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Get Moteoovated Mote Oo Education မခဥးပညာေရး

Issue Eight, March 2018

twGJ 8 ? rwfv2018

About Us - 2 Departmental Update - 3,4,5,6

Meet Our Staff - 7 Meet Our Partners - 8

Ask The Trainers - 9 Comic - Meanwhile On The Border - 10, 11

Process Of Our Works - 12 Place To Get Mote Oo Materials - 13

2

Our Results

Over 250 teacher trainings and educational workshops provided for teachers.

ျမနမာႏငငတဝမးရ ဆရာ၊ ဆရာမမားအတြက ဆရာအတတသင သငတနးမား၊ အလပရေဆြးေႏြးပြမား အေရအတြကေပါငး ၂၅၀ ေကာက ျပလပေပးႏငခသည။

Over 18,000 students have been studied our curriculum throughout Myanmar and Myanmar's border.

ျမနမာႏငငတဝမးႏင၊ နယစပေဒသ တေလာကရ ေကာငသ ေကာငးသား ၁၈၀၀၀ ေကာက မခဥးသငရးညႊနးတမးမား အသးျပသငယခၾကသည။

We have over 270 partners in Myanmar and on its borders.

ျမနမာႏငငတဝမးႏင၊ နယစပေဒသ တေလာကရ ေကာငးမား၊ အဖြ႔အစညး ေပါငး ၂၇၀ ေကာက မခဥး၏ သငရးညႊနးတမးမားက လကခရရခၾကပါသည။

Over 51,000 books and other resources distributed since April 2013.

၂၀၁၃ ခႏစ ဧျပလမစတငကာ စာအပေရေပါငး ၅၁၀၀၀ ေကာ ျဖန႔ေဝႏငခသည။

A b o u t U s P a g e 2

Equip teachers and trainers with the skills and resources to promote inclusiveness, engagement,

critical thinking and democratic culture through their teaching and learning contexts.

Provide context-appropriate open-source textbooks, teacher resources and supporting

materials which can be used by a wide variety of teachers, learners and civil society actors.

Support partner educational service providers to access the curriculum, training, management

system, funding, and staffing necessary to deliver high quality education.

Evolve as an organisation, to meet the growing needs of our partners and to strengthen our

own capacity.

Goal One:

Goal Four:

Goal Three:

Goal Two:

People of Myanmar can access quality

inclusive education.

Promote social justice through context

appropriate education materials and services for

the adult education sector.

Mission:

Vision: tm;vHk; yg0ifEkdifaom t&nftaoG;jrihf ynma&;udk jrefrmEkdifiHwGif aexkdifolrsm; &&SdEkdifaom tajctaewpf&yfudk arQmfrSef;ygonf/

t&G,fa&mufNyD;olynma&; u@twGuf &yf&Gma'o tcif;tusif;ESihf qDavsmfaom ynma&;qkdif&m pmtkyfpmwrf;rsm;ESihf 0efaqmif rIrsm;ay;jcif;tm;jzihf w&m;rQwaom vlrI tokdif; t0ef;wpfck azmfaqmif&ef/

tem*wfyHk&dyf

t"duvkyfief;pOf

oifMum;oif,lrI tajctaetrdsK;rsdK;wGif tm;vHk; yg0ifaprI? pdwftm;xufoefwuf<urI? aumif;qkd;a0zefykdif;jcm; awG;awmEkdifrI ESihf 'Drkdua&pDtavhtxrsm; `rSihfwifEkdifap&eftwGuf q&m^r rsm;ESihf q&m twwfoif oifwef;q&m^r rsm;udk uRrf;usifrIESihf &if;jrpfrsm; avhusihfaxmufyHhay;&ef/

e,fy,f toD;oD;rS q&m^r rsm;? oif,lolrsm;? t&yfbuf tzJGUtpnf;0ifrsm; us,fjyefYpGm oHk;pGJEkdifrnfh a'o tcif;tusif; tajctaersm;ESihf ukdufnDaom? trsm;qkdifjzpfaom? oifMum;a&; &if;jrpfrsm;ESihf taxmuftulrsm;udk xkwfvkyfjzefYcsd&ef/

rkcfOD;ynma&;ESihf rdwfzuf ynma&;tzGJUtpnf;rsm;twGuf oif&dk;rsm;? oifwef;rsm;? pDrHcefYcGJa&; pepfrsm;? &HyHkaiGrsm; ESihf vltiftm; &&Sda&;rsm;wGifvnf; yg0ifulnDNyD; t&nftaoG;jrihf ynma&;udk trsm;&&SdEdkifa&; aqmif&Guf&ef/

rdwfzuftzGJUtpnf;rsm;\ ykdrkd rsm;jym;vmaom vkdtyfcsufrsm;udk jznfhqnf;Ekdifonfh pGrf;&nfjynhf0aom rkcfOD;ynma&;tzGJUtjzpf pOfqufrjywf zGHYNzKd;wkd;wufvmapa&; aqmif&Guf&ef/

yef;wkdif 1/ oifMum;a&;pGrf;&nfu@

yef;wkdif 4/ rkcfOD; ynma&; tzGJUzGHUNzdK;wkd;wufrI

yef;wkdif 3/ ynma&; pDrHcefYcGJrI taxmuftyHh

yef;wkdif 2/ &if;jrpfrsm; &&SdEkdifrI

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D e p a r t m e n t a l u p d a t e P a g e 3

Admin and Finance စမခန႔ခြေရး ႏင ဘ႑ာေရး ဌာန

With many of the end of year activities out of the way the

finance and administration teams have been doing their regular work of

making sure Mote Oo’s finances are in order and that the organisations

and partners are resourced. Wai Yan Phyo joined Mote Oo as a logistics

assistant in February.The admin team did a stocktake of all the books

Mote Oo has in storage. This involves counting the amounts of each

type of book Mote Oo has stored. Can you guess how many book Mote

Oo has stored in our office and storage space? The answer is on page 7.

(1) A. 1000 – 5000

B. 5000 – 15,000

C. 15,000 – 30,000

We have a problem at the office. See if you can guess what it is by

reading the poem below:

(2) Buzzing buzzing but not bell,

Can make you sick, or at least unwell,

Tiger balm you are my saviour,

Relieving me of this insect’s behaviour,

Cover still water in our area,

A single bite might give us…. Zika (or malaria)!

The answers can be found on page 7.

အမားအျပားေသာႏစကနလပငနးစဥမားန႔အတအဖြ႔အစညးလအပခကႏင မတဘက အဖြ႔အစညးလအပခကမား၊ လပငနးမားအစအစဥတက ျဖစေရးတ႔အတြက စမခန႔ခြေရးန႔ဘ႑ာေရးဌာနဟာပမနလပငနးေတြကလပေဆာငေနခပါတယ။ မခဥးပညာေရးကဝနထမးသစတစဥးအေနန႔ကေဝယၿဖးဟာေဖေဖၚဝါရလမာအလပဝငခပါတယ။သ႕တာဝနကေတာေထာကပေရးလကေထာကျဖစပါတယ။စမခန႔ခြေရးအဖြ႔ဟာအခအခါမာေတာသေလာငရရမခဥးစာအပစာတမးမားအေရအတြကကလညးစနစတက ျပစထားၿပးျဖစပါတယ။ဒအလပကေတာစာအပတစမးခငးစရ႕အေရအတြကကမတတမးတငျပစရျခငးပျဖစပါတယ။ မခဥးရးန႔သေလာငရမာစာအပအေရအတြကမညမရမညဟ သငခန႔မနးႏငပါသလ။အေျဖကစာေစာငရ႕တစေနရာမာေဖာျပထားပါတယ။ (၁) က. ၁၀၀၀ - ၅၀၀၀ ခ. ၅၀၀၀ - ၁၅၀၀၀ ဂ. ၁၅၀၀၀ - ၃၀၀၀၀ မခဥးရးမာစတအေႏာကအယကျဖစစရာတစခႀကေတြ႔ေနရပါတယ၊အဒါကဘာလ ဆတာကေတာေအာကပါကဗာကဖတၿပးသငခန႔မနးၾကညႏငပါတယ-- (၂) ဆညးလညးလအသမသာတဝဝခါခါျမည မကနးမမာ ျဖစလာသညမာဒငးအစြမး ကယႏငသကရဖနရခါ ကားဘမးပရပ ဒရမးကားမႈကတားဖ႔ လပရင ေရေသေတြကဖးထားဖ႔သာျပငလက မဟတရင ဒငးတစခက အကကမာဇကာန႔ ႏစပါးသြား ငကဖားထားခႏငတာဒအငးဆကဗား။ အေျဖကစာေစာငရ႕တစေနရာမာေဖာျပထားပါတယ။

