“Young people today are losing faith

and pride in their own community as well as local wisdom.

More and more youths leave for the big cities
and finally walk into the traps of capitalism.”

Chockdee Poraloganont,
owner of Suan Loong Chock (Forest Farm and Organic Garden),
Nakhon Ratchasima Thailand

Caption: There may be no trace of beauty in old buildings,

but instead the ‘true value’ and ‘local knowledge’ have been passed down
from generation to generation. We have to revalue it.
Place: Thoong Kwai Gin, Rayong, Thailand
Photographer: Tawan Pongphat
 1

EDITOR’s Note

Educating Ourselves, Redirecting Our Future

“You have to study hard so that you can get good grades, so that you can enter
good a university, then get a good job, get a good salary and achieve your most
desired dream in the future” These were the lessons that my parents taught me
when I was little. And I believe that almost everyone had heard these lines when
they were younger or even until now. But once we got older, we’ve become more
insightful and curious about our life and everything that surrounds it. We discover
many things, commit mistakes and learn from them. Moreover, we've become more
sensitive and critical on events happening in ourselves, family, friends, community,
society and around the world. At the end of the day, we somehow become our
better selves because of our improved understanding of the world. This is the ideal
cycle of one's education.

Education for the sake of earning a good amount of money, I believe, might not be
enough in making us fully capable of changing the world. Real education should
advance best aspects of both local and global values. It must inspire young people
as our future leaders and followers to become good children, active community
members and effective citizens. One must understand his/her responsibilities in
helping create a better world for everyone.

In 2015, ASEAN Member-States are engaging governments and their peoples in the
most awaited “ASEAN Community”. Are WE really ready for this transformation?
As I write this editorial page, Southeast Asian youth are still struggling with heaps
of personal and social challenges. They are faced with the threats of irresponsible
development projects, discrimination, illnesses, natural disasters, corruption, climate
change, high rates of illiteracy and lack of meaningful spaces for participation. With
these challenges, still taking place, I couldn't help but wonder, what lies ahead in
the next few years? How can we make a more resilient and effective ASEAN
community in the next few years? We must acknowledge these realities right now
and, definitely, the answer lies on our hands.

Quality education is the basic foundation of our knowledge and wisdom. It is our
only way to make ourselves capable in improving our lives and the lives of others.
Our beloved region is in dire need of young people with the will to learn more
about life and its wonders, who value their communities, who have deep social
awareness, who are innovative, creative and who respects cultural diversities.

This inspiring issue, for and by the youth, on ‘educational alternatives’ aims to
encourage YOU, the future leader of ASEAN, to reflect, rethink, relearn and unlearn
in order to inspire you to join the movement in redirecting and shaping our the
future of our region. I strongly hope that we join hands in making a more
sustainable and building a more peaceful and a just Southeast Asian region and
Planet Earth! Our ASEAN! Our Spirit! Our Sustainable Community!

Netting Jaruwan Supolrai

Editor
 -1 Dear editor---6
Editor’s Note--
sean map’---8
s---4 ‘all over the a eir education
Gue st writer ic e o u t f o r t h
youth vo

update from c o u n t r y update---14

o rum 2010---13
asean youth f
higher than
n---46
cts of high educatio
6 radical a e r natives---21
n a l a l t
educatio
o v i e r e v iew---56
m
on for ---58
the reas es----51 b ook review
mil
golden s

CON T E N T
 3

EDITORIAL TEAM
Publisher
ASEAN YOUTH MOVEMENT

Executive Editor
JARUWAN SUPOLRAI

Consulting Editors
SOMKID MAHITAYA
SUPAWADEE PETRAT

Editorial Staff
BOONSAN RANSIKARBUM
PIMSIRI PETCHNAMROB
CHONRADA NARAWASINCHAI

Contributors
AUNG MARM OO,
BOONSAN RANSIKARBUM,
IAN CHEW, ISWANDY AHMAD,
LOI LUU, NITTAYA SEANBUT,
The ASEAN Youth Movement (AYM) was PATCHAREE PABUA,
established in 2009 as a creative and PIMSIRI PETCHNAMROB,
SINET SEAP, TATUM XAYPANYA,
innovative regional platform and advocacy ANNE LAPAPAN SUPAMANTA
campaign space for and by the Southeast
Copywriters
Asian youth. Members come from various KEITH BENNETT, JOSH GOHLIKE,
walks of life. They are mostly students, DORIS BLOUIN, KEVIN B. MARLIER,
JEANNE ROSS ATCHINSON,
young professionals, grassroots activists, TARIK ABDEL-MONEM, KARIN FRODE,
NGO workers, entrepreneurs and TALIA RADCLIFFE,
community leaders. All with the common JOEL MARK BARREDO

vision to regularly share their experiences Guest Writers

and support each one's efforts to realize a CHENG LITA, MONGKON DUANGKHIEW,
SURASAK WITOON, CHAN MYAE KHINE
more sustainable, just and peaceful
Southeast Asia. Photo Contributors
ALEXANDRE SATTLER
WIPAWADEE PANYANGNOI
TAWAN PONGPHAT
FRED ALIX

Our ASEAN! Our Spirit! Graphic Design & Art Work

CHONRADA NARAWASINCHAI
Our Sustainable Community!
Editorial Office
Thai Volunteer Service,
409 Soi Rohitsook, Pracharajbampen Rd.,
Huay-Kwang, Bangkok 10320 Thailand

Tel/Fax: (66) 2691 0437-9

aseanyouthmovement@gmail.com
www.aseanyouthmovement.org

Printing House
TQP COMPANY LIMITED
4
Surasak ‘Geng’
Witoon, Thailand
Being a native of Ubon
Ratchathani, a Thai province of neighbouring
Southern Laos and Cambodia, Geng, 26, is very
proud of his Northeastern (Isaan) cultural and
local identity. Fond of linguistics, Geng
majored in English and Communication at
Ubon Ratchatani University. He is now doing
his master’s degree in Teaching English as a
Foreign Language at Thammasat University in
Bangkok, aspiring to become a good teacher in
the near future. Apart from languages;
humanity, social sciences and Buddhism are
also areas of special interest. Geng is actively
involved in various volunteer activities of the
English Crazy Club for example teaching
English to students in rural areas back in his
community. In this issue, Geng has reported on
‘All Over the ASEAN Map: Youth Voiced Out
for Their Education and has covered the
feature; Thailand: Alternative Education Brings
Youth Home!
GUEST
WRITERs
Cheng Lita, Cambodia
A 20-year-old
sophomore journalism
student, majoring in
Media Management at
the Department of Media
and Communication, Royal
University of Phnom Penh.
Lita is working as a reporter/writer for
LIFT Magazine-www.phnompenhpost.com/LIFT.
LIFT is an essential English magazine for Khmer
youth about education and career. The stories Lita
covers generally concern education, technology,
lifestyle and youth issues in Cambodia. Besides
writing, she also has a strong interest in
volunteerism. Recently, she is an active volunteer
member of the youth media team of
Cambodia-Thailand’s Road2Peace project
promoting peace between the countries of the
region. In this issue, Lita has written feature stories
on Myanmar, Cambodia and Indonesia.

Mongkon ‘Art’ Duangkhiew, Thailand

Originally from Chiang Mai, Northern Thailand, 26 year-old Art is
now working as an alternative education volunteer for the Creative
Youth Group (CYG), based in Suratthani, Southern Thailand.
Art and his youth group are actively involved in the ‘alternative
education’ movement in Thailand. He believes that this is a very
important key issue for youth development in Thailand and
Southeast Asia. Even after graduating university, Art kept searching
for the real meaning of education – until finally he found it all at
CYG. This issue, he shares his journey of learning with us through
the story ‘Higher than High Education’.

Chan Myae Khine, Myanmar/Burma

A 22-year-old-dreamy girl who is all for Myanmar language, blogging
and volunteering. After graduating from Yangon University of Foreign
Languages majoring in Japanese, Chan joined the National University of
Singapore for System Analysis Diploma. Despite of being a programmer,
she loves all kinds of art, especially writing and photography. She is a
dedicated supporter of youth action, ASEAN, ideas and travel. Her best
project so far is; http://whatismyanmar.tumblr.com/ where interesting
facts about Myanmar are revealed, especially regarding culture and
travel. The project was created for the purpose of letting foreigners know
more about the real Myanmar. In addition, Chan was also a TED translator
and TEDx organizer in Myanmar in 2010. Discover why people in
Myanmar have golden smiles by reading her travel feature; “The Reason
for Golden Smiles”.
 5

“The illiterate of the 21st century will not be those

who cannot read and write, but those
who cannot learn, unlearn, and relearn.”

