Annual Report 2013South East Asia & China

Laying the foundations at an early age

ContentsForeword

2013 in Review

Regional Highlights

Cambodia China Hong Kong Laos Vietnam

Themes: How We Work Early Childhood Care and Education Access and Quality of Education Inclusive Education Education for Girls and Women Migration

You Make A Difference: Fundraising and Volunteering

What We Stand For: Communications and Advocacy

Financial Highlights

Our Partners & Donors

Board of Directors and Staff

Surging Ahead: Perspectives for 2014

Contact Us

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Prasert TepanartRegional Director, AEAI-SEA & China

Yasmin AbdeenPresident, AEAI-SEA & China

Last year, 2013, marked a time for renewal and changes. Recognizing the need to adapt to a rapidly changing world, we transformed the way we work to match the changes we saw around us. We needed to innovate in response to changes in the landscape in which we operate. The recur-ring issues of exclusion, ethnicity, gender and poverty trig-gered us to revolutionise the way we work.

Foreword

Previously, each region had its own distinct

focus. This year for the fi rst time, all regions

took an approach to document key concepts,

best practices, and challenges in countries’

programmes, looked at how the events glob-

ally were shaping the world and devised a sin-

gle consolidated strategy: innovation. Based

on the goals in our global strategy, each re-

gion set its own priorities and developed pro-

grammes at country level to achieve each re-

gion’s strategic plan. In the South East Asia

& China region, our strategic plans incorpo-

rated innovation into project implementation.

With marginalised children at the core of our

initiatives, we examined the barriers that ex-

clude these children from accessing and prof-

iting from formal education. Recognising that

the early years are crucial to skills acquisi-

tion and cognitive development, we innovated

our approaches to ensure that marginalised

children are not robbed of opportunities that

would maximize their potential. We are very

proud that after three years of interventions

in several locations across the region, schools

and local communities continue to implement

initiatives which add value to lives of others,

particularly marginalised children. Such ef-

forts demanded a coordinated approach and,

by working more closely across different seg-

ments of society, we were able to ensure that

our efforts were aligned to have maximum

impact.

Our achievements are the result of the con-

solidated efforts of many people. We would

like to extend our appreciation to our en-

ergetic board for their tireless support and

knowledge sharing which steers us to greater

heights. Also to our dynamic regional team

who are drivers for sustainable solutions for

many lives. Our thanks also go to our avid

supporters and partners whose continued

support makes our work much easier and ef-

fective. Last but not least our dedicated vol-

unteers whose commitment adds fervour to

our work.

With the world being connected more than

ever before, the links between education, eq-

uity and peace are even more vital in today’s

context. AEAI South East Asia & China under-

stands that to change the world we must of-

fer hope to children and their families. Hope

is an energy source that propels change and

creates a better future for all. As you read

through the pages of this report, we invite you

to refl ect on the work and activities of AEAI

South East Asia & China that help people lift

themselves out of marginalisation and in fi nd-

ing greater prosperity.

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2013 in Review

Overall the total impact of AEAI’s 2013 efforts includes:

It goes without saying that child develop-

ment largely depends on the quality of early

childhood education offered during the early

stages of development. Early childhood is a

time of remarkable brain development that

lays the foundation for later learning. AEAI

South East Asia & China aims to enable

marginalised children to access to quality

Early Childhood Care and Education (ECCE)

and to contribute to the reduction of socio-

economic stigmas and barriers that exclude

marginalised children from accessing and

profi ting from formal education. Poverty,

disability, health, gender, ethnicity, and geo-

graphic location are particularly relevant is-

sues in our target areas in Cambodia, Laos,

Vietnam, and China.

In 2013, AEAI continued to support the most

marginalised children, enabling them to at-

tain an education that later can serve as a

strong foundation to lift themselves and

their families out of poverty. In order to re-

spond to the educational needs of each

person, we further intensifi ed our collabo-

rations with a diverse range of stakeholders

such as government offi cials, community

leaders, teachers, and parents.

Furthermore, we further refi ned our holistic

approach to address more of the issues that

are relevant to our target groups. By team-

ing up with our local partners, we continued

our efforts to improve educational govern-

ance and management, pro-poor commu-

nity development, recovery and reintegra-

tion for particularly vulnerable children,

education for children with disabilities, in-

tegrated community partnerships, and envi-

ronmental education. This work was carried

out while also addressing issues regarding

health, hygiene and nutrition, paying atten-

tion to education of girls and women, and

providing support for rural migrants.

Teachers/Educational Authorities/

Librarians

Parents/Adults/FamiliesSchools/Centres

138,262Children

38,844 3,145

27995,994

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In 2013, the AEAI South East Asia & China region continued its efforts in Cambodia, Laos, Vietnam, and China by engaging in collaborations with its local counterparts, including governments and non-state actors, in order to address educational shortfalls in the region.

RegionalHighlights

Despite positive developments, poverty is

still highly prevalent in the region and has

the most significant negative impact on

equal access to educational opportunities

and equal educational attainment. A large

number of children are still disadvantaged

because of their socio-economic status, dis-

ability, gender, and/or ethnicity.

Therefore, AEAI bases its projects and ac-

tions on a holistic approach that addresses

the diverse needs of our target populations,

while educational support for disadvantaged

children and their families forms the main

focus of our activities.

កមពុជ CambodiaCambodia has made significant progress

over the past decade, with poverty rates de-

clining steadily. In education, however, even

though the net enrolment rate for primary

schools had reached 97% in 2012-2013,

the school completion rate remains low at

only 87% for primary, 41% for lower second-

ary, and 27% upper secondary education

respectively (Ministry of Education, Youth

and Sport, Education Statistics & Indicators

2012/2013).

