BET Thailand Projects: The Om Goi Community

Buffalo Educational Travel in Thailand takes you to the mist shrouded mountains of Om Goi District in the northern province of Chiang Mai.

thailand development project om goi

Om Goi, one of the most impoverished districts in Thailand, is located 180km south of Chiang Mai. It takes around 4 hours’ drive through rural countryside and mountain roads to reach the communities who live there. The population of around 62,000 is spread into 6 sub-districts and 95 villages. 95% of the local population belongs to ethnic Karen and the remaining 5% are from other ethnic tribes including Hmong, Lahu & Thai. The majority of villages are difficult to access.

The people of Om Goi have survived for centuries through migration, slash and burn agricultural techniques and subsistence from the thick forests of the remote highlands. Tighter conservation of Thailand’s rapidly depleted forests, however, has placed the minority cultures at a crossroads between their traditions and development. Educational travel groups have a role to assist villagers in creating alternative livelihoods and support for environmental conservation and cultural preservation.

BET is creating cooperative, community based tourism initiatives tasked with fighting poverty through development and supplemental income-generation. Initiated in 2013 in partnership with the villages and Om Goi District Authority we are using responsible tourism to allow local residents to earn supplemental income through providing services and products to visiting groups. They are eager to have guests discover their local traditions & cultures in unique and exciting ways – in short ‘to see the world through the eyes of another’.

An ongoing and frustrating aspect of village development is the promotion of clean water, sanitation and toilets. Om Goi Hospital has been working on this, yet progress in remote villages is slow. Most of the villagers know the benefits but do not change traditional habits, such as allowing pigs to roam free and defecate throughout the village area. Likewise, the lack of toilets means the majority of the growing population continues open-defecation. The Om Goi Hospital Director states it is extremely frustrating to cure children of intestinal problems, only to have them return home to unhygienic conditions. Changing habits is a slow and difficult process, particularly in remote villages, yet there is a strong need for better livestock handling, toilets and clean water supply.

BET has been working alongside the local communities and hospital on accessibility to healthcare through the international nursing placement programs. The major construction projects have focused on improving sanitation and access to clean water in the higher mountain homes and villages.

Om Goi is both culturally rich and stunningly beautiful, with cultural performance and trekking being a major part of any program.

Village Stays: Experiential Learning at its Best

There is no better way to experience the local way of life than learning, living and laughing together with the host community. Participants have the chance to share homes in groups of 3 or 4 people and will have the chance to experience a simple, yet comfortable rural home.

Buffalo Educational Travel provides Village Stays at our community development projects in Vietnam, Cambodia, Lao and Thailand.

village stays - bedding

Bedding is arranged with fresh sheets, blankets, pillows and mosquito nets in a dormitory style set-up, sleeping side by side with your group. The bathroom facilities will be even more basic and all should expect a bucket shower and no hot water. But, after a long, hot and rewarding day working in the village, no one seems to care how they get clean! Also, get ready for very basic Asian-style squat toilet.

All meals are eaten together as a group and prepared in the village by well-trained local cooks. We are proud that the meals in our Village Stays are often one of the most memorable parts of the experience! We can cater various dietary requirements if we are informed in advance.

Village stays are not only the best way to experience true local lifestyles, they are also a significant economic benefit for the host community. In 2016 BET groups successfully supported Village Stay with total accommodation fees of $12,474 USD.

  • Chan Sar, Cambodia       – $1,899
  • Seuang River, Lao PDR  – $5,419
  • Om Goi, Thailand            – $3,873
  • Mai Chau, Vietnam          – $1,283

Meet Your Hosts

The families that open their homes are eager for visiting groups to experience their cultures, life styles and stories. Shyness and limited English mean many Village Stay hosts are reluctant to boldly interact with visitors. Yet, with smiles and simple gestures of friendship these barriers can be quickly overcome.

Here are two of our host, the Thoan family in Vietnam and Mon family in Cambodia, that have gained greatly from visiting educational travel groups.

na chao village stay

Mr and Mrs Thoan were our first hosts at Na Chao Village in northern Vietnam.

They feel that since the Village Stay programme began in 2014, there have been many improvements in Na Chao and their family. The biggest change for the Thoan family is a new toilet. Before they did not have a toilet and followed the ancient practice of open-defecation. When they started Village Stays the Thoan’s built a basic bamboo toilet with support from BET team. Mr Thoan proudly states that

“…after 2 years of hosting we could afford to upgrade to a brick toilet and a new tiled bathing area for our guests, and the whole family! We now see how important it is to have a toilet in the house.”


