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Die Bedeutung von Zusammenarbeit im Non-Profit Bereich

Wir sind davon überzeugt, dass gute Zusammenarbeit eine alternativlose Notwendigkeit zur Steigerung von Effizienz und Effektivität darstellt. Diese ist erforderlich, um einen nachhaltigen Beitrag zu einer besseren Welt leisten zu können.

Bei der Betrachtung von Non-Profit Organisationen, insbesondere im Hinblick auf die Erreichung von Zielen oder der finanziellen Sicherheit, sind eine gute Zusammenarbeit und Partnerschaft der beste Weg, um Verbesserungen in den lokalen Gemeinden zu erreichen und damit zu einer besseren Welt beizutragen. Auch wenn es für die Organisationen besondere Gründe für eine Zusammenarbeit gibt, stellt Forbes fest, dass sich deren Ziele ähneln. So werden oftmals Kostenersparnis, Ausbau von Programmen, organisatorische Effizienz und Effektivität, verbesserter Service oder der Einbezug von Führungskompetenzen genannt.

Kostenersparnis

Der größte Nutzen einer Zusammenarbeit mit anderen Non-Profit Organisation besteht in der, massiven Einsparung von Kosten, insbesondere in administrativen Bereichen. Zwei Organisationen können sich gegenseitig unterstützen, indem sie ihre Ausgaben, z.B. für Trainings, Seminarräume, Büromaterial aufteilen.

Ausbau von Programmen

Zusammenarbeit ermöglicht es den Organisationen ihre Programme zu erweitern, indem neue Programme erstellt, oder vorhandene Programme kombiniert und ausgebaut werden können. Darüber hinaus besteht die Möglichkeit, auf eine größere Auswahl an Ressourcen und Tools zurückzugreifen, mit denen Programme zu geringeren Kosten realisierbar sind. So können die Organisationen ihre Kapazitäten erweitern und mehr Nutzen aus den durchgeführten Programmen ziehen. Ein weiterer Vorteil der Zusammenarbeit besteht zudem in der steigenden Bekanntheit der Marke. Als Bestandteil einer Werbestrategie, beispielsweise mithilfe von Social Media oder Webseiten haben die Organisation einen verbesserten Zugang zu größeren Netzwerken und potentiellen Partnern.

So arbeitet auch Project Child mit vielen Partnern zusammen, um die verschiedenen Programme zu fördern und auszubauen. Anstatt alleine zu arbeiten können wir durch die regelmäßige Zusammenarbeit mit unabhängigen Organisationen bedeutend mehr erreichen. Im November 2018 beispielsweise, führte Project Child in Zusammenarbeit mit den Semua Murid Semua Guru (SMSG) eine Diskussion über die Bedeutung der Bildungsbewegung in Indonesien, um die Idee des Freiwilligendienstes für junge Menschen zu fördern.

Organisatorische Effizienz und Effektivität

Eine erhöhte Effizienz und Effektivität sind weitere Vorteile in der Zusammenarbeit mit anderen Organisationen. Eine höhere Effizienz ermöglicht es den Organisationen ihre Ziele schneller zu erreichen. Durch eine höhere Effektivität können Ziele hingegen umfangreicher erfüllt werden.

Verbesserter Service

Die Zusammenarbeit mit anderen Organisationen bietet nicht nur die Möglichkeit, Serviceleistungen zu verbessern, sondern auch Zugang zu neuen Tools und Ressourcen. So fokussiert sich eine Organisation beispielweise auf die berufliche Ausbildung, während eine andere Organisation die Obdachlosen in der Gemeinschaft unterstützt. Durch die Zusammenarbeit der Organisationen können nun unter anderem mehr Trainings für die berufliche Ausbildung vermittelt werden.

Einbezug von Führungskompetenzen

Ein weiteres Hauptanliegen der Zusammenarbeit zwischen Organisationen besteht darin, Kapazitäten zur Erweiterung der Führungsqualitäten auszubauen. Bündeln die Vorstände verschiedener Non-Profit Organisationen ihre Fähigkeiten, ihr Wissen und Expertise, so können sie die Entwicklung ihrer Organisationen erfolgreicher vorantreiben. Die Partnerschaft ermutigt zudem weitere Vorstände und Führungskräfte sich anzuschließen und ihre Organisationen damit ebenfalls weiterzuentwickeln.

