Reaction Paper on Field visit to Mingalar Youth Development Parahita School Observation and Finding from Each Field

The finding of observation on specific pare area are mentioned as below table. History & Back ground Organizing and Networking Fund Raising

-long history with gradually growth and development of organization -faced crisis time in every change movement as when change into monastic education into Orphanage school and during Nargis times -Strong capacity in dealing with community, government body and private donor -Had experienced on corruption in committee -A big change management was happened and its impacted on Management style of whole organization

-Many committees had set up for each activities in school but power are centralize by Phone Phone -Powerful management system and all people are following the principles of school - Enough management capacity to run this school by individual person, Phone Phone -Network with Government body and private donor -Had experienced in dealing with INGO in Nargis -There is no proper financing system

-Even funding are coming, there is no systematic fund raising or funding strategies or activities -Depend on Government support, private donor and individual donation to Phone Phone -Among them, individual donation to Phone Phone seem more greater than others -There is no secure funding for further activities -There is no self reliance funding activities as business activities

Health & Nutrition

Hosing

Education

Future Plan

-Regular health care system is set up in school -Link with township health department for public health activities as communicable disease control activities and surveillance system -There is no proper diet plan for all children -At least two time per month, they can consume meat and fishes -Personal hygiene are still challenging issues for children as scabies are most significant disease -Dining room is not proper place for eating as not adequate facilities and kitchens sanitation is still problem for fecal oral disease transmission

-Good housing quality than government institute -Good ventilation and drainage system -There is still gap in clothing while they living in school compound

-Providing the same quality of education system as Government doing -Cost sharing with government in staffing (partially self help style) -Providing financial assistance not only the orphanage children from school, some poor children from villages also -Closely contact with the religious training for all students

-Too general objectives are setting -Dont had periodic estimated achievement and strategies had not developed -There is no systematic development of future plan had found -There is no delegated person or committee as next generation leader for school (Leadership GAP) -There is no definite Organization Development Plan

Other specific study on Human value system research paper is also attached as Annex 1 in this assessment. The finding from this paper also described the outcome and impact of Institutional Capacity and Management Style on student. In below discussion, significant finding from research were mentioned. Being understand the grace of parenthood and know the social norm on parents are obviously and most valuable things for them, even they are being orphanage and not living in family care setting. That is the good impact of Dammah Teaching and Principles of School. Then, the insight of being responsible for their own life was second most valuable one for them. After that, being a knowledgeable person, love the sense of righteousness, value the religious teaching and ambitious were following. Above all description were so matched with the objective school.

However, there are some contradicted points to mention in finding. Their value on Reciprocity with others, Observation of Rites and Rituals, and Competitiveness were the lowest value in their value system. Actually, those values have strong relationship with Loving Kindness and compassion (Mitta Karuna) and Respect and Loyal to Superiors (Garava), which were placed in their media value system. It might be the reason that even they are living in orphanage school, they come from different place and social cultural system, then they are orphanage children, their adaptation or engagement with social setting is not good as children who nurturing in family care setting. And also, there might be the impact on child psychology by too strong and rigid management structure and procedure/principles. For that reason, their value scale on Reciprocity with other and observation of Rites and Rituals were lower. The reason for being lowest result for Competitiveness might be that they are living as institutional care in monastery, much exposure with Dammah and supervise by strongly Buddhism monk. Because the teaching of Dammah courage love, kindness, respect, gentle and merciful. Therefore, most of the facts are not courage the status of Competitiveness. Therefore, those two statuses were not bringing positive send for future of children and even they become the barriers in their life long journey. Then, those contradicted can be the blocking things for their positive value one. For that reason, the management body should have to look critically on those contradicted finding and applied back in their organization development, because they are not taking care on ten or twenty children. There are over 1000 children, so any impact form their activity will bigger in field of magnitude and number of people.

SWOT Analysis of Organizational Study Strength -Long history with successful events in crisis time -Many lesson learnt and knowledge on this field -Strong personal power and integrity of leadership -Effective administration system -Strong and effective disciplines -Normal flow of funding from Government body -Gradual development in networking with private donor Opportunity -Applied partially self help approach -Good and proper management mechanism -Good personal power to appeal private donor -Strong link with Civil society Weakness -Too centralizing power in management -No proper finical management -Dont have systematic funding strategies -No proper organization development plan -Negative impact of lesson learnt as centralize power (FEAR of delegation) -Leadership gap for next generation

Thread -Negative impact on child psychology by management system -Too much rely on external assistance -Weak institutional capacity on nurturing next generation

Annex: 1

Study of Human Value system in Orphanage children from Mingalar Youth Development Parahita School

1. Methodology 1.1 Purpose This study aims to examine the value system of orphanage children from Mingalar Youth Development Parahita School (MYDPS) as part of the outcome evaluation for the effectiveness of youth development practice in this school. Then, study the relationship among gender and educational level to traidational value system. Hypothesis 1: Higher education level will more pay attention and value on traditional value as they know and aware more about cultural and traditional values.

Hypothesis 2: Female value system on traditional value will higher than male as they are more focused to teach and follow the traditional and cultural values.