ALVIN TOFFLER

Caption: A learning procedure is achieved through the program

which encourages the children to absorb and learn
more about their roots and local way of life.
Place: Ban Paknam Prasare, Rayong, Thailand
Photographer: Tawan Pongphat
6
Dear Editor
After reading the PEACE issue,
I really want to thank Mee Mee for
her update from Burma. “Fund
Raising for Youth Network Forum” is
an amazing experience that has
made us change the way we are
conducting our fund raising.
Normally, we just make a press
release with a call for donation and
sometimes we make appointments
with companies and NGOs that we
have already received information
from. This approach doesn’t help us
to a great extent since we always
encounter many problems with
donors refusing to give their money
for free. However, thanks to Mee
Mee’s update, I realize that we have
found a new smooth way of
working.
Luu Loi, 20, an engineering student ,
Hanoi National University, Vietnam
My name’s Jang and I am
currently working as a teacher in
the rural area of northeastern
Thailand. In my view, AYM is one
of media sources that proves the
success and power of the ability of
the ASEAN youth to express their
creative ideas on how to develop
their countries. AYM is reflecting
the great enthusiasm of the
ASEAN youth to improve the
situations in their countries and
for ASEAN to become a better
region. As one of the young
people in Southeast Asia, I am
very grateful for AYM and all the
news they have given us. The
messages in AYM make me realize
the importance and strength of
young people. They are the
connecting power that acts like a
bridge between ASEAN countries.
They link dreams, hopes and good
intentions of developing ASEAN
countries
.
Jittaporn Seantaweesook, 25,
Ubon Ratchathani, Thailand
 7

The most important point that

touched my heart when I finished
reading the previous issue was how it
showed everyone in the world,
especially me, how strong and
important the youth are in engaging
with ASEAN issues. It is vital to alert
them on essential issues for them to
get involved with in order to
Hello ASEAN Youth! My name
advocate positive change for the
is Dorian Roffe-Hammond. This is
future of all ASEAN countries.
my first time writing something
Furthermore, I appreciate the
for this publication. You may be
editorial team who provided space
asking yourself why an ordinary
for the youth representatives from
person in the United States would
each country to speak out and
be interested in the people and
address their concerns and
culture of Southeast Asia, Laos in
achievements at national level via this
particular. Well, my professional
publication and the AYM website.
direction took a major spiritual
Last but not least, I would like to take
turn several years ago. I decided
the opportunity to give a big thank
then to devote the remainder of
you to the AYM team’s country
my life toward environmental
representatives for their successful
sustainability work in the Mekong
print and online contributions which
Region. Moreover, I want to assist
we will remember and rejoice in the
communities and protect the
future. Please continue your good
Mekong from the destructive
work.
effects of the hydroelectric dams
being constructed by China and
Sinet Seap, 26,
other international groups. I know
Phnom Penh, Cambodia
that there are many thousands of
like-minded souls in Asia who
want to achieve the same goal.
What do you care about in your
community?

Dorian Roffe-Hammond,
Water Resources Planning &
Global Policy student,
Nebraska USA
 “
8
In my

All Over the ASEAN Map

op on, a
ini
good education
is ‘a process

Youth Voiced Out

after which
students
become

for Their Education

well-informed, active
ns,
and responsible citize
rfo rm a
competent to pe
n su rvi va l’.
career for their ow
In our country, educ ati on al ref orm
CAMBOD

“
t ne ed sin ce the
is the most urgen re
es no t nu rtu
current system do Nowadays, discrimination in the
co me go od
students to be education system is another problem
citizens but merely the
tools of the in Laos. Students under the patronage
military
dictatorship.”
“ of big people get accepted to schools
without having to work hard. As a
result, good students are discouraged
to study because no matter how hard
Minn Latt, 36, Thanbyuzayat
they are working; without support
from big people, their future is dark.

MYANMAR/ This is the silent dilemma in Laos.

Tatum Xaypanya ,24,
a university student, Vientiane
BURMA
LAOS PDR

“ In our country, children don’t have enough facilities at schools.

For example, crumbling buildings make it very dangerous for
students to learn and do their best. This lack of facilities
encourages more youth to dedicate themselves for the sake of the
future generation of Indonesia. Several movements are currently
working on improving education for Indonesian students, by e.g.
building and renovating schools, as well as sending teachers to
volunteer in less developed areas. They are our hope for
educational revolution.
Haikal Eki Ramadhan, 17,
IND
a high school student, Jakarta
 “
9

Corruption in the
Vietnamese education

“
system is very common.

I E T N A M Before exams, many

In te
equa rms of ed
V students are even able
to bribe themselves to
good results. As a result,
effici l accessib ucation, many of their fellow
educ ent educ ility to g
DIA help
a
apac
ity e
a
and c tion budg tion servi od qualit
t , inst c
o
e s, na y and
students have to follow
their example since
stude building itutional tional whoever breaks this trend
challe nt fo de
nges s in remo r decentr velopmen will be considered odd and
issue f t a
s mu acing tod e areas a lization to t may face difficulties
educ s t urgen a y ’s Ca r e the m
ati tl m a in their life. A good
Throu on plans y be put i bodia. Th in education for me is one
g f o nt e s
gove h clear ar r practica o all natio e free from corruption,
rnme range l imp n al
the b nt m leme
udge must also ent, the ntatio
n.
where everyone is
the m t is spe
ost e
ffe
in res ctive out rve
pect
to ed omes
en
nt to sure that
se
c
ucati
on.
“ assessed on basis of their
own academic skills and
where they are truly equal.
“
Nghiem Thi Loan, 22,
a university student
Som Monorum , 23,
a volunteer program officer,

“
Phnom Penh

The private sector is currently the leading sector in

providing good quality education. However, the
private schools they create are very expensive and
therefore inaccessible for most young people. The
Government nevertheless argues that they do not
need to build schools since the private sector is
“
already doing that. However, they must bear in
mind that these schools are not accessible for

DONESIA everyone.
Rachel Arinii Judhistari, 22,
global youth coalition on HIV/AIDS, Jakarta
 “
10

“
A good education is
not just being educated
to find well-paid jobs; the
top priority rests on the The problem of the
socio-cultural aspect. In any Malaysian education
reproduction activities, social relations system concerns effective
must dominate the mode of implementation. Like
economic relations. For it is when most countries, Malaysia
culture and tradition are respectively has a fairly decent
academic syllabus - on
concerned, workforces can be treated “ paper everything looks
equally in our society. fine. However, in reality
there is much space for
Pang Thamanovanish, 21, improvement. Innovative
a university student, Bangkok teaching pedagogies are
only partially
implemented due to
administrative
mismanagement and

THAILAND
policymaking flip-flops.

SIN
The Malaysian education

system should aim to be

more outcome-based. All

“
parties that have vested
interest in education
must attempt to answer
the following series of
questions; "What is the
outcome - Define
outcome - Make sure all

MALAYSIA
levels of organization
understand outcome -
How can we achieve the
outcome
“
Ian Chew, 19,
Founder of Dialogues -
Platform for Educational Reform,
Kuala Lumpur
 “
11

Even though educational

facilities for students in remote areas are not thoroughly
available, this problem is being lessened every day.
One generation ago, as much as
one-third of the children never
attended schools. Today, most
students complete primary school
Brunei
Darussalam
and the majority of them are able to
attend secondary school and above
since government-funded schools
are free of charge. Scholarships, Iswandy Ahmad, 26,
transportation allowances and youth advocate on HIV & AIDS
hostel accommodation are & youth issues
also provided by the
government to ensure
“
a better education
in Brunei.
VIETNAM
“
Because of the deeply rooted traditional

NGAPORE
teaching methods, children are not
allowed to question, but only to follow
instructions. This is why our country is
I personally feel that underdeveloped and facing many

“
Singaporean education problems nowadays. For this reason,
focuses mainly on grades there is an urgent need to provide our
rather than students’ young generations with a critical way of
capabilities to work smartly in thinking and enhance their analytical
real lives. Most students rely on thoughts as a gateway to “
memorization while college and university global communication
students drown themselves in books to and vehicle for
receive good grades. This merely serves to impair transnational
their abilities to achieve the creative way of thinking networking.
and practical intelligence that are greatly required in
today’s societies. It is therefore time to lessen rote
Nguyen Huu Quy An
learning and include content and comprehension-based
syllabuses in all levels of education in order for students
to be able to keep a balance between their education
and real lives.
“
Rusty Goh, 25,
ring student,
an aerospace enginee
l University
Nanyang Technologica
12

“ THAILAND
The quality of education has becoming unhealthy and our society
is getting weaker and weaker. Thai students are living under constant
and severe competition and stress from their studies. They are trained
to have labor skills in order to serve the needs of the marketplace.
The core meaning of real education is all about being able to live your
life in a ‘harmonious way’ with others people and the nature. As
human beings, we have to learn to provide quality education that
promotes understanding of the nature as well as ourselves. It is only
then that the competitiveness can be reduced and we can live with
more happiness and sustainability in our short lives.”

