M E F A n n u a l R e p o r t 2 0 0 7

ANNUAL
REPORT
2007

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CONTENTS

Introduction – Message from Chairman …………………… 3

School Information …………………… 4

Mission Statement …………………… 4

Background Analysis …………………… 5

Current Situation in Burma …………………. 5
MinMaHaw Education Foundation (MEF) ……………….... 6

About Us …………………… 7
Students …………………… 7
Staff …………………… 7
Living at MEF …………………… 8
Student Enrolment …………………… 8

MEF Goals and Objectives …………………… 9

MEF Milestones …………………… 11

2007 Achievements …………………… 11
2007 Programs …………………… 12

Education Outline …………………… 15

MEF Subjects and Trainings …………………… 15
Subject Material …………………… 16
General Education Development (GED) …………………… 16
Extra Curricular Activities …………………… 17
Academic Year …………………… 17
Teachers …………………… 17

Partners …………………… 18

MEF Organizational Structure …………………… 19

Future Plans …………………… 22

Acknowledgement …………………… 23

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INTRODUCTION

MESSAGE FROM CHAIRMAN

This is the first annual report of MinMaHaw Education Foundation (MEF). As we have
mentioned before in mission statements, we are now in the process of fostering a new
generation capable of achieving the needs of future Burma. However, I would like to admit
that it is an arduous task for us who have no previous experience in educational arena.

Although we have to face some threats that, during the first journey of MEF, may be
somewhat detrimental to MEF constitution, we are able to solve all problems with the
collaborated strength of Teachers, Students and Administrators. The common interest which
imbued every aspect of our endeavor is to achieve our goal which is to provide quality
education to the students in order to become potential future leaders of their country.

Owing to the deteriorating educational system inside Burma caused by the military
junta, there is proper justification in saying that setting up a school on Thai-Burma border for
our children escaping from military threat is on the right track. Particularly what I should let all
of you know is that most of the students attending the MEF School are sons and daughters of
those who have been scarifying everything in their lives for the democratization process of
Burma for a long time. Their relentless political activities inside the country attributed to their
discounting of the responsibility for their own children's education. It is not exaggerating to
say that the MEF is shouldering their family burden with the aim of supporting the task of
democratization in Burma.

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SCHOOL INFORMATION

PO address PO Box 91, Mae Sot, 63110

Phone 084 821 8892
Email mefoffice@gmail.com
Website or Contact Trudy Juriansz (MEF Coordinator)
Person and Khine Mar Myint
Present Capacity 20
Levels Elementary to Upper-Intermediate
Denominational Status Non-denominational
Single Sex/Co- Co-educational
educational
Three full-time teachers, five part-time
Staff
Photo 1. Outside the office teachers, four school staff

MISSION STATEMENT
“To empower the new generation to strive towards higher education, to compete
internationally with their contemporaries in the information age, to be perceptive and to have a
personal commitment to work towards a free, democratic Burma”

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BACKGROUND ANALYSIS
Current Situation in Burma
“I want to be a teacher in political science, because in Burma we don’t have political science as a
subject in school so people don’t know about other political theories. We study this at MEF and
we also learn about human rights. My friends don’t know any of this so they can’t fight the
government. I am learning more so one day I can educate my people to fight for their rights.”

Student at MEF

Burma is ruled by one of the world’s most brutal and exploitative authoritarian regimes, the
State Peace and Development Council (SPDC). The country has gone from being the highest rice
producer in the 1930’s to the status of least developed country over the last three decades. Living
standards have deteriorated steadily during the 45 years of military rule. With less than one per
cent of the country’s budget going towards education, it is estimated that more than 25 percent of
the population lives on less than $1 a day.

For children of political and economic activists, the situation is even more appalling. With
over 1,100 political prisoners remaining in Burma’s prisons and even more now since the
September 2007 uprising, family members often bear the brunt of discrimination and even black-
listing in many of the country’s schools. Upon release from prison, many families flee to avoid the
risk of being rearrested, or of constant harassment from the authorities. These families flee to
neighboring countries where they must live as stateless people with little to no access to basic
education.

