V2T/ STEMSEL Inventors Club Thailand has just started
The children of Ban Nong Kung School could show the students of Collège de Rosemont Canada how to work with the STEMSEL developer kit. V2T Thailand and STEMSEL Australia are Dr Yunus Community Ambassadors (DYCA) to implement Dr Yunus 3 Zeros i.e. zero unemployment, zero net carbon, zero poverty in schools according to school curriculum priorities and United Nations Sustainable Development Goals (UN SDGs) through a process of STEMSEL Invention for Social Good. Dr. Yunus was awarded the Nobel Peace Prize in 2006.
From village life to underworld, education against poverty
Volunt2Thai – Education Against Poverty
There are many reasons for why children, adolescents and young adults leading innocent lives at some point slip into a world of drugs, violence and prostitution – the underworld. This applies to the Western world as well as to Thailand.
There are some basic requirements that must be met in order to prevent this from happening and for young people to be able to pursue a selfdetermined path in their lives. Training and support of their unique skills and talents is the key to self-determination for the youth.
Social competence is very important in Thailand and is taught under the influence of Buddhist society and family. Thai girls are brought up to be good women and good mothers and the boys to be good fathers.
But not everything always goes well in life. Be it personal illness, an accident, a miscalculation, a bad harvest, dysfunctional family relationships, drugs, alcohol and gambling addiction or the sudden death of a family member, these are all reasons that drive families into poverty on a daily basis in Thailand. There is little protection, and in many cases owned land has to be pledged and the family is in danger of losing their only source of income.
In rural Thailand, the transition from being a child to becoming an adult with the associated responsibilities typically doesn’t go smooth and steady. Kids that had been Junior High School students the day before drop out of school when they reach a certain age to suddenly find themselves in a position in which they are expected to care and provide income for their families. Boldly many leave their villages and families to find work in Bangkok or in the nearest larger town. The typical age at this point is 15-16, sometimes even younger.
Now consider this: You are a Junior High School student from rural North-East Thailand – typically a girl, but the same applies to boys – and you are now in a position in which you either start working in the fields full time for almost nothing, or you find work in the cities to support your family, which many have done before with good success.
You leave your home with good advice from your parents, but are totally unprepared for the professional business world in the cities. You are lacking basic knowledge and training due to inadequate education in schools and the knowledge gained from home is typically useless in the tough and competitive business world.
To study further in High School or even University is unthinkable at this point because the money just isn’t enough. Helpless you submit to your fate, you have to fight and find a way to sustain your family, but what way to go?
Tourist hotspots offer an apparent solution. Many have heard that there is money to be made and that the demand for young women and men is great there. Naive and driven by good will you reassure yourself that you will make it somehow and you leave for the unknown…
With good intentions you arrive at the destination; be it Bangkok, Pattaya, Phuket or Koh Samui. You share a room with others, typically three to four people or even more stay in one small room. You quickly connect with others who have the same background and the same problems and who share the same fate and suffering and you turn to them for advice. You try to keep a good appearance every day and go looking for a job. The pressure is high, because most of the little money you have, was already invested in the journey to get here.
At some point your money runs out… You have to take any job, even if the compensation is low and working hours are long. Maybe you can borrow some money from roommates or friends to buy food and pay rent, but you know that this is just a quick fix that only puts more pressure on you and potentially gets you in trouble. You work hard every day but in the end you can hardly support your own life in the expensive tourist areas.
You walk around the streets and you can see the strangers at full tables. They have money, they can afford anything, they sit with young girls and boys, they go shopping and they seemingly have everything. Passing by you see foreigners counting their cash… You think of the people at home that you love and that need the money so badly.
Returning home without money is not an option, you have to keep face, you have to come back with cash. Sex for money “…Well, that’s how it is now” you say to yourself. You just let it happen. Those who have been here for a while have experience and they show you how it’s done. It can’t be that hard, at least you are young and have a beautiful, healthy body, so use what you have. You can’t do anything else anyway.
The lack of education does not allow for other options and therefore self-determination. This kind of helplessness lets you forget about yourself and about your fears. Two or three days without money and food make it an easy decision. You just do it like all the others have done it before you.
Having just been a kid, adored by all around you, you now have to suddenly learn that your cuteness is an asset.
