NH Annual Report 2010

8/6/2019 NH Annual Report 2010

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Our organization background

New Humanity is an international N.G.O. supported

by P.I.M.E. (Pontificio Istituto Missioni Estere -

Pontifical Institute for Foreign Missions). Our

organization is legally registered in Italy, and also

approved by the Royal Government of Cambodia.

In April 1992, New Humanity addressed a written

statement of intention to the Ministry of Foreign

AffairsInternational Cooperation in order to open

our head office in Phnom Penh and to start

operations in Cambodia.

Thus on October 23, 1992, our first agreement was

signed with the Ministry of Education. Since then we

have signed several other Memorandums of

Understanding (MoU) with the Ministries of

Education, Social Affairs and Agriculture.

In 2009, we renewed our agreement for a project

supporting People with Disabilities in Kompong

Chhnang and Kandal provinces. The same year, we

signed a new MoU about a project on Agriculture

Development in Kompong Chhnang province.

In 2010, we have established two new agreements:

one for a project on Early Childhood Care and

Education and another one in favor of Primary

Education and Basic Health care for Indigenous

Children, both in Kompong Chhnang and Mondolkiri.

Our Vision and Mission

We envision a society where everyone can receive

education and care, according to his/her needs and

abilities, and participate to the development of

his/her own rural or urban community.

Therefore, the main mission of New Humanity is to

promote education in order to contribute to the

fight against all forms of poverty and exclusion,

affirming the dignity and rights of every human

being.

Our core values

In order to accomplish this mission we want to

promote subsidiarity, reciprocity, co-responsibility

and cooperation, inspired by values of:

Fraternity, mutual confidence and opendialogue.

Respect for the value of life, the dignity of thehuman person and its culture.

Concern towards the poorest. Solidarity, conceived as strong determination to

work for the common good of every single

person.

Our commitment in 2010

New Humanity contribution in Cambodia is based

mainly on 2 programs: Education and Disability.

The program related to Education is at the same

time subdivided into 3 different projects: the first

one is Early Childhood Care and Education located in

Kompong Chhnang and Mondolkiri Provinces; the

second one is a project of Sponsorship for primary

school students in Mondolkiri; and the third one is a

Master program in Anthropology-Sociology at the

Royal University of Phnom Penh.

The program on Disability is mainly focused on the

development of Community Based Rehabilitation

Centers located in Kompong Chhnang and Kandal

Provinces. These centers are opened to all kinds of

people with disabilities; however, most of our

beneficiaries are people with intellectual disabilities.

In order to respond to the needs of our

beneficiaries, New Humanity has established 3

components inside both main programs: the first is

linked to health care and sanitation to improve and

monitor the health condition of our beneficiaries;

the second is linked to agriculture development to

ensure food intake and income generation; and the

third component aims to respond only to emergency

cases related to basic health, nutrition and housing.

Our activities in 2010

Education: establishment and management of 19

pre-school classes, sponsorship of primary school

students who are mainly from the Phnong ethnic

group in Mondolkiri, and support to Master program

at the Royal University of Phnom Penh.

Disability: establishment and management of 5

Community Based Rehabilitation (CBR) centers to

provide special education, physiotherapy,

occupational therapy, health monitoring andparenting skills.

Health: health education and care for children and

their families involved in our education and disability

programs, teacher's basic health training, children's

hygiene and health monitoring as well as referral.

Agriculture: mobile training for agriculture

development skills on rice cultivation, gardening,

natural fertilizer, livestock, poultry, fish and cattle

rearing. Some parents of our 2 main programs are

part of this component.

Emergency relief: Response to unforeseen situations

of distress caused by natural disasters or poverty.