Training done from beginning of January to end of March 2018:

Teacher Training Department ဆရာျဖစသငတနးဌာန

Training Title Location

Introduction to Teaching Skills Loikaw, Kayah State

English Language Teaching Skills Kyaukse, Mandalay Division

Classroom Management and Lesson Planning Lashio, Mandalay

Introduction to Peace Training Mandalay

Inquiry-Based Learning and Visible Thinking Myitkyina, Kachin State

Introduction to Teaching Skills Myitkyina, Kachin Stae

General Teaching Skills for Young Learner Dawei, Tanithari Division

Assessment of Learning Kyaukse, Mandalay

Pre-service English Language Teaching Hpa-Ahn, Karen State

Training of Trainers Kyaukse, Mandalay

In-service Teacher Training Taunggyi, Shan State

Introduction to Teaching Karen state

Work on our one-week training course ‘Introduction to Teaching’ is

progressing. This course has been trialed within the department and we are

hoping to get feedback from partner organisations in the near future before it

gets published as a trainer’s manual. Mote Oo will be running a ToT course in

June, aimed at training trainers in how to use it with their own trainee

teachers.

Two of our own trainers have recently been to Germany to attend a

training course with KURVE.

တစပတစာသငတနးသငရးျဖစသည ‘သငၾကားျခငးမတဆက’ ကဆကလက ျပစေနပါသည။ ဤသငရးႏငပတသက၍ဌာနတြငးတြငလညးစမးသပမႈျပလပခၿပး၊ သငတနးဆရာ လကစြအျဖစထတေဝျခငးမျပမမၾကာမကာလအတြငးမတဘကအဖြ႔အစညးမားထမအႀကျပခကမားရရမညဟေမာလငရပါသည။ ဇြနလအတြငးတြင မမတ႔ကယပငသငတနးဆရာမားအား သငတနးသားအျဖစဤသငတနးဆရာလကစြကမညသ႔အသးျပရမညကပ႔ခမညနညးျပဆရာမြမးမသငတနးတစခကမခဥးအေနျဖငျပလပသြားမညျဖစပါသည။ မတဖကအဖြ႔အစညးတစချဖစသည KURVE Wustrow မပ႔ခၿပးဂာမဏႏငငတြင ျပလပသညသငတနးတစခသ႔လညးမမတ႔သငတနးဌာနမဆရာ၊ဆရာမႏစဥးသြားေရာကတကခပါသည။

4 P a g e 4

D e p a r t m e n t a l u p d a t e P a g e 4

ႏငငသား ႏင ၿငမးခမးေရး ပညာဌာန

ဂာမဏႏငင Hannover တကသလမာ စာသငၾကားခသ ျဖစပါတယ။ ကၽြႏပတ႔အဖြ႔အတြငးမာ Felix ရ႕ အျမငသစ ေတြက ေတြ႔ရရေတာမာပါ။ Vengsang Thong သည မခဥး၏ ကာလရည အလပသငျဖစလာမည ႏ႔ဖး ဒကၡသည စခနးရ Global Border Study ေကာငးမျဖစပါသည။ သသည မၾကာေသးမက ကရငျပညနယအတြငး ၿငမးခမးေရးပညာ သငတနးတစခက ပ႔ခခသလ၊ လထအေျချပ အဖြ႔အစညး မားစြာႏငလညး စမကနးမားစြာ ျပလပခဖးသည။ နာဂ ေဒသတြင ဆရာျဖစသငတနး ၿပးဆးၿပးေနာက သသည မခဥးရးသ႔ ေမလလညေလာကတြင ေရာကရမညျဖစသည။ ၂၀၁၈ခႏစရ႕ ပထမေလးလပတမာေတာ တစႏစပတလးဆငရာကနဥးအစအမေတြ ဖနတးဖ႔အတြက ၿငမးခမးေရးပညာ အဖြ႔သားေတြဟာ ကရငျပညနယ ဘားအၿမ႕က သြားေရာကခၾကပါတယ၊ ကၽြႏပတ႔အေနန႔ ဂတကဝတေပးႏငတာကေတာ ဒအစအစဥမာ ဆရာမားန႔ သငတနးဆရာမားအတြက သငတနးမား၊ ျဖစေပၚလာ

ႏစသစ ဆသညမာ မကႏာသစမားႏင အစအစဥသစမား ဟ ဆလခငပါသည။ ပထမဥးဆး အေနျဖင ဇနနဝါရလ အေစာပငး မာေတာ ၿငမးခမးေရး ပညာ စမကနး စတငကတညးက စတငလပကငခတ ကၽြႏပတ႔ရ႕ ႏငငတကာ ၿငမးခမးေရး လပသား Naniel Korth က ႏတဆကခရၿပ ျဖစပါတယ။ ကၽြႏပတ႔အေနျဖင သႏင အလပခရသညမာ အလြန ေပာရႊငဖြယ ေကာငးခပါသည၊ အခအခါမာေတာ သ႔အေနျဖင ယခအခါ စြန႔စားမႈ နယပစအသစတခတြင ေရာကရေနမညဟ ေမာလငရပါသည။ ႏငငသားႏင ၿငမးခမးေရးပညာ ဌာနသည လပေဖာကငဖက အသစတစေယာက ျဖစသည Felix Hessler ကလညး ႀကဆခၾကပါသည။ သသည ႏငငသား ႏင ၿငမးခမးေရးပညာဌာနမ Daniel ၏တာဝနကအစားထး ဝငေရာကလာသည ႏငငတကာ ၿငမးခမးေရးလပသား ျဖစသည။ Felix သည ယမနႏစက ျမနမာျပညတြငး ဗဒၶဘာသာန႔ လမႈပးေပါငးစပမႈ သေတသနက ျပလပခၿပး၊