Na Chao villagers find it difficult to find the words to express how happy and grateful they are to welcome the student groups.

“They bring fresh air to our community. They give us a chance to communicate with people from many countries. They also help us with lots of building projects for schools and farming which improve our community a lot.”


For families earning approximately $2000 a year from farming, the supplemental incomes generated from Village Stays are greatly welcomed and appreciated.

Mr and Mrs Mon together with their three children were very nervous when back in 2013 they decided to become  Village Stay hosts in Knapor Commune in Cambodia. A relatively successful farming family their main income is from selling vegetables grown in the communities to the markets in town. The Mon’s have a strong reputation in the community and take part in the various decisions and leadership, yet the first time they welcomed foreigners into share their home was a momentous occasion. However, after a while the nervous feelings faded and Mr Mon looks back at that with a smile. Mr Mon strongly states the Village Stays have:

“tremendously transformed our family with income generation, meeting people of different cultures, learning to share with those in need, new job opportunities like cooking, and my kids can learn and speak good English through interaction and consistent practice.”


Managing Risks

Village Stays can raise concerns for parents, school administrators and overseas travel agents. There are perceived risks to staying in a village home of a developing country. Missing out on the learning opportunities of a Village Stay due to risk avoidance though may limit opportunities of experience and growth. As Dr Malcolm Pritchard states:

“Through overemphasis on risk aversion, however, we run the greater risk of trapping learners in an artificial world of childish simplicity, ill-suited to developing the skills and understandings that are expected of adults managing the risks of the real world.”


Regardless, concerns are valid and taken seriously through BET risk management and standard operating procedures. BET has created voluntary documentation and declarations for each Village Stay in recognition of our desire to set industry-wide best practices. We train all our staff in Child Safe practices. We provide fire extinguishers and smoke detectors in all sleeping area. In addition to these BET standards we are fully licensed and covered by AUD $20,000,000 Public Liability, Product Liability and Professional Indemnity insurance.

Being a part of the Buffalo Tours family and Flight Centre Travel Group provides our clients with peace of mind while gaining experiential opportunities of Village Stays.

BET Risk Management with Host Communities

Each time we try something new, we take risks. Stepping out of your comfort zone incurs risks. Travelling to a rural village poses risks. Taking risks is always part of experiential learning. At Buffalo Educational Travel, as many of our groups participate in the village stay which might be a world away from what they have at home, we strive to eliminate the risks involved to make their stay a pleasant one.

As groups will share homes with local families, we need to ensure that selected homes meet our required standards in terms of location, facilities, cleanliness and, above all, low levels of risk. In rural communities, most of the villagers do not pay enough attention to fire prevention and an immediate evacuation plan in case of emergency. At our initial meeting after selection, we talk about the importance of safety during the group’s stay; especially when most of our groups are students and safety always comes first.

From discussion to action, each home commits to set up ladders at certain places around their house for evacuation and Buffalo Educational Travel provides them with in-house fire extinguishers with clear instructions. However, villagers have little to no chance to familiarize themselves with the fire extinguishers. Believing that practice makes perfect, we find it necessary to organize hands-on training for all host families on how to use the fire extinguishers properly. The villagers share their excitement and feel confident that our groups will stay safe in their houses.

Empowering communities and strengthening their capacity has always been BET’s top priority. Through training, we are able to raise awareness of the villagers not only about welcoming guests but also staying safe and strong in their everyday lives. From families to communities, we believe everyone deserves to live in a safe environment. Their knowledge can also be passed on to visiting guests and other villagers as not everyone is master at taking action during a fire and other emergency cases.

Safe travels!

We simply ‘learn by doing’ – don’t we?

“We simply ‘learn by doing’ – don’t we?”
Empowering Learning: the importance of being experiential

Dr. Malcolm Pritchard

Published by John Catt Educational

empowering learning

Experience: it is our first teacher in life, our early warning system, and our guide to world discovery. Yet, hidden in plain sight, experiential learning is largely taken for granted by educators and researchers.

There is a world of difference between ‘doing’ and ‘doing intelligently’. By understanding how experience acts as a mechanism to inspire and scaffold memorable learning, we stand to gain greater control over this most powerful and universal force in human development. Learning, empowered by experience, is lifechanging for learners; experience, purposefully harnessed, is transformational for schools.