NEW HUMANITY IDENTITIY


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EDUCATION & HEALTH PROGRAMS (32 people)

DISABILITY PROGRAM (28 people)

DIRECTION & ADMINISTRATION (14 people)

CHEUNG VeasnaProgram Manager

NGOY SovannaremTraining Officer

SOK SOcheatProgram Officer

WONG LuciaEducation Advisor

LEGNANI FrancoPIME Representative to NH

ROQUEPLAN HervCountry Director

AYALA MOREIRA RenAssistant Director

CHHY SophearithMonitoring & Evaluation

Officer

MOP PhoeunProgram Officer

AGATEA StefaniaHealth Advisor

NHEK ChamroeunProgram Officer

CHENG ChandyProgram Manager

LIM HengProgram Officer

EK SambounProject Officer

OP VannaPsychologist

NICOT MathildeSpeech Therapist

CHHIM Sok EimFinance Officer

CHUM VeyAdministrator

KONG SothearithAdmin. & Finance

Assistant

SOM SopheakAdmin. & Finance

Assistant

OURN ChanthySecretary &Accountant

AGRICULTURE

PROGRAM

(4 people)

NEW HUMANITY STAFF 2010 (78 people)


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Demographics

Population (2009) 14,805,358 Female 51.36%

Population Growth Rate (2009) 1.5 % Age Structure (2009)

Population Density per Square Km. 75 Under 18 33.7 %

Urban Population (2008) 19.5 % Under 5 10.2 %Average household size (2008) 4.7 Over 65 years 4.2 %

HDI (Human Development Index) in 2005 Rank: 124 on 169 countries (UNDP)

Ethnic Groups Khmer (90%), Vietnamese, Chinese, Hill Tribes, others.

Education

Literacy rate (15 years old +) 2010 87.5 % Quality & efficiency in Primary Education (2009/2010)

Pupil-Teacher ratio in Primary 2008 49 Pupil-class ratio at Primary Education 38

National Budget for Education 2010 16.40 % Teacher-class ratio 0.78

Enrolment ratios1

2010 GER NER Pupil-textbook ratio at grade 1-3 (1 set:3) 2.8

Pre-primary 46% n/a Repetition rate 7.1%Primary 96.1 % 93.4 % Dropout rate2 8.7 %

Lower Secondary 56.6 % 33.9% Survival rate2 91.3%

Upper Secondary 33.2 % 20.8% Completion rate2

85.3%

Health

Life Expectancy (2008) 62 years Under-5 Children underweight 2009 29%

Total fertility rate (15-49) 3.4 Infant Mortality (per 1,000 live births) 2009 68

HIV Prevalence (per 1000 adults 15-49) 8 Under-5 Mortality (per 1,000) 2009 88

Population using safe water 61% Population using sanitation facilities 29%

Economic

GDP 2009 $ 9.87 billion GNI per capita 2009 $ 610

GDP Growth 2009 -1.9 % Inflation rate 2009 5.1%

Contributions to GDP 2009 Population by sector 2009

Agriculture 35 % Agriculture 74.2 %

Industry 23 % Industry 7%

Services 42 % Services 18.8 %

Population below poverty line (2007) 30.1 %

Disability

Population living with disability (2008) 1.4%

Disability by Type of impairment

Vision 29.97 % Mobility 40.83 %

Hearing 7.93 % Mental 21.59

Speaking 8.68 %

Sources: National Institute of Statistics (NIS) for demographics, UNESCO for Education, Ministry of Education Youth

and Sport (MoEYS), World Bank, and UNDP.

1 Percentages of children in school are represented by Gross Enrolment Ratios (GER) and Net Enrolment Ratios (NER). GER is the number of pupils

enrolled in a given level of education regardless of age expressed as a percentage of the population in the theoretical age group for that level of

education. NER is the number of pupils in the theoretical age group who are enrolled expressed as a percentage of the same population.2 According to EFA Global Monitoring Report the dropout rate for school year 2007/2008 was 46%, survival rate 54%, and completion rate was 48%.

CAMBODIA INDICATORS


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Early Childhood Care and Education

Despite of great achievements with a net enrolment

ratio in primary education of 96.1% for 2010,

Cambodia's education needs improvements on

repetition (7.1%) and dropout (9%) rates, according

to the last figures given by the Ministry of Education.

A strategic approach to decrease these rates lies inEarly Childhood education, a program recognized by

the Royal Government of Cambodia as an important

means of promoting enrolment rates and reducing

repetition rates in grade 1 and 2, thus minimizing

the possibilities of dropouts caused by earlier

failures.

In this regard, NGOs working in this sector are

implementing preschool programs to bridge the gap

of early care and education services in rural areas

and remote communities where the lack of or total

absence of preschool services remain a challenge. It

is in this context that New Humanity is attempting to

give its contribution to ensure preschool children

enrolment in grade 1 by collaborating with the local

authorities and communities.

