And There Were Five: Sarey's Schools Out Again

Sarey didn’t have school on Friday.

“All the teachers have a meeting,” she said.

“An all-day meeting?”

“Yes”

And she didn’t have school on Monday and Tuesday. Nor, today.

“Grade 12 exams,” she explained.

So that is four days of missed school. Then add another four days to the meeting-exams routine at mid-term. And add several more for when the teacher didn’t turn up or simply sat in class as they didn’t feel like teaching.

Then there is the four full days when she won't have class because the teachers will be marking exams. Again repeat this for the end-of-term.

Ah, teachers and the example they set to the young.

Most Cambodians Lack Functional Literacy Skills

'A literacy survey (UNESCO/UNDP, 2000) estimated that only 36% of the population is literate in terms of being able to use their literacy skills for every day life and income generation while another 36% of the population (approximately 2.6 million adults) are illiterate and 27% are semi-illiterate (1.9 million adults). Combining these two figures indicates that 63% of the population’s literacy skills are below the functional level. 63% of 14 000 000, the approximate number of people living in Cambodia, is approximately 8.8 million. Hence, nearly 9 million people living in Cambodia are in need of literacy instruction.'

~Jackie Rosenbloom, February 2004 in 'Adult Literacy in Cambodia: A Research Report.'

That just 36% of the Cambodians are literate seems the general consensus of a number of research and reporting efforts on the subject. These atrocious figures are despite the fact that the Cambodian Constitution is supposed to guarantee every child nine-years of free education. Clearly though many kids aren't making it to school, of if they do get there, grossly under-paid and under-trained teachers are not capable of delivering the standard of education required. Or anything like it.

Adult literacy programmes have some success. But again with pay rates of just $250 per year for adult literacy teachers, quality instructors are hard to come by. Sometimes they are considered qualified solely on the basis that they finished grade nine. It doesn't help that such teachers are only paid once per year, if at all- some haven't been paid for their last two years of work.

Tragic stuff: Especially when there is clear evidence that a mother with a basic education is both far more likely to keep her kids healthy and ensure that they too go to school.

Awful Orphanage Organisation

Sunday teaching at the French-run orphange begins at 8.00 in the morning. I arrive a few minutes early and the place is deserted. Finally, Chit, an older boy with solid English skills appears. Many of the students have gone to church today, he tells me. And some are cleaning, he says.

That's typical of the orphanage's organisation; while they initially welcomed the appearance of an English teacher they now take it  for granted and are proving incapable of having their charges ready for study. They should know better; the chance to have a native-English speaking teacher is rare for most Cambodians.

"I'm going home," I said to Chit and his face dropped.

" I come here every week and every week I have to wait," I told him.

He understands but wants to continue his English study, as do a number of the other kids. And of course it's not their fault that the Cambodian adults there can't get their act together.

We talk some more and I make it clear to him that I want students who are really keen to study. That's because I am not here to teach a lot of students a little English; rather I want to teach a smaller number of motivated kids to a level of proficiency that truly helps them get decent jobs.

He's excited about that and so are some of the others. They are going to talk to the director of the orphanage and try to sort something out. It's a little unfair that they have to do so but the director speaks little English and dithers around so much that I'd likely lose my temper.

We'll see what happens next week. It's their last chance and while that may be hard on some of the kids we are not here to waste our time.

Opening for Business

The opening of our Centre of English approaches. Cards have been printed. 3,000 advertising flyers will be distributed over the next few days. The classroom is ready. Lesson plans have been prepared.

But does this mean that we will get the paying students that we need to support ourselves and do the other things we wish to do?

I've got no idea.

It's difficult in a country that is so unlike our own to gauge the likely level of interest in our centre. Sure, we know that Cambodians are enthusiastic learners of English, but how many can afford the rates that we are charging? We hope that there will be enough that can. Our market research shows that there will be enough that can.

 Ann's confident. I have nagging doubts. At best we are expecting a slow start. We'll know soon enough.

If we don't get enough through the doors it won't be a disaster. Plan B says that we get jobs at an established school. That should be a simple proposition. And from there we will be able to get private students- a few at a time- that will enable us to kick the job, work for ourselves, and do the other things that we came her to do.

A Cambodian Classroom

No matter what country the classroom is in there is always a group of boys sitting down the back looking for trouble, isn't there?

It's the same here in this rural Cambodian classroom by the look. But their idea of trouble is probably a lot tamer than their western counterparts; Cambodia is a conservative society, students are mostly well-behaved and their teachers still much-respected.

It's interesting that the desks in this class are free of graffiti, much of the school furniture in neighbouring Thailand is covered in it.

Les English Teachers

There is a primary school- the dusty, dirty, bereft of all resources type found all over Cambodia- just down the road from our new home. We dropped in; for out benefit really as it would be a good opportunity to learn more about the Cambodian education system and its students.

We got to talking and offered to teach for a few hours a week. After much confusion, hand signals, telphone calls and translating, they accepted.

Turned out though, we weren't talking to the head of the school, but rather the head of the French-sponsered orphanage that was housed within the grounds. That wasn't what we were after; we really did just want the experience of an everyday Cambodian primary. But it was just one of those situations- once in was impossible to back out. And so classes would begin in a week; we will review it in a month to see if we have the time available to continue.

And we are happy to be back teaching again.

Vinga!

Cambodia or Thailand, it doesn't matter; kids love to play Bingo. Pictured here are Cambodian and Thai students improving their knowledge of English vocabulary in a fun way.

We have played it in class, at school open days, English camps and as a bit of impromptu fun; it's always a success. It's particularly good for shy students and those with limited English as it is a simple and non-threatening game to play; that's a fact easily demonstrated as hordes of once reticent kids show an eagerness to take part once they understand the rules of the game.


For some reason the Cambodian tongue has difficulty getting itself around the pronunciation of 'Bingo.' Vinga they enthusiastically shout when they win the game!

The Gang and Ann

We had never met any of this gang before but they were keen for a photo so I took one! The kids are all from the school nearest the centre where the girls live. One morning we had a quick wander through and because foreigners in this area are an extreme rarity we soon drew a small crowd that stayed at a shy distance. These were happy, polite kids with huge smiles and whilst the school has some aging classrooms it has very little other facilities or teaching aids.