In 2013, AEA Cambodia continued its sup-

port for the development of community and

public early childhood education to fill the

educational gaps of those who lack access

to quality services. Additionally, educational

campaigns were conducted throughout the

country, resulting in increased enrolment,

knowledge on children’s rights and rights of

persons with disabilities. Furthermore, AEA

Cambodia’s projects and actions were high-

lighted in the local and international media.

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中国 ChinaAlthough China is now one of the fastest

growing economies in the world, the coun-

try still faces many educational challenges,

particularly in rural areas. These challenges

present themselves due to China’s quick

globalisation over the past decade and re-

spond to risks resulting from labour migra-

tion, urbanisation of rural areas, and left

behind populations. AEA China focuses on

migrant and gender based activities.

In 2013, AEA China continued with the im-

plementation of an early childhood care and

education project for socially vulnerable

groups. AEA also continued its efforts to

support rural migrant families in transition-

ing into urban settings. Continuing projects

include post-emergency assistance in Si-

chuan, and developing women’s literacy with

an NGO network of actors addressing gen-

der based life skills education. Additionally,

volunteer mobilisation was used as means

of advocacy and community education, al-

lowing AEAI to further expand its reach.

中國香港 Hong Kong Special Administrative Region (SAR), ChinaHong Kong is one of the Special Adminis-

trative Regions of the People’s Republic of

China. The AEA Hong Kong office was set up

in 2008, with the purpose of promoting AEA’s

work among the Hong Kong general public,

as well as raising funds to support the or-

ganisation’s educational mission around the

world.

In 2013, AEA Hong Kong organised its first-

ever primary school-based fundraising

activity, the “Charity Chinese Calligraphy

Contest”. Students from primary schools in

Hong Kong were invited to participate, and

each of them became a fundraiser for AEA

through their participation. With the suc-

cess, this will become an annual fundraising

activity, and will be gradually scaled up to a

larger audience to increase its influence.

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ສ.ປ.ປ ລາວ Lao PDRIn Laos, educational development has

shown substantial progress. Despite many

positive achievements, however, a number of

challenges remain, such as high disparen-

cies in enrolment, repetition and drop-out

rates, most notably between non-poor and

poor districts, urban and rural areas, ethnic

groups, as well as males and females.

In 2013, AEA Laos focused its efforts on the

themes of early childhood care and educa-

tion, and providing access and quality edu-

cation to disadvantaged and excluded popu-

lations. Our projects and actions focused

on improving school facilities, parent and

teacher training, and increasing access to

education through the development of local

libraries, the provision of school materials,

counselling services, drug prevention, and

reintegration for street children.

Việt Nam VietnamVietnam has made significant progress in

achieving many of its millennium develop-

ment goals, specifically in the areas of uni-

versal primary education and promotion of

gender equality and women’s empower-

ment. However, the country continues to

face development challenges, particularly

in rural, remote and minority communities.

Additionally, Vietnam is one of the countries

with the highest malnutrition rates in the

world, with 25 per cent of children below the

age of 5 years old suffering from malnutri-

tion.

In 2013, AEAI focused its efforts specifically

on early childhood care and education, while

our projects and activities integrated health,

nutrition, and environmental protection in

particular.

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Themes:How We Work

In 2013, the AEAI South East Asia & China

region focused on six thematic areas on

which we based our projects and actions

in Cambodia, Laos, Vietnam, and China:

Access and Quality of Education; Inclusive

Education; Early Childhood Care and Edu-

cation; Education of Girls and Women; and

Migration. All of these thematic areas ulti-

mately contribute to achieving AEAI’s goals

under the overall framework of Education

for All (EFA).

AEAI’s two largest thematic areas are Early

Childhood Care and Education, and Access

and Quality of Education, each of which

made up about one third of our projects in

2013. Furthermore, the theme of Inclusive

Education played a strong role in our work in

Cambodia, while the themes Education for

Girls and Women as well as Migration have

continued to form the basis of our work in

China.

Access and Quality of Education

Education for Girls and WomenEarly Childhood Care and Education

Inclusive Education

Migration

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Physical, psychological, social, and cognitive devel-

opment of children along with strong community in-

volvement are at heart of all ECCE projects. There

are several factors that affect the accessibility and

quality of ECCE. In South East Asia and China, many

children are excluded from going to pre-school, as

funding for public programmes has remained very

limited.

Even if there has been a gradual expansion of ECCE

in Cambodia in recent years, the capacities of ECCE

specialists, pre-school teachers, and government

officials are still lacking. This is especially true

when it comes to integrated programmes for disad-

vantaged children with special needs. Unfortunately,

these are the ones who would benefit the most from

ECCE.

In 2013, AEAI’s Early Childhood Care and Education

thematic area aimed at increasing ECCE activities

in combination with generating demand in targeted

communities. This contributed to preparing many

disadvantaged children below six years old for suc-

cessful entry into primary school and beyond.

EARLY CHILDHOOD CARE ANDEDUCATION

To promote physical, psychological, social, and

cognitive development of children aged 0 to 6 years

old, with the family and the community constituting

the basic framework for child development.

COMPONENTS

- Neo-and post-natal

- Infancy-childhood

- Pre-school

6 projects in Cambodia, Laos, Vietnam, and China

35% of annual budget

Children

16,761Parents/Adults/Families

73,949

Teachers/Educational Authorities/

Librarians

1,462 113Schools/Centres

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Mrs. Vourng Saran, one of parenting education facilitators in Pratheat commune, Prey Veng province. She is responsible for this activity since August 2012. Within two years, she has observed much progress within the group, although some parents have dropped out.