Jede gemeinnützige Organisation setzt sich nicht nur dafür ein ihre Ziele zu erreichen, sondern ist darüber hinaus bestrebt, in großem Maße andere Menschen zu inspirieren. Das gelingt jedoch nicht ohne weiteres. Erst die Zusammenarbeit der Mitarbeiter verschiedener Organisationen und deren gebündelten Ressourcen machen eine Inspiration in großem Maße möglich. In dieser Hinsicht hat Project Child Indonesien das große Glück, viele Möglichkeiten für erfolgreiche Zusammenarbeiten und Partnerschaften zu haben. Dies geschieht beispielsweise in Form von Workshops, Recherchen, Hosting oder Großveranstaltungen zur Finanzierung.

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Warum ein Bewusstsein für Mundhygiene besonders für Kinder wichtig ist

Der Gesundheitszustand der Zähne und des Mundes ist ein wichtiger Indikator für die Gesundheit des menschlichen Körpers. Unsere Zähne sind von essentieller Bedeutung für eine unbeschwerte Nahrungsaufnahme. Obwohl sich viele Menschen in Indonesien der wichtigen Rolle der Zähne bewusst sind, ist das Bewusstsein für die Notwendigkeit einer gewissenhaften Mund- und Zahnpflege gering. Zahnerkrankungen wie zum Beispiel Karies oder Abszesse (geschwollenes Zahnfleisch) sind die Folge. Aktuellen Studien zufolge können Zahnfleischinfektionen im schlimmsten Fall zu Herzerkrankungen führen.

Nach den Ergebnissen der Gesundheitsforschung 2018 ist Indonesien mit 57,6% der Gesamtbevölkerung eines der Länder mit der höchsten Häufigkeit von Zahn- und Mundgesundheitsproblemen. Besonders schlimm ist dabei, dass 93% der an Karies erkrankten Menschen in Indonesien Kinder sind. Für die Kinder kann dies unter Umständen auch Folgen in der Zukunft haben, sofern beispielsweise ihr Selbstbewusstsein durch Zahnerkrankungen beeinträchtigt wird. Aus diesem Grund wurde die Initiative „Frei von Karies 2030“ durch den indonesischen Gesundheitsminister, mit Unterstützung der Vereinigung der indonesischen Zahnärzte (PDGI), gegründet. Im Zuge der Initiative werden die Kinder in den Schulen für die Bedeutung der Mundgesundheit sensibilisiert. Eine Versiegelung der Zähne mit Fluorid soll darüber hinaus das Kariesrisiko verringern.

„Der Prozentsatz der Kinder in Indonesien, die im Jahr 2018 unter Zahnerkrankungen litten betrug 64%. Davon hatten 41% mit erheblichen bis starken Schmerzen zu kämpfen. Dieses Problem kann dabei einen großen Einfluss auf die schulischen Aktivitäten der Kinder nehmen.“

Dr. Ratu Mirah, Abteilungsleiter für Gesundheit und Wohlbefinden in der Unilever Indonesia Foundation

Im Vergleich zu Kindern, die gesunde Zähne besitzen, leiden Kinder mit Mundgesundheitsproblemen tendenziell unter mangelndem Selbstbewusstsein, haben Schwierigkeiten Kontakte zu knüpfen und vermeiden es, im schlimmsten Fall, zu lächeln oder gar zu lachen.

Zahn- und Munderkrankungen von Kindern sind zu einer ernsthaften Herausforderung geworden, die es nicht zu unterschätzen gilt. Ist die Erkrankung mit Schmerzen verbunden, so verringert dies oftmals nicht nur die schulische Produktivität der Kinder, sondern führt auch zu Appetitlosigkeit, die sich negativ auf das Wachstum der Kinder auswirken kann. Vorbeugende Maßnahmen der Eltern, z.B. der regelmäßige Kontrollbesuch bei einem Zahnarzt sind eher die Ausnahme. Daher ist es besonders wichtig, den Kindern die Bedeutung von Mundhygiene zu erklären. Um das Bewusstsein der Menschen in Indonesien in Bezug auf die Zahngesundheit zu verbessern ist neben den Initiativen der kommunalen Gesundheitszentren und UKS (Usaha Kesehatan Sekolah) auch ein Engagement lokaler Regierungen und die Einbeziehung von NGOs, die auch in abgelegenen Orten aktiv sind, notwendig.