ေတာမယ အေျခခလတနးစားၿငမးခမးေရး ပညာေပးသမား စစညးေရး အစအစဥ စတာေတြပါဝငတ စတလႈပရားဖြယရာ လပငနးစဥေတြ ပါဝငမာ ျဖစပါတယ။ မႏေလး အေျခစက ေဖာငေတာဥး ဘနးေတာႀကးသင ပညာေရး အထကတနးေကာငး ေကာလပအႀက အစ အစဥ၏တစႏစတာ ေနာကဆးတတယပတ ေကာငးသား ေကာငးသမားအား သငတနးပ႔ချခငးကလညး ၿငမးခမးေရးပညာအဖြ႔သားမား စတငခၿပး ျဖစသည။ ဒေကာငးသား ေကာငးသေတြဟာ သကဆငရာ လ႔အဖြ႔အစညးက ျပနလည သြားေရာကၿပး ကယပင ၿငမးခမးေရးပညာ လပငနးစဥမားက အေကာင အထညေဖာသြားၾကမာ ျဖစပါတယ။ မၾကာခငမာေတာ ဒ ေကာလပအႀက အစအစဥမ ဆရာ ဆရာမမားကလညး သငတနးပ႔ခသြားဖ႔ ရေနပါတယ။ ေဖေဖၚဝါရ လမာေတာ ရတနာေျမ လမႈဖြ႕ၿဖးေရးအသငး မ ဥးစးကငးပၿပး ဘာသာေရး ေခါငးေဆာငမား၊ ဘာသာေရးအေျခခ ေကာငးမားမ ဆရာ ဆရာမမား၊ အစးရကယစားလယမား၊ လထ အေျချပ အဖြ႔အစညးမားမ ကယစားလယမား ပါဝင တကေရာကၾကတ အလပရေဆြးေႏြးပြ တစခက မခဥး အဖြ႔သားမား တကေရာကခ ၾကပါတယ။ ကးကြယ ယၾကညမႈဆငရာ အေျခခေကာငးမားမာ ၿငမးခမးေရး ပညာက ဘယလအားေပး လကခသငၾကားႏငမလ ဆတာကလညး ကၽြႏပတ႔ အတတကြ ေဆြးေႏြးခၾကပါ တယ။ စတလႈပရားစရာ ေနာကဆးတစခကေတာ ကၽြႏပတ႔သည လငယမားအတြက ေရ႕ေဆာင ႏငငသား ပညာေရး အစအစဥသစ တခက စစဥေရးဆြျခငး၊ ဒဇငးဖနတးျခငး စတလပငနးက ေဆာငရြကေနပါတယ၊ ဒါေပမယ အခအခနမာေတာ ကၽြႏတ႔အေနျဖင သငက အေသးစတ ေျပာမာ မဟတေသးပါဘး။

Civics and Peace Department

A new year means new faces and new plans!

First of all, in early January, we took goodbye of our colleague Daniel Korth, who

had been working with our peace education project since its beginning. We all think it has

been great fun working with him and we hope he is off to new adventures by now!

The Civic and Peace Education Department also welcomed a new staff member –

Felix Hessler. He is the new International Peace Worker in our peace education team,

replacing Daniel. In the last years, Felix did research on Buddhism and social engagement

in Myanmar and taught at Hannover University in Germany. We're looking forward to his

new perspectives in our team!

Vengsang Thong is our new long-term intern from the Global Border Studies

school in the Nu Poe camp. He has previously conducted a peace training in Kayin State

and worked in a number of other community-based projects. He will join us in middle of

May, after he has carried out a teacher training in Nagaland.

In this first quarter of 2018, our team went to Hpa-an in Kayin State to create an

initial annual plan for 2018. We promise you it contains many exciting activities, like

trainings of teachers and trainers and an up-coming gathering event for grassroots peace

educators.

We have already started to train students in their last trimester at the Pre-College

Programme of PhaungDawOo in Mandalay. They will now go back to their communities to

implement their own peace education activities. Soon we will also train the teachers at this

programme, which we very much look forward to!

In February, we participated in a workshop organised by the Treasure Land

Development Association, which brought together religious leaders, teachers in faith-

based schools, government representatives and civil society organisations. Together we

discussed how peace education can be introduced in faith-based schools across Myanmar.

5

P a g e 5

D e p a r t m e n t a l u p d a t e P a g e 5

ေဖေဖၚဝါရလတြင သမသည ျမစႀကးနားၿမ႕သ႔ သြားေရာကကာ ပညာတခါးအကယဒမမ အႀကးတနး ေကာငးသားမားအား စးစမးေမးျမနးျခငးက အေျခခေသာ သငယေလ႔လာမႈႏင စဥးစားေတြးေခၚျခငးက သျမင ႏငေသာ စာသငခနးအတြငး လပေဆာငမႈမားႏင ပတသက၍ သငတနးပ႔ခခ႔ပါသည။ ေကာငးသား ေကာငးသ ၄၀ ခန႔သည သငတနးတြင တကကြစြာ ပါဝငၿပး ေဝဖနပငးျခားမႈႏငဆငေသာ ေမးခြနးမားအား ေမးျမနးခၾကပါသည။ သငတနးပ႔ခရာတြင ပါဝင တကေရာက သမားႏင သငတနးပ႔ပး ကညသအၾကား ေကာငးမြနစြာ ခတဆကသငၾကားျခငးႏင ေမးခြနးမား ေမးျမနးျခငးသည အလြနအသးဝငေၾကာငး

ဘဝတြကတာ ကၽြမးကငစရာ အဖြ႔သားမားမ ႏႈတခြနးဆကသလကပါတယ။ ဒအပတမာေတာ အသေပး ေၾကာျငာစရာ ရတာကေတာ ကၽြႏပ တ႔ရ႕ စမကနးအရာရ မခန႔ သည ဇနနဝါရ ၂၀၁၈ မစတင၍ စမကနး ညႏႈငးေရးမး တာဝနဝတရားမားက ေျပာငးလ ထမးေဆာငေနၿပ ျဖစပါတယ။ သမသည စာအပအသစ ျဖစေသာ လငယေအာငျမငေရးဆငရာ ကၽြမးကငမႈမား စာအပက အေျခခၿပး သငတနးမား ျပလပရာတြင ပ႔ပးကညသအျဖစ၎ ဘဝတြကတာ ကၽြမးကငစရာ စမကနး ႏင ပတသက၍ အျခားအဖြ႔အစညးမားျဖင ပးေပါငးလပေဆာငရာတြင၎ ပမ၍ တာဝန ထမးေဆာင သြားမည ျဖစပါသည။

သရခၾကပါသည။ ဘဝတြကတာ ကၽြမးကငစရာ အဖြ႕သားမားသည လငယေအာငျမငေရးအတြက ကၽြမးကငမႈမားစာအပကအေျခခ၍ ဧၿပ ၅ - ၇ ရကေန႔အထ ေမာလၿမငၿမ႕ ေဖာကေထာ(ေရႊဟၤသာ) ပညာေရးစငတာတြင ဆရာ ဆရာမ ၃၅ ေယာကခန႔က သငတနးေပးရန စစဥထားရပါသည။ ထ႕အျပင ဧၿပလကန၌ မႏေလးၿမ႕ရ Studer Trust အဖြ႔မဆရာ ဆရာမမား ကလညး သငတနးပ႔ခရန စစဥထားပါသည။ လငယေအာငျမငေရးဆငရာ ကၽြမးကငမႈမား စာအပသည အခအခါ ေလးစားတနဖးထားရပါေသာ စာဖတသမားဆမ ရရလာသည အၾကျပခကမားက အေျခခ၍ ျပနလညသးသပ တညးျဖတၿပးေနာက စာအပ ဒဇငး ျပငဆငေရးဆြျခငးအဆငသ႔ ေရာကရေနခၿပျဖစပါသည။ တၿပငနကထတြင ျမနမာဘာသာျပနဆ ေရးသားျခငးကပါ ျပလပေနသညအတြက ဧၿပလတြင အဂၤလပျမနမာ ႏစဘာသာလး ပႏပထတေဝႏငရန ႀကးပမးသြားမညျဖစပါသည။ ကၽြႏပတ႕စာအပ ဖြ႔ၿဖး တးတကေရးအတြက ဝငးဝနးအၾကျပပးေပါငးပါဝင ေပးၾကေသာ အဖြ႔အစညးမားလပဂၢလတစဥးခငးစတငး အား အထးတနဖးထား ေလးစားမပါသည။ အားလးလညး စတဝငစားမညဟ ေမာလငမပါသည။ လငယ ေအာငျမငေရးဆငရာ ကၽြမးကငမႈမား စာအပႏင ပတသက၍ေသာလညးေကာငး သငတနး ရယလလငေသာလညးေကာငး မခန႔၊ စမကနးညႏႈငးေရးမႈး khantkhant07@gmail.com သ႔ တက႐က ဆကသြယေမးျမနးႏငပါသည။

ဘဝတြကတာ ကၽြမးကငစရာ စမကနး

Life Skills Project

Academy (PTA) in Myitkyinar, Kachin State.