“Sex sells”, so you better be sexy. This breaks the young peoples’ psyche in the long run, because even though it is still exciting and thrilling to be sexy in the beginning, you are now reduced to your body, you forget your selfesteem and psychological barriers are disappearing.
Additionally you cultivate a distorted worldview and a wrong picture of the West through the strangers that you see. They are here on holiday, they behave like they own the world and have nothing to worry about. How would you know what holiday in a foreign country is and how people behave when they are actually back home…
So you pull yourself together. You are tough. You start as a “Coyote-Girl” and boost the sale of drinks with your company. You quickly learn that you can make much more money, much faster if you put in more “effort”. You are asked to “come along” every day by customers, at some point you give in to the temptation. You think about the money and about the people at home.
Bars pay an attendance fee to always have enough girls or boys “in stock”. A “wide variety of choice” for the customer is important. The bar offers company, you have friends, you can learn English and there’s party every day. You can quickly forget your worries and you finally make good money. The months go by and soon it is daily routine. After two years women are burned out physically and mentally. Drugs help to escape reality because at this point nothing matters anymore anyway. A distorted reality, no normality, but the money rolls. …
Guys also slip into this shady environment and the underworld offers great potential for them too. They join gangs, sell drugs, start to steal, or become “runners” for shady businesses. The struggle for money is omnipresent and determines the day-to-day life of so many of these kids.
Simple manual work in the daily wage, for example in construction, simply does not earn enough money to provide for the family at home. Only very few young women and men can keep up with the manual labor for many months.
A home with a healthy family, embedded in a functioning village community where young people can go home after a “defeat” in the business world is not often available. Often entire families are ruined by alcohol, poverty and disease. The lives of the children are then subject to constant worry from early on. They find neither protection nor education. Poverty rules their lives even to the level of food shortage.
Pattaya and the other locations are options that bear financial success for some, analogous to “from rags to riches”.
But most are destroyed by mental and physical disease and drugs, or they end up in prison along the way. They all have the dream of a better life. They are driven by the wish to not disappoint and let down the people who love them. It really is a kind of self-sacrifice out of responsibility which brings the girls and boys to Pattaya.
How can Volunt2Thai counteract this development?
The presence of Volunt2Thai volunteers, aims at changing the lives of the people in the villages sustainably over the next 10 years. The education in foreign languages coupled with a general understanding of the world and insights into foreign cultures will have a positive influence on the generation of the now 6-year-olds, including their parents, which will accompany them in their growth.
The fact that the project will draw attention to the region, will also lead to a long-term economic development in the villages. The fundamental objective is to ensure that the children of the villagers in adulthood have equal chances as their peers in the West or from wealthier families here in Thailand – chances for self-determination and career choice, even on an international level.
The positive experiences and interactions between “Westerners” and Thais create positive memories.
As a volunteer you are a role model for the society that you come from and you give the villagers a more positive insight into Western culture. You will leave positive impressions that will create openness to the formation of social bonds and friendships. English is and German will soon be taught as a foreign language through our volunteers in the local schools. This is a valuable cultural exchange that leads to intercultural understanding and provides the kids here with a very valuable and unique set of communicative skills.
Through our project, young people from this region get an improved education and good basic values by learning hand in hand from the Thai and the Western cultural perspectives. Stereotypes that have built in the heads of the locals over the years based on unilateral tourism will soon disappear. The long-term direct relationship between education and prosperity will be widely understood and appreciated here soon and misconceptions like “money growing on trees” in western countries will disappear.
The elementary school students of today are the working generation of tomorrow. Depending on their track of education they will be the next generation in the labor market in 10 -18 years.
We want to create best possible conditions for their future and enable them to prosper by equipping them with confidence, knowledge of foreign languages and a broad understanding of the world as well as intercultural experience.
By creating these conditions and as the project grows it will also lead to direct economic development in the villages and the whole region will eventually benefit.
It is important to learn foreign languages and to participate in intercultural exchange, in order to increase one’s chances in the global economies. The volunteers benefit as well, as they too further develop their expertise in various areas and they deepen their communicative skills and cultural as well as emotional intelligence.
Das BMZ übernimmt bis zu 75 Prozent der Ausgaben! Freiwilligendienst / Volunt2Thai - Deutschland
Noch schnell den Platz sichern!