Dies hat Project Child dazu veranlasst, Maßnahmen zu ergreifen um die „Frei von Karies 2030“ Initiative des indonesischen Gesundheitsministeriums zu unterstützen. Im August 2019 wurden daher im Rahmen der Flussschule des Sungai Gajah Wong kostenlose zahnärztliche Untersuchungen durchgeführt. Darüber hinaus hatten die am Fluss wohnenden Eltern und ihre Kinder die Möglichkeit, sich von den Zahnärzten der Opal Zahnklinik beraten zu lassen. Während der zahnärztlichen Untersuchungen wurden bei ca. 20 Eltern und Kindern Zahnerkrankungen wie beispielsweise Karies festgestellt. Somit konnte Project Child einen wichtigen Beitrag zu einem erhöhten Bewusstsein für die Notwendigkeit der Mundhygiene leisten. In Zukunft werden die Eltern darauf achten, dass ihre Kinder nicht nur regelmäßig Zähne putzen, sondern darüber hinaus auch den Konsum von zuckerhaltigen Getränken und Süßigkeiten reduzieren. Mögliche Zahnerkrankungen der Kinder und damit verbundene Nachteile in ihrer Entwicklung können somit bereits im Vorfeld verhindert werden.

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Die Sicherstellung einheitlicher Wasserqualität gemäß dem Umwelt- und Gesundheitswesen

Die komplexen Wasserprobleme in Yogyakarta erfordert weiterhin Maßnahmen, welche die Lokalregierung, Gemeinden, sowie in Regierungsprojekte involvierte Gruppen miteinbeziehen. So identifizierte einer der führenden Forscher der Pusat Penelitian Limnologi Lembaga Ilmu Pengetahuan (LIPI) den ungebremsten Bau von Hotels und Wohnungen, den mangelhaften Bodenschutz, sowie die veränderte Landnutzung als Hauptgründe für die Wasserkrise in Yogyakarta. Zusätzlich tragen Haushaltsmüll und Großunternehmen mit hohem Wasserverbrauch zu einer zunehmenden Verschmutzung von sauberem Trinkwasser bei.

Die Schaffung eines Bewusstseins für Wasser als ein für den Menschen lebensnotwendiges Element wurde zu einem der Hauptgründe für den Aufbau des Trinkwasserprogramms. Seit 2016 hat Project Child dieses Programm an mehreren Schulen erfolgreich durchgeführt und damit zur Erreichung des sechsten Sustainable Development Goal (SDG), dem Ziel der Sicherstellung der universellen Verfügbarkeit von sauberem Wasser und sanitären Einrichtungen, beigetragen. Darüber hinaus konnte Project Child im Juli 2019 das Trinkwasserprogramm an fünf neuen Partnerschulen (Cokrokusuman Grundschule, Sayidan Grundschule, Karangmulyo Grundschule, Ngupasan Grundschule, Wirosaban Grundschule) mit weiteren 22 Vertretern von Partnerschulen, sowie 3 Vertretern des Bildungs- und Kulturwesens durchführen.

Mit dem Trinkwasserprogramm wird der Zugang der Kinder zu angemessenem Trinkwasser verbessert. Außerdem liefert das Programm Informationen zur Sicherstellung der einheitlichen Wasserqualität gemäß den im Folgenden aufgeführten Anforderungen des Gesundheits- und Umweltwesens:

Physische Anforderungen:

  • Wasser muss sauber sein – die Trübung im Wasser entsteht durch die Verteilung feinster Sandgranulate
  • Wasser ist farblos und frei von gesundheitsschädlichen Stoffen
  • Wasser ist geschmacksneutral – salziges, süßes oder bitteres Wasser, ist ein Anzeichen dafür, dass dieses nicht zum Trinken geeignet ist
  • Wasser ist geruchslos – Gerüche deuten auf die Zersetzung organischer Substanzen durch Mikroorganismen im Wasser hin
  • Wasser hat normale Temperaturen – sich auflösende Chemikalien können das Wasser erhitzen und zu Gesundheitsproblemen führen.
  • Gelöste Feststoffe (TDS) übersteigen für sauberes Wasser nicht den Wert von 1000, bzw. 100 für Trinkwasser

Chemische Anforderungen:

  • Um Wasser bedenkenlos trinken zu können, muss der pH-Wert auf einer Skala von 6 bis 8 liegen. Der Säuregehalt im Wasser wird im Allgemeinen durch die Aufnahme von CO2 gebildet.
  • Wasser mit einem Eisengehalt von mehr als 0,1 mg, erkennbar durch gelb gefärbtes, nach Metall schmeckendem Wasser, stellt ein Gesundheitsrisiko für den menschlichen Körper dar.
  • Die Wasserhärte wird durch den Gehalt von Sulfat, Carbonat, Chlorid, Nitrat, Magnesium, Calcium, Eisen oder Aluminium im Wasser bestimmt. Eine Wasserhärte von 500 mg / l sollte nicht überschritten werden, um die Bildung von weißen Krusten auf Küchengeräten, Korrosion in den Wasserleitungen und Magenprobleme zu vermeiden.
  • Für die Wasserverschmutzung mit Nitrat und Nitrit ist hauptsächlich die Boden- und Pflanzendüngung verantwortlich. Übermäßige Mengen von Nitrat und Nitrit im Wasser können den Sauerstofffluss im Körper blockieren.
  • Wasserverschmutzung, die üblicherweise durch Blei verursacht wird, birgt große Gefahren für Nieren, Leber, Gehirn und kann im schlimmsten Fall zum Tod führen.

Biologische Anforderungen:

  • Das Trinkwasser darf nicht mit Kolibakterien kontaminiert sein. Diese Bakterien verursachen Verdauungsstörungen, zum Beispiel durch Durchfall und Erbrechen.
  • Es gibt aber auch andere Coliforme, die vermieden werden müssen. So können Salmonellen, die gefährliche Infektionskrankheit Typhus auslösen. Durch bestimmte Symptome gekennzeichnet wie Fieber, Kopfschmerzen, Bauchschmerzen und vermindertem Appetit, sowie verschiedene Verdauungsstörungen, kann diese Krankheit unbehandelt zum Tod führen.

Durchführbarkeitstests für sauberes Wasser gemäß der Norm der Gesundheits- und Umweltwesen sind erforderlich, da jedes Individuum das Recht auf Zugang zu sauberem Trinkwasser hat, welches gesundheitlich unbedenklich ist. Die Etablierung des Trinkwasserprogramms ist ein Engagement, mit dem Project Child zur Erreichung der Sustainable Development Goals beitragen möchte. Gleichzeitig wird das Bewusstsein der Menschen dafür geschärft, täglich vorbeugende Maßnahmen gegen die Wasserverschmutzung zu ergreifen, indem sie zum Beispiel ihre Abfälle nicht im Fluss entsorgen oder Wasser effizienter nutzen.  

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A Volunteer Perspective: Understanding ‘Everyone Can Do Good’ Motto

A Letter by : Nadia Dewinda Kristanto

Hi! My name is Nadia, I started doing volunteering for about 4 months now. Currently, I am juggling in between two unpaid roles, which both I rejoice investing time, thoughts, and energy in greatly. I am interning as a Community Engagement Coordinator at Project Child Indonesia, and also volunteering as a learning facilitator at an informal alternative school in Yogyakarta, Indonesia. Frankly, I am lucky enough to be part of these incredible spaces to grow as I have given wonderful opportunities to develop and serve.

Back in university, I undertook a community service. Although it was mandatory, I genuinely relished the moment and had such an amazing serenity. At which point, I have found community service therapeutic and brings me contentment. I also came across a realization that I like and want to be directly involved. Albeit how blissful it sounds, I ought to keep on reminding myself of my purpose. Questions were popping still, such as “Am I useful enough?”, “Am I doing it within the right place and or with community whichever urgent enough to be assisted?”, “Do all of these matters?”. By chance, I found a fair answer to alleviate that reluctance of mine. 

As luck would have it, I learn so much by being in a process with Project Child Indonesia. I caught up in their motto and how the organization members live up to it. Which fortuitously led me to have faith in contributing to humanitarian aid. ‘Everyone can do good’ is very beautiful yet strongly empowering words of wisdom. According to my interpretation, it taught me to be brave as each of us has the capacity to do good. The “do good” here translates to the context of helping. Along the way on having mutual exchange with Project Child Indonesia, I also began to value help significance as an intangible substance. The utmost humble formation of help is expression to care, thus, there is no measurement when it comes to helping others. Help always matters enough, even the smallest ones, and it should be done genuinely. In Project Child Indonesia, I discover that there are always dreams and hopes if you want to help, and those dreams and hopes are within you.

I wish this piece of writing may give you a little hint on how ‘Everyone can do good’ is the spirit of Project Child Indonesia and how you can inspirit it likewise in helping others.