The biggest improvement that I can see is the attitude of parents towards their children. Most parents used to hit their children, even though softly, as a tool for punishment. Now most parents know that violence is not an appropriate solution. Also in regards to hygiene and clean water, the parents have changed their behaviour a lot. They always drink boiled or fi ltered water now. In addition, they no longer ask the children to help them at the fi elds, but instead send them to public schools.

Ms. Phianeseng, teacher at Nanongboua ECCE School

It’s no problem anymore for me to prepare my teaching and to produce the materials to support my teaching. My students love me and I’m very happy when I’m in my class.

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AEA Cambodia aims to expand existing ECCE services in Cambodia, with priority given to children living in marginalised communities. Local authori-ties, teachers, parents and community members are responsible to run the pre-schools on their own, while AEA Cambodia focuses on facilitating col-laboration between different stakeholders.

In 2013, ECCE teaching and learning quality signifi cantly improved and en-rolment has increased in schools supported by AEA Laos.

In 2013, more than 850 children aged 3 to 5 years old attended pre-schools supported by AEA Cambodia

in four provinces, while pre-school teachers, pre-school committee members and commune councils

were reinforced in their capacities through regular trainings as well as monthly technical support pro-

vided by government offi cials.

The increased quality of student learning outcomes can be seen at primary school

level, especially in the progression from one grade to the next of those who partici-

pated in ECCE. Experience and knowledge has been shared with educational part-

ners at the Ministry of Education, and with project implementers at the provincial,

district and village levels in order to maintain the technical knowledge necessary

for project continuation. This lays the foundation to help project stakeholders to run

the pre-school activities and classes independently and disseminate this knowl-

edge to other schools throughout the country. The effort directly reached 5,576

children, 563 educators and 6,000 other stakeholders.

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Ms. Bien, mother of a 4-year-old child in Phu Tien commune

Before, I did not pay much attention to child care like ensuring nutrition, hygiene and safety at home for my kids. And I did not notice that my 4-year-old son is malnourished. Only through attending parenting sessions organised by project and with trainers’ consultation did I realise that. So I started to change my practices: preparing meals for my kids more carefully by chang-ing menu every day, giving 4 groups of foods to children, keeping hygiene in food preparation, properly washing hand with soap, and putting dangerous tools and things out of children’s reach. As I also shared what I learnt to other mothers, they now want to have the same training as me.

“

Two projects, in Khanh Hoa and Thai Nguyen provinces, respectively, fo-cused on improving nutrition and hygiene, while promoting a community, family, and school environment which is safe, child-friendly, and protective to the natural environment.

The comprehensive approach of the projects included building the capacities of all

involved, raising their awareness, improving their knowledge and skills, as well as

material support. 2,276 children, 303 educators and 707 other stakeholders such

as parents and social workers in rural Vietnam directly benefi ted from the project

through improvements to the school environment as well as through trainings on

topics such as child care, health, hygiene, and environmental protection. In addi-

tion, more than 53,000 community members indirectly benefi ted from the project

through the improved knowledge and skills of the primary stakeholders. Various

results have already been achieved, including increased enrolment rates, im-

proved school environments, decreased malnutrition rates, and raised awareness

and contribution of parents and communities when it comes to ECCE, resulting in

changed understandings and practices.

Two new aid and care centres were established and a new kindergarten has been

built and equipped to support 314 children from Tiandong, Guangxi and Huangjing

Jiayuan, Chengdu for their cognitive development, while their parents benefi ted

from activities to increase the awareness on pre-school education. Community

kindergartens are a cost-effective and sustainable solution to get local residents

involved in popularising pre-school education in rural areas. However, it is esti-

mated that only 1 out of 10 villages in rural China has access to ECCE, while public

spending on education in recent decades focused mostly on primary and secondary

education.

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Ms. Xie, a teacher in Xunxin Kindergarten

Most students here are left-behind children, lacking family care. We spend everyday together so, these children think of me as their mother. Although sometimes they are naughty, it is dif-fi cult for me to get angry as they are also my kids in my view.

A local volunteer team

Although the earthquake destroyed our home, we shouldn’t be negative but should instead, do some-thing. Thanks to AEAI’s support, we can serve our village with what we have learned. And although the children we have served are very noisy, we were happy and grew together with them.

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Even as enrolment rates keep improving throughout

South East Asia and China, the region will fall short

of reaching the 2015 Millennium Development Goal

of Universal Primary Education if current trends

persist (Millennium Development Goal Progress

Chart 2013, United Nations). In Cambodia, various

challenges have remained, such as a lack of infra-

structure, poorly trained teachers, and low teacher

salaries, while the number of students dropping-out

of school has remained high, particularly in rural ar-

eas.

In 2013, AEAI’s actions and projects in the Access

and Quality of Education thematic area continued to

focus specifically on enhancing children and youth’s

abilities to receive quality education from trained

teachers in adequately equipped learning facilities,

while taking into account the social and economic

situation of our target communities. Our goal is to

support those children and youth who are particu-

larly prone to being excluded from access to quality

educational services due to poverty, disability, geo-

graphic location, gender, or other factors.

ACCESS AND QUALITY OF EDUCATION

To ease access to education, and bring a pertinent,

quality response to the educational needs of each

person.

