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Students Take Power August 2015: Program Summary:

Scope of the program to inspire leadership among Myanmar young people on social issues, emphasis on the waste management.
4-day program from 9am to 4:30pm.
Morning leadership lessons and activities.
Lunch break
Afternoon waste lessons on waste management and reuse; individual and community activities
Venue in Lashio, Myanmar; provided by Northern Shan Womens Network
16 students ranging in age from 17-40, mostly university students. Mix of Burmese, Shan, Palaung, Indian, an other descent.

Waste component taught by: Reese Caliman; student of MIT, WFM founder and director, LInC Myanmar founder and project co-leader. Courses completed in Intl Development, ID in the waste sector

Leadership curriculum taught by: Bopha Sean, ___Cambodia Uni graduate, (leadership credibility)
Curriculum compiled with: Anh ___, Vietnam uni + other info about Anh

Leadership structure:

Day 1: ____
To teach the students ___, they played ____ and did ____ activity.

Waste structure:

Day 1: Waste materials and separating waste.
First the students were taught about the different materials their trash consists of : plastics, metals, organics, glass, paper. Differentiation is crucial as different materials can be reused in different ways. The students were asked of various disposal methods and the best methods were matched to each material after discussion of pros an cons. The students then did a waste sorting activity to make the lesson from theory to reality. They collected various wastes around the neighborhood into individual bags, in teams, and then had to seperate the material by type and weigh each quantity. Results are displayed below. This way, the students are also researchers on the waste issue, and use the teamwork and other skills taught in the leadership component.

Day 2: Recycling
After a short recap of the previous lesson, the students are next introduced to recycling, an important method of material reuse. Students are introduced to the recycling chain via an explanation and diagram of the various steps, and then a role-play acticity in which the students reenacted the process by playing the part of each stakeholder group in teams: stores, consumers, recyclung collectors, recycling shops, factories. The activity was followed by a field trip in teams to various recycling shops around the town, where the students had the assignment of posing various interview questions that they formulated. This way, students become actively engages in formulating research questions to issues they are interested in.

Day 3: Handicraft
As still many items in the waste stream cannot be recycled, handicraft reuse was inteoduced as a topic. The students were presented with puctures of various creative reuse ideas and then had a creativity session in which they had to create an object of their choosing using papers, plastic bottles, and plastic wrapping. Student learned among themselves ideas ans techniques. The day of handicraft was included in the curriculum due to student interest in the topic.

Day 4: Waste Presentations
The capstone of the class, in teams the students had to compile the knowledge they obtained into a presentable format, and then present to an audience inthe community. The students presented to families, businesses, and workers in the street. Then the class reflected on their experiences and the overall class.

To close the program, an awards ceremony and after-party were held. The students received certificates of completion, and complimentary dinner and drinks. We also thanked the Northern Shan Womens Network for their generous support of our program and help with accruing students, venue, meals, and program materials. We wish to thank the NSWN again, as well as the WFM team and the students, for making this program possible."