Burma is in the midst of an educational crisis. The educational sector, which includes
primary to tertiary levels, has suffered tremendously under the rule of the SPDC. The major
obstacles to the civilian children inside Burma, is the lack of opportunities and the quality of
education. This is due to sporadic school closures; lack of resources such as teachers, textbooks
and classrooms; academic curriculum which is decades out of date; teachers lacking appropriate
training and advances in knowledge; and costs associated with education is high and increasing.
Therefore, many poor families just can not afford to send their children to school.

In addition to this, tertiary education has further complexities. The syllabus for university
courses must be approved by the military and all campus activities are monitored by military
intelligence. This is primarily to keep order and discipline in each campus, in case of a likely
emergence of student agitation against the regime. Some universities offer correspondence
courses; 10 day courses each year over the usual three year term for a bachelor’s degree which
leaves students with little more than the title of their degree. The system fails to get employment
for its graduates and thousands of students come out of the system each year barely educated and
ill equipped to cope with the modern world.

With current trends in the Burmese educational standard, and little access to education for
the country’s ethnic minorities and children of activists, higher education seems to be limited to
those of means. The only alternative for this community is to attend college in a foreign country.
International students must have some type of documentation, a diploma of some sort which assists
them to attain access to further education.

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Min Ma Haw Education Foundation (MEF)

In order to provide the basic right of education to
disadvantaged Burmese youth, Min Ma Haw Education
Foundation (MEF) was founded on the Thai/Burma
border and the school opened its doors in January, 2007.
This was seen as an essential solution to a deteriorating
educational system inside the country. The future of this
new generation is vital for the fight towards democracy,
as there is a need for educated people inside the country,
to be working with and empowering the community.
Also, once the situation changes in Burma, these
students, along with the political groups in exile, migrant
groups and ethnic refugee groups, will need to play a major Photo 2. Opening Day
role in pulling the country together.

MEF aims to prepare students to take the high school equivalency test, in particular, the
General Educational Development (GED) examination. The GED is recognized by many
universities internationally as the equivalent of a high school diploma, thus entitling students who
have obtained the certificate to apply for higher education. Moreover with its comprehensive
curriculum, GED provides students with the relevant skills- including critical thinking, analysis
and the expression of their ideas - vital during their university years and beyond.

MEF is currently operating with the support of individuals and Burmese organizations in
Mae Sot and around the world, and is managed by the MEF Management Committee. The school
has three full-time volunteer teachers, office and school staff. Periodic evaluations are conducted
to assess the operation and development of the school, as well as the progress of the students and
their future education.

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ABOUT MEF
The school currently is functioning on the services of volunteer teachers, full time
volunteer staff and donations from various support networks. All furniture and equipment at the
school was initially donated by individuals who could see the potential such a school could have.
It is in the second phase of operation and systems implemented previously are proving successful.
The students are progressing exceptionally well and have the motivation to excel in their studies
and succeed in their goals. MEF teaches students with a wide range of abilities who represent a
broad spectrum of cultures and ethnicities in Burma.

Students

Group Staff
Number of students 20
Burmese 10 Group
Karen 6 Full-time teachers 3
Tavoy 1 Part-time teachers 2
Chin 1 Short term teachers 5
Palaung 1 Office Administrator 1
Arankanese 1 Other Management 2
Age range 16–25 yrs Cook 1

Figure 1. Map of Burma with student’s home town location

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Living at MEF

All students who are accepted into MEF are

required to live at the school. A girl’s dormitory and
boy’s dormitory are located within the school’s grounds,
which comprises two long buildings that house the
dormitories, classrooms, two staff rooms, office and
kitchen.

The students are provided with three meals a day,

clean drinking water and other daily personal and school
supplies. In addition to this, the students are given a safe
and secure place to study away from military threat that
Photo 3. Outside the classrooms & Dormitories they would otherwise face if they were living in Burma.

