| 1:15 | - Some of them are called support office, some of them are called field offices.
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| 1:19 | - I am in a support office, so actually a support office’s job is to gather resources for the field to use.
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| 1:28 | - So some people would call me the fundraising person.
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| 1:33 | - You also mentioned resources.
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| 1:36 | - Could you share maybe, what are some of the resources that you are referring to?
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| 1:41 | - By and large, resource in our world is largely money.
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| 1:45 | - So we move money around between those who donate through us to the field.
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| 1:51 | - But very often we also would get two other things.
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| 1:54 | - One is give-in-kind very similar how we partner in terms of your work with World Vision.
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| 2:03 | - Sometimes it's special skill sets.
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| 2:05 | - If we are looking for something that we need to use on the field and for some reason is lacking in the country itself, we would also sometimes fly that into the country.
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| 2:16 | |
| 2:17 | - So I'm glad that you referred to our partnership.
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| 2:19 | - We have been working with World Vision for about two to three years, providing books and other resources.
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| 2:29 | - What are some of the main challenges vulnerable communities face when providing education for their children?
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| 2:51 | - In many countries, although there appears to be structure, education systems may not function effectively.
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| 3:16 | - During harvest time, children may not attend school because they are needed for agricultural labour.
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| 3:39 | - Schools may be far away, requiring children to walk 5 kilometres over difficult terrain, taking up to 1.5 hours.
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| 4:10 | - Cultural factors such as child marriage prevent children from continuing education.
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| 5:08 | - Nutrition is critical. Poor nutrition in the first 1000 days affects physical and mental development.
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| 6:20 | - World Vision focuses on long-term community transformation through child sponsorship over 10–15 years.
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| 7:20 | - Parents may initially want children to become farmers or wives, but mindset change is key.
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| 8:21 | - When children’s aspirations expand to professions like doctors or teachers, parents’ mindsets change as well.
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| 9:24 | - Environmental challenges such as typhoons can severely disrupt progress and destroy livelihoods.
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| 11:05 | - Children in vulnerable situations are always the starting point before selecting an area to work in.
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| 12:42 | - Community alignment is essential; interventions are discussed with village or provincial leaders.
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| 13:39 | - Health and clean water are often prioritised before introducing education programmes.
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| 14:44 | - Water filtration may need to be addressed before building school infrastructure.
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| 15:28 | - Family violence must sometimes be addressed before focusing on women’s empowerment initiatives.
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| 17:29 | - Projects are defined with clear outputs, expected outcomes, and long-term impact measurements.
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| 20:08 | - Sustainability means communities can continue programmes independently after 10–15 years.
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| 22:51 | - Advice: Speak to the community, understand their needs, and avoid imposing preconceived solutions.
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| 24:52 | - Expect the unexpected, as interventions rarely go exactly as planned.
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| 25:14 | - Be ready to partner with organisations that have the expertise rather than reinventing solutions.
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| 26:45 | - Thank you for the opportunity to share. Looking forward to more partnership with MCE.
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| 26:56 | |