Pichate Benjamart, 26,

Alternative Education Volunteer, Satun “
“ Our country has the highest literacy rate
among Asian countries. Nevertheless, our
indigenous brothers and sisters have the
highest illiteracy rate among Filipinos because
they are victims of oppression and
marginalization. However, I truly believe they
make a big impact in writing the future of our “
nation. A good education should never neglect
any potential minority students.”

Jerwin J. Capuras, 19,

a minority nursing student,
University of Mindanao, Davao City

THE PHILIPPINES

UPDATE from
ASEAN Youth Forum 2010!
Ba Vi district, Hanoi, VIETNAM – September
21-23, 2010, over 50 young people from
seven ASEAN countries gathered in Hanoi,
Vietnam sharing our experiences, our
ideologies, our thoughts, our hopes and
our dreams about ASEAN, the place where
we belong.
According to ASEAN community policy
which will be completed in 2015, ASEAN
Youth Forum or AYF is a regional platform
for youth in ASEAN to meet, to discuss, and
to exchange ideas and images of ASEAN
community that we want to see and be a
part of. This regional platform provides
space for young people from every sector
and every level throughout ASEAN. Even
though we are from villages in remote
areas, government or civil societies, our
voices are equally respected in the AYF.
During the AYF 2010, youth from Burma,
Cambodia, Indonesia, Laos, Philippines,
Thailand and Vietnam focused on five
main issues; Quality of Education,
Environmental Sustainability, HIV/AIDS and
Access to Health Care and Services, Human
Trafficking and Meaningful Youth
Participation. After three days of hard work,
we drew up a Regional Youth Statement
www.aseanyouthmovement.org or www.facebook.com/aseanyouthmovement
13
by Pimsiri Petchnamrob
which voiced our concerns and our
demands to the ASEAN leaders.
Additionally, we also set up a youth
workshop for the ASEAN People Forum to
raise the five main issues according to what
we had discussed. This workshop was just
not the stage gathering the ASEAN youth
together, but it was the space for ASEAN
youths’ expression and the standpoint of
ASEAN youth who want to see the equity of
their own ASEAN in the near future.
As people all know, ASEAN is magnificent
and beautiful because of natural and
cultural diversity in the region. We also
shared different cultures, beliefs and ways
of life throughout many joint activities and
fruitful discussions. AYF is not only the
platform for ideologies but also for
meaningful friendship among young
people in ASEAN countries. We learned
from each other, from differences, and
through strong mutual agreement and
grew a mutual understanding and love that
want to create a better tomorrow for our
region. We are looking forward to meet, all
of us, again for the next ASEAN Youth
Forum in Jakarta, Indonesia.
See the Regional Youth Statement at
14

LESTARI: “If life is a journey, BRUNEI

LESTARI is the boat”
– LESTARI Graduate DARUSALAM
by Iswandy Ahmad, Youth Advocate on youth issues and HIV & AIDS

The World Health Organisation has defined life skills as “abilities for adaptive &
positive behaviour that enable individuals to deal effectively with the demands and
challenges of everyday life”

Recognising the importance of having good life skills for social issues prevention,
Brunei Darussalam AIDS Council (BDAC), a Non-Government Organisation which
reaches out to young people by using positive peer influence, organised Life Skills
Training (LESTARI).

Since 2004 until January 2011, the programme has seen 276 ‘graduates’ complete
the 4-day & 3-night programme.

LESTARI is a programme for that teaches young people various life skills in
interactive & youth-friendly settings. It is a
physically, mentally & emotionally challenging
programme, but the outcome can benefit the
participants in their future lives. LESTARI
comes from the word “Lestari”, which is a
Malay word that means “sustainable,” or “to
continue, preserve & revitalize.”

The participants learned about leadership,

time management, self-confidence,
teamwork, decision making & the most
important of all, virtuous values, all in a
youth-friendly environment. All this is
important for our youngsters to face the
future. As quoted by Franklin D. Roosevelt,
the 32nd President of the United States of
America, “We cannot prepare our future for
our youth but we can prepare our youth for
the future.”
 15

T NA M
V I E

‘Red Sunday' blood drive collects

over 1,400 units
by Luu Loi

The event was organised for 9 Jan 2011 by the Vanguard

Newspaper, National Institute of Haematology and Blood
Transfusion (NIHBT), and the Ho Chi Minh Communist Youth Union.
It was part of the nationwide youth festival for humanitarian blood
donation launched by the Youth Union.

‘By beginning 2011 with a blood donation festival, the Youth Union
hopes to encourage compassion among millions of young people to
share the difficulties of patients and doctors during the blood
shortage period," said the HCM Youth Union Secretary Nguyen Dac
Vinh at the event. The organizer said more than 21,000 people
registered to give blood. Donors included students, artists, and
locals from Hanoi

The Youth Union said the blood donation festival, with the theme
“Share the youth blood – For community health”, was also held on
Sunday at 12 other provincial youth unions across the country. The
remaining areas will hold the event later this month.

The nationwide festival is expected to collect about 40,000 blood

units from the 82,000 people who've registered and attract about
150,000 youth participants.
16
MYA
NMA
BUR R/
MA
The 7th Anniversary of
World Youth Day for Democracy
by Aung Marm Oo

On October 18, 2010, the 7th Anniversary of World Youth Day for
Democracy was jointly organised in the Thai-Burma town of Mae Sot, Tak
Province. It was led by Students and Youth Congress of Burma (SYCB) in
cooperation with other Burmese youth organisations. This was the first
time that the Burmese youth jointly organised such a large event for the
World Youth Day for Democracy.

About 80 students and youth participated in this event, where former

student prisoners served as guest speakers sharing their bitter
experiences in different prisons of Burma. Groups discussed different
experiences in the prisons, youth’s role in a society/country, and the 2010
elections in Burma on November 7.

The purpose of this event was to let the Burmese students and youth
know how important the international youth movement for democracy is,
their role in national politics and the development of the country, and
how they are subjected to the dictatorship’s brutal and abusive practices
even though they are the further away from Burma. At the same time,
how they lack educational opportunities and adequate healthcare were
also discussed and shared amongst the students and youth. Thus, they
often are forced to work as child laborers or are recruited to become
child soldiers by the Burmese military regime. Moreover, we also launch
the freedom campaign of Burmese students and youth.
 17

Volunteer for Cambodian

Millennium Development Goals
by Sinet Seap, Youth Resource Development Program

More than five hundred participants from higher education, national

and international organizations, related agents, honored guests from
the government, the French Embassy and the UN, and the media
attended “International Volunteer Day.” The theme was “Volunteer for
Cambodian Millennium Development Goals” on December 5th, 2010
and the event was located at Institute Technology of Cambodia in
Phnom Penh City, Cambodia from 2:00 PM to 7:00 PM. It was organized
by ten Volcam (Volunteer for Cambodia) members, United Nation
Volunteer (UNV), Youth Resource Development Program (YRDP), Star
Cambodia (SC), Youth Star Cambodia (YSC), Cambodia Volunteers for
Society (CVS), Volontaire International (VI), Khmer Youth for Social
Development (KYSD), BBJ Share.it, Youth Council in Cambodia (YCC),
and Youth For Peace (YFP).

The goals of this event were to promote volunteerism, to raise the spirit
of volunteers in Cambodian society, and to thank and appreciate the
contribution of volunteers. The highlight of this event was the start of
the International Year of Volunteer+10 (IYV+10) which is about the ten
years of Millennium Development Goals and the exhibition of Volunteer
Organizations in Cambodia. All the volunteers’ activities, such as the
competitions of songs, slogans and poem were printed out and
disseminated to youth.

This forum is very important not only for youth, but also for all
Cambodian citizens to understand more about what volunteering is. This
understanding will strengthen the solidarity and culture of sharing
through volunteer work to contribute to social development that fits
with the MDG in 2015. Youth alone cannot do it, but we require all of us
to be actively involved.

CAM
BOD
IA
18

LAO
S
Leadership Development
Manual Publication
Written by Tatum Saipanya
Translated by Boonsan Ransikarbum

Altogether, participants from twelve different organizations

attended the project during its six-month span, from April to
September. The long-term activity was organized by the Lao
Youth Network (LYN), which was supported by the World Bank.
The purpose of the project was to publish a manual containing
various games and activities aimed at the main target group-
primary school to university students. The training manual,
created from materials gathered in collaboration with more than
ten partner organizations, aims to improve skills such as
self-development and leadership development through learning
and playing, which would lead all of the learners to be able to
evaluate their leadership progress.

The process of preparing this manual was knowledge sharing,

with the leaders of each organization exchanging about their
experiences. This process took six months with five meetings
starting in April and continuing through last September. The
result of the meeting was that LYN had one thousand leadership
manuals to use in schools and universities.

