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Gut aufgestellt für das Zeitalter der Disruption

Written by: Ega Kusuma Ahimsa- Teaching-Learning Assessor Intern



What I try to focus on is not to try to stop the march of technological progress. Instead, I try to run faster. If Amazon knows you better than you know yourself, then the game is up.

Yuval Noah Harari

Ob Wissenschaft, Forschung oder Technologie – unser heutiger Stand geht inzwischen weit über das hinaus, was vor Jahrzehnten noch nicht einmal in Ansätzen vorstellbar war. Dieser rasante Fortschritt verändert unsere Welt nachhaltig und läutet eine neue Ära: Das Zeitalter der Disruption. Neue Technologien, wie Roboter, künstliche Intelligenz und Gentechnik in der Biotechnologie nehmen Einfluss auf nahezu alle Bereiche und Aspekte unseres Lebens. Eines der besten Beispiele dieser tiefgreifenden Veränderungsprozesse ist das Internet, das Menschen heute weltweit vernetzt und unbegrenzten Austausch von Wissen, unterschiedlichen Lebens- und Arbeitsweisen sowie Kulturen ermöglicht. Das britische Magazine The Economist beschreibt mit ihrem Begriff “techlash” die Zeit, in der die Technologie die Oberhand über unser Leben übernimmt und daraus resultierende ökonomische, aber auch soziale, politische und kulturelle Folgen.

Neben vielen Vorteilen birgt das neue Zeitalter jedoch auch negative Auswirkungen. Es steht außer Frage, dass Technologie dazu gedacht ist, den Menschen zu unterstützen. Dennoch sorgt sie durch ihren Eingriff in unser gewohntes, gesellschaftliches Leben für tiefgreifende Veränderungen und Umbrüche, sogenannte Disruptionen. Auch Indonesien sieht sich aktuell mit diesen konfrontiert und ist in vielen Bereichen noch nicht ausreichend gut aufgestellt, um diese zu bewältigen, wie Ergebnisse des vom Weltwirtschaftsforum (WEF) veröffentlichen Global Competitiveness Reports zeigen.  Das WEF erhebt mit dem Global Competitiveness Index (GCI) eine Kennzahl, die die Wettbewerbsfähigkeit einzelner Nationen bewertet. Dazu werden die drei Bereiche “Grundvoraussetzungen”, darunter Infrastruktur, Gesundheitswesen und Bildung, “Effizienzsteigernde Faktoren”, wie der technologischer Reifegrad und die Hochschulbildung sowie “Innovationsfaktoren” betrachtet. In der Auswertung aus den Jahren 2017/ 2018 belegt Indonesien unter 137 Ländern den 36. Platz. Im Vergleich zur vorhergehenden Auswertung konnte sich Indonesien um 5 Plätze verbessern, liegt aber dennoch hinter seinen Nachbarländern Thailand (32. Platz), Malaysia (23. Platz) und Singapur (3. Platz). Die Hauptursachen für das schlechte Abschneiden im nationalen Vergleich sind auf Schwächen im Gesundheits- und Grundschulwesen zurückzuführen, Grundvoraussetzungen gesellschaftlichen Wohlergehens. Vor allem im Bereich Lebenserwartung (Platz 101) und in Hinblick auf die Einschulungsraten (Platz 106) belegt Indonesien hintere Ränge. Auch die Qualität der Grundschulbildung wird mit Platz 47 schwach bewertet.

Ergänzend zum GCI veröffentlichte das WEF 2018 den Report “Future of Job”, in welchem zukünftig benötigte Fertig- und Fähigkeiten identifiziert wurden: komplexes Problemlösen, kritisches Denken, Kreativität, Personalführung, Gruppenarbeit, emotionale Intelligenz, Service-orientiertes Denken, Verhandlungsfähigkeit, kognitive Flexibilität, Urteilsvermögen und Entscheidungsfindung. Diese sollten frühzeitig in das Bildungssystem integriert werden, was jedoch in Indonesien derzeit nur in Teilen umgesetzt werden kann.  