Around 40 students actively participated and

enjoyed firing critical questions at us. They

figured out that making connections and

asking questions between facilitators and

participants is very useful while delivering

training. The Life Skills team will conduct

training based on Skills for Young Adult

Success book scheduled for around 35

teachers at Bop Htaw Education in

Mawlamyaing from 5th- 9th April and also

with teachers supported by the Studer Trust in

Mandalay at the end of April.

After reviewing and editing based on

Greetings from the Life Skills Team.

We have an announcement that our Life Skills

Project Officer, Ma Khant, changed her roles

and responsibilities to be Life Skills Program

Coordinator starting from January 2018. This

year, she will take more responsibilities as a

facilitator based on our new book, Skills for

Young Adult Success and also as a

coordinating liaison with our partner

organizations related to Mote Oo’sLife Skills

program.

In February, she conducted an Inquiry

Based Learning and Visible Thinking Routine

training to senior students from PyinnarTagar

the feedback from precious readers, our final

version of Skills for Young Adult Success

English book is in the layout stage now. It is

also currently being translated into Burmese

so both versions can go to our printers in

April. We do very much appreciate your

collaboration in giving feedback in order to

improve the material. We hope you are all

interested in it and please contact to Ma

Khant, Life Skills Program Coordinator

(khantkhant07@gmail.com) for more

information about Life Skills training and the

Skills for Young Adult Success books.

6

D e p a r t m e n t a l u p d a t e P a g e 6

Publication Department

Publications have continued working on our Social Science and

Humanities textbook and The New Teacher 4: Assessment. TNT4 will be

released in quarter two of 2018. We are also working on a Myanmar

version of our ASEAN textbook and are hoping to finally release the

teacher's book of the Myanmar version of Histories of Burma and the

English and Mynamar versions of Young Adult Success. The publications

department is lucky to have the services of a design intern,

KaungMyatHtet, from the Pre-Collegiate Programme in Yangon. He will

be working with MO for the next few months. You can check out his

work in the comic section of this newsletter.

ထတေဝေရးဌာန ထတေဝေရးဌာနသည ‘လမႈဘာသာရပမားႏင လမႈသပၸ’ ဖတစာအပက ဆကလကျပစေနၿပး၊ ‘ေခတသစ ဆရာ - ၄၊ သငယမႈဆနးစစျခငး'ကေတာ ၂၀၁၈ခႏစ ဒတယ ေလးလပတတြင ထတေဝမည ျဖစပါသည။ အာဆယ စာအပ၏ ျမနမာဘာသာ ဖတစာအပကလညး ျပလပေနၿပး၊ ေနာကဆးတြငေတာ ‘ျမနမာသမငး’ ျမနမာဘာသာ ဆရာကငစာအပႏင ‘လငယေအာငျမငေရး’ အဂၤလပႏင ျမနမာဘာသာ စာအပတ႔ကလညး ထတေဝႏငေတာမညဟ ေမာလငရပါသည။ ထတေဝေရးဌာနသည ဒဇငးဆငရာႏင ပတသကေသာ ဝနေဆာငမႈအတြက ရနကနအေျခစက ‘ေကာလပႀက အစအစဥ’ မ ကေကာငးျမတထကအား အလပသငအျဖစ ရရခသညအတြက မားစြာကေကာငးခပါသည။ သသည ေနာငလာမည လအနညးငယအထ မခဥးႏင အလပလပကငေနအးမည ျဖစပါသည။ ဤသတငးလႊာ၏ ကာတြနးက႑တြင သ၏လကရာမားက သငတ႔ ရႈစား ရမည ျဖစပါသည။

Curriculum Department

Since January, we've done curriculum planning workshops with

PaungDawOo Pre-collegiate Programme and Kokkoya Organics (who

paid us in delicious fresh organic vegetables). We are also continuing

our work on the Karen Refugee Committee Institute of Higher

Education's exam bank. Textbooks underway include Research Skills,

which will hopefully be ready at the end of the year. Soon we plan to

start developing resources on Leadership Skills (expected to be ready in

2019) and the an English language learning suite (expected to be ready

in 2013).

သငရးညႊနးတမး ဌာန ဇနနဝါရလကတညးက သငရးညႊနးတမး ျပငဆငေရး အလပရေဆြးေႏြးပြေတြက မႏေလး အေျခစက၊ ေဖာငေတာဥးေကာငးမ ေကာလပအႀက အစအစဥန႔ ကကရ ေအာဂနစ စကပးေရး အစအစဥ တ႔ႏင ျပလပခသည(သငတနးအဖးအခအျဖစ မခဥးက လတဆတၿပး အရသာ ျပညဝေသာ ေအာဂနစ အသးအႏမား ေပးအပခသည)။ ကရင ဒကၡသည ေကာမတရ႕ အဆငျမင ပညာေရး ဌာနအတြက Exam bank မားကလညး မခဥးအေနျဖင ဆကလက လပေဆာငေပးေနပါသည။ ႏစကနတြင အဆငသင ျဖစလာမညဟ ေမာလငရသည ‘သေတသန ဆငရာ ကၽြမးကငမႈမား’ ပါဝငသည ဖတစာအပမားကလညး ဆကလက လပေဆာငေနပါသည။ မၾကာခငမာေတာ ‘ေခါငးေဆာငမႈဆငရာ ကၽြမးကငမႈမား’ (၂၀၁၉ ခႏစတြင အဆငသင ျဖစမညဟ ေမာလင ရသည) ႏင ကာလရညၾကာ ျပစထတေဝမည ‘အဂၤလပဘာသာ ေလလာသငယေရး စာအပတြ’ ကစတင ျပစရန စစဥေနၿပ ျဖစသည။

Curriculum and Publication Department သငရးညႊနးတမးႏင ထတေဝေရးဌာန

Special Projects: Various Mote Oo departments are currently collaborating on teaching and learning materials for various groups. We are writing materials

on social cohesion and peacebulding with CSI. We translated workshop materials for the World Wildlife Fund. We designed and translated a

community dialogue handbook for Kuruna, and have an on-again, off-again federalism gig with HSF. We are also doing some preliminary

research for a disability education materials project with Eden Centre for the Disabled. CCEducare - http://www.cceducaremm.com/ - are running

an online civic education course using Mote Oo's Active Citizenship course.

အထးစမကနးမား

မခဥး၏ဌာနအသးသးသညအမးမးေသာအစအဖြ႔အသးသးအတြကသငၾကားေရးႏငေလလာေရးဆငရာအေထာကအကရငးျမစမားကပးေပါငးေဆာငရြကေပးလကရပါသည။ Center for Social Integrity (CSI) အဖြ႔ႏငလမႈကၽြမးဝငရငးႏးေပါငးစပမႈ၊ ၿငမးခမးေရးတညေဆာကျခငး စသည ရငးျမစမားက ေရးသားေနပါသည။ World Wildlife Fund အတြကလညးအလပရေဆြးေႏြးပြရငးျမစမားကဘာသာျပနေပးခပါသည။ Kurunaအဖြ႔အတြကလညး လထစကားဝငးလကစြစာအပတစအပကဒဇငးႏငဘာသာျပနျခငးတ႔ ျပလပခပါသည။ HSF ေဖာငေဒးရငးႏငလညးဖကဒရယဆငရာ အေၾကာငးစာတမးက နားလက၊ဆကလကျပစလကျဖငရေနပါသည။ ဧဒငရပၿမရမသနစြမး ေကာငးသားေကာငးသမား အတြက မသနစြမးဆငရာ ပညာေရးအေထာကအကျပ မားကလညး ကနဥးသေတသနျပခကမားကလညးျပလပေနပါသည။တဖနCCEducare (www.cceducaremm.com ) သညလညးမခဥး၏ ‘တကၾကြလႈပရားႏငငသား’ သငရးကအသးျပ၍ႏငငသားပညာေရးဘာသာကအြနလငးသငတနးပ႔ခေပးေနပါသည။