Our results in numbers for the School Year 2009/10

In the school year 2009-2010, there werealtogether 19 pre-school classes: 14 classes in

Kompong Chhnang province (KCN) and 5 classes

in Mondolkiri province (MDK). We got a total of 518 children (female: 257)

enrolled in the 19 pre-school classes: 383

children in KCN and 123 children in MDK.

By the end of the school year 506 children(female: 254) completed the year. Therefore the

dropout rate equals 2.3%.

In average the attendance rate in the 19 pre-school classes was equivalent to 76.1% of 198

school days attended. In KCN the attendance rate

was up to 82.6% while in MDK it was only 69.6%.

Children developed their skills through activitiesregarding Social Responsibilities, Sensorial

Development, Language Development, Early

Mathematics and Gross Motor Skills.

All children received health and hygienemonitoring during the school year. Therefore the

percentage of children with very good hygiene

condition increased from 72% at the beginning to

85% at the end of the school year.

All children received daily breakfast; thus, thepercentage of children with healthy weight

increased from 86% to 94% at the end of the

school year.

Parent's contribution, for the daily breakfast,reached 63% of the total expected amount of rice

for this school year (1kg/month/parent).

76% of parents also contributed in the preparationof the breakfast, thus 37% of them came more

than once a month, and 39% came just once.

Regarding parent's involvement, 79% of them, inaverage, attended the 108 meetings on parenting

organized by NH in both provinces. Meetings on

Mother and Child health care issues (90 meetings)

were attended by 90% of the parents.

One of the most relevant impacts of our basichealth training for parents was the use of mosquito

net, the number of families using this device

properly increased from 52% to 89%.

Concerning capacity building for the teachers, all ofthem have had external and internal training. The

external training was given by organizations like

Krousar Yoeung, Save the Children Norway, and

Aide & Action. Besides, in order to broaden their

vision, there was an exposure trip to Hong Kong.

The outcomes of these trainings are monitored

and coached by our education advisor and training

officer.

School Year 2010/11

For the new School Year 2010/11 we have open anew pre-school class, giving a total of 20 pre-

school classes (15 in Kompong Chhnang Province

and 5 in Mondolkiri Province).

We got a total of 580 children (female: 302)enrolled in the 20 pre-school classes: 439 children

in KCN and 141 children in MDK.

Problems found

New local teacher recruitment and retention of thestaff already recruited due to the constant search

for better income generation.

Disinterest for proper personal and family hygienebehavior.

While parents have brought an importantcontribution in feeding their children, program's

expectations are still to be fulfilled in order to get

closer to sustainability.

Partial interest of local authorities to disseminateinformation about the program among all villagers.

EDUCATION & HEALTH


8/22

Ms. Sopheap is a Phnong preschool teacher in Krang Tes Village, Mondolkiri

Province. She is 24 years old and she has been working for NH since 2008.

When I started to work for NH as preschool teacher my teaching skills were not

good, because I had difficulties in understanding how to prepare and use lesson

plan, arrange teaching materials, and I did not have really experience in teaching

methodology. I felt upset with the results I got, I was sure that children were able

to do better.Through training, experience and support I started to prepare better lesson

plans, teaching activities, teaching materials, and my teaching methodology has

improved a lot. Another important thing I learned is about the nature of the kids,

how they think and what is important for them. Now I am more empathetic with

them my behavior and attitude towards the children have also changed. I love

my work with the children. The more energy I put in my commitment, the greater

achievement and satisfaction I have and the high attendance rate is one, which is

always almost 100 percent.

Some parents of former pupils have approached me to show their satisfaction and gratitude for the good results

obtained by their children in primary school. They told me that my students are progressing quicker than those

children who never attended preschool classes. I am very happy to hear about these good results.Although I gained lots of experiences, I have faced some problems in encouraging all parents to be involved in our

activities like meetings and breakfast preparation. This happened especially during planting and harvesting

seasons. Sometimes I do not know what to do, I know that they have to ensure their food first. But when farming

season is over, I do my best to encourage them to participate in our activities".

Ms. Ya Teh, is a widow 33 years old and a mother of a 5-year-old girl, Nhel

Theara who is currently attending the NH's pre-school class for the school year

2010/2011.

