Get Involved
Australian Aid International is currently seeking volunteers who are keen to help orphaned and in-need children who are living and attending school along the Thai/Burma border. Most of these children are of Karen nationality, which is a minority group living in the eastern jungles of Burma. This program is situated in the beautiful town of Mae Sot, in the western most part of Thailand. Volunteers will have the opportunity to experience the entire humanitarian adventure from fundraising to immersing yourself in the harmony that is the Karen culture. You will be supported throughout the entire process by our team.
Australian Aid International has a long relationship with the Thai and Karen communities in Mae Sot and we are excited about introducing you to them. We require volunteers who are excited about the opportunity to teach English language classes, conduct leadership training with the children, encourage a safe and friendly learning environment and bring along some new and interesting skills to these communities from sports activities and art classes to music lessons.
Mae Sot is a small town in Tak Province on the Thai/Burma border. It is primarily home to Burmese refugees and economic migrants and is well known for its trade in gems and teak, and a large presence of non-government organisations. The number of Burmese migrants living in Mae Sot is estimated to be over 100,000, not including those on the official census. There are over 70 migrant schools, operating around Mae Sot, all trying to meet the educational needs of displaced families and their children. There are a multitude of issues facing these displaced communities including access to health care, education and formal recognition. The learning centres in the border regions - which are the only providers of education for displaced children - rely on the support of international donors and programs such as this.
To assist these migrant schools,
and the children, AAI and the organisation Women With a Mission have developed a program that enables the migrant school Hway Ka Loke to equip its students with the necessary English skills to succeed in their education and therefore improve their employment prospects in the future.
Volunteers will be immersed into this vibrant migrant community and warmly welcomed into the school. The cheerful nature of the children and the gentle caring disposition of the teachers will undoubtedly touch all who work with this unique community. This lively community, and the ever-so-welcoming children, will give any volunteer a life-changing, unforgettable experience.
See the position description for more information.
If you are keen, want to experience the wonder of humanitarian work and can raise $2,600, GET INVOLVED.
Download the application form now!
All participants in this program are required to have a current and valid Working with Children Check. Australian Aid International will accept a valid and current Working with Children Check from any state or territory. Applicants who do not yet hold a current Working with Children Check are encouraged to apply to the Victorian Department of Justice. Interstate applicants can still apply to the Victorian Department of Justice as they do a national police check on all applicants. If you have a valid Working with Children Check from another state, that is fine. More information about the application process is available at http://www.justice.vic.gov.au/wps/wcm/connect/justlib/Working+With+Children/Home/Application+Process/ Download the general information sheet and an information sheet for interstate applicants.
FAQ's
Do I need a teaching qualification?
No, but a demonstrated ability to communicate in challenging situations and with children would be a big advantage.
Can I volunteer at any time?
Yes. Every effort will be made to accommodate your availability. However, our first priority must remain the children to ensure they have a consistent and reliable flow of quality teachers and assistance, but we will definitely work with you to come up with a plan that works for everyone. Some additional placements may be available. Placements are for one month duration.
How do I fundraise?
Fundraising is a fun and exciting way to raise money for this valuable cause. We can sit down with you and help you develop a strategy for raising at least $2,600 for this program.
Do I have to fundraise?
No. If you would prefer you could make a direct donation to Australian Aid International of $2,600 and we can secure your place in the program immediately.
Will there be training?
We strongly encourage all participants to have completed the AAI Introduction to Humanitarian Operations course and placements will be given to those applicants who have completed this course first. This course provides people with a valuable insight into humanitarian activities and provides an introduction to the many considerations that a professional humanitarian has to thoroughly grasp. More information on this course is available at www.aai.org.au/training
How will AAI help me prepare?
In addition to the Introduction to Humanitarian Operations course, AAI will provide you with a detailed orientation and briefing pack that covers all the essential information such as Thai and Burmese politics, the security situation, a background to Karen issues, food and accommodation in Mae Sot, medical and vaccination considerations, transport and travel in the area, internet and communication services, information about the learning centers where you will be volunteering and much more.
What will I be teaching at the learning centre?
The curriculum at the learning centers is continually being improved and developed to best meet the needs of the students in the border regions. AAI will provide you with detailed information on what you will be teaching before you depart.
Where can I find more information?
More information on Thailand and Burma can be found on the usual humanitarian websites including:
http://hdr.undp.org/en/reports/global/hdr2009/
http://www.reliefweb.int/rw/dbc.nsf/doc100?OpenForm
http://www.alertnet.org/thefacts/countryprofiles/asia.htm
AAI Volunteer Experiences
Ulrike Kalthaus shares her experience from Mae Sot, near the Thai / Burma border
From the time I arrived a Hway ka Loke, I liaised with teacher-Molly about different aspects of English teaching, including the current Burmese curriculum English book, the importance of studying English and preparing for exams in line with “Burmese Migrant Workers Education Committee” exam requirements, and standards and the importance of good pronunciation and English communication skills. Within this context we discussed my newly acquired Tesol English teaching skills and modern teaching methods and structures, which engage students comprehensively. Molly also took the opportunity to study the teaching and grammar exercises and games books that I had brought from Australia.
After our first week in the class room together and after ongoing discussions, Molly expressed that she would like me to apply a new teaching (Presentation / Practice / Production) approach to teaching curriculum subjects; which incorporates practicing speaking, listening, reading and writing skills. From that moment I prepared lessons according to the theme and subject each week. During the next three weeks of teaching, I regularly consulted with Molly to assure that my lesson preparations were in line with curriculum requirements and that my teaching style was effective and had productive and successful learning outcomes. During these lessons students were actively engaged in English speaking and communication activities more than 90% of the time.