COMPONENTS

- Teaching practices and content

- Educational governance

- Management of educational system

- Local expertise

- Learning environments

5 projects in Cambodia and Lao PDR

27% of annual budget

Children

20,011Parents/Adults/Families

18,700

Teachers/Educational Authorities/

Librarians

1,412 127Schools/Centres

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Khay Srey Leak, a 15-year-old girl who studies in grade 9 in the lower secondary school of Sambo commune in Kratie province, Cambodia:

Being a volunteer in the youth club allows me to develop myself. I am now more brave and confi -dent. Teaching is fulfi lling, but it is also very hard work. I have to prepare the lesson plan and adjust to the different levels of all children. But I love it. In the future, I want to become a tour guide. Prac-ticing English and speaking in front of a group brings me one step closer to my dream.

Ms. Phana Eam, teacher and librarian at Svay Rolum lower secondary school, Kandal province, Cambodia:

Although I still need more training, I am very hap-py to see how many students are reading books to improve their knowledge. I am very satisfi ed with my professional life now, as I can contribute to re-ducing illiteracy in Cambodia and show students how easy it is to fi nd interesting books for them and their families.

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AEA Cambodia’s efforts included education for pro-poor community devel-opment, special support for abused children and children at high-risk, pro-motion of literacy, and improvements to school environments, all of which ultimately contributed to raising the accessibility of quality education for our target groups.

In 2013, the quality of teaching and learning and the overall condition of school environment increasingly

improved, with teachers and school directors strongly committed to complete their responsibilities, and

the community involved in school activities. AEA Cambodia witnessed increasing community participa-

tion, ownership, and empowerment, while 14,670 children continued to benefi t from their access to the

quality education supported by AEA Cambodia with joint effort of local partners, communities, parents,

and youth clubs.

Aopmulta

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Baddy, a young boy living on a garbage dump outside of Vientiane

I stay with my mother and my six younger brothers and sisters. My father died when I was 6 years old. My mother met a man who worked in the garbage dump, and then she decided to marry him and moved us to stay in a small hut with him. Last year, I met brother Tao and sister Boon here when I stayed and played around the hut with my younger sisters. They played with us and let us do draw-ing and painting in cartoon books. They asked me about my school and I told them that I might not go because I have to stay with my younger sisters and look after them. Tao and Boon came to play with us more and more and they talked to my mother and stepfather. Now, I and my two younger sisters and a brother go to primary school. My mother stays at home to look after my other two younger sisters and the youngest boy. Although I get to go to school now, I still have to come to the garbage dump during school holidays and sometimes on weekends to look after my brother and help my mother to collect the garbage.

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Vulnerable children and youth in Laos were reached by the outreach and prevention services provided by a group of professional social workers and a Drop in Center, while some of these children and their families were pro-vided with family reintegration services.

Thanks to a combination of non-formal education services, health services, life skills education and

counselling sessions, the project has given street children a chance for reintegration. So far, more than

1,400 vulnerable children and youth at risk received support in order to prevent them from living or

working on the streets of Vientiane.

Vupra vi

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Some children are at a particular high risk of be-

ing excluded from educational opportunities due to

geographical, economic, social, or health-related

reasons. Even if laws to address these issues are

already in place in Cambodia, their implementation

and reinforcement poses a further challenge.

In Cambodia, exclusionary beliefs and traditions

tend to stigmatise people with disabilities, who of-

ten face an ‘invisible’ neglect in their everyday lives.

Many potential learners remain outside the educa-

tion system, especially children living in rural and

remote area, children living in poverty, children with

disabilities, children of ethnic groups, and girls.

In 2013, AEAI’s Inclusive Education thematic area

continued to focus on addressing these issues,

making a much needed contribution to improving

education for the most disadvantaged children in

Cambodia.

INCLUSIVE EDUCATION

To enable the social integration of children with little

or no access to quality education because of their

socio-economic conditions or disability.

COMPONENTS

- Children suffering from abuse

- Children with disabilities

- Marginalised and vulnerable children

1 project in Cambodia

5% of annual budget

Children

527Parents/Adults/Families

1,680

Teachers/Educational Authorities/

Librarians

1,680 23Schools/Centres

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In 2013, AEAI’s Inclusive Education thematic area continued to focus on addressing these issues, making a much needed contribution to improving education for the most disadvantaged children in Cambo-dia.

AEA Cambodia continued its partnerships with local non-governmental organizations in four provinces, aiming to adapt and strengthen the Cambodian educational system to include children with disabilities into public school through integrated and inclusive classes. At least 376 children with mild to severe dis-abilities have attended one of the schools supported by AEA Cambodia in 2012-2013.

Inoimd

Sok Cheng, a girl of 8 years old, was born with Down’s syndrome, a disease that hinders her to speak and read like other children.

Her life has changed completely when she got support from the project, run by Rabbit School in partnership with AEA Cambodia. Now she is able to eat, wash, and brush her teeth by herself. In addition, she can name things, hold pencils and even associate objects with pictures. Moreover, she can play and communicate well with people around her. Her family is very happy with her progress and hopes that she will be able to learn even more in the future.

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Of the 54 million illiterate people in China in 2010,

almost 3 out of 4 were girls and women who were

disproportionately located in rural communities.

With their often lower economic and family status

as well as lack of social skills and confidence, they

have become one of the many most unfortunate and

vulnerable people in the context of China’s social

transformation. Illiteracy is not only limiting these

girls and women from securing work in skilled jobs,

but is also causing a prohibitive effect when it comes

to their capabilities to improve their situation.

AEAI’s current activities under the Education for

Girls and Women thematic area focus on developing

curricula and programs for illiterate women in rural

China by creating a collaborative resource network

that includes government agencies, universities,

NGOs, community-based organisations, educators,

and others.

