again at one point.
The All-Staff Training in Mongolia took place from August 4-9 in Terelj National Park in Mongolia and was a great success. Besides the members of the Mongolian BOOKBRIDGE team, we had the pleasure to welcome three participants from Sri Lanka and Cambodia: Sujitha, Community Hero in Bandarawela, Sanha, Education Business Developer, and Monika, BOOKBRIDGE Country Development Manager.
The international team spent quality time together and shared experiences among the learning centers in Cambodia, Sri Lanka, and Mongolia. Most important: the Community Heroes inspired each others sharing their skills and what they have been doing so far in their communities. With this training, we did a big step towards growing together as a team.
We started the training with the session “the Community Hero as a manager”, then we went into skills and discussed project-based learning as well as the challenges the Community Heroes are facing. There were, of course, other sub-topics like improving teaching methods and marketing strategies as well as how to improve the students’ English skills.
Sri Lankan-based Sujitha had come to Mongolia to share her experiences in running life skills courses and how to use BOOKBRIDGE stipend fund to improve her teaching and management skills. The Mongolian Community Heroes shared their experiences with their Sri Lankan and Cambodian collegues in running project-based learning by organizing the first BOOKBRIDGE student summer camp (see the link) and a TEDx event in Arvaikheer. All participants agreed on project-based learning being the future of the learning centers’ activities. We were proud that as a result the Community Heroes started to spin off project-based learning activities together beyond borders!
We had a great surprise visit by our Book Champions from the UK. They shared their story about how the book collection and sorting events started and what they have been experiencing so far. We were amazed by this group of young people, by their enthusiasm and readiness to help others.
Our guest speakers were Tsolmon, Chair of Board of Nomiin Guur NGO (our organization in Mongolia), and Ankhzaya, Educational specialists from the Mongolian National University of Education. All Community Heroes appreciated the valuable contents they shared and hope to continue to work together in the future.
A new and fun activity we introduced in the staff training was the daily morning workout including as cross fitness training, yoga and some hiking. We are thankful Monika for that initiation!
After training the international curriculum development team, Monika and Sanha from Cambodia, Uugantsetseg and Batchimeg from Mongolia and Sujitha from Sri Lanka headed to our learning center in Sainshand to work on a student-centered and project-based curriculum for all BOOKBRIDGE learning centers.
Kimsorn Ngam is our new Community Hero in Psar Kralan, Cambodia. In this interview we introduce him and his learning center SmILe Academy.
Kimsorn, who are you?
I was born in a rural community family 85km north of Siem Reap town. I left my parents to find a better education in the city in 1996. At that time, there was no transportation service or road access as today. I walked to the city for 85km across some areas covered with jungle and landmines which made me scared.
I am the only one of my generation who graduated from school. I was inspired by my father who was a district chief of education youth and sport until he retired last year. He told me “Kimsorn, I trust you most among of the seven brothers and sisters to have success in education. If you die finding education this is better than living in poverty for the rest of the life.” He continued: “I will regard you as my hero”. This strongly inspires me up to date.
I met many challenges living away from my parents at the age of 12 but I never gave up pursuing my education. Even now I´m pursuing a master’s degree in TESOL at the University of South East Asia, Cambodia.
For the last 12 years, I have worked in the field of Education, Research, Monitoring,and Evaluation for an international community development organization. I was responsible for monitoring community development programs, conducted research on community development issues for the organization This Life Cambodia, and provided consultation services for institutional partners interested in conducting research about educational and human rights in Cambodia. This also included sharing research findings with local communities, organizational staff, the research community, and government officials and other partners’ institutions.
I have also evaluated life skill programs for young prisoners under 15 and have capacity building for school support committees to ensure they run their schools independently. In the field of social entrepreneurship I have worked with a family income generation project providing business support and microfinance to community members with guardians in prison and for Vocational Training Social Enterprise teaching vocational skills to at-risk youth. Based on the finding and recommendation I made, this NGO has expanded its’ programs.
Besides working for NGOs, I have worked as part-time English Program Supervisor at a private school called Asian Elementary and Secondary School in Siem Reap to apply the knowledge from my master degree in TESOL. According to my education and work experienced, I won a US government award for Young South East Asian Leadership Initiative in April 2016 that included a six-week trip to the United States where I met ex-president Barak Obama to exchanging leadership and economic empowerment experiences of Asia and the US.
I believe that because of my background I can lead a learning center to provide better education for children, youth, families and the community members to enable them to improve their lives and economic situations.
What is your vision for your learning center?
My vision is to make the learning center financially self-sustainable, to create a lasting positive impact and opportunities for children, youth, families and the community and to expand its programs to the communities in Cambodia.
Which courses and activities do you plan to offer?
Based on what we have analyzed as the community’s needs, the learning center will offer the following courses: English and Khmer pre-school, part-time English classes for young people and adults, IT classes and daycare for children. Due to the fact that Siem Reap is a world heritage area with many international visitors coming to see the temples this gives good job opportunities to those who have English and computer skills.
What will be the next steps after opening the learning center?
In order to achieve financial self-sustainability and impact in the community, I will build good relationships with partner institutions after opening the learning center. This way, I want to ensure I can generate more and more students. At the same time, I want to provide SmILe Academy’s teachers and staffs with ongoing trainings in providing professional services to ensure that the community will be satisfied with our services. Through networking with other BOOKBRIDGE learning centers and by keeping contact with the CAP10 participants, I hope to receive business and technical support.
Marlen Laang and Sheila Kehrli did a five-weeks internship at our learning center in Takeo, Cambodia. Read what the two students from PH Luzern University of Teacher Education experienced during their stay.
Our stay at BOOKBRIDGE Learning Center Takeo was a really enjoyable one. Together with Sreydieb, Head of the Learning Center, and all the teachers we spent five weeks with full of positive and unforgettable experiences.
As soon as everyone was available we came together for a meeting to get to know each other and to discuss about how we would arrange our cooperation. After this the Head of the Learning Center, Sreydieb, created a timetable for everyone in order to have transparency about who is working together at which time and day. This was very helpful for us. The first few days we had the chance to observe the classes in each level. Having done that we had some ideas about the teachers teaching style and additionally about the students taking part of their lessons. More and more we started co-teaching together with the teachers. This way we could profit from each other’s experiences and have an exchange of different ideas. Sometimes we even could be of assistance if a teacher had been ill. Then we would take over their lesson and at the same time get to know the students even better. We were happy to introduce the teachers and students to some vocabulary games we already knew from our teaching experiences in Switzerland.
Not only we could be of assistance by observing the lessons and by co-teaching, we also were eager to help out in the library in order to learn more about the work at the Learning Center and the daily routines. Once we helped to get the books back into order and we sometimes would have some entertaining exchanges with the visitors of the Learning Center. We both remember how we had lots of fun while reading children’s books out loud. To make it more interesting we even involved some acting coupled with some singing. To improve the atmosphere at the learning center we were also asked to help out with decorations and Origami animals. As a result of our work there is now a ceiling full of flowers, butterflies and other animals.
Takeo Town is very nice and luckily not too big. We were able to find some great places to eat and we frequently visited them. The staff of the learning center gave us bicycles as a mean of local transportation. Having them enabled us to get around easily and also quiet fast. We are also very thankful to Sreydieb and Sophea who were showing us around as well as going on some excursions together with us. They showed us about the culture and the life in Takeo and generally in Cambodia. We visited the museum and were able to help out at the rice field. Unforgettable stays also our trip to Sihanouk Ville, a costal province to Southwestern part of Cambodia.
The internship for us seemed to work very smoothly. If there was something we could be of assistance, Sreydieb did not hesitate to ask us. Like that we were always informed about the expectations. We had the feeling to be able to talk freely about uncertainties. For this reason we don’t think there is much that can be improved.
Overall we think that we were able to profit on both sides and we admit having had a lot of fun working and learning together with the staff of the learning center.
We would like to thank Monika, Sokhan, Sreydieb, Sophea and all the teachers for their support.
Up in the Zurich hills with a beautiful and inspiring view of the Zurich lake and Alps 24 CAP10 candidates came together to accomplish the same mission: Convincing their two investors to invest into their learning centers. Two investors? You might remember: CAP10 is the first Capability Program with two teams starting in parallel, one team for a learning center in Cambodia and one team for a center in Mongolia. So, also two investors had to be convinced.
The weather was pleasant and welcomed the teams: the sun was shining on Zurick lake that looked very inviting for swimming. But business was more important than pleasure as a lot of work lay ahead of the two teams. Since module 1 in April and module 2 in June, the teams had worked on identifying the needs and pain points of the communities for developing the business plan for the learning centers in Psar Kralan (Cambodia) and Khovd (Mongolia). From their findings they derived their plannings: which classes will be offered? Who will be the teachers? Do the buildings have enough rooms for all courses planned? They summarized their results in a business plan and condensed their ideas in a presentation for the investor pitch. So, when they arrived in Zurich all key parts had to be prepared as they had only one afternoon to run a mock pitch. You could feel the excitement in the air until at 9.30 AM the investors finally took their seats and the pitches started.
Both teams performed awesome with plans that couldn’t have been more different and surprising for theinvestors. Team Mongolia took their investor Elisabeth Labadie from Wilhelm-Doerenkamp-Stiftung on a gallery walk to present their ideas and plans at different stations all around the workshop venue. This also included short theatre plays and interactive parts. The great effect of this method was that everyone in the team had a role and was a presenter in the end.
Team Cambodia in contrast had two special guests in their pitch: Anke Erler, private investor from Germany, had brought her daughters Helen (7 years old) and Karen (5). Besides the presentation of hard facts (in English) to their investor the team used a storytelling approach (in German) to also convince the kids of their business plan. Both teams achieved their goal receiving the confirmation by their investors. Anke Erler stated some conditions on her Yes which have to be fulfilled until August 7. To learn more about what Anke motivated to invest in a learning center watch this video.
Still, both teams were full of relief and joy. After another working session aiming at planning the upcoming implementation module in September, the teams finally got to the point of pleasure: A one-hour walk brought them down to the lake where all was prepared for a barbecue and relaxing evening.
The third and last day was used for leadership. The teams looked back on what they had done so far, analysed their team dynamics and team roles and finally did a funny and educational role play on intercultural leadership. In all this they were accompanied by their leadership coaches Boris Billing for team Cambodia and Heike Rudolph von Rohr for team Mongolia. Business Coaches Nathalie Moral (team Cambodia) and Jorge Cendales (team Mongolia) had already left the day before after having celebrated the pitch achievements with the teams.
On September 9 the teams will meet again – in Cambodia and Mongolia. Here, they will finally set up both learning centers and see what they have planned the three past months. We keep our fingers crossed for the final implementation!
Our learning center in Bandarwela, Sri Lanka has largely profited from our Quality Development Fund. The Quality Development Fund aims at improving the teaching quality at our learning centers and to give funds for the formation of teachers and the Community Heroes.
To improve the quality of her courses, Community Hero Sujitha Miranda sat together with her team to discuss the quality framework and future developments. Finally everyone agreed to focus on the following three areas to develop the quality of the learning center:
1. Conduct library competitions
2. Conduct English camps at three state schools
3. Purchase books and learning materials for classroom activities.
Then Sujitha prepared a detailed proposal indicating the quality indicators. In April, she applied for the BOOKBRIDGE Quality Development Fund submitting a proposal and completing the survey. It was approved by Country Development Manager Monika Nowaczyk in May.
As a first step, Sujitha and her assistant Satheesh Pushparajah visited the Provincial Education Office to join hands with them to conduct library competitions and English Camps in the state school. The proposal was highly appreciated by the Provincial Director and given permission via an approval letter.
Quality Development Activities
The library competition consisted of tests in Reading, Hand Writing, Drawing, Dictation and Story Telling. They were organized for three age groups. The competition was held in two phases: school competitions and inter-school competitions. The school competitions were held from May 22nd to 26th at the learning center. Three winners were selected from each school for each competition to participate in the inter-school competition. The inter-school competitions were held on June 7th. 172 students participated in these competitions. The winners were selected by a panel of experienced judges. The winners received certificates and valuable books from the BOOKBRIDGE Team and Board of members at the LC 1st birthday celebration.
The English camps were organized for three schools:
1. Aislabey Tamil Vidyalaya, Bandrawela
2. Gonamutawa Tamil Vidyalaya Bandarawela
3. Craig Tamil Maha Vidyalaya Bandarawela
Unfortunately Aislabey Tamil Vidyalaya didn´t have time to participate and Kahagalla Tamil Vidyalaya got the chance to get their own English camp.
The camps were organized by the senior students of the Find yourself batch. They prepared activities and games for the camps. Nearly 100 students participated in each camp. Each camp began at 8.30am and concluded at 1pm.
Books & Teaching Materials
Sujitha ordered 2 Headways students books and 2 Oxford Project Student books. The Headways books already arrived and the Project book is yet to be delivered. Also, Sujitha purchased some Alphabet puzzles and some plastic balls for classroom activities.
Impact of the Activities
Sujitha organized these activities to improve the following Quality development indicators:
Student participation and development
Teaching Learning Process
Sujitha believes that she met all her expectation since she got the following impact:
1. The learning center was able to reach more than 300 students & teachers in its English camps and more than 500 Student, teachers and parents in its library competition.
2. From May 10th to date 31 new students got registered.
3. Six library competition winners joined for courses securing the learning center’s financal independence
4. Many school teachers and parents got to know about the center.
5. Activity-based learning in the classrooms has been improved.
6. Zonal Education Office requested the learning center to do more English Camps in schools.
Good news from Sri Lanka: this fall, our third learning center will open its doors in Batticaloa, a city on the Sri Lankan East coast. Community Hero Regashamini “Rega” Rathagirushnan will manage the learning center. We talked to her about her vision and plans for the center.
Rega, who are you?
My name is Regashamini (Rega). I am 31 years old and the youngest in my family, I have 3 sisters and a brother. I like to travel, do gardening, handcrafts, having puppies as pets, I love to play with kids and do charity work.
What is your background?
I am passionate about teaching and continuous learning. I was born in a village called Periyakallru, Batticaloa. Then our family moved to Batticaloa town for better schooling. I got the opportunity to continue my undergraduate studies at the University of Colombo, therefore again I had moved to Sri Lanka’s capital alone in 2007. I successfully completed my B.Sc in Industrial Statistics & Mathematical Finance in 2011, Human Resource Management 2011, and did my Master’s degree in Financial Mathematics in 2015. In total around six years, I have worked across various private and multi-national companies in Colombo in the field of HR, ISO quality audit, Actuarial and Finance. Currently, I work as an online tutor.
Why did you apply for BOOKBRIDGE Community Hero?
At the time when I thought of going back to my home town and opening my own learning center I saw that BOOKBRIDGE was looking for a Community Hero. That made me more confident and motivated. So I feel it was the right time that I found BOOKBRIDGE. It is a perfect fit for my dream. Also this is great opportunity to work with a global team for a long run. I believe the approach of joined hands in a global family will provide the support necessary to make my dreams come true.
Which goals to you have for your learning center?
I want my community to grow with a quality & effective educational system. I wish my learning center to expand with a variety of courses (with new technologies) and to become self-sustainable in the long run.
Which educational offerings do you plan?
I aim to support school children, university students, school leavers and women who are seeking for career opportunities. I want to achieve this by means of teaching & learning methods, awareness and self-realization of their own skills and professional development.
I plan to realize:
For school students: new methods of learning (Mathematics, Science, English and IT).
For undergraduates, professional students and school leavers: courses for MS Office, Presentation, soft skills and interview preparations.
For professional students and school leavers: Foundation to Diploma in Management, Marketing, HRM, Finance, Business statistic and teaching.
For women who are seeking for career opportunities: Motivate them to do handcrafting and supporting them by providing ressources and create market opportunities.
I hope all of the above plans will work and reach beyond my expected level. I will try my best to expand in our area to serve more people with a variety of new courses in a long run.
This year, BOOKBRIDGE Mongolia has organized a summer camp for the first time. The camp took place from July 2-7 and was a great success. Swiss Lea, currently volunteer at our learning center in Arvaikheer, Mongolia shares her impressions.
More than a week has passed since the first English BOOKBRIDGE camp has finished. And what can I say: All in all it was just a real success! Friendships were built between the kids from Khenti, Uvurkhangai, Umnugobi, Selenge, Murun and Dund-Govi where BOOKBRIDGE runs learning centers. And one could see how the students grew in many aspect during these few days. And the best part is: while playing games, being active and improving their life-skills the students were improving their English without even realizing it.
But let’s start at the beginning: On the 1st of July BOOKBRIDGE volunteers arrived at the camp site and were far from amused when they saw how the last campers left the camp buildings. They worked all night to clean and prepare the camp for the students and teachers who should arrive the next day. They gained all our gratitude for their hard work for making the property ready for the camp!
The camp started on July 2 with a joyful train ride and some hiking to the camp place outside of Ulaanbaatar. The kids didn’t know what to expect as it was the first camp like this. Many of the participants were even sceptical at the beginning as the camp was so different from any other camp they had been part of. Some students started to make some troubles on the second day by coming late and distracting others and other non-adequate behavior. But after explaining them what the goal of this camp is and how much effort the teachers and volunteers put in it they started to change and some of them even won in the daily competitions because they were so helpful and active campers!
But I am jumping forward again. So let’s go back to the 2nd of July: When the students arrived they were assigned to five different groups in which they would attend the different activities during the week. Then each group had to decide for a name and a matching performance to present the name. They did a great job!
Afterwards the camp rules were presented in an interactive play. During the play, Buba (who played the “good camper”) had always different options how she could react and the kids had to decide which would be an appropriate reaction to the situation. Everyone loved this play and the students kept on reciting it during the week.
The camp routine
On the second day “the camp routine” started. Here is an impression of how a camp-day looked like: After washing and cleaning oneself, one got breakfast. At 9:30 the students got informed about the new daily competition, who won the previous daily competition and the schedule of the day. Every day there was a new daily competition. For example one day it was volunteerism and the students who helped setting up the karaoke night without having to, won the competition and got a nice necklace or bracelet the next morning. After that, the five groups attended different activities. The activities were every day the same but the groups rotated so every group joined each activity once during the week.
After the activities the kids had tea break and some free-time before lunch. After lunchbreak the groups attended new activities like river-activity or life-skills. In the evening the students had the choice to attend Zumba, yoga, art-corner, game-corner or movie corner. After another meal we had different evening activities like disco night, karaoke, a bonfire… In-between and after the mandatory activities the kids spent time with each other and with the volunteering students and Peace Corps students.
And then, sooner than we wanted, the week was over. The only complaints the kids had in the end was that there was too much food and that they would have loved to stay longer. Probably the hardest part of the week was saying goodbye. Some kids were even crying when saying goodbye to each other and they promised each other to come again to next year’s BOOKBRIDGE camp.
Patrick, tell us about you: Who are you?
I am an electro-mechanic engineer and an information system engineer. I worked in various companies/ consulting software house, bank, and French railways. I come from Europe (France). Now I am retired. In my free time, I visit my children and grand-children in Poland and the Netherlands, read books and take care of my horse.
How did you know about BOOKBRIDGE?
I went to 10 January 1979 high school, asked to talk to the director and proposed him to coach students. He sent me to Sanith Kong, the Community Hero in Siem Reap.
Why do you engage in BOOKBRIDGE?
I like seeing how students try (or don’t try!) to solve various problems and analyze situations.
What do you do at BOOKBRIDGE?
I coach students and educate them on the importance of developing their mental potentialities in focusing on:
the process of information by the brain,
the link between intelligence and memory,
the role of the memory and how to improve it,
a better understanding of their own capacities and what they can do to improve
pragmatic advises and suggestions to apply for their studies.
With support of more than 50 UK Scouts, we sorted through 30,000 books in just one day. On Monday, July 24, we sent off 16,475 high quality English books to our learning centers in Mongolia, Cambodia and Sri Lanka. We are grateful for the support of our book champions at the FIS and at 2nd East London. You are amazing!
It felt like coming home for Carsten. For the 6th year in a row, 2nd East London hosted our yearly UK Sorting Event at Hargreaves Scout Camp in Romford, Northern London. More than 50 scouts came to sort through roughly 30,000 books which the scouts had been collecting in and around London since last year. And it took us only one day to get through!
By Saturday evening, we had sorted all books into 16 distinct categories. Naturally, fiction and information books were the most-donated books. Games, media and dictionnaries were the least-donated books. Based on the needs of our learning centers, we split them up in different boxes and categorized them with a label. By that way, each box finds its way to one of our 26 learning center locations in Mongolia, Cambodia and Sri Lanka.
What motivates us most, is to see the passion and energy of all book champions involved in our cause. This time, we had new scouts coming and helping us. Furthermore, GSE1 Alumna Kathrin came all of the way from Switzerland to support us as well. And all 2nd East London cubs, scouts, explorers and leaders did an amazing job in putting this event together. We are proud of our long-standing partnership!
On Sunday, we had packed 16,475 books onto pallets, ready to be shipped to Mongolia, Cambodia and Sri Lanka. The pallets to Mongolia will leave immediately by Transsiberian Railways. The books for Cambodia and Sri Lanka will be shipped by end of the year. We are grateful for the support by Henning, Alexander, Martin, Steffen, Willem, Darren, Bart, Dijs, Rombout and Chris at Kuehne + Nagel. Without them, our books would move nowhere.
Are we really going to South Africa? This news might be a big surprise to many of our bridgebuilders. In reality, it is a new great way to transfer the business and leadership skills learnt in our Capability Program into your own social enterprise. Following their participation in our program, Christina and Dorah from Seed Community decided to open up Green Business College as a social enterprise in Johannisburg, South Africa. We keep fingers crossed for the big opening on August 6.
It all started with a phone call in January 2016. Christina, Founder of Seed Community, contacted us and told us with great passion about the activities of her NGO in South Africa. In her conversation with Carsten, she painted the dream of a training center for the local community to foster entrepreneurial thinking and acting. And she showed interest in our learning center model and the Capability Program as a way to acquire the skillset needed to setup and operate a training center as a social enterprise.
A few weeks later, Carsten met with Willy Mummenthaler from Fondation ManPower in Switzerland. Willy was looking for an opportunity to support BOOKBRIDGE in expanding its impact. After hearing about Christina‘s dream, Willy decided to partially sponsor a participation of Christina and her South African colleague Dorah in BOOKBRIDGE‘s program with the University of Basel, the CAS in Global Social Entrepreneurship.
Christina and Dorah participated in our program and learnt by setting up a new learning center in Kekirawa, Sri Lanka. Throughout the program, they were accompanied by Carsten to apply our approach to her situation. “The regular calls and milestones helped us a lot in making progress”, recalls Christina the whole program. Encouraged by the progress made with their team on the learning center in Sri Lanka, they worked in parallel on the business plan and pitch for her own venture in South Africa.
In this process, Christina and Dorah were guided by their vision of a place where people learn to sustain themselves financially by developing green business products, ideas and skills. Their aim is to recruit, train and develop aspiring ‘green entrepreneurs’. They would like to do this by engaging the under-employed members of the community to learn new ‘green skills’, which will assist them to set up a sustainable, environmentally-friendly small business.
All students of the Green Business College will receive practical training of a ‘green skill’, training on how to turn their skill into a business and finally direct access to sales channels where they will be able to sell their products. Ultimately, they will know how to use these green skills to create products and services to generate a sustainable income for themselves and their families.
The kinds of skills they will include in their training portfolio:
Green Business Skills: Entrepreneurship training – how to ‘give yourself a job.
Making Hot Bags: making and selling energy saving cooking bags using African fabrics
Keeping Bees for Business: the skills and tools required to be a bee-keeper)
Learning Vermiculture (keeping a worm farm to produce compost to sell and use)
Learning Permaculture (how to grow your own food and herbs to sell)
Herb and Food Processing (processing food and making green cosmetics and preserved food for sale)
Building a Bio-digester (building bio-digesters for individuals or communities; use waste to generate cooking and heating gas)
Making Solar Ovens (how to build an oven that cooks with the energy of the sun)
Recycled/Up-cycled Jewellery-making (making jewellery from trash)
Besides the skills and support by Carsten, Christina and Dorah also found new allies among our Family of Bridgebuilders. To the big surprise by all of us, HILTI Foundation – one of BOOKBRIDGE‘s main investors in learning centers – decided to invest EUR 10,000 as a soft loan into the Green Business College.
The Green Business College opens its doors on August 6, 2017. We keep the fingers crossed for the vision of Christina and Dorah. They are eager to get started and we are looking forward to building bridges with them to South Africa.
In our 2017 Leadership Week, we did not only meet as a team and visited our learning centers in Sri Lanka but also decided on important topics of our strategy and our vision 2020.
What a week! After more than a year, BOOKBRIDGE core team met together with our Foundation Board as a whole team. During the week we spent many great moments together and discovered Sri Lanka’s beauty but also worked on principles and challenges of our work and visited our learning centers (learn more about our trip in this article). Besides meeting Sampath in Kekirawa and the motivated women in his community we had the honour to attend Skills Learning Center’s first birthday in Bandarawela. Community Hero Sujitha had invited us to the celebration and integrated the whole team in the ceremony. We are grateful for spending a great moment with her, her dedicated staff and the people from her community!
In several workshops, we worked hard on taking decisions on various topics that will guide our work in the next years:
Quality in our learning centers
Rethinking the recruitment process of our Community Heroes
Between the workshops, we discussed many details and special aspects in small groups and on Friday the Foundation Board took the chance to meet for the first time in person (board meetings take place quarterly via video calls).
Key results of our 2017 Leadership Week
We have redefined the dimensions activity, outcome and output of our impact chain
A working group will set up an “integrated curriculum” for our learning centers combining English lessons with student projects and field trips to the community
In our learning center reporting, we have skipped the metric “community outreach” as it is too vague
We still have to discuss our current evaluation and assessment methods
Criteria for learning centers have been regrouped and refined
We keep the criteria for the Capability Program
We will skip the pure in-country programs with clients and candidates from the South
We have mapped the progress the learning centers and BOOKBRIDGE as an organization have made since 2015
Quality in our learning centers:
We have decided on 7 immediate measures to put quality at the center stage
The relationships between BOOKBRIDGE entities and stakeholdes have been thouroughly discussed and mapped
We have agreed on a “term sheet” outlining the most important governance topics
Recruitment process of our Community Heroes:
We have refined the criteria for recruiting the managers of our learning center
Board meeting: the Foundation Board decided
to give an additional EUR 3,000 investment to Sujitha for her Skills Learning Center
to agree on a EUR 10,000 investment in the South African social enterprise Green Business College that has been founded by alumni of our Capability Program and with the ideas that stand behind BOOKBRIDGE
to elect Natalie Moral and Tsolmon as fifth and sixth member of the Foundation Board
The environmental footprint of BOOKBRIDGE will be part of the agenda of BridgeBuilder Summit 2018
All-staff trainings in our countries will include a workshop on the environment to raise the awareness among our Community Heroes for this topic
As our organization keeps on growing, we have agreed on 29 abbreviations to make our daily work easier.
After a week full of friendship, great moments and new insights we said good-bye to each other at Colombo airport. We are proud of what we have achieved during Leadership Week: not only big progress on our work but also inspiring encounters with our Community Heroes and the people of Sri Lanka. We can´t wait to see eacher other again on Bridgebuilder Summit 2018!
Following the successful opening of their Erdmin Urguu Learning Center in Sainhand, Mongolia, the GMP+4 Teams came together in Düsseldorf and Sainshand to assess their impact and reflect upon their personal and professional learnings. Module 5 of our 4th WHU General Management Plus Program marked the end of the beginning of their learning journey as social entrepreneurs.
The investor debrief went very well. Community Hero Sampath had prepared a thorough progress report which showed major achievements towards the goals set, but also reflected on the drawbacks and failures. For example, most of the Sri Lankan Team Members vanished by the end of the program as they could not see the benefit for them to participate.
The team has already created major impact, although the learning center was only 40 days in existence. 21 students are currently enrolled in 4 different courses. The learning center reported a sustainability rate of 120% as of June 2017! However, this sustainability rate does not include a salary for the center‘s key person Batchimeg. A little bit more than 50% of the EUR 20,000 investment has been used up so far.
All candidates and the BOOKBRIDGE Team took away important and significant learnings from this program. Each candidate recorded a short Pecha Kucha presentation which you may access by clicking on the video below. At BOOKBRIDGE, we also made a lot of learnings in this program run. The GMP+4 Team was the first team ever implementing their business plan without an on-site business coach. And it worked very well! We are proud of what the team has achieved and learnt on its learning journey.
Last but not least, we are proud to close our fourth program in collaboration with WHU Executive Education with big success. All candidates received an official Certificate with 15 ECTS. From all candidates, we have received valuable feedback which we will take into account for the future design of our course. The learning journey of our candidates would not have been possible without the outstanding support of
Rebecca, Janine, Floor and Johanna as our partners at WHU
Heike Rudolf von Rohr as leadership coach
Emilie Barrallon as business coach
Bolor and Pierre from Oyun Foundation as impact investor
Amar and Tunga from BOOKBRIDGE Mongolia as our partner organization
Martina Fraternali was BOOKBRIDGE fellow at our learning center in Siem Reap, Cambodia. In this report she sums up her experiences and impressions of her stay, reflects on the learnings and gives recommendations for future improvements.
The purpose of this Fellowship Report is to detail the characteristics, the goals and objectives and the currently running projects of the BOOKBRIDGE Learning Center Siem Reap. In addition to it, the Fellowship Report provides the reader with personal observations and recommendations that have emerged over the 6 months of my fellowship experience, from November 2016 until May 2017 at the Learning Center.
The following volunteers/fellows that will engage for long or short-term at the BOOKBRIDGE Learning Center Siem Reap are strongly recommended to read this document before commencing their work duties. This report aims at helping them to understand the dynamics of the learning center, its potential and what it can be possibly implemented and what has been attempted successfully or unsuccessfully in order to better direct the fellows/volunteers in their endeavours.
I wish to thank Sanith [Sanith Kong is Community Hero in Siem Reap] for having been such a great inspiration and source of personal and professional advice throughout these 6 months. She is a very strong woman with admirable values and dedication and I am certain that with her on board the learning center will become a lighthouse for learning and guidance in the community.
A special thank goes to my colleague and neighbour Sokhan and his family, Sona, Jerry and Jolie. They have welcomed me in their life, made me participate in significant events of their life and introduced me to the rich Khmer culture. Moreover I had the pleasure to get close to their amazing kids! Professionally, Sokhan has always been a point of reference when I needed professional advice and I believe he is doing an excellent job in Cambodia for BBOOKBRIDGE.
My last thank is for the students of the learning center who have been playing and joking with me as I was their peer and made me feel a bit more home. We bonded in a way that I did not think it could be possible and I am thankful to retain their friendship. They are extraordinary young people that fight every day and study hard to ensure themselves a bright future. We in Europe take education for granted and never seriously as we should. I wish them all the luck in the world and great success!
Learning Center Siem Reap and some numbers
[…]The Learning Center Siem Reap is composed of a big library space with tables, chairs and roughly thousands of books, both in Khmer and English. The library is not merely a place to read and do homework – although this is the priority – but it is utilized as activity room for the free offerings the Learning Center Siem Reap offers to its users, such as movie screenings, educational games, etc… Additionally, since December 2016, the library functions as a English classroom due to the fact that the Center does not possess enough spaces to run the 4 different English courses. In February 2017 we have acquired a new room positioned at the second floor of the building which will be used as a classroom for a new English course to be started in June 2017, if a sufficient number of students enroll.
Beside the library space, the Learning Center owns 3 classrooms dedicated to the English teaching classes that happen between 5 and 6 pm every day, from Monday until Friday.
The learning center has struggled with finances for a long time and at the current moment the budget is significantly reduced due to urgent expenses to be faced. However, in a positive note, in February 2017 we have finally reached a sustainability rate that ensured some margin of profit and this trend has carried on also in the month of March and April. Respectively these three months witnessed a sustainable trend of 112%, 109% and 100% of which we are extremely proud of.
All the figures of the LC Siem Reap are accessible on this page.
Our daily library visitors range between 35 and 40 on average and our classrooms enroll approximately 73 students presently. The library visitors and the enrollments in the English classrooms are made of students of the 10th January 1979 High School entirely. Sanith had tried in the past to promote the courses to other Siem Reap kids and young adults however the response had been discouraging and she made the choice to focus her efforts inwards, namely to the 10th January 1979 High School’s students. The school constitutes a great target as it hosts 4000 students in total.
Goals and objectives
All the BOOKBRIDGE Learning Centers share common goals, which are the following:
Obtain steady and consistent sustainability rate that will allow the Learning Center to gradually repay the investment money;
Stand as a center of quality learning and a place where young adults and kids are encouraged to work hard to become who they really are, regardless of prejudice, societal pressure, etc..;
Provide employment opportunities within the community and simultaneously contribute to a positive change in the society.
All the Learning Centers work to meet these goals in the long-run and are continually monitored as well as aided in this endeavor.
However, each learning center – given structural, cultural and contextual differences – sets its own specific micro goals. For instance, the Learning Center Siem Reap due to the lack of space and resources will not be capable in the near future to provide IT courses to its students, therefore our attention was diverted towards English courses instead. We do not exclude the opportunity to initiate IT classes, however it’s not been set as a priority now.
The goals of the BOOKBRIDGE Learning Center Siem Reap are the following:
Obtain full and consistent financial sustainability by the year 2017;
Offer the students with more career-oriented seminars and workshops to raise awareness of job opportunities and invaluable personal skills and how to best achieve them;
Ensure the quality of the teaching and stimulate learning.
We have developed more concrete objectives for the year 2017 that will be conducive towards the goals:
Improve the quality of the learning through:
– parent-teacher meetings to be held regularly (bi-yearly or yearly);
– keeping clear attendance record for each student and share it in a report to the parents;
– implementing the student-centered approach through continuous teacher meetings and training.
Improve the quality of our learning environment such as
– more posters and students’ work in the classrooms’ wall;
– provide access to clean drinkable water;
– provide adequate student number in each class;
– increase the number of classrooms;
– offer discounts.
Improve the quality of instruction at the learning center as:
– Provide regular professional developments opportunities to teachers, specifically focusing on inclusivity, communicative approaches and strategies to language instruction, an
student-centered approaches to classroom management and positive discipline techniques;
– Implement, monitor and enforce English-only rule in the classes for teachers and students;
– Increase the amount of classroom decoration to support language acquisition, including label for common classroom objects, language posters and student work;
– Provide professional development on use of positive discipline to manage student behavior;
– Create a self-assessment tool for teachers to use to guide their own professional development;
– Require all teachers to make a lesson plan;
– Set up new curriculum;
– Implement Code of Conduct.
The objectives have been set following the guidelines that BOOKBRIDGE provided about the quality framework that each learning center should aspire to. After consultation with Sanith, we identified these 3 objectives to be completed by the year 2017 which resulted as the most pressing and important in our opinion. We are presently working towards the achievement of many of them and others have been successfully completed. In regards to the remaining, Sanith will focus on them in due time.
For instance, during my 6-month stay at the learning center we have successfully implemented:
Regular teacher meetings – one in January and one in April – about student-centered approach and teacher assessment by the students following the guidelines of the quality framework’s criteria. The following one will focus on the use of textbooks and teaching techniques, as suggested by one of our teachers.
Attendance records to be kept daily and to be sent monthly to the parents in a more comprehensive file about the student’s achievements written by each teacher.
Student-centered approach, English use in the classroom, self-assessment tool for the teachers for self-evaluation, encourage the use of class planning among the teachers were all issues being discussed at the teacher meetings and that will be followed up by Sanith throughout the months.
Implementation of Code of Conduct which has been written and it is now ready to be distributed among the employees and get enforced. Beside the Code of Conduct, also the Staff and Discipline policies have been drafted.
Provide the teachers with self-evaluating techniques and criteria for self-improvement delineated in the Quality Framework of BOOKBRIDGE.