Empowering Learning: the importance of being experiential’ explores risk, experience, and learning to offer a practical guide to powerful and inspirational experiential learning programs for teachers and school leaders.

To explore more on risk, experience and learning, please read on…

Risk, Experience and Learning

The passage of every child into adulthood is marked by the ever-present tension between risk and experience. Each time we try something new, we take risks. Each time we experience something, we create the possibility of learning that will enable us to manage or eliminate risk when faced with similar novel situations in the future. We can eliminate or reduce risk, often by taming the experience, and in so doing we remove elements of uncertainty from the learning equation. This does, however, potentially sacrifice learning opportunities in the name of safety.

Of course, the safety and wellbeing of every child is the primary concern for parents and educators. Schools are designed around the elimination of harm; anything that is uncertain poses a risk and is thus undesirable. In reducing uncertainty, schools have become highly sensitive to risk and vigilant in its management. Educators and parents have become more risk averse in an age of accountability, oversight, and safeguarding. Our ultimate goal is to protect children from harm through safer learning.

We might ask, however, what do we lose in the pursuit of safety and the elimination of risk in education? A very old idea is that learning is a process of trial and error: we ask learners to ‘try’ something and work to eliminate ‘error’. This seems to imply that with trial, we are prepared to accept a degree of error. The extent to which error is absent in anything our children do is probably the most common benchmark of achievement. A ‘right’ answer marks success; a ‘wrong’ answer is undesirable. In one sense, learning is about the elimination of errors. Ideal learning is a process that takes a learner to ‘right’ from an irreducible number of ‘wrongs’.

There is a strong deficit view of risk and error in many educational settings, but is risk always harmful? Are mistakes always bad? The real world is neither perfect nor predictable. As soon as we inject human agency, or indeed any novelty, into any situation, we generate the potential for the unexpected. Beyond the controlled and contrived world of school, life is complex; it is full of hazards and uncertainties. We cannot expect that students on graduation from school will step into a world where challenges have been simplified to a point where they cannot fail.

Given the complexities of the adult human experience, avoiding risk may carry hidden risks. A completely ‘safe’ education may set up young learners for immediate and devastating failure when they leave the carefully curated experiences of school.

Our capacity to control the life experiences of a learner is finite. Our ultimate goal must be to prepare our children for life beyond the years of formal education, when control is no longer possible or desirable.

Through overemphasis on risk aversion, however, we run the greater risk of trapping learners in an artificial world of childish simplicity, ill-suited to developing the skills and understandings that are expected of adults managing the risks of the real world. In seeking safety in the short-term, we remove the opportunity to learn about assessing and managing risk; we deny our children the very experiences that will generate coping skills to recover from mistakes and grow. In effect, we create the very thing we fear the most: we ensure that our children will fail when they move beyond the sanctuary of school and home.

In fact, learning as a process of developmental change, cannot be separated from risk. The more interesting and challenging the learning experience, the greater the range of potential outcomes; and the greater the uncertainty, the greater the risk. The truly novel, by definition, lies beyond the learner’s existing experiential frame of reference. How a learner responds to a novel learning problem is therefore inherently unpredictable and hence entails risk.

In one sense, ‘safe learning’ is something of a false tautology: it might be harmless learning – innocuous, inoffensive, inert, and ineffective. Safety is sometimes pursued as a stable state, a place protected from harm. Learning is a process of change and growth, where learners are exposed to uncertainty and risk. Errors are an essential part of that growth: they should be embraced as real evidence of engagement in

learning. One must ‘try’ in the trial, before experiencing ‘error’; one must risk error in order to succeed. To use a medical analogy, exposure to risk and experience of error is a form of inoculation: we reinforce our mental and emotional defence systems by exposure to controlled and relatively benign risks.

Safe learning is thus experientially rich; it builds capacity to assess risk, judgement to measure risk, agility to cope with change, adaptation to the unexpected, recovery from failure, confidence to grow and develop. If learning is genuinely aimed at preparation for life beyond the safe harbour of school, our aim must be to encourage trial and celebrate error on our way to success. At the same time, we must be wise in managing the ever-present tension between harmful risk and learning reward.

Dr. Malcolm Pritchard is currently Head of School at The Independent Schools Foundation Academy, a unique Chinese-English bilingual, K-12 International Baccalaureate (IB) school in Hong Kong. In previous senior appointments, Dr. Pritchard was the Principal of Komilda College, an IB school with a strong Australian Indigenous boarding enrolment, located in Darwin, Australia. He was elected a Fellow of the Australian College of Educators in 2016.