How Digital Literacy Can Be Teached on Children

Written by : Mochamad Novritsa Zulfikar

The advancement of technology nowadays surely really influence educational sector. Various things in life that relate with education, like interaction model, literacy model, ability of understanding, and psychological aspect are the things that change since the development of technology. Thus, the change of view or educational method should be done either. Kai-Fu-Lee, on his Tedx seminar about “How AI Can Save Our Humanity”, said that Artificial Intelligence only disrupts on jobs that don’t need creativity and compassion. Both things will make us as the real “human”. Therefore, it is considerable if educational way should be also focused on both. That does not mean we only clear all the courses that already available, but also change the method of lessons and system that can increase their literacy ability.

The main point is, on taking the advantage of the technology advancement, we need a revolution in education that is not to meet the needs of the industry side, but to provide valuable experience to students, educators, or even parents, which is useful in dealing with after-school or real life. The availability of the internet can be both making a good thing or a bad thing for students. We Are Social and Hootsuites, on their report (Digital 2019 Global Overview) on how the internet users around the world (one of them is Indonesia) are growing, reported that the average of people in Indonesia spend their time on internet is 8 hours and 36 minutes a day. Moreover, for only social media activities, they spend for 3 hours 26 minutes a day, with 48% of them is around 13 – 24 years old. Since they already use internet for most of their life activities, we, as an older people than them, should make some actions to control. However, providing regulations or restrictions on children in using the internet is not a wise and effective solution. More fundamentally, giving them an understanding of how to use a good internet is the key. Or, it can be said, invites them to become independent learners based on the internet, in order to improve their literacy skills in seeing every things. That is often referred to as digital literacy.

Utilizing children’s curiosity can turn them into independent learners. Children are natural learners. But, how we can trigger children’s curiosity?

Increasing digital literacy is indeed not an easy thing, especially for children who still often use the internet only as a means of entertainment, not as a means of satisfying their curiosity. In fact, according to Sir Ken Robinson, also on his Tedx seminar about “How to Escape Education’s Death Valley”, He said that the teacher, in the context of education, is a determinant of success in the learning process. Teaching, is a creative profession, not only as a process of passing on information. So, in addition to only digitizing each learning method, students also need to be given an understanding of how to use the internet wisely and optimally. Maybe they, who still think of the internet as merely entertainment, just don’t understand if there is more that they can explore. Therefore, it should be our duty as an educated people to tell and teach them how.

References :

  • How AI can Save Our Humanity | Kai-Fu-Lee https://www.youtube.com/watch?v=ajGgd9Ld-Wc&t=63s
  • We Are Social and Hootsuites “Digital 2019 Global Overview Reports”
  • How to Escape Education’s Death Valley | Sir Ken Robinson https://www.youtube.com/watch?v=wX78iKhInsc


Project Child Indonesia Collaborate with Alumni Grant Scheme #1

This article is the first in a tri-series that provides a holistic demonstration of how Project Child Indonesia implemented and conducted a Drinking Water Program in the remote region of Fakfak in Indonesia’s Papua.


Project Child Indonesia (PCI) is an independent, community-based organisation working out of Yogyakarta City in East Java. As an organisation PCI seeks to alleviate poverty in the coastal and riverside communities of Indonesia through the prism of education, and is underpinned by a central vision: for 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.

A driving force in the pursuit of this vision is PCI’s Drinking Water Program (DWP). The DWP involves installation of water filter infrastructure in schools and the provision of reusable drinking bottles to students, coupled with educational programs to substantiate the filter infrastructure. These educational programs are underpinned by themes of environment and health, and their interconnections, to promote awareness and concern of these issues.

Through functioning, the DWP seeks to intervene and counter the poverty cycle through three lenses: ecological, health, and economic. The filter infrastructure provides children access to clean drinking water, and enables them to use reusable water bottles, leading to a reduction in plastic waste, and hence a direct ecological impact. Improved student health is achieved through the increased access to clean drinking water, coupled with the educational programs that facilitate student understanding of the importance of staying hydrated and avoiding sugary drinks. Finally, through the provision of free drinking water at schools, money spent by parents purchasing water bottles will be severely reduced, opening up limited income to other necessities.

Since 2016 PCI’s DWP has reached approximately 7091 people through it’s implementation in 37 partner schools. However PCI didn’t want to stop there, and wondered whether it’s model of the DWP was bound to Java by geographical context. An idea began to develop and evolve: was the DWP model transferrable to remote areas (where access to clean drinking water is less, and more expensive), and could it function with minimal supervision? Having witnessed the direct benefit derived through the DWP, PCI believed it could.