Other objectives such as the offer of drinkable water as well as parent-teacher meetings were brainstormed by us, but given financial constraints as well as other more urgent matters could not be implemented yet. However there is full will to do so.
In regards to the goal of more professional offerings to the students, such as workshops on personal development and career-orientation, they are still high in the priority list, however due to budget limitations and time constraints of the students we could not develop a clear strategy on it yet.
Projects throughout the 6 months of fellowship
After having delineated the history of my fellowship experience, I want to now underline the projects that I had activated, attempted to or drafted to initiate, to deliver an idea of what are the potentials of the learning center and what can be/cannot be achieved with the approaches I have used and/or circumstances in place.
Establishment of regular library free activities: as soon as I arrived at the learning center, Sanith asked me to help in the involvement of the students in the library’s life by organizing free activities like educational games, reading clubs, etc.. This project has seen a mixed result. On the one hand, I have managed to identify English games that kept the attention of the students and that moreover can be played without the aid of an adult. On the other hand, many of the free offerings I had in mind like reading and speaking club could not happen because of the reluctance of the students to join in. Most of them have very poor English level and they do not feel confident in speaking or reading loud in front of their peers and a foreigner. Those who could easily understand and perform successfully in it were not participatory because of lack of interest, as well as need for studying.
A thorough list of the games played has been sent to Sanith to keep as a record.
Library contest called ‘Star Reader’: its aim was to encourage students to read both English and Khmer books; the game was a success the first two months of life where a lot of students took part in; however after a while they lost interest and/or motivation.
I believe it has potential and should be developed further.
Movie screenings every two Fridays: There is always a huge crowd and the kids begin asking weeks in advance what movie we will show and when. At the beginning I could also entertain them in a discussion about the movie and its meaning after the screening, however now they seem to have realized how it works and they all run away as soon as the movie is over, leaving no time or people for a conversation. This I believe has some connections with what said before about their lack of confidence at speaking English and also understanding it.
A thorough list of all the movies shown in the library and also in the classrooms has been sent to Sanith to keep as a record.
Co-teaching the English classes: I was asked by Sanith to take part in the English courses to help the students get used to a different accent and bring in various activities to improve their English level and I must admit that this part of the fellowship was a complete success. I am not a certified teacher therefore the planning of the class’s activities was hard at the beginning, as I had to fill one whole hour without letting anybody get bored. I started looking for online resource databases and found some that helped me a lot through the classes. I can proudly say that the students have become more confident in my presence and not are not afraid of speaking with me asking for clarification. The teachers too have entrusted me and some let me lead the class alone when they are absent.
Quality Framework alignment: I have drafted the Code of Conduct, Staff and Discipline Policy; we have regularly arranged teacher meetings and worked on the content of them together in order to provide them with valuable learning; we have worked together in order to ensure that there is a more direct connection between the parents and the teachers by sending monthly students’ reports with marks and attendance level; and finally Sanith and I have conducted marketing promotion campaigns among the students of the school in order to attract them towards the library and to enroll in the English courses. The smooth collaboration with Sanith was secured by the fact that we had established a trustful relationship, in which respect for each other and flexibility as well as honesty were the key elements. Sanith would tell me her ideas for improvement and I would sincerely reply my opinion and together we would find a solution.
Fundraise campaign for Khmer books: this has been one of the few projects that I developed entirely single-handedly. As I came to work at the learning center I noticed the visible gap between the English and Khmer books offer was considerable and I took the initiative to raise money that would be then used to purchase more Khmer books. Within 4 months we raised 639 USD. 220 USD were used for purchasing new books – a total number of 120 -, whereas the rest has been utilized for new chairs.
Mend library books: another project that I began and carried out single-handedly was fixing the broken books of the library. Through the constant use and I would daresay misuse at time by the students, many of the books in offer had ripped pages as well as covers. Therefore with the help of duct tape I mended all I can find. They will hopefully last some time longer now.
Promotion of the English classes for university students: in order to gain new enrollments for the English classes Sanith and I agreed on promoting our offers to the university students in Siem Reap. We printed out the flyers and Sanith went to distribute them around the campuses. The response was unexpectedly low and in fact we did not register any new students for the English courses. The reason is probably because many universities already offer English courses within their campuses as well as discounted prices for their students. Additionally, the reason for the absent interest is due to the timeframe of the English classes because university students are very busy and at times have classes in the evenings too, making it difficult to attend extra courses.
Promotion of the library and library’s activities: Sanith and I decided that if we wanted more pupils to enroll in the English courses at the learning center we needed more visibility among the students of the schools. Therefore we prepared some flyers with a brief description of the center’s library and activities and we set off around the school ground covering class to class and explain to the students who we are and what we do. After our tour we noticed a significant increase of visitors in the library.
Call between the Capability program/visitors of the library and our students: over the 6 months I spent in the learning center we have received the visit of many foreigners who are in a way or another related to BOOKBRIDGE. Some of them showed an interest in maintaining contacts with our students, therefore I have initiated a program of video calls with some of the visitors and the students of intermediate level English class. So far we had only one call. From the first call I noticed that the students are quite shy to speak with strangers, therefore it is a good idea to give them a topic to work on individually and then during the call they will have the time to express it. Still during the call they need to be pushed to answer, but if positively encouraged the results can be great. For the time being we are utilizing my computer, however as I am soon gone, we established that we will use the tablets the library possess. Moreover I would like to maintain a communication with some classes and I give my availability for some speaking sessions.
Facebook page: for the 6-month fellowship I have been in charge of the Facebook page of the learning center and create content and posts weekly. The views and likes of the page has largely increase over this period – we are now at 1.101.
The two following chapters – Observations and Recommendations – are based on daily personal observations as well as experiences and ideas of the Learning Center Siem Reap and how it should develop. The 6-month fellowship period was sufficient to participate in all the activities as well as get a grasp not only on the superficial problems as well as dynamics of the center, but also on the less visible ones. The recommendations provided are absolutely not mandatory and may be subject to changes due to evolutions of the Learning Center, therefore they must be contextualized.
My observation of the learning center is divided in 4 different categories:
1. Head of the Learning Center:
Sanith is an extremely dedicated Community Hero who works hard every day to ensure that the center is functional and smoothly running;
She is open to suggestions and criticism and it is very easy to talk to her about center’s issues as well as personal ones;
She is not afraid of making changes in the routine of the center and to make long money or time investments in order to guarantee the quality improvements necessary. For example in May we began the renovation work of the newly acquired room for the pre-beginner level class without knowing with certainty whether we will have sufficient enrollment number to commence the class in June. This aspect of her personality shows confidence and decisive entrepreneurial skills, which is all about taking risks;
Related to the above point, she is however prone to pessimism in her judgements at first. For example, when I proposed to promote the learning center for university students her first argument was that it’d not work. After that she agreed however because, as said above, she saw some reason in my argument and she is not afraid on attempting new things. Eventually I was the one wrong and the promotion did not end up fruitfully;
Sanith is a mother and wife and her personal life is very busy, therefore at time her attitude at work may seem of disinterest and/or tiredness;
At times she needs to be pushed or reminded in order to make things happen, such as for example write project funds proposals, organize teacher meeting, etc.. When pushed then she will work 100% on it. She is sometimes stuck on the routine of the center and does not plan further;
She is very knowledgeable of managing skills and can keep the whole processes of the center under control, such as paychecks, enrollments, expenditures and savings, etc..;
She is to work more on leadership skills such as taking initiative, motivation, long-term planning and vision. The support of a fellow is of great benefit for her in this and many other aspects as she admitted. Moreover, I believe a leadership workshop/training will be of great benefit for her, for example through the BOOKBRIDGE Professional Development Stipend or the MasterClass.
2. Learning Center:
The Learning Center has space limitations: it is equipped with 3 rooms for English classes and we are currently utilizing the library as a fourth. Recently a new room has been acquired and will be used for a new course. In order to start new offerings, the above-mentioned room must be separated into two, however the process costs a considerable amount of money that the Center does not possess;
The position of the Learning Center within the 10th January 1979 High School’s ground is both limiting and beneficial. Limiting because it is very hard to be visible in the community due to the gates that surround the school; beneficial because we have a pool of 4000 and plus students that comprise the population of the school;
Siem Reap is a fast expanding city with a substantial amount of competing international English schools that make it hard for the learning center to retain its student population;
The city environment makes is even harder to become a focal point of quality learning for the learning center as the population of Siem Reap is large and dispersed;
The center is experiencing budget constraints due to many expenses which are not yet covered by the profit. We are in the process of beginning a new course and hopefully that will increase our revenues.
The center not have a librarian at the moment therefore I performed some of the tasks of the role. Once the fellow is gone, it will be hard for Sanith to keep up the pace.
In the library we have a steady flow of visitors and many regulars;
Many of our visitors attend the library for the WIFI access therefore mostly come to play computer games, listen to music or watch videos;
Sadly the level of engagement of the visitors to the library is very low. As mentioned above, they mostly attend it for the Internet access and they are quite un-keen on participating in the free activities provided, such as reading club or speaking, etc… For instance, we took part in the PSA competition in April and when the voting system was online we asked all our visitors to vote for our Center; however we received very low numbers of votes;
In regards to the free activities offered, what they seem most interested in is movies and games;
The students have very poor care of the books of the library: many have been ripped of the pages, and daily I find the shelves messy and with books that should belong to different categories in the wrong place;
The students take the library as a playground and run, play hide and seek and scream in it. Sanith and I have plastered a sign forbidding to play in front of the facility as well as inside, but many students do not read it or pay any care;
The students are requested to bring the books they have borrowed within two-week time – unless differently notified – and in a decent status, however punishments can incur which range from payment to helping with the library tasks. However the majority of the students who are appointed these tasks fail to come back to fulfil them. This is also one of the reasons why we were missing so many Khmer books in the first place;
They all have very limited English proficiency which makes it harder to arrange activities other than simple games. As already mentioned, reading or speaking club are not yet an option;
In the English classrooms the students are more confident at speaking with a foreigner given their more advanced level;
In the classrooms the level of engagement in the lesson is quite low given the fact that they are taught all their life with a teacher-centered approach and our methods – student-centered approach namely – generates shyness and un-confidence;
In the classroom when I co-teach and assign homework, the students seldom do them as they see me not as a teacher but just a momentary visitor. Moreover even with the permanent teachers, some students do not do their homework as well as do not bring the textbooks;
The learning center has a core of students that are actively involved in its activities and always offer help. Moreover these students are friendly, open and their English is very good. They can be used to reach out to more introvert students.
All our teachers have excellent English and are professionals, meaning that they either work full-time as teachers in other institutes or have at some point in their life been teachers. Therefore they have plenty of experience;
They are busy with other jobs therefore they can only work one hour per day at the LC;
In my experience of working alongside them, all our teachers are easy to work with and appreciate the help given to them.
These recommendations are based on my experience at the learning center at the moment of my departure, end of May 2017. However the situation is bound to change and I encourage the next fellows to look at the context beforehand and then plan the actions necessary.
In order for the learning center to become not solely a WIFI place for students but a center of learning and youth growth, it should organize and host more workshops based on the needs of the kids and young adults. With workshops I imagine activities related to personal growth, confidence, skills and/or career orientation as well as to continuously engage the students in educational games.
In relation with point n1, beforehand the learning center should conduct a need assessment of the students and what they would like to learn more in the workshops. This could be obtained through a questionnaire, focus groups, single interviews, casual talks, etc..
The learning center at this point needs a librarian that would carry on with the free activities and will engage the kids with reading. Sanith is busy and the work of manager plus the librarian duties are impossible to sustain all on one person.
Sanith takes part in a leadership training through the Professional Development Stipend established by BOOKBRIDGE or the MasterClass. The opportunities are plenty between Siem Reap and Phnom Penh and it may be possible to find something suitable.
The learning center once reached the financial self-sustainability should look at the bigger community of Siem Reap and make itself known by participating in fairs, exhibits, etc.. There are many occasions in which social enterprises can promote themselves and the center should take the chance. This would by consequence not only enlarge the visibility but could boost the revenues too.
This recommendation goes for all the next fellows. Cambodian students are quite introvert and often shy when speaking in English and bonding with a foreigner; therefore the best way is to gain their trust through games. It takes patience and a lot of hard work however rest assured that it will pay off. And as said above, use the students that are more open and talkative to connect with the others.
To improve the the professional development of our staff at the BOOKBRIDGE learning centers, we offer a stipend program. The idea is that we continously need to invest into our staff, both teachers and Head of Learning Centers, to achieve quality education. The aim of the Professional Development Stipend Program is to support the development of talented young professionals and secure committed and well qualified staff members for our Learning Centers. Vannak Pen, Community Hero and Head of Learning Center at our learning center in Tonloab, Cambodia, received a stipend from the fund. In this article he describes his experience and learnings. by Vannak Pen
During BOOKBRIDGE Cambodia team’s workshop at Takeo town, I received the information about the BOOKBRIDGE Stipend Program as a chance to improve my learning center’s quality in teaching and learning. Also, my students were excited about getting a guitar for fun and singing, so last year I applied for the Stipend program in order to get the funds to buy it.
This March I got $240 for buying a guitar at Phnom Penh and learned how to play it with a local teacher. The guitar is used to play songs in the English courses and library. Many songs are sung by students to satisfy our mind to be relaxed from stress and hard-working!
As a result, fun in education has become a special part of our marketing strategy and has changed our learning and teaching process. It is very useful to attract more students to join our courses and library activities. This way, we could increase the number of students in English courses from 235 to 252, which is the highest number we ever had.
Finally, on behalf of BOOKBRIDGE Learning Center Tonloab I would like to say thank you to all donors, who create the stipend program and wish all of you to be healthy, wealthy and success in work and life!
To improve the the professional development of our staff at the BOOKBRIDGE learning centers, we offer a stipend program. The idea is that we continously need to invest into our staff, both teachers and Head of Learning Centers, to achieve quality education. The aim of the Professional Development Stipend Program is to support the development of talented young professionals and secure committed and well qualified staff members for our Learning Centers. Sothika Khoeun and Sreydieb Long, both Community Heroes and Head of Learning Centers in two of our learning centers in Cambodia, received a stipend from the fund. In this article they describe their experience and learnings.
Sothika Khoen, Learning Center Ang Tasom
The Quality Initiative Fund is very important to restore and build teacher’s capacity in my Mobile Learning Center (Learning Center Ang Tasom). Since it is matched with the urgent needs in this reagion, I have requested the fund. I have received the stipend since December 2016 with the amount of $492.25. I used the money to buy training material and to hire a trainer. The teacher training took place every Saturday afternoon from 2pm to 5pm at the learning center.
Contents of the training were teaching methodologies on basic educational content like:
1. Present simple basic grammar
2. Basic conversation in class with students
3. Phonetic symbol and pronunciation in Everybody Up1
4. How to produce studying materials
5. How to teach with visual aids
6. How to make a short lesson plan
We finished the training on March 11th with a fruitful result. The teachers appreciate techniques to teach with visual aids and to produce material for the visual aids teaching. They said they don’t want to teach in the space anymore, but they want to teach with pictures, posters, and materials. They feel teaching by this way is very different from their previous style of teaching, just read, spell for students and ask students to read on the board or spell the word again.
I have also requested the Stipend Program. My goal was to study mathematics in grade 12 in intention to offer free math courses and to promote the image of my learning center. The whole program of mathematics in grade 12 is long and it is really hard to finish it within 3 months.
I have received a stipend of $250 starting in December, my own offering was $50. The total amount of this money is used to pay the trainers’s wage for 48 hours in which he charges $100 per 16 hours. I took my weekend mornings to study at BOOKBRIDGE Learning Center Takeo. Now, it comes to its end and we finish 50% of the whole program. Below are the main lessons I have learned:
1. Complex number
3. Continuous function
We still have five other main lessons left like integrals, equation differential, probability, vector and conic.
These basic lessons guide me to do more research and more practice. However, it really takes time to practice and doing exercises. But I still want to finish the five main lessons left over.
Sreydieb Long, Community Hero at Learning Center Takeo
Self-development is very good for me and everyone who livse around me and if I want to delegate my knowledge to them, I will need to get myself improved first. I need time and money for my self-development. I am lucky that BOOKBRIDGE has provided me an opportunity to reach my goal through its Stipend Program which aims at building capability for learning center staff. So I applied for the program requesting a fund to cover the payment for a master course at Royal University of Phnom Penh. It took a month to hear an approval on the fund I requested from that program and I was very excited to become a beneficiary of the program. The fun will cover my tuition fee at the university over a period of 2-year program that consists of 6 terms and I have received 350 USD per term for paying the course fee. So far I have gone through almost 2 terms (term 1 started in December 2016 and term 2 has started in May 2017).
Actually, there are universities in Takeo provincial town where I live. However, I decided to study in Phnom Penh even though it has been hard to travel back and forth between Takeo and Phnom Penh and sometimes I got lost in the city. The course is good for me to gain new experiences from different areas and meet people with different backgrounds. I was shocked when I first came to my class as I found myself I am a tiny ant sitting among elephants. I have got good experiences and my education is broader than before as my classmates and I always share what we have taught our students and seen in our society. I also have taken some theories from lecturers to apply with my students.
As part of our initiative to improve the personal development of our staff, our learning center in Takeo, Cambodia enrolled two team members in SHE Incubator Program: Sreydieb Long, Community Hero, and Sopheak Tok, Assistant to the Community Hero.
SHE Incubator Program is designed for women with micro-sized businesses with less than 5 paid employees. After participating for six months, their trainer provided us with a review on their performance:
Sreydieb: When she started the SHE Business Incubator Program, she was expected to learn skills in management so she could better lead her staff and build relationships between other partners and stakeholders. She was particularly hoping to learn how to develop an action plan, build more self-confidence, improve her communication skills, and network and learn from her peers.
During the 6-month program, we found that Sreydieb was very enthusiastic and engaged closely with her fellow participants and was very supportive of each other. From month to month, she has increased her confidence in expressing and sharing her ideas during group discussion.
As we reviewed her monthly action plans, we found Sreydieb is also very committed to applying the learnings from the program. She was able to demonstrate improved problem solving and was able to improve her productivity at her workplace. An example of this is the new pilot program launched with the aim of improving student’s performances. She worked with the teachers, students and parents to receive feedback about how to improve the school service and how to involve the parents in the students learning.
The other significant change is that she has dramatically increased her self-confidence and improved her personal expense management skills which meant she was able to start saving and budgeting effectively for every month.
Sopheak: Through the SHE Incubator Program, Sopheak has shown her passion for educating students about health, eating and environmental issues. She is enthusiastic about running an environmentally friendly business inside the school where she is able to sell her healthy foods and drinks to students. Through this she was able to demonstrate her improved marketing knowledge to promote her products.
Sopheak also showed improved skills in team coordination to review the schools program curriculum and placement tests. She has also improved her personal budget planning and savings skills, which she demonstrated by saving to buy a new motorbike. Through the program we observed that Sopheak has very good ideas, but she finds it difficult to share her opinion with other people during group discussion.
We have observed that both Sopheak and Sreydieb could improve their use of the marketing and business financial tools for the school. We recommend that BOOKBRIDGE encourages them to use these tools more often to contribute to the organization’s development. We highly recommend that Sopheak and Sreydieb continue their relationship with SHE through ongoing mentoring and joining the SHE Membership Club to help them build networks and continue their learning.
After two successful pilot programs, CEPS and BOOKBRIDGE end their collaboration on the CAS in Global Social Entrepreneurship (GSE). Cultural differences between both organisations and the uncertainty in attracting candidates were key drivers in this decision. In this blog article, Georg and Carsten review the initial objectives of the collaboration, key achievements, challenges and lessons learnt.
What were the key drivers to create the CAS in Global Social Entrepreneurship?
Georg: Two aspects were key drivers in creating the GSE. First, we wanted to put our executive education offerings on an international stage and attract a broader target group. Second, we realised that the entrepreneurial focus had been missing in our offerings. Hence, the CAS was a great chance for project managers at not-for-profit organisations to experience entrepreneurial thinking and acting in a live case.
Carsten: From our side, you (Georg) had been the key driver in creating the program. You called me and asked to collaborate. On an impact level, we aimed at reaching out from the paradise island of our own program to implement our approach at an university. Furthermore, we found it attractive to move into the not-for-profit space with our program together with the CEPS. Last but not least, I wanted to make sales and marketing of the program less dependent on me.
What have we achieved together?
Georg: I am also very proud what our candidates have created. The program helped a lot of candidates to set their own goals and put them into action. From a university perspective, it has been a bold step of innovation and entrepreneurship to conceptualise and implement such a program.
Carsten: First of all, we run two very successful pilot programs with 24 candidates from the Global North. All of them are still linked with their learning centres and take part in our regular update calls. Curdin, GSE1 Alumni, even became a board member. In GSE2, two candidates created their own learning centre in South Africa while another candidate uses our approach to offer a leadership program with urban refugees in Asia. Finally, two learning centres have been created. They are managed by two very dedicated social entrepreneurs.
What have been the challenges in running the program?
Georg: The key challenge has been to bring together two very different cultures. The creation of a program concept and curriculum was a major milestone. The biggest challenge had been to attract candidates as benchmarks or similar programs had been missing.
Carsten: From my perspective, sales and culture had been the key challenges. Regarding sales, the not-for-profit environment proved to be challenging to turn leads into candidates. However, all candidates who went through the program were convinced that it was 100% worth it. Regarding culture, we realised that BOOKBRIDGE is very entrepreneurially driven. We learn by doing in everything we do while the CEPS is nestled into a much structured university environment. I still remember the layout of the tables in our modules as an example of our cultural differences: while the CEPS uses tables in a row for its lectures, we solely rely on a circle of chairs without any tables. This was an interesting experience for me despite the fact that we both come from more or less the same experience in Bavaria ;-).
What have been the key learnings?
Georg: I have been fascinated by the way how you have setup BOOKBRIDGE and how you drive it a as a social enterprise. We have learnt a lot on how to approach challenges and how to use remote working tools like Teamwork.com or Zoom.us . This has been a completely new experience where we benefitted a lot from your experience. In addition, it was great to accompany the learning journey of our teams and candidates. The emotions after the investor pitch in module 3 or the changed team dynamics in module 5 impressed us a lot. To achieve this in an educational program means a lot.
Carsten: From my side, I was very impressed how you pushed the program through all levels at the university. In addition, I really value the fact that you and your team went outside of your comfort zone in offering such a program. It is far less risky to offer lectures in Basel than sending candidates to Cambodia. Furthermore, I realised that theory and practice are two key components of our program. Despite the critical feedback by our candidates, I believe that both parts should form part of our programs. I am grateful for the learnings I made here.
Why do we stop collaborating?
Georg: One of our key questions has been whether we reach our core target group with the program. One observation has been that the candidates of the GSE do not match with the profile of the candidates in our other programs. This raises the question whether we can tolerate this in the overall concept of our programs or whether we should adapt the program. Furthermore, the different planning horizons of our organisations and the related costs proved to be difficult. While BOOKBRIDGE needs certainty on whether a program happens or not, we can decide shortly before the kick off date whether the program takes place or not. This uncertainty caused a lot of organisational challenges at the CEPS.
Carsten: From my side, I expected that less depends on me when it comes to attracting candidates for the program. In reality, I acquired most of the candidates. In addition, I learnt from the feedbacks from our candidates that substantial changes would be necessary when it comes to the linkage between theory and practice for a third program run.
What is the outlook?
Georg: We also see the program as a success on which we would like to build upon. In the next months to come, we would like to think how we can re-design the program that it attracts the NPO sector. We need to consider the cost structure and the contents which are really relevant to our target group. We will then see whether we are able to come up with a compelling offering to experience entrepreneurship. This is an unique opportunity for us and the sector. For us, this will be a new adventure.
Carsten: We have just closed a new partnership with the IAP Zurich. This will be my key focus. I learnt a lot from our collaboration for this new partner. Furthermore, I would like to continue to bring our approach to new countries like we did it with Christina‘s and Dorah‘s Green Business College in South Africa in GSE2.
Credits for pictures go to Dominik Labhardt and Moritz Strähl, Advanced Studies, University of Basel.
The 1st Birthday celebration of our first learning center in Sri Lanka took place on June 17. Organized by Community Hero Sujitha Miranda, the entire BOOKBRIDGE team had the chance to join the ceremony – a big celebration with many students and parents from the community. We are very proud about the achievements, Sujitha and her staff have made so far in the community of Bandarawela.by Sujitha Miranda
BOOKBRIDGE Skills Learning Centre in Bandarawela celebrated its 1st birthday on 17th June from 10.30am onwards with the participation of the entire BOOKBRIDGE team members and the BOOKBRIDGE Foundation Board. Carsten, Rasheed, Monika, Jela, Ruth, Richard, Curdin & Noemie, Sokhan, Amar, Tunga and Sanha joined the occasion. Apart from the BOOKBRIDGE team, there was a large gathering from the community including many students, parents, teachers and prize winners of the library competition.
Since the humble beginning of the learning center on 9th June 2016, 178 students have walked through the center and three batches have completed their Career Guidance course and Spoken English course. To date, nearly 90 students following various courses here and the student-centered teaching methods indeed grooming them to well-fit the modern world. During the last year, the center groomed the personalities of many youngsters and they were able to settle in the jobs they were dreaming for.
The birthday celebration was planned for one week with various English camps and competitions. Among those the inter-school library competition was the highlight. 16 schools from Bandarawela zone participated under three age groups for Drawing, Reading, Hand writing, Dictation and story-telling competitions. 32 winners were awarded many valuable books and certificates on the birthday celebration day.
178 students empowered in one year
The ceremony began with lighting the oil lamp being followed from singing the BOOKBRIDGE song. Abishanya, one of the Career guidance course students welcomed the gathering. The compeering part was done by Ann Sheron, another Career Guidance batch students partnering with Shashiru Amindi (student of Kids Spoken English batch). A colourful dance performed by the kids of Spoken English batch was delighted the BOOKBRIDGE team members.
Then, Carsten, founder of BOOKBRIDGE Foundation, expressed his feeling in a speech. He stated “we are very happy to join the very first birthday of the very first BOOKBRIDGE Learning Centre in Sri Lanka. This center personally means a lot to me because it’s not only the 1st learning center in Sri Lanka but also a great role model for all the other learning centers we have in Cambodia and Mongolia”. After the speech, Spoken English class student Rushil gifted Carsten a beautiful painting which showcased how BOOKBRIDGE supports students to connect to the world. This was a pleasant surprise for Carsten.
Winners of library competition awarded
The wonderful combined presentation by all the batch students to showcase their learning journey as a story was applauded by the gathering. The way they presented it in English proved their improvements. This was followed by the certificates distribution. Winners of the library competition and students completing their levels and courses at the learning center received certificates from the BOOKBRIDGE team members.
Then Community Hero Sujitha Miranda expressed her feelings in a short speech showing how proud she was of her students and learning center. The official programme was concluded with the vote of thanks by Prageeth – Student of Kids Spoken English Class.
The birthday celebrations began with the cake-cutting by Carsten and Sujitha joined by the entire BOOKBRIDGE team, Skills Learning Centre staff Satheesh and Kugasri, all the student and the parents. The members of GMP+3 program leading to the opening of the learning center joined the celebration via video call. The celebrations continued with singing and dancing.
Our learning center in Takeo, Cambodia, has received support from Japan: Asami is helping out with English activities and Origami handcrafting. In this interview, she reveils more about her fellowship.
Asami, who are you?
I’m Asami, 27 years old. I came from Japan to work as a Japan International Cooperation Agency volunteer. I work in Takeo province teaching music for Cambodian children. I like playing many instruments (piano, flute and Cambodian traditional instruments) in my free time.
How did you know about BOOKBRIDGE?
Usually, I work at Takeo Provincial Department of Education, Youth and Sport (PEO) that is located next to the learning center. When I started my work in Takeo, a PEO staff came to me and asked me to help the music class at the learning center. Then, a German volunteer who worked at the learning center teaching piano classes for some students contacted me to assist him in teaching the classes. So, that was the chance I got to know about BOOKBRIDGE Learning Center.
Why do you engage in BOOKBRIDGE?
Initially, what I worked was just to help a piano class, but the learning center’s staff was very kind to me and we then cooperated more in doing our activity. So, I thought that I want to do many things for children here.
What do you do at BOOKBRIDGE?
Besides teaching piano class, I teach Origami to library users at the learning center once per week. Sometimes, I sing a song with students.
What progress does BOOKBRIDGE as an organization make? Do we achieve our goals and vision? Or does reality prove to be different from what we expected? During our leadership weeks we gather together with the whole team from Asia and Europe as well as our foundation board to reflect on our goals, vision and impact and to grow together as a team. This year, we met in Sri Lanka as 3rd BOOKBRIDGE country.
During our leadership week two years ago, we agreed on a vision for 2020 and decided to review it after two years. This June, the time had come to gather again. So we travelled to Sri Lanka where we operate since the opening of our first Sri Lankan learning center in June 2016. Besides revising our goals and vision, we also wanted to visit our learning centers in Sri Lanka – Bandarawela and Kekirawa.
So, thanks to the efforts of Monika who had prepared travels and the agenda, we met on Sunday, June 12 in Sri Lanka’s capital Colombo. Eranda Ginige from our partner Social Enterprise Lanka and Janaprith Fernando, Deputy Chief Commissioner of our partner Sri Lankan Scouts Association took us out for dinner to get the taste of Sri Lankans delicious and spicy cuisine. It was a great time to meet each other and have a moment of relax after the long travels.
Impact Assessment: is our impact chain still valid?
From Monday to Sunday, the leadership week took us to different topics about vision 2020 and various regions of Sri Lanka. Our first day started with an intense workshop on impact assessment. The goal was to take a look at our impact asessment and impact chain and to decide whether it was still valid or had to be adjusted. After discussing it in three groups, we agreed on the concept itself still being valid but needing to be concretized. In order to not only be a fifth NGO offering English courses in rural areas, our learning centers need to focus more on providing students with life skills and special skills. This means that an integrated curriculum needs to be worked out and Community Heroes have to be enabled (via trainings and material supplies) to implement it in their learning centers.
A big challenge to switching their offers from English and IT courses is that they are the main selling point and income source for the learning centers. Parents in Mongolia and Cambodia want their kids to learn good English and expect them to come home with homework – they don´t want them to take part in field trips or projects but rather in pure classroom-based classes.
This will mean that the Community Heroes will also need support by our Global Support Team to communicate the positive aspects of the new learning approach and to work on ways to implement it.
Business ideas for the local communities: Kekirawa Learning Center
After lunch, we got on a big pink bus and rode the 160km to our second learning center established in Sri Lanka: Kekirawa Learning Center. Situated in one of the hottest regions of Sri Lanka, Kekirawa Learning Center opened this March. Community Hero Sampath Senawatte welcomed us to the newly renovated building. Besides a small library with a meeting corner, the house hosts an IT room and two classrooms. Despite having opened only three months ago, Sampath has a already executed a row of classes and has connected students from Kekirawa community with local businesses. This shows his vision: to enable people to help themselves by providing practical knowledge and business skills.
A first result is a mushroom-growing business. Kenti, a woman from the community and one of the local participants in our Capability Program, presented the business approach: woman from the community grow mushrooms and sell them to restaurants and markets under the same branding. It was very interesting to talk to her and Sampath and to learn more about their very clear business ideas.
To explore the region of Kekirawa Learning Center, we visited the archeological site of Sigiriya. At 35° Celsius, we enjoyed the vast palace complex in the middle of the jungle built around an impressive rock with world-famous rock graffiti. For some of us it was challenging to follow the guide’s explanations on details of Sri Lankan history but we were grateful to be introduced to the great deeds of King Carshipper – a misunderstanding that led to many laughs and us grow together even tighter as a team. After a refreshing swim in our hotel’s pool, we gathered for another savoury dinner with many chats about our vision, challenges and personal anecdotes.
Bus rides are good for working!
Wednesday was filled with a hot yet impressive visit to the biggest archeological site of Sri Lanka, Anuradhapura. To become active and experience Sri Lanka’s buzzling streets, the entire team rode there by bike. Going left on the road was a major challenge for all of us but thanks to the patience of the Sri Lankan car and tuk-tuk drivers, we always ended up on the right side on the street. After meeting one of the applicants for our next learning center during lunch, we got on the bus to go to Bandarawela in the Eastern Hill Country of Sri Lanka. It was a very long ride taking us from the hot North and its swamp lands to the much cooler and greener highlands.
Student-centered teaching at its best: Bandarawela Learning Center
Thursday was the day of reuniting with Sujitha Miranda, Community Hero in Bandarawela. Together with the participants of our 2nd Global Social Entrepreneurship program, she opened her learning center exactly one year ago. Sujitha and her assistant and teacher Sateesh welcomed us to a very clean and neat building in the center of the town. The learning center’s rooms are carefully equipped and decorated and provide a welcoming and positive learning atmosphere.
Students started to drop in, curiously looked at us but then went immediately to the IT room to do learning games. We had the opportunity to attended a couple of classes and were impressed about the politeness and engagement of the students and Sujitha’s ambitious teaching approach. Sujitha has a very structured and focused way of teaching combining English lessons with life skills learnings. Her teaching is very well prepared and full of practical exercises based on daily situations.
To improve the career chances of her students, she has created a unique class offering, the “Find yourself” course. Find out more about it in this blog article as it is a big step forward in reaching our vision 2020.
Intense workshops: Governance, transfer projects and recruiting processes
Friday was very intense as we worked the entire day on important topics like governance, aspects of the Capability Program and recruiting processes. After Rasheed, our foundation board’s president, had joined us and the BOOKBRIDGE foundation board was complete, Barbara worked us through the important topic governance and the relations between the legal entities of BOOKBRIDGE. As professional attorney, Barbara guided us to a better definition of the relations between BOOKBRIDGE Foundation, BOOKBRIDGE GmbH and the Country organizations. Though some team members had stomach problems we managed to take important steps on this journey.
After a heavy thunderstorm and a late lunch break, the foundation board gathered for the first time in person with all members – not an easy thing with Maledives, Swiss and Germans! The country management teams together with Monika and Jella discussed how the processes of recruiting our Community Heroes can be improved. The emotional discussions showed clearly that this was a very important topic that had long be underestimated.
Following the successful kick off of our first program with two teams in parallel, the candidates from our 10th Capability Program met for their virtual module 2. They reviewed how they had worked together as a team, where they stand with their business model and made important decisions moving towards the pitch.
Module 2 marks the 4 weeks after program start. Candidates had the chance to get to know each other, assess the needs in the target community and work together. Looking towards the pitch on July 20, they enter the next phase of the program – preparing the business plan and investor pitch.
In their feedback session on teamwork, both teams highlighted the way how they work together as a group. “I like that our structure is flat. I am learning how to work without a leader.”, comments one candidate from Team Khovd. “We had a fast start with real work. Our progress is amazing.”, comments a colleague from Team Siem Reap.
Assessing their current situation, both teams in the Global North discussed how they could build better ties to their counterparts in the Global South. Communication since module 1 had not worked out as anticipated. Instead of communicating with the entire Team South, Team Siem Reap decided to assign individual members of Team North to individual counterparts in Team South. Team Khovd decided to run direct video calls instead of sending messages.
Moving towards module 3, both teams came back to the drawing board, re-defined tasks and milestones and assigned themselves to working groups in a self-organized way. Follow up meetings were defined and everyone is looking forward to re-unite in 6 weeks time at Boldern, Männedorf, Switzerland.
The 4 hours passed by quickly. Both teams ended the call with a screenshot of their crazy faces. Who makes the goofiest face in your mind? We keep fingers crossed for the pitch on July 20.
End of March 2017, CAP9 Team North visited Cambodia to start up a Learning Center together with Team South, the local participants. We accomplished a lot, and knew we could do more and make our learning center fully operational as soon as our container with books for our library and IT-equipment for the computer classes would arrive. Two of us, Bo and Grazyna, decided to go back to Chreav, and complete our mission, in the name of CAP9.
