Emadu Achcharu

*Emadu Achcharu means our mix : a collection of stories

from the field.

A Quarterly Publication

Room to Read Sri Lanka

March 2015 Q1

Twenty dollars a month, a cost of a movie, a book or a low-priced brunch in New York City, was all they needed to complete their education in one of the rural parts of Sri Lanka. Yet, such a fee (approximately two thousand Sri Lankan rupees) is hard to come by for households, let alone a young girl in Hatton, a countryside in Sri Lanka. Then fourteen year olds Mogandashi and Prashanthi were typical: they were both from the poorest of poor backgrounds, where when the going gets tough, it is almost required to drop out of school than further it. Today, they are eighteen years old, and are considered as determined goal creators and an inspiration for many in the community. This is their story.

Two Petals of Perseverance A story of two friends and their dreams

Growing up in Hatton, Prashanthis childhood isnt far removed from the average Hattonian living on an estate, which is a vast piece of terrestrial area surrounded by lush tea plantations, one of the countrys biggest cash crops. As you drive past it, you cant help, but roll your windows down, smell the tea leaves in fresh air and absorb in the greenery of the landscape around you. While doing so, you will witness the smiling faces of many tea pluckers, many of whom have to walk two to three hours to get to their destination of work.

In spite of the beauty surrounding them and tea being a profitable venture for investors, families working on tea estates are among the nations poorest in terms of earning and nutrition. These disadvantaged children often grow up to be disadvantaged fathers and mothers. In most cases, girls marry young, because their families can no longer provide for them or they have gone through teenage pregnancy, stated by one of our social mobilizers.

Prashanthi lives on an estate in one of the line rooms (a slum located within the estate). Her father died when she was four years old, and her mother lost her ability to walk soon after. I was a school dropout girl. I did not understand why we should study and I did not have the money to go to school anyhow, says Prashanthi. Due to my poor condition, I had to take care of my mother, while my brother and sister worked to provide for the family, therefore no one else could stay at home. Prashanthi took care of all the household needs. It was one of Room to Reads social mobilizer that got Prashanthi back into school. My social mobilizer would visit my home several days during the week, and just talk with me. She is like another sister. She was persistent in the most sisterly nature, and her encouragement was re-freshing. Room to Read provided me with transport costs, pens, books, and even meals in order to get me to stay in school, and they helped realize the value of education. Prashanthi explained.

Prashanthi recently graduated with one of the top

results in Hatton.

Today, I am here only because of Room to Reads Girls education program. They taught us a lot on life skills. The most important exercise for me was the goal setting process, Prashanthi

exclaimed.

The goal setting process is an exercise where girls are taught on how to formulate goals at the beginning of the year and what steps to take to

achieve them.

I did not understand what it meant in the beginning, but now I know how to communicate the goals on my own. It has changed my life. By doing this every year, it helped me develop my mission to not only apply for university this year, but to also encourage both young girls and boys

to continue studying in school, she added.

To achieve her wish to encourage young children, Prashanthi initiated to conduct private classes at her house (which is a single room), while juggling her English and computer classes and helping

her mother and sister at home.

By being a part of Room to Read, I realized the impact an individual can have on a child, therefore I invited children of my community to

attend and ask me for help, she says.

Over twenty kids would attend a day, even though there is barely any space for ten children. The children sit on mats and are cramped together. Yet, nothing stops Prashanthi from teaching them in anything

she can provide a helping hand in.

I teach them word by word or number by number. Whether it is math or reading, I will help them. I understand how they feel and so my hope is they will remain inspired and find the courage to carry on as they grow older, Prashanthi stated. I am hoping to go to university by next year. Therefore I hope I can inspire them enough to continue on even while I am not here. For them to continue, graduate and work hard

towards a better future.

Her best friend is Mogandashi, another graduate of Room to Reads Girls Education Program. Like Prashanthi, Mogandashi lives in a line room in a nearby estate. Her father lives and works in Colombo. He is

sixty four years old and barely earns a decent salary.

My father works really hard, and we rarely get to see him, Mogandashi explains as she wipes her tears. We barely have money to eat, but with the little money he receives, he sends it to us. I dropped out of school because my family could not afford to send me. Room to Read came into my life and provided the support I

needed. My life changed.

Since then, Mogandashi has dedicated herself to her studies. By studying for hours everyday, while simultaneously assisting her mother with chores, Mogandashi developed herself responsibly and

compassionately.

Like Prashanthi, Mogandashi conducts private classes in her room. From a 6 year old to a 16 year old,

children of all ages would attend her classes. Her former principal, in fact, requested Mogandashi to

tutor O level students as much as she can.

I host classes for children in my community to not only earn money, but also to encourage my

community members to study and create their life in a positive way, she added. It is important to me

that I give back to my community in any way I can.