We are 4 members in my family; my daughter, my parents and I. I was divorced

when I was pregnant. My main occupation is selling groceries at home. Since my

daughter started to attend preschool, I noticed that she is able to recognize the

Khmer alphabet and numbers. She also knows how to read some words learnt at

school. I am very happy with what she can do. I am very grateful that she can go

to preschool because not only my child can learn but also I have time to do my

work.

I am sure that for the next year I will send her to primary school and if possible

finish high school so she can help to improve our living condition in the future. I

have tried to be faithful in attending all the monthly meetings. I found them

useful because we can learn about health care, hygiene, common diseases, and especially understand what our

kids are able to do at this age. My favorite topic is about health, I learned about the symptoms for most common

diseases and what to do in case getting one of them. For example when my daughter has fever, I give her

something against the fever, but if she doesn't get better I brought her quickly to the health center".

Yoe Koe is a 5-year-old boy of Pnong minority. He is studying in Leng

Chhung Preschool in Mondolkiri Province. His parents are farmers.

I like the school very much because I have "bobo" (rice porridge)

every morning. I like to eat because it is so delicious. I am also happy

to play with my friends and learn Khmer letters, numbers from my

teacher. We also draw and sing. Next year I would like to come again

to this school, Ive made a lot of friends and I like my teacher, I also

want to be teacher".

Laying the foundations for tomorrow's education in rural Cambodia


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Primary Education and Basic Health Care for

Indigenous Children in Mondolkiri

While primary education in general has seen evident

improvements, the situation in remote areas, where

most indigenous groups are located, is not as

encouraging as the rest of the country. There is still alack of qualified teachers who are keen to be

assigned in these remote regions. This fact makes

the education system in these places extremely

poor. According to the current reports of the

Ministry of Education, the attendance of students is

poor, teachers are often absent and textbooks not

always available. It is in such context that NH is

currently implementing a program on Early

Childhood and Primary school in Mondolkiri,

especially among indigenous children. The program

aims to increase enrollment rates and retainingstudents at school by providing them with studying

materials and feeding program while improving

school facilities and ensuring additional training for

the teachers.

Achievements in numbers

After a campaign for school enrollment inMondolkiri, according to school directors and

teachers, the number of students enrolled in this

new school year has an increase of 9% compared

to that of last school year.

Our sponsorship program for primary schoolstudents is currently reaching a total of

1,117 children. However, non-sponsored children

in the same schools also benefit from the

program. Therefore, the total number of

beneficiaries rises to 2,620 children in the

provinces of Kompong Chhnang (733) and

Mondolkiri (1,887).

We have provided studying materials and schooluniforms to a total of 2,445 students (female:1,119), 1,712 students from Mondolkiri and 733

from Kompong Chhnang.

Regarding school improvement, 6 woodenkitchens were built in 6 schools located in

indigenous communities and the classroom

floors in one primary school were cemented.

Local community was involved in all these

activities of school improvement, mainly through

labor contribution.

In order to tackle teacher absenteeism, a systemof monthly merit-based incentive grant of 20 US

Dollars for teachers and school directors was

established.

With the aim to make school libraries morefunctional, we recruited 6 local people who have

received a training to become school librarians in

Mondolkiri.

To facilitate the access to safe water, wedistributed 69 Ceramic Water Purifiers (CWP)

among families in 2 villages. Other 26 CWP weregiven to 6 schools. Besides, wells in bad condition

within the school were repaired to ease school

feeding activities.

In regard to hygiene behavior, 6 workshops wereconducted, reaching the participation of 1,327

students and 17 school teachers. Other 6 trainings

on hygiene were held, with the participation of 85

mothers.

Within the framework of health care, 1,825students received a health check-up with thecollaboration of local Health Department staff. In

addition, personal hygiene stuff was provided to

141 pre-school students.

To ensure the daily breakfast for children 8 cookswere hired for 6 schools in Mondolkiri. Thus,

currently 694 students are receiving daily meal, a

number that is expected to double by the next

year.

In the frame of community development, 15trainings on agriculture were conducted formembers of 13 villages. The trainings reached 592

villagers interested on rice intensification system.

After consultation with local population, 2 ricebanks were established within the schools of

Poulung and Srae Khleng village. NH has

contributed to these new rice banks with 6 tons of

rice. To this point there are 150 villagers registered

as members.