Arriving in Cambodia mid-May 2017, we started off by Tuk-Tuk to our accommodations. Being here a second time all seemed familiar, the streets, the heat, the people, the atmosphere – it felt like coming home.
After leaving our luggage we were picked up by Ravy Vang, the director of Bookbridge Learning Center Salariin Kampuchea, and headed straightly to the Learning Center together with the last IT-equipment we brought with us. Well there an intense week started. 5 pallets of books, 3 pallets of IT-equipment, teachers, students and participants of Team South were all waiting for us. We started off by getting an overview of what had arrived in the boxes, checking the current IT network status and planning the work.
The library got a complete make-over: the books are now exposed through the entrance door, a playing/reading area for small children with soft mats on the floor is arranged and tables with chairs are available for larger children and adults. The director’s, and assistant director’s desks are moved so both have an overview of what is going on in the library. To fit all new 5,000 books, together with 3,000 already in place at the library, a new shelf was ordered and installed securely to the wall.
All new and old books are re-categorized and organized in the shelves according to the Bookbridge categorization system. We have fiction books for all ages, dictionaries, encyclopedias, information books on science, geography, history, health and animals, learning books, activity books, books of cooking and games and puzzles to play with.
We got a lot of help – many students were eager to help, stamping the books with the Bookbridge stamp, putting stickers on them so they can easily be categorized, reading the books and proof playing the games and puzzles we unpacked on our last day.
Meanwhile Bo and David were focusing on the IT network setup and finishing the installation of equipment in the IT class room. They made progress already day 1 when they added the new devices to the Wi-Fi network, making it more stable and giving it more range. Also the IT room was separated from the other Wi-Fi to not disturb the performance of the net during IT classes. To further improve the quality of the network we called support from the local IT company to replace the fiber optics devices and to bring in a new fast connection router. By help from the assistant director of our Learning Center, we managed to get their support already the same day, instead of end by the week as they first offered.
For the IT class room we assembled 15 computers from the equipment sent in the pallets and set them up, ready for computer class. Working with IT in Cambodia during beginning of the rainy season taught us the best way to avoid long-time power outages is to close the power down, in the whole area where the rain is falling. This was challenging to realize on Friday, the last day planned for working, where we still had work to do. Saturday was a break-through, the power was available just long enough for our fast IT-team to finalize their work.
On Thursday the network in the Siem Reap Learning Center was also equipped with new Wi-Fi devices to make the overall network more stable and faster. Nice fact: The Chreav Learning Center has now more speed for less money than the learning center in Siem Reap – and beyond also more speed than most of us have at home in our western European countries.
Our Learning Center is now fully operational and the directors and teachers in place run the classes, run the library and do marketing activities to attain new students. Parents from neighboring villages have started to send their children to this learning center, based on the word spreading. We see our work making an impact on children and adults in the community.
The day of our departure the local team arranged a lunch for all of us at the learning center, cooking traditional food and playing Cambodian music. It was a moment of relaxing, enjoying each other’s company and celebrating a successful week after many hours of hard work. It felt like having a meal with family and friends that you have known all your life. It is amazing how quickly you can feel at home in a new place. We were warmly greeted and treated, and invited to family events during our stay. We leave a library and an IT classroom in Cambodia, we take memories and friendships with us.
Martina is BOOKBRIDGE fellow in our learning center in Siem Reap. In this blog post she shares her experiences in her last weeks in Siem Reap.
My Cambodian experience is coming to an end and nowadays I often find myself going back with my thoughts to all the months spent here and the achievements as well as disappointments. It has been hard and beautiful, exhausting and enriching, it was certainly all worth it and I would repeat it a million times!
I distinctly remember the day I arrived at the learning center Siem Reap, full of expectations and ideas, and I was met with a learning center in the midst of change. We were only days away from a marketing campaign to promote the English courses and there was still much to do and I literally did not even have time to adjust that the work just flooded me.
After 6 months, despite the unchanged appearance of the center, looking carefully at it now I see something is definitely different, and for the better!
Many things achieved
As for now, the budget issues have not decreased or shifted, however in the course of these 6 months we have acquired a new classroom and we are about to commence a new English course; we have fixed the above-mentioned room to transform it in a safe and learning-conducive environment; we have bought many more Khmer books and posters to decorate the classrooms; we have established new games and activities to be played in the library for the benefits of the students; and we have organized two teacher meetings and create a connection between the students and the parents through monthly English class reports. Sanith and I have dared to initiate all this because we firmly believe that taking the risk for a future-oriented educational cause is worth all the money we possess. Although, still these projects were cautiously and thoughtfully planned.
Not only has the learning center changed considerably, but the students as well, whom I now see more confident at talking to me, their English improved and their interest in the library and the activities increased. However there is still so much to be working on, like the establishment of more workshops directed to kids for their personal development as well as career orientation; the promotion of reading rather than playing or watching videos on the phone (something I noticed is a very strong feature here in Siem Reap learning center); the implementation of speaking examinations in our English classes; etc..
Some challenges remain
In the past months the remarkable successes were alternated with failures also such as reading or speaking clubs that never kicked in due to the extreme shyness of the students; a reading contest which turned to be a success in the first months and slowly wore off; a marketing campaign among the university students that did not bring the expected results.
Despite the initial disappointment and admittedly frustration, these failed attempts taught me how tough is the work of a teacher as well as social entrepreneurs who are trying their best to bring positive change to a whole generation. These 6 months in Cambodia showed me the strength and perseverance and determination of Sanith and all the other Community Heroes; they taught me that failing and standing up again is the best school and the only way ahead.
I am forever grateful to have been living this experience, to have met inspirational people on the way and to go home with a baggage of not only professional, but most importantly personal experiences and knowledge of a world far away from my own and yet so similar.
Thank you Sanith for having shown and confirmed the fantastic resilience and power of women; thanks to Sokhan who has generously and with endless understanding helped me adjusting to Cambodia and grasping its complex and rich culture as well as introducing me to his amazing family; thanks to the whole team of BOOKBRIDGE who has shown unconditional support and good advices; and finally thanks to the students of the learning center Siem Reap who has welcomed me here with the warmest friendships and opened my eyes to their love for studying and to their will to change their country for the best.
This is not a farewell, but it is rather a goodbye and see you all soon!
Batchimeg is our Community Hero in Sainshand, Mongolia. Her learning center opened as 12th Mongolian learning center in May 2017. In this interview, we introduce her.
Batchimeg, who are you?
My name is Batchimeg Purevjav. I am community hero of Sainshand Learning Center.I live in sainshand Dornogbi, Mongolia with my husband and 2 sons. I have ten years of teaching experience, f.e. for Dundgovi Medical University.
Why did you decide to apply at BOOKBRIDGE as Community Hero?
There is no language center in my town. Before the learning center existed, anyone who wanted to improve their language abilities had to go to Ulaanbaatar to study. This is very expensive and needs a lot of time, also people then have to leave their families. So I wanted to help community and at the same time become an entrepreneur.
Which offering (courses, activities) do you plan for your learning center?
For the first few months, I have planed to offer English courses for kids, teens and adults. Following activities will be offered such as book club, speaking club, movie night and yoga club. In the future, I want to offer additional courses like Mongolian for foreigners, courses in English, English for specific purposes (medicine, business), and academic-purposed English courses (exam preparation and TOEIC etc.).
What was your most difficult challenge until now?
The beginning was challenging because it was all very new. I had no experience how to do business. So writing a business plan and defining customer needs were difficult.
What will be the most important task in your first week as Community Hero?
I think defining customer needs is the most important.
We are very proud to announce the opening of Batchimeg‘s Learning Center in Sainshand, Mongolia. Since the investor pitch in March, the GMP+4 Team worked hard on the implementation of their business plan. We keep fingers crossed for the first days of operation and the long-term success of the learning center.
Only 7 weeks ago, the GMP+4 Team successfully pitched the business plan for their social enterprise to Bolor and Pierre Lorinet from Oyun Foundation. The team worked hard to fulfill the conditions by their investors and prepare the opening of their learning center.
Last Saturday, the GMP+4 Team touched grounds in Ulaanbaatar. By Transsiberian railways, they set out onto their journey to Sainshand, approximately 450km east of Mongolia‘s capital. The team made use of the train journey for team building exercises as well as a discussion around tasks immediately to be done upon arrival. After 4 months of intensive teamwork across cultures and time zones, Team North and Team South of our 4th WHU General Management Plus Program finally met each other. The Mongolian Team members around Community Hero Batchimeg had invested a lot of time and effort in preparing the learning center infrastructure for the opening. The objective was to leave as much time possible for the critical phase after the opening. How many students would come? How would the community members of Sainshand perceive the new offering?
On Wednesday, May 24, 12 PM Mongolian Time, the learning center opens its doors to the community of Sainshand. The team distributed invitations to all community members, inviting them to discover an “exciting place for learnings of all ages to develop and improve English language skills. Furthermore it is a place for the whole family to have fun, meet and develop your personal skills.”
We are proud that the team acts as fully self-responsible entrepreneurs on the ground. They have been prepared by their leadership coach Heike Rudolf von Rohr for their journey. On-site, Heike supports the team in regular virtual coaching sessions on their learning journey as entrepreneurs.
We keep fingers crossed for the first days after the opening. Beginning July, the team will convene again in Sainshand and at WHU in Düsseldorf to assess the impact they have created and transfer their personal and professional learnings out of the program into their daily lives.
Following the successful opening of the Kekirawa Learning Center (KLC) in Sri Lanka, the GSE2 Teams came together in Basel and Kekirawa to assess their impact and reflect upon their personal and professional learnings. Module 5 of our 2nd CAS in Global Social Entrepreneurship in collaboration with the CEPS of the University of Basel marked the end of the beginning of their learning journey as social entrepreneurs.
The investor debrief went very well. Community Hero Sampath had prepared a thorough progress report which showed major achievements towards the goals set, but also reflected on the drawbacks and failures. For example, most of the Sri Lankan Team Members vanished by the end of the program as they could not see the benefit for them to participate.
The team has already created major impact, although the learning center was only 60 days in existence. 40 students are currently enrolled in 5 different courses. The learning center reported a sustainability rate of 32% as of April 2017. A little bit more than 50% of the EUR 20,000 investment has been used up so far. On an impact level, Sampath has managed to place 5 local jobseekers in a local hotel. And he has much more plans ahead of him. One is to increase the number of students to 60 students by end of May.
All candidates and the BOOKBRIDGE Team took away important and significant learnings from this program. Each candidate recorded a short Pecha Kucha presentation which you may access by clicking on the video below.
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Last but not least, we are proud to close our second program in collaboration with the CEPS from the University of Basel with big success. All candidates received an official Certificate of Advances Studies (CAS) with 15 ECTS. For Markus, this was the first time ever he got awarded ECTS credits. And he was really proud to receive his certificate. From all candidates, we have received valuable feedback which we will take into account for the future design of our course.
The learning journey of our candidates would not have been possible without the outstanding support of
Georg, Robert and Maria-Clotilde as our partners from the CEPS
Emilie Barrallon asTeam North‘s business coach
Eranda Ginige from Social Enterprise Lanka as Team South‘s business coach
Heike Rudolf von Rohr as leadership coach
Bea Bättig from HILTI FOUNDATION as impact investor
Monika and Sujitha from BOOKBRIDGE Sri Lanka as our partner organization
Carsten as the team‘s program manager
all candidates and Stiftung Liebenau as an organization for putting their trust, time and money in this unique learning experience!
Following a 6-month learning journey as social entrepreneurs in Chreav, Cambodia, 23 members of our CAP9 Team met for their last module in Basel and Chreav. With an investment by Swiss Re Foundation, they have successfully paved the way for a formerly donation-based NGO to become a financially self-sustained social enterprise, improving the job and life chances of an entire community. On this remarkable learning journey, they experienced the power of a joint vision and a diverse team.
Following the opening, the team kept all fingers crossed that many of the existing students of Ravy would sign up for the courses of the newly created social enterprise. Challenges and risks involved were quite big as Ravy‘s NGO had been offering courses and activities for free for the last 15 years. Would the CAP Team be able to change people‘s mindset and offer quality education by locals for locals?
Yes, the team successfully mastered the challenge to turn a donation-based NGO into a social enterprise. As of May 1, 2017, 188 students have signed up for the different course offerings of the learning center. Angela Marti was very pleased to hear about the developments in Chreav and congratulated the team on its success. It is now in the hands of Ravy to continue the successful kick-off of his life as a social enterpreneur.
But Ravy is not alone. The CAP9 Team – according to their own view “the best CAP Team ever” 😉 – will continue to support Ravy and his team. As a first step, CAP9 Alumni Bo and Grazyna will travel to Chreav mid May to install much-needed IT materials. Due to the sudden death of Cambodia‘s Vice Prime Minister Sok An, our container could not get out of customs on time. Hence, Bo and Grazyna decided to return to finish their mission in the name of the entire team.
On their learning journey as entrepreneurs in unknown waters, our 23 candidates have developed both personally and professionally. As part of module 5, each team member recorded a short Pecha Kucha presentation on their key learnings. They range from very practical business skills like the Business Model Canvas and virtual conference tools like Zoom to insights on how to lead a diverse team with strong characters towards a joint vision. We are proud of their achievements and we keep fingers crossed for the impact each one of our bridgebuilders creates in his or her respective environment.
Watch the key learnings of each candidate in a Pecha Kucha
Buyankhishig “Buyanaa” Zunorov, our new Community Hero in Khovd, Mongolia, visited our offices and projects in Europe. In this interview she shares her experiences.
Buyanaa, you decided to do the long travel to Europe. Why?
It would have been my first time in Europe and I was given a chance to come here by BOOKBRIDGE and the Franconian International School (FIS). My goal was to meet the candidates of my Capability Program who will support me to set up my learning center in Khovd and to do an internship at the FIS.
What did you do during your stay?
During our stay, I and Cambodian Community Hero Kimsorn stayed Carstens’ first three days in Basel. We visited the BOOKBRIDGE office. Then we met the project teams of Capability Program 10 and participated in the module 1 training on April 27-29 in Leuenberg. After module 1, I had the most wonderful day in my life in Luzern: for the first time, I was on a ship, for the first time I was on the high peak of a mountain. I felt like I was dreaming. Thank you everyone who I met in Europe and special thanks to Carsten and Elaine and their families!
On May 1, we travelled to Erlangen to start our internship at FIS. We had so beneficial and amazing days there, meeting and teaching children from many different countries and gaining much experience from potential teachers, seeing their great works and visiting wonderfully organized libraries.
What did you learn?
During my stay in Switzerland and the module 1 session, I learnt about how BOOKBRIDGE started, how to build teams, how to write a business plan, social entrepreneurship, leadership, different cultures, and setting up my learning center’s vision. At FIS I got many useful ideas for student-centered teaching, learning environment, working with kids and library activities for ESL. I also observed an high school geography class. Additionally, I learnt a lot from my host families: how to behave and bring up children, how to serve guests, how to manage everyday life and time.
What would you advise the next community hero who comes?
Prepare much information about your country and your community in detailed topics. Also, you should be ready for any questions students might ask about your country, community and family so you should be able to provide them with correct and interesting information.
Kimsorn Ngam is going to be our next Community Hero in Cambodia. Together with the participants of our 10th Capability Program, he is developing a business plan for his learning center in Psar Kralan. From April 23 to May 4 he travelled to Europe to meet the participants and the BOOKBRIDGE team.
My name is Kimsorn Ngam from Siem Reap, Cambodia. On April 23, I went to visit BOOKBRIDGE Europe. I participated in module 1 of the capability program in Switzerland and observed teaching teachniques at the Franconian International School (FIS) in Germany.
What did you do during your stay?
During my stay in Switzerland, I joined module one of the capability program with the European team (team north). I had the opportunity to tell the team north about my country, how people live there, and my family. In addition, I had the chance to share information about the competitor school where I wanted to start the learning center to give the team a better understanding about the opportunities and challenges there. During module one, the mission of the learning center has been established and I gained much more understanding of the process of business development. Now I feel more confident that my business will running smoothly as the business plan will be created by two teams, south and north.
In addition to the points above, I have learned that many Europeans want to do something positive but they do not know how, where and what. After I had told them about how, where and what, the team is more inspired to get involved in my learning center as they see that this is an opportunity for them to do what they really are.
While staying with Carsten’s family in Basel, Carsten took us to a mountain. I was excited as it was my the first time in my life to see and play in the snow. In addition, I have learned what great leadership is that Carsten has in his work and family responsibility. This inspired me to apply in my families as well as in my learning center with the people I will work with.
At the FIS, I have learned how to organize an enticing library for students and the community. As one of the librarians said: “Library is the heart of the school” which means it is not only a reading place, but also the classroom where students can have sessions with different subjects and also read for fun. At the same time, I was introduced to different classes for observing student-centered learning techniques. Now I gained much in teaching approaches of non-native English speakers and am able to build a network with international schools teachers for future improvements of my learning center.
I would like to thank the Franconian International School for inviting me and allowing me to meet with students, teachers and librarians, and BOOKBRIDGE for the support and program arrangement. I also would like to thank especially Elaine Smith and her family for hosting me, taking care, travelling to and from school, taking me to experience a German dinner. I of course enjoyed my trip and find this program is really helpful for my learning center and strongly appreciated.
What would you advise the next community hero who comes?
I would like to propose to BOOKBRIDGE foundation to keep this program for the next community heroes as I can see many opportunity for them to learn what is happening at BOOKBRIDGE in Europe. I recommend the community hero to prepare well for Europe since the weather is cooler than Cambodia. The food is also different and normally includes bread, meat and vegetables. You should be aware of getting a culture shock and becoming homesick and encountering different ways of thinking or doing things together with your host families and the CAP north team.
The end of April is quickly approaching and I am left with only 5 weeks of work. Not to give away with sadness I will write about the Khmer New Year holidays.
April in Cambodia is synonym for great celebration as the New Year is in the air, the biggest celebration ever here. Schools remain closed for 2 weeks – however students and teachers stop coming there way before it. The cities and villages slowly get decorated with lights, colorful stars hanging from buildings’ entrances, shops and streets. In the many shops big and small water guns begin to appear that will then be used throughout the days of celebration. The atmosphere is very festive and of expectancy. On top of all this, people move to their home towns where they will spent quality time with their families and friends; therefore some shops stay closed.
This year, the New Year came between the 14th and 16th of April. The Learning Center stayed open until the 11th and I decided that I did not want to spend the holidays in possibly the most crowded city in Cambodia! As a matter of fact, Siem Reap is the city where many Cambodians travel to in order to take part into the big festival called Angkor Sankranta, which is held in Angkor archeological park. Artists from all over Cambodia and eminent public figures participate in the festival and the city becomes a magnet. And given the rising temperatures of that period, I figured that Angkor Sankranta would not have been a smart idea.
I bought bus tickets to Mondulkiri, the far-east province of Cambodia that borders with Vietnam. It is regarded as one of the most beautiful, lush and weather-friendly. And in fact it did not disappoint! Mondulkiri is covered in forests and the richness and diversity of natural landscape it is uncomparable to any other place I have been in Cambodia so far. Additionally, it is one of the few enclaves of elephant communities in Cambodia and there are plenty of agencies that claim unforgettable experiences with elephants while protecting their well-being. However I chose not to go for it and to select a 2-day trek in the jungle with sleep over. My trek guide was a member of a minority group in Cambodia – although majoritarian in Mondulkiri -, called the Bunong, the forest people that until not long ago lived of subsistence with the products of the forest and of animal breeding. My guide was a very knowledgeable man about the forest and its animal and showed me plenty of hidden waterfall and interesting spots in the depths of the forest. When we finally stopped for camping, he cooked the most amazing and yummy soup I ever tasted in Cambodia: the bamboo soup cooked directly inside a real bamboo stick! After the many hours of walk and climb, that was exactly what I needed!
We slept in hammocks by a waterfall that lulled my sleep. The night was extremely cold in the forest to the point that I had to use two blankets to keep warm! Something that does not really happen in the plains like Siem Reap..It was a true blessing!
In the morning my guide woke up really early and went around the place collecting the trash that other Cambodians had left the day before during the New Year celebration. Plastic cups, styrofoam food containers, cans and much more lay scattered in the forest and I had the dreadful impression if he had not done it himself, nobody would have ever come to clean the mess. He then came to me and with a very disappointed face exclaimed ‘Cambodians no good’. Belonging to a minority group that lived for so many decades in harmony with the forest in his view defines him as very different from the others. At the end of the trek, we reached his village, on the top of a hill where humans and animals coexist in the streets peacefully: pigs, cows, dogs and chickens mingle together around the people’s houses.
Mondulkiri is an amazing place to relax and get away from the heat of April/May and its environment heritage has been kept relatively intact thanks to the effort of NGOs that operate in the territory and attract tourists pushing for environmental conservation. Definitely a place to see!
24 candidates made their ways from India, the US, Japan and from all over Europe to Basel, Switzerland to kick off the 10th Capability Program. You might wonder: So many people? Yes, so many! In CAP10 we will have twice as much as in former Capability Programs. That’s why CAP10 is special: It starts with two teams in parallel. Half of the team will set up a learning center in the community of Psar Kralan, Cambodia. The other team will establish a learning center in the community of Khvod, Mongolia.
When the 24 candidates came to Basel, no one of them knew to which team they would belong and to which country their learning journey would go. Not an easy decision, but the first of many decisions which was managed confidently by the team. Only 1,5 hour after the start of the program the teams were set. From this moment on, 12 people made the first steps towards a learning center in Psar Kralan and 12 participants for another one in Khovd.
By the way – Kim from Siem Reap and Buyanaa from Mongolia joined the module in person. They will be the future Heads of Learning Centers or Community Heroes in Khovd and Psar Kralan. This way, the two teams could immediately dive into the adventure and challenge of setting up a business with the social entrepreneur that will be in charge of the business plans they make in theory.
The days were packed with intense working sessions. On day 1, the teams learnt about BOOKBRIDGE, social business theory and their business challenge. The challenge is about creating a social business model for Kim’s and Buyanaa’s learning center. The goal is to serve the people in the communities of Psar Kralan and Khovd. The teams start from different points: Buyanaa already operates a small learning center with one class and Kim is still searching for a final location for his center. On the second day, both teams worked on their vision for the learning centers and drafted a first Business Model Canvas. Day 3 was dedicated to the leadership topic. The participants reflected on their personal WHY of being in the program and drafted a personal vision.
For the upcoming weeks the teams will divide in subgroups that work together virtually only. They will prepare the investor pitch in July which – if convincing – will allow them to implement their plans in Mongolia and Cambodia in parallel in September 2017.
The teams will be accompanied by a Business Coach and a Leadership Coach. Nathalie Moral coaches Psar Kralan team and Jorge Cendales Khovd team. Boris Billing is the Leadership Coach for team Khovd and Heike Rudolph von Rohr for Siem Reap.
We are very excited and still impressed by all the people who shared so much energy and motivation with us during these three days!
BOOKBRIDGE’s mission is to support people to do what they really are. This is the story of Lkhamsuren Erdenedash and how she found out what she wanted to be. By Lkhamsuren Erdenedash, English teacher at Mörön Learning Center
Do you agree that one is not too old to learn new things and earn good experiences?
Before being a part of BOOKBRIDGE, I had totally given up all the things in my life. I was already 36 years old, I hadn´t found the job I really enjoyed and also I didn´t earn money at least for myself. I was depressed and disappointed about the things related to my life and I kept asking myself “You are already up to 30ies but you do have nothing except your boy and husband. You have a great family that cares for you but it is not enough to be happy and satisfied about your life. Where is the thing that can give you the thing you want?” Yes, this is the biggest question, maybe you could call it “a problem” for me and I have been searching for the most suitable answer for the question.
I have graduated from the University of Science and Technology as an English translator but I have totally understood that the DIPLOMA is just a PAPER in last few years. Graduating from university does not mean that you are perfect. The thing that makes you PERFECT is the family you have chosen, the job you love and the friends who care about you – I understood. Making a lot of mistakes, thinking critically, searching new exists, meeting new barriers, making a lot of practice and meeting good people have made me to be a part of this wonderful BOOKBRIDGE in my opinion.
After doing many experiments, quitting or loosing jobs, I really understood that I should do something useful and helpful for others based on my knowledge and experience. It is being an English teacher.
My dream to be an English teacher fell when I found out that my profession does not meet the requirements, the documents to be a teacher are very complicated and also, I needed to be very rich or I needed to have high-positioned friends in the community. These things have really made me to give up my dream but luckily I have met a young lady, Daariimaa, who was looking for an English teacher for her learning center. I am always thankful for Daariimaa because she became the bridge between me and my dream.
I have never been to any seminars and trainings before, so when we had the training at “Mandal resort”, I was very glad about myself, the training and the members of BOOKBRIDGE. I very appreciated the things you give me. I have learnt many things, shared many opinions and experiences with other teachers and staffs, understood many things to work and help others and the main character of BOOKBRIDGE, too. It was a great opportunity for me to fulfill my dream to be a teacher however I only have few students.
The second chance that I was given by BOOKBRIDGE was to work as a facilitator for learning center Arvaikheer’s TEDx writers’ workshop. I have never been to Arvaikheer and the most important and scary thing for myself was the question “Can I be the one who meets their expectation?”
Finally I arrived in Arvaikheer at the BOOKBRIDGE learning center with huge fear. Uuganaa picking me up from the bus station was my Arvaikheer life’s starting point. When I met Uuganaa and others, my fear totally disappeared! They were the people who helped me to control myself and look ahead full of energy.
We spent seven wonderful, valuable, useful and helpful days in Arvaikheer and there were seven people including Jenni-CEO, Uuganaa –Rock manager, Saikhnaa-Beautiful senior manager, Lhamaa-Facilitator, Ian-Facilitator, Phoebe-Facilitator, Perrin-Rock facilitator.
TEDx Workshop in Arvaikheer
On the first day, I ran to Jenni with millions of questions and she explained all things very clearly. The students who were in our team were waiting for us to start and Perrin did not know how to do the start. So it was my turn to start and break the ice and that’s why I ran to Jenni for help. After 30 minutes, Perrin and me got the class under our control and since that scary period, everything became very comfortable.
TEDx talk is a brand new thing for Mongolians and it became complicated for the students and facilitators, I am sure. So at first, we, the facilitators, should become familiar with the TEDx and that’s the thing I was afraid of.
On the first day, we helped and guided the students in how to find their brand new idea. Jenni had introduced about TED talk and also gave tips on how to be a good speaker. The first day’s facilitating translators were Uugnaa and Saikhnaa. The second and third days were mine and Saikhnaa’s. Those were almost my first translation in front of 38 people.
The students chose big topics including life-related proverbs, metaphors etc. They were not familiar with simple ones, f.e. their past etc. In Mongolia we are accustomed to using big topics, very big things to express our idea in a formal presentation. So TEDx is 100% different from Mongolian-type presentations. It is a way to express an idea in a very simple and easy way to others in comfortable ways, relating to your past life. It is the most interesting, comfortable and open-minded way in my opinion.
So we had guided the students to find their ideas based on their past life, facts, habit or experience and made them specify the ideas with strong examples. The students got our ideas and they worked very hard and beneficial.
On the next day, we gave tips on how to write down our ideas. The most important tip was how to make a conclusion, how to give the messages to others, how your idea might affect lives if it’s implemented. During team breakouts, our team had played and did exercises to get energy.
On the very last day, all facilitators were judges. We had divided into two groups because the talks were bilingual. Before judging, Perrin and I had checked our student’s speeches, their conclusions and their public speaking language etc and gave them advice. It was very nice to see that they had prepared perfectly for the talk show and always asked for feedback from other teammates and us. They were not nervous, stressful or afraid because we had prepared and guided them to be like that with simple examples, related with their past life or experience and therefore, they were ready to express their own ideas-not unknown huge things. That is the main focus of this event in my opinion.
In the afternoon of the 3rd day, we had judged and admired all of the students over there. We had presented them participation certificates and chose 6 students to attend into TEDx talk show in Ulaanbaatar, Mongolian Turkish School.
Five of the six winners were my teammates which shows that we were a great team, worked very hard and efficiently together. It made me proud of myself, too. By the way, I want to say that I am very proud of having you as my team students:
Taking a part in this workshop makes me understand:
1. The easiest way to express my idea;
2. The way to make the idea interesting;
3. The way to make the things systematic;
4. The way to make the idea realistic;
5. The way to make the idea arguable;
6. The way to use public speaking language completely;
7. How to organize the things with others;
8. How to cooperate with other teachers and students;
9. How to share your ideas with others;
10. How to help and guide others;
11. How to manage the class and be a good teacher ….etc.
There are so many things I have learnt from others and all the facilitators were very helpful, potential, open-minded, easy-going and hard-working in my opinion. My counterpart Perrin was very helpful, experienced, punctual and easy to work with; I appreciated her positive attitude and the hope to make others comfortable very highly. In one word, we are same and thus we had succeeded in due work.
Teaching English is very challenging for me because knowing grammars, words etc things are just knowledge in my head. But I wish I would pass my earned knowledge to the children who really want to learn English, being a little helping or guiding star. I have been improving my knowledge from day to day, teaching, working and helping children on my own and it is the THING I WANTED. I was born to share the knowledge and experience I have earned with others, to give them the opportunity to improve themselves, to help and guide them to find their true ways and to believe in themselves in my opinion.
Therefore, working as a member of BOOKBRIDGE is the EXACT chance and OPPORTUNITY! Since I have been teaching English, my teaching methods and skills are improving however it has been taking a lot of time. I always look for the things, methods and interesting ways to teach and it makes me more satisfied, more challenging, more curious and more hard-working.
Visiting to Arvaikheer learning center, I was so surprised, fascinated and thrilled by its students. They are brilliant at all: they speak fluently in English, they respect each others very well, they behave themselves in most suitable way, they get and follow their teacher’s words/orders well enough, they are very active and the most important thing was they really want to learn and share new things, ideas and experiences in my opinion. I was so astonished because I have never seen that kind of students before even in Universities. I have talked with them, shared my opinions, checked their notebooks and also, I have found their vocabulary notebooks as below:
They are the leaves from the huge tree named Uuganaa, BOOKBRIDGE Arvaikheer.
Now, I want to tell you about Uuganaa who became my lady-hero with so many god examples. In one word, she is the most hard-working, warm-hearted, generous, high educated, high experienced and easygoing lady in my opinion. Sharing her BOOKBRIDGE experience made me proud of her. I want to be a teacher like her. But I don’t know how many years will be required to be a good teacher. In one word, I totally astonished with her hard-working, passionate, well-organized and positive attitude for everything.
It is not very easy to understand person’s posts on Facebook pages and so this trip was the greatest opportunity to share her posts personally. I appreciate the communication personally because I do think that the communication on other Medias or sources seems to me very complicated and fake.
The second thing I have understood very well was that her family members always take care of herself to make her achieve success, do her work without any worries, just paying attention into her business. I have heard that there is a real hard-working and reliable person behind the succeeded person. But, when I was in Arvaikheer, I saw it personally. When Uuganaa was very busy with me, with her classes and with TEDx, her husband did all his bests to make her wife’s busy work easy and comfortable. It was wonderful and now, I wish my husband would be like him one day.
Travelling to Arvaikheer and sharing an experience with Uuganaa make me understand:
1. Being hard-working and passionate is the key factor to pass your knowledge to the students you have;
2. Vocabulary is the main thing in learning language;
3. Activities are also important to keep the students close with you;
4. Well-organized and planned lessons would access a valuable process;
5. Being punctual, curious and positive makes your work more efficient / however I am punctual, curious and positive/;
6. Family is the fundamental part of your success.
I will try my best to implement the above-mentioned tips for my classes to be a good teacher. This is my goal.
At very last I would like to say THANK YOU for every body who gave me a great chance to improve myself, open my eyes with – brand new things, share my opinions with others, value my self, get wonderful experiences, learn from great people and see my future brightly.
How can we reduce plastic waste? In March, we started a competition about the best plastic banning campaign. We asked our learning centers to create a Public Service Announcement for their community calling them to help to minimize the use of plastic bags and bottles. 9 learning centers participated in the competition. Voting is open until Monday, Mai 15.
How to vote:
1. Watch the videos by clicking on them.
2. Think about which one shows best how to avoid plastic waste.
3. Scroll to the end of the page to “Vote” and vote your favorite video.
1. Watch the videos:
2. Think about which video shows best how to avoid plastic waste
3. Vote for the best video by clicking on the check box:
After saying goodbye to our young students at the new micro learning center, we tried to focus on the learning center in Ang Tasom. Pierre and I thought that we should try to communicate more about the learning center to win new students but also to allow other children to come and take advantage of the library and its different facilities.
One of our goals is actually to help bringing in new children to allow them to enjoy our classes and environment. As a lot of people in Ang Tasom don’t know what BOOKBRIDGE actually does and can offer we thought of contacting the local High School to do something together.
We first tried to make some announcements on the megaphone of the High school that some classes would be given by us which brought a few faithful students coming to share and learn with us. Those ones come from 11 to 12am everyday with the strong will of improving their English. During the first sessions, it was hard to make them talk. It felt like a lecture which was not very pleasant for us and nor for them as they were not practicing their English at all. Cambodian teenagers are very shy, especially with foreigners I guess. So we started with games which only involved basic and simple answers which obviously gave them some confidence as now classes have become full of joy and they all dare talking no matter how good their English is.
As this class consists of only a few students and doesn’t really make the change as far as our goals are concerned, we then decided to go further in the development of the communication. The second step was thus to create some flyers and go distribute them all around the city. We started with the High School and ended up at the market where most of the mothers are. Trying to convince someone who doesn’t speak your language is hard but sometimes a look is stronger than words.
The week after a bunch of 11th grade students came, took a chair and started to talk with Pierre and me. Way more self-confident than the ones we have from 11 to 12am, this class is the same age in average but is very different from the other one. Even if we study the same thing it always happens very differently. But still we try to give a real structure to the class even though it’s hard for us as we’ve never taught before. Dealing with the differences of level is a real challenge but our goal will be to let nobody behind and make them progress altogether. We will thus try to assess the evolution of their English through some tests and recordings to show them their progress and what they still can improve.
Good news from our newsly opened learning center in Kekirawa, Sri Lanka: the learning center was able to partner with one of the top-class hotels operating in Sigiriya. Sigiriya is an ancient rock fortress and UNESCO World Heritage site thus seeing many tourist from all around the world.
Community Hero Sampath Senawatte was able to get employment opportunities for the community of Kekirawa: two learning center students and three non-students will join the hotel and work in housekeeping, the front office and the financial department of the hotel. As Head of the Learning Center, Sampath is very much proud of this opportunity and success for his students and community members.
Money, money, money – the financial side of many social enterprises is a mix of sales, subsidies and donations. We claim to be independent of donations but how does this work exactly? Where does our money come from? How do we spend it? What do you earn as a social entrepreneur? In this blog post, we share our answers to the 10 key questions around money. Why? Because we think it is our duty to be transparent and accountable to all who support our cause. Money might be a taboo for some – we feel it’s important to talk about it. Whilst BOOKDBRIDGE clearly isn’t about money, it wouldn’t work without.
#1: What is your budget?
When we asked this question to our Bridgebuilders at the 2016 Summit, the average of all educated guesses laid around EUR 2m. Millions are also what we hear when colleagues of international NGOs estimate what we need to earn in order to do what we do. The truth for 2016: our budget wasEUR 495,346. In the chart you see where this money comes from.
This sum includes all income from all our legal entities, namely BOOKBRIDGE FOUNDATION and BOOKBRIDGE GmbH. The latter is 100% owned by our Foundation and generates sales with our Capability Program.
#2: How profitable is BOOKBRIDGE?