Enter Fakfak, a town of approximately 13,000 people in the Fakfak Regency of Indonesia’s Papua. Residing in one of Indonesia’s most remote areas, Fakfak is accessible only by boat or plane, with infrequent service and high costs associated to that service. The remoteness and access difficulty has one significant detrimental effect for those living in Fakfak, things are expensive… really expensive, and wages don’t compensate. To put things into perspective a little, while a simple meal of nasi ayam (chicken and rice) in Yogyakarta may cost around 10-12,000 Rupiah, that cost skyrockets to around 40-45,000 Rupiah in Fakfak! That’s a near 400% increase in the cost of a human necessity, food. This is also seen in regard to another basic human necessity, water. Where again in Yogyakarta a student may pay around 500 Rupiah for one water bottle, that same student would have to pay between 1-2000 Rupiah for the same bottle in Fakfak. These bottles are always single-use plastic bottles and represent the cheapest option for people in Fakfak! An even cheaper and more exciting option for students in Fakfak is high sugar content drinks. In Fakfak it is common that the cost of a can of coke will be cheaper than that of a glass of ice tea! When presented with these two options, who wouldn’t choose the can of coke?  Access to clean drinking water in Fakfak is limited, and associated costs high, the environment, people’s health, and economic capacity suffer as a result of this.

Another motivating factor behind PCI’s desire to work collaboratively in Fakfak is the government’s lack of capacity in regard to education and the deliverance of adequate resources for education in Fakfak. It is no indictment on the schools, but the struggle to provide students with an appropriate education that covers themes such as personal health and wellbeing, and the environment, reflect the lack of resources provided to those schools by the government. Environmental awareness is very limited in Fakfak, as it has been something missing from educational curriculums, and without awareness, concern cannot result. It is only through awareness and subsequent concern that personal change in regard to our behaviours toward, and perceptions of, the environment will result. It’s not that people do not care (and the desire from community members in Fakfak to work collaboratively with PCI to implement the program is a testament to the fact that they DO care) it’s that those that maybe seem not to, haven’t been provided with the adequate opportunity to develop that care. However within the lack of resources that characterises much of the education system in Fakfak exists an intense motivation on behalf of local teachers, and the governments understanding of its limited capacity and a subsequent openness to collaboration with organisations.

With the limited access to clean drinking water, the inflated costs associated with that access (those inflated costs characterising all basic needs), a lack of government resources directed towards environmental and health education (and the subsequent environmental and health issues), but an understanding by the government of their lack of capacity and a subsequent a desire an openness from them to work collaboratively to counter these issues, PCI was presented with an opportunity.

With the support from the Australian Government through the Alumni Grant Scheme administered by the Australia Awards in Indonesia, PCI have the opportunity to bring the program to this remote area, and to engage a community that would benefit from the program. PCI eagerly took up the challenge and set about the initial developments and adaptations of its drinking water program to the local context of Fakfak.

Atin Prabandari, the Advisor at Project Child Indonesia receive fund from the Australian Government through the Alumni Grant Scheme and administered by the Australia Awards in Indonesia. The views expressed within this article are those of the author(s) and not necessarily those of Australian Department of Foreign Affairs and Trade, Australian Embassy Indonesia, Australia Awards in Indonesia and Australia Global Alumni.

Project Child Indonesia Collaborate with Alumni Grant Scheme #3

This article is the third in a tri-series that provides a holistic demonstration of how Project Child Indonesia implemented and conducted a Drinking Water Program in the remote region of Fakfak in Indonesia’s Papua.


As Abie and Filla embarked on their long journey back to Yogyakarta from Fakfak  in Papua, they felt that their, and Project Child Indonesia’s (PCI), collaborative journey with the Fakfak community in West Papua was far from over. On the contrary, as they boarded the plane they understood this to be just the beginning in what they, PCI, and the community of Fakfak hoped to be a long and symbiotic relationship.

The testament to this relationship was immediate, and eagerly welcomed by Abie and Filla, who after only just arriving back in Yogyakarta, were in communication with volunteers, community members, and families from Fakfak. The content of this communication was varied with much of it having little to do with the Drinking Water Program, but more to do with the personal relationships forged between Abie and Filla, and the community of Fakfak. It was a heart-warming time for Abie and Filla as they began to understand the substance of the relationships forged, and saw that the impact of the Drinking Water Program transcended just the physical aims of providing clean water access and educational programs. This acknowledgement and understanding further instilled within Abie and Filla the desire to return to Fakfak when they next got the opportunity to do so.

