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Freiwilligenarbeit von Jugendlichen unterstützt Ziele der nachhaltigen Entwicklung

By: Felice Valeria, Content Writer Intern Project Child Indonesia


Wir können nicht immer die Zukunft für unsere Jugend gestalten, aber wir können immer unsere Jugend auf die Zukunft vorbereiten.

– Franklin D. Roosevelt

Nach Angaben der Vereinten Nationen (UNO) leben aktuell 1,8 Millionen Menschen im Alter zwischen 10 und 24 Jahren auf unserer Welt. Diese sind die bisher größte Generation von Jugendlichen der Geschichte. Das macht mehr als deutlich, wie entscheidend ihre Rolle zur Anregung und Umsetzung von nachhaltigen Veränderungen und tiefgreifendem Wandel für unsere Zukunft ist. Auch der UNO ist bewusst, wie wichtig eine aktive Beteiligung der jungen Generation zur Erreichung der Ziele der nachhaltigen Entwicklung (engl. Sustainable Development Goals, kurz SDG) ist. Viele Länder, insbesondere Entwicklungs- und unterentwickelte Länder, stehen aufgrund von beispielsweise fehlendem Zugang zu Bildung und notwendiger Gesundheits- und Hygenieversorgung, vor großen Herausforderungen in Bezug auf die Erreichung der SDGs, was zu strukturellen sozio-ökonomischen Problemen führt. Entsprechend ist es ein Anliegen der UNO, das Engagement Jugendlicher bei der Lösung dieser Probleme zu unterstützen und insbesondere Freiwilligenarbeit junger Generationen zu fördern. Für die UNO werden Freiwilligengruppen durch ihren Beitrag zu einer der zentralen Interessensgruppen, um die selbstgesetzte Agenda für nachhaltige Entwicklung 2030 zu erreichen.

Freiwilligentätigkeit, die meist in gemeinnützigen Organisationen durchgeführt wird, hat einen nachhaltigen Einfluss auf alle beteiligten Interessengruppen, darunter nicht nur die gemeinnützige Organisation und begünstigten Empfänger, sondern auch die Jugendlichen selbst.  Die Organisationen profitieren von der Unterstützung bei der Umsetzung ihrer Mission, von innovativen Ideen, verstärkter öffentlicher Aufmerksamkeit und einem gesteigerten Interesse neuer Unterstützer und Freiwilliger. Die Jugendlichen selbst bekommen die Möglichkeit, sich selbst zu entfalten, zu lernen und Verantwortung zu übernehmen. Sie verbessern Empathie, Selbstwertgefühl sowie die körperliche und geistige Gesundheit und erlernen neue soziale Fähigkeiten. Darüber hinaus bestehen eine Vielzahl an weiteren Möglichkeiten, kontinuierlich zu lernen und andere psychologische und intellektuelle Fähigkeiten zu entwickeln.

Auch hinsichtlich der wirtschaftlichen und sozialen Entwicklung von Ländern und Gemeinden kann der Freiwilligendienst einen wichtigen Beitrag leisten, Probleme, wie Armut oder mangelnde Bildung, Gesundheits- und Hygienestandards, zu lösen. Nach Statistiken des Internationalen Forums für Freiwilligenarbeit sind Länder und Gemeinden mit einem hohen Anteil an Freiwilligen in ihrer Entwicklung dynamischer und können den Hauptzielen der SDG besser entsprechen.

Auch wenn der Beitrag von Freiwilligenarbeit für eine nachhaltige Entwicklung und die Erreichung der SDGs für Gemeinden unbestreitbar ist, fehlt es oftmals an benötigter Unterstützung. Hinzu kommt, dass viele Jugendliche trotz der genannten Vorteile den eigenen Nutzen von Freiwilligenarbeit nicht erkennen. Die Gründe dafür sind oftmals auf unzureichende und schwer zugängliche Informationen, Zeitmangel oder mangelndes Interesse zurückzuführen. Da die Freiwilligenarbeit trotz ihrer Bedeutung nicht in die Agenda der UNO Millenniums-Entwicklungsziele (engl. Millennium Development Goals, kurz MDGs) aufgenommen wurde, mangelte es auch von UNO-Seite lange an der benötigten Unterstützung und Förderung, was sich nun geändert hat. Im Rahmen der Youth & SDGs 2030 – Kampagne zeigt die UNO Möglichkeiten auf, sich als Jugendlicher im Sinne der SDGs zu engagieren.