EDUCATION FOR GIRLS AND WOMEN

To promote education of girls and women that can

ultimately impact their lives, their leadership, and

their socio-economic integration.

COMPONENTS

- Right to education of girls and women

- Women’s entrepreneurship education

- Women’s leadership education

1 project in China

6% of annual budget

Parents/Adults/Families

20

Teachers/Educational Authorities/

Librarians

1,110

5Schools/Centres

19

In 2013, AEA China helped to improve the capacities of rural left-be-hind women by providing basic life skills, livelihood skills, and literacy trainings.

500 women completed the life skills and livelihood skills curricula, improving their reading and writing skills as well as their knowledge on various topics relevant to them. Furthermore, a platform focusing on Rural Women Development for experts from the government, universities, NGOs and other institutions was formed at Chengdu city level.

Inhtr

Ms. Hu Lirong

Thanks to the 45-day bamboo weaving training. As long as I approach the weaving bench, my heart calms down. In addition, I can sell the product at 80 to 200 RMB each, which now provides me with an extra income!

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Rural-urban migration is still bringing large

numbers of people from villages into cities, even

if more recent trends point to a gradual decrease

or even a reversal of migration flows. In their host

cities, migrants from rural areas are generally

less educated and poorer than average citizens,

so they are more prone to exclusion on the one

hand and exploitation on the other. Even if rural

migrants contribute to the economic growth of

the city by working in construction, manufactur-

ing, or other fields, they are still facing consid-

erable difficulties, such as a lack of integration,

social status, or even social insurance.

AEAI’s thematic area of Migration aims neither at

encouraging nor curbing migration, but accom-

panying it as a social phenomenon. Our strategy

is to adapt and improve educational systems af-

fected by the migration of communities and pro-

mote cultural and social harmony in host areas.

We therefore support migrants in their need for

mobility, while reducing their vulnerability risks.

MIGRATION

To support impoverished communities forced to

migrate for economic, political or environmental

reasons, in order to facilitate their integration within

their host population.

COMPONENTS

- Education on migration

- Multiculturalism and intercultural rights

- Education of minorities and migrants

- Education for diasporas development

1 project in China

1% of annual budget

Children

50Parents/Adults/Families

100

Teachers/Educational Authorities/

Librarians

24 2Schools/Centres

21

AEA China designed a project in Chengdu to help recent migrant families in increasing their self-recognition, while facilitating mutual understanding between them and the local population.

In 2013, migrant families participated in taking more than 100,000 photos about their daily lives, which were then used for a photo exhibition and information campaign in order to raise understanding for recent migrants in Chengdu.

Afau

Ms. Lu Xiuqing

People know that I’m good at making clothes, but I seldom talk to them. Now the situation turns out different. When customers come to make clothes, they will say they’ve seen my photos in the community photo exhibition and metro stations. Then we will often start a conversation on all kinds of other domestic topics. I feel more like a local resident now.

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You Make ADifference: Fundraising and VolunteeringIn early 2013, AEA Hong Kong organised the territory’s fi rst Charity Chinese Calligraphy Contest for primary school students, to raise funds for AEA’s Early-Childhood Care and Education project in China.

With the help of our co-organiser, the Hong Kong Professional Chinese Callig-raphers Association, students were encouraged to learn about the traditional art form of Chinese calligraphy, while expanding their horizons through under-standing the life and needs in other parts of the world. The award presentation ceremony was held on 21 April 2013, where more than 150 guests and prize recipients attended, and 40 volunteers were mobilised.

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EXPERIENCE TRIPS

Since 2009, AEA Hong Kong has organised donor trips to AEA’s project countries as a platform for participants to

better understand the real situation in these countries, and to have a fi rst-hand experience on how AEA projects

help change lives. We engage our participants in a mutually meaningful exchange with people from the communi-

ties whom they visited and served.

In 2013, 46 participants went on the Charity Trips to Cambodia in April, August and December. Our participants are

donors, fundraisers, as well as volunteers. Each of them commits to a donation target and acts as an ambassador

of AEA to raise such funds. Through their sharing of the trip experiences with their circle of friends, they help to

boost awareness of and trust towards AEA, and relay the message of “Changing the World through Education” to

others.

HARMONISING THE VOLUNTEER MECHANISM

We have been looking into deepening our successes in terms of volunteerism. Currently each country accepts vol-

unteers differently according to its needs and contexts. We will harmonise the process to accommodate different

stakeholders to be able to contribute to positive change in the area of education and beyond.

Kim Ngan, 22 years old, graduate of fi nancial audit, I would like to express my thankfulness to Aide et Action Vietnam, especially Mr. Vu DOAN, for giving me such an interesting experience with the research.

Despite my health problem that allowed me to participate in only three days with the research team, I learned a lot from this activity. My public speaking skills, interviewing skills, and ques-tioning skills were signifi cantly improved. I also had good chance to practise my English. More importantly, I had new friends and received full support from Aide et Action during the prepara-tion and realisation of this research.

I hope that I could be a volunteer in other activities organised by Aide et Action.

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2013What We Stand For: Communications and AdvocacyMonth by month

January: Publication of AEA Cambodia’s study focusing on the employment of youth with intellectual disabilities in Cambodia

AEA Cambodia launched its publication of a research

report entitled “Identifying Barriers to Employment of

Youth with Intellectual Disabilities (ID) in Cambodia”.