Als Reaktion auf die Herausforderungen und gewachsenen Anforderungen im Bildungsbereich hat Project Child Indonesia (PCI) als Non-Government Organisation 2011 das Programm “Sekolah Sungai” (Schule am Fluss) initiiert. PCI nimmt sich dabei den Schwächen des aktuellen indonesischen Bildungsprogramms an. Idee hinter dem Konzept ist es, die Bildungsinfrastruktur sowie die Qualität der Lehre zu verbessern und den Lehrplan zu aktualisieren. Die bestehende, formelle Bildung soll ausgebaut und auf heutige Anforderungen ausgerichtet werden. In der “Sekolah Sungai” bietet PCI Kindern aus den in Flussnähe lebenden Gemeinden Kricak, Gadjah Wong und Code in Yogyakarta die Möglichkeit, wöchentliche am Unterricht teilzunehmen. Dabei setzt PCI die Methode des projektbasierten Lernens (PBL) ein, das an die lokalen Voraussetzungen der Gemeinden am Fluss angepasst wurde. Die Methodik soll Schüler auf die Herausforderungen des 21. Jahrhundert vorbereiten, indem am Beispiel realer Probleme durch analytische und praktische Fähigkeiten Lösungen erarbeitet werden. In der Regel ist ein konkretes Produkt oder eine Präsentation das Ergebnis des Projekts, an dem die Kinder unter Anleitung in einem zuvor definierten Zeitrahmen arbeiten. Darüber hinaus stärkt PBL den angebotenen Gemeinschaftsunterricht, indem alternative Bildung in Form  kritischen Denkens, Kreativität und Kommunikationsfähigkeiten ergänzend zum bestehenden Lehrplan vermittelt wird.

Die Sekolah Sungai in Gadjah Wong, kurz “SS Gadjah Wong”, gehört zu einer dieser Schulen am Fluss. Der Zugang zu Bildung über formelle Wege ist hier immer noch stark eingeschränkt, so auch die Lesefähigkeit und das Interesse an Literatur. Hinzu kommen schlechte sozial-ökonomische Bedingungen, was es den Menschen dort erschwert, grundlegende Fähigkeiten wie kritisches Denken, Kreativität und kognitive Flexibilität als Antwort auf die gestiegenen Anforderungen des 21. Jahrhunderts zu entwickeln.

Im Rahmen des insgesamt 10 wöchigen Programms wurden hintereinander die beiden Projekte “Public Places in Your Neighborhood”  sowie “Literacy Project” mit Schülern im Alter zwischen 6 und 14 Jahren umgesetzt. Unterstützt wurden die Kinder dabei von Sekolah Sungai Volontären. Der PBL-Ansatz zeigte bei beiden Projekten positive Auswirkungen auf die Entwicklung der Schüler. Diese wurden mutiger darin, sich selbst auszudrücken, kreativer und besser in der Zusammenarbeit mit anderen.

Im ersten Teil des Programms wurde die Aufmerksamkeit der Kinder auf die eigene Nachbarschaft und dort bestehenden Probleme gelenkt. Gemeinsam mit den Volontären machten die Schüler Beobachtungen an öffentlichen Plätzen, um Informationen über bestehende Probleme zu sammeln. Darauf basierend wurden mögliche Lösungen gemeinschaftlich entwickelt und diskutiert. Auch das “Literacy Project” wurde mit PBL umgesetzt. Ziel war es, das Interesse der Kinder in Bücher, Magazine und Comics zu stärken. Darüber hinaus wurde die eigene Kreativität geschult, indem gemeinsam mit Volontären eine Handlungsrahmen für eine eigene Geschichte entwickelt wurde, auf Basis dessen anschließend Kurzgeschichten, Comics und Bildergeschichten entstanden.

Beide Projekte haben gezeigt, dass PBL einen Ansatz darstellen kann, bestehende Lehrpläne auf die Anforderungen des Zeitalters der Disruption auszurichten und so das indonesische Bildungssystem langfristig und nachhaltig zu verbessern.