Our profit margin on the Capability Program in 2016 was 14%. BOOKBRIDGE GmbH offers the Capability Program as a unique action learning program to companies, not-for-profit organizations, government institutions and individuals. The program is offered in partnership with BOOKBRIDGE‘s country organizations in Mongolia, Cambodia and Sri Lanka. The country organization prepares, accompanies and follows up on the business challenge for each Capability Program. For this service, they earn part of the program‘s revenues. Thereby, they can sustain the operations in their own countries.
What happens with the profit?
As BOOKBRIDGE GmbH is fully owned by BOOKBRIDGE FOUNDATION, the profit is re-invested into our network of learning centers. Similar to our learning centers, we use the profit to re-invest into our organization, pay back loans to our investors and put money aside as savings for bad times.
You claim to be independent of donations. Why do you still accept them?
Because we are able to forward 100% of all donations directly to their beneficiaries. And this is what most donors dream of, right? So why should we say no if this really helps people and comes with no effort by us? Through the sales generated by BOOKBRIDGE GmbH and our Capability Program, we are able to cover all our so-called overhead expenses – staff costs, sales, marketing and administration. This is pretty unique in the NGO landscape. And we are proud of this! Most important for us is that we do not depend on donations.
We can continue to exist without any donations, yet let us be very clear: we are very happy for each EUR received. Donations help us to fund activities which would usually not be funded. In 2016, we could provide our learning centers with some extra funds to
We are very happy for each EUR received but we can also continue to exist without it.
#3: Where does your money come from? How dependent are you on whom?
Good question. First of all, all our money comes from people we know personally and organizations we trust. Second, this questions needs to be answered separately for BOOKBRIDGE FOUNDATION and BOOKBRIDGE GmbH. This is why you find two actually really pretty pie charts:
As you can see from the graphs, the maximum dependency on one stakeholder amounts 20% for both legal entities. If this stakeholder drops out, this does not automatically mean that we will end up making a loss at the end of the year. The reason is that most of our costs are variable, e.g. if we do not have enough candidates to run a program, we simply do not run it. This still leaves us with some fixed costs. However, these are much lower than the variable costs associated with one program run.
Why are there no names behind the percentage figures?
For legal reasons, we are not allowed to display full names here. For BOOKBRIDGE GmbH, you may find the names of our clients here. For BOOKBRIDGE FOUNDATION, you can find the names of the top income sources on the websites of our learning centers. These are the investors investing EUR 20,000 each into our Social Business Fund.
We are completely independent from government and church funding. In the history of BOOKBRIDGE, we have never received nor taken any donation or subsidy from a government or a religious group for our work. All funding is based on money donated from the private sector.
#4: How do you spend your money?
Wisely 😉 Again, this question needs to be separately answered for BOOKBRIDGE FOUNDATION and BOOKBRIDGE GmbH. While BOOKBRIDGE GmbH covers all staff, admin and program costs, BOOKBRIDGE FOUNDATION primarily invests into learning centers via its Social Business Funds and forwards donations to worthwhile projects around our learning centers. The profit of BOOKBRIDGE GmbH is re-invested into the Foundation as the GmbH (limited liability company) is fully owned by the Foundation.
#5: What salary do you earn as a social entrepreneur?
This is a sensitive and valid question. Sensitive because salary is an untouched topic in many cultures. Valid as many myths exist around social enterprises and their remuneration. As we follow Muhammad Yunus’ 7 principles of Social Business, we expect a market wage with better working conditions.
How does this look like in reality? In 2010, we started with a unitarian salary in Germany. The idea is that everyone in the BOOKBRIDGE Team earns the same salary, adjusted to the purchasing power of his/her respective country. The rationale behind this is that each team member is of vital importance to the success of our Capability Program and the impact of our learning centers. As we are quite cautious business folks we kept our salaries – especially in Germany / Switzerland – quite low for the first decade of the BOOKBRIDGE history. After years of sustainable success also in commercial terms, our board encouraged us last year to start closing the market gap in remuneration.
Today, we operate with salary bands for each country and team. The salary band starts with USD 800 and goes up to EUR 6,000, depending on the country you are based in and the relative purchasing power. We want to strengthen the self-responsibility and entrepreneurial freedom of each one of us. This means that each of our team members can pick his or her own salary in accordance with the team and the budget. If the budget follows the plan, the salary is paid out as planned. If not, the salary is adjusted. While we have moved away from one unitarian salary in each of our countries, we are proud that we still keep the idea of each team member being equal in the importance to make our organization work.
Depending to what you compare our salaries to, you end up with your own judgment on how attractive it is to work for BOOKBRIDGE as a social enterprise, e.g.
our salary in Switzerland is average, according to Verteilungsmonitor of the University of Basel. For both, Germany and Switzerland we deliberately decided not to compare our salaries to jobs with similar profiles in the for-profit sector.
our salary in our Asian countries is high when you compare it with local organizations. If you compare it with international NGOs like Care, SOS Children‘s Villages and the Red Cross, our salaries are much lower. Given our bottom-up approach, this is also not what we want to be compared with.
The salary is only one side of the medal. Coming back to Yunus’ principle of a market wage with better working conditions, how does BOOKBRIDGE score on all other things than salary? See what Carsten thinks BOOKBRIDGE gives to him:
#6: How are your learning centers performing financially?
Our learning centers are doing well. In 2016, our learning centers reached out to 164,000 community members in Mongolia, Cambodia and Sri Lanka. 11 out of 19 learning centers showed a sustainability rate above 100%. Out of the remaining 8 learning centers, Cannak, Sreydieb and our micro learning center in Angroka broke even in 2016 but showed an average below 100% for the entire year. Only 4 out of 19 learning centers still have a longer way to go to reach break even. All of them have only started their operations in the last 18 months.
As per February 2017, we are proud that 19 out of 22 learning centers are fully financially self-sustained. 2 out of the remaining 3 learning centers have been created in the last 10 months. They still need time to reach break even. And the last learning center, the one Sothika took over last year in Ang Tasom, can in the meantime compensate the loss with the profits of his 5 micro learning centers. Enjoy these impressive figures. We are proud of all of them!
Are your learning centers able to pay back loans?
Yes, they are! Our entrepreneur-run learning centers have received a loan by our Social Business Fund. Since the start of our Social Business Fund in 2014, EUR 236t have been invested into these learning centers. Currently, EUR 199t are still placed while EUR 49t have been paid back (21%).
#7: How do you ensure checks and balances in the way you handle money?
We ensure proper checks and balances in three distinct ways:
All legal entities are audited by professional external auditors
Every year, all our legal entities are audited by independent auditors. The results are presented to the Board of BOOKBRIDGE FOUNDATION and published as part of our impact report.
BOOKBRIDGE Foundation is governed by an independent and qualified Board
The BOOKBRIDGE Board meets every 3 months to supervise and check the strategic direction of the entire organization. Whilst all board members have been part of our Family of Bridgebuilders for many years – t hey have either taken part in one of our programs or visited our learning centers – they are all independent, experienced and qualified for the important job they are doing. There is a job profile for every board member position and all board members work voluntarily and do not receive any salary or compensation.
We open up as a transparent organization with each Capability Program With the start of each Capability Program, we turn all candidates into temporary members of the BOOKBRIDGE Team. This includes that we open up as an organization and show them what is going well and what is going not so well. By creating a new learning center, candidates realize where we can still get better. This allows us to improve on a constant basis and get valuable input from external sources.
#8: Did you take loans yourself to kick-start BOOKBRIDGE?
Since our start in 2010, BOOKBRIDGE GmbH took up loans amounting EUR 423.000 from 6 courageous impact investors. In monthly briefings and bi-yearly conference calls, all six tell us that they are happy and impressed with the impact of their investment. This makes us proud! Out of the EUR 423t taken as loans, EUR 250t (59%) have been paid back so far. EUR 173t will be paid back in the next 4 years.
#9: Do you own large assets like real estate, stock or others?
No, we don’t. So far, we have remained small and beautiful. Following the principles of Social Business, all loans given or received are interest-free. BOOKBRIDGE GmbH puts its money on interest-free accounts at GLS Bank, a German ethical bank. BOOKBRIDGE FOUNDATION also does not gain any interest from its bank accounts in Switzerland.
#10: How does your budget for 2017 look like?
In 2017, we aim at growing in sales and profits as well as subsequently in investments into our learning centers. Sales by BOOKBRIDGE GmbH will increase from EUR 387t to EUR 537t by conducting our 10th Capability Program with two teams in parallel for the first time in our history. Leaving everything else equal to 2016, this will hopefully result in an increase in profits from EUR 54t to EUR 95t. As we will conduct one program more, we will also setup one more learning center. This will increase the investments by our Foundation and subsequently the budget from EUR 107t to EUR 156t.
It is not easy to make everything self-explanatory. If you have questions on the numbers presented, feel free to leave a comment or contact Carsten directly.
This March, we opened our 7th learning center in Cambodia. Ravy Vang is Community Hero and responsible for the learning center’s activities and services. In this interview we introduce.
Ravy, who are you?
My name is Ravy Vang. I am 36 years old. I am married and I have 3 children, all boys. I am the director of Salariin Kampuchea.org and the new head of Chreav learning center. My wife is a cook, she runs a small local restaurant.
Why did you decide to apply at BOOKBRIDGE as Community Hero?
After having difficulties in doing fundraising for my NGO – Salariin Kampuchea (which means School of Cambodia) in 2016, we had no more operating budget beside the remaining reserve fund for the NGO. I then thought of converting the NGO’s programs to a social enterprise but it was just my in mind that time. Then I heard about BOOKBRIDGE which aims at supporting and empowering local entrepreneurs. My NGO’s Board of Director agreed with my idea of running a social enterprise with the existing education program, so I decided to apply for becoming a BOOKBRIDGE Community Hero and I was selected and later together with CAP9 team successfully won an investment to realize my dream.
Which offerings do you plan for your learning center?
With the business plan prepared by BOOKBRIDGE’s 9th Capability Program team, my learning center will offer the following services: English program, kindergarten, IT courses, Chinese classes, daycare service, hospitality and community library.
Looking back at your preparations for the opening of the learning center, what was the most difficult challenge?
It was the first time for me to organize and celebrate an official ceremony for the opening of my learning center. So we felt very concerned about how to arrange and organize the process of the opening ceremony, properly welcome guests and honored guest as well as how to prepare my welcome speech.
What will be the most important tasks for your first week as a Community Hero?
The most important tasks are to set up and organize the main tasks assigned to me and the team members and get feedback from the team integrated to improve our business plan and implement it in reality.
For many years, our country teams have been working closely with our learning centers. What are they most proud of? How do they assess the impact created by their support of our learning centers? In this blog post, Sokhan, Amar and Monika share their personal views.
Impact Report Cambodia – by Sokhan Khut
BOOKBRIDGE Cambodia has operated since late 2011 after signing MoU with Cambodia Scouts and Ministry of Education, Youth and Sports establishing its very first two learning centers in two separate provinces: Takeo in Southern Cambodia and Siem Reap to the North of the country. Both centers were set up with strong support by Cambodia Scouts and run in the form of social businesses in the field of education.
After 4 years of its operation, 3 more learning centers including a mobile one were set up in Takeo and Kampot provinces under the supervision of two key members of BOOKBRIDGE Cambodia Country Organization Team. BOOKBRIDGE Cambodia provides BOOKBRIDGE with implementing our Capability Program in Cambodia, on-going support in the operation of the established learning centers and conducting a bi-yearly workshop for the learning center staff.
In 2016, BOOKBRIDGE Cambodia conducted two local Capability Programs with Cambodian candidates joining in parallel with European programs. They resulted in one new learning center established in Tani, a district town in Kampot Province, creating at least three jobs for local people working in the learning center, a business plan for setting up a new learning center for investor pitch prepared and 12 Cambodian talents have been trained to think and act as entrepreneurs as well as new generation leaders.
By the end of December 2016, six learning centers including the Mobile Learning Center were established in total. They have operated as social businesses in Siem Reap, Takeo and Kampot provinces
reaching out to 87,484 community members in total
offering 386 free educational activities with 7,112 participants
running 54 paid courses with 664 students per month on average
covering 81% of sustainability rate per month on average.
Different Challenges and Situations
However, the progress of each learning center varied due to having different situations and challenges. Aside from the monthly status calls with BOOKBRIDGE Community Heroes in Cambodia to get updates on the development and understand their challenges, a 3-day workshop was conducted for all learning center staff to let them share best practices and experiences, disseminate BOOKBRIDGE Vision 2020 and gather inputs towards the Quality Framework.
In addition to the monthly status call, the Country Organization Team travelled very often to visit all centers to work with the Community Heroes to find out what can help them and to support them in the development and improvement of their learning centers and in aligning them with the BOOKBRIDGE 2020 vision.
Now let’s see how each BOOKBRIDGE learning center in Cambodia has performed in general: Takeo Town: Officially opened in November 8, 2011 in cooperation with Takeo Provincial Department of Education, Youth and Sport, but redeveloped and opened officially for the second time in January 27, 2013. The learning center employs 2 full-time staff and has created 6 part-time job opportunities for local teachers. In 2016 alone, the learning center reached out to 13,542 community members in total. On average, 10 free educational activities with 141 participants were conducted and 108 students attended 8 different paid English courses on a monthly basis, allowing the learning center to cover already 93% of its annual operational expenses by course revenues. Currently, Community Hero Sreydieb works together with her colleagues to reinforce rules related to the learning center guidelines and to conduct technical meetings with the teachers in order to share ideas on teaching concepts.
Siem Reap: Like Takeo, Siem Reap learning center was opened twice, firstly in November 2011 and secondly in May 015 in partnership with 10 January 1979 High School. From January to December 2016, with 2 full-time staff and 5 part-time English teachers being employed, the learning center reached out to 13,443 community members in total. On average, 5 free educational activities with 77 participants were conducted and 42 students attended 4 different paid English courses on a monthly basis, allowing the learning center to cover 55% of its annual operational expenses by course revenues. With support from the center’s very first fellow, Martina, Community Hero Sanith could organize many library activities that attracted many students: Public Reading Contest, cinema event and fun educational games. Sanith and Martina conducted technical meetings with teachers in order to share ideas on teaching concepts.
Angtasom: The center was officially opened in November 2013 together with Tramkak District Education Office. It has performed well during the last two years but the decision to leave the learning center by the community caused a dramatic change in its performance. The learning center is currently employing 3 full-time staff and 8 part-time teachers. In 2016, it reached out to 7,105 community members in total. On average, 3 free educational activities with 98 participants were conducted and 218 students attended 18 different paid English courses on a monthly basis allowing the center to cover 72% of its annual operational expenses by course revenues. New Community Hero Sothika has worked very hard to find solutions and strategies to save ‘the sinking boat’. He and his colleague Mr. Sareth have worked together to provide training on specific areas to their teachers in order to enhance their English skills and to produce necessary teaching and learning materials.
Tonloab: Officially opened in May 2014 in collaboration with Kirivong District Education Office, learning center Tonloab employs 3 full-time and 10 part-time staff including the community hero. In 2016 alone, the learning center reach out to 43,318 community members in total. On average, 8 free educational activities with 116 participants were conducted and 241 students attended 20 different paid English courses on a monthly basis, allowing the center to cover almost all (98%) of its annual operational expenses by course revenues. Community Hero Vannak tried to set up a specific curriculum which matched the government school’s English curriculum in order to win students who study at public schools and look for more support after school. Vannak has also set up technical meetings with his teachers to share teaching strategies. He offers a speaking club that connects alumnis of our Capability Program with students on a monthly basis adding benefits to the enrolled students of the learning center.
Angroka (Mobile Learning center): Officially opened in March 2015 as BOOKBRIDGE’s first mobile learning center, Angroka has been run as a subsidiary of Angtasom Learning Center. It creates job opportunities for 1 full-time, 1 part-time staff and 3 part-time teachers. In 2016, the learning center with its 4 mobile subsidies reached out to 5,900 community members in total. On average, 3 free educational activities with 112 participants were conducted and 108 students attended 7 different paid English courses on a monthly basis, allowing the center to cover 98% of its annual operational expenses by course revenues. Also in 2016, Community Hero Sothika from Angtasom Learning Center took over the responsibility at Angroka. Since then, he has worked with his colleague Mr. Sareth to provide training to their teachers to enhance their teaching and English skills. There were also new teaching materials produced and they started to implement the mobile learning center concept by establishing 4 more micro learning center around Angroka.
Tani: BOOKBRIDGE’s youngest learning center opened in March 2016 providing job opportunities to 3 full-time staff and 1 part-time staff. By the end of last year, the learning center reached out to 4,186 community members in total. On average, 3 free educational activities with 48 participants were conducted and 55 students attended 5 different paid English courses on a monthly basis, allowing the learning center to cover 70% of its annual operational expenses by course revenues. Community Hero Sothy promoted a kindergarten class in the morning shift that was very well accepted. He also provided specific meetings every week to his teachers to train and share ideas related to teaching strategies. They also to set up some homework for students.
Impact Report Mongolia – by Amar Purev
The year 2016 has been successful for BOOKBRIDGE Mongolia in several areas such as learning centers’ teachers skills development, students motivation, CAP implementation according to the business plan, finding capable and experienced community heroes for CAP projects in 2017, having fellows working with community heroes, getting financial audit done and increasing commitment from Nomin guur NGO board members towards learning center’s operation.
English Skills Improvements
Dulamsuren, English teacher at our learning center in Zavkhan, was able to improve significantly her teaching and speaking skills. She has organised jointly with PCVs English Olympics for the first time. Daria from Murun learning center started to attend English advanced level course (C1) in Ulaanbaatar last December. Contributing factors to this were English skills development sessions and mock lessons organised at bi-annual all staff training, good scheme or peer to peer support amongst the team, English teachers fellows worked at the learning centers.
Uugantsetseg Gantumur, Community Hero in Arvaikheer, went to first to Germany and then to Cambodia to share her English teaching skills. It was a great opportunity to develop her peer support skills with immediate results.
English Festival Cooperation between Arvaikheer and Chinggis
Our learning centers in Arvaikheer and Chinggis have organised a joint English festival in Chinggis town taking students from the both communities. It was great opportunity for students to know and learn from each other and motivated the students a lot. The English Olympics organised by Zavkhan learning center was great opportunity not only students, also for teacher to develop their English skills. Scout activities organised in Arvaikheer, Bulgan and Dalanzadgad have attracted and motivated students to join English courses in the communities.
First Capability Program with Local Candidates
A local Capability Program project was piloted this year during the implementation of our 8th Capability Program in Mandalgovi. Five local candidates out of eleven initially selected candidates from Mongolia have completed all five modules successfully. Twenty hours training sessions on business and English speaking skills have been provided to local candidates. As result of the project, one local candidate started her own private business, another candidate has improved her English noteacably and another candidate started taking English course at the learning center. The country organisation was able to train their own business coach thus saving budget for hiring external business consultant.
New Community Heroes found
Two community heroes, one in Dundgovi and another one in Khovd, were found for two Capability Programs to be implemented in 2017. Batchimeg from Dundgovi teaches English at a medical universtiy branch and is doing Ph.D. in linguistics and Buyankhishig, Khovd, works as local English teacher on the Access project funded by American Embassy having been selected as the best teacher in the province.
One six months fellow has worked in Murun, Zavkhan and Khentii learning centers helping English teachers there to improve their teaching skills and co-teaching. Five to six short term fellows in Mandalgovi and a two months support by fellows at Sukhbaatar learning center have been coordinated by the country team.
The financial audit was carried out in May/June 2016. The new audit company found in 2016 was more professional with less fee than the previous one and provided an audit report in English. The audit hasn’t discovered a major break of law or financial and NGO regulations but only released four recommondations that have been pursued by the country team.
Restructuring of BOOKBRIDGE Mongolia NGO Board
Finally, Nomin guur NGO board was restructured. Altantungalag who made a request not to continue being a chair of board has been replaced with Tsolmon who has an educational background and did her master’s degree in USA. Board members demonstrated more interest and commitment towards the learning centers’ operations and two board members including the chair of the board attended the all-staff training.
Learning Center Bandarawela
The first learning center is located in Bandarawela, Uva province by Sujitha Miranda. In 2016, the Skills Learning Center ran 41 activities with 726 participants. Sujitha has also conducted 49 courses with 463 students. Sujitha has been working hard to develop a unique program called Find Yourself, which aims to support school leavers to develop the necessary soft skills to succeed in work and life. Three parents who also started to learn English also improved very much.
One the biggest impacts of Sujitha’s Learning Center is the achievements of some of the students from the Find Yourself course. 11 students have completed this course and 5 have gone to find employment as a result of their improved communication skills and confidence. And three students have continued onto higher education. Once student, Kuga Sri Ganesh, is now employed as an intern at the learning center as a support staff member and is further developing his skills as a teacher as well as continuing to improve his English.
This week, team of our 9th Capability Program has opened our new learning center in Chreav, Cambodia. In this post, the participants describe their feelings and impressions.
Our experiences during eight phenomenal days in a nutshell: Transform visions into reality. Achieve results and discover more to do. Connect with a dream, their people and create new dreams together. Leave enriched to grow in every sense. Hallelujah and Let it Be! These are statements that summarize a unique week for a unique CAP9 team, a week of growth in every sense.
Most of us were visiting this unique country for the first time ever. The welcome by the team South and their coaches Sokhan and Chanthorn was warm and vivid: They showed us local markets, a Buddhist monastery, a typical coffee shop, a typical sport activity – tug of war – in one of the state schools and finally, introducing us to the reason why we are here: the Learning Center in Chreav! And last but not least our home stay (hostel) contributed to touch this country: Waking up every day was so easy as at 5 AM every day loud speakers flooded us with Cambodian music. Either to praise heaven, celebrate weddings or to say goodbye in funerals. Specifically, we perceived that the funeral music, is perfect to motivate souls to leave this planet: the sound was indeed terrible!
The first two and a half days were dedicated to the first milestone: Getting the learning center ready for the Opening Ceremony on Wednesday at 8 AM. We cleaned and painted rooms, transformed them with small changes into real class rooms, installed water pipelines, developed big signs praising the offerings of our school, established the library with the existing English books, purchased funny toys and materials for the day care room, made gardening and environmental improvements, painted complicated large pictures and funny attractive motives, etc. And all based on CAP9-self–and-agile-organized teams; perfectly orchestrated by Lisa, Kim & Eleanor, thanks!
To inspire the audience during the inauguration and to set a strong signal for women in this country, we decided consciously to let Clara do the inauguration speech. She did it and she touched all our hearts. Congratulations! After the inauguration event the team went to a very well deserved free afternoon, with wellness, swimming pool and motorbike adventure to countryside, which motivated Lisa and John to test the Cambodian soil.
The next two working days were dedicated to the next milestone: Get the learning center ready for the critical starting period when team North has long gone. We dedicated our collective intelligence to mainly two questions:
How to make the learning center successful & sustainable (run the business)?
How to create social impact (social entrepreneurship)?
We worked on the topics: IT, library, legal, financial plan & reporting, quality, marketing, hygiene and waste. Our “guest – speakers”, Sanha and Monika from BOOKBRIDGE Cambodia, supported us with learnings from other learning centers and on the meaning and content of quality.
The pace of both days was again very high and the team achieved brilliant results. To mention three:
Team quality conducted a truly important workshop together with the teachers and Ravy to define and measure quality. To strengthen the identity of the learning center they developed the mission & vision of it.
Team marketing initiated visits to the schools in Chreav to win customers. Their key marketing message was the power of connection: the learning center is connected and supported by and with the world. To express this all “white skin Team North members” were sent together with Ravy to speak to the children and to distribute flyers. The impact was strong. Unique experience for team north and unique sales event for the center.
Team IT installed all what could be done without the content of the container that is still in customs. In addition, they setup the connection and process to enable Da Vid, the local IT hero, to install and manage the network, router and IT as soon as it arrives.
On the last day of the on-site module, we visited temples in Angkor Archeological Park. Undiscovered Archaeologist Sokhan gave us an impressive tour through several temples, culminating with Angkor Wat. Thanks, Sokhan!
All the efforts of the weak were strengthened by long nights, singing Hallelujah and the endless counting of empty bottles. This culminated in a glamorous and exciting farewell dinner, singing Let-it-be on the stage of the “Bierbar”. Excellent experience! Especially for Eleanor, who survived at least 4 times the crowd-crying-singing of her happy-birthday song!
Team, we did it! Each of us grew in this week, each of us made an impact, together we are energy, together we are the learning center. Thanks & Congratulations!
After 2 months of in-depth research, business modelling and teamwork across cultures and timezones, the team of our 4th WHU General Management Plus Program successfully pitched their business plan to Bolor and Pierre Lorinet from Oyun Foundation. And they did it! With EUR 20,000 as a soft loan and certain strings attached, the team now sets out for the next stage: implementing what they pitched in Sainshand, Mongolia!
Following weeks of user research, iterative business modelling and agile teamwork across timezones and cultures, Gerogie and Henning from the GMP+4 Team pitched the business plan for Batchimeg‘s Learning Center to Bolor and Pierre Lorinet from Oyun Foundation. For this occasion, Pierre had taken the effort to fly in from Singapore to meet the team in person. He had previously participated in BOOKBRIDGE‘s 8th Capability Program, leading to the setup of Nangaa‘s learning center in Mandalgovi. Intrigued by the model and the idea of BOOKBRIDGE, he and his wife decided to place invest with their foundation into a learning center in Mongolia.
And they did it! Following a convincing pitch, Pierre and Bolor agreed to place their investment under the condition that the team reviews the marketing strategy as well as the viability of the business model. Congratulations to the GMP+4 Team for reaching this important milestone on their learning journey as entrepreneurs. The team has another 7 weeks until they all meet in Sainshand, Mongolia to implement their business plan.
We are very proud to announce the kick off of 5 learning partnerships between amazing Mongolian Entrepreneurs and professionals at Swiss Re. Over the course of 6 months, the aim is to turn promising business ideas into a fully-fledged business plan. Both learning partners engage in regular video calls to reach their learning goals.
The Learning Partnership Program brings together entrepreneurs from our countries with professionals from Swiss Re. The entrepreneurs aim at establishing their own business and need support in skills like market research, sales and marketing. The professionals work at Swiss Re and would like to contribute their skills to the creation of a business as well as broaden their own horizon.
On March 28, the kick off call between our 10 learning partners took place. Despite technical difficulties at the start, we were able to introduce all of us to each other. In the following week, learning partners will get together individually to define and exchange their learning goals for the 6-month program period. The learning partners will be accompanied by the team at BOOKBRIDGE and Swiss Re Foundation as well as Edith and Loredana as Capability Program Alumni.
In July, all learning partners will get together again for a mid-term feedback call. We will keep you updated on the progress they make as well as the challenges they face.
Mountains of plastic waste: In Cambodia, Mongolia and Sri Lanka, plastic waste (bottles, bags, straws, packaging) is an immense and growing problem. BOOKBRIDGE is challenging the students at our Learning Centers to tackle this problem: Their task is to create a fun, creative and engaging 30-70-second long Public Service Announcement for their community with a clear message calling people to action on the issue of plastic use in their community. The main goal is to encourage people to reflect on their use of single-use plastic items and decrease it.
People use single-use plastic because it is convenient, cheap and easy, without thinking about the long term effects of plastic on the environment. Plastic products take hundreds, sometimes thousands of years to decompose which means when you throw a plastic bottle in the forest, it will still be there when your great-great-great-great-great-great-great-great-great-great-great grandchildren visit the same place. Plastic is filling up our oceans and littering our communities.
Students at our learning centers in Cambodia, Mongolia and Sri Lanka are encouraged to work in groups, pick a topic/message (Stop using plastic straws // Reuse plastic bottles // Take a reusable bag rather than plastic bags), research it, write a script for their PSA and film it. Community Heroes and teachers can assist with the process but should let the students lead and take charge of the process.
A public service announcement (PSA) is a message in the public interest with the objective of raising awareness, changing public attitudes and behavior towards a social issue.
All videos will be uploaded and presented for voting from April 22, World Earth Day. The winners will be selected from a combination of online voting, a specially selected committee and the BOOKBRIDGE team. Prizes will be awarded for the top three PSAs from three different learning centers.
The first learning center is located in Bandarawela, Uva province by Sujitha Miranda. In 2016, the Skills Learning Center ran 41 activities with 726 participants. Sujitha has also conducted 49 courses with 463 students. Sujitha has been working hard to develop a unique program called Find Yourself, which aims to support school leavers to develop the necessary soft skills to succeed in work and life. Three parents who also started to learn English also improved very much.
One the biggest impacts of Sujitha’s Learning Center is the achievements of some of the students from the Find Yourself course. 11 students have completed this course and 5 have gone to find employment as a result of their improved communication skills and confidence. And three students have continued onto higher education. Once student, Kuga Sri Ganesh, is now employed as an intern at the learning center as a support staff member and is further developing his skills as a teacher as well as continuing to improve his English.
Recently, our learning center in Arvaikheer, Mongolia has conducted an impact session with parents and students. 65 people, of them 40 parents and 25 students of different ages, participated.
First, we introduced last year’s review and highlights. Then we discussed the plan for the upcoming year. Then Uuganaa, Head of Learning Center, held a session about positive thinking. Parents were very interested in this session with their kids. It consisted of real cases. Also, students performed very well in English surprising their parents. Finally, we brainstormed about advantages and disadvantages and discussed how to improve some issues related to our learning center. Most importantly, parents showed interest in supporting and helping us. Overall, they were very satisfied with our yearly activities. The training lasted for three hours and ended with an animated conversations between teachers and parents.
Parents’ voices about the learning center: Strengths:
My son Togoldor found his purpose to study English after attending the learning center’s classes. He really wants to join scouts.
We are glad that our kids are studying at a nice training center
Communication skills, respect and working as a team are best things of your students
By joining this center, my son is accustomed to learning new words quickly. He really likes to go to BOOKBRIDGE
My son is studying English very well. In my opinion, the quality of this learning center is very good. I am happy to see my son having many friends and improving his independence.
My daughter is able to read well in English and memorize new words. Also, she is really happy to go to classes. I am very satisfied with the training.
BOOKBRIDGE helped not only to learn English but also improve the students. Teachers help students with how to reflect on each other, all activities are based on their interests. I like the process of doing homework being checked on time. Thanks, Uugana, for being dedicated to her students.
The learning center is special and different from other training centers because of the fact that students have the opportunity to learn by themselves.
My daughter is always satisfied with the training.
Really focused on helping students to catch up with the others when they missed classes. Teaching has a good quality and my son’s eagernes to learn is improving.
I have no problem to tell. I am a supportive dad.
When my younger brother attended this center he couldn’t read in English but now he can read and write sentences and even speak little bit.
My daughter is always talking about her teacher and the center positively.
BOOKBRIDGE is always on time and makes me daughter being more honest.
I will send my niece and nephew in the future
Suggestions for improvements:
So far, I like the learning environment. If you have some issues let us know
If you need help, parents are ready to help.
It would be nice if there was a location to do sport exercises
If there is an air-conditioner, it would be the best
Need to change floor cover
Improve the toilet
Include new students to field trip
Make benches in front of the gate
At least 2 activities for parents to participate
Remind your students to improve their responsibilities at home
Remind students about their duty to clean the classroom
Organize a BOOKBRIDGE reunion
Pay attention on students’ level within one group
If it is possible, can you decrease the number of the students in one group.
If you give a chance to speak with native speakers, that would be great.
Improve the sanitation system
Travel around with teachers to improve students’ life skills
Plant trees with students in the center’s yard
Students’ voices about the learning center: Strengths:
BOOKBRIDGE helped me to improve my leadership skills and to find myself. Of course also to improve my English
I learned how to be responsible for everything and have self-confidence, be punctual and to make a lot of friends
I got high passion and interest to learn English more
I learned speaking English, also how to be a good disciplined student and respect others
When I joined BOOKBRIDGE, I was very shy and hardly to speak others at first. Now I got over the challenges I faced. I also learned writing sentences in English and even speaking it. Thanks to my teacher for making me current “I”.
I have changed a lot after I came to BOOKBRDGE in such as making a lot of friends, socializing with others through many activities and my English improved obviously a lot.
I learned speaking English without being scared of mistakes. I improved my enthusiasm and motivation to study.
I had a lot of experience with many different tests, had fun, made many friends and learned speaking English well
Having studied at BOOKBRIDGE, I found myself and my learning style and understood how my role is important in my team
My attitude has changed through scout activities and the life skills club. Recently I took a medal for essay competition.
When I first came to BOOKBRDGE I didn’t know English and I learnt the alphabet. Now I am graduating from 12th grade this year. I am so happy with my skills, I can even speak English fluently besides the fact that I got many friends, became confident. I feel happiness after having done something perfect. I got involved in many activities as an organizer.
Being a part of BOOKBRIDGE made me gain knowledge and see a lot of improvements. The best part of this is that my teacher is as close to us as a mentor, and doesn´t only teach. We can use good dictionaries a lot. Also, how to be a volunteer and helping others is the most exciting thing. I am so happy that we have this center. This is very important for us.
We started to manage our times properly. Now, I can express myself to others very well. I made a lot of friends and with them I celebrate Halloween, New year and other holidays at BOOKBRIDGE.
High requirements are nice.
BOOKBRIDGE helped me to open myself, work in a team, connect to each other and participate in regular activities.
Sometimes I am lazy to come to BOOKBRIDGE but my teacher said nice words and my friends made great atmosphere.
I became more creative.
I can spend my time usefully.
Suggestions for improvements:
I don’t know exactly about what to change at my learning center but if we do it step by step, eventually a lot of results will be seen.
Setting up a playground outside of the center
Establish a silent room/separate rooms
Have an own kitchen for us
Create a reading corner
Want a room for tea-break
Need to focus on improving reading comprehension skills
Improve the sanitation system
Watch English cartoons with students
Build a shadow shelter
Have a good relationship with other BOOKBRIDGE friends
Sampath Sri Senawatte is our new Community Hero in Sri Lanka. On March 8, he opened his Kekirawa Learning Centre together with the participants of our 2nd CAS in Global Social Entrepreneurship. This interview introduces him.
Sampath, who are you?
I seek opportunities with great challenges and responsibilities where I can use my professional qualifications and over 18 years of my working experience, knowledge, skills and talents in various fields for the benefit of others.
As an elder son of a Buddhist family, I was born in the hill country of Sri Lanka. I have one younger brother who is a Mechanical Engineer. I have almost 20 years of experience as a computer engineer, teaching of computer science, mathematics and science, business management, HR management, construction management and staff training skills.
You have just opened Kekirawa Learning Center (KLC). What will the center offer? What is its focus?
The learning center’s offerings include courses for Spoken English and ICT (Beginner to Advance ICT Courses) with modern library facilities & ICT Lab facilities to enhance the ICT Practical Experience
The KLC wants to enhance the reading interest in my community
Which chances do you see for your learning center and which challenges?
In my community there are many talented personalities. However, they are hidden and did not recognize that they have born talents and various capacities. Kekirawa Learning Centre gives them a chance to discover them and push them in order to let them find their path. Until now, the people in my community (kids, teenagers, young adults and adults) have walked a certain distance in their life path without knowing this. Therefore the KLC needs to show them and open their minds to take the right path. This is the only challenge Kekirawa Learning Centre has.
We are very excited to announce the opening of our second learning center in Sri Lanka! Learning Center Kekirawa will offer its first program by next week. The Kekirawa Learning Center (KLC) is the second learning center to be opened in Sri Lanka and is headed by our Community Hero Sampath Sri Senawatte.
On March 8, the local and global teams of the GSE2 program, united for the opening of the 20th BOOKBRIDGE Learning Center. The GSE2 team has been working together virtually across the globe since October 2016 with members dialing in from South Africa, Costa Rica, Switzerland, Germany, Australia and Sri Lanka. After the initial research stages, they developed a business plan and convinced Hilti Foundation to invest 20,000 Euro into the learning center.