I believe that teacher Molly and I turned a corner to improving communication between AAI volunteers and Burmese English teaching staff and established the importance of AAI volunteer consultation with Burmese English teaching staff in order to secure successful learning outcomes for the students.
Teaching my first lessons I learned that:
- I had expected too much previous English knowledge from students.
- I had expected students to have similar English skills levels.
- I had expected to be able to teach lesson material a lot more quickly than was actually possible.
- Students, particularly female students, are shy.
- Students have not learned to communicate, converse, ask, question and answer in English.
- Students have not learned to use the English language creatively.
- The first language of almost all students is a Karen language. Their second language is Burmese and not all speak it fluently. English is their third language and students learn English via their second language, Burmese.
- Students come from many different areas and have different language (Burmese and English) skills levels.
Understanding these conditions and limitations, I adjusted my initial expectations and English teaching structure, procedure and pace to suit the needs, skills levels, age and cultural conditioning of grade 7 and 8 students. I could incorporate aspects of my TESOL training “Presentation” and “controlled Practice” but only to a very limited degree “Production”, which involves “freer, less controlled practice activities”. Teaching a subject and the progression of communicative group exercises took a lot longer than I had first anticipated. I spent three weeks, teaching who, what, where and why questions. During this time I engaged students in numerous communicative activities.
I found grade 7 and 8 students to be enthusiastic learners, who at the end of my teaching period had learned new subject matter in depth. Shy students felt empowered and participated readily and enthusiastically. Teacher-Molly is very happy with the successful learning outcome and will include part of the subjects I taught in the final exam. Molly would like to incorporate the new method in her teaching of the curriculum.
I have been told that the students’ conversational English skills have improved compared to six months earlier. In addition to English teaching, I, like previous AAI volunteers have been engaged in community activities, spending a lot of time in conversation with the students. AAI volunteers are doubtlessly making a positive contribution to improving the children’s’ English communication skills all year around, a fact School Headmaster-Jim strongly agrees with.
Some of the school’s older students pose with program participant Ulrike for a final photo at the end of her deployment to the school.
Maarinke Shares her Experience in Mae Sot
I will always fondly remember my time in Mae Sot. Although it was only a little over four weeks, time passed at a slower pace and time felt far more significant. There were none of the distractions that eat up so much of my life here including traffic, city bustle, phone calls, emails and the internet. Life was simple; each day I rose before the sun, and went to bed soon after it set. The hours in between were spent teaching, on walks with the children, going to markets and preparing for class.
The children are shy initially, but as I spent time with them, I found them incredibly warm, funny - even a little cheeky. I liked the cheek because it showed me they were comfortable and in good spirits. Many of the children have come from troubled backgrounds and I was amazed and constantly humbled as I heard their stories, learnt how strong they had to be each day and how they faced challenges in such a positive way. I learnt many of the students attended the school, not only because of the greater opportunities an education may lead to but because at school they were fed and it was safe.
Hway Ka Loke is a particularly beautiful area, with fields and mountains all around. When I was there the school had about 300 students, and around 19 teachers. While there is a great deal of respect, such high student to teacher ratios meant the children are very independent and support one another. The younger children are the least shy, so I found it easy to get feedback on the lessons. I would sit with the older students individually throughout the class so I could see how each student was progressing and answer any questions more privately.
Some of the students who lived near where I was staying acted as my translators, water delivery coordinators, and Karen teachers. They would collect me each morning for school, insist very sweetly on carrying anything for me, and take me for walks after school, pointing out things along the way and teaching me the Karen words for each item. I think that sometimes we learnt more outside the classroom than inside.
One day during our lunch break, I noticed two young boys watching everyone eat. I didn’t recognise them, and they were very dirty. The students bring their own bowls to school for meals, and these boys were not carrying anything. I quickly went home to get a couple of plates, and we split our food for the boys. They ate as though they had not eaten for some time.
While they were eating, I sought out one of my helpers, who spoke to them in Karen. Before the end of lunch, the boys had been washed and I’d gone into the village on my bike to get them a change of clothes. The next day the older boy came to school for lunch and came with me to kindergarten in the afternoon. That night I went into town to buy a school bag, bowl and pencil. By the end of that week, he was proudly showing me clean hands and face when he arrived at school, not only arriving for meals, but attending class as well.
Since returning to Australia, I have been a lot more aware of events in that part of the world and I look forward to returning. I would encourage anyone who has an interest in volunteering overseas to get involved in this very rewarding project. It has been life changing; both for me as a volunteer and I think for the young lives we support in Mae Sot.
Sophie Shares her Experience in Mae Sot
Arriving at Hway Ko Loke I had no idea what to expect. I only knew my primarily role was to teach English to the children. The school has approximately 400 students with 266 being borders. The predominant culture is Karen-Burmese, and all communicate in Burmese.
Within two hours of arriving at the school, a group of children convinced the teachers that it was really hot and that they wanted us to take them swimming. The teachers agreed and we all walked the kilometre to the river with the group of children ranging in age from 8 to 18 years. All the children were trying to speak English and listening intently to every word I was speaking. The day of swimming was very enjoyable and all of the older children were amazing in their interaction with the little ones. I asked what first aid training had been undertaken at the school. I discovered the answer was “none” and it was asked if I could provide some information.
After formulating what information would be given, with help from AAI’s war trauma training program, I was able to devise a program to suit the needs of the students and teachers. This was discussed with the children and the staff and the feedback and interest was very positive. My attendance coincided with exam time and most of the children are studying and participating in extra classes.
During my time at the school outside the classroom, I was able to commence the rebuilding of the playground, prepare and organise an Australia/New Zealand day BBQ & assist in the garden. Working at the school enables you to contribute not just your abilities in the classroom but any hobby, activity, interest or talent you may have. These young minds are willing and excited to try anything, learn everything and participate whenever they can.