Es liegt nun einerseits an den Gemeinden, Freiwilligenarbeit von Jugendlichen aktiv zu fördern sowie an den Jugendlichen selbst, gegebene Chancen zu ergreifen und von den Vorteilen freiwilligen Engagements zu profitieren. So kann nicht nur ein entscheidender Beitrag zur Erreichung der SDGs geleistet, sondern darüber hinaus nachhaltig Gutes zur positiven Beeinflussung unserer Zukunft beigetragen werden.

Also, auf geht‘s junge Leute! Wartet nicht länger, lasst uns Freiwillige sein, um Hand in Hand die gesetzten Nachhaltigkeitsziele zu erreichen!
Mehr zu den Möglichkeiten der Freiwilligenarbeit bei Project Child hier

4 WAYS TO CONTRIBUTE TO YOUR COMMUNITY THROUGH VOLUNTEERISM

Written by: Felice Valeria (Content Writer Intern)


In our previous article about youth volunteerism, we had stressed enough its utmost importance in enhancing personal development, whilst giving back to the community simultaneously. Hence, it is highly recommended for youths, as the next agents of change, to get involved in this kind of activity due to the abundant benefits it might generate, especially for the future. Nonetheless, several things are easier said than done; although people are willing to carry it out, many of them might have not known the feasible ways or channels to do it, which would then discourage them from contributing to their communities through this means. Therefore, here are some suggestions that you could take into account, which might be useful to assist you in seeking for any volunteering opportunities:


Join any youth or non-governmental organizations (NGOs).

Of course, the most obvious and feasible way to find any volunteering opportunities and getting involved in them is by joining any NGOs or youth organizations in your community! Usually, those organizations would have specific programs or events that allow people, either the members or non-members, to partake as volunteers, especially in grassroot communities. In order to easily find out any organizations existing in your community, you could ask your friends or relatives who are active to be volunteers, as well as seeking for information from the student organizations in your schools/universities, especially those who focus on social services. Usually, they have numerous links to those kinds of organizations. Just give it a try!

Find out the information on any websites which specifically provide volunteering opportunities.

There are many websites that are specifically established to provide volunteering opportunities! Of course, it is one of the feasible ways also. The activities or opportunities being featured could be done either locally or abroad. You could try to visit websites such as volunteermatch.org, allforgood.org, idealist.org, and many more, which you could find out through search engines. Just match the filters with your criteria, and voila, you will see a bunch of them!

Tutor a student in your schools/universities.

Volunteering is not only limited to being involved in grassroot communities. Being a tutor to a student could be considered as one of the ways to manifest your altruism as well! If there are any of your peers or your juniors in school/university who are seemingly in need of an academic assistance, you could probably offer your help to them. Not only you could develop your teaching skills, you could also make lasting friendships with them!

Offer your helps to any community organizations that suit your interests.

Community organizations have different causes one another, and it is your rights to find any community organizations that suit your interests in terms of volunteering. You could volunteer in a local school, a club in your university, or even in a hospital! You could contact any of the officers if there are any volunteering opportunities available. You would definitely make the most out of your volunteering experience if you enjoy where you are working at and what you are doing.


Those are a few of many volunteering suggestions that might help you to find any volunteering opportunities that suit you best. Being a volunteer is indeed an investment for your future, as it would give you unforgettable and invaluable experiences that you would hardly obtain anywhere else. No doubt, it would absolutely be worthy. Hence, let’s be a volunteer!