Prior to the official ceremony, monks blessed the building. The ceremony was moderated by Sampath and speeches were given by Sampath, Stefan representing the GSE2 team and Monika from BOOKBRIDGE. The school director from Bastian Silva College gave a great endorsement to the learning center encouraging all parents to send their students for courses. Following the formal opening ceremony, community members were invited to take a tour of the center learn more about the upcoming courses and other offerings. More than ten registrations were collected during throughout the day!
We wish Sampath and his local team all the best in the coming months!
Only 6 weeks to go until we kick off our 10th Capability Program. For the first time, two teams will set out in parallel to create their social enterprise in Mongolia and Cambodia. A very diverse team from 18 countries (!) cannot wait to get started. And we are booked out: 24 out of 24 spots taken.
Six years after our first pilot program, we are proud to celebrate our 10th BOOKBRIDGE Capability Program kicking off on April 27 in Switzerland, Mongolia and Cambodia. For our program anniversary, we decided to send two teams in parallel onto their learning journey as well as invite our Community Heroes Buyna from Khovd, Mongolia and Kimsorn from Siem Reap, Cambodia to Switzerland to attend module 1.
Each program has been unique in its learnings and outcomes so far. From the 8th Capability Program, we learnt that the presence of the Community Hero in module 1 eases relationship building and allows the teams to better assess the needs and resources of the people from the beginning. We are excited to welcome our Community Heroes in Switzerland!
Many of our clients asked us how we can grow our program as more and more get interested in developing their talents with us. Our answer is that we send out multiple teams in parallel. By that way, we keep the same quality level and allow candidates to experience and learn from collaborating across teams. We are looking forward to the learnings we will make!
We are excited to welcome SBB, SIGLO and Autoneum as new clients in this program. They will join a group of very diverse talents from Swiss Re, Swisscom and HILTI Northern Europe. In addition, two passionate individuals from Spain and Switzerland have also signed up for the program. One of them will volunteer on-site as a BOOKBRIDGE Fellow after the program.
At the beginning of my fellowship at the BOOKBRIDGE Learning Center Siem Reap, Sanith introduced me to an issue that frankly was intolerable to me. The library had many books in English, however the section of books written in Khmer was incredibly smaller compared to the former. Most of our library visitors do not possess the adequate level of English to read books; moreover they had expressed the desire of having more up-to-date and variety of Khmer books. I could not let this wish unmet. I wanted the students to come to the library and know that they could find all they liked and not to feel discriminated based on the language.
By Christmas time I began a fundraising campaign to collect donations for the purchase of Khmer books and advertised it among my friends, relatives and more broadly on my social media networks. Fortunately, my call was heard and many generous souls donated what they could to contribute to this cause. So far I have collected 620 USD approximately, however I will keep it open until I am leaving Cambodia.
In the meantime, however, I did not want to wait long time and decided to withdraw part of the money gathered and buy the first bulk of Khmer books. After some weeks of wait, finally the money was given to me and Sanith and with the help of some students we all went onto a field/educative trip to the near bookstore and started selecting the books for the library.
The bookstore contained so much variety that I was overwhelmed – partly given the fact that I could not decipher what each book was about, being all in Khmer. Anyway I helped with the choice and at the end we managed to acquire 120 and plus books which will soon be catalogued and added to the shelves. We purposely selected titles that targeted personal growth as well as professional, namely how to become more self-confident, how to face a job interview, how to become future leaders, etc.. Additionally, we chose those titles which would equip our students with more general knowledge of the world, history and geography.
The students had a lot of fun, and I believe that the fact they had been involved in this process greatly contributed to their confidence and love for our library! This is just the first start, however it was a significant one both for Sanith and me as well as the students. I will continue with my fundraising campaign so that also in future the money that’s not spent will be meaningfully utilized for the education of the students and the community in a broader sense.
On March 3, the 14 members of the GSE2 team arrived in Sri Lanka in order to meet and work with Sampath Sri Senawatte, our Community Hero in Kekirawa. This week they will be joining forces with the local team, preparing for an open day to be held on March 8 and putting the final touches on their implementation plan and kick starting their business.
The team started working together back in October 2016 when they met for the first time. The team is very diverse and has a wide spectrum of ages, backgrounds, experiences and nationalities. This diversity has proved to be one of the team’s strengths with skills, knowledge and experience from a wide background.
After an intensive co-creation phase and development of a business plan with the support of leadership and business coaches, the team successfully pitched to the investor from Hilti in January, securing the start up capital required to get the learning center off the ground. Working virtually with Sampath, they made the initial preparations for the opening and start up of the learning center. They faced numerous challenges, bumps in the road, with the most significant being the loss of first building they planned to use for the learning center. However, through hard work, perseverance and support from the European team, Sampath was able to secure a new and suitable location and prepare it in time for the arrival of the team.
The opening day of the learning center will be an opportunity for the local community to visit the new center, experience the library and the computer lab and learn more about the vision and mission of the learning center and its future offerings in English and ICT. The GSE2 candidates are working hard together with their local counterparts to prepare the learning center for this special day.
Kekirawa Learning Center will soon offer courses in English and ICT for children, youth and adults, with a planned opening in April. Its vision is to build an empowered and inspired sustainable community with knowledge, skills and values and a positive attitude towards life.
Mission: The KLC is designed to meet the needs of the Kekirawa community, including children, teenagers, youth, and adults, assisting them to discover their own talents and develop themselves to be self-sufficient members of the community. The KLC provides high-quality and student-centered education and training, with a strong focus on English language, information technology and on new forms of media to all members of the community.
Our first Sir Lankan learning center, BOOKBRIDGE Skills Learning Centre Bandarawela, started its journey just eight months ago. The key determination of the learning center is to design courses to meet the needs of the young generation in Bandarawela to discover their talents and develop their personality in order to become a self-determined member of the community and be prepared for the job market.
“Find Yourself” course is a unique course designed as a high-quality and personalized education. It has a strong focus on English language-based training plus personality development, career guidance, life skills, as well as new media (internet and the usage of social media in daily lives) to meet the demands of the job market. It is designed as a six month course.
The 1st batch of the course almost reached their final stages. During the course, many students started improving in all the expected areas meaning that the course started creating impact in the community as expected. The students who are following this course found their real potential and their career vision. They already started the journey towards their vision. Here are some examples:
Kugasri is the very 1st registered student of this learning center. When he was joining the course, he was very quiet and always doubtful of his skills. He always had a hesitation to participate in conversations. In the course, he improved a lot in both English speaking and grammar. Since he is coming from a teacher family with his mother and sister being teachers, he had a natural talent of teaching. So, we chose him to train him as a trainee English teacher for the kids’ courses at the learning center. Today, he is one of the most child friendly teachers in the center.
Hasitha Pradeep (left)
Hasitha was the 2nd student registered during the the opening ceremony in June 2016. He was a shy little boy when he joined the course. After a couple of months he appeared as one of the favourites in the class. He started exploring his needs while showing a huge improvement in his English. When he was in his 4th month, he applied for the International Airline and Aviation College. Today he’s following a Ground Operation course completely in English in this college.
Manel Priyangika (right)
Working as a pre-school teacher, Manel had a strong desire to improve her English to begin her own pre-school in the future. She was very quiet and much afraid to get up and give a speech in the early stages of the course. She gradually began giving some very good speeches in the class. Today she took the 1st step towards her dream by starting after-school English classes for kids. She expressed her gratitude to the learning center saying, the center built her confidence to restart her life with new energy.
Rajendran is an experienced professional who joined the course to change his job to a hotel trade. He joined all adult courses continuously for 3 months to improve his English speaking skills and his life skills. When he was in his 3rd month, he was able to get through a job interview in a leading hotel in Ella and got the job there in the following month.
Apart from these 4 students, most of the students of the first course have also reached the expected improvement and they are moving forward in search of their dream.
Presently, BOOKBRIDGE Skills Learning Centre is training its 2nd and 3rd batches of the “Find Yourself” course. The second batch is in their 4th month while the 3rd batch is completing their 1st month. Both courses are a comprise of young school leavers and most of them are waiting for their university entrants. BOOKBRIDGE Skills Learning Centre has a high expectations on these 2 batches, believing that each of the student will fly high in their life and bring major changes to their community.
In the beginning of February, our learning center in Ang Tasom, Cambodia welcomed two new volunteers called Pierre and Charlotte. The two fellows came from France to help us during their university break. Sothika, Head of Learning Center, showed them around so they could discover the learning center.
First, they visited the learning center itself which offers English classes, IT classrooms and a kindergarten in the very center of the city. In the beautiful library children can read English or Khmer books at any level. There is also an IT class with computers where students can learn how to use them.
Charlotte and Pierre then visited the three micro learning centers which are spread over the city. A micro learning center is a branch of Ang Tasom learning center where we provide English courses in the afternoon in classrooms that do not belong to BOOKBRIGDGE but to schools that don’t use them in the afternoon. BOOKBRIDGE runs micro learning centers because the central learning center doesn’t have enough classrooms. It carries out educational offerings to children living remote so that they don´t have to take long travels from the schools they visit in the morning to the learning center.
After the visit, the training of of the fellows could start. Sokhan Khut, Country manager of Cambodia, and Sanha Nhor, Education Business Developer, came to Ang Tasom for the week to get the fellowship program started. Therefore, they worked altogether to integrate Charlotte and Pierre as much as possible in the team and to make them familiar them with the organization of the centers and their specific challenges. They went through different topics like cross-cultural communication and the characteristics of Cambodia.
The fellows then visited another learning center, Takeo which is not too far from Angtasom. Here, they discussed their future projects. Charlotte and Pierre should now be ready to fully help Sothika and his team with the learning center. “It has been an enriching and intensive week for both of us.” Pierre said, “I think that there is a huge potential and I will try my best to make it more successful.”
Interview with Charlotte and Pierre:
Hi Charlotte and Pierre, who are you?
I am Charlotte Gionnet, a 22 year-old girl who was born in France. I am a business student in Toulouse in the south of France. I am fond of sport – running, gymnastics…- and I love nature.
My name is Pierre Le Buhan, I am 23 years old and I come from France. I’m studying in a Business School in southern France call TBS. I love sports mainly tennis, football, running and volleyball. I love travelling and discovering new cultures, and together with Charlotte I will be a fellow at BOOKBRIDGE Learning Center Ang Tasom for the next 6 months.
How do you know about BOOKBRIDGE?
We found Bookbridge on a website called Idealist that lists a lot of associations.
Why do you engage in BOOKBRIDGE?
Charlotte: I got involved in BOOKBRIDGE because I wanted to give my time to an association during my second part of gap year. I really wanted to live a different experience from what I’ve done so far meaning internships in startups.
Pierre: I have received and learnt a lot during my childhood, and during my experiences in start-ups. I am taking a gap year to give and live different experiences with amazing people like in Cambodia.
What do you do at BOOKBRIDGE?
We are fellows at Ang Tasom Learning Center and will help to develop its communication toward the community and to make the center sustainable. It will go through different initiatives like going to high schools and Universities to explain the students what BOOKBRIDGE is about but also to create activities to attract them. Our goal is to help the Head of Learning Center to reach its sustainability rate through English classes and activities.
Martina is BOOKBRIDGE fellow at our learning center in Siem Reap, Cambodia. After half or her 6-months fellowship has passed, she looks back and writes about her learnings in the last months.
It’s time for my third blog post and so much has happened in the meantime that I honestly do not know where to begin! I am close to having completed half of my fellowship and it feels like time keeps moving faster and faster.
Learning Center Siem Reap is growing considerably and beautifully. Every day the library is full of students who come to read, learn and rest from the tiring and demanding school classes. Today for example it seems like exams are approaching in some classes, therefore we are seeing many students reviewing their books and notes in preparation for the tests.
The activities are running regularly as usual and the students are eager to take part in them. For example yesterday it was San Valentine’s day and we decided to write postcards to people we love. We decorated them with stickers and colored them and the results were simply beautiful!
Moreover, as every two weeks we schedule a movie event here in the library, many students are bringing suggestions for movies they would like to see and we try our best to fulfill their requests. Our approach is to listen to the students and attempt to accommodate their requests at the best of our capacity because we firmly believe that by involving them in the center’s decision-making processes is to empower and give them the ownership of the learning center and consequently confidence.
Following this stream of thoughts, we strongly work towards empowerment and self-confidence, both in our library activities as well as in the classrooms. The students are encouraged to think outside the box, to express their opinion frankly and to cooperate with their peers to generate better results, through self-research and general knowledge. However, most of the times, given the conservative teaching methods of the Cambodian schools and a culture that values a hierarchical system to be the core of education and work, it is very hard to get the students to be brave and think independently because they are used to being told what to do and how to do it.
Some days ago I was having a very interesting conversation with one of my students who asked me ‘Why Western students are braver and more independent-thinking than Khmer?’ It stunned me for the straightforwardness and honesty and most importantly because I ultimately saw that they – the students – recognize the flaws in the system and desire a change.
Cambodia is going through a change in generational thinking and understanding and I am so happy that I can see it first-hand. Thanks to the contact with different cultures that happens digitally as well as physically, the younger generations are challenging old rules and creating their own by mixing the Cambodian and Western world. BOOKBRIDGE Learning Centers are following suit in this endeavor and I am strongly confident that gradually – however invisibly – the change is already happening before our eyes.
You got an idea on what collective intelligence means when listening to the pitch of our Capability Program 9 to their investor, Swiss Re Foundation. After an excellent presentation by three team members, the whole group piloted itself through an extensive questionnaire on detailed and core parts of their business case. In the end, the investors expressed their respect for the team’s work and said yes – however under the condition of certain homework to be done within the coming weeks.
Sun was shining brightly after several foggy weeks when the team arrived in Boldern, Switzerland on Thursday. This put energy and moods to a high level and the team used the afternoon with their business coach Jorge to do a Mock Pitch and finalize their presentation. After three month of only virtual work it was the first time the team met again in person. Friday morning started rainy but the team atmosphere was fantastic – besides normal excitement there was a great spirit of confidence and the feeling “Yes, we will do this and convince the investors!”
When investors Angela Marti and Gerhard Lohmann from Swiss Re Foundation arrived the team let them directly dive into their story and plans for Chreav learning center. Lisa from Hilti and Eleanor from Swisscom represented team North while Ravy, future Community Hero for Chreav, represented team South. The presentation was very well done by all three of them, entertaining and at the same time very informative and competently presented.
The Q&A session afterwards was all the more exciting as it felt like a cross-examination. But it seemed that as the questions got deeper and deeper into details the more the collective intelligence of the team grew. The session had a perfectly spontaneous flow as the team passed the question balls to each other making it very entertaining to listen to them.
In the end the investors said yes – Swiss Re Foundation will invest in the learning center. They also expressed their respect for the work of the team so far. Nevertheless, the investors stated some conditions with their yes: The team will have to deepen its market research and do further calculations. Some team members were a little disappointed but others saw it as an advice and chance to strengthen their business case even more. After an Aperó with the investors the team immediately went to work again and in the afternoon prepared their on-site time in Cambodia.
The last day Saturday was – as in module 1 – dedicated to team-building and leadership journey. Leadership coach Boris Billing let the team reflect on their work as a team so far, gave them feedback on their leadership challenges and achievements and looked at the upcoming time in Cambodia and aspects of the intercultural collaboration all accompanied by a beautiful sun shining on Zurich lake. Well done team, next stop: Cambodia!
At the end of January, our Mongolian team conducted their bi-yearly All-Staff Training. The 16 participants traveled Mandal resort, about 60km from Ulaanbaator away and located in a beautiful, peaceful valley with a lot of snow and fresh air. It was a wonderful reunion after five months! As Mongolia is a vast country, our Mongolian Community Heroes don’t get often the chance to meet each other. The Community Hero who traveled the farthest comes from the western province Khovd about 1,500km away. There were altogether ten Community Heroes and two English teachers.
We much appreciated having Monika Nowaczyk, BOOKBRIDGE Country Development Manager, with us – she flew in from Cambodia. Jenni Myung, Peace Corps Volunteer and English teacher at our learning center in Arvaikheer also joined.
On the second day of the training, Tsolmon Gund, Chair of Board of BOOKBRIDGE Mongolia, visited us on the second day of training. With an MBA in education from the US, Tsolmon started her career as an English teacher and has edited several English schoolbooks.
During the training, we dwelled on topics like improving teaching skills and methods, learning new and best practice from each other as well as working towards the quality framework. Under this thematic part, Community Heroes Uuganaa, Buyanhishig and Monika presented mock lessons. Jenni showed us new techniques and shared resources to prepare test to assess students’ outcomes beyond memorization.
Additionally, we discussed positive attitude and business approach facilitated by Monika and Amar. Besides being a good teacher, these soft skills are crucial for the right mindset to run a learning center successfully in long-term.
Jenni’s session about activities and projects for the community and how to utilize a volunteer within a learning center was an eye-opening experience for us as it showed how Peace Corps Volunteers think and what is the best approach to work with them. In Arvaikheer, they have organized very successfully various activities together with Community Hero Uuganaa and their next big project will be “TedTalk” in May. How exciting!
A big surprise came the Mongolian Scout Association: two of our Community Heroes, Battuul and Maralmaa, were awarded as the best scout leaders. This makes us very proud as it shows that our learning centers engage with offering lots of children and youth activities and closely cooperate with the scout movement.
Overall the reunion was a great chance to catch up with each other and exchange ideas and experiences. It also painted a clearer picture of the next steps we as BOOKBRIDGE Mongolia and the single learning centers need to take. We from the country organization are going to explore the opportunities to advance further the skills of our Community Heroes.
Batchimeg Purevjav is our next Community Hero in Mongolia. Together with a group of managers from our Capability Program GMP4 she plans to open a learning center in her community Sainshand. To meet the European candidates of the program in person and receive training in library management and modern teaching methods, she travelled to Germany and Switzerland at the end of January. In this interview she talks about her learnings and impressions.
Batchimeg, you decided to do the long travel to Europe. Why?
I went to Europe to meet the candidates that will help me to open my learning center and to do an internship at Franconian International School. This way, I hoped to improve my teaching skills and get valuable insights into modern teaching methods.
What did you do during your stay?
During my stay, I met the project teams and participated in the module 1 training on January 23-26 at Otto Beisheim School of Management (WHU) in Düsseldorf. On January 26-29 I visited the BOOKBRIDGE office in Basel to learn more about what BOOKBRIDGE is doing. From January 3rd to February 2nd I visited the Franconian International School (FIS) for student-centered teaching observation and shadowing librarians.
What did you learn?
During my stay in Switzerland and the module 1 session, I learnt about how BOOKBRIDGE started, how to build teams, how to write a business plan, social entrepreneurship, leadership, different cultures, and setting up my learning center’s vision. At FIS I got many useful ideas for student-centered teaching, learning environment, working with kids and library activities for ESL. I also observed an elementary science class, and visited the school’s three different libraries.
What would you advise the next community hero who comes?
Gather more information about BOOKBRIDGE project module activities beforehand and plan in detail for your own learning center’s vision and community needs.
How is going to school like in Mongolia? If you have ever wondered how the typical Mongolian school day is you should watch this video. It is made by students from our learning center in Arvaikheer, Mongolia. In the video, students Pujee and Numalan take you on their way to school – from getting up at 7am in the morning until doing homework and going to bed at night. Enjoy!
We are excited about the successful kick-off of our 4th WHU General Management Plus Program (GMP+). Over the next six months, a team of 11 candidates from Europe will work together with five candidates from Mongolia to create a community-based learning center in Sainshand, Mongolia. For the first time the prospective Community Hero joined the European team for program module 1. Great to have you had with us, Batchimeg!
Future Community Hero Batchimeg was for sure the most special guest at WHU campus when the team came together last week. The 11 candidates from Germany conducted module 1 of the program together with Batchimeg while the Mongolian module 1 had taken place already early January to ensure that Batchimeg can participate in both modules.
The team had four days of intense theory and practice: On day 1 it was briefed on BOOKBRIDGE and its mission, on the social business concept and on the way how they will be working together as a virtual team. Leadership coach Heike Rudolph von Rohr worked with them on team building and leadership perceptions. Day 2 and day 3 were dedicated to theoretical management lectures and on day 4 the gained knowledge could be applied right away: Business coach Emilie Barrallon challenged the team to create a joint vision for Batchimeg’s learning center in Sainshand. And as Batchimeg was present she could report the European team directly what vision the Mongolian team had developed during their module 1. A much more easy, personal and fun way to evolve a joint vision!
Besides Batchimeg’s reporting the Mongolian team joint virtually and in the end the team stated the vision of letting arise an exciting place for the community of Sainshand to improve life conditions and develop future opportunities. They celebrated the joint vision with a Mongolian Hadag – a Mongolian tradition to celebrate big events. And the teams had decided: This is a major event!
The participants will now start to work together in virtual teams to further investigate the needs of the people in Sainshand. The will meet again virtually for module 2 at the end of February and in person for module 3 in the end of March to pitch their plans to the investor and gain the required money for the learning center.
Batchimeg spent another week in Germany at FIS to get some training in library management and teaching methodologies.
Hello, we are Riad and Charlott from Freiburg, Germany. As we never have been to Asia before, we thought it is a good idea to do a voluntary for our stay in Cambodia. Fortunately, we got to know Sokhan as he visited our hometown in Germany. He arranged a short-term fellowship of six weeks in the learning center in Angtasom. After having a one-hour video conference with Sothika, Head of the Learning Center, we agreed to arrive on November 17 and to stay until January 2.
New Micro Learning Center
First, we helped in promoting and open up a new Micro Learning Center [a micro learning center is a mobile unit equipped with books bringing educational offerings to people living in the rural areas of Takeo province]. Therefore, we had to join meetings with various local authorities and several heads of school, as BOOKBRIDGE is cooperating with state schools. Its aim is to teach English not only in the city, but also in the countryside. This was a quite big challenge for us as we didn’t know the conditions of teaching in Cambodia. Once a new micro learning center opened, we assisted in teaching. During our presence three new micro learning centers were ready to open.
Fixing chairs and see-saw
Unfortunately, the students’ chairs at the learning center were in very poor conditions when we arrived. During our stay, we fixed about 82 chairs! Luckily all the tools we needed were provided by the center and the school’s “Booktook” driver Ra was a great help. He was very patient in working together with two foreigners who don’t speak Khmer. As well as the chairs, we fixed the children’s playground sea-saw, which had been broken for some years. Children appreciate it a lot.
As a Christmas party was scheduled for December 25, we were involved in preparing games and decoration. Having a snack, a coke and exchanging presents was as great fun to the children as playing games and singing. In the evening, we had a tasty barbeque with the advanced students and all the teachers and we enjoyed to chat and have a drink after the busy afternoon.
Our personal experience
We want to thank everybody for the warm welcome at the learning center. We really enjoyed working closely with staff, teachers, children, pupils, students and everybody else. Sometimes it was quite a challenge and a good training to work spontaneously and be in charge of something without any preparation. So we improved our skills to react on a sudden change of plans. We see this as an exchange of experience and learned a lot about Cambodia, its everyday life and its people. Thank you very much for the good time we shared together!
Agatha Haun has been around quite a while in BOOKBRIDGE. She has been supporting our Mongolian learning centers with offering activities and classes. In this little interview we present her and what she is doing for BOOKBRIDGE.
Who are you?
My name is Agatha Haun. I’m an American. I studied history and literature, then foreign languages, including Russian and Japanese at the university. Also I earned a master’s degree in library science. I’ve worked as a librarian, English teacher and translator in the US and several European and Asian countries, frequently working as a volunteer.
How did you hear about BOOKBRIDGE? Why do you decide to volunteer at the learning center?
I heard about BOOKBRIDGE over the Internet. The work that BOOKBRIDGE does is of interest to me since I have worked in libraries and in English teaching. The way this functions in a country like Mongolia is an unusual and original approach to promoting education in an informal setting. I wanted to learn more about the way this kind of program works, so I’ve been volunteering to teach and translate in the learning centers.
What do you expect from your fellowship?
I expect to get to know how learning centers work in the countryside, get to know their difficulties and get to know more about Mongolia in country side.
In the beginning of January, the All-Staff Training took part in Cambodia bringing together not only Cambodian BOOKBRIDGE staff but also Community Heroes from Mongolia and Sri Lanka. Uuganaa Gantumur was one of them. In this post, she describes her impression from the first multi-national training.
My name is Uugantsetseg, “Uuganaa”. I am the Community Hero of the Arvaikheer Learning Center in the Uvurkhangai province of Mongolia. With the help of BOOKBRIDGE, I have been running an English learning center in my community for the last nine years. This past month, I had a chance to go to Cambodia to share my experiences, meet other Community Heroes, and hang out with Cambodian kids at their learning centers.
My favorite thing about Cambodia was its warm weather and green environment. The seafood and the ocean, especially, were completely new experiences for me. I also think the Cambodian people are so hardworking. They must be so proud of all their rice and agriculture.
The purpose of my trip was to meet fellow BOOKBRIDGE colleagues and to share ideas about our work and how to make a difference in our communities. We worked hard to find solutions for our weaknesses and discussed ways to improve. The training I attended allowed all participants to talk freely about their own challenges at their sites. In addition, the training was very well organized and everything started on time. We talked about the importance of positive thinking and how it influenced the quality of our learning centers. Everyone had something to say on the topic of student-centered training.
I discovered that the issues that Cambodian learning centers deal with are the same like the problems in our Mongolian learning centers even though we are so different geographically and culturally. I noticed that the Cambodian teachers maintain strong and positive attitudes in the face of ongoing issues. Overall, I was very satisfied with the staff training in Cambodia and I learned so many ideas to share with my Mongolian team.
During my trip, we worked hard but we also played hard. We participated in many team-building games and creative exercises. After the training was over, we all went to Rabbit Island which gave us a lot of moments to talk about our centers and activities informally. We all became very good friends. The three BOOKBRIDGE countries keep on always inspiring each other through sharing and communication.
My favorite part was talking to the Cambodian students and visiting the Cambodian learning centers. Every time we chatted, the students were so enthusiastic about learning English at BOOKBRIDGE. They told me that they wanted to make more friends from other countries. We played games, sang songs and I even introduced them to Mongolian culture and life through videos that my students made.
I have always believed that sharing experiences makes the biggest difference! We can change ourselves through quiet reflection and inspire others with our change. This trip was incredibly significant for my own work and the work of the Mongolian team. It serves as an example of the strong connections between the Cambodian, Sri-lankan and Mongolian teams.
Thank you, Sokhan, for managing the team skillfully and organizing activities so efficiently. Thank you, Sanha, who is a great facilitator, and Monika who is very good at leading people to think about the quality of service and student-centered training methods. Thank you to the entire Cambodian team!
What brings together 24 people from 10 countries on a Saturday morning? Our virtual module 2! The CAP9 Team made use of the 4h meeting to reflect on their teamwork and initiate their working groups towards module 3.
Following a successful and inspiring kick-off in November, the team developed a productive culture of online spring meetings. In working towards their joint vision for a learning center in Chreav, the team found a way to work at eye-level and meet up regularly in video conferences.
After 8 weeks of needs and resource assessment, the team faces a stiff timeline towards the pitch on February 17. To avoid running out of time, the team decided to develop a joint understanding of the different terms used in the Business Model Canvas, a master plan with clear milestones and setup more in-between team meetings.
We keep fingers crossed for the vision of the CAP9 Team and their business plan. Only 4 weeks to go until the pitch!
You could sense the excitement and tension in the air as Bea from HILTI Foundation entered the University of Basel on January 18, 2017. The GSE2 Team invited her to listen to their pitch for their learning center in Kekirawa, Sri Lanka. Following a long Q&A session, Bea decided to invest EUR 20,000 in the dream of the team.
Over the last 10 weeks, the 22 members of the GSE2 Team have put in all their heart and passion to assess the needs of the community in Kekirawa and come up with an impactful and sustainable business model for a learning center. Communication across time zones and cultures proved to be challenging. However, the joint vision united the candidates to work towards one goal.
On January 18, the big moment had come. The team got the chance to pitch their business model in front of their investor. Bea from HILTI Foundation came from Liechtenstein to Basel to listen to the candidates. In the following Q&A session, Bea challenged the team on impact chain of the learning center, the dependency on the Community Hero and the robustness financial plan.
After a short break to reflect on the decision, Bea confirmed her investment of EUR 20,000 as a soft loan into the learning center under certain conditions. The team enthusiastically responded and has started the work on the implementation. In two months from now, they will all find themselves in Sri Lanka to implement their plan.
We keep fingers crossed for the GSE2 Team and their dream to MAKE THE FUTURE PRESENT in Kekirawa, Sri Lanka! Stay tuned for news from Sri Lanka in March!
In September 2016 we opened our 12th learning center in Mandalgovi, Mongolia. Narangarav Jambaltseren, Head of the Learning Center, has worked hard since then to get the center running. In this post she describes the progress she has made so far and what she is planning in the future.
We had our official opening for the Mandalgovi “Development Bridge” Learning Center on September 15, 2016. More than 200 people came. Before the opening, we contacted government organizations, schools, NGOs, parents and children. At the opening, we had a children’s concert, speeches by province leaders, Book Bridge associates including CAP 8 members, and local children’s organizations. We had a tour of the LC facilities, some people read books, and we had some food and drinks outdoors. That day we also began to register the students for classes. We registered more than 20, for classes which were scheduled to begin in mid-October. We also spent two weeks in cataloguing and classifying the books, making book lists, and assigning numbers to the book shelves.
On 10 October, Mrs. Narandelger came to start work as an assistant teacher of English and Russian. Classes began on 15 October. We had 4 students in the beginners’ class and 6 students signed up for library cards. Classes met 2 times a week, for 2 hours of class. There were 2 different levels of English skills among the beginners. Students came to the LC several days a week to read in the library. Already in July, we had started an abacus training with 10 students. The class continued until the end of November. A second course of abacus training started with 4 students.
We started to publicize the LC’s services after the 15 September opening ceremony. We made announcements on 2 TV stations, handed out leaflets to schools, and gave leaflets to visiting members of youth clubs and NGOs.
I met three Peace Corps Volunteers at the end of October. Tom started the Reading Club at the end of October. We invited all students of the abacus courses and English courses to come to the Reading Club. Michael and/ or Tom come to the LC to read books during Reading Club time once a week. We also began a monthly Cooking Club with Michael and Tom, where we taught students how to make pizza, tacos, etc.
The LC celebrated Halloween on 31 October with about 35 students. In early November, Mrs. Narandelger and I participated in trainings about child protection, which was organized for classroom teachers. In November, Mrs. Battuul and 5 students from the Dalanzadgad Learning Center visited us. In late November, PCVs Michael and Tom showed videos about the celebration of the American Thanksgiving holiday and Christmas. For the Thanksgiving holiday we had about 20 guests, including abacus course students, English course students, Scouts, and friends.
In November we also visited two school dormitories and organized games and other activities and told the children about the LC’s services. Also in November, we began adults’ classes with 4 students. At the same time, a former PCV visited from the USA with his mother. Both volunteered at the LC for 2 weeks, helping to run English classes and preparing learning materials.
Amar visited, organized a 2-day training for local CAP candidates, and then we had a Zoom call with the European members of the CAP 8 team. In November we had a total of 13 students, including adults. Jessica, a PCV from Dalanzadgad visited for one day, to help teach English classes, read to the students, and have conversation sessions. Scout Honor Day was held in November, with about 20 Scouts in attendance. We participated with the Scouts in the government-sponsored campaign to prevent domestic violence.
In December we undertook various measures to try to increase the number of students. As a result, the number of students went up to 28, in beginning, intermediate, advanced English classes, abacus classes, Russian classes, and exam preparation classes. We downloaded and printed out several textbooks for the English courses at different levels, such as “Excellent! 1-2-3”, “Headway”, “Side by Side 1”, and “Face2Face 1”. Tunga sent one copy of “Master Test” for examination preparation. We printed out cards for assessment of English language skill levels.
Also we bought English language class vocabulary card sets, for topics such as clothing, flags, customs, equipment and tools, etc., and 10 sets of Mongolian cards on various topics to aid in memory training. Many of the learning resource materials had to be laminated, to prevent them from wearing out too quickly.
In mid-December the students and Scouts helped to decorate the LC for Christmas and New Year. I went to Khovsgol for 4 days, in connection with the Ger-to-Ger Foundation’s nomad-centered eco-tourism NGO. A new Community Hero from Dornogovi came to see the LC and exchange experiences and ideas. We started a new adults’ beginning level class with 1 student. We received a visit from the new Khovd Community Hero.
The English language methodologist from the provincial education department visited to learn about our teaching methods and materials. She asked me to send her our curriculum when it has been designed. A new Book Bridge volunteer came in early January, to assist and advise in teaching, preparation of learning materials, and curriculum design. Community trainers in different sectors such as social work, continuing education, political education, child and family welfare, etc. attended a meeting to plan future training.
A new club, the weekly Speaking Club, began to meet in January. We spent several days taking inventory of teaching materials and resources, such as vocabulary card sets, maps, and grammar charts; organizing textbooks; rearranging the order of books on the shelves for greater efficiency. The local Mercy Corps donated 60 books dealing with economics.
We discussed with the PCVs the possibilities of having weekly movie nights, showing English-language films with English subtitles.
Tom is interested in giving talks, trainings, and demonstrations of nutritious diets and healthy cooking and eating, possibly twice a month.
We learned how to play the crossword game Scrabble, and decided to make up one or two sets of Scrabble letters and game boards out of felt or cardboard, as a way of teaching students vocabulary and spelling skills. We might be able to organize Scrabble competitions.
Some students are interested in starting a chess club. World Vision may be able to donate a few chess games.
We are also thinking about organizing some weekly or monthly story-telling and reading-aloud sessions, and for Speaking Club, we might organize poetry readings and recitations.
Now we’re getting ready for a graduation ceremony for students who have completed 3 months of English and abacus classes, which will involve granting certificates and a celebration to which family members will be invited.
As part of the Reading Club activities, we plan to have students make their own bookmarks, bookplates, and book covers, as part of an LC campaign to teach children to respect books and treat them carefully. Possibly we will do this in connection with special book-related days, such as International Book / Reading Day / Week.
We have several large-format charts of grammar rules and key vocabulary which we’re going to mount on the walls, to make it easier for students to review what they learn in class.
We just came back from an amazing 3-day workshop at the BOOKBRIDGE Learning Center Angtasom. Here, the Cambodian team, joined by some Community Heroes from Sri Lanka and Mongolia, Uuganaa, Sampath and Sujitha had engaged in a productive discussion about the challenges faced, the weaknesses and strengths of each center and how to efficiently move forward and make our learning centers more sustainable and quality-oriented. In this light, we brainstormed on possible solutions to be adopted and how we could fit them within a broader scope for the long-term goal of BOOKBRIDGE.
The experience has been of extreme importance for me under many aspects: first of all, I had the pleasure to meet incredibly dedicated people who gave me an insight into the world of BOOKBRIDGE outside my learning center and how similar our problems are and the attempts to cope with them. I could learn from their mistakes and from their successes. Moreover, the presence of Community Heroes from other countries and especially the participation of Uuganaa, the first Community Hero of all, has been necessary to analyze our problems from a different perspective and try to find innovative solutions.
Secondly, from a more personal angle, talking to community heroes, teachers and librarians enlarged my understanding of Cambodia and its culture, its diversity and the greatness and resilience of these people to be catalyst for a change in their communities. I learned about their past, why they became Community Heroes and the hardships they were and are going through in order to make their dreams come true. Theirs are stories of sacrifice, love and most importantly humanity that brought them all together where they are and made of them the brilliant persons they are today.
Finally, in this trip I had a touch of a different Cambodia, a more rural country where tourists are absent and roads are unpaved. Where shopkeepers do not speak any English and the only restaurants open serve Khmer food. Cambodia hides a variety of landscapes that someone cannot grasp by living in a city like Siem Reap: fields punctuated by rice cultivations, jungle and orchards; mountains covered in lush green vegetation as well as a sea that offers great chances for escaping the constant heat of the daylight.