Funded by AusAID/Australian Red Cross, the study

revealed that young adults with mild to moderate ID

have high ability and interest in working, and their

barriers to employment are primarily societal. It rec-

ommended that youth with ID should receive appro-

priate training in both technical skills and soft skills

in order to match the needs of available employment

opportunities. Our fi ndings were also shared with vari-

ous stakeholders at national and international levels

through different conferences. (The full report can be

accessed at: http://www.aeai-sea.org/en/our_news/

docs/Disability_Research_Report_EN.pdf)

February: Participated in the “I Care I Serve” event

AEA Hong Kong was invited to join the “I Care I Serve” event which seeks to link non-profi t or-ganisations with professionals that are interested in becoming a volunteer. Around 200 profession-als joined the event and 31 signed up to become a volunteer of AEA.

March: Step forwards of AEA Cambodia within French public

LA CROIX, a French newspaper, published two articles devoted to the daily life of street children in the context of an AEA Cambodia project and a portrait of Mr. Samphors Vorn, Programme Co-ordinator of AEA Cambodia. These articles ena-bled the French public to better understand the realities of street children such as the problems that they encounter. It also shows about the per-severance of Samphors, who argues relentlessly in favor of improving the quality of education for marginalised people in Cambodia.

April: AEA China co-organised a seminar about Rural Women’s Development under the context of interaction between urbanisation and indus-trialisation

Together with Chengdu Women Research Insti-tute and Sichuan Academy of Social Sciences, AEA China co-organised a seminar on the im-portant role social organisations play in fi eld of women development. The participants included 30 representatives from the local government, mass organisations, colleges and universities, institutes of scientifi c research, and social or-ganisations.

May: “Every child needs a qualifi ed teacher“

AEA Cambodia and leading members of the Global Campaign for Education (GCE) organised a na-tional conference focusing on “Every Child needs a qualifi ed teacher” on the 6th of May in Phnom Penh bringing together more 80 participants. The main objective was to increase awareness of the public audiences and the Ministry of Education, Youth and Sport (MoEYS) about the shortage of qualifi ed teachers in the country, which remains a big challenge in developing the quality of education for children.

June: International Children’s Day in earthquake-hit area

On International Children’s Day, AEA China held an event with local partners in the aid and care centre of earthquake-hit areas. More than 350 children and their parents were present. This event was to celebrate the Children’s Day with our commitment to give them opportunities to access their fundamental rights, especially ed-ucation, and to offer some psychological treat-ment to the earthquake affected children.

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July: Public service advertising in Chengdu Metro

A series of public service advertisements on the topic of migration was published in six metro sta-tions of Chengdu City. All photos and accompa-nying testimonials of these ads were developed by migrant families themselves in the context of the “Migrant Family Photo Project”. Over the course of four weeks, more than one million peo-ple saw these ads.

August: Training on how to teach Mathematics more effectively and creatively for students

AEA Cambodia held a training program for 27 school directors and teachers on August 20 in Phnom Penh to provide all participants who are from 3 primary schools of the “Education for All, reaching the marginalised” project (Svay Rolum, Prek Thom and Wat Khnong), with new inputs and methods on how to teach Mathematics more ef-fectively and creatively for students. Furthermore, the training was designed to provide teachers with more confi dence and skills in their lesson plan-ning.

September: Survey on the state of education in Vietnam

AEA Vietnam launched a survey on the state of education in Thai Nguyen and Khanh Hoa prov-inces. Its aim was to investigate the trends and issues of education access and quality as well as people’s expectations of the future. 530 people, in-cluding 25 children, 25 parents, and 3 teachers in each primary school of ten communes were inter-viewed. The survey contributes to the worldwide discussion on the post-2015 agenda and helps to defi ne AEAI-SEA & China’s priorities by gather-ing evidence at the grassroots level. (A short video clip has been published at: www.youtube.com/watch?v=90nIsBAxqJU.)

October: Strengthening grasp of key concept of ‘quality ECCE’ among key stakeholders

AEA Laos and the Ministry of Education and Sports conducted 3-day consultation work-shop with 20 ECCE trainers from national and provincial levels. The achievements and challenges of the ECCE project in Laos were also reviewed. Child development, stages of growth, the child centredness approach that promotes the importance of individual free play, and creating opportunities for commu-nity members to use existing resources were at the heart of the consultation. A system and tools were developed to monitor implemen-tation. The trainers committed to transfer these skills to teachers, parents, and com-munity members including through the de-velopment of an action plan to roll out at the target schools and beyond.

November: China Biennial Conference for Edu-cational NGOs

AEA China contributed to the third China Bien-nial Conference for Educational NGOs. Lei Mao, our project offi cer, gave a speech on community early childhood care and education. Our Early Childhood Care and Education project was se-lected as a show case in the published report “Analysis of Working Field for Educational NGOs”.

December: Promoting employment for persons with disabilities in Cambodia

AEA Cambodia and other local and international organisations in close collaboration with the Min-istry of Social Affairs organised a national event in order to advocate for the employment for persons with disabilities during the International Day for Persons with Disabilities. More than 2,000 per-sons, including the Cambodian Prime Minister, gathered to celebrate the event themed “Remov-ing barriers to create an inclusive and accessible society for all”. During the visit of our stand, the Prime Minister appreciated the achievements of AEA Cambodia and its partners to improve the ac-cess to professional life for youth with intellectual disabilities.

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Financial HighlightsFINANCIAL OVERVIEW

As part of our organisational priorities to im-prove effi ciency and sustain the growth of the organisation including fi nancial management and control systems, the “global project cost” was developed and well integrated in the ERP5 system. We have worked extensively with our global fi nance team for improve-ments in project costing, reporting frame-work, and effective circulation of transparent, quality information through shared respon-sibility from the fi eld up to the management team.