Buffalo Educational Travel hopes that by sharing experiences with the global education community we continue to develop innovative and life changing experiences for our partner students, schools and the communities we serve.

IB Global Conference Yokohama 2017

Over 1,500 educators from 34 countries have gathered in Yokohama, Japan, 29 – 31 March to experience, exchange and empower. Buffalo Educational Travel is honoured to join this year’s IB Global Conference for the first time as an exhibitor.

The IB Global Conference provides an opportunity for educational leaders, decision makers and practitioners from schools, universities and governments to share best practices. Motivated by the IB’s mission, the conference fosters partnership and participation, providing a forum for discussions on educational quality, pedagogical leadership and international mindedness.

Buffalo Educational Travel has taken the opportunity to meet with many existing partner schools and make connections with new friends. Our full range of educational programmes are on display, including service-learning, mindfulness through outdoor education, community health, Duke of Endinburgh’s International Award, charity challenges and experiential learning through travel.

Interestingly, areas that have attracted the most attention are our work integrating the UN Sustainable Development Goals into Empower Action teacher workshops and student workshops. The ability for students to investigate root causes of situations within a community, then plan and prepare actions are an approach that more schools and educators are seeking for their students.

Another area of interest has been with developing student skills required for social enterprises and the self-reliance required for Duke of Edinburgh’s International Award. For all the IB schools are looking for new, innovative programmes that assist CAS and service-learning requirements.

Buffalo Educational Travel hopes that by sharing experiences with the global education community we continue to develop innovative and life changing experiences for our partner students, schools and the communities we serve.

We have 5 free lesson plans exclusively for you!

Bring more innovation, creativity and compassion to your classroom.

Considering Development: Free Lesson Plans for Your Classroom

Considering Development: Free Lesson Plans for Your Classroom

With 10 years of experience in the joint fields of education, travel and development, we have collected a whole host of useful resources for both student and professinal development.

We want to share this knowledge and experience with you, our team of educators worldwide, to help inspire you to bring more innovation, creativity and compassion into your classroom. We hope that these lesson plans will give your class a kick-start in considering development and their place in the sustainability of development in their own community.

These 5 lesson plans are based on lessons actually carried out with students in rural communities in Asia. We have adapted them to be applicable to any classroom, anywhere. They should be used as a guide to fit flexibly into your schedule, curriculum and class needs and we highly encourage you to take some time to do a little background research of your own to help add context for your students.

Good luck and get in touch if you have any queries or success stories!

The Social Enterprise Movement in Siem Reap

After a full 36 hours living and learning in the Knapor community, we headed back to Siem Reap to dive headfirst into the social enterprise scene.

Over the last few decades Cambodia has been fostering an inspiring community of entrepreneurial minds that care deeply about the future of their country. In valiant attempts to pull the country as far away from its tragic and recent history as possible, organisations have sprung up to help war veterans, the elderly, young people left orphaned and rural communities in desperate need, in increasingly new and innovative ways. 

In Siem Reap, where millions flock each year to visit the majestic Angkor Complex, projects have evolved around tourism.

Let us introduce you to just a handful of these organisations:

Phare Circus

Probably the most fun, and indeed innovative, organisation on this list is the incredible Phare Circus School. Phare trains the most disadvantaged youth in Cambodia in performance art and gives them to opportunity to use their skills to tell Cambodian stories to international audiences in Cambodia and across the world.

Our team were lucky enough to catch the Sokha show in the big top tent in Siem Reap and we were completely blown away. Sokha tells the story of the origins of Phare which was formed as a way of combatting the continued negative impacts of the Khmer Rouge. With their circus school, Phare hoped to provide poor and orphaned youth with skills and jobs at the same time as providing a stage from which to tell the devastating stories of Cambodia. Through performance, they find solace and educates others in a way that is uniquely entertaining.

The show was as moving as it was funny and we all left with tears in our eyes and huge grins on our faces. This is a must-see in Cambodia.

Friends International

Friends International is one of the most successful social enterprises in Cambodia and now has branches all over the country. Just one of their projects is training young Cambodians in hospitality and their restaurants are some of the top rated in their respective cities. The dinner we enjoyed at their Maroum restaurant was one of the best meals we ate in Cambodia!