Bibliography

https://www.economist.com/news/2013/11/18/the-coming-tech-lash

https://www.quora.com/What-does-the-techlash-mean

https://www.weforum.org/reports/the-future-of-jobs-report-2018

https://www.weforum.org/reports/the-global-competitiveness-report-2017-2018

Commemorating the First-ever International Day of Education: Indonesia and the World to Take Bigger Steps to Achieve Educational Equality

Education is a human right, a public good and a public responsibility.”
Chief of UNESCO at the Inauguration of the International Day of Education


Education has played a crucial role in the efforts of achieving all of the 17 Sustainable Development Goals (SDGs); therefore, its importance could not unquestionably be overlooked. The establishment of the International Day of Education by the United Nations indicates further awareness and commitments of the international community to embody the 4th SDGs, which is quality education. The UN chief emphasized during the inaugural day, that the world could not afford a youth generation who have inadequate necessary skills to compete in the 21st century economy. He stated so as there are still at least 262 million children, adolescents, and youth who are out of school, in which most of them are girls; millions who attend the school are not mastering the basics.  It could be seen that unequal access to education has become a major obstacle for most countries in achieving inclusive growth, and therefore, should be taken into account by all layers of the society.

Each country has different levels of educational disparities within it, regardless of whether it is a developed or developing, a poor or rich nation. The United Kingdom, despite its position as the world’s 5th largest economy, is ranked 23th in the world in primary school inequalities, according to UNICEF’s report, An Unfair Start. The driving factors of the inequalities might be due to unequal income distribution, as well as low quality education.This also happens in Australia, where educational inequality has largely taken place, with the discrepancy of socioeconomic status and parents’ education as the main influencing factors, which also have contributed to the widening gap between rich and poor. Aside from those aforementioned factors, the conduct of discriminatory practices might also be the cause, either based on race, religion, gender, and so forth.

Indonesia is no different compared to the aforementioned countries; it is also experiencing high educational disparities. While a child in Jakarta could pursue 11 years of schooling, a child in Papua could only be expected to complete 6 years of education in schools. It could be seen that the access to education in rural areas is still highly limited. To add further, the significant discrepancy of income in Indonesia has made the problem becomes worse; high-quality education remains inaccessible for those who come from poor families. Only those who come from financially-capable families who would be able to choose between private or public schools. Students with disabilities also experience educational inequality and inaccessibility, as according to the research carried out by the University of Indonesia, almost 70% of disabled children do not go to school, and 66.8% of them even only have the chance to pursue their education until the primary school level.  Those cases indicate how inclusive education still remains a challenge that Indonesian government and society should strive for it harder to make it into the reality.

Currently, education has increasingly mattered more than ever, as people could pursue better opportunities and live better lives if they are sufficiently educated. Nonetheless, the increasing educational inequalities in the world has made achieving inclusive and quality education becomes a challenge that should be resolved by the international community. Universal access to education should be guaranteed through collaborations among government, civil society, non-governmental organizations, and other relevant stakeholders in order to make sure that the “No One Left Behind” tagline is not merely a talk, but also an act.

written by Felice Valeria – Content Writer Project Child Indonesia

Ready for The Age of Disruption


What I try to focus on is not to try to stop the march of technological progress. Instead, I try to run faster. If Amazon knows you better than you know yourself, then the game is up.


Yuval Noah Harari

The development of science, knowledge, and technology nowadays has gone beyond what was predicted some decades ago. The rapid advance that marked the world with a new era, namely the era of the Industry 4.0. The appearance of new technologies such as robotics, artificial intelligence, and genetic editing in biotechnology will immediately change all aspects of human life. One example of this is how technology plays a significant role in life where  the internet can connect people globally with a massive spectrum and almost without limitations, so there are many transactions starting from lifestyles, work and cultural exchange. Citations from The Economist magazine uses the term “techlash” to mark the time when technology will become the ruler, not only from a economic aspect, but also social, political and cultural aspects.