7

M e e t O u r S t a f f P a g e 7

Angelika Kahlos

ကၽမနာမညအနဂလကာခါးလ႔စျဖစပါတယ၊ျမနမာျပညေရးရာေတြက၂၀၁၂ခႏစကတညးကစၿပးအလပလပေနခတာပါ။ ကမအလပေၾကာျငာတစခကေတြ႔ရၿပးေလာကလႊာတငဖ႔စတဝငစားခပါတယ၊ ဘာလ႔ဆေတာ ကမက ပညာေရးက႑န႔ အမးသမးငယေတြန႔ သကဆငရာက႑ေတြမာအလပလပခငလ႔ပါ။ အဒအခနကာလက ကမျမနမာျပညအေၾကာငး အနညးငယပသေသးသလ၊ ျမနမာျပညကလညးသြားမလညဖးေသးပါဘး။ အလပရၿပးတေနာက ကမထငးျမနမာနယစပက သြားရပါတယ။ အဒမာ ျမနမာျပည လမးေပါငးစအထက ငယရြယတအမးသမးေကာငးသေလးေတြန႔ေတြ႔ဆခပါတယ။ သတ႔ေတြကသတ႔အေၾကာငး ကြနမကမေဝေျပာဆခတအခါမာေတာ ကမဘဝကေျပာငးလသြားေစပါေတာတယ။ သတ႔ေတြကမကေျပာၾကားခကေတြအရကမနငနငသးသးခစားခရၿပး၊ျမနမာျပညေရးရာေတြကဆကလကလပေဆာငသြားေတာမယလ႔ကမဆးျဖတခကခခပါတယ။ ၂ႏစတာကာလကနဆးၿပး ၂၀၁၄ခႏစမာေတာကမရနကနကေျပာငးေရႊ႕ခပါတယ။ အဒအခနကတညးကစၿပး အဖြ႔အစညးေပါငးစအျပင၊ ကမျမငေတြ႕ခငတ လ႔အဖြ႔အစညး၊ ႏငငေရးစနစန႔ ဒလဘဝပစေတြက ပေဖာေနခၾကတ မားစြာေသာမေရမတြကႏငတတကၾကြလႈပရားသေတြ၊ ေကာငးသားေတြန႔ အျခားသေတြန႔ေတြ႔ဆလကတြေဆာငရြကခရပါတယ။ ႏငငသားႏငၿငမခမးေရးပညာဌာနမနေနဂာအျဖစတႏစေကာၾကာလပေဆာငခၿပးျဖစပါတယ။ဒအလပကေတာ ကမၻာေပၚမာအေကာငးဆးအလပတစချဖစေကာငးျဖစႏငပါတယ။ေန႔စဥလလကြျပားျခားနားတေနာကခရတလပေဖာကငဖကေတြန႔ပးတြလပေဆာငေနရသလ၊အလပမာလညးလေပါငးမားစြာကေတြ႔ဆခရပါတယ။ လပငနးခြငမာ ဘယအရာက ကမကအေပာရႊငဆးျဖစေစသလဆတာကေတာ အျခားသေတြန႔စစစစမနမနစကားေျပာဆေဆြးေႏြးရတာမးေတြပါပ၊ ဥပမာအားျဖငသတ႔ရ႕ဇာတလမးေတြ၊ အေတြ႔အႀကေတြန႔အသအျမငေတြက ကမကေဝမတာကနားေထာငရျခငးပါပ။ တစတငးျပညလးကအမးမးကြျပားတႀကးပမးအားထတသေတြဟာပညာေရးစနစ ျပျပငေျပာငးလေရး၊ၿငမးခမးေရးပညာ၊ဒမကေရစန႔လ႔အခြငအေရး ယဥေကးမႈစတာေတြကျပလပေနၾကတာက ၾကားသရတအခါ မမကယကယ ႏမခစတက ခစားမပါတယ။ ပမႀကးမားတအေျပာငးအလန႔ လ႔အဖြ႕အစညးရ႕အစတအပငးတစခအေနန႔ ကမဟာလညး ပါဝငတညရေနတယဆတစတခစားခကကလညးကၽြနမအတြက အားေကာငးတ ေစေဆာမႈ တစရပျဖစေစတာပါပ။

I am Angelika and I started working with Myanmar issues in 2012. I saw a job advertisement and was interested to apply, because I wanted to work with education and with young women. At that time, I knew very little about Myanmar and had never visited the country. I got the job and went to the Thai-Myanmar border. There I met with young, female students from Myanmar’s many ethnic minority groups, and they changed my life when they shared their stories with me. I was profoundly affected by what they told me and decided to continue working with Myanmar issues. Two years later, in 2014, I moved to Yangon. Since then, I have been involved with many different organisations and met with innumerable activists, students and others who have shaped the way I view society, politics and life itself. For about a year I have worked as the Civic and Peace Education Manager for Mote Oo. It is probably the best job in the world. Every day I get to work alongside colleagues from diverse backgrounds and in my work I also get to meet a lot of people. What I enjoy most in my job is to have genuine conversations with others: I like listening to their stories, experiences and perceptions and to share mine. I feel humbled when I hear about all the different kinds of efforts people across the country are making, to reform education in Myanmar and to contribute to peace, democracy and a human rights culture. The feeling that I am part of a bigger community and of a bigger change, is what inspires and drives me in my work.

Pyae Phyo Aung remembers the exact date he started work with Mote Oo Education - 13th September 2016. He had recently graduated from West Yangon Univeristy in 2016 with a degree in Physics and applied for a position with Mote Oo as Administration Assistant through the Mimu website. His role involves making sure that all Yangon based staff have the resources they need to do their work and supports logistics for trips for training and other purposes. He is instrumental in making sure our books are delivered to schools and programs across the country. This involves regular trips to Aung Mingalar bus station which he doesn't enjoy. In his spare time he likes to go to the gym and in January he completed a 10km run at the Yoma Yangon International Marathon with two colleagues from Mote Oo.

ျပညျဖးေအာငဟာ မခဥးပညာေရးမာ သစတငအလပဝငခတ ေန႔ကေတာ မတမတရရ ရေနခပါတယ၊ အဒါကေတာ ၁၃ရက၊ စကတငဘာလ ၂၀၁၆ ခႏစ ျဖစပါတယ။ ၂၀၁၆ ခႏစ အေစာပငးကာလမာပ သဟာ ရနကန အေနာကပငး တကသလကေန ရပေဗဒ ဘာသာရပန႔ ဘြ႔ရရခၿပး၊ Mimuအငတာနက စာမကႏာကေနတဆင မခဥးပညာေရးရ႕ လကေထာကစမ တာဝနက ေလာကထားခတာ ျဖစပါတယ။ သ ထမးေဆာငရတ အဓကတာဝန အခနးက႑ကေတာ ရနကနအေျခစက ဝနထမးမားလအပတ လပငနး ေဆာငရြကႏငေရး အရငးအျမစေတြ၊ သငတနးမားအတြက ေထာကပပ႔ေဆာငေရးတာဝနေတြပျဖစပါတယ။ ႏငငတဝမးလးကေကာငးမား၊အဖြ႕မားထသ႔လအပသညစာအပစာတမးမားအခနမေရာကရႏငဖ႔ ျပညျဖးေအာငကအဓကကပါတယ။ ဒလပ႔ေဆာငဖ႔ ေအာငမဂၤလာ အေဝးေျပးကြငးကကားပတဆ႔မႈေတြက ၾက႕ၾက႕ခၿပးပမနသြားေရာကရျခငးလညးရပါတယ။ သရ႕အားလပခနေတြမာေတာကာယႀကခငေရးအားကစားရကသြားရတာကႏစသကပါတယ၊ ၿပးခတဇနနဝါရလကေတာႏငငတကာရးမမာရသြနၿပငပြရ႕၁၀ကလမတာခရးကမခဥးအဖြ႔သားႏစဥးန႔အတပါဝငဆငႏႊေအာငျမငခပါေသးတယ။

Pyae Phyo Aung

(1) B (၁) ခ 2. Mosquitoes (၂) ျခငမား

8

CCEducare

M e e t O u r P a r t n e r s P a g e 8

Minmahaw Education Foundation was established in 2007

on Thai-Burma border for the purpose of preparing students to

attend Tertiary Institutions. They have two schools - Minmahaw

School and Minmahaw Higher Education Program.

