Education

Sunda Sar (Skull of a bull)

by Hazeen Latif

Whatever we asked, the reply was:

“no, we do not have it”, “no one listens to us”, “no one comes to us” or “no one is willing to help us”.

Community meeting in Sunda Sar ,Aug 2019, HCR 2019

Community meeting in Sunda Sar ,Aug 2019, HCR 2019

A community leader told HCR’s Hazeen Latif, “we are 3000 houses and an estimated population of 15000 including children and elderly people there is not a single BHU (basic health unit) or even some private clinic. There is no public dispensary.

We only have one primary school for boys - none for girls”.

The list goes on and on.  This is “Sunda Sar” or “skull of bull” meaning a place of prosperity and power. The name was given by someone after they found a huge skull from someone’s land while digging. Nobody knows the real story of the name, but we have seen the real story of life in Sunda Sar during our visit to there in August 2019. Living is so harsh that people’s strength and power of has been drained fighting water-borne diseases, malaria, disability, lack of education and lack of guidance for youth and much more.

 “We have found hope when you said ‘I have brought a gift for you’”.  

This response to our visit tells us a new story is beginning in Sunda Sar. Everyone was stunned to see the mini collar microphone in Hazeen’s hand and to hear:

“It is a gift to the whole community. We will help you use it to raise your voice, we want you to have the power to speak and be heard”.

Hazeen with collar microphone, Sunda Sar, Aug 2019, HCR 2019

Hazeen with collar microphone, Sunda Sar, Aug 2019, HCR 2019

The community welcomed us, and beyond our expectations over two dozen men including key leaders showed up to meet with us.

There was one graduate in the group and three undergraduates, but all found hope for a way forward through community media training and empowerment. Rather than being defined by what they don’t have, they are encouraged to mobilise the resources and voices that they do have - not empty like a skull, but leaders full of strength like a bull, having courage to live full and healthy lives.   

Men from Sunda Sar, Aug 2019, HCR 2019

Men from Sunda Sar, Aug 2019, HCR 2019

Education: a right for all children

By Celeste Larkins

Approximately 264 million children and adolescents around the world do not have the opportunity to enter or complete school. They dream of a life where they can have an education. Working in international development, we know education is a key factor in reducing the poverty cycle. 

In Australia, we are extremely lucky to have public education for all children, which is why it might sound surprising that in some communities, there are children missing out on years of school or even their entire schooling. This has huge ramifications for their future abilities to live a fulfilling purposeful life.

In Carnarvon, a small town we work, school non-attendance is high, and with the support of community, government and supporting organisations changing attitudes and the culture of schooling and education is a key priority area. 

There are many reasons why education is not a priority and after going on the school pick up bus you can see larger social issues which prevent children going to school exist. Run-down and insecure housing, family alcohol and other drug issues, lack of food security. Talking with locals, many of these social issues exist due to intergenerational trauma from past Government policies, including the Stolen Generation.

Children were taken from their families and to be brought up in institutions, fostered out or adopted by white families. Children lost their connection to family, culture, land and language. Not only does this contribute largely to current social issues within Aboriginal communities, but also has create a sense of distrust to ‘white’ education (AIATSIS).

However, with the support of the community, the school and the local Remote School Attendance Strategy team (who are part of Ngala Midwest & Gascoyne), there has been progress in supporting parents to get their children to school, and change the current perception. This takes a lot of dedicated people and a holistic approach to support families. Local leaders identify education is important for their community’s future, but are also passionate in passing down traditional culture. 

For the past few years we have been working with the Carnarvon community and the Remote School Attendance Strategy team to develop local video and radio content to promote school and education. We have spoken with Elders, right through to kindy students about what education means to them. Recently we developed a set of videos which the Carnarvon community engaged with and we had great feedback. You can check one of them out here

Relationships built on trust

By Hazeen Latif

Sitting in a “hujra” (a room in the house for meetings and discussions) my host’s uncle asked me, “What is your interest in coming to our village (Swabi, KPK)?”  This question is rarely asked of anyone when it comes to hospitality in KPK region, a province to north of Pakistan.

Before any kind of reply from me, my friend’s (the host) uncle changed the tone and said, “Oh, you must not misunderstand me. It rarely happens that people come to visit us in this hot weather, with no facility of any kind in the village, and having to sit on the ground with us. Please do not take this the wrong way as we are honored by your presence.” This dialogue gave me an opportunity to share how I felt in their midst. It was through my friend that I had been invited to visit the community and asked to help the community become healthy and prosperous. I told them that my visit to the community was the fulfilment of a promise to my friend; no more than that.

In the hujra (house), a council member from government was present who was elected to the union council for that region comprising of eight villages of which one was the village where I was sitting. All the men agreed to develop a CBO (community based organisation) for the villages. They all happily decided on the name which is Khush-hali meaning prosperity. Amazingly, they all agreed on the name. With my guidance, they identified the issues of the community for the first time and even proposed some solutions.  Major issues which came up in our discussion were education for all, but mostly for girls, and health issues as there is only one BHU (basic health unit) operational in the region for over ten thousand adults in the union council. Other issues discussed were youth being neglected, hygiene and poor infrastructure. The men asked me to develop a program and to proceed in developing Khush-hali by establishing a proper legal frame work. The meeting ended with a delicious lunch we all shared by eating from the one dish.