The expectation for this book is that it offers alternative

educational models for youth to learn outside of the classroom.
 19

THA ILAN
D
The Sharing Market of
Local Wisdom
by Boonsan Ransikarbum, Youth for Local Wisdom Network

Six-hundred children from elementary schools all around

Chiang Mai, the northern part of Thailand, attended the
three-day Sharing Market of Local Wisdom between the 3rd
and 5th of December 2010. The event was organized by the
Lanna Wisdom School and the Youth for Local Wisdom
Network.

The activity aimed to hand down local wisdom from generation

to generation by sharing experience and knowledge from
elders to children and from children to children themselves.
The key message that this activity meant to teach was the
importance of these relationships between people and for
children to live peacefully with one other. Examples of the
knowledge passed down include wooden toy making, animal
metal relief, clay molding, weaving, local dancing, and other
valuable local wisdom.

The Sharing Market of Wisdom was held early in the month

and began with the knowledge needed to sustain local wisdom
from one generation to the next. This is especially true for the
youth in order to help them realize the need to understand
their roots, to see the effects of globalization, and to determine
the direction of their own lives.
20

Hear Us Out 5 Global Issues Conference

by Ian Chew, Platform for Educational Reform

On 13th November 2010, 19 World Issues students in the

Canadian Pre-University Program (CPU) at Taylors University
College, Malaysia organized the fifth Hear Us Out Global
Issues Conference (HUO 5). Loosely based on the theme of
interconnectivity, HUO 5 was an intense hands-on experience
with minimal but crucial guidance from their lecturer Mr. Colin
Boyd Shafer. Apart from the duties in their respective
committees, they also had to conduct a 40 minute workshop
in pairs regarding issues of their concern.

Keynote speakers of HUO 5 were Steve McCoy (founder of

Counterpoint and environmental consultant) and Farish A.
Noor (political scientist and historian). In addition, there was
a diverse variety of participating NGOs, speakers and
corporations ranging from human rights to environmental
advocacy, including WWF Malaysia and Youth Asia. Similarly,
student workshops addressed an astounding array of local and
global issues, for instance Animal Agriculture’s Effects on
Global Warming.

HUO 5 fundraised RM 4000 for the NGOs involved. The urnout

was also encouraging: more than 100 youths attended. HUO 5
was undoubtedly a positively transcendental experience,
serving as the launching platform for World Issues students to
rocket the wildest of their dreams into the future.

A
MALAYSI
 21

6 RADICAL ACTS of
EDUCATIONAL ALTERNATIVES
Mainstream education in Southeast Asia is not in tune with the
realities of today’s changing world, and may not be enough to
address the pressing social needs we face. Educational
alternatives across the region offer innovative and creative
approaches to these issues. AYM searched for these successes,
and present 6 radical acts of educational alternatives!

INDONESIA LAOS MYANMAR/BURMA

EDUCATION FOR PEACE EDUCATION IN EDUCATION FOR

Peace Generation: SPIRITUALITY SOCIAL JUSTICE
It is Time to Rock the Lao Youth Learn Shan Youth Stand up
Peace! Buddhism-Based for their Rights
Education

P.22 P.26 P.30

VIETNAM CAMBODIA THAILAND

EDUCATION IN GREEN EDUCATION FOR EDUCATION FOR

Farmer Field School: SOCIAL CHANGE COMMUNITIES
An Alternative Khmer Youth Learn to Lead Alternative Education Brings
Approach to Green for the Future Youth Home
Education
P.33 P.37 P.41
22

EDUCATION FOR

Pea ce Gen era tio n: It is Tim e to Ro ck

Peace Generation: It is a Time to Roc

Photo
 23

PEACE
the Peace!
ck the Peace!

by Cheng Lita

“I want our world to be peaceful. I'm sure that there are

many people who have the same idea as Peace
Generation and I do.” This statement is from a nineteen
year old Agriculture Technology major named Zahra
Pencerita who participated in Peace Generation’s peace
lesson.

Two years after consulting with Muslim leaders, Peace

Generation was founded by Irfan Amalee from
Indonesia and Erik Lincoln from the USA, with the
support of Mizan, Indonesia’s largest Muslim publisher.

The inaugural training of Peace Generation was held in

July in 2007 in Bandung, and subsequent training
events were held throughout Indonesia. These training
events have brought approximately 500 community
leaders and teachers important principles of peace who
in turn have taught them to about 23,000 students as of
2010.

Peace Generation’s goal is to raise up 100,000 young

peacemakers. In order to reach young children, Peace
Generation has created an interactive book with which
children can learn the twelve basic values of peace
based on local values. The book contains comics, stories
and games. “Young people can learn peace with joy and
fun”, said the founder and director of Peace Generation,
Irfan Amalee in an e-mail.
o by Peace Gerneration Indonesia
24

“I am convinced that to make a better future

we have to work with the new generation --
as Gandhi said, "If you want to make peace,
you have to start with children.”

Being very keen on the idea of peace,
and attending several peace workshops
in the last couple of years, Irfan had
long hoped to start an organization for
peace in Indonesia. In 2007, his dream
was realized when he founded Peace
Generation. “I saw how youth from
different countries share their dream to
make peace in the world. I was thinking
I want to make it happen in Indonesia
too”, Irfan said. “I am convinced that to
make a better future we have to work
with the new generation -- as Gandhi
said, "If you want to make peace, you
have to start with children."
Regarding the youth problem today in
Indonesia, Peace Generation believes
that the media is partly responsible for
the culture of violence among youth.
“The situation is getting worse due to
the bad influences of modern media like
TV, games, the Internet, etc. As far as I
know, there are 780,000 violence cases
in Indonesia among youth at the
schools every year”, Irfan added.
Peace Generation hopes to bring more
people basic peace knowledge.
“Nowadays, the more youth are
influenced by peace ideas, hopefully the
number of incidents of violence will
gradually decrease. This program will
help to build youth awareness of ideas
of peace and nonviolence”, Irfan said,
“We train many youth in several areas in
Indonesia to be trainers and facilitators.
We call them "agents of peace" to
organize peace education and campaign
in their local schools and communities.”
 25

Peace Generation is stepping forward to bring peace to the world. Other countries
are following in their footsteps. Irfan said “Even though my program is very small,
I believe that we can start to change the world with small steps. Some friends in
the Philippines are translating our module, planning to apply it in the Philippines.”

Zahra Pencerita, a student of Peace Generation, believes that studying peace

changed her life. She said, “After I studied with Peace Generation. I felt myself
changed; my life became more positive, more open minded.” She added,
“I want our world to be peaceful. I will start with small things that I can do
-- one is to write more things related to peace.”

Irfan believes that the purpose of education is not to produce smart people who
will produce weapons. Instead, education is supposed to inspire students to
promote peace.
26

EDUCATION IN
SPIRITUALITY
 27

Lao Youth Learn Buddhism-Based Education

by Jaruwan Supolrai

“Learning through a Buddhist-based

educational approach has positively
changed my life,” said Lattana
Phommavongsa, 23, an economics student
from Dong Dok, National University of Laos.
“It is a real life experience that I could not
receive from mainstream schooling.
My entire perspective on life has changed -
it is wider and deeper. I’ve come to realize
the meaning of life, become more selfless,
and I am now more caring towards others
in society.”

In the wake of increasing globalization, Lao

society is becoming more developed and
influenced by Western cultures. “Young
people are flowing into the cities for work
and study, they adopt the cultures of
modernity and technology in their lives.
They are becoming more materialistic and
consumption-driven, and they seem to
have forgotten morality and ethics,” said
Venerable Bounlieng Sychoumphonh, who
initiated the Buddhism for Development
Project (BDP) with a group of senior Lao
monks and activists. “This trend can lead to
the development of social problems.”
Founded in 2003, BDP aims to address
growing social needs in Laos through
Buddhist values by encouraging young
people to live their lives in a good way, and
not misbehave and cause problems that
may lead to social ills.
28
“The teaching approach of our
programs is based on the Five
Buddhist precepts to help youth
realize what is right and what is
wrong,” said Phonexay, a BDP
coordinator. “Listening to the
Dhamma (the Buddha’s teaching)
and practicing mediation are the
core of program activities, and
intended to cultivate mindfulness
and inner peace, so students have a
foundation to lead their lives in
society.”
BDP has three main curriculums
for different categories of youth;
a Dhamma road show for school-
children, a healing and
rehabilitation course for recovering
drug users, and a vocational
training program for young
migrant workers. BDP’s work
mainly covers Vientiane, Luang
Prabang, Champasak, and other
parts of Laos.
The trainings have broadened the
life perspectives of BDP students,
and created a greater awareness of
how morals are related to social
problems. It has also cultivated a
sense of responsibility as citizens in
society. “Migrant workers who used
to work in Thailand have returned
home, and increased their income
by contributing to their local
economy in positive ways, such as
by growing mushrooms and
weaving,” added the BDP
coordinator.
“Part of obtaining merit is related to
how one views the world – and the
importance of being an optimistic
person,” said Lattana. “Before I only
thought that I had to study in the
university, and after that I would
seek a job, work, and take care of
my parents. But after joining BDP,
I’ve realized that I not only have to
look after my family, but I also have
to take care of people around me
generally. Helping others makes us
feel better. We are happy when we
see the smiles of strangers. This is a
great change in the way I view life!”
The young Lao generation of today
is living with the challenges and
opportunities of globalization.
“We are not asking them to reject
globalization,” said Phonexay.
“Rather, we are asking them to
consider how they are living their
lives, and whether it is done wisely
and carefully. How do we learn to
value our cultural roots? They have
to know who they are, and where
they are from. They have to
understand how we can move
forward as a generation and
contribute to society in positive
ways. That is why rethinking
education is needed.”
Lao culture is grounded in
Buddhism as a philosophy of life,
like other countries in the Mekong
region. Reconnecting to Buddhist
values through education may be a
valuable foundation for youth in
today’s society.
 29