Industry 4.0 came in one package in the form of positive benefits and negative impacts. Technology indeed aims to help human activities, but it can also cause a change of life order in society called disruption. These days, Indonesia has been in the stage of disruption era. It can be seen from human resource factors from which the country is still not ready. According to data reported by the World Economic Forum (WEF) related with global competitiveness index in the 2017-2018 WEF Report, Indonesia occupied the 36th position,  raised up to 5 rank from the previous year at 41st position from 137 countries. From the data, Indonesia experienced an increase in rank, but the country is still below in comparison to Thailand (32nd), Malaysia (23rd) and Singapore (3rd). One of the causes of Indonesia remaining below those countries is due weak health and primary education pillars.Three indicators can be identified as the case can be identified as the case First, Indonesia ranks 101 out of 137 countries (Thailand 72nd, Malaysia 66, Singapore 8th) with life expectancy. Secondly, Indonesia also ranks 47 out of 137 (Thailand 89th, Malaysia 23rd, Singapore 3rd) regarding quality of primary education. Thirdly, the country also ranks 106 of 137 (Thailand 100, Malaysia 32nd, Singapore 1st) with its primary education enrollment rates.

According to the WEF, health and primary education is one out of four main pillars of the basic requirements of sustainability in society welfare of a country. Further, WEF also published a report entitled “Future of Job” which implied that to face the disruption, someone should have ten basic skills among them including : complex problem-solving, critical thinking, creativity, people management, coordinating with others, emotional intelligence, service orientation, negotiation, cognitive flexibility, judgment and decision-making. However, those basic skills should be taught early which can be difficult to obtain in Indonesian primary education.

To prepare for the challenges of the age of disruption especially in the education field, Project Child Indonesia (PCI) as a Non-Government Organization created a program called “Sekolah Sungai” (River School) in 2011. PCI realized that the current formal education in Indonesia at the present time is not optimal. This is because of the lack of distribution of education infrastructure, the need to improve teachers’ quality, and improve curriculum that is not in accordance with the need of today’s students. Therefore, the program was created to complement their existing formal education. “Sekolah Sungai” is held at three places in Yogyakarta including Kricak, Gadjah Wong and Code.

Sekolah Sungai” is a program in PCI that implements a method called Project Based Learning (PBL) which has been adjusted to the community conditions surrounding the river sites. PBL is used to prepare students for the 21st century challenges to work on real problems and solve them directly using their analytical and practical skills.Often a product or presentation can be the end-result of the project.Children are expected to work on the project during a period of time given by the facilitators. Moreover, PBL is suitable for our community classes in the spirit of alternative education as it indulges critical thinking, creativity and communication skills as supplementary skills for their education. In this batch, PBL discussed two projects named “Public Places in Your Neighborhood ” and “Literacy Project”. The first project was designed to spark the awareness of children related to their own neighborhood with them expected to find solutions to the real world problems found through their projects. The second project aims to improve children’s interest in literary works such as picture books, magazines, comics, novels, and many more. It also trains their creativity and flexibility to think and share their ideas in creative ways.

Sekolah Sungai located in Gadjah Wong, called “SS Gadjah Wong” is one of the river school sites. Acquiring basic education through formal schooling is still not yet effective, and the children in that place are not yet familiar with literacy. This added with the fairly low socio-economic conditions of the area make it challenging for the people to develop basic skills such as critical thinking, creativity and cognitive flexibility to answer the challenges of the age of disruption. Sekolah Sungai volunteers assist the children with ages varied from 6-14 years through PBL. The 10 week duration of PBL meetings showed positive results to the development of students as they became more daring to express themselves, more creative, and better able to coordinate with other people. The first project that started from the first to sixth week, was about “Public Places in Your Neighborhood”. The students were assisted by volunteers to do public place observations. It aimed to gather information about the history, function of the problems that exist, and then discuss the possible solutions related to the problems altogether. The second project called “Literacy Project”, was held on the seventh to tenth week of the meetings. It began with reading stories to children in order for them to gain exposure to literary works. After that, they were guided by volunteers to create  an outline that was to be developed as a story. Upon finishing the story, the students created literacy projects such as short stories, comics, and picture stories. During the projects, various obstacles were found however, they contribute as great insight for curriculum development, students, and the improvement of the Indonesian education system in a broader spectrum.