On Three Dimensions of Literacy

by Muhammad Nur Alam Tejo, Research Intern PCI 2018


Technology plays a significant role in the society. One of its impacts includes the changing use of media from the printed ones to digital. Despite this shift, we need to act and react as wisely as we could. Therefore, meticulousness in perceiving the concept of literacy will help us understand the challenges within.

Todays, literacy has complicated conceptual problems. Even some researchers has preferred the term “literacies” to “literacy” (such as: Street, 1995; Hamilton, Barton, Ivanic, 1994) as it is assumed to be more apposite for social, cultural, and ideological matters which ‘we perceive, act, and read culturally’ (Street, 2001: 11). Diverse perspectives on literacy lead us to more complex social problems since they involve various layers of people. This is one of the literacy challenges related to social situation in the society.

Prior to digital era, the concept of “literacy” merely referred to the ability to understand information through reading and writing. Meanwhile, now it has been extended into the ability to write, read, and comprehend information through digital media, such as videos, voice records, graphs, and audiovisual. In fact, the impacts should be taken into account since digital literacy could contribute to people’s paradigm shift philosophically, sociologically, pedagogically, and culturally. This literacy is always closely related to people’s cultural and social contexts.

Three kinds of literacy dimensions proposed by Green (1988), the operational, cultural, and critical, define how literacy runs practically in the society. Due to the lack of attention on those dimensions, our pedagogical system too much focuses only on the operational one.  On the other hand, the cultural and critical dimensions seems to be left behind. It is proven by Indonesia’s low literacy rate in showing that we were in the 60th out of 61 surveyed countries, according to the result of PISA (Program for International Students Assessment) 2015. Should we implement the concept of those dimensions, we could foreshadow the challenges.  

The operational dimension is the basic one from literacy concept. It emphasizes on the ability to understand technical activities, including reading, writing, and comprehending information. In digital literacy context, it refers to the practical skills to understand how to operate digital media and fully make use of its features. The problems would be related to technical matters, for instance coding skill, graphic design, and statistical analysis.

The cultural dimension aims to upgrade one’s comprehension of cultural and social aspects in digital literacy into a specific context. It is important to apprehend cultural symbols and rituals for meaning making so that the values of literacy will still suit one’s cultural context. It might not be the primary discussion in the overview of our educational system even though it is substantial in shaping the base of human knowledge. It works in a non-materialistic matter which means cultural values and characters also play a role in meaning shaping on one’s knowledge.

On the other side, the critical dimension highlights one’s critical skill on texts and artifacts into issues like social agents and power, social representation, and other instruments. In digital literacy, this dimension consists of collective knowledge of each human. It defines the steps to be taken by human according to the analysis on the real problems.

It is important for us not only to reflect an educational system which accommodates digital literacy but also consider the dimensions on literacy concept. The objective is real simple which is to construct our people’s values, characters, and critical skill. We hope that all the hustle and bustle in digital space will not be a pain in the ass in the society. Digital literacy education that could beautifully combine the operational, cultural, and critical dimensions is expected to be the cure to any negative outcomes. Hence, Indonesians could enjoy the benefits of technology, not only the drawbacks.


References:

  • Green, B. (1988). Subject-specific literacy and school learning: A focus on writing. Australian Journal of Education. 32 (2)
  • Street, B. (2001). Literacy and Development: Ethnographic Perspectives. London: Routledge.


THE BENEFITS OF YOGA FOR CHILDREN FROM VULNERABLE ENVIRONMENTS

by Melissa Nas

If every 8-year-old in the world is taught meditation, we will eliminate
violence from the world within one generation
Dalai Lama


Indonesia, a nation which lays in an area which is prone to natural disasters, has experienced over 30 major earthquakes, more than 50 floods and landslides, volcanic eruptions and disastrous tsunamis (Asian Disaster Reduction Center, 2016).  Hence, Indonesian residents are repeatedly exposed to significant traumatic events. In these situations, emergency first-aid responders face the task of how identify the means by which distress is expressed in Central Java culture as well how to treat such a large population for health problems.