“Learning through a Buddhist-based

educational approach has positively
changed my life. It is a real life
experience that I could not receive
from mainstream schooling. My entire
perspective on life has changed -
it is wider and deeper. I’ve come to
realize the meaning of life, become
more selfless, and I am now more
caring towards others in society.”
30

EDUCATION FOR
SOCIAL JUSTICE
Shan Youth Stand up for their Rights
by Cheng Lita

Wanting a good education is always

the hope of a young person, and the
students from Shan State,
Myanmar/Burma are no different.

Myanmar/Burma has been ruled by

a series of military regimes over the
past 50 years. Myanmar’s first
election in several decades was held
last year in November. However, it
was not viewed by the international
community as a free and fair
election.

Burma has many ethic nationalities,

of which the Shan people are one.
Their region, Shan State, comprises
almost one quarter of the country.
 31

Unlike other ethnic refugee groups from Myanmar, refugees from

Shan State are not recognized by the United Nation High
Commission for Refugees, or by the Thai government. Still people
from Shan State really has the support from some organizations.

In 2001, the School for Shan State Nationalities Youth (SSSNY) was
established by a group of youth from Shan State. SSSNY, located
along the Thai-Burma border, has provided young people with the
basic skills and education necessary to take an active role in the
struggle for human rights and democracy in Myanmar.

Zom Won, a 25 year old, student at SSSNY from Shan State, and
now a community radio broadcast reporter at the Thai border said,
“Being here in the School for Shan State National Youth (SSSNY)
opens my eyes indeed to the issue in my country.”

The dictatorship in Myanmar has taken its toll on the educational

system, and the youth have suffered as a result. “Young people
from Burma are suffering under the mismanagement of the
educational system in Burma under the Burmese military regime”,
said Charm Tong, the director of SSSNY. Added that “Students in
Shan State faceadditional hardship when seeking education. For
the Shan State students who live on the border or in conflict areas,
school is often only a dream.”

“Young people from Burma

are suffering under the
mismanagementof the
educational system in Burma
under the Burmese military
regime”, said Charm Tong,
the director of SSSNY. Added
that “Students in Shan State
face additional hardship
when seeking education.
For the Shan State students
who live on the border or in
conflict areas, school is
often only a dream.”
32

Most of these graduates from SSSNY are working inside Burma and along
the Thai-Burma border as teachers, medics, human rights activists, HIV/AIDS
trainers, in media, and women’s and youth organizations. In addition to
serving the needs of their people, they engage in community and
international actions to advocate for social and political change in Burma.
The program of SSSNY is not only bringing impact to Burma, but also the
wider region. Charm Tong said “The students are not only getting access to
education, but they are also promoting human rights in their communities
and society, which will bring real peace, freedom, equality and democracy in
Burma, regional and international community. “

The SSSNY brings together about 30 students every year from different
ethnic groups from Shan State of Myanmar/Burma. The students will have
the chance to join a program “The Social Justice Education program”,
in which students can study several subjects together in ten months. The
Social Justice Education program also includes the Students’ Books & Music,
where students can publish their own stories after their participation in the
program. “The students’ latest book from 2010 is titled “Plants that Grew in
the Fire” which described their lives and struggle for peace and freedom in
Burma” said Charm Tong.

Peace and youth participation are the main ingredients for the future of
ASEAN countries. Charm Tong explained that “Mekong and ASEAN should
become a “people-centered” region and youth should be taking roles in
building this people to people solidarity, and building a peaceful region
where the people can decide for themselves how to develop their land, rivers,
and lives.” She added that “A good educational system would change the
world by empowering people to make change in their communities
strengthening people’s participation in all decisions.”
 33

EDUCATION IN GREEN

Farmer Field School:

an Alternative Approach
to Green Education
by Jaruwan Supolrai

Vietnam is known as a country of beautiful landscapes, fertile land, and great

cultural and natural diversity. It is home to at least 54 diverse ethnic minority
groups. With the fast pace of change in Vietnam, many young ethnic minorities are
leaving their indigenous communities to seek opportunities and jobs in larger,
urban areas.
34

“Learning about eco-farming is very us

homeland experiences a lot of erosion,
slopes in higher altitudes. I want to ha
the future, so I need to learn how to hav
and managed farm in these con

Photo by
 35

seful for me. My

and is located on
ave a good farm in
ve a well-designed
nditions.”
Yet despite these trends, a small group of
indigenous youth in northern Vietnam has
decided to follow a lesser known path,
and are making a difference in the
process. With the help of the Human
Ecology Protected Area Farmers Field
School (HEPA FFS) or Farmer Field School
for short, these youth have found ways to
study eco-farming, and maintain local
farming practices in sustainable and
environmentally-friendly ways.

Set up in 2005, FFS is a program created

by the Social Policy Ecology Research
Institute (SPERI), based in Hanoi, Vietnam.
“Apart from the lack of opportunities
and access to education for indigenous
youth, the education that they are
typically provided in most schools is very
much theoretical rather than action-
oriented,” said Kien Tu Dang, FFS program
coordinator. "It does not actually
contribute much to teaching students
how to work for change in society.”

The school curriculum used at FFS

is hands-on, skills-based training in a
comfortable learning atmosphere. “I really
enjoy the learning environment here, and
studying and living together with many
people from different backgrounds,” said
Chung Thi Giang, 24, a Hmong youth from
Lao Cai, Simacai. “I like the style of
learning here as well. In high school, I only
learned what teachers taught – and not
much about the community and farming.”
David Bauer & Jonathon Chan
36
Most of the FFS students have their own
farmland. The program emphasizes the
importance that the youth are well-
equipped and familiar with their land
and the eco-system. “Learning about
eco-farming is very useful for me. My
homeland experiences a lot of erosion,
and is located on slopes in higher
altitudes. I want to have a good farm in
the future, so I need to learn how to have
a well-designed and managed farm in
these conditions,” added Chung, who
has started her second year of study.
Teaching methods at FFS are student-
centered. Students can apply their ideas,
and bring them to practice. “We do a lot
of observation and learning from nature.
The forest is our best teacher,” said
Thanh Viet Sam, 22, a Thai minority in his
third year. “We learned about, discussed,
and redesigned my own project. I had an
idea to transport water with a wheel
device in my village. The teacher liked
my idea, and we discussed and shared
ideas for improvements in a group
setting.”
Nowadays, more and more indigenous
youth in Vietnam are moving to cities.
Unfortunately, this can mean that the
youth are forgetting traditional ways to
manage their land, as well as other local
knowledge and beliefs. “Before, I lost
some of my language. Now, I have
started to re-learn and practice my
beliefs and my culture,” added Thanh,
who comes from Quephong, Nghean
province. “I’ve come to realize the value
of the spirits of the forest, and my
community. I see that if I don't protect
my forest, it means I'm not going to
protect myself. The spirits of the trees
protects me.”
“When I was young I wanted to be a
driver,” said Thanh. But now he has a
new dream. “After coming here, now I
want to be an eco-farmer. If finish this
program I want to create my own
eco-farm, and become a member of an
eco-farming network. I’ll try to teach
young people back in my community
what I have learned.”
The Farmer Field School is where Thanh
and Chung found new hopes and
dreams. Though farming is not a new
way of life for them, they have learned
new approaches that have helped them
recover traditional methods, and nurture
sustainability in their communities. Most
importantly, the Farmer Field School will
help these indigenous youth redirect
and shape their futures for a more
sustainable and healthier region and
planet earth!
 37

EDUCATION FOR
SOCIAL CHANGE

Khmer Youth Learn to Lead for the Future

by Cheng Lita

Decades after the Khmer Rouge regime and a long war which tore apart
Cambodian society, development within the country is an important
priority for Cambodian people. Today, there are three thousand NGOs
working in Cambodia currently registered with the Royal Government of
Cambodia’s Ministry of The Interior.

