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Enhancing Twal-Lat-Myar's Volunteer Teaching

The "Twal-Lat-Myar" volunteer teaching group provides primary education to street children in Yangon, Myanmar under the Hledan bridge from 7:30-9:30pm daily. A group of six youths lead over six children in selling flowers to earn money for their education. The document identifies weaknesses in the program, such as its limited capacity, unsuitable teaching environment, lack of organization among volunteers, and curriculum deficiencies. It recommends the group improve its organization, prepare better curricula including moral education, and collaborate with other organizations to help more street children in the area.

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17 views2 pages

Enhancing Twal-Lat-Myar's Volunteer Teaching

The "Twal-Lat-Myar" volunteer teaching group provides primary education to street children in Yangon, Myanmar under the Hledan bridge from 7:30-9:30pm daily. A group of six youths lead over six children in selling flowers to earn money for their education. The document identifies weaknesses in the program, such as its limited capacity, unsuitable teaching environment, lack of organization among volunteers, and curriculum deficiencies. It recommends the group improve its organization, prepare better curricula including moral education, and collaborate with other organizations to help more street children in the area.

Uploaded by

Shiba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

"Twal-Lat-Myar" volunteer teaching group"

Among volunteer teaching groups all over Myanmar, I would like to write as our
primary data about "Twal-Lat-Myar" group situated in the "Kamayut" township, in the
Yangon. A night volunteering teaching group under "Hledan" bridge is organized and leaded
by a group of six number youths. In the group, there are more than six street children who sell
flowers on the streets and they have to learn their primary education at a space under the
bridge starting at 7:30pm to 9:30pm every day with mercury lamps. While they are learning
with the teachers from the volunteer group, the rest of youth members help them by selling
their flowers on the street and earn money for learning children. Daw Mone Mone San, a
primary school teacher at a private school leads to teach them by using government
curriculum books. At the end of the teaching period, they treat foods, snacks and drinks to the
learned children. The volunteer night teaching group named "Twal-Lat-Myar" is supporting
primary education for poor children around Hledan who cannot spend time at school but
spent their time selling flowers for their life struggle.

Our group would like to write about some weakness we found about "Twal-Lat-
Myar".The weakness we point out for the Volunteer teaching group would be
recommendations for them to help their group better in the future. Firstly, what we would like
to point out is that the teaching group cannot help for all children on the streets around
Hledan area but it could afford to help only street children selling flowers. Around Hledan,
there are more than three types of street children including selling flowers, asking pocket
money on the street, collecting plastics and things, asking pocket money by giving a piece of
papers to the passengers on the public buses. The teaching group is tended to street children
selling flowers because selling flowers on the behalf of the learned children under the bridge
is convenient for youth volunteers rather than asking pocket money.

The second weakness is about the time the volunteers can give. The teaching time is
only in the night which working volunteers are free from their job. At the space under the
bridge, there are no cover from noise of vehicles, surrounding and disturb that can affect
learning children's attention and focus on the teaching lessons. Using mercury lamps for long
hours is not good for children eyes sights which have to learn lessons every day. What we
found as third weak point is that the members of Volunteering group are not well organized
with systematic separating their duties, responsibilities rules and regulation. The street
children students found difficult to connect their previous lessons when volunteers change
their duties for teaching frequently. The volunteer group doesn’t try to join the other civil
society groups who can help children for classroom, donation money, other interesting books
to support children's knowledge and extra lessons, and so on.

The last weak point is about the curriculum. The volunteer teachers use government
textbook but the exams for street children is not recognized by government. When it comes to
education of street children, the important thing we should not forget is "moral education"
because most of street children have been destroyed their morality by many ways. The
textbooks that volunteer teachers used for street children are not included for moral
education. That is why, our group would like to recommend " Tway-Lat-Myar" that the
volunteer members should be well-organized systematically so that objectives and goals of
the group will be implemented effectively , should be well-prepared for the curriculums
especially for moral education of Street children ,no matter how small the group power and
size is. Then, the volunteering group should have collaboration and cooperation with their
groups such as local NGOs, or other Community based organization to be helpful all kinds of
street children around Hledan Area.