Student Enrolment

Students are required to have at least completed Grade 10 in Burma and have minimum of
pre-intermediate level of English. However, when the first intake of students arrived in late 2006,
it was realized some students were at an elementary level. Another requirement was that students
come from disadvantaged backgrounds, such as having families who are politically active inside
Burma or have come from other organizations, dedicated to fighting for democracy for their
country. The future intake at MEF will require students to still have come from disadvantaged
backgrounds, as well as having a strong commitment and dedication to Burma and the community.

MEF also requires students to take entrance exams in

English, Social Studies, Science and Mathematics and then
be interviewed by the MEF Management Team, who will
collectively decide on the admission of students. Students
must also agree to all MEF conditions and policies. One
fundamental condition of MEF is that students can not
return to Burma during their time at the school, unless
otherwise approved by management. Also, students are not
accepted if they are in the process of going to a third
country.
Photo 4. Taking MEF entrance exam

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MEF GOALS & OBJECTIVES

MEF understands that in order to fill the widening educational gap in Burma, they must
provide the new generation with a high quality of education and support. This will allow them to
apply for university courses in order to attain further education and be competitive in today’s
modern society.

“I came to MEF to improve my education, so I can work for my family and my people in Burma.
MEF has given me a better opportunity for my future and I can study at an international level.”
Student at MEF

Education at an international standard

Increase general knowledge; promote critical thinking, analytical skills, and awareness
of world issues, tolerance and understanding.
Improve English skills, confidence and self-
esteem in order for the students to attend
university abroad and be able to compete
with their international peers.
Reach more students from disadvantaged
backgrounds inside unable to obtain a good
education.
Have competent long term teachers each year
and access to guest speakers regularly.

Ensure the school has a positive learning

environment and accommodation, with Photo 5. Computer Lab
sufficient textbooks, teaching aids, computers and other educational material.

Personal commitment to Burma

Educate the students about Burma and the
current situation on an ongoing basis.
Support and educate the students to work in
the community
Provide education regarding human rights,
freedom and democracy.
Ensure the student body continues running
successfully.
Encourage the students to return to Burma or
the border after their university education to
become leaders of their society and educate
their fellow countrymen.
Photo 6. Lecture on Burmese Politics

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Channel to further education

Prepare students over two to three years, to take the GED exam.
Have suitable academic teachers for subject areas.
Develop and implement a suitable curriculum.
Organize suitable scholarships for the students.
Provide advice and support before and during the student’s university years.
Provide guidance to the students about the different applications processes in the
countries where they would like to study, and provide extra tutorage for the entrance
exams and oral interviews of individual universities if required.

Self-Sustainability
Obtain regular funding and resources, such as teachers and other materials
independently and through individuals.
Locate possible financial support from a variety of sources, to avoid depending on one
funding agency.
Organize independent fundraising activities such as income generation projects, events
and internet marketing
Get students sponsored through their studies by individuals and businesses

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MEF MILESTONES
The school began with great enthusiasm and support from the community. The hopes of all
contributors were set realistically. During the course of 2007 internal systems were set up to
ensure the school functioned appropriately, there was organization and necessary management. It
was a year of learning from all aspects, constant team work and open communication. The input
and strong dedication displayed by the students and staff is commendable.

Due to the requirements of the GED exam, learning and understanding English was made a
priority at MEF. The exam though being multiple choices requires a high level of English
understanding, critical thinking and analytical skills. Also the exam involves extensive reading of
various types of texts, from book excerpts to business documents or letters.

As 2007 is reviewed and 2008 is beginning to shape up, the expectations of all have been
exceeded. The program is developing at a steady rate, with appropriate systems, flexible
curriculum and fair management. The students have progressed immensely and their development
is remarkable. They continue to astonish all those involved in the school, with their abilities and
demeanors, as well as their academic skills. All staff work completely on a volunteer basis and
have dedicated their time to school and the improvement of the new Burmese generation.