Das BMZ übernimmt bis zu 75 Prozent der Ausgaben! Freiwilligendienst / Volunt2Thai - Deutschland
Action für benachteiligte Kinder von Reisbauern - Volunt2Thai Freiwilligendorf
Einsatzort Udon Thani, Thailand, Südostasien
Zeitraum ab August | 12 Monate
Die Aufnahmeorganisation vor Ort
Mercy for Thailand Foundation
V2T Internship / Training Volunteers
The induction process
It is vital for volunteer managers to take the induction process seriously. Induction is the first impression your new volunteer will get of your organisation and can make or break their commitment to your volunteer program. As a volunteer coordinator or manager, you need to ensure the process is professional, fun, organised and valuable.
What is an induction process?
Induction is the process of welcoming and familiarising new volunteers and staff with your organisation, their job and their workplace. Another name for the induction process is orientation. After completing induction, volunteers should be confident in completing their tasks, know who their manager or supervisor is and who they can go to for help. They should be aware of where to find necessary resources and be introduced to your organisation's volunteer policies, including occupational health and safety and dispute and grievance policies. The induction process can be completed with a group of new volunteers or individually. Ideally, all volunteers should complete the induction process before commencing work.
Why is the induction process important?
Starting a new job can be nerve racking and stressful. Self-doubt often creeps into a person's mind. For example, one might question how is it possible to remember everyone's names, how to get along with the boss and who can answer 'silly' questions. Volunteering at a new organisation is no different. Volunteers may be apprehensive about meeting new people, taking on responsibility and fitting in. A good induction program will make the new volunteer feel welcome and give him or her confidence in the nature of their role and who they can go to for assistance.
Other advantages of an effective induction process include:
Improved staff and volunteer morale
Reduction in new volunteer's anxiety
The induction process can also assist recruitment and training. A volunteer who feels comfortable in their role is more likely to ask for help and to encourage other people to join.
What to include in the induction?
Your induction program should suit the needs of your organisation and role of your volunteers. Some induction programs will go for half a day while others will last a week with continuous monitoring and supervision. Above all, volunteer inductions should be fun and valuable. This is your volunteer's first insight into your organisation and you want it to be positive. Remember volunteers who enjoy their work are more likely to be committed to the organisation and encourage their friends to volunteer.
Icebreakers are a great way to welcome new volunteers to an organisation and learn about their interests and experiences. As well as having fun, volunteers should also learn about the organisational chart, the organisation's vision and its values and goals, both short and long term. Ensure you give the volunteer all of the appropriate documentation. Don't underestimate the time it takes to print and gather all of the material!
Examples of what to give volunteers as part of an induction pack include:
Code of conduct
Sexual harassment policy
Previous annual reports
Meeting schedule and calendar of upcoming events
After the induction, the new volunteer should have a strong understanding on what the organisation does and the role of volunteers and paid employment. The employees should also be made aware of your organisation's recognition and reward programs and training opportunities.
Designing your induction program
Decide how long you want the induction process to go for and whether groups or individual volunteer inductions suit your organisation. See our page on Induction and orientation programs for more tips on groups and individual induction programs. For both group and individual inductions, it's a good idea to create a formal or informal checklist of what to talk about and what to include. This will make each induction easier than the last and ensure you don't forget vital information for example, where the evacuation point is!
This is also great for succession planning. If you thoroughly document the induction process, it will be easy for someone to takeover if you are sick or when you leave. Ensuring the volunteer program is sustainable is a huge feat for some organisations.
Suggestions for what to include in your induction checklist include:
Demonstrate how to use the equipment, including telephone, fax, email systems (eg. Outlook, gmail), and advise on internal and external mail processes
Show the location of toilets, meeting rooms, kitchen/tea rooms
Explain parking regulations/locations and public transport options
Show the location of first aid kits, emergency exits and emergency assembly point
Explain visitor procedures, how to book meeting rooms, cars and resources
Introduce new volunteers to colleagues and managers
If appropriate, assign a work colleague as a mentor for the initial settling in period
Not all of the above ideas will be relevant to your organisation and the role of your volunteer. It is essential that you customise the induction process and only give your new volunteer relevant information. Many people feel overwhelmed when they are given new information; it's best to give short concise versions of documents.