Since the 1990s, both international and local NGOs established

themselves within the country, with a particular focus on the development
sector. Youth are considered a crucial resource and asset for growing
Cambodia at a healthy and sustainable pace.

Founded in 1992 by Myriam Frys-Denis, who is from Belgium, the Youth

Resource Development Program (YRDP) works closely with young people,
and aims to involve youth in civic and community activities, trainings and
education to become successful forces for change in civil society.
38

YRDP provides capacity building and education for youth in a

variety of areas, including family development, promoting
peace, and social development activism. The program has
also supported efforts to empower youth in specific areas of
concern regarding development in Cambodia. Recently, YRDP
has coordinated a program to generate awareness about oil,
gas, and mining activities in Cambodia, since the discovery of
such resources in 2005. The project aims to create public
education about these industries, promote transparency, and
involve youth at all levels so such activities can be managed
in a sustainable and beneficial way.

Inter-ethnic peace and justice is another of the program

areas that require successful youth involvement. During
the Khmer Rouge regime (Kampuchea Republic 1975-1979),
more than two million people were killed. YRDP’s inter-ethnic
peace and justice work aims to involve youth in
understanding the country’s multi-cultural nature and
promotes dialogue and learning across cultural and ethnic
lines.

The scale of YRDP’s work is impressive. YRDP has already

worked with approximately 40,000 university students, who
have either graduated and are now working in other sectors,
or are still completing course studies. “Those students have
professional skills and experiences that have contributed to
their successes,” said Cheang Sokha, director of the Youth
Resource Development Program. “They have learned life and
professional skills from our training courses and capacity
building development activities. They are typically considered
by their current organizations or employers as being better
qualified than other colleagues who are not from YRDP.
Moreover, students from YRDP maintain regular contact and
cooperate with each other.”

Hang Soviet, 23, was involved with YRDP as a student, and is

now a volunteer staff member. When he first started with
YRDP, Hang Soviet considered himself to be a quiet and
passive person. Yet since being involved with YRDP since
2008, he has completely changed his outlook and life. “You
will be changed after graduating from the course here. If a
person is quiet and shy at first, after participating in YRDP
activities they will become outgoing and able to share ideas
and stories with other participants,” said Hang Soviet.
 39

“University students are afraid of having no job after

finishing school, as the situation today is very hard to
find a job. Secondly, youth lack self-awareness when it
comes to long-term career planning. Thirdly low quality
of education especially ability in critical and analytical
thinking. Forth, youth lack of social development
participation. Finally, many youth are becoming more
materialistic as a result of social pressures.
These are all issues that our programs
and activities are aimed at addressing.”
40

“It is a helpful socialization process. I know myself I have learned

speaking and communication skills. I know how to share and present
ideas successfully. I have confidence when giving presentations and
talking in public. I have enjoyed professional successes, and I have
opportunities to volunteer with YRDP.” His experiences with the
program have also helped Hang Soviet in career planning. “Before I
wanted to be a teacher. After working with YRDP I have been inspired
to work with youth in community organizations.”

Working with youth for more than 20 years, Cheang Sokha, the
director of the Youth Resource Development Program, explained the
five basic issues facing young people in Cambodia. “University
students are afraid of having no job after finishing school, as the
situation today is very hard to find a job. Secondly, youth lack
self-awareness when it comes to long-term career planning. Thirdly
low quality of education especially ability in critical and analytical
thinking. Forth, youth lack of social development participation. Finally,
many youth are becoming more materialistic as a result of social
pressures. These are all issues that our programs and activities are
aimed at addressing.”

For several years, YRDP has also been working in cooperation with
other youth organizations and the government to benefit young
people. Cheang Sokha said, “We have been working with the royal
government in developing youth policies, and this will become a map
for educating youth.”
 41

EDUCATION FOR
COMMUNITIES

Alternative Education Brings Youth Home

by Surasak Witoon

“Young people today are losing faith and pride of

their own community as well as local wisdom. More
and more youths lost into big cities and finally walk
into the traps of capitalism” said Uncle Chockdee
Poraloganont, the 54 year-old owner of Suan Loong
Chock (Forest Farm and Organic Garden), based in
Nakhon Ratchasima.
42
 43

Uncle Chock, a senior guest speaker during the orientation week

of Alternative Education Volunteers Project, is concerned with
young people’s future directed by formal Thai education. Year
after year, new graduates are converging into big cities as if they
are educated to flee into the competitive world of employment;
they are filling up the saturated cities while their rural localities
are utterly left unfulfilled. Is this because local communities don’t
have enough for them to survive, or have the youth been
distracted by their biased education?

Rojchana Pimcharee, or Naang, is another one who was

redirected by her specialization gained from the university to
sustain her life in the city. Working as a production officer
eventually brought her the saturation of a salaried-woman’s life
then pushed her nowhere but homewards to find her meaningful
life.

“It’s deeply ingrained in my mind that I wanted to go back home,

but how?” revealed Naang, a 31 year-old Isaan offspring from
Maha Sarakham. In 2009, her long-held goal was made clearer to
follow when Naang attended an inaugural project of “Alternative
Education Volunteers” – the project initiated by the Thai
Volunteer Service (TVS) with key persons in alternative education
domains, and sponsored by The Siam Cement Group (SCG).

Kannika Kuankachorn, the director of the Thai Volunteer Service

Foundation elaborated that “with strong belief in productive
capacities of localities, this project is to help 20 volunteer
participants learn and understand ways of localities in different
contexts then find a proper role for themselves in implementing
local knowledge and wisdom to sustain their community”.

To gain real insights of alternative education, each participant

was to replace one of the community-based training host
organizations, assimilate themselves through a year of learning
processes before self-reflection, experiences and learnt lessons
were shared for further guidance from their consummate and
experienced models.
44
Joko Community Learning Center in
Nan Northern Thailand is where
Atchariya Sirichanda or Nampu, a 24
year-old from Si Sa Ket, was based
when he aspired to develop his own
organic pig farm in his hometown.
“Nampu can be the one who minimizes
such contemporary problems in local
communities, but the challenging step
for him is to bring villagers’ trust on him
and his project” Kannika commented on
one of the project’s volunteer
participants.
Not only gaining, all trainees are also
giving their accumulative knowledge to
others as alternative education
facilitators. “Energy Ashram gives us
opportunities to train ourselves as we
pass on our knowledge to others about
alternative energies. It is difficult but not
insurmountable. Though mainstream
ways of living are powerful, when
they’ve seen the positives of our
alternations, their attitudes have been
changed and accept our ways more”
said Naang.
Up to now, the alternative education
volunteers have not gained only
knowledge and wisdom from their host
organization, but also the aspiration to
carry on their good will. “Working as a
volunteer has changed me to see others
as sisters and brothers. Everyone has
had an important part in making me
more confident and my path clearer to
return home and I should give it
forwards to communities” expressed
Naang.
Community-based knowledge and
wisdom are not something new, but
they just need to be realized then
brought into the eyes of national
education. This group of young people
has shown that there are more
alternatives to live happily and
harmoniously in their communities
more than just putting their future
under the threats of the employment in
big cities.
 45

“All I want to achieve is to respect

and treasure the children’s freedom of thought
whenever they want to decide on their own
and create learning on their own.
Finally, you have to respect what children choose,”

Mueanfun Kongchuai, Creative Youth Group, Suratthani, Southern Thailand

Caption: The least of learning is done in the classrooms;

it is the tip of the iceberg of education.
Place: Yangoon, Myanmar
Photographer: Alexandre Sattler
46

Higher than
High Education
Word by Mongkon Duangkhiew
Photo by Creative Youth Group

Living, Education and Learning. I believe that these three words are found in
everyone’s day-to-day life, as well as mine. Before getting involved with the learning
process of Alternative Education Volunteer Project, my understanding of education
was similar to that of the mainstream. Many people understand that education leads
to higher education like a bachelor’s degree, master’s degree or even a doctorate.
The thought is that the higher the education they get, the better and higher they are
than others. So many people will try to achieve as high an education as they are able
.
These people have forgotten something. Education is not only taught in school and
university; education is all around and it can be anywhere. We can learn from
anything. We call this form of education ‘learning’, especially in our own community.
But in a world that is always changing, many people have overlooked these small
things. Globalization has come into our local communities, materialism has changed
people ways of life, and learning locally through communities has been almost
forgotten. That is a rapid change in our society.