In the aftermath of disasters, children are among those at the highest risk for developing psychological trauma, such as overt-aggression, withdrawal, post-traumatic stress symptoms, suffer increased anxiety and fear similar disasters arising from their memories (Belfer, 2006; Norris et al., 2002). Unique to this developmental period, is the possibility that these distressed children may exhibit decreased school performance. A study done by Widyatmoko et al. (2011) point out that working with local teachers for identifying and screening distress among children impacted by a disaster provides important insights into the context of trauma for that particular community. Two years after the earthquake in 2006, teachers identified that children exhibit decreased school performance (decreases in student achievement, lack of motivation to study, absences, and the inability to concentrate and master school lessons), a fear of the traumatic experience re-occurring and emotional problems.

Large-scale screening for children’s mental health problems in the wake after a disaster is challenging, through emergency health care providers report feeling unprepared to respond to the children’s mental needs. There is a need for a more efficient screening tool that is able to identify post-disaster mental health problems in children. Therefore, it is important to recognize the potential utility of teachers as an effective resource for assessing the psychological state of children exposed to disasters. Thence, first-aid responders have started to partner up with schools (Widyatmoko et al., 2011).

This article does not only address the potential teachers have for screening mental health problems in children after disasters, but also address their role of implementing yoga exercises in schools for children to cope with the aftermath of disasters. This could eliminate the decreased school performances and help to care for the children’s feelings of anxiety and distress. Several studies indicate the beneficial effects of yoga in children. According to Telles et al. (2012) yoga can be used in managing trauma related to natural disasters, combat and terrorism and interpersonal violence. Learning yoga can empower a person’s self-determination and regain their sense of being in control of their lives. Yoga can be used as a preventive technique as well as a means of improving children’s well-being, improve adjustment among self-regulatory capacities and stress, including rumination, intrusive thoughts and emotional arousal (Telles et al., 2013).

Although yoga can benefit children’s well-being in many ways, this article mainly focuses on the effect that yoga can have on stress and anxiety levels in children. After a tremendous disaster, anxiety is a major disorder having significant impact on a child’s behavior in the classroom, their ability to focus, their overall physical health and well-being. Teachers can provide vital information regarding the child’s need and present a setting that is structured and supportive. Rosenberg’s study (2018) found that 10 minutes of daily yoga practice in the classroom had a significant impact on the anxiety levels of children. Therapeutic yoga appears to be useful in helping children cope with stress and anxiety by practices encompassing asanas, pranayama and mindfulness/meditation sessions as it brings a calming effect to the mind. Breathing techniques (pranayama) and deep relaxation (yoga nidra) induces change in brain activity, lowers oxidative stress, activated the parasympathetic nervous system and therefore reducing the heart rate. When children learn these practices and do them consistently, they can distress themselves, connect with their inner world through the coordination of mind, body and breath. Thus, they may not need to depend on medication whenever they are stressed (Nanthakumar, 2017).  

The NGO organization, Project Child Indonesia, located in Yogyakarta, wants every child in Indonesia to have the opportunity to learn, to have a healthy start, and to feel supported and secure living in a clean environment that is prepared for natural disasters (Project Child, 2019). Project Child’s Sekolah Sungai offers an alternative form of education to children of a vulnerable community which is prone to natural disasters. Therefore, they could make a start implementing a 10 minute of daily yoga at the beginning of their classes to calm the active physical behavior and minds of the children. A ‘sun salutation-exercise’ at the beginning of each class with an additional 2-minute breath exercise could make the children be more aware and focused before the class starts. Because of creating awareness, yoga could help the children understand that they can contribute to the solution instead of being a part of the problem of their community. Additionally, a full 45-minute yoga class could be implemented each semester to let the children connect with their inner-selves and experience the environment around them in a new way.