Friends International work closely with the organisation ChildSafe and are helping to educate locals and tourists alike in how they can play a part in keeping children safe in Cambodia.

Most restaurants  also have a gift shop on site that sells crafts made by the mothers of their students. This family approach to development is vital to Friends’ success, as taking young people away from their families and, significantly, the family business can cause undue pressure on the family.

Bayon Pastry School

On the morning of our second day in Siem Reap we headed straight to the Bayon Cafe for breakfast. We gorged on freshly baked cakes and biscuits and fueled up on coffee, soaking in the relaxed atmosphere of this colourful space. But, of course, this isn’t any old cafe but a pastry training school for young Cambodian girls. The school and girls’ accommodation is onsite and we had the chance to sit down in one of the classrooms for a chat with the program director, Claire.

The Bayon Education and Development organisation has been active for over 15 years in the Angkor area and began by offering free primary schooling for students in the rural villages around the Angkor Complex. In 2014 they set up the pastry school to provide training to older youth who were desperate for skilled work in the city.

Spoons Restaurant

Our fourth and final social enterprise in Siem Reap was another famous eatery, which we were all too happy to indulge in. In turns out that this trip, inspired by education and service learning, was also an education for us in the culinary highlights of Cambodia!

Spoons is a beautiful restaurant set up by the EGBOK organisation who have been providing hospitality training, jobs and financial support to youth around Siem Reap since 2009. The organisation is proud to have 200 alumni employed in hospitality jobs throughout the country and their restaurant is a natural extension of their hands-on approach to training.

The food at Spoons is inspired by Cambodian street food and home-cooked classics and many of the recipes have been created by the students themselves. The menu we were served was as beautiful as it was delicious; it was the perfect end to a wonderful weekend of new experiences and learning.

So, what is the lesson in all this? Visit Siem Reap? Absolutely!

But, more importantly, we hope to inspire you to go out and find the organisations working in your own community and to find a way to educate your students on more socially responsible business models.

We have 5 free lesson plans exclusively for you!

Bring more innovation, creativity and compassion to your classroom.

Empower Action Through Empowering Educators

The third Empower Action workshop and the first to step foot outside of the classroom.

This month a group of 20 educators from all corners of the globe came together in Siem Reap for the third Empower Action Workshop run by our very own Graham Harper, alongside Andy Dorn from NIST International School. This was the first time the sustainable development and service learning workshop has been taken directly into the community and it was a resounding success. 

Marketing team member, Jade House, joined the team for the weekend. Here’s a little taster of how it went:

An introduction to service learning and how it can impact development

Once we arrived in the Knapor Commune, 40 minutes drive from bustling Siem Reap, we immediately gathered together to discuss the UN’s Sustainable Development Goals (SDG’s) and to understand why and how these can be aligned with service learning through needs analysis. Rather than reinventing the wheel the Empower Action team are using these goals as the basis of their own development research and action and they provide a fantastic structure for students.

After our introduction we broke off into teams to explore the village further and to take time to chat to the local residents- as long as they weren’t too busy of course! We’d been given a specific area to focus on based on the SDG’s- either Planet, People, Peace or Prosperity- and we had the basics of needs analysis in the forefront of our minds. We were also armed with plenty of ideas for how to communicate what we might find out. These included creating maps, inventories and daily schedules; the more creative the better!

We set off with a guide and quickly came to understand a little about the lives of the Knapor community. We discussed a lot in a short time, including the pitfalls of getting sick in a rural village, the negative impact of foreign-owned industry in the area and the natural resources that helped each family to survive and thrive.

This hands on approach is what made the whole weekend so successful and is what will make the experience for students so memorable. Real interactions with real people with real successes and issues. 

This is the way that we should be working with communities for service learning, whether at home or abroad. Needs analysis, communication and research are fundamental to making a positive impact that lasts well after you have finished your projects. ETA can teach you the skills you need to do this with your own school and your own community. Get in touch today to find out how we can work together for  a more sustainable future.

The Extra Stuff

Now, you can’t bring 20 teachers together in Siem Reap at the weekend and expect them to sit in workshops all day.

Wandering through the village by foot was a highlight in itself but when we headed out into the fields for an ox-cart ride things got really exciting. Buffalo Tours have been running these ox-cart rides in Knapor Commune for over a year as a form of community based tourism and, despite being a rather uncomfortable ride, its been incredibly popular!

