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October 19, 2010

Another Day, Another Story

16 Octubre de 2010
A “Learning” Experience


Once upon a time there was CECOM. CECOM was a private school in Juticalpa at the end of a dusty dirt road (near my casa). One day there was a volunteer. He was supposed to work with another school but that fell through so he walked up to CECOM with his golden charm and talked to the administration about how he was a volunteer and they could become bilingual with such ease. The administration at CECOM (who were never trained to be teachers, but rather in business instead) saw dollar signs in his eyes and said, “When can we begin.” With a rash and hasty plan in his hand the volunteer got to work, and in a month after seeing an add on Idealist.org volunteers from Canada and the United States were on their way to teach math, science and English! Two months later Mr. Volunteer patted himself on the back for a job well done…the school was bilingual, and everyone was having fun. What a success! He moved onto new projects to grace with his presence should they be so lucky, and to do more good deeds single handedly saving the people of Honduras from themselves.

However the reality was…switching a school to be bilingual is much more complex, and there were [and still are] many problems. The volunteers arrived to a situation much different than the one they had signed up for—with no training, no resources, a corrupt school(*note 1) , hostile working situations, and no one to voice their frustrations to. Several left before the year was over, and new volunteers had to be found…creating even more instability for the students. The Spanish teachers didn’t want to be bilingual and are resistant to having English teachers in the school, the parents of the students don’t know English so it makes it difficult for them to help their kids with homework (*Note 2), the administration wasn’t ready for the transition and didn’t come up with it themselves, rather adopted it, because an ‘outsider’ put the idea in their heads (*Note 3), and the curriculum in both Private and Public schools in Honduras are in shambles so to speak. This raises a whole wack-load of issues…where to begin.

First, the administrators of schools in Honduras are rarely teachers but rather have went to school for business. This is a problem when the people running the schools are trying to maximize profits and don’t know how to teach students, or what teachers need, or what students need. Making education a business screams disaster. Because the schools are now a business grades can be bought—if you have the money. Teachers report that they each have a student or two in the class who doesn’t show up more than once a week, and who according to them is not meeting the requirements to pass on to the next grade, but the administration gets paid off by the parents overriding the teachers suggestions. This means there are 13 year olds who can’t read, or do simple addition or subtraction when they are supposed to be doing long division…and this also means that all it takes is one of these children in a classroom to ‘poison’ the dynamic of the classroom for the other children and effect their learning.

This raises several questions for me: What are these kids supposed to do after they graduate unable to read, or do math? Do their parents think they are actually helping them? What is a diploma worth if it’s bought? And what is in store for the next generation? I have been intrigued by the school system in Canada, and the States for a while now, and it seems to me we are headed for trouble. Canada and the States aren’t quite as bad as Honduras, but that’s not to say that they don’t have their own wack of issues cut out for them as well and are desperately in need of an overhaul. I am frightened for the next generation, “The Dumbest Generation” (*Note 4) and what is in store for them.

The teachers at the school, as well as being common at other schools, are not great teachers—and many receive teacher certification as part of their own high school diploma. They don’t really teach, and what they do teach…isn’t necessarily the things then should be teaching. Because the discipline system is all wonky, kids are rewarded for lying and tattling on each other, and investigation is never done to examine the ‘two sides’ of the story.

To recap, what we’re learning here is, you can buy your way out of anything, being mean and catty is rewarded, education isn’t important… and a cornucopia of other ‘great’ life lessons. ¡Ai-Curumba! (sp) What’s more is they didn’t (and still don’t) want ‘white people’ in their school…making this transition to becoming bilingual primed for disaster.

Now onto the issue of development—this reaffirms my thoughts that successful development projects are INTERNALLY initiated. The stakeholders involved think about what will benefit them, think about the pros and cons, do all the benefit analysis stuff, and if THEY think it’s a ‘good’ idea, development can occur from there. NOT from someone walking into a community and saying, “Here’s a good idea for you guys to try out…it works really well in A COMPLETELY DIFFERENT CULTURE.” Derrrrr.