Minmahaw School is for students in migrant area, refugee

camps and villages inside Burma who have very limited access to

education. They teach maths, science, social studies, Burmese

politics, vocational subjects, craft and English. The students have to

speak only English in and out of the classroom. The school takes in

around 60 students for the year-long programme, and is staffed

mostly by international volunteers.

Minmahaw Higher Education Program prepares students for

study at to international universities. Every year, 24 students are

selected to attend this one year intensive program. This program use

the General Education Development (GED), a high-school equivalent

qualification from the US, teaching English language and literature,

science, maths and social studies. After successfully passing the GED,

students can apply for scholarships to go to universities in Thailand,

Hong Kong and some other countries.

မငးမေဟာ ပညာေရး ေဖာငေဒးရငးက ေကာငးသား ေကာငးသမား တကသလအဆင တကေရာကႏငရန ရညရြယခကျဖင ၂၀၀၇ခႏစတြင ထငးျမနမာ နယစပတြင စတငထေထာငခသည။ မငးမေဟာေကာငးႏင မငးမေဟာ အဆငျမင ပညာေရးအစအစဥ ဟ၍ သငတနးေကာငး ႏစခရသည။ မငးမေဟာေကာငးသည ေရြ႕ေျပာငးအလပသမား ဧရယာ၊ ဒကၡသည စခနးမား ႏင ပညာေရးႏငပတသက၍ အခြငအလနးရရရန အကန႔အသတရေနေသာ ျမနမာျပညတြငး ေကးရြာမားမ ေကာငးသား၊ ေကာငးသမားအတြက ရညရြယသည။ ေကာငးတြင သခၤာ၊ သပၸ၊ လမႈေရး၊ ျမနမာႏငငေရး၊ သကေမြးဝမးေကာငး ဘာသာရပမား၊ လကမႈပညာႏင အဂၤလပစာ ဘာသာရပတ႔က သငၾကားေပးသည။ ေကာငးသား ေကာငးသမားသည စာသငခနးတြငးႏင စာသငခနးျပငပတြင အဂၤလပစကားက သာ ေျပာဆရသည။ ႏစခၾကာသည ဤအစအစဥတြင ေကာငးသား ေကာငးသေပါငး ၆၀ ခန႔ရၿပး ဝနထမးအမားစသည ႏငငတကာမ ေစတနာဝနထမးမား ျဖစၾကသည။ မငးမေဟာ အဆငျမငပညာေရး အစအစဥသည ေကာငးသား ေကာငးသမားအား တကသလအဆင ပညာ သငၾကားႏငေရးအတြက ျပငဆင ေပးပါသည။ ဤအနးကပ အစအစဥသ႔ တကေရာကႏငရန ႏစစဥႏစတငး ကာငးသား ေကာငးသ ၂၄ ဥးက ေရြးခယသငၾကားေပးသည။ ဤအစအစဥသည အေမရကနႏငင အထကတနးအဆငႏင ညမသည General Education Development (GED) ပညာေရးအဆငက အသးျပၿပး အဂၤလပစာ၊ စာေပ၊ သပၸ၊ သခၤာ ႏင လမႈေရး ဘာသာရပတ႔က သငၾကားေပးသည။ အဆပါ GED ေအာငလကမတက ေအာငျမငစြာ ေကာျဖတရရၿပးေနာက ေကာငးသား ေကာငးသမားသည ထငး၊ ေဟာငေကာင ႏင အျခားေသာ ႏငငမားမ တကသလမားသ႔ ဆကလက သြားေရာက ပညာဆညးပးရန ပညာသငဆ ေလာကထားႏငၾကသည။

CCEducare - www.cceducaremm.com - runs an online

learning platform. One of their aims is to educate youth to

understand citizenship, and encourage youth to become active in

building a peaceful and diverse community.

In 2017, they were awarded a Mekong ICT Seeds Innovation

grant to hold a Citizenship Education project in Myanmar. . In

collaboration with Mote Oo Education, CCEducare developed a

blended learning model course based on Mote Oo's Active

Citizenship module and offered scholarships to active youth in the

community. The program ran for four weeks in early 2018. There

were a total of 15 students accepted to this program where they had

discussions with real life examples about how to contribute to

society. During the course work, students were required to go to

CCEducare’s online learning platform to submit assignments and

post discussion online. Upon completion of the program, Participants

feedback showed they were more confident in becoming active

citizens and are more aware of benefits of participating.

CCEducarewww.cceducaremm.com သညအြနလငးမ သငယေလလာျခငးအစအစဥ စမခက တစခကျပလပေနပါသည။ ဤအဖြ႔အစညး၏ ရညမနးခက တစရပမာ လငယမား ‘ႏငငသား’ သေဘာတရားမားက နားလညၿပး ကြျပားျခားနားေသာ လ႔အဖြ႔အစညး ရပရြာ အသးသးတြငးတကၾကြေသာ သမားျဖစကာၿငမးခမးေသာလ႔ေဘာငကမေဝ တညေထာငႏငေစရနရညရြယသည။ ျမနမာႏငငတြငႏငငသားပညာေရးစမခက တစခ ျပလပႏငရနအတြက CCEducare သည Mekong ICT 2017 Seeds Innovation Grant ရရခသည။ မခဥးပညာေရးႏငပးေပါငးေဆာငရြကမႈအေနျဖငCCEducareသညပစေရာေႏာေလလာသညေမာဒယတစခကျပစခၿပးလ႔အဖြ႔အစညးအတြငးတကၾကြလႈပရားေသာလငယမားကပညာသငဆအခြငအလမးေပးအပပါသည။ဤအစအစဥက၂၀၁၈ခႏစႏစဥးပငးတြငစတငခၿပးအခနကာလအားျဖင၄ပတၾကာသငတနးျဖစပါသည။အစအစဥမေကာငးသားေကာငးသ၁၅ဥးအားလကခခၿပးလ႔ေဘာငအသငးအဝငးအားမညသ႔မေဝပပးမညဆသညကလကေတြ႔လမႈဘဝမားကဥပမာထားေလလာေဆြးေႏြးသငယခၾကပါသည။သငခနးစာမားတြငေကာငးသားေကာငးသမားသညCCEducare၏အြနလငးဝကဆကဒကတကေရာကေလလာရၿပး သငခနးစာ မားက တငသြငးရသလ၊ အြနလငး ေဆြးေႏြးမႈမားကလညး ျပလပၾကရပါသည။ သငတနးေအာငျမငၿပးဆးေသာအခါ ေကာငးသားေကာငးသတ႔သညတကၾကြလႈပရားႏငငသားျဖစလာရန ပမ ယၾကညမႈ ရလာၾကၿပး ႏငငသားပါဝငမႈ၏ အကးေကးဇးမားကလညး နားလညလာၾကေၾကာငး ေဖာျပခၾကသည။

Minmahaw School

9

A s k T h e T r a i n e r s P a g e 9

I like doing different activities in my English class and want my students to practice different language skills and be able to

use English outside the classroom, but the students are always asking me to teach them grammar. What can I do to make

them realise that studying language is about more than just learning grammar rules?