Alternative Education Volunteer
Project, initiated by Thai Volunteer
Service Foundation, is a very
important project in supporting and
providing learning processes for the
youth in each region of Thailand.
Children and youth are encouraged
to learn about life within their own
community. I think each community
is a good learning hub. Many things
in our communities are interesting
and knowledgeable, namely: living,
way of life, culture, tradition and local
wisdom. These valuable things have
been passed on from generation to
generation, and they can be found in
community villages of Northern,
Central, Eastern, Northeast and
Southern of Thailand.
Each region has a different living and
cultural context. One important thing
in each community is the beautiful
value of tradition and culture from
the older generation who has been
trying to preserve it for the younger
generation. I believe that many of
older people in each living
community want us - as the young
generation - to protect their
traditional culture and local wisdom
as long as possible.
47
Creative Youth Group (CYG) is a
community-based organization in
Suratthani, Southern of Thailand. CYG is
working on alternative education and is a
host organization for Alternative Education
Volunteer. Right now, I am a volunteer
teacher in this organization. We work with
youth in the community using research
and local wisdom conservation as the
learning tools to discover and understand
anything in the community. Children really
enjoy this way of learning with this kind of
activity; I can see happiness in their eyes
and laughter on their face whenever they
participate in the activity.
This was especially the case in a particular
youth activity in which I participated with
Thachana youth group in the Thachana
district. They learned in a swamp (wet
forest) and Thachana beach was the
learning base of this group. Whenever the
children joined the learning base, they saw
many living creatures like shellfish and
mudskipper, for example. They seemed
interested and excited because that was
the first time they saw any of those
strange creatures!
48
HIgher
High Ed
Some of them tried to catch a
mudskipper, but it ran and swam too
fast. At the learning base there were
plenty of interesting trees and they
were impressed by the breeding of
many plants such as the Kongkaang
(a kind of mangrove three in Thai
name) and the Mangrove. This inspired
them to question why there are a lot of
Kongkaang trees in a Mangrove forest
and how the reproduction of Kong-
kaang tree happens. After the
children’s observation, they noticed
that on the tree there were a lot of
fruits in a long and slender shape and
that fell on the ground to begin growth
again.
Thai Dam youth group, one of youth
groups from CYG, also engages in
traditional and cultural community-
based activity. I had the pleasure of
joining many of their activities, such as
the exercise “Searching our story”
where many children asked their
grandparents in the village to tell them
local stories, especially related to their
own relatives using family trees and
maps. Likewise, many villagers were
eager to share their stories with the
children as well.
than
ucation
These experiences are just some
parts of my work at CYG concerning
alternative education. To volunteer
as a teacher for this organization was
like a brand new working experience;
the contact with so many youth
groups and communities is not like
anything I have done in my past
career.
The CYG Organization is free from
competition and profit-driven
businesses. I was so happy and
enjoyed myself so much working
with every youth group, especially
since I learned so many things from
all the different communities around
me. I think this is very important and
represents the heart of learning
because “Learning never ends if
everyone needs to learn.”
 49

I worked on this project for 1 year and 6

months, during which time I gained
important experiences of community
value, power of youth, local ways of
living, community work and last but not
least local wisdom and values. When I
started my work at CYG, I did not
understand these values, but as I got the
chance to join youth groups in many
different communities and learn from
them, I realized the importance of many
community values and powers of local
wisdom.

This is my story of Higher than High

Education. I think that I will go back and
use this experience to learn from my own
community one day as I need to go back
and work in my hometown. Even though I
know the work will be challenging,
especially with people in the community,
I believe that my initiative can go through
and reach the people.
50

“I have never let my schooling interfere

with my education.”

MARK TWAIN

Caption: Knowledge can be shared anywhere.

Place: Lupra, Annapurna, Nepal
Photographer: Alexandre Sattler
 51

The Reason for

Golden Smiles
Word by Chan Myae Khine
Photo by Fred Alix
& Wipawadee Panyangnoi

A heavy back pack, a sm

all map, my red
face gazing at everythin
g surrounding
me while strolling on
the pavement
proved that I was a tou
rist. Not only
was I watching them,
but they were also
trying to look at me. Sim
ple smiles and
honest eyes seemed he
lpful and
curious. I didn’t know
where I was
exactly. The only thing
I understood was
that I was on a road jam
-packed with
tons of food stalls, autom
obiles and yes,
also people.

Journey to Yangon...
The sidewalks were no
t smooth and neither
have a mobile phone were the roads. I also
and couldn’t find a ven didn’t
of Coke. I agree if you ding machine to grab
mention that the city a can
didn’t know why. I felt is not developed well.
the warmth from those But I
there. I felt the simplicity people walking here an
from those old building d
happiness from the en s and I felt the
vironment. Maybe it’s
the former capital of My because I was in Yang
anmar on;
52

By making
some noise
stomach re , my
minded my
that I was h brain
ungry. I had
about what no
to eat. I turn idea
entering a ed left
narrower st
eyes were fi reet while m
nding a stal y
just right. A l that seem
t the corne ed
I found som r of the stre
eth et,
smaller than ing interesting. It was
a normal st
was sitting all. The own
on a wood er
were the cu en stool an
stomers. Th d so
divided the
mw
e only thing
tables. A flat as two box-like wood
that
d r i nk !!
two tables
white and o
long stick co
and I could
nnected th
see someth
en
ose
ing yellow,
Cool
range on o
bulky meta ne table an
l pot on the d a big and
other.

As soon as I sa
t down on an un
up and gave m occupied stool,
e a big smile w the owner turn
“What? Eat?” Ac ith a little excite ed his head
tually, I didn’t kn ment. And he as
my mind and po ow what he was ked me,
inted to somet selling, so I just
white vermicel hing that looked made up
li. He asked me, edible. I had ch
steam emerging “water?” by po osen
from it. “Is it w inting to the po
my head to fin ater pot?” I was t which had
ish ordering. H confused and ju
things and aske e sh owed me some st knocked
d, “Eat? Do you packs of snack-
A minute later, like?” I still cont like fried
a bowl of verm inued knocking
placed on the ta icelli served with my head.
ble and it had yellowish brow
a very good sm n soup was
ell.

not
I finished it in only a few minutes though it was pretty hot. I had
that
noticed the environment during the meal, but after a while I realized
g me as if I was an alien. The same
all of the people near me were watchin
and
thing was on all of their faces: smiles. I smiled back to all of them
owner “How much?” The owner replied , “Four hundre d and
asked the
which is
fifty”. I looked for “kyats” in my wallet and pulled out a 1000 kyat
to him. He took it gently and gave me
equivalent to US$1 and handed
back a 500 kyat and a 50 kyat note. So my lunch was 50 cents!
 53

I did think about hygiene but I just didn’t want to miss a chance
to taste local flavor. I was able to go to high ranking restaurants
but I prefer real local people without any special touch-up for
foreigners. Yes, I wanted to feel how locals live there. Then, I
walked, walked and walked. Though buildings and streets are
different in their forms and appearances, there was an exactly
same thing among them all. Smiling faces! And no one hesitated
to guide me the way I wanted to go despite their English skill with
pure Myanmar accent.

I love to walk. But in Yangon, there was one thing that attracted
me to stop walking for a while. Have you ever seen any vehicles
from the 1970’s being used for public transportation? Imagine a
very old Chevrolet bus with a wooden body and every part of it
could make different sounds except the horn. And it is being
used as a public transport in Yangon. Now, I mean; in 2011.
Besides the driver, there was a conductor on the bus without
any tickets in his hand. He just asked passengers to pay money
and he spoke too loudly to them. When I took it, it was way too
hot on the bus but luckily I got a chance to sit near doors. But I
couldn’t tolerate more than 4 bus stops, so I got off after 10
minutes. Anyway, being watched by thousands of eyes
continues through the day. And so do the smiles.
54

My water bottle was empty. I approached a mini stall to buy a bottle

of water. The sales girl was so shy that she called a man who was
talking on phone. I talked a lot but she didn’t reply to me at all. At
least she smiled. Then, a kid round about 10 years old came near us
and asked me, “Mister, what do you want?” I replied, “A bottle of
water.” “Purified,” I added. He went into the stall & came back with
more than a couple of bottles. “All purified, please choose brand.”
He seemed a little bit annoyed at my word “purified”. I smiled and
picked a random bottle. I asked “How much is it?”. “250”. “Thank
you,” he replied after I gave him Kyats. Oh, he didn’t forget to smile
at me.