Several studies mentioned in this article have shown yoga may be a great benefit to a child’s mental health. Therefore, I strongly recommend integrating yoga into the curriculum of schools after it has become a viable option to address emerging emotional and physical health problems in children. If yoga sessions are incorporated as a part of physical education or after school hours (such as Project Child Indonesia) as an extra activity, it can enhance psychological health in children. Therefore, schools should give equal importance to yoga as other school subjects as yoga’s positive impact on holistic health have been uncontroverted.


  1. The Indian science of living, yoga, includes several practices such as physical postures (asanas), voluntary regulated breathing (pranayama), meditation, conscious sensory withdrawal (pratyahara), and philosophical principles (Taimini, 1986)
  2. Anxiety is generally a state of unwarranted fear of nervousness about real or imagined circumstances. There are many symptoms, and they may vary from one person to another, affecting physical and mental health. Anxiety causes stomach aches, headaches and dizziness in children.


Reference:

  • Asian Disaster Reduction Center (2016). Disaster information archive: Indonesia. Retrieved February 22, 2019 from Asian Disaster Reduction Center website: https://www.adrc.asia/countryreport/IDN/2016/Indonesia_CR2016A.pdf
  • Belfer, M. L. (2006). Caring for children and adolescents in the aftermath of natural disasters. International Review of Psychiatry, 18, 523–528.
  • Nanthakumar, C. (2017). The benefits of yoga in children. Faculty of University Studies, HELP University, Journal of integrative medicine. DOI: 10.1016/j.joim.2017.12.008
  • Norris, F. H., Friedman, M. J., Watson, P. J., Byrne, C. M., Diaz, E., & Kaniasty, K. (2002). 60,000 disaster victims speak: Part 1: An empirical review of the empirical literature, 1981–2001. Psychiatry, 65, 207–239
  • Project Child Indonesia (2019). Sekolah Sungai. Retrieved February 25, 2019 from http://projectchild.ngo/our-program/sekolah-sungai/
  • Rosenberg, M. (2018). Reducing Anxiety in Elementary School Children by Implementing Yoga. The Eleanor Mann School of Nursing Undergraduate Honors Theses. Retrieved February, 25, 2019, from https://scholarworks.uark.edu/nursuht/66/
  • Taimini I.K., (1986). The Science of Yoga. Madras, India: The Theosophical Publishing House
  • Telles, S., Singh, N., & Balkrishna, A., (2012). Managing Mental Health Disorders Resulting from Trauma through Yoga: A Review. Department of Yoga Research, Patanjali Research Foundation, Haridwar, India. Retrieved February 25, 2019 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3388328/
  • Telles, S., Singh, N., Bhardwai, A.K., Kumar, A., & Balkrishna, A. (2013). Effect of yoga or physical exercise on physical, cognitive and emotional measures in children: a randomized controlled trial. Child and Adolescent Psychiatry and Mental Health: 37. Retrieved February 25, 2019, from https://doi.org/10.1186/1753-2000-7-37
  • Widyatmoko, C. S., Tan, E. T., Seyle, D.C., Mayawati, E.H. & Silver, R.C. (2011). Coping with natural disasters in Yogyakarta Indonesia: The psychological state of elementary school children as assessed by their teachers. School Psychology International, 32 (5), 484-497

Safe drinking water in Yogyakarta

by Ian Granit


Safe drinking water is essential to human wellbeing and is a basic human right. The water availability in Indonesia is naturally sufficient due to its heavy rainfall, it is one of the countries with the highest water availability in the whole world. However, approximately 1 out of 8 households in the country lack access to safe drinking water, increasing the chances of waterborne diseases such as diarrhea. A survey in Yogyakarta Province in 2015, through the Government and UNICEF, showed that 2 out of 3 drinking water samples were contaminated by faecal bacteria. Another research study from Bandung Health Office (2012) showed that only 13.33 percent of water samples from tap water had good quality.