2007 Achievements

Established a school library, which includes fiction

and non-fiction books; political, environmental and
Burmese books, journals and magazines, so
students have access to a wide range of reading
materials for school and their own personal
interests.

Textbooks and teaching aids were obtained from

local organizations on the border, to ensure the
material is culturally relevant and suitable for the
students. Photo 7. MEF library

Formal tests are conducted regularly with students to determine their progress in all
subjects and to provide reports to MEF management and interested individuals.

An English Diagnostic Test, which examined English usage, reading comprehension,

vocabulary in context, and written expression, was conducted by an education organization
on the border. The test was given to all migrant and refugee schools in June 2006. Out of
all the migrant schools on the border, MEF achieved the highest average, after only being
in operation for six months.

Improvement in the student’s language ability due to the English immersion program. The
program is maintained currently and is regulated by appropriate methods, in order to
continue to accelerate the students learning.

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Average English Scores

100%
90%
80%
Percentage

70%
60%
50% MEF Students
40%
30%
20%
10%
0%
Feb Mar May Jul Aug Sept Oct Nov
Month

Figure2. Average English scores of MEF students in 2007

Note:
• These scores are based on assessment given in the English subjects only.
• There was no assessment in April and June, due to school closures for the Burmese New Year and school
holidays.

Developed community partnerships with Mae Tao Clinic, Burmese Migrant Workers
Education Committee (BMWEC), Curriculum Project, Burma Volunteer Program (BVP)
and many Burmese political and local organizations.

2007 Programs

An English immersion program was introduced in July 2007, where students are required
to only speak English in their classes and on campus, during school time and night study.
There was considerable progress in the student’s language ability only one month after this
system was introduced.

Students from two classes received two week training from Miriam College in Philippines
on South East Asian History, Geography and personal development.

Photo 8. South-East Asia Training Photo 9. Children’s Day at MEF

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Students participated in programs and events – Burmese festivals including water festival
and Union Day; Children’s Day, school picnics; music nights; sports competitions and quiz
nights. These events and programs are organized to respect Burma’s important days,
promote team work and raise motivation levels of students.

Photo 10. Union Day Photo 11. Thingyan (Water Festival) Celebrations

Photo 12. Battle of the Bands (music night) Photo 13. Soccer Competition

Photo 14. School Picnic

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Burmese academics, politicians and

leaders from local organizations are
continuously invited to the school, to
educate and discuss the country’s issues
with the students, in order to make them
more aware, to keep them up to date and
demonstrate how they can eventually
help their people.

Regular student interviews are conducted

with the teachers to assess their
development and obtain feedback
regarding their progress and commitment
to study.
Photo 15. Political discussion

Cultural exchange with a Korean school, Ewoo

for four days. Students from both schools
participated in school presentations, political
discussions, dinners prepared by students and a
talent night.

MEF gives “Student of the Month” award every

month for the student who shows improvements
in all subjects, has excellent conduct, is always
doing his or her duties and constantly trying hard
in all areas of school life. This award is a
prestigious award for students, as it demonstrates Photo 16. Ewoo School visit
high achievement and motivates students to excel in their studies.

Established a student body, which consists of a student president and secretary. These two
students are elected by the students every four months and are directly involved in all
decision making at the school.

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EDUCATION OUTLINE
The students at MEF are divided into classes according to their level of English. There are
four academic levels: Elementary (D), Pre-intermediate (C), Intermediate (B) and, Upper-
intermediate (A).

MEF Subjects and Trainings

The main focus of all the classes is learning English and its usage, as according to each
subject. All levels have two main English classes, where attention is given to grammar, form,
vocabulary and skills work, which includes speaking, reading, listening and writing. Mathematics,
Chemistry, Biology and Physics are taught in Burmese in order for students to understand the
concepts. Social Studies is taught at three levels (A, B and C) in English to expose the students to
the wider world, democratic ideals, increase their social awareness and develop their critical
thinking skills.