Overall, the journey has been one of professional and personal growth for me and I am sure it was a similar experience for all the participants. I wish all of them the best of luck in their educational endeavors and to find the strength to overcome difficult times thanks to a supportive team of committed and kind people.
P.S. We had some silly moments too, like you see in this picture!
Martina Fraternali is supporting our learning center in Siem Reap, Cambodia as BOOKBRIDGE fellow. In this blog post she describes her first month at the learning center.
Hello! My name is Martina and I am the new fellow at the BOOKBRIDGE Learning Center Siem Reap, Cambodia. I began my fellowship exactly one month ago and this is the first blogpost I write. I would like to describe a bit myself and my first month living in Siem Reap and working in the Learning Center.
I come from Italy, however for the past 4 years I have been living and working in various countries both Europe and Asia. As a matter of fact, I love traveling and exploring new cultures while dedicating my time working or volunteering for projects that help the local population to be empowered and to contribute to positive impact in their country and the world as a whole.
This is exactly the reason why I decided to become a fellow for BOOKBRIDGE. Their values and mission are very closely aligned to mine, especially in their focus on equal education and social entrepreneurship in the generation of sustainable development. With the term education I do not mean solely the formal education imparted and received at school, but also a more informal one – called experiential learning – that takes places outside the classrooms and it grows thanks to the social interaction and real-life situations which the young generation is confronted with.
The library and the English classrooms at BOOKBRIDGE Learning Centre Siem Reap are the perfect laboratories for this sort of unconventional education and I, together with the Community Hero Sanith, am trying my best to apply to our daily work here.
Living in Siem Reap
I had already traveled in Cambodia, however this is my first time living here and frankly I love it! Siem Reap is a fairly big city which is the house of not solely Cambodians, but of many Western and non-expats that work and have businesses here as well as in other cities in Cambodia. The city is very much alive and oriented towards the tourism that populates Angkor Wat and the few natural attractions situated around Siem Reap city, like the lake Tonle Sap. Therefore are many the people that speak good English and have a higher education.
Khmer culture and language
On the other hand however, it is hard perhaps to find the real and authentic Khmer culture that is very much alive in the villages and smaller cities of Cambodia. Despite it, I consider myself very lucky because thanks to a staff that is entirely Khmer I can truly exchange opinions and ask questions to Sokhan, Sanha and Sanith who are giving me an invaluable insight into their ancient and rich culture. Spending time with them at work and outside is a true blessing.
Additionally, I am making an effort to learn the local language Khmer thanks to a great teacher Sanith! We dedicate one hour per day, from Tuesday to Friday to it and my skills have noticeably improved since the first class. I can now speak few sentences and my vocabulary allows me to go to a grocery shop. I am looking forward to the moment when I could have a proper conversation with some local stranger!
My role at the Learning Center Siem Reap entails many different and interesting tasks and I sincerely appreciate the opportunity I was given to co-teach English classes because what I would like to students to experience in the English lessons is not solely English grammar and scattered topics, but to incorporate real-life and essential topics such as environmental protection, cultural exchange, etc.. within it in order to not only improve their vocabulary, but to sensitize them towards issues that are perhaps overlooked at school and that can turn them into citizens of a bright future.
After a month of work I can happily say I love my job and the Learning Center that gives me space to experiment and learn a lot of new skills. Cambodia is a country with amazingly smiley and kind people and I cannot wait to learn more from its history, culture and ordinary life.
Our Cambodian team held its 4th All-Staff Training on January 6-8 at our learning center in Angtasom. For the first time, the training was not only provided for Cambodian staff but there were also Sri Lankan and Mongolian Community Heroes participating. In total, nine Community Heroes, four librarians, one fellow, two staff members from the BOOKBRIDGE Cambodia team and Monika Nowaczyk, Country Development Manager at BOOKBRIDGE joint the event. – by Sujitha Miranda
Guests from Mongolia and Sri Lanka arrived in Cambodia on January 1: Uuganaa Gantumur, Head of Learning Center in Arvaikheer, Sujitha Miranda, Head of Learning Center in Bandarawela and Sampath Senawatte from our new learning center in Sri lanka. They gained knowledge through four different platforms: visiting the Cambodian learning centers plus Liger Learning Center, attending the All-Staff Training and personal exchanges with the other BOOKBRIDGE team members.
1. Learning Center Visits
Prior to the All-Staff Training, the guests got the opportunity to visit four BOOKBRIDGE learning centers in Cambodia: Tani, Angtasom, Tonloab and Takeo. Talking with the learning center heads and seeing the centers with their infrastructure and offerings they learned a lot about how to run a learning center. Whereas Sujitha and Sampath spent more time in Angtasom and Takeo with joining classroom activities Uuganaa visited Tani and Tonloab. They were amazed by the improvements of the learning centers and the students.
They summarized the learning center qualities as followed Tani: The learning center is well organized and Sothy is a very experienced teacher. Appearance and organizational structure were amazing. Uuganaa had a great time with the kids doing wonderful classroom activities with them. She also agreed on building bridges among the learning centers. The students handed over many gifts to Uuganaa to give them to their Mongolian friends.
Angtasom: The learning center is also very clean. Community Hero Sothika is taking all efforts to clean and keep the environment clean. He is very talented and very eager to learn new things. He has two motivated teachers who could be trained to apply Student-Centered Learning. “I learnt to think positive and explore opportunities from Sothika. We planned to connect our students via Facebook.” said Sujitha after the visit.
Tonloab: Community Hero Vannak Pen is very energetic and tries to implement new things in the teaching process. He is the best example for the teachers. He always explores new ideas.
Takeo: Sujitha, Sampath and Takeo staff built bridges between their learning centers. Their students exchanged greeting cards and gifts and are now connected. Sujitha and Sampath had some classroom sessions with the students. The students are great: they not only understand English but can also have conversations in English. Community Hero Sreydieb and her assistant Sopheak are very friendly and open. They shared every single experience with the visitors. “I am about to open my learning center in Sri Lanka in March. These two ladies gave all important information to me. They shared all their knowledges and experiences with me and gave me a lot of tips. I learnt sharing and caring from them.” said Sampath.
2. All-Staff training
The All-Staff Training was a great opportunity for all the participants as it helped them to see their learning center in a broader picture.
The session on the Quality Framework by Monika was very useful. The Community Heroes clearly understood the strengths, weaknesses and areas of improvements at their learning centers. Sujitha stated that she will share this with her staff and post the summary sheet on her office wall as soon as she returns to Sri Lanka.
The experiences and best practices shared by Uuganaa were very useful for all Community Heroes and teachers. The teachers plan to use some of her techniques in their classes. The session on the Student-Centered Learning Process provided many tips to the teachers to improve their teaching skill.
Sokhan and Sanja shared tips and knowledge to help the Community Heroes to improve both their skills and learning center management. During the training, all Community Heroes and fellow Martina had the opportunity to share their experiences and give tips on “best classroom practices”.
To grow together as a team, the participants took a trip to Rabbit Island and stayed together at some nice home stays. During the get-togethers, everybody took the chance to share their experiences and cultures and discuss different issues. Thanks to the positive atmosphere, existing barriers were broken and bridges were built between the different countries.
4. Liger Learning Center Visit
Visiting Liger Learning Center was a great experience for all participants. The teaching process and the center’s environment gave many ideas to the participants including doing more useful projects for their respective communities. The visit helped the Community Heroes to sharpen the goals of their learning centers.
All-Staff Training facilitators Monika, Sokhan and Sanha were highly appreciated for their work by the participants. Sokhan’s management and coordination of the training was extraordinary. He was very concerned about the safety and facilities of the participants. He provided all things necessary on time, which was really remarkable and one of the best lessons the Community Heroes learnt from him.
New-employed Sanha is a great team members in the BOOKBRIDGE Cambodia team. He’s full of knowledge and one of the best persons for training teachers and motivating Community Heroes. He shared many tips with the participants, especially for teaching techniques.
Uuganaa is a wealth for BB. She is the best friend of everyone sharing her rich experiences and always encouraging everyone to be strong and to do their best. She gave many teaching tips and advices on designing courses.
Monika is always the favourite of the Community Heroes. She motivates and inspires them in her workshops. Her sessions energized everyone and made them to think deeply about the quality of their learning centers.
Sujitha expressed her gratitude to the organizers saying “this tour is one of the best experiences and learning opportunity in my life. It was so useful to me. As soon as I returned, I had a meeting with Satheesh and my Assistant Teacher and made many changes in the learning center process. This training energized me to work more focused. I would like to thank Monika, Sokhan, Carsten and BOOKBRIDGE for giving me this unique opportunity. I am looking forward for another great training program!”
News from our team in Cambodia: Program Support Officer Yourngchantreara Sao “Ra” will leave us to dedicate himself full-time to the entrepreneurial stipend program he got elected for. His successor is Nhor Sanha and we would like to introduce him to you in this short interview.
Sanha, who are you?
My name is Nhor Sanha. I am 36 years old. I originally come from Battambang province, but I now live in Siem Reap province. In my free time, I like reading books, doing researces through Google search and other documents, meeting friends and spending time with my family.
How did you know about BOOKBRIDGE?
I got to know BOOKBRIDGE when I started applying for a job at BOOKBRIDGE and at that time, I found out some information and read BOOKBRIDGE’s website many times. At the meantime, some of friends used to tell me about BOOKBRIDGE as well.
Why do you engage in BOOKBRIDGE?
The reason that I on purpose engage in BOOKBRIDGE because it is an organization that helps to promote and motivate people to become young entrepreneurs by providing soft loans, supports, strategies and other guidelines in order to make them become financially self-sustained in the future. This really encourages me to join and work with BOOKBRIDGE and I hope that I will become a useful asset and a part of it in order to help to achieve that.
What will your tasks be?
I will work as an Education Business Developer at BOOKBRIDGE. My responsibilities will include:
Help to design and develop any curriculum with the Community Heroes of every BOOKBRIDGE learning center in Cambodia
Co-operate and support the country manager for Cambodia
Share ideas and support the Community Heroes as much as I can
2016 has been an exciting year for us. Besides the opening of our first learning center in Sri Lanka, we also conducted for the very first time Capability Programs with mixed teams in Asia and Europe. At the end of this year, we wanted to share with you our achievements and learnings. Read what each team member has to say about this year (or watch it in this video).
Thinking back of 2016, the Summit comes to my mind as our biggest achievement at the first place. Personally, I was especially touched by the evening around the fireplace. I felt so connected to all bridgebuilders being present when we sang songs and shared stories. Secondly, the Capability Program made me very proud this year. For the first time, the program did not only foster entrepreneurial thinking and acting among talents in the Global North but in the Global South as well. Local candidates from Mongolia, Cambodia and Sri Lanka learnt in the program how to setup their own business and do what they really are. I am also proud to welcome talents from 5 new companies in our programs. As a result, the Capability Program allowed us to be profitable as a social enterprise for the third year in a row. Thirdly, we launched our impact wall this year with more than 80 selfies on the change we have brought to people‘s lives. It makes me so proud to kick off each new week with a video from one of our bridgebuilders.
As key lessons learnt, I would like to mention two special moments. First, I learnt that our Vision “Do what you really are” may mean that bridgebuilders change the course of their personal or professional life. And that this is something positive! Emilie retired from her role as program manager after two years and chose to become a self-employed business coach. She has grown in confidence through this change. Jella decided to return to our team after her maternity leave. Instead of continuing her administrative role, she found the management of our programs a perfect opportunity to grow. Ra is another great example. He got so inspired by our learning centers that he became an entrepreneur himself as part of an incubator in Phnom Penh. Good luck to him! And finally Kadet who left “our” learning center in Ang Tasom to setup “her” own learning center just down the road. While this decision came with a lot of challenges for Sokhan and Kadet’s successor Sothika, we can be proud that Kadet continued her journey in providing children with education.
Second, I learnt that letting go is an important part of leadership. Since September 2015, I have not stepped into an airplane. I am not proud of this. But I am proud that I optimized by time around my daughter Anna. Spending more time with her came to the expense of spending less time with BOOKBRIDGE. This allowed everyone to step in, fill the space and grow. And I am happy to say that our learning centers and country organizations now run without depending on me. So letting go makes you achieve this!
Tunga, Country Manager Assistant Mongolia
I am proud that this year I could complete the tasks I set for 2016. As for the auditing process at BOOKBRIDGE, I could find a new auditor company that is more competent and cheaper than the last one. The recommendation of the Audit will be improved and completed by the financial report of the year 2016. I also managed to complete the legal documents for establishing an NGO in Mongolia to 95%. As the process is very complicated and laws-centered I realized that we need external help if we don´ want to spend too much time in doing it. Concerning the Capability Programs we conducted in Mongolia I could support them as needed so that they could successfully be implemented.
As for my goal of enabling sustainable impact through our fellows, I have learnt that only few applicants meet the need of our learning centers and that the positions are not very attractive for foreign English teachers. We also need to establish stricter rules on the expected behaviour of a fellow. Personally, I could improve my English speaking skills through my work. However, I realized that I will have to take a classe to improve substantially.
Monika, Country Development Manager
2016 was a great year for BOOKBRIDGE in terms of progressing towards Vision 2020. During All Staff Training in Cambodia and Mongolia, our Community Heroes gave excellent and thorough inputs towards the development of a quality framework and also described the many things they are doing at their learning centers for their students and for their communities. More and more teachers at the learning centers tried to implment more student-centered approaches in their classrooms.
More and more connections are being developed across the globe. Learning centers from the three countries we are operating in are collaborating and bringing their students together more and more. The Community Heroes have been working closely with CAP alumni and other Bridgebuilders on various projects such as conversation classes, fundraising and business development.
The Sri Lanka team is growing with one learning center successfully established (in Bandarawela) and another one on the way.
My key lessons learned: the need to observe our learning centers more closely for quality of programs, teaching and learning. It’s not enough to rely on photos and stories for their learning centers themselves, but regular interaction with and visits to the centers are required to monitor and asses. Another key lesson is the need to carefully review together both sides key contracts and agreements concerning our partners.
Sokhan, Country Manager Cambodia
My 2016 has been a good busy year, personally, but there were a few disturbances in my daily routine. The first one, my babysitter has left us for a better life chance causing me some troubles in dealing with my little daughter Jolie. The second one is, as part of paying my gratitude to my grandpa who passed away late last month, together with my siblings, uncles and cousins, I converted to a Buddhist monk for a short time for his funeral.
Professionally, 2016 has been an exciting year for me being a Country Manager for BOOKBRIDGE Cambodia. Three major goals have been accomplished:
Tani Learning Center was established through BOOBRIDGE’s 7th Capability Program with its Community Hero, Sothy Tep
Although, the goal to develop Angroka Micro Learning Center into a fully fledged learning center was not implemented as planned, but having Sothika Khoeun as a new Community Hero for BOOKBRIDGE Learning Center Angtasom has brought promising outcomes toward the goal set
The Community Hero for our 9th Capability Program, Ravy Vang, was found and our first local Capability Program with 9 local candidates led by a local business coach, Chanthorn Theng, being run in parallel with European program.
However, 2016 has also been a challenging year for my works since two of the six goals set are still behind schedule but this outcome has given me some lessons learned:
Things could be ‘off-track’ when the goal set was too ambitous and underestimation of time and changes when dealing with people from different backgrounds with limited skills and expertise
Keeping a small thing delayed or ignored would cause us failed to reach a major goal.
Jella, Program Manager
My working year hasn’t started before November, as I dedicated nearly the whole year’s time to my daughter Minja. And so my key learnings and experiences in 2016 have happened more in the area of the new role as mama and as part of a little family. And here my key learning was: I couldn’t imagine how adventurous, how great, how funny and at the same time how challenging it can be to become a Mama and a family and to find the right new place for everybody in this new life phase. And now I’m really happy and proud on how we found together as a family.
And finally on November 10 when Minja became 1 year I started working for BOOKBRIDGE again. My key learning in this: Great to come back to BOOKBRIDGE and to this familiar organisation – but at the same time so much had changed and moved forward within this one year! I had to get to know (and still have to) BOOKBRIDGE newly.
My learning happened during a Capability Program in Basel in November – CAP8 team met for the last Module and CAP9 for the first Module. The two teams had a speed dating on their questions and experiences. The atmosphere was so electrified! My key learning: Be open-minded, be curious on new things and always ready to get something started, like the candidates are here, this is so inspiring and so many good things can arise. This atmosphere of “something gets started” gives me lots of energy.
Ruth, Marketing and PR
My main achievement this year was getting our new website online that better shows what we are doing – thanks to the creatives at Contexta. My biggest learnings this year came from the people I met at the BridgeBuilder Summit in March, especially the women. Meeting my colleagues Monika, Battuul and Sujitha for the first time was a great honour for me and showed me what BOOKBRIDGE is: a bunch of highly motivated people striving to reach the same goal.
My women colleagues inspire me very much: Monika who brings in a lot of experience in the field of education, tons of cross-cultural experience and a high level of abstraction capacity. Sujitha, an experienced educational journalist who has now opened her own learning center in Sri Lanka adding social competences to her center’s course offerings by visiting projects and organizations with her students. Tunga who is our tri-lingual (English, German, Mongolian) administrator of our office in Ulaanbaatar supporting our Mongolian learning centers. May-Britt who is managing one of the most important research centers in Germany and has set up the learning center in Bandarawela. Uuganaa who is running our first learning center in Mongolia with never-ending energy, enthusiasm and humour. Emilie who started as manager of our capability programs and now has decided to work as business coach for Swiss and international companies. All are smart, hard-working women and dedicated mothers. The combination of motherhood, professional work and enthusiasm for BOOKBRIDGE’s values inspires me and shows me that we are on the right track.
Watch our achievements and learnings in this video:
Since this May, our learning center in Takeo, Cambodia has a new volunteer helping with the services and courses at the learning center. We talked to Keo Sophea about her tasks and why she committed to volunteer for BOOKBRIDGE.
Sophea, tell us about you: Who are you? How old are you? where do you come from? what do you do, what do you like to do in your free time…?
My name is Keo Sophea. I turned 20 years old this year and I am from Daunkeo city of Takeo province, Cambodia. I am a student of Build Bright University taking a major in General Management and I am currently in year 2 and I will finish it in two years more. During my free time, I like reading general books such as history, management, general knowledge, phylosophy and listening to musics, especially romantic songs in both Khmer and English.
How did you know about BOOKBRIDGE Learning Center Takeo?
I got to know BOOKBRIDGE Learning Center Takeo when I was a 9th grader at Cheasim High School, that is located not far from the learning center. My schoolmates who told me that there was a newly established learning center with a library where we can come to borrow books. I later on came to use the learning center borrowing books, drawing and helping the librarian to tidy up books during my school break and free time.
Why do you engage in the learning center?
I decided to engage with the learning center because I like it and because it is a place with lots of books that I can learn from. I can also learn from the learning center staff when I come to help them. I also like kids and I am happy when working with kids at the learning center. I also want to have working experiences so I think I will gain lots of experiences through my tasks at the learning center.
What are your tasks?
I am a local volunteer working full-time at the learning center from 8-11am in the morning and 2-7pm in the afternoon supporting staff in libary works (managing books, instructing kids to behave well in the library and issuing library cards to new users …). I also lead kids who come to the learning center in coloring picture and I support our Japanese volunteer in doing orgami or cleaning the center’s environment and gardening. I also help the staff with managing classroom as an English teacher for kids (Up1 – beginner). When staff is busy I help out at the information desk and also look after student’s bicycles when they are in the classes. I started doing this job in May this year and will be doing this until I finish university if possible.
“The best teachers are those that show you where to look, but don’t tell you what to see.” Alexandra K. Trenfor
Quality in Education is an important topic for educational systems. Monika Nowaczyk is Country Development Manager at BOOKBRIDGE and in charge of the quality of our learning center’s educational offers. In a multi-article blog series she writes the importance of quality in education. In this article, Monika covers the aspect of quality teaching in Cambodia, Mongolia and Sri Lanka.
Every one of us has memories of a favorite or beloved teacher from childhood. It might be of the teacher that always encouraged you to try your best, the teacher that gave you extra help after school on a project or a teacher that always made her lessons so interesting you looked forward eagerly to her class. Sadly, many of us also have memories of the teachers that demotivated us, were unfair, whose classes were tedious, or who really didn’t seem to care. It is not an overstatement to say that a teacher can make or break the educational experience for a child. Teachers are the backbone of any education institution and investing in teachers is one of the most important steps in ensuring educational quality.
How do we measure Teaching Quality?
In September 2015 and January 2016, an external consultant was hired to carry out an assessment on educational quality at our learning centers in Cambodia and Mongolia, respectively. One component of this evaluation, was teaching quality, which was assessed through a series of observations, questionnaires, and focus group discussions with teachers, students and Heads of Learning Centers. Teaching quality was assessed through four indicators: Professional Preparation, Lesson Planning, EFL Instructional Approach and Student-Centered Approach.
Professional Preparation and On-going Professional Development
In order to be effective in their jobs, it is important that teachers, like any other professionals, have the appropriate training or post-secondary education in the field. At the BOOKBRIDGE learning centers surveyed in the past year, most teachers have a post-secondary certification in education or English: 81% of learning center teachers in Cambodia and 90% of teachers in Mongolia self-reported to having a degree in education or English, with the majority of those currently without a degree, studying towards one. Only one teacher in each of these countries reported having neither a degree nor to be currently studying towards one.
In addition to having a higher degree in education or English, on-going professional development is vital to ensure teachers keep to-to-date with modern approaches and techniques, have opportunities for personal and professional growth and are able to share their experiences and learn from the experiences of others. In Cambodia and Mongolia, all staff training workshops take place twice a year, and all Heads of Learning Centers have the opportunity to join and engage in a variety of workshops related to teaching and center management. In early 2017, Sri Lankan Heads of Learning Centers will also have the opportunity to join the all staff training in Cambodia. The BOOKBRIDGE Professional Development Stipend will provide additional opportunities for further training.
Lesson plans are an important tool for effective teaching. A simple lesson plan outlines the objectives, activities, exercises, assessments to be implemented during a lesson along with required materials and a plan for the division of instructional time. It allows the teacher to maximize the lesson for most effective use of time and ensures that all components of the lesson are geared towards the achievement of the set objective. In an English lesson, it also helps the teacher to ensure that all four areas of learning (reading, writing, speaking and listening) are covered. A lesson plan can be a complicated, multiple page document, detailing every stage of a lesson, planned minute-by-minute, or it can be a simple half-page of hand-written notes outlining the key objective and activities to be completed.
The results of the evaluation revealed that fewer than 10% of teachers in Cambodia and fewer than 20% in Mongolia regularly use lesson plans, despite this being a requirement or expectation by the Heads of Learning Centers/Learning Centers. Furthermore, observations throughout 2016 by the Country Development Manager, revealed that some lessons are taught without any clear or set objective and teachers simply follow a textbook or have students complete exercises from the textbook rather than plan a lesson.
EFL Instructional Approach
As all BOOKBRIDGE learning centers focus predominantly on English language instruction, a review of the English as a Foreign Language (EFL) approaches utilized by teachers were assessed. This indicator focuses on the various techniques used by teachers to teach English, from traditional to more modern language learning approaches. The instructional strategies most often observed in BOOKBRIDGE Mongolia classrooms were silent completion of grammar activities (94%), translation activities (94%), copying information from the board (91%), and copying teacher dictation (73%). In Cambodia the results were similar with repetition (78%), vocabulary practice (74%) and choral reading (68%) utilized the most often.
Such methods as listed above are helpful for developing a strong grasp of grammar rules and for building vocabulary. However, these methods have been repeatedly proven in research over the past thirty to be less effective in the development of communicative competence. The result is often students who can read and write at an intermediate to advanced level, but are unable to engage in even the most rudimentary conversation.
Student-centered approaches to teaching and learning have been around for decades and research in this area strongly indicates that such approaches are more effective in enabling students to achieve learning outcomes, become active learners and critical thinkers and to develop into life-long learners (see a more detailed view on this topic). Such progressive approaches are no longer on the fringe of discourse in education, but applied in mainstream education systems around the world to varying degrees and are a key indictor in the UNICEF Framework on Quality Education. In Cambodia, the MoEYS teacher training curriculum introduces and recommends the use of student-centered approaches for most subjects, while in Mongolia standards-based curriculum for grades 1-12 likewise emphasizes student-centered methodologies. Most teachers in these countries will have had some pre- or in-service training on such approaches to teaching and learning, although with limited direct experience.
The student-centered classroom emphasizes collaboration and students often work in pairs or small groups. The teacher acts more as a facilitator for learning rather than an instructor who holds and then transfers knowledge to the students. Discipline in a student-centered class takes a more positive approach than in traditional settings, with the complete banishment of any forms of corporal punishment. Behavior expectations often set by students and teachers together in a participatory manner.
The overall score for student-centered approach in Cambodia was 41% while in Mongolia it was 56%. As with EFL approaches discussed above, learning center teachers tend to disproportionately favour teacher-centered approaches over student-centered ones. While teachers at our learning centers in Mongolia and Cambodia use traditional EFL and teacher-led approaches the majority of the time, it is important to note that many also apply modern, communicative approaches such as pair and group discussions, project work, role-plays as well as utilizing modern technology and incorporating fun activities like songs and games into their lessons. Improving teaching quality will mean finding ways to support teachers to tip the balance in favour of the student-centered and communicative approaches.
Improving the quality of teaching at our Learning Centers
Our learning centers are full of passionate people, who are committed to educating children and young adults and supporting them to ‘do what they really are.’ How can we support them to ensure they are teaching at the top of their game, using effective and appropriate methods and providing the best quality, supplementary education in their communities?
Investing in teachers is one of the best investments we can make if we are serious about quality. According to the evaluation, 100% of teachers in Cambodia, and 91% of teachers in Mongolia are interested in further professional development. BOOKBRIDGE recently launched a Professional Development Stipend program to support teachers at our learning centers to continue their studies or further their skills. By donating to this fund, you can support teachers to further improve their skills. Applications by Head of Learning Centers and teachers for support under the Stipend Fund are assessed by a selection committee established in each country and awarded based on the merit of application. Please note, we discourage direct support to learning center staff outside of this program.
Teaching English as a Second or Other Language (TESOL) or Teaching English as a Foreign Language (TEFL) courses are perhaps the best and quickest solution to the issue of quality teaching at our learning centers. All of our centers focus on English as their main, if not only, offering. TESOL and TEFL courses, some of which are available online or locally usually through institutions located in the capital city, provide foundational knowledge on EFL and student-centered approaches including communicative activities, lesson planning, effective and positive classroom management and scaffolding for learning. This, along with observations of lessons by qualified, experienced teachers would have a great and immediate impact on the quality of teaching.
Other teachers need to improve their English levels or their skills in other subject areas which they may be interested in offering in their learning centers. Online conversation classes or attending intensive English courses can help them improve and build their skills and more importantly, their confidence.
Quality of teaching is also a topic that needs to be examined and discussed by future Capability Teams as they work toward establishing new learning centers. They will need to work with the future Head of Learning Centers to ensure that recruitment of new teachers is based on fair assessment of qualifications and skills and to provide access to additional training as necessary and if possible before the opening of the center. Teachers also need to be provided with a positive work environment and good working conditions with fair remuneration and benefits such as health or social insurance premiums based on national programs.
How you can help:
Commit to regular conversation classes with teachers at our learning centers who are keen to improve their English through our Learning Partnerships program
In classroom A, students are sitting quietly in neat rows all facing the teacher and listening to her speak. She turns to the board and writes a sentence on the board and all the children carefully copy it into their notebooks. The sentence says, What sport do you play? The teacher then shows the class several pictures of people doing different sports. She says the name of each sport, and the children repeat, in unison. Next she writes on the board underneath the first sentence, I like to play basketball. She then asks a student to stand up, asks the question and the student answers, I like to play basketball. She repeats this question and answer with each and every student in the room. To finish the class, the teacher instructs the students to write three answers to the question. One by one, each student goes to the front of the classroom and the teacher checks their writing.
In classroom B, there is chaos. Or so it appears at first glance. The desks have been pushed into the walls and the students are talking, laughing and gesturing in the middle of the room. They are playing a game. Students pair up and ask each other the target question, What sport do you play? Their partner first does the gesture of the sport, which their partner then tries to guess. If correct, their partner answers the question. They repeat this until they have spoken to at least ten others in the classroom. The teacher circulates and monitors and helps students who are shy or who forget the sentence structure. After this game is finished, the teacher reviews the names of different sports by showing the pictures and asking students to call out the names. Students draw a picture of themselves playing a sport and then hang these up around the classroom. To close the class, the class sings a funny song about tennis.
The above are examples from BOOKRBRIDGE learning centers of how different classrooms are run. Which class would you prefer to be in? Which class would you prefer for your child?
Student-Centered Approach vs Teacher-Centered Approach
The term ‘student-centered approach’ (sometimes child-centered) refers to a range of techniques, methodologies and learning activities in which the focus is on the active learning of students rather than direct instruction by the teacher. In the student-centered classroom, the teacher acts more as a facilitator than as an instructor. The student-centered approach encourages more collaboration and is more effective in enabling students to achieve learning outcomes, especially in language learning.
In a teacher-centered classroom, on the other hand, the teacher is the most active person in the room while students are passive, usually seated in rows, either copying from the board, repeating phrases or numbers in unison, or quietly completing exercises at their desks. In this type of classroom, the teacher makes all the decisions related to learning and assessment and there is little room for or attention to individual student needs or interests. Students rarely speak, or only when called upon, and are not given opportunity for critical reflection or creative problem solving.
Evaluation of Education Quality at BOOKBRIDGE
Two evaluations took place over the past 15-months at BOOKBRIDGE; in Cambodia in September 2015 and in Mongolia in January 2016. These evaluations, prepared by an external consultant, reviewed education quality at our learning centers within the UNICEF Framework on Educational Quality. One of the key findings of the report in both countries and a key constraint on quality, was that of a predominant use of traditional teaching methods over student-centered ones.
Student-centered approaches to teaching and learning have been around for decades and research in this area strongly indicates that such approaches are more effective in enabling students to achieve learning outcomes, become active learners and critical thinkers and to develop a sense of life-long learning. Such approaches are no longer on the fringe of discourse in education, but are applied in mainstream education systems around the world to varying degrees and are a key indictor in the UNICEF Framework on Quality Education. In Cambodia, the MoEYS teacher training curriculum introduces and recommends the use of student-centered approaches for most subjects, while in Mongolia the standards-based curriculum for Grades 1-12 likewise emphasizes student-centered methodologies.
“Good teaching is more a giving of right questions, than a giving of right answers.” Josef Albers
Resistance to Student-Centered Methodologies
However, despite progress in developing countries at national and policy level to become more student centered, teachers in public schools and at BOOKBRIDGE Learning Centers are generally resistant or hesitant to move away from traditional teaching methods. There are numerous reasons for this, and the understanding of which will be key a BOOKBRIDGE moves towards improving quality at the learning center level.
One of the first and overarching reasons is the the ingrained teaching culture in the countries in which BOOKBRIDGE operates, a teaching culture that prioritizes rote learning over creative thinking, memorization over knowledge creation and passive students over active ones. Added to this are the personal experiences of most teachers, who grew up within these traditional schools and school systems and have likely only ever experienced learning through teacher-led methods. For these teachers, student-centered approaches are unfamiliar and challenge their foundational understanding of teaching and learning.
Teaching Perceptions in Asia
For many teachers in Asia, teaching means giving information or passing on knowledge to students. Student-centered activities, many of which are naturally fun and interactive, are viewed as a break, a distraction from the real learning that happens when students engage in rote memorization or repetition. Some teachers do not recognize the natural, often joyful, learning that happens in such activities compared with the traditional methods of copying, repeating and memorizing.
For a new teacher, or a teacher new to student centered methods, such methods can seem intimidating and counter-intuitive. Teachers in many Asian countries are used to having, or at least attempt to have, complete control of their class. They view their role as the supreme ruler of the classroom. A passive class of students repeating words in unison or quietly copying words from the board, allows teachers to assert and maintain control. Student-centered activities can seem chaotic as students talk to one another in pairs, move around the classroom or participate in active learning activities outside the classroom, often at their own pace. Some teachers feel they loose control in the student-centered classroom and are fearful of this paradigm shift.
Another reason cited by teachers is the feeling that student-centered activities prevent them from fully supporting their students’ learning. For example, in an activity during which students break into pairs to practice a dialogue, the teacher cannot support each pair concurrently. Students will be speaking the target language without immediate correction from the teacher. The teacher may feel that students speaking the dialogue without their constant monitoring could lead to repetition of errors. However, it is this type of free practice that allows students to build their confidence and gives them more opportunity to practice the spoken language than if they are waiting for their turn amongst a class of forty.
An additional constraint faced by teachers in applying student centered methods are parents, as well as students themselves. Parents want to see evidence that their children are learning, and that they are getting value for their money. Usually this means looking into their child’s notebook to check for pages (and pages and pages) of copied words and completed exercises. Children, especially in higher grades are starting to look towards exam preparation and may view activities that are not strictly and clearly ‘learning’ through memorization and repetition as play and a waste of their study time.
Many teachers, especially in Cambodia, are hired at the learning center as part-time staff. They are paid only for the time they teach and it is not uncommon for them to do their lesson prep in the first few minutes of the class, or to do no prep at all as they are not paid for this time. A teacher-centered class, in which the teacher follows a textbook and students copy sentences from the board or quietly complete exercises is much easier to arrange on the spot, than a student-centered lesson which requires more planning and preparation.
Finally, a barrier to student-centered approaches often cited by teachers is a ‘lack of materials’. There is a misconception that student-centered methods require numerous and various materials and tools, which many learning centers don’t have or can’t afford. However, many student-centered activities (such as pair work, exploration of the outside environment, role-plays, etc.) do not require any additional materials at all and can be implemented with minimal resources.
As student-centered approaches are key to educational quality, engaging learners and ensuring they achieve key learning outcomes beyond memorizing and repeating facts and figures, and more importantly that they develop into independent, critical thinking adults and thoughtful, empathetic members of their communities, a gradual switch to student-centered approaches at our Learning Centers is a must. Overcoming the above barriers will be of top priority but significantly challenging and unlikely to happen within a short timeframe.
Heads of Learning Centers will need on-going support in transitioning themselves and their teachers from mostly teacher-centered to mostly student-centered classrooms. As a first step, completing a TESOL course will greatly benefit the skills and knowledge of many learning center staff and deepen their understanding of student-centered approaches specific to English language and how to apply these with limited resources and time constraints. You can support BOOKBRIDGE larning center staff members to take a TESOL course through our Professional Development Stipend Program.
To transition learning center teachers, Heads of Learning Centers will need to provide regular training and workshops for their staff on student-centered approaches. They will need to facilitate the transition with prepared lesson plans that can only be taught in a student-centered manner. Additionally, advanced preparation of materials will be required. One school in Negombo, for example, set up a special English classroom with all materials for active, student centered, activity based learning prepared and ready for use. Teachers only have to enter the room and select an activity based on the grammar point or vocabulary they are teaching, distribute the materials and monitor the students.
Most importantly, and perhaps of greatest challenge, Head of Learning Centers need to foster internal teaching cultures that focus more on creative approaches to engaging students than on following the status quo. They will need to provide a clear path for their teachers to gradually, but continuous, make the change from traditional teacher-centered approaches to progressive, student-centered approaches through positive leadership, encouragement and modeling. Vannak Pen at Tonloab learning center, for example, restructured the courses during the 3pm-5pm time period at his center in which each student rotates through four classrooms in 30-minute increments. Each room focuses on teaching the daily English objective through different methods: singing, physical movement, arts and reading and writing. Teachers are given a lesson plan and have no choice but to apply a more student-centered methodology. It is very difficult to change teacher’s behaviours, especially if they have been teaching for many years, but if the situation is restructured as in this creative example, they have no choice but to adapt to a new reality.