The impact of contaminated water has shown to have detrimental consequences on children’s long-term health. Furthermore, dehydration due to lack of drinking water has a severe effect on cognitive functions, limiting school performance among other things for children across the. Proper sanitation technologies and lack of integrated planning is a major obstacle in developing countries suffering from shortages of clean water. One solution to Indonesia’s lack of clean water is the implementation of water filters.

One of the programs in Project Child, the Drinking Water Program (DWP), is working towards the implementation of water filters in elementary schools in the Yogyakarta region. The filters are cheap and easy to maintain considering the benefits that they are able to provide. Utilizing tap water through filtration produce many advantages to children’s health by increasing the availability of water, especially clean water. Furthermore, the filters have positive effect on the environment by reduced single plastic use. The filters present an alternative to plastic bottles, the most common way of accessing clean drinking water in Indonesia. Further and increased use of water filters will therefore decrease the single usage of plastic in addition to the health benefits it brings.

The implementation of water filters is therefore an effective way of reducing plastic waste, increasing clean water usage, decrease dehydration and therefore increase the quality of education. This aligns with 4 of the Sustainable Development Goals:  

  • Point 6; Clean water and sanitation – water filters have the ability of providing clean water and better accessibility of water were tap water is not safe to drink.
  • Point 3; Good health – better accessibility to clean water will increase water consumption, increased water consumption has several benefits towards people’s health.
  • Point 4; Quality education – decreased dehydration amongst students due to water and less diseases from contaminated water will lead to better capabilities of coping with education.
  • Point 13; Climate action – water filters provide an alternative to plastic bottle usage, the impact of this will decrease the plastic waste that affects the environment in a negative way.

There are several benefits if more water filters were to be implemented in Indonesia. However, many children are raised to never drink tap water and a large part prefer to drink other things than water. The access of drinks containing sugar, caffeine and the perception of these drinks are an obstacle that Indonesia need to address if water filters are to be accepted as an alternative to plastic bottle use or boiled water. Project Child are aware of these difficulties and in addition to providing the schools with water filters they have supplementary education about the importance of water, health, environment and how the filters can help all of these areas.  

In the future, to increase usage of the water filters, awareness needs to be raised about the importance of drinking clean water and using water filters. This includes support from communities, other NGOs, government organisations and a change in how people perceive plastic usage and the filtration of water.

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

Focus Group Discussion about Community-based Tourism

Daerah Istimewa Yogyakarta is rich with culture and full of tourism potential. In particular, Kampung Wisata Cokrodiningratan. On Saturday, February 9th 2019 Project Child Indonesia with the community of Kampung Jetisharjo RW 06, held a Focus Group Discussion about community based tourism. Around 17 people came and took part actively in the discussion. The discussion was facilitated by Surayah Ryha, the Executive Director of Project Child Indonesia.

The Focus Group Discussion started at 20.00 WIB. For the first session, PCI and the community discussed about the definition of “Wisata Kampung”. On the second session, they discussed about the potential that their village have. The Focus Group Discussion managed to map out several tourism potential as well. There’s a potential in nature, since Kampung Jetisharjo RW 06 located on the river bank of Sungai Code. They also have potential in culture and food, such as Jathilan, and Pasar Kuliner (Food Festival). The session continued as the community tried to map out the weaknesses that their village have. Some of the participant expressed their concern towards keeping commitment and spirit in pursuing a community based tourism. Others share concerned in English language ability. The last session, the community talked about opportunities and challenges that they may have to face for community based tourism.

This Focus Group Discussion was meant to introduce the concept of community based tourism and participatory tourism to the community. By implementing community based tourism, the community learns to take active part in managing tourism in their own village. Furthermore, by implementing participatory tourism, it means that the tourist that came to Kampung Jetisharjo will take part actively in the villagers live. The tourist that come to Kampung Jetisharjo won’t be only doing sightseeing, but they will engage with the locals and participate in various activities with them as well.