There is also extra curriculum at the school which includes classes in Art, Burmese History
and Computer Training classes held during the week and on the weekend. MEF includes public
speaking and oral work in English and Social Studies classes. This gives the students confidence,
promotes self-esteem and provides time for the students to practice leading group discussions on
various topics.

The school has also been fortunate to have had

various trainings and workshops from different
organizations and individuals. Two-week training was
provided by Miriam College from Philippines which
focused on South-East Asian History, Geography and
personal development. Erin Nicholson, a Peforming
Arts teacher from Australia provided a one-month
workshop on dance, circus and drama with the students
every afternoon and will continue to provide workshops
throughout 2008.

Photo 17. Acro-balance in Circus workshop

Due to the school’s curriculum and teachers; and regular workshops and discussions given
by community leaders, politicians, and other organizations, students are also determined and
committed to continue the struggle for the freedom of Burma.

During 2007, the school was operating as predominantly a GED preparation school, in
order to prepare the students for the actual GED program. The students at the upper-intermediate
and intermediate levels have just passed their previous levels, and are ready to start the GED
program in 2008. The pre-intermediate and elementary students will be ready to start the GED
program in approximately one to two years, again subject to their academic results.

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Subject Material
Most of the materials used were created specifically
for students on the border, by Curriculum Project. The
material is relevant for their situation as well as
incorporating modern teaching methodology which
fosters critical thinking and interaction. A GED
curriculum, along with practice exams will be
implemented into the academic program by May 2008.
The syllabus is obtained from various sources such as
textbooks, libraries and internet.

Photo 18. Student Poster Presentation

General Educational Development (GED)

The GED, which stands for the Tests of General Educational Development, is equivalent
to a high school diploma. This certificate is necessary for those that want to continue their
education in college or another career-orientated program. The certificate earned at the end of
passing the GED, is widely recognized within the United States, Canada and many Asian countries
and is used as an entrance into universities.

The GED comprises of five subjects: Language Arts (Editing and the Essay,) Social Studies,
Science, Language Arts (Reading - Literature,) and Mathematics (with and without calculators).

Language Arts, Writing Test (Editing) requires the student to recognize or correct errors,
revise sentences or passages, or shift constructions in the four areas of organization,
sentence structure, usage, and mechanics (capitalization, punctuation, and spelling.)

Language Arts, Essay requires written well-developed essay on a topic familiar to most
adults. The student is asked to generate ideas, express them clearly, organize the ideas, and
connect them appropriately.

Social Studies look at history in terms of critical points in time and groups of historical
periods.

Science focuses on scientific understandings and has special attention on the environment
and on health questions. The major areas are Chemistry, Physics, Biology, and Earth
science.

Language Arts, Reading asks the student to read literary texts and to show that he/she can
comprehend, apply, analyze, synthesize, and evaluate concepts.

Mathematics consists mainly of word problems to be solved. Half the exam requires a
calculator and the other half a calculator is prohibited. The areas included are whole
numbers, decimal numbers, fractions, percents, algebra, measurement, and geometry.

These five tests are designed to measure the knowledge and skills that a student should have
acquired after four years in high school. A variety of skills are needed to pass the test. However,
the majority of the test requires skills in information processing, critical thinking, analytical skills
and problem solving.

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This has become a major focus for the teachers at MEF and key to passing the GED. MEF
chose the GED as the best method to provide students the chance to enter foreign universities, to
improve their education, and to further their skills. This opportunity will allow students to attain
the skills needed when they continue to fight for their country and democracy.

Extra Curricular Activities

The students have an extensive class timetable during the week, as well as night study from
Sunday to Thursday. So necessary time is allocated to games and out of school activities, in order
to keep motivation levels high and encourage development in other areas.

The student’s are given ample time for extra

curricular activities. Next to the school, areas have
been setup to accommodate various sports. There is a
football field, where rugby and soccer are played, as
well as a badminton and cane ball (Burmese traditional
sport) court. In addition to this, an entertainment
budget has been prepared for regular picnics and days
out, music nights and quiz nights, in order to maintain
student motivation levels.