Also, CECOM going bilingual seems to be a perfect example of the ‘tornado style’ of development. Whip in with a superficial solution, slap it onto the situation, take some pictures and cut a ribbon, name a baby after you, and whip out with a good taste in your mouth, leaving being destruction, and often more problems. I think that type of development is lazy, and the people that model that development aren’t really thinking about, seeing or understanding the communities they are working with as deeply enough as necessary to be effective. Development takes time, takes relationships, takes foundations, takes planning, and takes talking, takes listening…really listening; development takes being wrong, takes figuring out what DOES work, takes realizing you might NOT have all the answers, takes sharing (with each other), takes learning (from each other); takes unique approaches; takes thought and consideration.

What this volunteer told Breanne (one of the CECOM volunteer teachers) about this year was, “Well haven’t you learnt a lot this year? Think of it as a learning experience.” Derrr. I am all for learning experiences. I will be the first person to say, “Do it! Keep learning, learn lots, and never stop.” I love learning, however I think it is very important to be conscientious of, at whose expense do these ‘learning experiences’ come at? The parents who are paying money for their children’s education assuming that it is a better one than is offered at a public school? The children themselves, who are supposed to be getting an education? Who is loosing out while we are ‘learning’ from these ‘experiences’? I think you can learn without taking away from other people, I think you can learn from each other, and I think the best learning is symbiotic and reciprocal —where the teacher is also learning and the student is also teaching. I think everyone has something to offer as long as you are willing to see it and are willing to listen.

The Alternative Spring Break: El Salvador has been criticized along these lines (of taking more from the community while not giving enough back), and as it approaches its third year I have my own personal concerns and worries that it is headed to a place where good intentions have negative impacts, however if we are conscientious of our impact(s)—positive or negative—there are steps we can take to mitigate our negative impact, and ensure that our learning does not occur at the expense of others and we can avoid this ‘tornado development’ that often goes hand in hand. Instead creating something sustainable, something long-term, and something that [hopefully] in the end doesn’t need our presence at all.

Notes:
1)Want a good grade? Buy it.
2)Or do it themselves.
3)Development fail.
4)Good book

Con Esperanza y Amor
Delaney C.


18 Octubre de 2010
Sesame Street Style



The Word of the day is A-C-C-O-U-N-T-A-B-I-L-I-T-Y. Accountability: (of a person, organization or institution) required or expected to justify actions or decisions; responsible—as in a government must be accountable to its citizens. The word accountability is one of my favourites (and I LOVE words)…and not just because it has a nice ring to it—but rather for its definition. Unfortunately both at home and aboard (and all to often) there is a lack of accountability which, in my opinion [often] results in inefficiency, ineffective programming and quite bluntly in failure.

Why is being accountable so important? Accountable to whom? How is one held accountable? What instances are you talking about? I can hear everyone asking with urgency…maybe that’s just the thoughts in my head. Accountability ensures quality of goods and services; accountability ensures justice; and accountability ensures that if something does not go as planned, if something fails, if something breaks, there is someone to answer to my (the consumers, the voters, the beneficiaries) complaint(s). In The White Mans Burden, by William Easterly he discusses how lack of accountability in foreign aid is one of the failings—when a ‘plan’ fails, when aid doesn’t work…no one takes the blame, and no one takes responsibility for what when wrong…or what didn’t go right. He shares a story about a young Bangladeshi girl who was from a poor family who got a scholarship from USAID and the World Bank to finish secondary school. She is now is a bicycle paramedic for 515 families in the countryside around Savar, Bangladesh. She is the only health worker for these 515 families. She earns twenty-five dollars a month working for “the Peoples health Center”. Dr. Zafrullah Chowdhury created this program by training teenage girls to treat common ailments, deliver prenatal and postnatal care to pregnant women, and refer any emergencies to the hospital that he built. Foreign donors and the Bangladeshi government gave Dr. Zafrullah money, but he also charged his poor patients modest fees to expand services further. He found that even the poor were willing to pay for good service. “Charging the poor modest fees for health care—a notion that outrages Planners and anti-globalization activists—is a way to increase accountability for delivering health services.”(*Note 1) If villagers don’t get good service after they have sacrificed to pay for it, they complain loudly. “If a women dies, the worker has to face the village. Accountability is here.”