Written by: Ega Kusuma Ahimsa- Teaching-Learning Assessor Intern


Bibliography

https://www.economist.com/news/2013/11/18/the-coming-tech-lash

https://www.quora.com/What-does-the-techlash-mean

https://www.weforum.org/reports/the-future-of-jobs-report-2018

https://www.weforum.org/reports/the-global-competitiveness-report-2017-2018

Schulkinder der Gemeinde in Code auf zum Dorf Pulesari, Turi

Das lange Warten auf den Ausflug einer der Schulprogramme von Project Child “Sekolah Sungai” hatte endlich ein Ende. Vergangenen Sonntag, den 9. Dezember, machten sich die Schulkinder der Gemeinde in Code auf zum Dorf Pulesari, Turi.  Die Reise war etwas, das schon lange geplant war. Als gemeinnützige Nichtregierungsorganisation ist es eine unserer Missionen, eine alternative Bildungsform für Kinder anzubieten, um unseren Glauben an eine flexible und unterhaltsame Lernumgebung umzusetzen. Leider bietet die formale Bildung in Indonesien bisher wenig Raum für Freizeitaktivitäten. Exkursionen wie solche haben sich als wichtige Notwendigkeit herausgestellt, um die Idee einer alternativen Ausbildung etablieren und anwenden zu können. Steine ​​und Erde sind hier und da ein angemessener Ersatz für Stift und Papier. Der Hauptzweck der Exkursion besteht jedoch darin, den Kindern eine Form der Belohnung für ihre Leistung, ihre Teilnahme und ihre immense Leidenschaft zu bieten, die sich aus den Projektaktivitäten ergeben haben.

Insgesamt 30 Kinder und 17 Freiwillige und Mitarbeiter nahmen an der Exkursion teil. Es war eine spannende und aufregende Erfahrung, als die Schüler lernten, wie man einen traditionellen Snack namens Nogosari zubereitet. Das Gericht, das aus Java stammt, wird aus der sogenannten Schlangenfrucht hergestellt, diese finden sich in großer Zahl auf den Plantagen in der Umgebung. Zu Beginn erklärten die Mütter von Desa Wisata Pulesari, wie der traditionelle Snack zubereitet wird, einschließlich der Hauptzutaten. Die Schüler waren sehr eifrig, etwas zu lernen, das sie selten oder noch nie zuvor gesehen haben. Die Schüler konnten dabei helfen, die Schlangenfrüchte zu schälen, den Teig herzustellen und den Teig mit Bananenblättern zu umwickeln. Somit hatten die Schüler die Möglichkeit in den Kochprozess eingebunden zu sein und hatten die Gelegenheit, Fragen zu stellen.

Nach dem Kochkurs warteten die Kinder begeistert auf ein weiteres Highlight an diesem Tag, zu Fuß sollte die Flussstrecke erkundet werden. Ein paar Hindernisse, sollten den Ausflug noch interessanter gestalten. So konnten die Schüler  eine Hängebrücke überqueren, durch die Netze klettern und im Wasser spielen. Da Sicherheit bei der Wanderung zu unseren Hauptanliegen zählt, waren unsere Freiwilligen immer bereit, den Kindern zu helfen. Darüber hinaus wurden den Kindern alles über den Fluss, die Plantage, Vegetation und Tiere, die im Fluss leben erzählt, um den Kindern einen Einblick in das Leben hier  zu gewähren. Die Kinder verglichen den Fluss in ihrer Gemeinde mit dem Fluss in dieser Umgebung, denn ein weiteres unserer Anliegen war es den Kindern bewusst zu machen, wie ein Fluss eine sichere Umgebung sein kann, wenn er sauber und gut verwaltet wird.

Die Kinder konnten den Tag sehr genießen und haben dabei viel gelernt. Das alles wurde ermöglicht durch The Goods for Good, die den Ausflug in das Desa Wisata Pulesari mit ihrer großzügigen Spende möglich gemacht haben. Für die großzügige Spende möchten wir im Namen der Kinder und Project Child Indonesia unsere tiefste Dankbarkeit für die ununterbrochene Unterstützung und insbesondere für die Überraschung der Exkursionen aussprechen.