Photo 19. Soccer field next to school

The students have Friday night, all day Saturday and Sunday day off school. During this
time, they are allowed to relax, listen to music, interact with each other, read or study as they wish.

Academic Year

The school follows the Thai academic calendar, of two semesters, however the break is
shorter due to the intensity of the course. The semesters are as follows:-

First Semester : May to mid-October

Second Semester : November to March

The students get a two week break in October and a month of in April, as that is the end of
the Thai and Burmese year. In addition to this students get Thai public holidays off. During
breaks, students have time off their studies and are allowed to visit other organizations in the area
or just relax at school. In 2008 the students will do work experience at various organizations for a
week according to their field of interest. MEF is also considering a student exchange program
with other schools in Mae Sot, however this is subject to time and the students progress in the
GED program.

Teachers
Currently, the school has three full-time volunteer teachers, on a long term basis, and other
part-time teachers on varying lengths of stay. The teachers come from different countries and a
variety of backgrounds, such as Burma, England, New Zealand, Germany, Sri Lanka and Sweden.

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PARTNERS
MEF receives no major financial assistance from the Thai government or NGOs. The
school is currently supported financially by the local and international Burmese community, some
organizations as well as other family and friends. MEF has been operating with limited but crucial
funds; the help and support of volunteer teachers and staff; and the support of border
organizations. With these valuable contributions, MEF has been able to provide good education,
food, accommodation and security for the students.

Burmese American Democratic Alliance (BADA) has

been a loyal supporter of MEF since 2007, giving donations
on a monthly basis. They have also pledged to continue
funding in 2008, as well as visiting the school regularly to gain
further understanding of MEF and it’s goals. MEF is also
supported by Burmese Migrant Workers Education Committee
(BMWEC) and the Coordinating Body of Mae Tao Clinic,
which has been providing some food and funds on a monthly
basis since October 2007. However, these donations fluctuate
and are not dependable.

MEF, along with all migrant schools in Mae Sot, is in

the process of being registered with the Ministry of Education
(MOE) of Thailand. The school will continue to cooperate
with MOE and follow all regulations specified in 2008.

Photo 20. Street outside school

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MEF ORGANISATIONAL STRUCTURE

MEF is governed by the Board of Directors and MEF Management Committee. The board
is headed by the Chairman, U Than Htut. His responsibilities are: overseeing project development
and operation; establishing and maintaining links with potential donors, politicians and local
leaders.

Board of Directors

The board is made up of community leaders and school staff. They are responsible for
sanctioning the operation of the school and providing feedback to the Chairman and Management
Committee on school policies and operation.

President U Than Htut

Vice-president Hla Myint Kyaw
Member U Peter Limbin
Member Dr. Khin Wynn Nwe
Member U Victor Win
Member Thida Lwin
Member Saw Minn Htike Kyaw
Member Win Thein Naing
Member Dr. Myo Win
Member Daw San San
Member Kyaw Oo Nyo
Member Trudy Juriansz
Member Khwar Nyo
Member Michael Bailey
Member Khine Mar Myint
External Relation Kyaw Kyaw
Chief Accountant Thandar
Table 1. MEF Board of Directors

The MEF Board of Directors has an advisory board that provides feedback and support to the
coordination of the school, during various times of the year.

External Consultant Dr. Thein Lwin

Advisor Dr. Than Naing
Advisor Saw Jacob
Advisor U Victor Win
Teaching Advisor Sai Leik
Teaching Advisor Saw Htoo
Advisor Ko Htet Aung
Table 2. MEF Advisory Board

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MEF Management Team

The MEF Management Team includes members from the Board of Directors, school staff
and student representatives (elected by the students every four months). The primary function of
the MEF Management Team is to manage the school's activities to ensure that policies set out in
the organization plan are carried out in a manner which enhances the school's achievements and
student’s abilities.