There are many great examples in our learning centers of teachers implementing student centered activities and projects in and outside of their classrooms. This indicates that despite the predominant teaching culture in each country, there is a strong will amongst BOOKBRIDGE teachers to apply modern, child-friendly approaches and that they are able to recognize how beneficial this is for their students. With ongoing support and encouragement, the teaching culture and approach at each learning center will slowly and progressively shift towards modern, creative, student-centered approaches that prepare and enable our students to do what they really are.
Which impact does BOOKBRIDGE create? Olivier Kaeser was BOOKBRIDGE fellow in Cambodia and later attended our Capability Program. Coming from SwissRe he has started his own social enterprise in Cambodia and a start-up in San Francisco. In this interview and video Olivier talks about the impact BOOKBRIDGE has had on his professional and private life.
Who are you?
At the moment, I’m the co founder of a impact driven start up in San Francisco. Before, I was lucky enough to be part of the build up of Swiss Re’s CSR program for many years while doing some other fun and not so fun things besides, like Military service (not so fun) or my Civilian Service with BOOKBRIDGE (fun). I’m a big believer in a collaborative, compassionate and empathetic world where we channel our natural instinct to fight and kill each other towards a sustainable form of capitalism and sports competitions like the FIFA World Cup 🙂 .
How did you get involved with BOOKBRIDGE?
I originally was selected for a Swiss Civilian Service assignment in Cambodia to manage the start up and transition phase of the Ang Tasom Learning Centre and then decided to join the Capability Program to become a more active part in the set up of the Learning Center. So I first was of the Ang Tasom Capability Program team and then stayed in Cambodia for another 5 months as a Fellow after the opening ceremony of the Learning Center
Which 3 words describe BOOKBRIDGE best for you?
Innovative, transforming, impactful.
What are your personal and professional learnings from the fellowship program?
From a professional perspective, it was great to work in an intercultural team that commits to the same goal. The different personalities and cultures made me realize that there are various ways and perspectives about how to move from point A to point B (and that a “detour” to point C during the process can be fun, enriching and a good learning too). The Capability Program covered many aspects of a “traditional” leadership development program while multiplication the learning experience with feasible impact in Cambodia. From a personal perspective, it was an overwhelming experience. I learned so much on so many levels during these 5 months, it is hard to put it in words. It helped me to see the world from a whole new perspective.
How do you transfer these learnings into your daily life?
Thanks to BOOKBRIDGE and Paul from Sonas, I learned a lot about Social Entrepreneurship when I was I Cambodia and I therefore decided to do a Masters Program in this particular field. At the moment, I’m working in the startup Atlasrun in San Francisco which is exciting and I also still have strong ties with the family I lived with in Cambodia. We’re cultivating Mangos together with the idea to produce local jams and chutneys and I just have visited parts of the family that live in Cleveland, Ohio. Yet again, to live in a developing country for 5 months changes your perspective on so many things so the transfer of these learnings into daily life comes pretty “automatic”.
After six months as entrepreneurs in Mongolia, the CAP8 Team reunited for their last module on November 18, 2016. Full of pride for the learning center which they have opened up in Mandalgovi, the team debriefed the investor and shared key lessons learnt. Module 5 marked not only the official end of the Capability Program but also the start of a life-long post-learning experience.
In Mongolia, the CAP8 Team had done a fantastic job in opening up a brand new learning center in Mandalgovi. In module 5, the team convened two months after the opening to evaluate their success and transfer their learnings out of the program to their daily life. Despite the slower than anticipated ramp up of the operations, you could feel the pride and energy in the room.
Emotions and efficiency played a big role for the team in the program. By drawing an emotion and efficiency curve across the six months of their entrepreneurial learning experience, the team realized that the initial NO at the investor pitch in July was an emotional downwards moment but boosted their efficiency tremendously – their vision was at stake!
In a debrief call with their investors Angela, Fritz and Gerhard from Swiss Re Foundation, the team compared what they had planned and what they had achieved. In a follow up call with their Community Hero Nangaa, the team realized how quickly their vision and views on what has to be done next has also become the vision of Nangaa. What a magical moment!
At the same time, the the 9th Capability Program Team (CAP9) set out for their mission to make a difference in Cambodia. In a speed-dating session, CAP9 candidates handed over their key lessons learntfrom the program. Among them, the CAP8 Team would have invested more team in the market research phase and in meeting the key stakeholders of the project before they arrive in Mongolia. At the end of the program, all candidates received certificates with personal words from their business coach Nathalie Moral and leadership coach Heike Rudolf von Rohr.
We are grateful for this team. They all decided to continue their monthly calls with their Community Hero and re-unite on September 2017 when the learning center celebrates its first birthday. Not only the team has learnt a lot but BOOKBRIDGE as well. Visit www.bookbridge.org/cap8/ to find our more about this program and follow the impact it will continue to create.
End of October, 22 candidates from 11 nations set out for their learning journey as social entrepreneurs in Sri Lanka. We are very proud of the successful kickoff of our 2nd CAS in Global Social Entrepreneurship. The team faces the challenge to develop, implement and evaluate a community-based learning center in Kekirawa, Sri Lanka. Over the course of 6 months, they work together with Sri Lankan counterparts from Kekirawa.
What a magical moment! On the last days of module 1, 22 candidates lid two candles to celebrate their joint vision to make the world in Kekirawa a little bit better than they have found it. 14 candidates found themselves at the University of Basel. Their 8 counterparts from Sri Lanka celebrated this moment in Kekirawa, Sri Lanka. A video conference allowed both teams to experience this moment together.
In module 1, both team experienced what it takes to unite very different characters from 11 nations towards one joint goal. Starting with lectures on social entrepreneurship, business modeling and world economy in the first two days, the team in Basel was challenged on day 3 to stop talking and start doing. Together with their Sri Lankan counterparts, they developed a joint vision and the first set of their business model canvas. Emilie Barrallon Engeli assisted the team as business coach while Heike Rudolf von Rohr accompanies the team as leadership coach.
In Sri Lanka, the team of 8 candidates around Community Hero Sampath is accompanied by Eranda Ginige as business coach. Eranda makes use of the setup of the learning center as a case to train candidates in setting up their own social enterprises. By that way, the CAS in Global Social Entrepreneurship nurtures (social) entrepreneurial thinking and acting not only in the Global North, but in the Global South as well.
Six weeks later, the team met again for module 2. This time, all candidates joined virtually for a 4h-module. They discussed what they liked about their teamwork so far and made concrete decisions on how to make it better. Following this, each working group updated the team on their current status and the team organized itself for the next phase of the project – pitching the business plan for their learning center to their investor in the upcoming module 3 in January.
What unites the GSE2 team is a strong team spirit and a culture which nurtures exchange and empathy for each other. We are proud of what they team has achieved so far and we keep fingers crossed for their pitch in January.
Are you interested in joining our next CAS? Feel free to contact Carsten at carsten [at] bookbridge.org for more information on our 2017 programs.
Our learning center in Bandarawela, Sri Lanka, has organized its first English Camp for a school on the countryside. The English Camp was held with the collaboration of BOOKBRIDGE Skills Learning Centre Bandarawela on 25th November. A team of the learning center, headed by Community Hero Sujitha Miranda assisted by the Administrative officer P. Satheeshraj, Trainee Teacher Kugasri Ganesh and students R. Madavan, G. Praneethraj and T. Kalairaj conducted the camp with the support of the school’s English teacher Kalpani Morin Perera and staff teachers.
Kosgama Vidyalaya is a rural primary school situated at the border of the Uva province in the Haldummulla division. The student population of 41 is supported by 14 teaching staff. Mr. W. D. Wijeratna serves as the present principal. The school operates with minimal facilities. The entire village does not have electricity. The students never had any chance to experience the world outside of her community.
Apart from course offering such as Spoken English, IT, Accounting, career guidance and life skills, Bandarawela learning center guides its students to engage in many community service activities. Among those activities, the most recent activity was the English Camp at Bd/Kosgama Vidyalaya.
When Sujitha Miranda came to know about this school, the team visited it several times to find a way to support them. Finally the English teacher of the school, Mrs. Kalpani approached them to get help for organizing an English Camp.
The team organized many activities based on basic English lessons such as matching capital and simple letters, matching words with pictures, building words, Balloon Challenge, treasure hunt, etc. The kids enjoyed the activities a lot. The program concluded with a balloon throwing game which brought laughter and fun among the children. The Principal and the staff thanked the Skills Learning Centre team for giving a wonderful experience to their students.
This fall, our learning center in Arvaikheer, Mongolia started to offer an English Speaking Club to its students.
“The Chatty Bunch” is a speaking club initiated by Peace Corps volunteers Jenni, Perrin, and Anna. It was kicked off in November and involves students from different schools in Arvaikheer. The club is open to anyone who wants to join and meets twice a month.
We focus on improving students’ public speaking, presenting, debating, acting, and controlling their voices when making speeches. We hope that in the future these young and bright kids will become leaders in the eyes of our community and that they will be able to use their influential voices to make speeches about topics that matter to them.
We are planning many more upcoming activities such as an opportunity for current club students to meet university students who were previous students at the learning center. The final step of our Speaking Club will be a Ted Talks seminar in the spring.
For the second year in a row, our learning centers in Arvaikheer and Chinggis (Mongolia) organized an English Festival and weekend camp for their students. This year’s festival, sponsored by the Arvaikheer Government and BOOKBRIDGE parents, took place in Khentii aimag center and included over 70 student participants. In collaboration with Peace Corps Mongolia volunteers, the two learning centers sought to bring students together in the spirit of friendship, teamwork and positive sportsmanship.
The opening day began with a 60-minute English paper test for 5th to 12th graders. Peace Corps Volunteers from Arvaikheer – Jenni Myung, Anna Buchanon, and Perrin Krisko – designed the tests to focus on critical thinking, creativity and utilization of grammar rather than identifying isolated grammar patterns, common in today’s scholastic tests. The tests were printed by the two Head of Learning Centers, Uuganaa Gantumug and Anhiluun Davaa, but administered by volunteers. While the tests were being graded by the Arvaikheer PCVs, the students relocated to Chinggis Hot’s 2nd School for the Opening Ceremonies.
Renchinbyamba, a 12th grader from Arvaikheer, did a short presentation about international football, and then joined his peers for an acapella rendition of Pharrell’s “Happy”. Students then split into multi-age groups and participated in a rotation of five competitive and fun English games led by the Khentii Peace Corps Volunteers. After the award ceremony, all the students went out to dinner together.
The second day began with a casual game of volleyball and basketball at the Temujin School Gym. After lunch, the students returned to the school to review the English test and go over corrections with the Arvaikheer volunteers. They gave feedback on the test and volunteers gave explanations on any difficult sections. Students were very satisfied with the discussion and even went so far as sharing and peer-grading versions of the test later with their classmates who hadn’t attended the trip. After the test corrections, students came together in the school’s auditorium to watch Harry Potter: The Sorcerer’s Stone. The movie was played in English with English subtitles. In the evening, Uuganaa and Ankhiluun led a workshop about leadership and opened up the space to have students reflect and share their thoughts about the weekend.
In short, the exchange weekend was a great opportunity for both Arvaikheer and Chinggis BOOKBRIDGE students to continue their English studies as well as encourage community across aimags.
Here we go! On November 14-16 the first module of our 9th Capability Program to Cambodia was successfully kicked off. The team members from the Global North came together in Leuenberg, Switzerland to get prepared for their 6-months journey that will take them to the set-up of a new learning center in Chreav, Cambodia. But not only the Western team took off: For the first time, Cambodian candidates take part in our Capability Program. Together with Community Hero Ravy the Cambodian team started their journey on the same day.
Both teams met each other only half an hour after the program had started. The atmosphere was cheerful and both sides were keen to learn more about the other culture and the expectations about the program. From now on, the two teams will work together simultaneously on their vision of a learning center for Chreav to little by little become one team.
On the first day, the teams learnt about BOOKBRIDGE, social business theory and their business challenge. The challenge is about creating a social business model for Ravy’s learning center with the goal to serve the people in the community of Chreav.
On the second day, both teams in Switzerland and Cambodia worked on their vision for the learning center and virtually met the investor to learn about her expectations. Then they drafted a first Business Model Canvas. For the upcoming weeks they divided in subgroups that will meet virtually only.
The third day of module 1 was dedicated to the leadership topic. The participants reflected on their individual learning goals, heard about the how, what and why of making business and defined how they wanted to work together as a team.
During the next weeks the teams will work together to prepare the pitch to the investor in February. If they succeed to convince the investor, both teams will finally meet in Chreav, Cambodia in March to set up the learning center and open it.
The CAP9 team is diverse and international as no CAP team was before. For the first time, we have a candidate from the United States! The 14 candidates have ten different nationalities. Including the Cambodian team, there are 11 nationalities in a 24-persons team. The Global North team is composed of employees of SwissRe, Swisscom and HILTI. The Cambodian candidates come from private organizations or schools. The team is supported by business coaches Theng Chanthorn, Jorge Cendales and Petra Ewald as well as Boris Billing as leadership coach.
The next Capability Program is scheduled to start in April 2017. If you are interested, feel free to read more or contact Carsten at carsten [at] bookbridge.org.
BOOKBRIDGE does a lot – but what does it actually change in the lives of the people we work with? Roman Twerenbold is from Switzerland and works for an NGO that is active in Nepal. Before, he has worked as BOOKBRIDGE fellow at our learning center in Tonloab, Cambodia. In this interview he describes how BOOKBRIDGE has impacted his private and professional life.
Who are you?
My name is Roman Twerenbold and I was a fellow at the BOOKBRIDGE Learning Center Tonloab in Cambodia in 2015 and 2016. I’ve just finished my Masters Degree in International Development and I am working for an organization that supports livelihood projects in Nepal.
How did you get involved with BOOKBRIDGE?
I joined BB as a fellow during my Masters Degree for 6 months. My activities included co-teaching, developing new teaching exercices, promoting the Learning Center and supporting Vannak Pen, the HOLC in daily management.
Which 3 words describe BOOKBRIDGE best for you? Connection: BOOKBRIDGE connects people from various backgrounds around a same idea. At the same time, people from different cultures and contexts come and work together for a specific project. Personnaly, I have made friends in Cambodia, through Germany and Sri Lanka. It’s a real family! Our bridgebuilder meeting in March was an amazing experience! Conviction: BOOKBRIDGE believes in the importance of education and the opportunity for young people to learn and widen their horizon. By handing over the learning center to the community and the local Head of Learning Center, BOOKBRIDGE also believes in equality and empowerment to build a society where everyone’s potential is harnessed and fulfilled. Innovation: Taking an innovative social business approach is a key aspect of BOOKBRIDGE. By combining learning and social impact at the same time, with a growing importance of the private sector in development, BOOKBRIDGE found a new approach to international cooperation.
What are your personal and professional learnings from the fellowship program?
Personally, I have discovered who I am in a completely different culture. I discovered many beautiful things in Cambodia and most of all, I have made friends that I want to visit as soon as possible. Professionally, since I want to work within international development, I gained on-the-ground experience with the opportunities and challenges of daily operations of a community development project, which is highly valuable. I learned that personal relationships are key as well as building on what is already available.
How do you transfer these learnings into your daily life?
When monitoring projects, I am more aware of the eventual constraints and local conditions but also the opportunities to make sure that the impact is as sustainable as possible. In other words, my professional life will benefit from this amazing experience. On another level, I know that implementing change can take time but even if you fail the first time, you know now how to take another look at a challenge.
Learning center Arvaikheer is BOOKBRIDGE’s first learning center. Located east of Mongolia’s capital Ulaanbaatar, it has become an important element of the province’s educational landscape. In this blog post Uuganaa Gantumur, Community Hero in Arvaikheer, writes about the award her learning center received for wide variety of books.
Our first activity of this quarter was to advocate the upcoming academic year to our community. Many students and local community members were interested to know more about BOOKBRIDGE events. So we decided to take part in the “Rare Book Exhibit” at the aimag’s (province) central square. Public schools, libraries, and twelve local organizations presented interesting books. Some of our students presented our books wearing BOOKBRIDGE t-shirts and explaining the book’s long trip from Europe (where they had been collected) to Mongolia. The purpose was to help Mongolian students to improve their English communication skills in order to gain better chances in a global society.
Visitors were very interested in our story and surprised about the wide variety of books: cartoons, children books, picture books, nonfiction books and more. At the same time, we registered members for our library. Over 300 people visited the exhibition.
Due to the generous book donations from Europe, our learning center finally became recognized as a library with rare and interesting books. It was a great encouragement not only for BOOKBRIDGE Arvaikheer but also for BOOKBRIDGE as an international NGO that has contributed a lot to our community. This award is a strong validation of our hard work, dedication, and youth development. Congratulations to our Bridgebuilders and champions!
BOOKBRIDGE fellows support our learning centers by offering free activities and co-teaching classes. They mostly come from European countries and do not speak Khmer, Cambodia’s national language. To interact with children, students and teachers as well as with parents, fellows should speak basic Khmer.
This is why we have started a donation campaign: we want to provide Khmer courses for fellows working at our learning center in Tonloab.
Former fellows have indicated the importance of speaking the local language to have a better impact with their work. Speaking Khmer makes it easier for them to communicate with students, parents and other members of the local community.
Roman, who has worked as fellow at our learning center in Tonloab, says about his experience: “I have learned a lot about working in a developing country and the challenges and successes of rural Cambodia. I developed my skills in co-teaching and identifying best practices to work together with people from a different culture. But most of all it is about the friends you make. For life!”
Vannak Pen, Head of Learning Center, says about Roman’s fellowship: “I am very glad about Roman’s help: he has not only improved the communication skills of students and teachers and helped to increase income for the learning center but also contributed to marketing, improved teaching methods and our computer software and even did fundraising for more student chairs.”
With your donation, we can cover six months of Khmer lessons for one fellow. Lessons are provided on a daily base with two hours/day to ensure that the fellow quickly gets a basic knowledge of Khmer. One week of Khmer classes costs around EUR 25.
Every donation is welcomed until Giving Tuesday on November 29th. On that day thousands of people in more than 70 countries do good things for their favourite charity or cause.
Raphael Raetzo participated in our Capability Program and helped to set up BOOKBRIDGE learning center Angroka (Cambodia). In this interview and video, he explains how BOOKBRIDGE had an impact on him, personally and professionally.
Who are you?
My name is Raphael and I lead the customer care section Head of Customer Care at BILLAG. I am 40 years old, married and have two 2 children.
Which program did you participate in?
I participated in the 5th Capability Program that led to the opening of the first mobile learning center in Angroka, Cambodia.
Which 3 words describe BOOKBRIDGE best for you?
Humaneness, responsibility, innovation.
What are your personal and professional learnings from the program?
Personally, I profited a lot from working with the people in Cambodia. It made me humble and more content with the things I have. I Today, I am more frugal than before when everything was about getting more and bigger.
Professionally, I learnt that less structure means more freedom, creativity, innovation. As a unit leader, I used to structure all tasks before delegating them to my employees.I thought that leading a team means to organize tasks as good as possible before giving them away. However, this way I actually inhibited my team from taking accountability and becoming creative. In the Capability Program, I learnt that the less structure I give to people, the more efficient the team carries out their tasks and works together.
How do you transfer these learnings into your daily life?
Of course, one doesn´t change from one day to another. However, in my daily work I now try to think more of the goal rather than of the ways achieving it. Shortly after the Capability Program I had to lead a team in a crisis project. We only had six weeks to implement it. Though time was very short I decided to only define the goals and to leave the rest up to the team. Unlike in previous projects I didn´t define details of the project or an organizational hierarchy, I just accompanied team. The results were amazing: the team managed to organize themselves, took initiative and finished the project earlier than expected. I realized that just by giving them the freedom to do things their own way they could do what they are best in. Stepping back and letting space for creativity and accountability leveraged their skills in a way I hadn´t imagined. Though it wasn´t always easy to give away control yet stay informed on the project’s progress I learned that giving more responsibility to people results in more efficiency.
More than 100 applicants wanted it. And we got it! We are proud to receive the prestigious HR Innovation Award by Germany‘s biggest HR fair Zukunft Personal for the General Management Plus Program together with our partner WHU Executive Education. On behalf of all of us, Rebecca Winkelmann and her team received the award on Tuesday, October 18 in Cologne.
The HR Innovation Award features innovative services and solutions in the field of HR. Service providers in the field of software, recruiting, further education & e-learning as well as start-ups had been invited to apply. They get exposure to visitors and media at the opening of Germany‘s biggest HR Fair as well as media coverage in prestigious German journals like Süddeutsche Zeitung and Personalmagazin.
The WHU General Management Plus Program offers you a unique combination of theory and practice. Professors at WHU will teach you the fundamentals of general management in interactive sessions: strategy, leadership, finance, change management and entrepreneurship. At the same time, you set out to build up a worthwhile, tangible business in one of Asia’s emerging economies. Guided by, you will develop and implement a business plan for a learning center as a fully independent social enterprise.
The jury valued our unique and innovative approach to foster entrepreneurial thinking and acting in a virtual agile team setting. WHU is the only business school worldwide that offers you an opportunity to act as a real entrepreneur and create a worthwhile, tangible business as part of our executive program. Through individual and team reflection sessions, we ensure the transfer of learning into your daily work.
More than 126,000 community members in Cambodia and Sri Lanka have been touched by you and the GMP+ so far. More than 30 candidates from leading companies like BSH, Henkel, Evonik and Bertelsmann alumni turned into change makers in their own organizations. See our impact wall for a summary of key learnings out of the program.
All this would not have been possible without the continuous support and belief of the teams at WHU and BOOKBRIDGE as well as all participating companies and candidates. We would like to thank everyone for contributing to the success of the WHU General Management Plus Program. We are excited about the award and we will keep fighting for our vision of a world where people do what they really are!
Would you like to join our next program with WHU starting in January 2017? Download our program materials and contact Carsten in case of any further questions.
We are very excited to be moving towards opening our second learning center in Sri Lanka with a program starting in the next week. Our most recent addition to our family of Community Heroes, Mr. Sampath Sri Senawatte, was recruited last month to open his learning center in North-Central Province, near the town of Kekirawa. This is great news for BOOKBRIDGE and also for our first learning center in Sri Lanka, the Skills Learning Center in Bandarawela, run by Sujitha Miranda. Sujitha will now gain a local colleague to share and exchange ideas with.
On October 8, at the Ranajayapura Meeting Hall, we facilitated a community meeting for the residents of the town. The purpose of this meeting was to introduce BOOKBRIDGE and the process of setting up a learning center as a social business in the community, introduce the local Capability Program that will run in tandem with the European program starting on October 25th and, very importantly, to collect information on local community needs and wants in the field of education.
The turn out for the meeting was beyond our expectations with approximately 220 participants joining initially. This made it difficult to facilitate a participatory style meeting and after the first session, the younger participants were sent home in order to focus more on the assets and gaps in education and training in the community with parents. We learned, however, that in this community it would have been difficult and divisive to not open the meeting to all residents. We also learned that the community is very enthusiastic and eager for a learning center. In the next weeks, Sampath will work on the findings of the meeting to identify the needs and skills of the community of Kekirawa.
This year, several of our learning centers in Cambodia have expressed their interest in setting up pre-school English programs in their communities. While pre-school may seem like a simple and easy program to set up as children are small and their level of English will not require a highly advanced teacher, in reality, pre-school requires specialized knowledge and understanding of Early Childhood Development and Education as well as ensuring the duty of care for very young children.
By Monika Nowaczyk – We were very fortunate that Gecko & Garden International pre-school in Cambodia opened its doors to BOOKBRIDGE and allowed four staff members from our learning centers to observe and participate in the school activities for a week in September. Community Heroes Vannak, Charanay, Sothika and Sopheak spent one week in Phnom Penh, observing and supporting classes in the morning and reflecting on their observations in the afternoon. This was the first chance for them to see high-quality, play-based teaching and learning in action. They were very impressed by the teachers at G&G, by their skills, their creativity and their patience with the children. They learned about positive discipline techniques and how to create lessons that ensure that all learners’ needs are met. As Vannak said, “I loved my time at Gecko very much. Gecko teaches children how to share, how to be independent. It has wonderful teachers and great facilities and materials and the students feel like they are at home.”
The importance of play-based learning “Play is the highest form of research” Albert Einstein
Early childhood education (ECD) in the form of pre-school or kindergarten programs is an important first step into schooling for children aged three to five years of age. In such early learning settings, children learn social skills like how to cooperate, share and be part of a group. They learn vital pre-literacy and pre-numeracy skills that help them when they enter primary school to be successful at reading, writing and mathematics. They develop fine and gross motor skills as well as independence and emotional management.
However, educators who are inexperienced in ECD programs sometimes take a purely academic approach when implementing pre-school programs; they treat pre-schoolers like big kids, putting them in adult-sized furniture, expecting them to sit still for up to 2 hours at a time, looking at the board and copying text, repeating the teacher or attempting to solve mathematics problems beyond their capabilities. However, children at this age have very different development needs and abilities and the methodologies and approaches in ECD settings need to take these into account.
Scientists make new discoveries through testing ideas, trying new things, exploring the world, thinking, reflecting and so on. They do this in a LAB. Children make new discoveries through testing ideas, trying new things, exploring the world, thinking, reflecting and so on. They do this through PLAY. When children are focused on play, they do not even realize they are learning and their learning is natural and joyful. If you have ever watched a 3-year old discover a new insect or focus deeply on a picture they are drawing, you know the pure happiness they have in their discoveries and achievements. Because children at this age learn best through play, pre-school programs should be built around this natural tendency.
Balance of Playing and Teacher-led Activities
A play-based curriculum does not mean allowing children to play by themselves for the entire time they are at school. Rather a balance of free play and guided play, combined with teacher led activities like singing, dancing, reading stories, exploration and so on should be provided in short time periods. Children at this age have short attention spans and need a change of focus approximately every 15-30 minutes.
What pre-school shouldn’t be, is the standard chalk-and-talk approach seen in classrooms of older children, in which a teacher stands at the front and students passively listen and copy. Children need physical activity and movement and much research supports that this actually helps to improve their learning.
Guided play is a key element in the play-based classroom. Guided play is different from children playing freely on their own as the teacher initiates the activity and sets a time limitations as well gently guiding children toward a specific learning outcome. The teacher, however, does not lead or direct the play and facilitates only when necessary. For example, the teacher may initiate a tower building activity, asking the children to try to build a tower as tall as they can. The children are free to choose which blocks they use, how they stack them, whether they work in pairs or on their own. As they experiment, fail and succeed in their attempts, they learn how to best build their tower.
The teacher can ask questions to stimulate their learning, to guide them in a new direction and to support them to complete the task. By asking open ended questions such as “What would happen if you put more blocks in the base of your tower?” the teacher is not telling the children what to do, but is inviting them to discover the answer on their own.
Play-based learning does not mean children can’t learn literacy and numeracy skills either; this approach to ECD does not eliminate learning how to count or learning the alphabet. However, the way these skills are taught is through play. Children aren’t made to sit for long periods copying and writing letters. Instead they learn through drawing pictures of the letters, tracing them in the air, on each other’s backs, through a card matching game or by going outside and identifying different objects that start with the sound of each letter. And by learning through play, through using all the senses and adding physical activity where possible, children actually learn more effectively than if they were to sit and memorize by rote.
Allow Children to Learn in the Best Way they Can: Through Play
The four BOOKBRIDGE staff saw clearly the power of play in young children’s learning. As Sothika wrote upon reflection, “What I enjoyed the most was to see kids learning through playing. Since I was young, as a Cambodian kid, I was forced to learn and not to play more. I was instructed to study and work hard with less encouragement. But here, I saw something powerful to teach kids by playing. They learned through playing. They are encouraged, instructed, admonished and explained in a polite way.”
Children have 12 years of formal school, during which they will sit at desks for long hours, listen to teachers, copy from the board, memorize facts and figures and stress about examinations. Until they start Grade 1, the best we can do for them is allow them to learn in the way that they are exceptionally good at: through play.
“I haven’t followed any course at any institution in this style. This is something new. We improved a lot here. This is what we need for our community to bring changes to uplift our life status” says Mr. Raviram – an IT teacher in a Government school and one of the students at Skills Learning Centre in Bandarawela, Sri Lanka.
Student-centered learning process including many activities and games, role-plays and club activities are the keys for the above statement. Skills Learning Centre is the first BOOKBRIDGE learning center in Sri Lanka, initiated on 9th June 2016. Being the first learning center for Sri Lanka, it has a responsibility to lay a strong foundation for the future BOOKBRIDGE learning center network. This is not a tough task for Skills Learning Center since it has a strong backing from its GMP+3 team and the entire Bridge Builders community.
Six months ago, everyone in the BOOKBRIDGE team had a question in mind, how and where this learning center would going to be initiated, since at that period the Head of Learning Centre, Sujitha Miranda, was hunting for a suitable location and was struggling with selections. Later in June 2016, when her GMP+3 teammates arrived, all the questions were undoubtedly cleared when they saw the large center painted with the BOOKBRIDGE theme and colour, orange. With the grand opening, the untiring marketing efforts of the GMP+3 team and the pre & post media coverage, Skills Learning Centre was able to reach not only in to the Bandarawela Community but also to the whole Badulla district communities.
The learning center began its operations on June 15 but the classes commenced on June 25 with only 23 students. Gradually, the number of students increased. Today, Skills Learning Centre operates with 70 Students and 9 Library Membership holders. The noteworthy feature of this learning center is that most students came to via word-of-mouth. This was achieved only as the result of the unique teaching methods followed in this center.
Skills Learning Centre offers Spoken English, Personality Development, Life Skill development and IT courses. Sujitha plans for some language and skill development course in the near future. A variety of students, starting from kids to adults, young professional and parents are following the courses.
All the courses are conducted in a student-centered learning process. Students engage in group activities, role-plays, debates, speeches and listening. Laptops and tablet PCs are used in every learning session. Every class has a laptop permanently kept. Students explore knowledge using the modern technology. Television with more than 50 world channels is available in the class. Children can watch good English TV programmes until the class session begins.
Word of the day, Build a story and Round Robin are some of the special sessions students love to join:
Word of the day: This is one of the effective methods to teach new words to the student. Each student brings a new word to the class with pronunciation, meaning and example sentence. Then he shares this in the class.
Build Stories: When the teacher starts a story with a small incident, students has to build and continue the story one after other. This improves the spontaneous thinking ability.
Round Robin: One student starts to talk about a small incident. After one minute, the next one has to continue the discussion with the word the previous one stopped at. Each one has to speak for one minute. This practice helps the students build their speaking ability.
Club Activities: Speaking Club and Social Awareness Club
The adult students engage in club activities too. They form a speaking club and social awareness club. The speaking club gets together once a month and conducts special debating sessions. The awareness club members meet once a week and speak about the educational issues they see in the rural communities. Once a month they organize field trips to find out rural educational problems.
The GMP+3 team members join the classroom sessions and organize monthly calls to strengthen the learning center. With the continuous backing of the team, Skills Learning Centre is striding forward towards its vision – Make your future shine.
Narangarav “Nangaa” Jambaltseren is our new Community Hero in Mandalgovi, Mongolia. Together with our 8th Capability Program, Nangaa opened the 12th BOOKBRIDGE learning center in Mongolia on September 14. We talked to Nangaa about her professional background and what goals she has for the learning center.
Nangaa, who are you?
My name is Narangarav Jambaltseren. I graduated in English and have a education study master degree. I have four younger sisters and three children. I have worked at the Children and Family’s Development Center of Dundgovi province for 10 years. I’m a Scout leader of my hometown, too.
Why did you apply for BOOKBRIDGE Community Hero?
When I was child I didn’t have the chance to learn English in my community. I had to wait until I could study in Ulaanbaatar, the capital of Mongolia. I really want to help young teenagers in my community to learn English when they are in the secondary school. I’m very happy to be part of BOOKBRIDGE because it helps the Mongolian teenagers and rural communities to develop.
Your learning center has just opened. What are your plans for the next months?
I plan to run English classes, life skills clubs, an abacus course, day care service and Scouting.
Our learning center in Tonloab, Cambodia has been making strenuous efforts to improve the quality of its teaching and learning. In this blog post, Vannak Pen, Head of Learning Center, gives an overview of the changes he has implemented.
In the beginning, the learning center perceived quality only as available textbooks and teachers for running classes. However, quality education requires more than textbooks and teachers. Vannak has realized this and has implemented a number of important changes concerning lesson planning, curriculum development (i.e. course outline), teacher meeting & training, technology adoption, teacher punctuality, student learning motivation, student discipline, and students’ learning outcomes.
Teacher meeting and training: Vannak holds meetings with teachers on a frequent basis to discuss various issues of concern such as teaching techniques, curriculum and student discipline. Through a number of meetings, teachers have agreed to implement a structured lesson plan recommended by BOOKBRIDGE. Vannak admits that preparing a good lesson plan and implementing it takes a lot time and is not easy. However, the first positive results can be observed: before the adjustments, students just sat passively in class just listening to the teacher. Now they actively engage in learning activities thanks to the teachers who implemented more engaging teaching methods and follow their lesson plans.
Curriculum development and course outline: in the beginnings of the learning center, textbook lessons had a certain amount of hours for being taught. As this approach did not work each section of the lesson is now allotted a certain amount of time. Not all sections in one lesson are followed and related sections are linked for one single teaching point.
Technology adoption: the adoption of new technologies had a positive change to quality as well. Teachers and Vannak use the internet to look for course-relevant information and integrate platforms like YouTube in their teaching. They not only look for for English songs but also games, texts, exercises and pictures for teaching vocabulary.
Punctuality: teacher punctuality is a common problem in Cambodia. Vannak is sure that his learning center is the best role model in the community for all other state schools to follow. All teaches at the center now respect punctuality. They come and leave on time.
Students’ behavior and discipline: the students’ behavior is mainly influenced by their families and conditions at state schools. This makes it very challenging for Vannak to achieve behavior improvements, especially as students only spend a few hours at the learning center. Collaborating with the parents is practically useless but Vannak does not give up and has actually seen some improvements.
Students’ learning outcomes: students are required to take tests several times a month. According to Vannak, tests and exams are not necessarily a means to measure learning outcomes, but also motivate students to continue studying. They also serve as a good base for suggestions for improvements during students’ evaluations.
Initially, teachers followed the conventional method to teach A to Z using examples of words beginning with each letter of the alphabet. According to Head of Learning Center Sothika Khoeun, this method can be less engaging thus having less learning efficiency. The method only helps students to remember letters and translate example words. However, it will not teach them spelling patterns or compositing letters to form words. That’s why Sothika has adopted a new method inspired by VSO English alphabet teaching book that is available at the learning center’s library.
Logic approach to alphabet learning
The new helps student to learn not only individual letters (consonants and vowels), but also the logic of how to use/blend individual consonants and vowels to form words. Students do not learn in chronological order from A to Z consecutively. They learn a certain number of related letters together at a time and then learn to blend them in order to create common patterns of word formation.
For example: A, B, C and T are learnt at one time. Then students start to blend these four letters. The pattern that is followed is easy to remember making it easier to learn the spelling of other similar words. This way, the pattern ‘AT’ is the base for B+AT=BAT and C+AT=CAT. Following this method, students can best memorize and recognize letters as well as common patterns of the blending letters in order to form words. It also facilitates writing, reading and spelling words. After reaching letter Z, students learn the alphabetical order as part of the summary of the whole learning process.
Similar to Khmer alphabet methods
Sothika says that the new method is similar to Khmer alphabet teaching methods. After having adopted the new learning pattern, he has started another new approach: students compare each English letter with a Khmer letter that has a similar or the same sound. This helps students to better remember the pronunciation of English letters. Another idea is to teach consonant blends that make up sounds similar to Khmer consonant blends, for example sn, bl, tr, etc.