Problems found

Local committees for quality education are difficultto establish and once done, it is even more

complicated to make them functional.

Concerning teacher training for quality teaching inMondolkiri, NH agreed to provide technical

support to all teachers of primary school during

regular meetings organized by the provincial office

of education. However, due to communication

issues, so far such an input has not yet been put

into practice.

NH proposed to villagers the use of dry pit latrinesfor a better sanitation; however, this idea was not

approved by most of them.

EDUCATION & HEALTH


10/22

Mr. Chan Thoeun, has been working as the school principal of

Pou Loung primary school since 2002.

I am very happy since NH has started working in my school.

This year I got an important support of materials for the

children's hygiene. Most importantly, the construction of the

kitchen for school feeding and the community rice bank

storage, the receiving of ceramic water purifiers and books for

our existing library, the repair of the school well in the school

compound. All these enormously improve the school facilities.

I am very grateful with the fact that my students can have a

good breakfast every morning. That is essential for their

health especially here in Mondolkiri as parents do not have

enough rice to feed their children before coming to school.

Here the kids feel very happy when the time for breakfast comes, after that they are full of energy and eager to

continue their school activities.

Before the well was repaired, my school didnt have enough water to use. Now we have enough water for cooking

the breakfast and for the latrines. Sometimes some villagers who live around our School also get water from this

well.

My teachers have also received technical support from NHs staff through training and monitoring. That is very

helpful for me and besides they are improving their quality of teaching. According to what I observed, the

students attendance is better than before and the dropout has been decreased remarkably. I hope that all this will

go on until the end of the school year".

Ms. Swem, 40 years old, is a widow living with 5 children. 3

are going to Pou Loung School. They are in Grade 6, Grade 3

and preschool class.

Thanks to the support of NH, my children are very keen to go

to school. They feel proud in their new uniforms and learning

materials. This support also helps me reduce my expenses for

their study. I decided to join the turns for cooking the breakfast

for my children and all the students 3 times a month.

I think that education is very important for my children and for

my family. Sometimes I feel worried about the studies of my

children at school. I am concerned when their progress is not

good. Every day I try to encourage my 3 children to go to

school because I want them to be able to read and count, I want them to have a good job in the future".

Dina is a 13-year-old Phnong girl, studying in Grade 3 at Leng Chhung PrimarySchool. She has 2 brothers and her parents are farmers.

This year I got a school uniform and study materials for the first time. These

materials really help me in my studies. I am very happy because I have a new

uniform to come to school, books, pens, and my own bag... my mother needs not

buy these things for me.

I enjoy eating my rice porridge every morning because after eating I am not

hungry anymore, so I can listen to my teacher attentively. In my classroom we

have a container where we can take safe drinking water. I really like to come

here, I like to learn and become doctor one day, because here in my village we do

not have doctors to cure us when we are sick".

Inclusive education for indigenous children in Mondolkiri


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Higher Education: Master program of

Sociology-Anthropology

According to the last updates given by the Ministry

of Education, education in Cambodia has shown

progresses at all levels, from preschool to higher

education. In quantitative terms higher education

currently counts with 91 state and 34 publicinstitutions. However most of them (57) are located

in Phnom Penh and the rest distributed in 18

provinces. Currently there are 12,887 students

taking Master degree program, of this 18.8% are

female students. The government's goals for this

sector involve quality and capacity improvement but

also a focus in the development fields such as

education, anthropology, health and agriculture.

In 2004 NH started to

implement a Master

degree program with

major in Sociology-

Anthropology, with

the aim to strength

the capacity building

of lecturers at the

Royal University of

Phnom Penh and

students of social

sciences. The

objective of this

program was to

support and

encourage scientific

research in the fields

of sociology and

anthropology, skills

relatively new in Cambodia's context.

Until 2010 New Humanity has achieved to support 3

intakes since October 2004, promoting a total of 54

master degree holders. According to our impact

survey among the students from the 2 first intakes, we

know that most participants of the first batch were

involved as university staff which, a logic trend,

knowing that the main targeted group at that timewere the lecturers of the Sociology Department. In the

case of participants of the second batch, most of them

graduated students of social sciences, found work

rather in NGOs. Both trends are equally important,

thus lecturers can ensure the transmission of

knowledge and practice about social research, while

NGOs workers can help to develop more adapted aid

program within Cambodian context.

