He gave a brutally frank account of the strings attached to aid and questioned the criteria and agendas set by western aid agencies in disbursing aid. The Times of India comments, “As we have seen in our own part of the world, a plethora of middlemen has come up in the aid business. It is they who negotiate on behalf of the voiceless dispossessed and it is into their pockets that the bulk of the aid resources goes. (TOI: 8.2.03)
Brief accounts of four projects which have in common:
- they have voluntary organisers or co-ordinators,
- they are supported by voluntary fund raisers in the UK,
- centred on service to the young
- and staffed by well-motivated and capable local people.
Ben Parkinson and the Butterfly Project in Uganda
The Butterfly Project was founded in 2009, recruiting able and socially concerned children from rural Lyantonde and slum areas in Kampala.
The initial recruits are now young changemakers, winning awards, and establishing social projects, attracting international funding for their work. They are creative thinkers, working to solve some of Uganda’s social problems, forming a team used to working with others on projects, most recently the Slum Run for children working in quarries, the Active Youths magazine and the Changemaker Band.
There are now almost 40 young changemakers who are in or have completed their training, which starts with a one-year intensive programme in Kampala, then continues with support and guidance, through giving opportunities to deliver and participate in youth programmes, as they go through school.
In Year 1, tuition is paid for Butterfly members in a school in Kampala, but the plan, for all subsequent years, is to teach members in a specially empowering school, to be called the Chrysalis Secondary School, which will encourage its students, whether they are a member of the core project or not, to see themselves as architects of change in Uganda, just as Butterfly Project members already do.
During term-time, the school will offer regular ICT training to its pupils, both during the school day and after, helping some to become programmers and games designers. Regular sports, athletics, netball, volleyball and football, will be provided. Children are encouraged to expand their vision, by engaging other leisure pursuits, to discover their passion and how they might focus this passion by becoming a changemaker. The Butterfly Project believes in play for young people and will include games (sports, boardgames and computer games) in both teaching and leisure time.
Christine Parkinson and others raise funds in UK via CYEN.
The Sacred New Era (SNE) School in Ladakh
The Sacred New Era (SNE) School provides holistic education to those in need. Founded by Shabir Banday, with the help of his parents, friends and supporters, the school opened in 2001 with 5 pupils aged 2½ & 3 years of different faiths and ethnic groups, from villages around Leh, and even further away.
Progressive knowledge is offered. This does not mean abandoning the age-old culture but upholding the rich heritage and promoting it along with modern concepts.
A Montessori approach encourages children from an early age to think for themselves and become aware. This school is different from general Ladakhi Schools and is growing because parents are realizing its beneficial qualities. It offers a unique education and is an example of diverse communities within Ladakh working together.
The main difference between SNE and other private schools in Leh is that children and teachers are from Buddhist, Muslim and Hindu backgrounds. In addition to their general studies/subjects, they are also taught their own basic religious studies. They work and play alongside those of other Faiths, where friendship and knowledge can contribute to tolerance and understanding between faith cultures—so vital for our troubled world today.
On 2nd July 2011, Denise Moll, Rachel Tolmie, Phillida Ball and Shabir Banday got together and founded SESOL Charity (SC041237) in Scotland. The primary aim of the charity is to help SNE School in India, and also to help disadvantaged communities in Scotland.
In the latest newsletter, Shabir Banday and Denise write about challenges faced by the school. The government decreed that the school could only teach pupils up to 12 years, so the older class and 2 of the teachers had to leave (all have done well since then). The building, which had enjoyed a solitary life, was now being crowded in by much building of houses all round it, and they lost a crucial playground … building in Leh has accelerated almost as much as in Europe, with hotels popping up everywhere, some roads being tarmacked and many improvements made to attract tourists. The school building also was in need of some repair and decoration. Throughout this period, the teachers have been patient and understanding. It was a real test for their commitment to the school. They showed enthusiasm and belief in the school, its teaching and place in Leh with regard to other schools. They are all owed money as, during the unsettled period, payments were deferred. After much discussion and thoughtful consideration, they decided they themselves could not find a better school in Leh and banded together to do what they could to keep SNE alive and kicking. They donated spare time to making necessary repairs to the building and painted it from top to toe. Money had been put aside for the needed materials, and they prioritised this over their own pay which has amazed and awed Shabir’s family and myself!