Besuch von SMSG: Zusammenarbeit ist der Schlüssel zur Bildungsbewegung

Semua Murid Semua Guru (SMSG) ist eine Bildungsorganisation, die sich auf Zusammenarbeit konzentriert und an sie glaubt. Die Gründerin von SMSG, Najeela Shihab, ist Pädagogin und Aktivistin für Bildung. Die Organisation konzentriert sich darauf zu zeigen, wie die Zusammenarbeit zwischen unabhängigen Gemeinschaften und Organisationen mehr Einfluss hat, als wenn die Gemeinschaften und Organisationen allein arbeiten würden. Gemeinsam können die Gemeinschaften eine größere Wirkung erzielen und ein besseres Netzwerk untereinander aufbauen.

Project Child Indonesien (PCI) gilt als eine der NGOs, die die Kollaborationsbewegung bereits in ihren Programmen etabliert haben. Insbesondere das Program “Sekolah Sungai”, das am längsten etablierte Programm in PCI. Es gibt eine Vielzahl von Kooperationen zwischen den Beteiligten: Gemeindemitglieder, Studenten, Freiwillige, nachhaltige Finanzierung und Beteiligung von Freiwilligen im Ausland.

Während der Besichtigung waren etwa 28 Schüler von “Sekolah Sungai” anwesend. Die Mitbegründerin von PCI, Surayah Ryha, und die Gründerin von SMSG, Najeela Shihab, diskutierten über die Bedeutung der Entwicklung von alternativer Bildung. Es gibt viele Gemeinschaften, die bereits an Bildungsbewegungen arbeiten, um die Agenda der Regierung zur Reform der Bildung zu unterstützen. Diese Organisationen, wie z.B. PCI, sind bereits in diese Bildungsbewegung eingebunden und entwickeln seit einiger Zeit nachhaltige Programme. Diese Bewegung ist etwas, das unter Bildungsaktivisten geteilt werden muss. Darüber hinaus waren die Vertreter von Medien aus ganz Indonesien vertreten, die sehr daran interessiert waren, die gute Nachricht zu verbreiten.

Nach diesem Besuch hat PCI die Möglichkeit, sich über die Ideen alternativer Bildung unter anderem mit der Gemeinschaft im Green Host Hotel auszutauschen und das Netzwerk zu erweitern, indem sie an der von SMSG initiierten Networking-Session teilnehmen. Der Besuch sollte einen Einblick in die Arbeit von PCI geben um in Zukunft eine Kooperationen zwischen SMSG und anderen Communities zu ermöglichen. Die Entwicklung der Gemeinde ist eine der möglichen Kooperationen der Gemeindemitglieder rund um die Standorte von “Sekolah Sungai”.

Mit Sicherheit wird es noch weitere positive Ergebnisse aus den Networking-Sitzungen mit SMSG und den Netzwerken innerhalb von SMSG geben. Mehr gute Nachrichten über alternative Bildungsbewegungen in Indonesien beispielsweise, um die Idee des Freiwilligendienstes und eine mögliche Zusammenarbeit mit mehr Gemeinschaften unter derselben Bewegung zu fördern. Vor allem aber der Aufbau besserer Netzwerke mit SMSG, Medien und anderen Communities innerhalb des SMSG-Netzes.

Indonesia to implement literature to its education system

Literature is a part of artwork that gives human being a pleasure of playing with imagination. It’s closely associated with thoughts, feelings, and experiences, in which are important for the growth of one’s cognitive, intrapersonal, and social. In cognitive aspect, literature is strongly related in shaping a person mind-set as well as building the ability of critical thinking. Literature introduces various kinds of characters in life that will affect an individual to develop their own character. In line with intrapersonal, literature could be a media for individual to recognize norms of a society since literature is the projection of life.

Those three aspects are very beneficial if implemented in children education. It is proven from countries such as US and Japan that have been implementing literature into their school curriculum for years. Kinds of literary works that could be implemented into everyday teaching learning process are various. For example songs, poems, prose, short stories, picture books and novels. The one being main concern of Indonesian government is printed literary works. Even though Indonesia in fact is quite late in applying literature in children education and that making Indonesia has low interest in reading, the government lately has been trying to implementing literature in the education system. This can be seen from government policies that require students to read books for fifteen minutes every day before the teaching and learning process begins.