The third intake was the last year of New Humanity's

involvement at the Royal University of Phnom Penh

after 16 years of partnership. Through

the collaboration of New Humanity, in

1994 the Department of Sociology was

established and Department of

Philosophy restored. Later a research

training program was conducted from

2000 to 2004 in order to reinforce

qualitative research approach, and finally

a Master Program was designed to

strengthen Sociology and Anthropology

within the spectrum of social sciences in

Cambodia.

Our presence in RUPP was valued by the

Academic authorities and governmentunderlining our achievements and

commitment.

18%

8%

15%

41%

0%

27%

15%15%15%

11%8%

10%

15%

54%

27%

0%

15%

5%

0%

10%

20%

30%

40%

50%

60%

Government staff University staff International

agencies staff

Company/Private

sector staff

NGO staff Other

Current Job of Former Master's Students

2004-2006 2007-2009 All

0%

31%

16%

21%

16%18%

11%11% 11%

16%

21%

18%

26%

0%

13%

26%

21%

24%

0%

5%

10%

15%

20%

25%

30%

35%

Rural

Development

Ethnic

groups

Migration Social &

cultural

change

Education Other

Current Field Research of Former Students

2004-2006 2007-2009 All

EDUCATION & HEALTH


12/22


13/22

Beneficiaries by main impairment in 2010

Psychological

difficulties, 10

Moving difficulties,

27

Learning

difficulties, 45

People who have

fits, 6Other, 4

Seeing difficulties,3Hearing difficulties,

2

Speaking

difficulties, 1

Community Based Rehabilitation Centers

Currently the total population of people with

disabilities, according to the last General Population

Census of Cambodia 2008, is 1.4%. With the aim to

respond and integrate this segment of the

population, the Royal Government of Cambodia has

passed two major legislations: a policy on Educationfor Children with Disabilities (2008) and the law on

the protection and the promotion of the rights of

People with Disabilities (2009). These policies

attempt to increase awareness and acceptance of

people with disabilities, to develop early

identification and intervention, and to provide

quality education and care.

Several organizations in Cambodia are currently

assisting people with physical disabilities, a group

that has drawn most of the attention in the past

years, due to their link with victims of landmines.

However, although the more low profile group of

people with intellectual disabilities has not yet

captured fully the attention, some organizations

have started to work seriously on the identification

and assessment of children with this type of

disability. Nevertheless this sector is still lacking of

care and specialized service to improve their lives

and their inclusion in their own communities.

It is in this spirit that New Humanity has

concentrated its efforts to welcome children withintellectual disabilities in our Community Based

Rehabilitation (CBR) Centers, and provides them

with physical and psychological care.

Currently we have 5 centers and a home-based care

program in Kompong Chhnang Province in order to

reach as many beneficiaries as possible.

Achievements in 2010

In 2010, we reached a total number of 98 (females:

48) persons with physical and intellectual

disabilities. Among them, 68 (females: 32) are

receiving services in our 5 CBR centers, and the

other 30 (females: 16) receive similar services

through Home Based Care.

In regard to teaching activities, we have 74

beneficiaries who are learning multiple subjects,

while 14 of them are learning just one subject due

to their limited capacities. Because of age and

condition of their impairment there are 10 children

who do not participate at all in any of those

activities.

Our physiotherapy activities are reaching 50

(females: 23) beneficiaries who suffered some kind

of physical impairment: 37 (females: 14) arecoming to our CBR centers and 13 (females: 9) are

part of the Home Based Care project.

About referral for sick people, 72 out 98beneficiaries were referred to the hospital or

health care centers. 62 of them were cured

relatively fast while the other 10 are still under

treatment.

Concerning counseling activities, 22 out of 98People with Disabilities received counseling. Each

one of them has received 4 individual sessions inaverage. In the case of parents, 59 have received at

least 2 counseling sessions. Our special needs

teachers have also received counseling by group

and individually. Thus in 2010, 33 group sessions

were conducted and each teacher received 5

individual sessions in average.