Whilst in Ladakh last year Shabir had meetings with a wider group outside the School about the piece of donated Government land on which it is proposed to build a new SNE School with greater facilities. First, a wall needs to be built round the land for protection, and the land levelled. He met with an architect to discuss a draft design for a new school building, and the architect, together with a small group will be seeking appropriate funding.
Grace House, Cambodia
Grace House Community Centre works in several villages between Siem Reap and Tonle Sap. Little of the tourist dollar reach the families who rely on subsistence farming and fishing. Bridget Cordory (Chair) is one of the original founders of GHCC and managed the project in Cambodia for 8 years and remains actively involved with GHCC. Her husband, Alan, remained in Cambodia as Bridget returned to work in social care and the arts in Gloucestershire.
At Grace House we strongly believe education and inclusion will improve the livelihoods of this generation and the next. Our programmes start from early years and continue through to further education. Sometimes poverty leads parents to place their children in orphanages; we support the families ensuring children remain in education in English language, health, leadership, IT, training electricians and craft and stay in the family unit.
Starting with a converted Khmer house and 70 students GHCC has grown to educating 300 + students in 8 classrooms, a library, IT suite, electrician’s training room, 2 social enterprises, special needs classroom and small group home. In providing opportunities to learn vocational, craft and language skills, families will increase their ability to earn an income or run a business, enabling them to become self-sufficient.
Grace House Community Centre intends to achieve this by –
- Educating the children in English Language and ensuring they receive a state education.
- Supporting families while learning new skills and setting up new business with the help of micro loans.
- Access to health care sanitation, clean water, dry homes and safe electricity.
- Encourage inclusion of children with special needs in Siem Reap Province by enabling them to receive specialist education and a safe, caring environment for respite and transitional care.
Learn more and see the video pictured above here: https://www.gracehousecambodia.net
VRI: Amarpurkashi, Uttar Pradesh : the project continues, but the volunteering scheme closes
Australian born Jyoti and Mukat Singh set up the International Task Force for the Rural Poor [INTAF] twenty years ago after seeing that most well-intentioned policies of various governments to uplift the rural poor have either failed or proved ineffective.
In addition to routine activities, connected with the school, polytechnic, eye camps and sustainable farming initiatives, VRI took part in a campaign against industrial pollution in and around the village of Amarpurkashi, covered here in 2011. Mill owners had been dumping live ash on the roadside where cyclists and pedestrians walked or rode and many suffered serious burns. Tons of ash from two paper mills were deposited on the banks of the river and by national highway 93, coating buildings and plants in a black dust, harming passersby and residents. As a result of breathing such heavily polluted air, local people developed respiratory problems – in the worst affected areas, as many as 1 in 2 people suffered from asthma.
The stench of chemical effluents polluted the air of the surrounding villages and black dust from the factory chimney blew far and wide. The water table dropped dramatically as the factories used huge amounts of water and all the roadside ponds dried up. The underground water supply was also polluted, causing a rise in the number of people suffering from jaundice and villagers were forced to pay for ever-deeper borings to ensure a clean water supply.
As part of the campaign, VRI’s co-founder, Mukat Singh, and many other local people fasted, an agreement was reached with the Sub-Divisional Magistrate and decisions were made which addressed the problem.
“I am glad to say that everything I saw in the project supported it. Amarpurkashi is no longer a suitable place for volunteers, although visitors will always be welcome. “There is no longer anyone in the project who can guide and help volunteers. This has always been an important part of the scheme. Volunteers definitely need someone, preferably a woman since most of our volunteers have been women. However, that person has to be able to speak reasonable English and be able to help volunteers with the use of toilets and bathrooms, the food and various customs around eating and so on. There is no one now who can do that.
“It is also essential that there is something for a volunteer to get involved in while they are in the project. However, the success of the project means that there is nothing now that a volunteer can do. The project is fully staffed with local people. Volunteers have always had difficulties because of the language barrier and significant differences in the way things are done in India”.
She ended by saying that the scheme was closed at exactly the right time and adds that “Fortunately, there are many new projects to be found on the internet where volunteers from abroad can be recruited for specific roles”.
We wish Jyoti and Mukat a peaceful and rewarding retirement. Read about their work on the VRI website.