In Indonesia there are several children literature authors that have amazing works for children to read. Murti Bunanta with her Si Bungsu Katka, The Tiny Boys and Other Tales from Indonesia, and etc. She wrote her books in a way that it is easy yet so fun but still full of values and knowledge for children to enjoy and of course to learn. Various values could be taken from Bunanta’s books such as being independent; being honest; and working hard and for knowledge, Bunanta’s book is a retell from Indonesian tales, children could learn about Indonesian culture through the books. Another name is Bung Smas, who made books for children that more advanced in reading, and most of his book have the genre of mystery. His famous works are Noni the Series and Pulung the Series. Through his book, children are given the media for exploring their minds and also emotions such as happiness; sadness; grief; and lost. Those books have been the go to for teachers to engage elementary students to read.

Children have a very different world from adults. The world of children is very close to the world of imagination. Imagination for children means exploring and also understanding the reality of individual existence, and surroundings. Encouraging children to explore their imagination is needed to stimulate their mindsets in order for them to reach their maximum potential. The role of literature through literary works becomes necessary since it is proven to be able to give children the media for them building and developing their imagination.

Pasar Mandiri Code – Project Child Indonesia

On 3rd November 2018, Project Child Indonesia held Pasar Mandiri at Sekolah Sungai Code. It’s one of our most anticipated event at Sekolah Sungai, and the children of Sekolah Sungai Code were very excited in preparing and taking part in Pasar Mandiri.

The original idea of Pasar Mandiri or Sustainable Market, is to allow the riverside community to take part in the process of education for the children at our Sekolah Sungai. In Pasar Mandiri, Project Child Indonesia provides second-hand goods, with great quality and affordable price to sell. The prices range from IDR 1.000 to IDR 10.000. This affordable price range allows the community member of Code to buy all the things that they need. The money that we collected from Pasar Mandiri will directly goes to our educational field-trip for the children.

During this event, we also involved the children of Sekolah Sungai Code directly. They helped to sell, bargain and promote the clothes, bags and shoes to the community member. We involved the children on this event, because Project Child Indonesia aims to raise awareness towards the children about working hard to achieve their dreams. We want the children to understand and put their effort for what they want. And through Pasar Mandiri, they learn about this. They learn that for their educational trip, which they also get to participate in deciding the trip that they want, they have to put some effort in making it happen.

The event start at 09.00 until 12.00, around 50 people came and participated in Pasar Mandiri. We would like to thank all of our kind donors and volunteers for making this program possible.

Internet Literacy Program Kick-off

Project Child Indonesia has completed a wonderful milestone this month. After months of preparation, the new Internet Literacy Program has begun successfully. Internet access in Indonesia has grown astronomically but children remain one of the most vulnerable to understanding the positive and negative aspects of the internet. We strongly believe that equipping children with proper internet literacy education would enormously benefit the workforce of Indonesia.

To reach our goal, we collaborated with three primary schools in Yogyakarta. SD Bumijo 1, SD Bangunrejo 1 and SD Vidya Qasana were chosen to be our pilot schools. We were pleasantly surprised with the reception from the children! Although they are already familiar with the internet, they were curious about what can they can do with the internet. We created a unique syllabus to enhance the usage of the internet as well as educated them on computer hardware. We delivered the knowledge using engaging methodologies and lots of games which created 70 enthusiastic children. By extension, our 14 new volunteers were amazing and taught with enthusiasm and pride. We are so thankful that they joined our mission!

In addition, the schools’ response also humbled us. Our program and methods may be unfamiliar with what they usually do in class, but they were encouraging and were on-board to help us make an impact. “We know that our kids are still unaware with the bad side of the internet. And since we do not have capacity with our limited budget to give them education about it, we really support this program” said Mrs. Puji Lestari M.Pd, the headmaster of SD Bumijo 1. We recognize that commitment from the teachers will ensure that this program will remain sustainable and create a grass-root solution to the educational problem.

Finally, we would like to show our gratitude to our partner, Gameloft, who helped us turn our idea into reality. Gameloft has benevolently donated computers to underprivileged schools, making us able to conduct the internet literacy program. In the next-coming months, we would like to enhance our syllabus to create a new perspective that internet could be child-friendly and that we can use it in a positive and useful way. We are always open to everyone who also desires to help the future generation in any possible way. For further questions, please do not hesitate to contact our program manager at program@projectchild.ngo.