This example helps to illustrate a question I have been toying with for a while…Are free services necessarily the most effective way to extend aid to developing countries? Personally I am not so convinced. (*Note 2) I believe projects/programs with community involvement and some sort of community investment—finances, time etc—that ties individuals, the community, or the group to what is being provided and with an investment there comes accountability—because if something goes wrong, and my money, my time, my future is on the line I am going to speak up and try to right that wrong or ensure it doesn’t occur in the first place. It is to the person (people) receiving the good or service that you (the producer) are accountable; to the stakeholders…the beneficiaries of the ‘service’…whoever they may be.

There is an all to common occurrence of that if it is ‘free’, if the project is run by ‘volunteers’ there is an acceptance of cutting corners lack of regard to the details, inferior work and a sort of ‘you’ll get what you are given mentality’—even if it is a school, when really your community needs a good road to link you to markets, hospitals, and water sources. I’ve asked it before and I’ll ask it again what is the point of giving aid to programs or projects that the people they are created for will not utilize them—and who are we (Northern aid donors) to think that we know best for a community that we have never lived in, and are unaware of unique cultural needs? A waste or misallocation of resources, that if channeled into initiatives that actually listened to the beneficiaries by people that spent the time to get to know the communities, the beneficiaries, and the historical context could be well used. Which is also [one of the reasons] why we have seen billions and billions of dollars go towards foreign aid but don’t see any real comparative results and instead continue to our governments make vague general and utopian goals that under our current aid structure are unfeasible and often made by officials to remain politically appealing to the citizens (voters) of the wealthy donor countries.

Personally I would rather pay for something (a good, a service etc) and know that what I am getting is worth the small sacrifice because if it doesn’t work, I have someone (who I paid for the good or service) that I can talk to, hold accountable, and give me a product or service that satisfies the need that I PAID FOR, rather than getting something that wont work for me in my unique situation for ‘free’—most ‘free’ stuff is garbage anyways or comes with strings attached (*Note 3)…unless provided by thoughtful introspective individuals who take the time to get to know the communities they are providing this ‘free’ service for. And I’m not so sure those happen very often. This is also why I have no problem paying for my tuition. (*Note 4)

I would rather pay for my education rather then receive a free, or receive an education fully paid for by the government because by paying for the service of attending a post secondary education I am able to choose where I take my business, and if my chosen University doesn’t meet my needs or my criteria I can leave, and spend my money at an institution that does. It also means that I have a say as to what goes on at my University, and if I have a problem with my classes, with my level of education, with my access to resources, there are people who have to answer to me—because I am a paying customer. Paying also ensures a certain level of quality that if I were receiving a cost-free education would not necessarily be present—or possible. With institutions flooded with people, the best quality (within my price range) might not be possible, and when entering the job market there would be more ‘qualified’ professionals than the job market could support and I would be left unemployed. I think that education is an investment, and one that I value, and as and as Benjamin Franklin said, “an investment in knowledge always pays the best interest.” There are some sacrifices that come with being able to attend University, however for me the sacrifices are worth it, for the value I place on obtaining an education, and (hopefully) for the job I will be able to obtain once I finish my [formalized] education.

In Honduras University education is free for all Hondurans. However it is not necessarily the land of milk and honey or the utopian dream that you would think. (More later)

Although don’t put words in my mouth. I am not letting people off the hook and blaming everything on the system, the institution…the man (shudder). It is up to the people, to the customer, to the consumer to demand accountability and to do some evaluating and monitoring themselves. Individuals need to become involved in the process…ready…set…go!

Notes:
1)The White Man’s Burden, by William Easterly page 56
2)Unfortunately due to my limited resources and access to Internet I haven’t been able to further research this case study. I am not saying it is perfect, or without flaw, however it helps to illustrate the importance of accountability in development projects.
3)Structural Adjustment Loans.
4)This has the potential to turn into one of my UMSU rants…you have been warned.

Con Esperanza y Amor
Delaney C.

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