Common questions

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The current organizational structure of "Twal-Lat-Myar" group negatively impacts the continuity and quality of education due to frequent changes in volunteer duties, which disrupts lesson continuity for the children. The lack of systematic organization in separating duties further hampers the group's effectiveness in delivering consistent educational content . Moreover, the absence of collaboration with other civil society groups limits access to additional resources, constraining the quality of education provided .

Expanding reach to all types of street children involves challenges such as resource constraints, varying educational needs, and logistical issues. To overcome these, "Twal-Lat-Myar" could secure increased funding and resources through partnerships with local NGOs. Tailoring educational solutions to meet diverse needs and organizing community support initiatives are vital. Developing a volunteer training program to equip helpers with necessary skills would ensure better educational delivery across different categories of street children .

Forming partnerships with local NGOs and community-based organizations could provide "Twal-Lat-Myar" with access to additional resources such as classroom space, funding, and educational materials, which would enhance the educational experience of the street children. These collaborations could also bring in expertise and innovative teaching methods, enabling more comprehensive educational and developmental programs, including moral education, which are currently absent in their curriculum .

To address their challenges, "Twal-Lat-Myar" could implement several strategies: 1) Systematically organizing volunteer duties to ensure continuity in teaching, possibly through a fixed schedule for volunteers. 2) Enhancing collaboration with NGOs and community-based organizations to secure resources such as classroom space, additional educational materials, and financial donations. 3) Incorporating moral education into their curriculum to address the broader developmental needs of street children. 4) Seeking alternative locations with less noise pollution or utilizing portable sound and light solutions to counteract environmental distractions .

The curriculum used by "Twal-Lat-Myar" is limited primarily because it follows government textbooks that lack moral education components. The exams given are not recognized by the government, causing a potential misalignment in formal education standards. To improve, it is suggested that the curriculum includes moral education to address the moral development needs of street children. Additionally, aligning the curriculum with officially recognized educational standards would enhance the children's future educational opportunities .

Moral education plays a crucial role in the holistic development of street children, helping in rebuilding their self-worth and integrity often eroded due to harsh living conditions. Its inclusion in the "Twal-Lat-Myar" curriculum is critical as it addresses behavioral and ethical development, fostering a sense of responsibility and societal norms, which is currently lacking in their educational approach .

The "Twal-Lat-Myar" group plays a pivotal role in providing primary education to street children in the Hledan area by organizing night classes under the Hledan bridge. The group faces several challenges, such as the inability to support all types of street children, as they primarily focus on those selling flowers. They are limited by the timing of the classes, noise pollution from the surrounding environment, and the strain on children's eyesight due to mercury lamps. Additional challenges include a lack of systematic organization among volunteers and insufficient collaboration with other organizations that could provide further resources and opportunities .

Prioritizing flower-selling street children over others raises ethical considerations such as fairness and equal opportunity. This decision should consider the convenience for volunteers but also the needs and rights of all street children to education. Addressing the broader categories of needy children could lead to more equitable educational access, thus ensuring that all children, regardless of their livelihood, receive necessary support for their development .

The environmental factors under the Hledan bridge, such as noise from surrounding traffic and inadequate lighting, significantly impact the children's ability to focus, leading to disrupted learning experiences. The use of mercury lamps adversely affects the children's eyesight, potentially contributing to long-term health issues. These factors collectively hinder effective learning and concentration, emphasizing the need for alternative or improved learning environments .

"Twal-Lat-Myar" addresses the short-term food needs of the street children by providing foods, snacks, and drinks at the end of the classes. This is important as it helps in addressing immediate nutritional needs, thereby supporting overall health and providing extra motivation for children to attend the classes regularly .

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