ကမရ႕အဂၤလပစာစာသငခနးမာကြျပားျခားနားတလပငနးစဥမားလပေဆာငရတာကကမႏစသကသလ၊ကမေကာငးသေကာငးသားေတြကလညး ဘာသာစကားမးစကၽြမးကငမႈအတြကေလကငျခငး၊စာသငခနးျပငပမာအဂၤလပဘသာစကားကအသးျပႏငေရးတ႔ကလလားပါတယ။ဒါေပမယ ေကာငးသားေကာငးသေတြကအၿမလလသတ႔ကသဒၵါသငၾကားေပးဖ႔ေတာငးဆေနပါေတာတယ။ေကာငးသားေတြအေနန႔ ဘာသာစကား ေလလာတယဆတာ သဒၵါ စညးမဥးေတြ ေလလာရထကပတယဆတာ နားလညေအာင ဘာလပရငေကာငးမလ။

Many times I’ve seen English tests consisting of questions like

‘When do you use the present simple?’’What is the form of the second

conditional?’ etc. The fact that students are sometimes tested on these

facts about language is unfortunate and possibly the cause of them

feeling that it is the most (and possibly only) important thing about

learning a language. If you have to prepare students to pass tests where

they are required to reproduce this information, then I suppose you

might feel you are not doing your job as a teacher if they cannot do

this.However, if you are not bound by such pointless exam questions,

then rest assured, there is hope.

The first step for me would be to ask your students exactly why

they are studying English. When I have done this, in similar

circumstances, mine have tended to come out with all the ‘right’

answers – to read information on the internet, to speak to colleagues, to

understand the TV news, to write emails, etc, etc..

With this in mind, the second step is to ask them, “What then is

the purpose of studying English?” Is it to know all the grammar so that

you can recite rulesabout language, or is to use the language to

communicate with people? I hope that your students will see that

studying language and using it for communication are inextricably

linked.

Perhaps you could tell the students to imagine a situation

where they have to use the language. Say they meet an English-

speaking visitor on the street who asks them for directions. What is

more important? Is it to be able to tell the visitor that the imperative is

formed by using the base verb without 'you' or is it to be able to come

out with a few key words and actually give them directions (ideally

using the correct form of the verb)?

This is not to say that there is no point in studying the form of

the language. Personally I prefer a language course that is clearly

structured and for me the best way to do that is to organise it according

to grammar structures. That said, any good textbook produced

nowadays will always embed the grammar in a context so that the

usage of it becomes clear. This is normally followed by an opportunity

to practice the structure in a meaningful way. This is the purpose of

studying language and why communicative language teaching

methodology has become so popular in recent years.

The way I see it, it is perhaps unfortunate that language is

taught as an academic subject alongside history, geography and other

subjects that test people's knowledge about that subject. For me it has

much more in common with skills such as carpentry or cooking. After

all, I can know everything about wood and be able to write a lengthy

description about how to make things, but if the chair I have just made

falls apart as soon as I sit on it, then my knowledge is quite useless. That

is the same as the difference between knowing about the language and

being able to use it.

အဂၤလပစာဘာသာစာေမးပြေတြမာ “ရးရးပစၥပနကဘယအခါမာ သငအသးျပသနညး” ၊ “2nd Conditional ေဖာျပတသဒၵါပစကဘာပါလ (ဥပမာ If + S + V2 + O, then + S + modal auxiliary V + O)” စတေမးခြနးေတြက ႀကမဖနမားစြာ ျမငေတြ႔ရပါတယ။ဘာသာစကားန႕ပတသကလ႔ေကာငးသေကာငးသားေတြဟာကမေကာငးအေၾကာငးမလစြာဒလစစေဆးခရပါတယ၊အဒအခါသတ႔ဟာဘာသာစကားသငယရာမာဒါကအေရးပါအရာေရာကဆးလ႔ထငယသြားတတပါတယ။ တကယလ႔ စာေမးပြေတြမာ ဒတငးေမးလ႔ ဒတငးေျဖဖ႔ လေနတယဆရငေတာ ဆရာတစေယာကအေနန႔ ဒသဒၵါစညးမဥးေတြကပ ပငးစရာေကာငးေအာင သငရေတာမာပ။ တကယလ႔ ဒ အဓပၸာယမရတ စာေမးပြေတြရ႕ ကန႔သတဖႏပမႈက ခစရာမလဘးဆရငေတာ ေမာလငခကေသခာေပါကရပါေသးတယ။ အရငဆးေကာငးသ/သားေတြက ဘာေၾကာင အဂၤလပစာ ေလလာရသလလ႔ ေမးမယ။ ပမနေတာ ေကာငးသ/သားေတြက ဒေမးခြနးေမးရင အေျဖေကာငးေတြ ေပးေလရၾကပါတယ။ ဥပမာ အငတာနကက သတငးအခကအလကေတြဖတဖ႔၊ တဗြက သတငးေတြနားေထာငခငလ႔၊ အးေမးေတြေရးခငလ႔ စသညျဖငေပါ။ ဒလ အေျဖေတြထြကလာၿပးဆရင ေနာကတစဆငက အဂၤလပစာ ေလလာ ရတယဆတာ ဘာသာစကား အေၾကာငး သဒၵါစညးမဥးေတြ ရြတျပတတဖ႔လား ဒါမ မဟတ လေတြန႔ စကားေျပာဆ ဆကသြယႏငဖ႔လားလ႔ ေမးရပါမယ။ ဒအခါမာ ေကာငးသားေတြအေနန႔ ဘာသာစကားအေၾကာငး ေျပာတတတာန႔ ဘာသာစကားက အသးျပၿပး ဆကသြယ တတတာန႔က သးသန႔ခြလ႔မရေအာင ခတဆကေနေၾကာငး စဥးစားမလာပါလမမယ။ ေကာငးသားေတြက အဂၤလပစာအသးျပရတအေျခအေနတခက စဥးစားခငးလ႔ရပါတယ။ ဒေနာကမာ ထပေမးရမာက ႏငငျခားသားတစဥးဥးက ကယက လမးေမးတ အေျခအေနမးက စတကးၾကညခငးၿပး သဒၵါမနတ imperative ၀ါက ေတြန႔ လမးညႊနတ သဒၵါမနေၾကာငးမားေၾကာငး ရငးျပတတဖ႔န႔ တကယတမး သသြားလရာေရာကေအာင လမးညႊနတာ ဘယအရာ ပအေရးႀကးႏငေၾကာငး (အထးသျဖင မနကနတ သဒၵါကအသးျပျခငး) ျဖစပါတယ။ ဒလေျပာလ႔ သဒၵါသငတာ အလကားလ႔ ေျပာတာေတာ မဟတပါဘး။ ကၽြနမအေနန႔ေတာ ဘာသာစကား သငတနးတစခ ျပငဆငစစဥတေနရာမာ သဒၵါ တညေဆာကပေတြက အေျခခၿပး ေရ႕ေနာကစစဥရတာကပၿပး ရငးလငးတယလ႔ ထငပါတယ။ ဘာသာစကား သငၾကားေရး စာအပေကာငးေတြက နမနာ ၾကညၾကညရငလညး သဒၵါ တညေဆာကပေတြက အရငဆးအစအစဥတက ေနရာခလကၿပးေတာ အဒ တညေဆာကပေတြက အဓပၸာယ ျပည၀စြာန႔ အသးခ ေလကငဖ႔ ေလကငခနးေတြထညထားတာ ေတြ႔ရမာပါ။ အဒပစက ေယဘယအားျဖင "Communicative Language Teaching" ဆကသြယႏငမႈ အေျခခ ဘာသာစကား သငၾကားမႈ နညးလမးလ႔ ေခၚၿပး မၾကာေသးခငႏစမားအတြငးမာ ေရပနးစားလာတ နညးလမးလညး ျဖစပါတယ။ ကၽြနမ အျမငေျပာရရငေတာ ဘာသာစကားက သမငးလ ပထ၀လ ဘာသာရပတစခအလား ဒဘာသာရပန႔ ပတသကတ ဗဟသတက ပ သငၾကားတာမး ျဖစလာတာ ကဆးတာလ႔ပ ေျပာခငတယ။ အဂၤလပစာက ဘယလ ဘာသာရပန႔ ဥပမာ ျပခငသလဆေတာ အခကအျပတသငတာ၊ လကသမားပညာသငတာန႔ပါ။ ပါ၀ငပစၥညးနာမညေတြရြတတတတာန႔ တကယ ခကတတတာ မတသလ ကလားထင လပနညးေတြက ဘယေလာကေျပာတတေျပာတတ လပထားတ ခက ထငလကတာန႔ ကးကတာလညး ျဖစၤႏငတာပဆေတာ ဘာသာစကား အေၾကာငး ေျပာတတတာန႔ ဘာသာစကား သးတတတာန႔ ကြာျခားေၾကာငး သတထားမမယထငပါတယ။