The next step after this Focus Group Discussion is establishing a community based tourism organization, or in Bahasa it’s called Kelompok Sadar Pariwisata (Pokdarwis). Pokdarwis will be the platform for the community to explore and start their community based tourism. It is also expected that by establishing Pokdarwis, the community could gain trainings, fundings, etc from the government.

WASH: Back to Basics

written by Alice Pidgeon

Safe water, sanitation and hygiene at home should not be a privilege… These are some of the most basic requirements for human health, and all countries have a responsibility to ensure that everyone can access them.

– Dr. Tedros Adhanom Ghebreyesus, Director-General, World Health Organization (WHO)

The basic principles of WASH, along with busy lifestyles can mean that people become immune to remembering the importance of what, when and why of WASH. Humans need water to survive, hygiene to be healthy, and sanitation to live in safe environments. WASH is the acronym for Water And Sanitation Hygiene created by UNICEF. It’s the catchy reminder that clean hands, hygienic habits and uncontaminated environments are key to maintaining a healthy life and wellbeing. The message of WASH is sharp and clear; clean water for consumption, the presence of sanitation facilities, and the availability of soap and water for handwashing are all needed. While it may sound like a simple message, it can often be forgotten or difficult to achieve as the facilities needed aren’t available. Despite Indonesia having positive economic growth in recent years, it is not uncommon for citizens to still suffer from poor access to safe water and sanitation.

New evidence from the World Bank’s report on WASH in Indonesia shows that owning a toilet, drinking clean water, and living in a community where most of one’s neighbours own a toilet are important drivers of child growth and cognitive development in Indonesia. Unequal access to these services can stunt a child’s growth with impairment to their development, learning and earning. UNICEF reports that stunting odds are 1.4X greater for children in Indonesia without improved sanitation. This causes intergenerational factors that can lead to greater future problems. To level the playing field, children need to be educated on the importance of WASH to lead healthier lives and enhance their wellbeing.

Project Child works with three communities in Yogyakarta in their Sekolah Sungai (river school) program to empower the children to be the agents of change using project based learning. They become positive influences in their communities, working together towards alleviating the incidences and burdens from poor water, sanitation and hygiene they may experience through finding solutions and making improvements. The lessons of WASH translate into life based skills that can help to the children to become healthy citizens physically, mentally and socially. Project Child educates the children based on the three components of WASH including water, sanitation and hygiene;

Water

Water is needed to survive, but if it isn’t safe to drink and use it isn’t helping to survive. Water can be become the problem when it is ‘dirty water’, referring to it being contaminated, unsafe, or if there is an inadequate supply. Contamination can occur at the source (such as rivers or wells), during transportation (being carried in a dirty bucket), or at the time of consumption (dirty hands touching the water). To make water safe, treatment and storage methods can be tailored to meet local needs allowing people access to clean water.

Sanitation

Sanitation refers to safely collecting, treating and disposing of human waste. This includes basic sanitation facilities such as toilets, latrines and stopping open defecation in spaces such as waterways and streets. A lack of sanitation can cause serious health risks from faecal waste making its way into the environment as very serious health risks including diarrhoea, cholera and dysentery can be transmitted. Sanitation also addresses safety issues and undermines feelings of self-dignity, particularly for women and children. When nature calls, a safe place is needed to answer. Proper sanitation that is separated from other people coming into contact with the waste. Infections are prevented and lives are saved.

Hygiene

Hygiene is primarily about health and the actions that are taken to ensure cleanliness of people, homes, schools, communities and other people. One of the most simple and effective means for hygiene is handwashing with soap to prevent the transmission of bacteria and viruses. Just because germs cannot be seen, it doesn’t mean they don’t exist. With contaminated hands being one of the main ways diarrhoea is spread, it’s critical to educate children and caregivers on the importance of hand washing.