Our ride was especially memorable as we were taken further out into the agricultural land to visit a crumbling Angkor-era temple. This area is full of surprises!

Once we were back to the bus it was time for a final treat before heading back for a home-cooked meal and a well deserved early night. We strolled through the rice fields for a short 10 minutes to reach this beautiful little lake for a sundowner.

The next day, to conclude our village experience, a monk came by to give us all a blessing in the very pavilion where a hundred ideas and questions had been shared the day before.

Back in Siem Reap we visited not one but four social enterprises in the heart of the city. You can read all about it here

ETA Needs Assessment – Putting The Community First

ETA has been working in the Mai Chau region of northern Vietnam for over a decade. In the past two years we have had particular focus with Bao La Commune on a number of construction projects to improve the agricultural and farming systems at two of the most poverty-stricken villages: Na Chao and Long Sang. With agriculture being the main source of income, investment in agricultural and farming systems is of utmost importance to local people.

To ensure we are meeting the priority needs of the communities we serve, every January, ETA invites local villagers, government officials and community partners to join our cozy annual meeting. We take the time to meet, to listen and share plans for the year ahead. This is a wonderful time to hear the stories of how ETA projects impacted the people, and even more importantly, for ETA to express our appreciation for the precious support from the communities while strengthening the momentum for upcoming projects.



The ETA Annual Meetings are also the time to ‘give back’ through the village fund. Every ETA group travelling to and working on our projects in every destination we work contributes to a community managed Village Fund. These funds ensure an equitable distribution of benefits throughout a community. For example, while many households may want to do homestays, not all families have the necessary housing standards to qualify. The Village Fund allows access to the financial resources for such families to make improvements. Village Funds are also used for collective community activities such as renovating the communal meeting halls, kindergarten and schools. In 2016, with 7 school groups coming to Mai Chau, we were able to provide a total of USD $952 to the Village Fund.


Besides looking back at what we did, we also host open discussion with all participants on the village needs and possibilities to organize new cultural exchange activities. Apart from working on our community project, our visiting groups immerse themselves in local culture by participating in cooking class, learning basket weaving or visiting a local school. In 2017, we are hoping to develop more activities such as farming, fishing or tree planting to make the experience more unique.

Calling it a meeting sounds distant. It is actually a gathering where we sit down together to talk and share, to reflect on the past year and look ahead towards better days of 2017. We look forward to welcoming more groups to Mai Chau and make 2017 an exciting year to remember.


We have 5 free lesson plans exclusively for you!

Bring more innovation, creativity and compassion to your classroom.

The Mekong Midwifery Program

Community Health Education has always been one of ETA’s main focuses. We take pride in our commitment to and good relationships with partner communities and hospitals, which provide meaningful and memorable experiences for faculty-led university groups interested in health care and medical services.

In 2016 we welcomed two midwifery student groups from Australia to the Mekong Delta of Southern Vietnam for a 2-week placement program. Our ongoing partnership with Vinh Long General Hospital, meant students had chance to experience working in an obstetrics department in an environment very different from their home country. Equipment or techniques at Vinh Long are more traditional than modern and many mothers and soon-to-be mothers come  through with limited awareness about obstetrics and newborn care.

Students gained hands-on experience by shadowing and assisting in all divisions- The Labor Room, X-Ray Room and Post-Natal Room- under close supervision of the leading faculty, together with local doctors and nurses.


With great support from the hospital management board, the groups were able to organize open workshops about breastfeeding, post-partum care and newborn nutrition for new mothers and all women at the hospital. Local hospital staff and the team of translators actively facilitated the sessions and many participants shared with us the excitement and appreciation for what they learned from the workshops.



Being a co-curricular program, this educational experience is not only a great chance for professional advancement but also cultural exchange. After work and at weekends, the groups had time for excursions through the Mekong Delta – the ‘rice bowl’ of Vietnam – observing the lives of hospitable Mekong locals. Many students kept telling us that they’d come back for the food, which is amongst the best in the country!

The 2-week learning journey took midwifery students to one of the most culturally rich regions of Vietnam while exposing them to obstetric care in a whole new setting, challenging them and developing their professional skills. Beyond that, this unique practical opportunity broadened the students’ horizons on how their chosen career can make an impact, especially within developing communities where people cannot afford to make obstetric care a priority.

Read more about our other community health programs around Asia here.

We have 5 free lesson plans exclusively for you!

Bring more innovation, creativity and compassion to your classroom.