1.2 Participants 105 students from Mingalar Youth Development Parahita School had participated in this study. Among them, 42 were male and 63 did female, and Grade 8 student were 54 and Grade 9 did 51 respectively. Their mean age was 13.61 (SD 0.89).

1.3 Materials Adopt the questionnaires from Rakhine Youths Value System Study1, except removed the last question which are not relevance with orphanage student (Annex 1). After adopting, there were 21 items remained in questionnaires. Then, analyzed by factor analysis, two items were not relevance to used in one factor component. Therefore, those two items were not used in measurement analysis.

Tin Aung Moe, Value System of Rakhine Youth in Sittwe Region, Research Article, Department of Higher Education (Lower Myanmar), Sittwe University, Department of Psychology, 2011.

1.4 Procedure Students were divided by GRADE in different room. Then, distributed the questionnaires to all students and explain by one member of research study group. Participants answered the questionnaires individually and collected back by study group members.

2. Result and Discussion 2.1 Results The list of the variables that involved in this study was shown in below table.
Table 1: Personal and organizational variables used in this study

Variables Gender: 1. Male 2. Female Age: 1. 12 2. 13 3. 14 4. 15 5. 16 Education: 1. Grade 8 2. Grade 9 N = 105

Number of Subjects

42 63

40.0% 60.0%

12 32 46 14 1

11.4% 30.5% 43.8% 13.3% 1.0%

54 51

51.4% 48.6%

Descriptive Statistics Means and SD of the scale and questionnaires used in present study were illustrated in below table.
Table 2: Value system of monastic orphanage students in MYDPS

Values High Values 1. Filial Piety 2. Self - Reliance 3. Knowledge and Wisdom 4. sense of Righteousness 5. Self - Cultivation 6. Belief in Religion 7. Ambitious Medium Values 8. Patriotism 9. Respect and Loyal to Superiors (Garava) 10. Sincerity 11. Loving Kindness and Compassion (Mitta Karuna) 12. Shame and Fear (Hiri Ottapa) 13. Honor and Integrity 14. Prudence 15. Respect for Tradition 16. Hospitality and Friendliness Low Values 17. Reciprocity with others

SD

6.4381 5.1524 5.1048 5.1048 5.0857 5.0667 5.0000

.88713 1.07221 1.16787 1.15961 1.15288 1.37468 1.10940

4.9619 4.9048 4.8952 4.8286 4.7429 4.6857 4.4571 4.2190 4.1524

1.29291 1.09653 1.22415 1.12196 1.48083 1.30321 1.40759 1.42087 1.12473

3.9333

1.19508

18. Observation of Rites and Rituals 19. Competitiveness Traditional Value

3.4000 3.3238 4.71

1.41829 1.57196 0.59

As shown in the table, the Filial Piety was the highest mean score in value system and Competitiveness did the lowest mean score.

Correlation To assess the relationship between variable, especially on gender, age, education and traditional value, we compute correlation.
Table 3: Correlation among the variables

Variables 1. Gender 2. Age 3. Education 4. Traditional Value

1 .022 .016 .205*

.546** .013 .341** -

Note: N = 105; *P<0.05. **P<0.01 As shown in table, the significant relationships between Education and Traditional value (r = 0.341, p<0.01) and, Gender and Traditional value (r = 0.205, p<0.05).

Difference To test the hypothesis, especially with Gender and Education, we compute independence sample t-test.
Table 4: Difference among variables on Traditional value

Variables Gender: 1. Female

Mean

SD

T test

4.81

0.62

2.124 (P<0.05)

2. Male Education: 1. Grade 9 2. Grade 8

4.56

0.53

4.91 4.51

0.51 0.60

3.679 (p<0.01)

According to the results, there were significant differences between male and female on traditional value (t = 2.124, p<0.05), and, found also in Grade 9 and Grade 8 students (t = 3.679, p<0.01).

2.2 Discussion Base on the research finding, there are a lot of discussion point on value system of orphanages student from MYDPS. As even being orphanage, their value on Filial Piety, Self Reliance, Knowledge and Wisdom, and Sense of Righteousness are higher than other value items. This may be the positive impact/outcome of teaching and guiding by Phone Phone. However, in contradiction, their value on Reciprocity with others, Observation of Rites and Rituals, and Competitiveness were the lowest value in their value system. Actually, those values have strong relationship with Loving Kindness and Compassion (Mitta Karuna) and Respect and Loyal to Superiors (Garava), which were placed in their media value system. It might be the reason that even they are living in orphanage school, they come from different place and social cultural system, then they are orphanage children, their adaptation or engagement with social setting is not good as children who nurturing in family care setting. For that reason, their value scale on Reciprocity with other and observation of Rites and Rituals were lower. The reason for being lowest result for Competitiveness might be that they are living as institutional care in monastery, much exposure with Dammah and supervise by strongly Buddhism monk. Because the teaching of Dammah courage love, kindness, respect, gentle and merciful. Therefore, most of the facts are not courage the status of Competitiveness. As show in hypothesis testing, girls from the MYDPS valued on traditional value than boys. Then, student from Grade 9 did more than Grade 8. Therefore, the hypothesis that we had set were correct.