Other things to include
It is also important to explain:
Start and finish times
Tea and/or lunch breaks
Uniforms (if applicable)
Flexible volunteer options
Emergency evacuation procedures
Your expectations of workplace behaviour and your policy on sexual harassment
For long term volunteer assignments, a volunteer manager may also want to discuss with the new volunteer/volunteers the following:
Performance appraisal process
Training and development opportunities
If appropriate, the volunteer and volunteer manager/coordinator could set performance expectations and goals for the next six months.
In summary, an effective induction process should:
Welcome the new volunteer by providing personal and professional support and demonstrating commitment to them
Integrate the new volunteer into the workplace and explain how they fit into the organisation
Allow the new volunteer to assimilate information about the workplace and their role
Provide important information and resources that will assist the new volunteer
Enable the new volunteer to be independent and proficient in their role as soon as possible
Induction and orientation programs
Many different induction and orientation programs exist. It's important to carefully research and plan induction and orientation programs by picking the best ideas from existing programs. When designing volunteer induction, make sure the process reflects your organisation and meets the needs of your new volunteer, their role in the organisation and the organisation itself.
Induction and orientation programs are normally run in-house and can range from half a day to one week.
In-house inductions use the skills and resources from inside your organisation. It's about welcoming new volunteers to the organisation and making them feel comfortable and confident to ask for assistance and help if needed. If your organisation has the space, it's best to run the induction session internally. This allows new volunteers to become familiar with the building and how to get there and more importantly, makes the volunteer feel like part of the team.
However, if you don't have the office space to hold large scale inductions, don't fret. If your organisation is largely driven by volunteers outside of normal business hours, it is also acceptable to hold volunteer inductions where you usually have meetings for example, at a café or restaurant, or a neighbourhood house or community centre. It's best to complete the induction with new volunteers before inviting them to a regular meeting or before the meeting commences.
While this may seem unusual, it is important that new volunteers are up to speed with the organisational structure, policy and procedures, and vision and goals of the organisation before they start attending meetings. For many people, it is very easy to get lost in meetings and not feel comfortable contributing. This is particularly true for new members. It is important for new volunteers to feel welcome and confident that they can contribute to your organisation.
If you are recruiting a large group of volunteers to work in a team or undertake similar roles, it is ideal to hold a group induction. Group inductions are time and cost effective. They also build team spirit, give volunteers the opportunity to meet each other and allow group work.
Group work is particularly valuable because it provides the opportunity for everyone to have a say, especially those who are a little shy. It also allows the volunteer coordinator to identify potential leaders. Activities that are ideal for group work include identifying roles and responsibilities of volunteers, brainstorming motivations for volunteering and expectations from volunteering. Identifying why individuals are volunteering early will help your efforts to retain and reward volunteers. See our pages on Rewarding and recognising volunteers for more information.
It's a great idea to provide catering for the induction process. This doesn’t mean ordering a feast delivered by the local café but can be as simple as bowls of mints, lollies, a platter of fruit or plate of biscuits. You should also have tea, water and coffee available. Providing light refreshments will make volunteers feel welcome and pleased that you have put in effort.
Icebreakers – how to do it right
Icebreakers are essential for any induction process on the condition that they are executed well. The execution is vital. If the icebreaker lacks creativity or the delivery is weak, it loses effectiveness and can be a negative experience.
A bad example is going around the room saying your name and sharing something personal. It doesn't work. How many of us miss the majority of names because we're too busy trying to think of something to say? It can make people uncomfortable and anxious thinking about what to share, especially in a room of strangers.
Done correctly, icebreakers will release tension in the room, create commonalities and bring laughter.
Good icebreakers are not associated directly with the person and their role at the organisation.
Three truths and a lie, participants are asked to think of four statements and share with the group. Three of the statements are a true and one is a lie. The group is asked to guess which 'fact' is a lie. The advantage to this icebreaker is that it's more interactive, so everyone will have to think about each other.
Favourite vegetable – participants are asked to nominate their favourite vegetable
Sally likes skipping – participants are asked to create an alliteration with their name or think of a verb using the first letter of their first name. Participants are asked to go around the room voicing their name and what they like; the person next to them repeats what they said and adds their own name. This continues until everyone in the group has had a turn.
Good icebreakers can be creative, inclusive and fun. If done with the right level of enthusiasm, icebreakers can foster great team spirit and a fun environment.