DISABILITY


14/22

Thanks to a developed networking with otherorganizations working in the sector of disability,

30 out of 98 beneficiaries received assistive

devices such as prosthesis and wheelchairs from

Cambodia Trust and other 3 beneficiaries

received hearing aid devices from the Jesuit

Service. Another outcome of networkingactivities is the acknowledgment by the Ministry

of Social Affairs, Veterans and Youth

Rehabilitation (MoSVY) of our centers as model

for CBR centers' best practices and place for staff

exposures.

In the spirit of self-help group, we organized atotal of 23 home visits. The families of our

beneficiaries received the visit of other children

with disabilities, some parents, and other

members of the community.

Regarding sustainability and parent'sinvolvement, we organized a total of 33 meetings

for parents of children going to our CBR centers.

The aim of these meetings was to provide

information about disability and basic health

training.

In terms of poverty alleviation we have providedagriculture training for home gardening to 68

families with children with disabilities so they can

improve their livelihood.

A propos of inclusive education, we have ensuredthe integration of 20 out of 98 beneficiaries into

local public schools for the school year

2010/2011.

Activities of raising awareness about disability,we supported the participation of 15 children to

be part of the Special Olympics Games for

persons with intellectual disabilities at the

National Olympic stadium. We also facilitated the

participation of 25 children to the 28th

International Day for Persons with Disabilities onDecember 2010 in Kompong Chhnang. A total of

175 people with disabilities attended this event.

A research called "Intellectual Disability in RuralCambodia: Cultural Perceptions and Families'

Challenges" should be finalized and published by

the mid 2011. Besides, another small survey was

conducted in order to determine prevalence of

children with disabilities in public schools of

Kompong Chhnang Province. Finally we

conducted a baseline survey to identify the

prevalence of people with disabilities in 25villages of the same province. Through this

survey, we found 123 PwDs in need.

Capacity building for our staff is crucial for qualityservice delivery in favor of our beneficiaries. It is in

this line that NH provides internal and external on-

going training to our special needs teachers and

staff in charge to deliver physiotherapy.

Problems found

Because of constant responsibility towardschildren with intellectual disabilities our staff are

frequently stressed, a problem that is partially

solved by counseling sessions. This counseling

facilitates their quality work and empathy towards

our beneficiaries.

The body of knowledge and practice of on-goingtraining is not rich enough due to the lack of

professionals in the sector. Therefore, the staff

improve their skills slowly. This fact also has an

impact in the accuracy of monitoring and

assessment of the condition of our beneficiaries.

Involving parents in the project activities is one ofour aims; however, the outcomes so far are

limited, with few parents deeply committed.

In rural Cambodia, hygiene is a permanentchallenge and risk for our objectives on basic

health care as parents do not fully grasp its

importance. Our staff is permanently monitoring

our beneficiaries and their homes to encourage

this behavior.

Some of our Research's Recommendations

Family members of the children with intellectualdisabilities should have more access to information on

how to care and deal with their childrens situation.

The cultural approach should be considered in thedissemination of information and in trainings.

More programs and trainings should be developed andprovided to school teachers that introduce them to

special curriculum and techniques on how to teach

children with intellectual disabilities

More health care providers need to be specialized onmaternity care as well as on intellectual disability.

Mutual cooperation between government and non-government institutions must be supported and

reinforced

In the framework of a program for children withdisabilities, each child with intellectual disabilities

should be treated as unique.

Service providers, parents, relatives and the communityin general must learn to recognize and advocate againstacts of discrimination inside and outside their

communities

DISABILITY


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Pang Raden, 53 years old, is a widow and mother of 3

children. Hang Somaly, her daughter, is autistic and has

problems of epilepsy.

I can remember that the CBR center of New Humanity

welcome my daughter in 2009. Externally the condition of

my daughter has not changed since then, but I can

recognize some changes like the frequency of convulsions

she used to have decreases. She had attacks 2 or 3 times

per week but now I see her more calm, and convulsions

occurred just 2 or 3 times per month.

Sometimes, when I have time, I go to the center to observe

how my daughter and other children with disabilities are

cared for. I learn from the patience, and attentiveness.

When my daughter and other children have health problems, they are referred to the hospital in Phnom Penh. We

can go with them to discuss with doctor directly about our children.

I learn from my visits to CBR center that people like my child should not be mistreated, abused or even avoid

offensive words towards them. When there is a meeting I do not miss the activity because I know that I need tolearn more about how to deal with my daughter.