PREPARATION OF FINANCIAL STATEMENTS – REPORTING AND ACCOUNTABILITY

The fi nancial statement for the year 2013 has been drawn up in conformance with regula-tion No. 99.01 (France Law) and Regulation No 99.03 as declared by the “Comite de la Reglementation Comptable” (the C.R.C – the Accounts Regulations Committee). The Fi-nancial Statements of AEA Hong Kong are consolidated with AEA France under special conditions.

The statements were prepared with the pur-pose of providing reciprocal statements for fi -nal consolidation by AEAI while Hong Kong’s Statements were prepared in accordance with Hong Kong accounting standards. These statements are audited by Ernst & Young Cambodia and Ernst & Young Hong Kong un-der AEAI audit scope followed by Group Au-dit’s instructions from Ernst & Young Paris in accordance with International Standards on Auditing (ISAs).

The organisation has documented systems of internal fi nancial controls and procedures which are reviewed regularly by fi nancial management and internal audit. These sys-tems provide reasonable but not absolute, assurance against errors or loss. The proce-

dures aim to ensure the completeness and accuracy of accounting records and docu-ment the ways in which the International Di-rection has delegated fi nancial authority within defi ned limits.

STATEMENTS OF FUNDS USED IN 2013

As our statements were prepared for fi nal consolidation, here we illustrate only the funds have been utilised in programmes de-livery. The projects expenditures were clas-sifi ed into the thematic, fundraising, govern-ance, and other operation costs including thematic development, and general admin-istration. Other operating costs relating to the projects functioning were apportioned in accordance with the time spent and project volume budget. We remain conscious of the need to improve cost-effectiveness and value for money in our operations.

Statement of Expenditure For the year ended December 31, 2013 and 2012 (USD)

* French sponsorship and individual donation from Hong Kong

Source of Funds 2013 2012

Individual* 1,393,808 1,339,239

Operating Expenses 2013 2012

Thematic Programme Services

Institutional Donor 79,678 185,016

Access and Quality of Education 457,689 338,366

Emergency and Post-emergency 6,264

Foundation 288,694 244,505

Inclusive Education 78,022 186,935

Theme Development 142,421 123,906

Migration 16,846 8,075

Others 1,618 2,865

Education for Girls and Women 109,607 111,805

Board and Governance Expenses 3,797 11,017

General Administration Expenses 79,842 93,773

Corporate 30,346 53,857

Early Childhood Care and Education 609,281 567,013

Total 1,794,144 1,825,482

Total Thematic Programme Services 1,413,867 1,342,363

Fundraising Expenses 221,368 246,232

Total Operating Expenses 1,718,874 1,693,386

Expenditure by Country 2013 2012

Cambodia 516,000 464,577

Vietnam 182,083 130,245

Myanmar 5,079

Laos 275,535 409,698

Regional Development 14,631 15,060

Regional Direction 232,901 196,127

Hong Kong 304,187 312,901

Total 1,718,874 1,693,386

China 193,537 159,698

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2013 Source of Funds

Individual * (77.7%)

Institutional Donor (4.4%)

Foundation (16.1%)

Corporate (1.7%)

Others (0.1%)

2013 Thematic Programme Services

Access and Quality of Education (32%)

Inclusive Education (6%)

Early Childhood Care and Education (43%)

Education for Girls and Women (8%)

Migration (1%)

Theme development (10%)

2013 Operating Expenses

Total Thematic Programme Services (82.3%)

Board and Governance expenses (0.2%)

Fundraising expenses (12.9%)

General Administrative Expenses (4.6%)

2013 Expenditure by Country

Cambodia (30%)Vietnam (11%)Laos (16%)China (11%)Hong Kong (18%)Regional Development (1%)Regional Direction (14%)

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INSTITUTIONAL PARTNERS

Cambodian Ministry of Education Youth, and Sports Cambodian Ministry of Social Affairs, Veterans and Youth RehabilitationEducation Department of Kratie ProvinceEducation Department of Prey Veng Province Education Department of Kep provinceEducation Department of Pursat Province Education Department of Kandal Province Education Department of Takeo ProvinceEducation Department of Phnom Penh Municipal

Laos Ministry of Education and SportsProvincial Education and Sports Service of Vientiane Provincial Education and Sports Service of HouaphanhProvincial Education and Sports Service of BolikhamxayEducation Department of Khanh Hoa ProvinceEducation Department of Thai Nguyen Province National Research Educational Sciences, Laos

Paccom, VietnamChengdu Women’s FederationChengdu Women’s Research Society

China Association of Social WorkersHousing Authority of Chengdu CitySichuan Women’s FederationWomen’s Studies Institute of Sichuan Women’s FederationUNESCO

INSTITUTIONAL DONORS, FOUNDATIONS AND CORPORATE

Australian Agency for International Development (AusAID) through Australian Red CrossAir France FoundationAsia Capital Reinsurance Group Pte Ltd Chengdu Jinjiang District Social Organisation Development FoundationChina Charities Aid Foundation for ChildrenChina Non-profi t Network for Disaster Risk ManagementEuropean UnionGertrude Hirzel FoundationHoi Meng FoundationL’Occitane FoundationMaywood Travel LimitedRoadshow Holdings LimitedHong Kong Professional Chinese Calligraphers AssociationShanghai United FoundationSymphasis FoundationUBS Optimus Foundation

NGOS PARTNERS

Bophana Audiovisual Resource Centre BanmovCABDICOChenxi Children Development CenterChengdu Xin Jia Yuan Social Work Service CenterCulture Development Center for Rural WomenDamnok Toek CambodiaDongguang Sub-District Xinlianxin CommunityDisability Development Services ProgrammeGuangxi Tiandong Chen Xi Center for Children DevelopmentHuangyuang Ecology and Culture AssociationKrousar Yoeung AssociationPACHIDPeuan MitQingshen Rural Women Children Development CenterRabbit School CambodiaTiandong Chenxi Center for Child DevelopmentSIPARYouth Star Cambodia

Our Partners & DonorsOn the basic principles of equity, shared resources and transparency, our part-nerships continue to evolve bringing larger stakeholders to focus on the issue of education. The joint effort resulted in greater fi eld impacts.