Individual volunteer inductions
Individual volunteer inductions are similar to new employee inductions. They are a lot more businesslike and can be confronting for the volunteer. The emphasis is on discussing the volunteer's role, expectations and ensuring they feel comfortable working in the building and what to do if there is an emergency. Be mindful that the volunteer may feel like they are being interviewed or lectured. Rather than sitting in an office, take time out to sit at their desk, go out for coffee or walk around the office introducing the new volunteer to other volunteers and paid staff.
Remember, going through policy and procedures, organisational charts, communication and equipment systems and emergency procedures takes time. Make sure you allow enough time to spend with the volunteer or arrange for someone else to go through the more housekeeping topics.
Tips for making long term volunteers welcome:
If the volunteer has a desk, set it up with stationary and print off a welcome sign
Offer the volunteer something to drink when they first arrive
Thank the volunteer for coming
Ensure the volunteer doesn't feel stranded; either appoint a mentor or buddy who the volunteer can go to for help or establish an open-door policy where the volunteer can come to your office for assistance.
Individual inductions are great for specific long term volunteer positions because it allows volunteer coordinators to get to know the volunteer and their motivations for volunteering.
Training is an increasingly important aspect of attracting, supporting, retaining and rewarding volunteers.
Why is volunteer training important?
Training is important for the development, motivation and retention of volunteers. It can benefit your volunteers, your clients and your organisation by:
Improving the quality and consistency of the services your organisation provides
Ensuring your organisation caters for a diverse range of volunteers and their needs
Building your reputation as an organisation committed to supporting and developing its volunteers
Helping you to secure funding from government, business partners or philanthropic organisations
Making the volunteering roles you offer more attractive to prospective volunteers
Giving volunteers a deeper understanding of their role and motivating them to consider expanded or new roles
Rewarding volunteers for their commitment and involvement
Keeping existing volunteers involved in your organisation for the longer term
Providing volunteers with pathways to work or study opportunities
With the diversity of people who volunteer and the variety of roles and activities they undertake, training provides volunteers with the broad range of skills they need to be effective, competent, and confident volunteers.
What does volunteer training involve?
There are many ways to provide training for volunteers. Some organisations will have a formal volunteer training program that runs throughout a volunteer's lifecycle. Others might run an initial induction program and then schedule ad hoc informal training. Some might provide training in partnership with a local training provider such as a Neighbourhood House or community centre. Others might have a buddy system where volunteers support and mentor each other.
The point is that there is no set way to train your volunteers. The best method is the one that suits the principles of your organisation and the types of volunteers you have.
Whatever your approach to training, it's useful to view the training cycle as a series of steps that includes:
Working out what training you need
Deciding the objectives of your training
Plan and design the training
Doing the training (in-house or through a provider)
Evaluating the training
You can then use the results of your training evaluation to improve and refine your training program.
Whether you plan to develop your own in-house training or find relevant external programs (or mix up the training options) this approach will help you to develop an overall training strategy for your organisation.
What training do volunteers need?
While there are core skills that volunteers need to be more effective in their roles, the training needs of volunteers will depend on things like:
the principles and goals of your organisation
the different things volunteers do in your organisation
who your volunteers work with (e.g. clients, paid staff)
the backgrounds, skills and experiences of your volunteers
Some of the more common skills and competencies required by volunteers are listed on our What training do I need? page (in our Information for volunteers section). While these can give you ideas for your training program, there's no one-size-fits-all solution that works for every organisation.
A training needs assessment is a useful way to start planning a training program. This will help you work out what sort of skills volunteers need to do their work, what skills and knowledge they already have and what additional skills they need to acquire.
The results of the needs assessment will help you to define the objectives for your training program, i.e. which volunteers need training and what skills they need. Your needs assessment might actually conclude that your current volunteers have all the skills and knowledge they need.
Designing a training program
Once you have done a training needs assessment and defined your training objectives, you can start to plan and design the training program. Again, the kind of training you provide will depend on your organisation’s goals, what skills are required and what your volunteers are like.
Designing a training program involves:
Deciding who will design the training i.e. someone from within your organisation or external
Developing the content of the training
Deciding how to present the training, e.g. lecture, informal discussion, one-on-one mentoring, role play
Selecting materials to support the training e.g. video, guest speaker, hand-outs, books
Deciding the best setting for the training e.g. in the field, on the job, in a classroom
When designing your training also consider the different needs of your volunteers. Is it suitable for younger people, older people or people with different cultural backgrounds? Do you need to provide different kinds of training for different people? Or do you need to adjust your training to be more inclusive? Our Encouraging diversity toolkit has more information about ways to accommodate diversity in your organisation.