It was 7 p.m. and I was a little bit tired from strolling around
Yangon for a whole day. Colorful billboards, various smells, sounds
of generators, burning roads and simple faces were bouncing in
my brain. I needed to lay down for a moment to be able to digest
who I met, what I saw and what I felt on that day. I made up my
mind to go straight back to my hotel but I didn’t know how I
should. A taxi approached me while I was standing on the corner
of the street. Taking a taxi for unnecessary conditions was out of
my trip plan because I have heard lots of stories of cheating taxi
drivers. But when the taxi was there, I suddenly changed my mind
and took it. The reason was I could talk with him for a while.
 55

g
as gettin
m e . I th ought I w e d q u ite
ed at e look
te l n a m e, he smil en everywhere. H y d o y o u
id the ho be se “Wh
After I sa hich can u from?”
th o s e smiles, w e , “W h e re are yo . I must say, his
used to m n
d to ask and so o ons with
nd starte have you been?” his questi
friendly a p li e d to is
re?” “Wh
e re hen I re a bit of h
come he tt y im p ressive. W ce to understand n c a r&I
as pre chan my ow
English w questions, I got a lea s t, th is is
w much m l,
y
re ailor! “At matter ho
some mo . He has been a s an ow n e r n o th e h o te
c k g ro u n d ta l fe e to a re r w e came to re
ba a ren e ne n. “A
d to pay smile. Th e questio
don’t nee e s a id w ith a half o n c lu d e d with on sed with what
,” h ask him.
Ic plea
income is e can be e the
m o re I wanted to ess means that w d th a t should b
the h a p p in re d . A n g .
y?” “If nswe always sm
ilin
you happ py,” he a
a v e , th e n, I’m hap anmar people are
we h t all My
hy almos
reason w
56

Movie Review

1.THE CLASS
by Pimsiri Petchnamrob

The Class is a French film, which is directed by

Laurant Cantet and based on the the book by
Francois Begaudeau. The film won Palme D’or
(the best film) from Cannes Film Festival 2008. The
Class is about an academic year in the classroom, which is
combined with students from different racial and cultural
backgrounds such as African students, Asian students and Arab
students. The film questions the mainstream educational system
through dialogues between teacher and students. The teacher is
challenged by the diversity and various opinions of the students.

The film also portrays the political and socio-cultural dynamic in

French society. Nowadays, French society is struggling to cope with
the influx of migrants from every part of the world. This kind of
predicament has been shown in state policies toward migrant and
Muslim people in France as well as in the film. When the teacher
does not know how to deal with students from different
backgrounds and beliefs, he/she erupts with uncontrollable
emotions against the students. The scene in the meeting room and
the climactic scene are the portrayal of power disputes, which
duplicate French society.

Lastly, The Class still provides us with a light at the end of the
tunnel. When everything seems to collapse, there’s a little hope
when we see the teacher playing football with the students, a
possible metaphor to French society’s need to adjust itself into the
context of globalization, which caused the wave of migration.
 57
2.CHILDREN FULL OF LIFE
Children Full of Life was the documentary granted the Best by Boonsan Ransikabum
Family and Youth Program from Banff Rockie Award 2004.
Toshiro Kanamori, the kind, tough, and fun teacher, teaches
fourth grade students in Manano Kawasaki Municipal
Elementary School, Kawasaki, Japan. In this classroom,
it is more than the ordinary classroom scenario, and ful-
filled by living life happily and understanding in each other
every day through loss, grief, and even delight.

Early in the study hour, the kids would read all the notes
that they wrote to their friends from each day feeling which
happened on each day, and it would be revealed from their
true mind.

Children Full of Life is about the happiness of being in

school with the children. It shows us the deeply close and great relationship of
the bond between students and teacher. After the movie ends, you’ll feel young
again and question that if you had a teacher like Toshiro Kanamori, what would
your life be like today?

3.DEAD POETS SOCIETY by Chonrada Narawasinchai

Which duration in our life is sweeter than the teenage years? If you ask
me, my answer is None. At that young age, we dream, were inspired
and had a lot of energy. At that time, our hearts were flying with our
dreams. Please ask yourself that what did you do when you were young?
Playing music, playing sports, volunteering or going out for the protest?
Or you had the same activity like a group of young people - Dead Poets
Society?

Dead Poets Society is the movie that you have to fall in love if you are a
young person who is full of dreams and believe that young people can
create other bigger things than just studying. This movie is a story about
a teacher named Keating and his students.

Keating has a different way of teaching than teachers. He teaches his

students to leave the class room behind and not get stuck with tradi-
tional textbooks but find themselves, try to look at things from different
points of view and follow their desires. He always shares his favorite
quote, “Carpe Diem!” (Seize the day!)

Dead Poets Society raised a challenging question for the mainstream

educational system. Even though this film was released in 1989, this
question still exists. Now mainstream education has been shaped to be
the fighting weapon in the competitive world until you forget what you
really want in your life. Then the next question after seeing Dead Poets
Society must be, “Did you seize the day?”
58

BOOK REVIEW

Toto-Chan: The Little Girl at the Window

Written by Patcharee Pabua
Translated by Boonsan Ransikarbum

Based on the true story of author,

Tetsuko Kuroyanagi. Toto-Chan:
The Little Girl at the Window is all
about a little girl called Toto and the
time when she was studying at an
elementary school in Tokyo, Japan.
Toto-Chan was dismissed from the
school because she annoyed other
classmate and also her teacher
by opening and closing her desk
throughout study time. Besides,
she also talked to the Jindongya,
a group of musicians carrying designed for the disfigured children to win
advertisement signs and wandering all of the competition with variety vegetables
around the street next to the school. are rewarded to their mothers cooking at
Eventually, Toto-Chan’s mother home.
enrolled her in a new school, Tomoe
Elementary School. Toto-Chan discovered her new world giving
her freedom to learn, especially for kids.
Tomoe Elementary School has the Many stories happened while she was
strangest curriculum in town, and studying here to live, learn, and play
its classroom is not the room, but a together with her friends peacefully.
train cabin with 50 students.
Furthermore, the classroom would “Toto-Chan: The Little Girl at the Window”
start the day with the most wanted let us question the way parents raise their
subject selected by the kids, children, and the curious way of seriously
moreover; there is the principal who teaching in the school nowadays, and as
keeps listening to Toto-Chan for well as to create the alternative of learning
four hour continually. The sports day management process to the child.
at Tomoe Elementary School was
 59

Three Cups of Tea

by Nittaya Saenbut

Three Cups of Tea by Greg Mortenson

and David Oliver Relin portrays how
people can give without having to have or
own anything. This well written book will
not only inspire you but will also make you
believe that you can pursue your good
deeds.

The book is about “One Man’s Mission to

Promote Peace… One School at a Time”
starting when American Greg Mortension
failed his climb on K2 in Pakistan, the
second highest and most difficult peak in
the world. He lost his way and almost lost
his life before he was taken to a remote
Shiite Muslim village. There the villagers
took care of him for weeks until he gained
his strength back.
Coming from the other side of the world,
Mortenson was amazed by the fact that
the whole village had no school for their
children while impressed by the villagers’
generosity – having so little but still
managing to give. Like other foreign
visitors, before leaving, Mortenson
promised to come back, and with a fund
to build a school. Distinctively, he kept his
promise.
This story will touch you because it
presents the challenges and rewards of
building schools in remote areas: the
involvement of all kinds of people,
lessons learned from uneducated people
especially tribal lead Haji Ali, belief and
sacrifice. Through “Three Cups of Tea,” not
only Mortenson, but also other characters
will help you determine your own strength,
confidence and self-belief and make you
assuredly continue or even start to pursue
your good deeds and never give them up.
The Alchemist
by Pimsiri Petchnamrob
The Alchemist was first published 23
years ago. Surprisingly, the content in
this book still fits in the current
context. It might be the mutual
character of the all time greatest arts
that help it to stay above the times.
The Alchemist talks about literally ‘the
dream chaser’ who follows his dream
to travel to the pyramids of Egypt for
treasure that he always dreams about.
The important thing that he eventually
finds is not the treasure but people
and experiences that he meets along
the way to his destination.
He discovers love, trust, unfaithfulness
and friendship along his journey.
Even though we could not reach our
dream, we still have the valuable
experiences along the struggling way.
60

book
d at i on
en
r ecomm
Building Up: Community Study Tool Manuals for Youth
by Anne Lapapan Supamanta

Do you know the story of Angulimala,

a monk during Buddha’s time? He was
a gentle and intelligent student.
He became a murderer because his
teacher demanded from him 1,000
thumbs as a gift before graduation.
He obediently killed 999 people for
the thumbs before he saw the Buddha
walking in front of him.
Angulimala yelled at the Buddha to
stop. The Buddha said he already had
stopped, but Angulimala had not.

Angulimala had not stopped to

recognize how external influences
contaminated him, concealing his true
nature and making him go astray.

The story reminds me of the

mainstream education that grows
competition and violence, deludes the
youngster making them forget their
true nature and live alienated and
harmful life.
A small book “Building Up: Community
Study Tool Manuals for Youth”
represents a different way of learning.
The book is initiated by Youth
Training Program for Development
(YT) and Tonkla Institute. It gives a
voice of conscience, urging young
people to stop, rethink of the true
nature of themselves and their
community, and redirect themselves to
the right track. It provides simple but
effective methods for the youth to
nurture their keen mind and discover
themselves by understanding the
local wisdom and pride, and forces
that shape their community and their
lives. Without this critical awareness,
I doubt whether the youth would have
been able to chart a direction toward a
meaningful life, individually and
collectively in the future.
“Anyone who stops learning is old,
whether at twenty or eighty.”

HENRY FORD

Caption: Ask yourself questions and live life through experience.

Place: Varanasi, India
Photographer: Alexandre Sattler