Her dream, however, is to take care of her father and mother.

My dream is to provide for both my father and my mother. I wish for my father to retire, but I know he

cannot do so until I am completely on my feet. Therefore, I studied hard, and hard. I am determined to

go to university next year, and become a bank manager. I want to learn the banking world, and earn as

much as I can. By becoming a bank manager, I also hope to teach children on how to save money and

how to spend, she added.

The first from their families to have graduated and that too with flying colors, Prashanthi and Mogandashi have developed the confidence to carry on their goals. Despite their difficult past, both Prashanthi and Mogandashi are positive examples of the girls effect: the belief that educated girls reinvest their knowledge and income back into their family and community to end poverty for

themselves and the world.

The Wisdom of that First Impression

A story of my first impression as a new Room to Read staff member in Sri Lanka

I came into my position with the impression that we as an organization are a superior tool for

liberating, caring, and launching helpless children into the future for world change. My first field

visit challenged and inspired my way of thinking like never before.

I vividly remember from the moment I walked past the gate, a 6 year old girl clinging onto my right

hand starring at the object that hung around my neck a DSLR Camera. Soon, another ran towards

me and held onto my left hand as she smiled away. I smiled at them and looked up.

The school was run down, and there was no visibility of a playground, but the children were smiling

and running around in the scorching heat. A woman, appearing to be in her early 50s, stepped out

of the classroom and rung her bell. The two children holding onto my hands, let go and ran into

their respective classrooms.

The school we came to visit was the

Kalankuttiya School in the rural parts of

the Anuradhapura district, a town

enriched with ancient history. It is the

most recent school to have a Room to

Read funded five classroom building in

the final phase of the set up. Most of the

students in this area walk to school,

and the furthest some of them have to

walk is around two hours or more.

Despite the difficult accessibility, and

condition of the weather, the children

are eager to learn and play. These

children in some ways are grown up.

They do their own washing by hand,

clean and help prepare meals. In other

ways they are much the young children

they are, always looking for a hug, to be

carried around on your back or be

chased around the school with a bright

smile glued to their face.

As I stepped into the classroom to observe

the teaching setting, I couldnt help but

imagine what it must be like to learn, play

and breathe in this kind of place. The

thoughts going through my head were

thoughts of appreciativeness, and a

reminder of all that we overlook at our peril.

It is well to remember that an accident of

birth, lack of education, lack of opportunity

and unfortunate circumstance are all that

separates us and them.

Sriyani Derika, a grade one teacher, asked

the children to open to page twelve and

instructed them to read out loud. Cramped

onto a tiny table and yelling on top of their

lungs, these little ones made sure they read

out loud. Once they finished the paragraph,

she moved onto asking them a few

questions. Engaged as ever with their hands

help up high, the radiance and enthusiasm of

the students are hard to miss.

I proceeded to meet the Room to Read literacy Coaches. As we stepped out and made our way

towards the gate, they described their journey to and from the field (two hours one way on a bus for

some), the place they live in, and the communities they work with. As they each shared their story, I

noticed an old lady approaching the school.

70 years of age, she walked an hour to get here. Despite walking under the excruciating heat, she

was smiling away. When asked what she most appreciated about the upcoming building, her answer

was nothing short of humble gratitude. She said, To see a classroom of this kind being built with

the help of my daughter is something I never thought I would see before I die. It is very beautiful!

Smiling wide, she made her way towards her daughter who was assisting with the construction of

the classroom building.

Listening to the literacy coaches, speaking with the parents and teachers involved with these

children inspired my thinking in profound ways.

It isnt simple or easy working in these poor communities. It is complex, draining, and at times

demanding. But the belief that it is what best supports the human development needs of the

children and the moments of triumphs that are witnessed by our field staff are what keeps the

dream ticking it is clear that the way out of poverty is through education.

Poverty connects to every aspect of a familys life and a neighborhoods success. There is no better

understanding of the needs of a community, other than witnessing it firsthand.

Our field staff are present daily in our target communities. They interact with local leaders and see

the needs first hand. The level of impact they have on the communities are off utmost significance.

Their impact brings an all-encompassing, all hands on deck approach to light.

We are all superior tools in providing the best for the future generation, but at the end of the day, the

community itself is the most superior tool of us all. If they do not believe in the fight for education

for their children, the sustainability of our services, inputs, and reinforcements would only be dusts

swept away by the wind. From the security guard at the gate to the principal of the school, the

grandmother who walks an hour or two every day to pick her grandchild up to the teacher who

spends countless of hours ensuring each child is able to read, understand and speak, are all door-

ways for these children and their future. We have done so much, but yet theres so much more to

do. This is only the beginning.