Excuse me. Can

you tell me how to

get to the Museum

of Culture, please?

To give an instruction

(including directions), you

need to use the imperative.

This is formed by taking the

base verb, without 'you'.

10

Comic - Meanwhile On The Border P a g e 1 0

Mote Oo has two offices. As well as our main one in Yangon, we have a

small field office in Mae Sot on the Thai border*.

MEANWHILE ON THE BORDER

Words by KT Pictures by Kaung Myat Htet

This office provides Mote Oo services for people from

Myanmar living in Thailand – migrant workers, refugees

and CSOs.

The first post-secondary schools In the camps were founded in the early 90s. In

those days Thailand bannedall refugee education after 4th standard, so these

schools had to operate unregistered.

As people in the camps were not able to access either Burmese or Thai

universities*, these schools, academies and colleges provided the only higher

education available.

*Many refugees do not hold Myanmar national ID cards. Refugees

not able to become citizens of Thailand, either.

We work with approximately

20 programmes on the

border, supplying curriculum

and materials and running

teacher training workshops.

Around 10 of these

programmes are based in

refugee camps.

As of 2018, there are around

90,000 people living in nine

official refugee camps - and

several unofficial camps - on

the Thai-Myanmar border.

Many have been there since

the 1970s.

*funding for this office ends in December 2018. We will hopefully relocate it to

South-eastern Myanmar.

11

Comic - The Story Of Mote Oo P a g e 1 1

Over the last 25 years, over 40 of these schools were

founded by different ethnic, youth, womens’ or faith-based

organizations. Some are academic, others vocational, and

some focus on community development or leadership

subjects.

Educational (and other)

funding is shifting from

the border into Myanmar.

There are more and more

educational opportunities

in Myanmar now.

The border post-secondary

schools are having their

funding reduced year by

year, and coming under

pressure to relocate on

the other side of the

border. This is difficult

for some schools, as the

refugee populations they

serve feel unable to

return. If the schools go

back ahead of their

communities, what will

the effects be?

It will be interesting to

see what these maps and

charts might look like in

2025.

However, back on the border, things aren’t looking good. With the

changes in Myanmar, refugees are under pressure to move back. Food

supplies, health and educational funding is leaving, and many

programmes have had to close.

A lot of refugees are reluctant to move back, as they have no land or sup-

port systems to return to. There is still the problem of landmines, and

many fear ongoing fighting.

Now there are over

50 post-secondary

schools in Myanmar

as well, providing

quality, accessible

and affordable

alternatives to formal

tertiary education.

More are opening all

the time.

12

P r o c e s s O f O u r W o r k s P a g e 1 2

13

Yangon , Myanmar

Mote Oo Office No. A4, Mya Kan Thar Street, Mya Kan Thar Housing (near Hledan area), Ward No.2, Kamayut Township, Yangon

Sar Pay Nan Taw No. 138/140, 1st Floor, Corner of Pansodan and Mahabandula Road, Kyauktada Township, Yangon

Monument Books and Toys Shop No. 150, Dhamazedi Road, Bahan Township, Yangon

Nagar Ni Book Shop, TAB Book Center (1) No – 108, Ground Floor, Sanchung Road , Sanchaung Township, Yangon.

TAB Book Center (2) Culture Valley, Sanchaung Township, Yangon.

TAB Book Center (3) Taw Win Center of Third Floor, Pyay Road, Dagon Township, Yangon.

TAB Book Center (4) Hledan Center of First Floor, Kamayut Township , Yangon.

Yar Pyae Book Shop U Tun Lin street,Hleden, Kamayut Tsp,Yangon.

Sarpaylawka 2 No-262/264 ground floor, pansoden upper block, kyauktada Tsp, Yangon.

Innwa Book Shop U Tun Lin street,Hleden, Kamayut Tsp,Yangon.

Pansodan Scene No . 144, Second floor, Pansodan middle block, between Anawyahtar and

Maharbandula, Kyayktada township, Yangon

Mandalay, Myanmar

Nagar Sar Pay No. 290(B), 83 Street, 29 x 30 Street, Mandalay

Lu Htu Sar Pay No. 221, Lat Sal Kan Yat, 84 x 33 Street, Mandalay

Tun Oo Sar Pay No. 101, 84 Street, between 29 x 30 Street, Mandalay

Taunggyi, Myanmar

Millionaire Book Shop No. 71-72, Cherry Street, Kan Ought Yet, Taunggyi

Mawlamyine, Myanmar

Kyaw Kyaw Book Shop No.10, Tha Htone Bridge Street , Mawlamyine Township

Naypyidaw, Myanmar

La Min Win Win Sar Pay Tabyay Kone bus compound, Opposite side of Shwe Man Thu Bus gate.

A Di Pa Di Sar Pay No.Pa/168, Pwal Yone Tan, Tabyay Kone Zay, Zamhuthiri Township, NPT

Monywa, Myanmar

A Di Pa Di Sar Pay No. 77, Kannar road, Phayar Gyi ward, Monywa.

Mae Sot, Thailand

Mote Oo Office Youth Connect Foundation, 10/24 Samaksapphakarn Road, Mae Sot, Tak 63110, Thailand

Borderline 674/14 Intharakeeree Road, Mae Sot, Tak 63110, Thailand

Picturebook Guest House 125/4-6 Soi 19 Intharakiri Rd, Mae Sot, Tak 63110, Thailand

Chaing Mai

Child’s Dream Office 238/3 Wualai Road, T. Haiya, A. Muang, Chiang Mai 50100, Thailand

New Zealand

Freedom Shop 162 Riddiford St, Newtown, Wellington ph: +64 4 389 3891

Yangon Office

No. 105-A, Yadanar Myaing Street, Yadanar Myaing housing, Ward No. 1, Kamayut Township, Yangon.

Phone: (+95) 9777368290 Email: info@moteoo.org Web: moteoo.org Facebook: facebook.com/moteooeducation

Maesot Office

10/24 Samaksapphakarn Road, Maesot, Tak 63110, Thailand

Phone (+66) 931931638

P a g e 1 3

P l a c e s w h e r e y o u c a n g e t M O m a t e r i a l s P a g e 1 3

Contact us!