Ko Hla Myint Kyaw School/Boarding Coordinator

Trudy Juriansz Academic Coordinator
Khaing Mar Administrative Secretary
Mike Bailey Student Administrator
Thandar Accountant
Table 3. MEF Management Committee

MEF ORGANIZATIONAL STRUCTURE

Board of Directors

Advisory Board

Director

Management Team

Management Committee Student Body Teacher Committee

• Management Team • President • Teachers
• Advisors • Secretary

Finance Team Student Team Academic Team Boarder Team

• Fundraising • Work experience • Curriculum • School Admin
• Budget • Student programs • GED • Student meals
• Reports • Counseling • Scholarships

Students

Figure 3. MEF organizational chart

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FUTURE PLANS
MEF started as a dream of a small group of Burmese activists, with the hope that a school
like this could empower the younger generation to continue the struggle for freedom from the
military regime. The school now after one year has become more than a hope, it is reality and
provides a solid foundation for students to continue to further education. It provides opportunities
to students who would otherwise not have the chance to study in a safe environment, be deprived
of education due to the expense of schooling in Burma or their family’s voice against the
government.

The future of MEF is bright and exciting. Next year is going to be more challenging than
the first year, as the first group of students prepare for the GED exam in early 2009. A flexible
GED curriculum will be introduced in 2008, which will include the content covered in the exam,
skills work, practice exams and other curriculum needed to continue through university. A
research and support centre will be set up to organize all areas attached to the GED course,
university scholarships for the students, academic teachers, passports for the students and provide
advice to students on attending university.

MEF will develop a school newspaper, written and published by the students twice a year.
This was initiated in order to promote student’s understanding and reporting of current events in
their community, while also teaching them about team work and collaboration. A bi-monthly
newsletter will also be published by the staff and students, which will report on the school
activities and news. This will be made available to all people and groups involved in the school
and those that are interested.

A student body will be established in early 2008, to ensure students are active and proud of
their school, but primarily to be involved and see first hand how democracy works, so they can use
these skills to work for a free Burma. This committee will have an election three times during the
school year, develops its own constitution, management structure and job descriptions. They will
also be part of the school management committee and be involved in all decision making at the
school.

Another new initiative that will begin next year is a work experience program with
different organizations on the border. Students will be able to learn about the political situation
further and develop their understanding of the roles of these groups in relation to Burma and on the
border. Also, they will be able to see how they could possibly make their own contributions in the
future.

A school website will also be developed which will be clear and efficient, in order to
receive regular funding and resources from the international community, but also to provide
information about the school, students and the program. MEF also hopes to develop a school
pamphlet to promote the school and its activities to visitors and other interested parties.

Once MEF obtains secure major funding, the school hopes to expand with students and
facilities. The school will open its doors to students from a variety of disadvantaged backgrounds,
including students from refugee camps, migrant schools, organizations and other border areas, in
addition to those students from inside with political backgrounds.

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MEF would like to thank all students, staff, teachers, board members, friends and
supporters of the school. Without these valuable contributions, the school would
not be here today and functioning to serve the Burmese community inside and
outside the country.

We must continue working together, in the hope that Burma will get the freedom
is rightfully deserves.

Thanking you,
MEF Management

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Acknowledgement
MinMaHaw Education Foundation expresses our heartfelt appreciation of contribution to
new generation's education by –Cynthia Foundation, BADA (USA) and Dr. Win Naing and Dr.
Khin Wynn Nwe (UK) as well as by U Pyi Oak (USA), U Myint Soe (NLD LA), U Ngwe Lin
(DPNS), U Kyaw Htet (PDF), U Min Naing (ABFSU), U Maung Zaw (Korea), Ko Kyaw Kyaw
(KK & MM), Ko Win Thein Naing (USA), IRC, NLD-LA, NLD-LA (Canada, Japan, Australia
and Korea Branches), Juriansz's family, Michelled Chang (EDBY) and Many other individual
donors.

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