Here’s to making another impact to benefit Indonesian communities!

 

Written by Septian Fajar, Kelly McEtchin

Investment in Health and Nutrients is Investment in Education

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“Education is an important instrument of peace and development.”

Education has always been the key role in the development of human race and civilization, through the refinement of collective ideas that is learned and relearned through education. Advancement of economic and social progress has always been ascribed to the abundant stock of knowledge that nations have. To ensure that progress is kept going, education is important to be developed and improved.

The first Islamic Educational, Scientific and Cultural Organization (ISESCO) Conference of Education Ministers that was attended by education ministers from the member states of Organization of Islamic Cooperation (OIC) reiterated the importance of education. Dr. Abdulaziz Othman Altwajiri on his opening address of ISESCO Conference of Education Ministers on 27 October 2016 in Tunis, Tunisia stressed that education is an important instrument of peace and development. ISESCO is just one of the organization that stresses the urgency of developing and improving education.

Off the many strategies to develop education, there is one way that might not cross our minds before, which is quality meals for children at school age. Children, being at their critical age of their growth need quality meals that packed off with good nutrients so that their growth will not be hindered. Especially with the robust activities that children are involved, through play or learn, high quality meals are urgent.

In Indonesia, children are rather prone to double burden nutrients problem, nutrient deprived or nutrient excess. Basic Health Research (Riskesdas) conducted in 2010 found that among 6-12 years old children, 4.6% are categorized very thin, 7.6% thin, 78.6% normal, and 9.2% overweight. Stunting growth are also found in children, with 15.1% are categorized as very short while 20% are short. These statistics should be worrying as not just the health of Indonesian children are concerned, but also concerning their education.

Investment in quality meals is an investment in education for schoolchildren. Because if children are not healthy and deprived of good nutrients, then schools cannot function efficiently as a place of learning. Children need quality meals with good nutrients in order to develop well and perform better in learning. Problems with health and good nutrients can hinder learning process.

World Food Programme (WFP) acknowledged the importance of quality meals for children, and linked it with the improvement of education. WFP proposed the program of school feeding, where in schools children are provided with quality meals. WFP listed at least five Power of School feeding. School feeding will improve the nutrients for children that will be helpful for their health, learning, and morbidity. School feeding will also keep children in schools, and also help those who are vulnerable to leaving schools such as girls and children with disabilities. School feeding also acts as a value transfer of healthy lifestyle and diet. School feeding can be a platform for wider socio-economic benefits.

Thus investment in health and nutrients in schools is urgent in Indonesia. Several steps have been taken but needed to reinvigorated, steps that can be taken not just by governments, but by schools, non governmental organization, parents, or anyone. School feeding as World Food Programme has done and campaigned for is one of the steps. Another step is Usaha Kesehatan Sekolah program that was made in collaboration by four ministries in Indonesia.

First step for providing quality foods to schoolchildren is to provide them with quality drinking water and proper sanitation in school. Project Child has created a participatory project and has installed drinking water filters at 24 schools around Yogyakarta to make safe and affordable drinking water available for over 3000 primary school students. Half of these schools are located in the region of Pacitan, a small Town near the coast of Jawa. These schools even have to deal with harder conditions because the drinking water is often contaminated and the structures for a reliable water access are not available. The first step Project Child took after they came up with the idea for the DWP (Drinking Water Program) was to do the necessary research in conjunction with the University of Pforzheim to gather information on the availability of drinking water and the current drinking water system in Indonesia. The cooperation will be continuing throughout the year to measure the project impact.

To create a sustainable program Project Child came up with the idea to create the first “drinking water committee”. At every school two teachers, two parents and one member of project child form this committee. They give their input from the start of the drinking water filter installation and are responsible for the project throughout its process. This helps to adjust the program at every school to fit the local and individual requirements regarding the sourcing of water and the collection of payments. Further this grants Project Child the possibility to start an educational program at the schools, which includes topics regarding environmental causes.

You can help by donating for the installation of the drinking water filter to make it available to more schools.

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