The generous support of funding partners includes international development agencies, cor-porations, foundations, individuals and volunteers. AEAI South East Asia & China thanks all our partners and supporters from around the world for their generous contributions. Without your support, we would not have been able to succeed in reaching the marginalised popula-tions today in the region.

2013Board of Directors and Staff

Ms. Yasmin Abdeen, PresidentManaging Director at Adder Corp Pte Ld

Mr. Chi-Yang TCHEN, Vice-PresidentFreelance Consultant

Mr. Seng Hong, SecretaryInstitutional Planning Specialist at ADB Cambodia

Mr. Narongsak Boonyamalik, TreasurerSenior Policy and Planning Offi cer at Ministry of Education, Thailand

Mr. Huang Yunong, MemberAssociate Professor of the Social Work Development Research Center, Southwestern University of Finance and Economics

Mr. HUANG Yunong, PresidentAssociate Professor of the Social Work Development Research Center, Southwestern University of Finance and Economics

Mr. GAO Guizi, TreasurerSenior consultant of Sichuan Sangming Research Center of Public Welfare Development

Mr. LAI Changchun, MemberAssistant researcher and directory of Elementary Education Monitoring Offi ce of Sichuan Education and Science Institution

Mrs. GUO Hong, MemberResearcher of Social Development and Policy Research Center and Sociology Dept. of Sichuan Academy of Social Science

Ms. GU Longmei, MemberEntrepreneur

Mr. Prasert TEPANARTRegional Director

Mr. Savy LACHRegional Operations Manager

Mr. Samphors VORNProgramme Coordinator, Cambodia

Ms. Vithanya NOONANProgramme Coordinator, Lao PDR

Ms. ZHANG XuemeiProgramme Coordinator, China

Ms. Justina LAWGeneral Manager, Hong Kong

Mr. Van Phu NGUYENProgramme Coordinator, Vietnam

AEAI-SEA & China Regional Board

AEA ChinaBoard

Key Staff of AEAI-SEA & China

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Surging Ahead:Perspectives for 2014We continue to challenge ourselves by transforming the organi-sation toward improving effi ciency while bearing the key principle “Changing the World Through Education”.

In keeping with our Regional Strategic Plan 2014-2018, our team participated in an exchange visit to the South Asia region to equip themselves with the nec-essary skills to launch a new initiative on livelihoods education in South-East Asia in 2014. Meanwhile, the result of defi ning our key concepts of innovation in 2013 is also cross-cutting in our project implementation. Various projects were restructured in order to integrate these key concepts and pursue expan-sion.

The consolidation of key actors in Cambodia is a great strength as part of our regional strategy. We have succeeded in bringing key NGOs working in educa-tion sector together to design a fl agship, nationwide project focusing on out-of-school children in Cambodia which will be implemented from 2014.

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AEA International Head Offi ceRoute des Morillons 151218 Le Grand-Saconnex – GenevaSwitzerlandTel: +41 (0)22 544 29 80

AEAI-SEA & China Offi cePO Box 1370, #29, Street 294, Sangkat Tonle Bassac, Khan Chamkarmon, Phnom Penh, CambodiaTel: (855) 23 221 940/220 940

AEA CambodiaPO Box 1370, #29, Street 294, Sangkat Tonle Bassac, Khan Chamkarmon, Phnom Penh, CambodiaTel: (855) 23 221 940/220 940

AEA ChinaRoom 6-1-9, Wangfu Garden, #6 Fangcao Street, Gaoxin District, Chengdu, ChinaTel/Fax: (86) 028 8517 3808http://www.aea-china.org

Contact Us

DesignMr. Ronald NHIM

Photo CreditMr. Nguyen Vu DOANMrs. Thi Thu Nhai NGUYENMr. Ronald NHIMMr. Prasith CHINMr. Alex LOERMs. Shirley YAUMr. Lei MAOMr. Phouma PHOUANGBOUNMY

AEA Hong KongUnit D, 1/F, Yue Xiu Industrial Building, 87 Hung To Road, Kwun Tong, Kowloon, Hong Kong Tel: (852) 2815-3834Fax: (852) 2815-3870www.aide-et-action.org.hk

AEA LaosHouse No. 195, Ban Phonesay, Saisettha District, Vientiane Capital Lao PDRTel: (856-21) 261537, 264 432; Fax: (856-21) 264432

AEA Vietnam

Nha Trang Address:KA 57, Cu Lao Thuong, Vinh Tho, Nha Trang, Khanh Hoa, VietnamTel: (84) 58 3 838 881

Hanoi Address:4th fl oor, 8 Hang Than, Ba Dinh, Ha Noi, VietnamTel: (84) 4 3 9 275 031

AEAI-SEA & China Offi ce PO Box 1370, #29, Street 294,

Sangkat Tonle Bassac,

Khan Chamkarmon,

Phnom Penh, Cambodia

Tel: (855) 23 221 940/220 940

www.aeai-sea.org