Since the first time my daughter attended the center I have had more time for farming, besides my daughter

receives food, care, and education, this has become a real support for me and for my family".

Mr. San Tith is a 24-year-old Special Needs Teacher in

our CBR Center of Chak village.

I have been working with NH in this CBR center for

almost two years. For me, this work is very important

because if there is no CBR Center here, children withdisabilities will not have the opportunity to get these

services. I think that most people with disabilities do not

receive enough care from their relatives. Very often I

found them not clean and neglected, and here in the

center we try to change that.

To care a child with disabilities adequately is costly. That

is why most parents cannot afford all the expenses. Our

CBR centers support medical expenses, transport cost,

and regular food for these children. The current

condition of children in our center will not be the same

with just their family support.

I believe that our work here is helping people with disabilities to develop their abilities. Since we provide them with

regular physiotherapy, their mobility is stable and for some their original condition has improved visibly. Frankly

speaking, when some of them came for the first time here, their condition was alarming, no movement, no energy,

no life but now they are more active. Some are even able to play with others in group.

I love my work. I really want to continue this work with NH in the future as I want to help more people with

disabilities. When I saw children with disabilities in the village, I wish I could help them to play and be happy

because most of the time they stay isolated. I still need to get more experience and knowledge to improve my

service but I feel confident that in the future my skills will become more effective".

The challenges and joys of living with people with disabilities


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Early morning we are broughtto the centers by our Tuk-Tuk

and we enjoy the ride.As soon as

we arrive we

start to study

the big

ones, canyou see

them?

After the teaching we have some

other activities like occupational

therapy

some others received

physiotherapy, they feel cool!Not everything is very

formal, we have also

moments to share our

friendship and play

together

And then, we can have a rest

After lunch we take care of

our personal hygiene

So, are you ready to

come and visit our CBR?

Before to leave

the center, we

play once more

together

A typical day in our CBR Centers


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Number of training by topicn=118

Vegetable

cultivation, 7Natural fertilizer,

10

Pig rearing, 18

Rice cultivation,

10

Fish rearing, 4

Cattle rearing,

12

Poultry rearing,

57

Mobile Training for Community Agriculture

Development (MTCAD)

According to the last Cambodia development figures

in 2010, we are still among the poorest countries in

Southeast Asia, with one of the highest prevalence

rates of undernourishment and child malnutrition.

Although economic growth is following a rapid pace,better nutrition, unfortunately, is being left behind.

Besides the population growth rate is increasing

while income per capita do not showed signs of

augmentation. Therefore, our objective is to target

actions that can improve the income per capita, thus

families and especially children can ensure daily food

intake and reduce malnutrition.

As all the beneficiaries of New Humanity live in rural

areas, our targeted action was to respond to the

concerns of the villagers on how to improve food

production and take advantage of it. Thus, we have

been implementing a project linked to agricultural

training. This project aims to support the

transmission of agricultural techniques and coach

villagers in putting into practice everything that was

acquired during the training sessions.

Achievements in 2010

122 meetings with local leaders were organizedin Boribor and Tuek Phos Districts (Kompong

Chhnang Province).

After these meetings we received 159applications from different villages.

Therefore we delivered 118 agricultural trainingsout of 100 initially planned.

There were 7 subjects within the frame of thetraining: rice intensification system, vegetables,

natural fertilizer, cattle, livestock, fish, and

poultry.

These trainings reached a total of 2,655 villagers,of whom 1,722 were female.

2 additional agricultural trainings were conductedin 2 public schools, reaching 97 students.

A total of 14,000 booklets were published, 2,000for each subject training given to our trainees and

other villagers interested.

Impact of agriculture training on peoples' livelihood

According to our impact survey 76% ofrespondents have partially applied all what was

taught during the training, while 14.6% have fully

applied the knowledge acquired.

81.3% of them expressed that their income hasincreased due to agriculture activities. In average

the increase, compared to previous year, was

equal to 534,000 riels (133 USD).

Because of extra income 114 out of 261respondents (43.7%) could buy a new mean of

transportation, in most cases a bicycle.

Because of agriculture improvements 78% ofrespondents said that their daily food consumption

is a "little better", while the 14% stated that food

security is definitely "better" than before.

AGRICULTURE


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19/22NH Cambodia


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Documents

NH Annual Report 2010