Aligned with the Sustainable Development Goals: “guarantee quality education and learning worldwide and throughout an individual’s lifetime”, we reassure our commitment to universal access to education through our social and pedagogical projects.
This year, in addition to funding school scholarships in Madagascar and Cambodia, the schooling campaign is aimed at professional training, one of our most recent bets to empower the new generations to build a future for themselves.
The Coconut Water network (Spain, France, Andorra, Cambodia and Madagascar) aims at raising €42,500 (€35,00 for Agua de Coco – Coconut Water Spain). Funds raised will go towards the following actions.
Action no.1: Providing school supplies, school registration and educational support
In Madagascar, we would like to supply over 2078 students from both public and NGO-owned schools across all educational levels (primary, secondary and high school, as well as professional training); and 100 primary school students in Cambodia. Based on the needs of the school and level, beginning of October 2018 students will be provided with notebooks, pens, rulers, rubbers, pencils and folders.
All students will receive follow-up throughout the year and, if necessary, support lessons too.
Action no. 2: Strengthening the competences of school teachers and management. The quality of the education depends on the training received. Coconut Water is committed to improving it in two areas:
Provide teachers with the necessary tools to deliver quality teaching (chalk, blackboards, educational material, sewing kits…).
Organize training sessions for teachers in order to strengthen their skills and knowledge, and allow the implementation of the action plan to support the schools management team.
Action no. 3: Raise awareness among parents about the importance of education Parents will be invited to meetings in which they will learn why studying is important for their children, so that they can help and support them in their studies.
Where does my donation go?
If you join Coconut Water with €10 a month:
– A child at risk of child labour can go to school for a year.
– We can follow up on the social development of 30 children every year
– You will be enabling a cultural exchange between a Cambodian school and another school for a year (Namana project)
The educational context in Cambodia:
Totally destroyed by the war and by the Khmer Rouge regime in the seventies, Cambodia is committed to the reconstruction of the country since 1979. Since the late nineties, the Ministry of Education, Youth and Sports (MoEYS) has been introducing plans, strategies and policies to revive the education system throughout the country, such as: a policy of school grouping to share the educational means; a policy of poverty reduction which will allow the poorest families to send their children to school; a program to create an educational environment which promotes solidarity, equality, non-violence and that is attentive to the physical and mental well-being of children; health policies in schools (basic health program for students and teachers, awareness of minimal hygiene and disease prevention, etc.); and, more recently, the education policy for children in disadvantaged situations (Unicef).
Educational issues in Cambodia
These numbers hide the big differences, both geographical and human, that exist in Cambodia.
Geographically, not all schools have the same conditions. The most disadvantaged are located in remote, rural, or very poor areas: 49% of the schools do not have access to drinking water, 33% do not have latrines and for 2% of them, the roof, the walls and the floor are in very bad condition. Not all schools offer the six levels of primary education, and many communities do not have nearby primary or secondary schools. Almost half of the schools work in shifts (children go either in the morning or in the afternoon) due to the lack of teachers and classrooms, which often do not have enough books for all the students (3-4 students per book in primary school).
On the social side, discrimination happens, and it’s very evident. If a poor family can afford to send only one of their children to school, it will be the boy. Girls from poor families are sent to the factory rather than to secondary school. The secondary school attendance rate is invariable low, and the difference is only 2% less girls in relation to the total of students.
The provision of breakfast at school and our scholarship program allow more poor children to go to school on a regular basis, but efforts are still insufficient. In addition, work not school continues to be the reality for most boys and girls. Unicef estimates that in 2012, 36% of children between 5 and 14 years old worked. A MoEYS study from 2004 stated that between 2.5% and 3% of these children are excluded from the education system if they have a disability. Since 2008, action has been taken not only to make their schooling possible, but also so that their disability is acknowledged and they are integrated into their community.
Although the situation has improved considerably over the past 15 years, much remains to be done for the Cambodian education system to recover and to integrate the most vulnerable population: women, the poor and people with disabilities.