While the three components of WASH can be looked at separately, the success of them cannot be reached without understanding how they all connect. Essentially one cannot be realised without the others; and without the others, heavy burdens can be placed on individuals and communities, particularly children. For example, despite clean water being used to prepare food, if the person preparing the food hasn’t washed their hands the food can become contaminated with bacteria making the people eating it sick. Or, open defecation leaves excreta where children are playing, and then children bring it into the households. The connection between the three components of WASH also exemplifies the connection for how meaningful progress on the Sustainable Development Goal 6 (clean water and sanitation) cannot be achieved without an inter-sectoral approach to Goal 3 (good health and wellbeing) and Goal 13 (climate action). Poor WASH heightens health risks that will be further exacerbated by climate change as natural disasters become more prevalent increasing the risk of food and water borne diseases. These are further reinforced by achieving the other SDGs including education, energy, nutrition and ending poverty.

Health is a prerequisite for everything to flourish; an opportunity every child deserves. Poor water, sanitation and hygiene should not be the barrier that prevents Indonesian children, and children around the world from developing, learning and earning. WASH underpins poverty reduction, economic growth and healthy ecosystems by contributing to social wellbeing, inclusive growth and sustainable livelihoods. Project Child works collectively in their sekolah sungai program, recognising and educating that WASH is a prerequisite for the children and their communities to flourish healthily and maintain their wellbeing.

References:

https://openknowledge.worldbank.org/bitstream/handle/10986/28505/W17018.pdf?sequence=1&isAllowed=y

https://www.unicef.org/indonesia/wes.html

Youth Volunteerism to Achieve Sustainable Development Goals

By: Felice Valeria, Content Writer Intern Project Child Indonesia

We cannot always build the future for our youth, but we can build our youth for the future.

– Franklin D. Roosevelt

According to the United Nations, there are 1.8 billion people aged between 10-24 in the world, which could be said as the largest generation of youth in history. Hence, the role of youth in advocating for and executing changes seems to be really crucial, especially by taking into account their role as agents of change for the future. In responding to this particular phenomenon, the United Nations has highly distressed and encouraged the active participation of young people to contribute in advancing the Sustainable Development Goals (SDGs). In many countries, particularly the developing and underdeveloped ones, most of the youths are facing several major challenges in terms of SDGs, such as but not limited to the lack of access to education, healthcare, and employment, which eventually would create more structural socio-economic problems in the future. Of course, one of the relatively best and easiest ways to foster their involvement in solving those problems is undoubtedly through volunteering activities.

Volunteerism, which is mostly executed through non-profit organizations, has significantly impacted the stakeholders involved, which include the non-profit themselves, as well as the communities and the youths. Nonprofits could be benefited through the expansion of missions, innovative ideas, enhanced public support, and the cultivation of new supporters and volunteers. Meanwhile, the young people could take advantage in terms of their increase of self-development, which include but not limited to responsibility, empathy, self-esteem, new social skills, improved physical and mental health, interest in learning, and other psychological and intellectual developments. The United Nations itself has recognized volunteer groups as one of the stakeholders to achieve the 2030 Agenda for Sustainable Development, that might also considerably foster its national planning and implementation.

It could be seen that volunteerism is a prominent fuel for sustainable development, and it is highly recommended for all communities to get involved. Nonetheless, despite the aforementioned benefits of youth volunteerism, a considerable amount of young people may unfortunately still be discouraged from conducting volunteering activities, which might be caused by the lack of information, lack of time, lack of interest, and so forth. As these problems should be taken into account, volunteerism would definitely provide abundant benefits for the youths and the grass-root communities, especially in the efforts of achieving SDGs. As volunteerism was not featured in the agenda of the Millenium Development Goals (MDGs), despite its significance to be implemented. Further significance and effectiveness of volunteerism could be proven by the fact that countries which have high amount of volunteers are more vibrant in terms of economic and social conditions, according to the statistics by the International Forum for Volunteering in Development. Many aspects that drive poverty could also be gradually resolved from the act of volunteering, such as education, health, employment, and livelihoods, which are the key objectives of the SDGs.

Wait no more, let’s be a volunteer to achieve SDGs hand in hand, young people!

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.