Doing the training
Once you've designed the overall training program you can then decide the best way to deliver it to your volunteers. You might choose a mix of in-house training and some formal classes. You might bring an external trainer or you might conduct the training yourself. There may even be some relevant online training your volunteers can do.
Whatever your approach, you will need to finalise venues, schedule training sessions, coordinate participants and (if you are doing the training internally) organise things like catering, training materials and technical equipment.
Evaluating the training
Evaluating the training is the best way for you to determine if it was successful and how you can improve future training.
You can use an evaluation form to collect feedback on your training sessions e.g. who attended, how much they learned, if the training was suitable, what techniques worked best and what information was missing.
At a later date you can also get feedback from volunteers about how they apply the training to their roles and other things that would help them to do their roles more effectively.
Options for volunteer training
While many organisations develop their own in-house training programs there may also be other opportunities to complement your volunteer training and development with classes, courses or workshops provided by external training providers, training organisations, volunteer resource centres, professional trainers or online services.
Developing in-house training
In-house training is a great way to develop the skills and confidence of your volunteers. It is typically low cost, draws on the knowledge and expertise of people within your organisation and is easily tailored to the needs of your volunteers.
You can also find a trainer to help you develop, deliver and evaluate your in-house volunteer training.
External training providers
For more generic training such as first aid, computer and administration skills or food handling you might find a local course or class that suits your volunteers perfectly.
External training providers include places like Neighbourhood Houses, community centres, adult learning centres, TAFE colleges or Registered Training Organisations.
written by Mr. Atthapon Phanat
Works at World Youth Alliance, Young World Ambassador at TYWA.org and Young World Ambassador at TYWA
Past: ASEAN Youth Leaders Association - Thailand and Young Southeast Asian Leaders Initiative
V2T Internship for Students from Heidelberg University
1) Occupational field internship (PH students of all subjects in lower secondary education): 4 weeks or 120 hours preferably in a block (individual appointments possible after arrangement with the internship office) / max. 6 hours a day are eligible. Website: https://www.ph-heidelberg.de/berufsfeldpraktikum
2) Professionalization internship (PH students of all subjects of all "types of school"): 3 weeks or 90 hours preferably in a block (individual appointments possible after arrangement with the internship office) / max. 6 hours a day are eligible.
3) Vocational-orientated practice phase 2 (university - students of the subject-related polyvalent B.A. study programs as a prerequisite for the study of teaching-related degree programs / M.Ed.): 50 hours on individual dates or in a block. The Berufsorientierende Praxisphase 2 (BOP2) is a special feature of the University of Heidelberg, which would thus further promote career orientation, and can be completed in the same type of school, another type of school or another educational institution. Two weeks are planned for the BOP2, which can also be done during the study. Internships for BOP2 have to be organized in self-search, whereby the university supports them through a practice network in cooperation with Heidelberg University of Education.
About Heidelberg University of Education
The Heidelberg University of Education is designed to train and qualify prospective teachers for a wide range of teaching careers in elementary, secondary and special needs education. The course of studies at the University of Education is completed with a final State Examination (till 2015) respectively Bachelor of Arts (from 2015/2016) and Master of Education (from 2018/2019).
The University of Education also offers training to other types of educators, including cooperative bachelor and master degree programs in pedagogy for engineers to attain a qualification for teaching in vocational schools. Further programs include Early Childhood Education (B.A.), Health Promotion (B.A.), Educational Sciences (M.A.), E-Learning and Media Education (M.A.) as well as Engineering Education (M.Sc.).
Approximately 300 permanent instructors teach more than 4,700 students at the University of Education, where (teacher) training includes basic education and pedagogy, subject-based knowledge and subject-specific teaching skills. Instruction at the University of Education is, from the very beginning, strongly linked with practice. Various scientific and cultural projects, in-service training programs for educators, cooperation with universities abroad and with various institutions in the Rhine-Neckar metropolitan area complete the profile of the University.
Faculties and Institutes of the Heidelberg University of Education
Information can be found here https://www.ph-heidelberg.de/en/facilities.html