Though the center’s teachers find the new method still unfamiliar, Sothika believes that more efficient. Also, it is an attractive new learning approach for the community and potential students. Together with promotional marketing strategies, he hopes to increase the learning center’s competitive edge. His current challenges are training teachers and providing good teaching material. After successfully implementing the new method at learning center Angroka, Sothika’s goal is to adopt it for learning center Angtasom. He also hopes that the community and local primary schools will become aware of it and integrate it in their teaching methods.
by Monika Nowaczyk, Country Development Manager at BOOKBRIDGE and education specialist
The most important reason for ensuring quality at our learning centers is our students: the children, the young adults and others we are aiming to empower through complimentary educational opportunities. It is not enough to collect money or books. It is not sufficient to provide materials, a modern environment, courses and other offerings without concurrently planning for and ensuring all of these are delivered in a manner which supports, motivates and develops the young minds that attend. The ultimate aim of any education program is the development and achievement of its students.
It is not enough to get kids into schools, but to provide them with quality, outcomes based instruction.
In education quality is not only desirable, but imperative. Quality in teaching and operations contributes to overall program effectiveness. This in turn contributes towards the impact we are aiming to achieve. Without thinking carefully about the quality of our learning centers, and proactively managing and continuously improving it, we risk not having an impact at best and causing harm at worst.
For example, children attending classes in unsafe environments risk injury, students attending non-motivating classes could be discouraged from learning and children frightened by traditional discipline methods, are at risk of dropping out.
Finally, ensuring quality at our learning centers protects our investment whether that be time, money and resources. We can channel funds into beautiful classrooms, plentiful and modern resources, but if the quality of instruction, curriculum and other key elements is not conducive towards the achievement of educational outcomes, we will have failed.
What is quality in education?
There are many ways to define quality in education. For decades in the development sector, quality was measured primarily quantitatively through rates such as primary school enrollment and completion. This ‘bums on seats’ approach focused on getting children into and through primary school. The Millennium Development Goal for education adopted in 2000, sought to ensure universal primary schooling by 2015. And many countries in the developing world did well to reach, or at least make significant progress towards, this target, with 91% primary enrollment rates in developing regions in 2015 up from 83% in 2000 [In Cambodia enrollment increased from 82.7% in 1997 to in 98.4% in 2012; in Sri Lanka the rate dropped from 99.8% in 2001 to 94.3% in 2013; in Mongolia the rate increased from 81.1% in 1995 to 95.2% in 2013]
Such rates, however, do not speak of the quality of the education children receive when they get to school. The more recent Sustainable Development Goal on education is much broader and seeks to ensure inclusive and quality education for all and promote lifelong learning. It’s not enough to get kids into schools, but to provide them with quality, outcomes based instruction.
While discussions about the measure of quality in education are not new, there are no universally accepted set of standards or guidelines that define exactly how it is to be measured and achieved nor which can be applied to all learning institutions in any culture.
However, there are two frameworks which provide guidance on the overarching key requirements for ensuring student’s physical, mental, intellectual and psychosocial needs are met. The UNICEF and UNESCO frameworks, two separate documents but which cross over in many areas and are both informed by the rights based approach, suggest five key areas that require support. These five areas or dimensions are interconnected and can influence one another:
Learners who are healthy, well-nourished and ready to participate and learn, and supported in learning by their families and communities
Environments that are healthy, safe, protective and gender-sensitive, and provide adequate resources and facilities
Content that is reflected in relevant curricula and materials
Processes through which trained teachers use child-centered teaching approaches in well-managed classrooms
Outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for education and positive participation in society.
Our lessons learnt
BOOKBRIDGE started as library project, collecting and delivering books to organizations in Mongolia. From this, the institutions grew to include educational offerings, usually in the form of English courses, IT and free activities aimed at community engagement. Eventually, we began to establish learning centers as independent social businesses headed by a Community Hero who became the Head of the Learning Center (HoLC).
As a new organization, mistakes were made and lessons were learned. The HoLCs were left to develop courses on their own without guidance on how to effectively plan and build curriculum. Few guidelines were given regarding recruitment of teachers, course development, building codes or organization management. Teaching methods and approaches were left up to the local team and in almost all learning center follow traditional, rote-learning methodologies long abandoned in developed education systems and known to be less effective in language teaching and learning than more communicative approaches.
The result has been that while most of our Heads of Learning Centers and learning center staff are committed, driven and passionate individuals determined to have a positive impact in their communities, they sometimes lack the knowledge and skills to ensure the quality of the educational offerings at the centers. The teams of our Capability Program, who are instrumental in the set up of the learning centers, likewise often lack in-depth knowledge about educational services to guide local entrepreneurs in the set up and start up of education centers.
The way forward
As we continue to support local entrepreneurs to open and operate learning centers now in three countries, what is needed at BOOKBRIDGE is a quality framework to ensure a standardized understanding of and approach towards quality. Over the past few months, we have been working with the Heads of Learning Centers to get their inputs towards the development of such a framework and will trail it by the end of this year. Developing this document in a participatory manner will ensure buy-in from our learning centers and Country Teams. It will also provide clear guidance to Capability Program team members and new HoLCs during the start up phase of operations.
Our Mongolian team met for its All-Staff-Training in Selenge province in the North of Mongolia. 13 of our Mongolian community heros attended plus Amar Purev (Country Manager for Mongolia), Tunga Munkhjargal (Assistant for Mongolia), Monika Nowaczyk (Country Development Manager) and Agatha, linguist and BOOKBRIDGE fellow.
Before coming to the training, most of the participants took the bus to Sükhbataar in a 6-hours ride to visit Lazzet Fazal’s learning center that had opened last October. Three Community Heroes couldn’t take part in the training as one learning center had to temporarily closed due to lack of room and one Community Hero had been resigned by the government. Narantuya Dashdeleg from Ulziit-Horoo had stayed at home to look after her sick husband.
Monika did sessions about education quality at the learning centers and monitoring and evaluation measures.
Amar conducted a training on human resource management. The participants discussed the topic and highlighted its importance for their learning center operations.
Uugana did a session on teaching adult classes with a focus on keeping students motivated and to attract new participants.
Bayarjargal and Sete came from Mongolian Scouts Association to give training session. Bayarjargal facilitated a workshop on how to work with fellows which was warmly welcomed by the team.
As Mongolia is such a large country and it takes a lot of time and money to visit the other learning centers, the All-Staff-Training is all the more important for the Mongolian BOOKBRIDGE team. Besides the lively discussions during the sessions, the team participated in socializing activities like trips to the countryside and joint meals. The participants were very happy about having seen each other again after the last training and with the output of the training itself.
Three years ago, BOOKBRIDGE opened its first learning center in Cambodia. Our goal was to offer entrepreneurial opportunities to people in rural Cambodia and to improve access to education. Today, six local entrepreneurs run learning centers as social enterprises. Their goal is to increase access to quality education and skill training in underserved communities in rural Cambodia by employing an entrepreneurial approach. To control these goals let us take a look at the numbers: which progress have the learning centers made in the first six months of this year?
The sustainability rates of learning centers Tonloab, Takeo and Angroka (in the graphs named “Mobile”) are very encouraging as they reach 100% (see graph 1). If these rates continue, the overall numbers of this year should be positive compared with the two previous years (graph 2). Concerning our learning centers in Siem Reap, Ang Tasom and Tani, the sustainability rates are lower (between 50% and 70%). After a longer term of stagnation, we are very proud of learning center Takeo: sustainability rate has risen from 71% in January to 112% in June.
New ways to increased sustainability
To increase sustainability rate, each learning center takes on different approaches: Tonloab plans to reach 107% until the end of the year. Takeo is confident that they can increase the number of students in paid courses and free activities, and they will open new kindergarten classes. Tani will meet with directors and teachers in local primary schools to promote the center’s services and to distribute flyers to students. Tep Sothy, Head of Learning Center Tani says that getting a van for transporting young students from home to the center is a competitive advantage. Also, offering sports and fun learning activities outside the classroom in the yard can motivate students and serve as a positive signal to the community, he adds. Library activities such as drawing, coloring and singing have the potential to appeal to students as well.
Sothika Khoeun, Head of Learning Center Ang Tasom and Mobile says: “We are optimistic to increase our sustainability rate to 150% in the next six months. We are strengthening our capacity, both quality of education and teacher’s capacity. We are building relationship with parents and the community through several programs and events. That way, we expect to gain more students and the course fee might be higher than today. At the same time, we need more help and support from BOOKBRIDGE country team as we practically start from scratch.”
Number of Students
As graph 3 shows, the numbers of students enrolled at learning centers Tonloab and Ang Tasom have been the highest of all learning centers (over 200). The slight decrease might be due to summer break. For the other learning centers, enrollments have been lower (between 40 and 100 students).
As the major cause for the stagnating numbers, Takeo and Tonloab have cited high competition with other schools that use more effective marketing activities to attract students. Tonloab hopes to win new students via friends and peers of already enrolled students and offering fun learning activities. Takeo wants to strengthen teaching quality and introduce awards for top students to rise student numbers. Tani names missing transportation for students travelling home or to Phnom Penh for extra studies during school summer break as main causes for the stagnant growth.
Sothika Khoeun (Ang Tasom) explains: “Student enrolment rate remains stagnant for a number of reasons, namely (1) teacher turnover, (2) poor quality of teaching and classroom management, (3) no new learning activities, (4) losing confidence of the community due to the change in the management of the learning center, (5) the fact that the community places their trust on one person but not on educational quality. To meet these challenges I need to enforce marketing and teaching quality in order to get more students. To increase sustainability rate, we plan to open new kindergarten classes in the morning.”
As showed in graph 4, the most visited library has been the one of Tonloab with an average of 130 daily visitors. Libraries in Takeo and Siem Reap have been used by more than 40 daily visitors whereas the ones in Tani and Ang Tasom and our mobile library show an average of 10 visitors.
Part of the reasons for the low numbers for Tani are that the new librarian has been busy with book labeling and learning how to bring the library to life. Also, our library is competing with the other library located in the high school. At Angtasom the former librarian felt less motivated after the Head of Learning Center had resigned. As far as the mobile library of Angroka learning center is concerned, it is only open on Saturday morning as there is no full-time teacher who can take charge of it.
Participation in Free Learning Activities
Graph 5 shows the number of students participating in free learning activities at the learning centers. Due to room and staff limitations, learning center Tonloab cannot increase the number of participants though Vannak believes in free learning activities as integral part of the attractiveness of the center. Angtasom wishes to offer more activities and events to attract students from primary and high school. Takeo is finding new activities to get students to come to the center, also to attract them to paid courses.
Though these numbers are encouraging for the most part, the learning centers still face challenges. A big wish of our Community Heros was to get more and better support from BOOKBRIDGE Country team. The team is currently considering to set up support mechanisms in order to help the learning centers to achieve a higher sustainability rate, more student enrollments, more daily library visitors and more free learning activities.
What do you need to sort 45,000 books in two days? Lots of people and a strong purpose! More than 100 book champions from around Europe donated quality English books for our learning centers. 50 UK scouts sorted, packed and sent them off to Asia last weekend at Hargreaves Scout Camp.
For the fifth year in a row, scouts from 2nd East London and their friends gathered at Hargreaves Scout Camp to support our learning centers in improving the job and life chances of young people in Mongolia, Cambodia and Sri Lanka. Book champions from all other Europe – individuals, schools and companies – have donated more than 45,000 books.
Everyone contributed his/her best to finish in time. What looked like a big pile of books on Friday evening got sorted and packed until Sunday morning. Compared to the previous year, we had many more quality books donated. At the end, we managed to ship 30,384 books. All unusable books were donated to British Heart Foundation. A Win Win for everyone who helped!
The first container has already left to Mongolia. It will arrive end of August and serve our newest learning center in Dundgobi as well as all other learning centers. The books for Cambodia and Sri Lanka will be complemented by donations from our book champions from the Franconian International School and shipped by end of the year.
We would like to thank Vicky, Kay and Alan from 2nd East London as well as all scouts and their families involved. The Sorting Event would not have been possible without the support from our book champions around the world. Special thanks to Kuehne + Nagel for all your logistical support and HILTI GB for opening up your HILTI Centres as collection hubs.
Do you want to experience the atmosphere at the Sorting Weekend? Don’t miss the great video recorded and edited by Book Champion Leigh from 2nd East London. The next Sorting Event will take place July 22-23, 2017 at Hargreaves Scout Camp. Mark it in your calendar.
What impact do we leave on our book champions? Listen to the answers of George, Wendy and Juneilya below. Have we also left a mark on you and your life? If yes, record a little selfie for our impact wall and send it to us at www.bookbridge.org/impact/ .
What if the investor ties such strong conditions to the investment that you would rather walk away than take the money? Our 8th Capability Program Team had to deal with this question after their investor pitch on July 14, 2016 in Zurich.
Following 10 weeks of research on the needs of the people living in Dundgobi, Mongolia, the team developed a professional business plan for their social enterprise. Community Hero Nangaa and her team played a key role in giving the team the input they needed to come up with a convincing value proposition.
Accompanied by business coach Nathalie Moral from mavia.ch, the team did two rounds of mock pitches before meeting their investors. Everyone was convinced that the investor pitch would be a moment of pride or as Wolf put it: “We will earn the fruits for our hard work tomorrow”. Instead of the pre-pledged EUR 20,000, the team was targeting EUR 24,000 as total investment.
But things came differently as planned. Following a very professional pitch, the three investor representatives from Swiss Re started asking critical questions on the pricing of the courses, the influence of the learning center on the environment and the role of digitalization. Most challenging proofed to be the condition to finance the renovation of Nangaa‘s building out of a bank loan in Mongolia at an interest rate of 24% per year. By that way, Nangaa would participate in the risk of her learning center and not only benefit from an upgrade of her property.
The team put in a lot of efforts in convincing the investor but was left with a condition which they did not want to accept for the high interest rates in Mongolia. The leadership session on Friday with Heike from TGC.ag helped the team to analyze what has happened and reflect on what could have been done differently.
As renovation works had to start soon, the team decided to work on a thorough feedback document to the investor. Key part of the document was how to better finance or share the risk of the 5 rooms refurbishment with the community hero (Nangaa) who is also the owner of the rooms. The team proposed Nangaa to receive a discounted rent over 10 years with stronger contractual framework to create risk-sharing mechanism for the refurbishment works
It took two days for the investor to answer that they “feel comfortable with the information provided and [the] Option  seems to be a very viable possibility addressing our concerns.” The team was full of joy given the effort they put into the business plan and the pitch. Community Hero Nangaa received the news in a video call. She was “she is absolutely ecstatic about today’s good news”.
While the actual pitch went differently than expected, it was a great proof or the team and its vision. They continued to fight for their idea and succeeded in bringing Swiss Re Foundation as investor on board. Congratulations to all for this great achievement!
Within the next 10 weeks, the team will implement its business plan in Dundgobi, Mongolia. A lot needs to happen besides the renovation of the building. We keep fingers crossed and look forward to opening up our new learning center.
100 days have passed since 75 enthusiastic bridgebuilders met for 4 days in the Black Forest. In this blog article, we review what has happened since then and invite all bridgebuilders to make a selfie on the impact which BOOKBRIDGE has had upon them and their lives.
75 bridgebuilders from 21 countries gathered at Langenhard in the Black Forest for our 3rd BOOKBRIDGE Summit. As diverse their backgrounds and experience, as much you could feel what unites us all – the passion to make an impact as a Family of Bridgebuilders.
A key moment for me was when we sat around the fireplace on Friday evening. Instead of running an entertainment program, all Bridgebuilders were invited to contribute something to the evening – a song, a game or a statement. I will never forget when we all sang the BOOKBRIDGE Song for the first time.
The agenda for the Summit was created by the participants themselves. Out of the inputs in the application form, we created 9 workshops around topics around our Vision 2020. Different from the last Summit, bridgebuilders themselves prepared the workshop and members of the BOOKBRIDGE Team supported them.
What has happened since then? First, all workshops results were saved and made publicly available for all bridgebuilders on Teamwork. Second, the BOOKBRIDGE Team followed up on the different workshops in their Team Time on May 9. Third, the team members responsible for the workshops (see pictures below) have been following up on the results (see Teamwork notebooks for more detailed updates)
What have we learnt from the Summit? The Summit is a super important event to bring together our Family of Bridgebuilders to get to know each other, have fun and discuss current challenges. This time, we had 5 Community Heroes with us which allowed us to share and discuss ideas directly with those who are working with our communities. In addition, it was a wide decision to let participants propose workshops topics and put the preparation and execution in their hands while we as the BOOKBRIDGE Team ensure the FollowUp. If you want to dive deeper into the Lessons Learnt, review our feedback and lessons learnt notebook on Teamwork.
The next Summit will take place in May 10-13, 2018. As we may expect 100 participants with our growing network until then, we will most likely stay at EOS Gruppenhaus close to Offenburg, Black Forest, Germany. From the feedback by all participants, we decided in the team to reduce the number of workshops from 9 to 6, get a second moderator besides Carsten and allow for more networking and free time in-between agenda points. Finally, we also aim at inviting more Community Heroes from Asia. The idea came up to have a have a Summit in Asia soon as well.
Thanks to the individual contributions by our Bridgebuilders, we were able to conduct the Summit without a financial burden for our Foundation. Total costs of EUR 6.548 were covered by participation fees of our bridgebuilders and BOOKBRIDGE paying for their respective teams. BOOKBRIDGE Foundations sponsored the participation of 3 bridgebuilders in the Summit.
Would you like to stay in touch with regard to the next Summit? Book May 10-13, 2018 in your calendar and watch out for news at www.bookbridge.org/summit/ .
In case of any further questions on the Summit, feel free to reach out to Carsten at carsten [at] bookbridge.org .
For three days, the staff of all BOOKBRIDGE learning centers in Cambodia gathered for the third time for a joint workshop. During the biannual “All Learning Center Staff Workshop”, we discussed the fellowship program, Vision 2020 for our learning centers, the Learning Center Quality Framework, and challenges the centers are facing.
The workshop lasted from 1st to 3rd July with 12 participants from five learning centers plus the country and global support teams. Besides the main topics mentioned above, we also reviewed our objectives set for 2016 during the last workshop, shared our best practices and learned the key takeaways Vannak Pen from learning center Tonloab had collected during his visit to Franconian International School in Germany.
Sharing and discussing learning center’s best practices Sothika Khoeun and Vannak Pen, Heads of Learning Centers Angtasom and Tonloab, led the session by sharing their best practices in terms of paid course offerings, free activity offerings, and library management. This was followed by all Heads of Learning Centers sharing and discussing their best practices:
recruiting the right qualified staff to support the daily work of HoLCs (librarian and full-time teachers) who have connections to local authorities and local education institutions
focusing on kindergarten offerings
providing free English classes in primary schools once a week by volunteer teachers from around the area to promote the center’s social activities as well as to market the paid course offerings
offering free supplementary classes for slow learners
monitoring teacher performance in a constructive way
promoting the learning center’s work and image in the community by working closer with local authorities, state schools and the community through activities and projects
improving communication with alumnis of our Capability Program to initiate projects for further developing the learning centers
Vannak’s learnings from Franconian International School
As first Cambodian Head of Learning Center to visit BOOKBRIDGE partner Franconian International School (FIS) in Germany, Vannak shared his training experiences with his fellow Heads of Learning Center and presented the innovations he has implemented at his learning center after returing from his trip. Compared to FIS, Vannak said that his learning center lacks materials and tools to implement engaging student-centered teaching methods. He added that students at FIS are more disciplined in the library and in class than his students. After returning to Cambodia, Vannak conducted a series of meetings with teachers and together they agreed to structure each teaching session into four sub-sessions/rooms: core English based on textbook, drawing, entertainment, and practicing by playing.
Facilitated by Program Support Officer Yourngchantreara “Ra” Sao, the learning centers created a list of benefits the fellowship program brings to the centers and developed a list of suggestions for improving it. Lists were then signed by everyone to ensure their ownership and responsibility over the program and to implement key changes. This ideally will help increase the contributions of the fellowship program towards sustainable outcomes for the learning centers in areas such as course quality, management and leadership, business competitiveness and profitability, sustainability and impact, etc.
Teacher Observation Exercise
Facilitated by Country Development Manager Monika Nowaczyk, the participants did a teacher observation exercise. The goal was to show the importance of teacher observation and how to do it effectively and constructively. In addition to the lesson plan teachers are expected to prepare, the Heads of Learning Centers are encouraged to implement teacher observations on a regular basis and ideally integrate it into their curriculum.
Learning center course quality framework
Monika also led he next topic, quality in education. She first asked the participants to imagine what good and bad quality in education looks like. Then participants split in groups and drew two pictures to compare good and bad education quality. This was followed by thinking of quality education standards that students, teachers and learning centers alike should have and follow. Then everybody received small pieces of paper containing ideas that had to be grouped into four categories namely (1) ideas already being implemented at the learning center; (2) ideas that they found great and that need to be implemented as soon as possible; (3) ideas that are great but hard to implement due to a lack of resources or knowhow; (4) ideas that apparently are not useful or necessary at all.
All inputs and ideas will be reviewed together with those coming from our learning centers in Mongolia and Sri Lanka as well as from other stakeholders such as the BOOKBRIDGE Board, Global Support Team and former fellows. Based on the results, we will develop a BOOKBRIDGE Learning Center Quality Framework and share it with the learning centers. Also, we will create a BOOKBRIDGE Learning Center Self-Assessment Checklist until the next staff workshop.
To support our learning centers in implementing it, we will develop a support mechanism to help them to achieve education quality standards. We also plan to create other quality improvement programs such as BOOKBRIDGE Learning Center Processional Development Stipend Program, BOOKBRIDGE Learning Center Student Scholarships, and BOOKBRIDGE Learning Center Quality Improvement Funds. The learning centers are encouraged to develop their own proposals and projects and to request funding by BOOKBRIDGE Quality Improvement Funds.
BOOKBRIDGE Learning Center Vision 2020
Facilitated by Country Manager Sokhan Khut, the staff reviewed our BOOKBRIDGE Learning Center Vision 2020. This counted especially for the 10 characteristics our learning centers are to have in 2020 as compared to those of today. The vision 2020 is designed to give centers the strategic direction for their objectives for this year.
When asked which impact or change they want to see in their community and especially in their students as a result of the vision, they answered that students
take initiatives and do projects to solve community problems
become clever, brave and knowledgeable citizens in the community
connect themselves with the outside world (people in the capital and abroad)
read a lot and perceive reading as part of their life
having studied at our learning centers can find jobs everywhere else
are able to communicate in English especially with foreigners
Parents have trust and confidence in learning centers
students become a role model and inspiration in the community, etc.
Reviewing 2016 learning center objectives & action plan
To ensure that the objectives set during the 2nd All Learning Center Staff Workshop will lead to the realization of the Learning Center Vision 2020, participants discussed the suitability and practicality of the objective-setting form given and the checklist to monitor the progress of their action plan and objectives. Some changes were made to the form and everyone agreed on a common checklist. Objectives and action plan will be reviewed at the next staff workshop that will take place in six months.
Challenges of our learning centers
Key challenges the learning centers are facing were discussed in groups to find possible solutions. Some of the challenges were
learning Centers do not have adequate staff mainly due to financial constraints
students retention and drop-out
fierce competition from other private and NGO schools
teachers lack technical knowledge of students-centered methodologies or teachers fail to apply their knowledge
of students-centered teaching methods
learning Centers lack teaching materials
learning Centers do not have sufficient classrooms, etc.
During the open discussion, everybody shared their feelings about the workshop and its outcomes. One staff member from learning center Takeo said that her parents and friends don´t have a good perception of her work at the center as she does not seem to be better off materially. Nevertheless, she said she still loves working at the center and doesn´t want to leave. She added that she was hoping for a higher salary and job promotion.
Head of Learning Center Tani said that he felt overwhelmed with the workload when he set up the learning center. Head of Learning Center Tonloab added that it is very hard for him to lead and manage his learning center in the right way as he doesn´t have enough staff to do the work. The librarian from learning center Angtasom said that at the beginning he was confused with the fact that the center charges a course fee but is a social enterprise. It took him a while to understand the purpose of it and is now able to explain it to other people.
The atmosphere of the entire workshop was generally positive. Everyone participated with enthusiasm and courage to ask questions and to challenge others’ points of view in a constructive way. During the common meals, we could further improve our bonds and friendship. The staff is encouraged to keep on communicating with each other after the workshop to further discuss and share their experiences, ideas and approaches. The workshop has definitely empowered all participants and given them opportunities to learn thinking more critically of their own problems and challenges and how to better figure out solutions that work for their respective learning centers.
Tep Sothy (right) is our Community Hero in Tani, Cambodia. In March, we opened our sixth Cambodian learning center in Tani that seeks to serve the educational needs in the community. In this interview, we would like to introduce Sothy to you.
Sothy, who are you? Please tell us about you and your background?
Before I lived in Tani, I lived in Kampot provincial town. In 2002 I decided to move the whole family to Tani town because I had to implement the tasks for my job at ECYC. Here, I saw that the people in this community are different from other districts in the province of Kampot because they prefer to learn rather than to do any other business. They also really want their children to be officers in offices rather than the workers in on the fields.
You see, these were the reasons why I decided to move a family of five, my wife and my three children (two daughters and one son) to Tani. Another important reasons was that I don’t want my children to the extremely hard work on the fields as I had to do when I was young.
Why did you decide to apply at BOOKBRIDGE as Community Hero?
During the severe civil war in Cambodia between 1989 and 1992, my parents decided to send me to a refugee camp that had been set up by UNBRO and UNHCR along the Thai border. This way, they hoped to give me a better chance by attending English courses. I Therefore I became a professional of English as what I wanted to be was teaching the English language. I really want to teach the next generation this international language in order to light the way for them to get to know the world through reading, speaking, writing and listening.
You see, what I detest is the ignorance which covered Cambodia after The Angkorean Period that made Cambodia as well as Cambodians fell into excessive cheating and suffering. I founded a school but had difficulties to expand it and to meet the community needs. When I saw how BOOKBRIDGE supported Cambodian learning centers in a cooperational way together with the Ministry of Education, Youth and Sports and the Cambodian Scouts as well as local communities I decided to apply as Community Hero. This way, I hoped to have better chances for me to develop my obligations to serve Cambodian society.
Which offerings (courses, activities) do you plan for your learning center?
As an English teacher and IT as well, I always had the plan to offer English and IT courses to the people in my local community. I want to offer as many classes as possible by organizing comfortable and fully-equipped rooms with qualified teachers that commit themselves to serve without complaining.
In the future I want to work on challenges like lacks in public transportation as well as curriculum updates through self-development and internal and external cooperations. At this point I would like to confirm that we still need more human resource support such as management skills and teaching techniques and donations to develop our learning center.
Looking back at your preparations for the opening of the learning center in March, what was the most difficult challenge?
We were under high time pressure. We had to decide which tasks had to be done, which were the most important ones and how we wanted to do them. It was also difficult to work with people with different backgrounds without training in advance. Also, it turned out that the local situation were different from the task conditions.
What were be the most important tasks for your first months as Community Hero?
To get information related to the tasks and to contact the contractors as well as comparing the local teamwork for prices and qualities in order to push the process of renovating the building forward. I also invested much time in finding helpful people.
Fabian, our very first fellow placed at our learning center in Tani, Cambodia, has raised a staggering USD 10,000 in just a couple of weeks. The money has been completely invested into renovating and equipping four new classrooms. As a result, two more classes could have been opened increasing the sustainability rate of the learning center. Not only due to this donation, Fabian has left a footprint on the center that will last.
Fabian has participated in our 7th Capability Program that led to the opening of our 6th Cambodian learning center in Tani. After the program was over, Fabian spent three months as BOOKBRIDGE fellow at the learning center.
At this critical nascent stage, having a CAP7 candidate as a fellow at the Learning Center was a huge help. Fabian has been working very hard and had to face some challenges working in a different culture with people from different backgrounds. However, he managed to overcome the challenges, progress further and generate concrete results for the learning center. With some help he and Tep Sothy, Head of Learning Center, worked together well.
Thanks to his commitment and the great teamwork of the leraning center’s team, now four newly renovated classrooms are ready for more new courses, gravel has been laid in the front yard and a slide has been added to the playground. Fabian has also helped with setting up an accounting and bookkeeping system, online and offline marketing as well as introducting discounts for disadvantaged students. He also helped to introduce learning and reading activities.
Fabian has now returned to Lichtenstein where he reunited with his familiy and friends. Thank you for your incredible help, Fabian, and all the best for you!
BOOKBRIDGE Learning Center Tonloab has always been a role model. Due to its innovative learning approaches that are very new to the Cambodian educational system, it can provide our other Cambodian learning centers with good practices. Besides implementing student-centered learning activities, the center also manages to solve problems with the community. These approaches help to realize our Learning Center vision 2020 and yearly goals.
Vannak Pen, Head of the learning center, has been implementing a number of student-centered learning activities that have definitely given the learning center a head start. Students are very engaged in learning while having fun at the same time. Among those activities are learning by singing (singing club); learning by playing (new educational games); learning by expressing (speaking club); students learning functional English they will use at home or at their parents’ businesses; engaging parents and earning their trust; in-class teaching session structured into different sub-sessions (Core English based on textbook, drawing, watching video & singing, and practicing by playing), and more.
Tracking student’s progress by filming
Vannak has integrated some of these new approaches into his learning center’s curriculum. To track student’s progress but also to promote the center’s offerings, Vannak films these activities. Thanks to these learning activities, he expects the students’ learning effectiveness to increase so that students will be able to use English better in class and their daily life. However, the challenge remains. The pragmatism, efficiency and quality of the implementation have yet to be optimized so that results can be be maximized. Vannak says that students are happy with the new fun learning activities and enjoy learning together with their peers. They have already started to speak more English with their friends although this is just the beginning. Also, being filmed makes them proud and might contribute to their learning motivation.
Illiteracy initiative started
Regarding solving a problem of Tonloab’s community, the learning center has introduced a social and educational initiative to fight the persistently high illiteracy and semi-literacy rate in rural Cambodia. Vannak is currently piloting supplementary literacy classes free of charge for slow learners in the community who might drop out of school to early thus not having sufficient skills to find good jobs, especially when looking at our competitive, globalized and integrated world. This initiative will help to improve the center’s social impact on the community – one of the main goals of our learning centers.
The incremental changes Vannak is doing try to realizing sustainability, growth and quality not only for learning center Tonloab but for all BOOKBRIDGE Learning Centers. We are very excited about them and hope that Tonloab’s initiatives can be a good example for our other learning centers.
On June 9, the group of 13 candidates accompanied Sujitha Miranda and the Sri Lankan team in the opening ceremony of the first Bookbridge Learning Center in this Asian country, with the aim of making a difference in a rural region famous for its tea plantations.
Sujitha Miranda, our local hero in Sri Lanka, has a dream: offering equal opportunities to the children and youngsters of Bandarawela and its surrondings, a rural region located in the Uva province. Together with her, the GMP+3 team has been working over the last five months in order to make this dream come true.
Taking into account the outdated educational system and the highly competitive environment, we had to develop a different value proposition. And we found it: qualitative education, based on practical knowledge and modern teaching methods, affordable for everyone willing to learn. The offering goes from English and IT for all ages to the new “Find yourself” course, with focus on the self-development of the young school leavers. In addition, a complete library will provide the community with access to English books.
On June the 5th, the team took a train from Colombo to Bandarawela. A 10 hours trip which meant not only an opportunity to enjoy the impressive landscape, but also to start putting some ideas in order.
Just arrived in Bandarawela, we run to the learning center. First emotions arouse. Happy to meet Sujitha and the team personally, impressed by the work done on the building – which the previous week had only floor and walls – although concerned as well… Would this be enough for the opening ceremony? Three intense days upfront to get it ready!!
In this little time, many things occurred: street marketing, school visits, media contacts, appointments with local companies to get the right partners on board, and day and night work on the building; we even had time for some intercultural experiences… Many lessons about entrepreneurship were learnt as well in practice: stretching very (very) much our comfort zone, dealing with emotions and disappointments – like when we knew that the books would not arrive on time – and staying flexible, among others.
Finally, the opening day arrived. Dressed in the traditional sarong, we welcomed more than 70 attendants, including Mr. Mihimal Munasinghe – Secretary to Minister of Telecommunication and Digital Infrastructure – the main representatives of the Sri Lanka Scouts Association, TV and press journalists, other stakeholders, school principals and, of course, the children.
At the end of the day, Skills Learning Center achieved the first subscriptions and even a sponsorship. And by the time this post is being published, the books have already arrived. Great success for the first Bookbridge learning center in Sri Lanka!!
From a professional and personal point of view, this has been a lifetime experience for all of us. As our colleague Sima, from GMP3, mentioned after the ceremony: “We are not longer the European and the Sri Lankan teams; we have become one team.”
This article was written by GMP+3 Candidate Maria Pastor. Thank you, Maria!
We are very proud to announce the opening of our very first learning center in Sri Lanka. Congratulations to Community Hero Sujitha, the GMP+3 Team and our partner The Sri Lankan Scouts for this historic milestone!
One year ago, Sri Lanka was still a dream. Following a field visit in September, we proudly celebrated our first Sri Lankan Community Hero. Since January, the team of our 3rd General Management Plus Program developped a compelling vision for the learning center: to make the future shine for the people in Bandarawela. Two months later, they pitched their business plan to an external investor – with success! Three weeks later, they found themselves in Bandarawela to implement the business plan on-site, leading into an opening ceremony attended by ministers and members of the Sri Lankan parliament: Hon. Ravindra Samaraweera, Minister of Labor and Trade Union Relations, Hon. Vadivel Suresh Member of Parliament, Hon. Chaminda Wijesiri Member of Parliament and Hon. Harin Fernando, Minister of Telecommunication and Digital Infrastructure.
“SKILLS Learning Center” offers life skill courses according to the locally-felt community need for a minimal fee. The center is designed to meet the needs of the Bandarawela young generation to discover their talent and develop their personality in order to become a self-determined member of the community.
SKILLS Learning Center will provide high-quality and personalized education, with a strong focus on language based training across all levels, personality development classes, as well as courses for new media (Internet and the usage of social media in daily lives).
The learning center is run by local teachers, who are supported by a team of senior executives from the WHU Dusseldorf, the BOOKBRIDGE foundation through its network and the Sri Lankan Scouts Association.
The first students have signed up for the course offerings. Among them, students can develop their personal vision on what they would like to do in their lives. We keep the fingers crossed for Sujitha, her team and her learning center!
Like an adventurous explorer, BOOKBRIDGE fellow Constantin has travelled far all the way from Munich, Germany to live and work in Cambodia. Being 19 years old, Constantin is very young, yet fearless. Never having been to Asia before he worked at our learning center in Takeo for the last six months. Though things were not always easy, Constantin made his way and has learnt a lot about how it is to work and live in an Asian country.
Constantin’s fellowship started in November 2015 and ended in May. He has already returned to Germany where he is now preparing for his undergraduate studies at university. For this, his fellowship experiences can be a good input. Just having graduated from high school last summer, Constantin decided to take a year gap to do a fellowship with BOOKBRIDGE in Cambodia to gain more hands-on experiences in living and working with people from a different culture. Although still quite young, he was very committed and showed great empathy towards the people he worked with.
Constantin made great efforts to bring music (piano) and sports (football) to our learning center in Takeo. The results were mixed as these topics were relatively new to the people in the community of Takeo. Also, the learning center had to deal with other important issues by that time such as organizational management, business sustainability, course management and quality. To reach out to the students turned out to be challenging showing that the learning center has to invest more engagement in bringing the value of music and sports classes to the students. However, it was worth trying it and brought important learnings for future projects.
Besides, Constantin was also very helpful in to coach the Head of Learning Center and her assistant with respect to strategic management and leadership skills. He also managed to raise money to purchase a beamer for the learning center that is now being used very frequently. In addition, Constantin also helped with the local marketing, internal meetings, social media, teacher meetings and much more.
Though Constantin has already returned to Europe, he is still in touch with the Head of Learning Center and the staff to support them from afar. Thank you, Constantin, for supporting our learning center in Takeo and becoming another bridge builder!