Beyond the personal communication that Abie and Filla received from the community as the days went by messages, photos and videos began streaming in that demonstrated the impact that the Drinking Water Program had already had within the schools themselves. Photos of the water filters surrounded by smiling students, videos of the use of the filters – the excitement tangible through the screen! Messages coupled with these images from community members, school principals, teachers, and students’ families describing the excitement that followed the installation of the water filters and the subsequent student access to clean drinking water. Abie and Filla had difficulty describing what the content of these messages meant to them, happiness and pride didn’t seem to do it justice. What they did acknowledge however was that the hours upon hours of hard work taken up by them, and a myriad other hard-working dedicated individuals in the lead up to, and throughout the program itself, had been worth it. To see a tangible outcome in the form of student uptake was inspiring to them, and demonstrated not only the benefit, but also the necessity of this program.

With the wake of the program only in the nearby past, program outcome and uptake are only in their very preliminary stages. That being said however, the feedback received by Project Child Indonesia from its friends and collaborators in Fakfak has provided a platform of hope and excitement upon which both Project Child, and Fakfak firmly believe that the project, its teachings, and the associated outcomes can take flight. Access to clean drinking water is a fundamental human right. Project Child Indonesia wishes to see that right materialised for as many young people as they can. Fakfak represents the confirmed capacity of Project Child Indonesia to bring this access, and the associated education, to divergent contexts across the Indonesian archipelago, and is another step in the marathon that Project Child has embarked on; to materialise the basic human right of access to clean drinking water, and to provide the youth of Indonesia with the platform upon which they can become the agents of change that will see the sustainability of our planet pursued.

Atin Prabandari, the Advisor at Project Child Indonesia receive fund from the Australian Government through the Alumni Grant Scheme and administered by the Australia Awards in Indonesia. The views expressed within this article are those of the author(s) and not necessarily those of Australian Department of Foreign Affairs and Trade, Australian Embassy Indonesia, Australia Awards in Indonesia and Australia Global Alumni.

Project Child Indonesia Collaborate with Alumni Grant Scheme #2

This article is the second in a tri-series that provides a holistic demonstration of how Project Child Indonesia implemented and conducted a Drinking Water Program in the remote region of Fakfak in Indonesia’s Papua.


As you will recall from the previous article in this tri-series, in communication between Project Child Indonesia (PCI) and community members in Indonesia’s remote Fakfak regency, it was determined that a collaboration between the two to implement and conduct a PCI Drinking Water Program in Fakfak was both necessary, and possible, and PCI eagerly took up the challenge. Taking up the challenge was one thing, converting that challenge into practical implementation was another thing entirely.  The following article outlines the steps and processes of program implementation and eventual conductment as told by the two PCI staff that headed this project, Abie and Filla, project manager and education facilitator respectively.

An endeavour such as this isn’t cheap, remembering the inflated costs associated with life in a remote region such as Fakfak, but thankfully, after writing a proposal to the Australian government PCI received a $10,000 AUD grant from the Australian Government through the Alumni Grant Scheme administered by the Australia Awards in Indonesia. There was no turning back now, and in October 2018, the team at PCI began to eagerly engage in workshops on curriculum development for the project in Fakfak. The project was to take place over two weeks in March 2019, giving PCI staff only a few months to adapt the DWP curriculum to fi the time constraints, and the context. Working closely with contacts in Fakfak who would advise on the appropriateness of program components for the students in Fakfak, a curriculum and educative resources were developed that could be utilised and passed on to those in Fakfak in an attempt to promote program longevity after it’s formal conclusion.

The next step beyond initial curriculum development and adaption was to determine which schools would be engaged in the program. After communication with local community members PCI received eight recommendations that community felt would benefit most from the collaborative project. Within the budget it was agreed that these eight recommendations would be the schools that the program would be conducted in. With an adapted curriculum, target schools established in Fakfak, and an intense sense of hope and excitement on behalf of Abie and Filla, PCI embarked on its first external Java program.

On the 16th of March, after a thirteen-hour transit, Abie and Filla arrived in Fakfak for the first time. With little time for rest they got to work straight away. On the first day Abie and Filla met with the Kitong Bisa Learning Centre, a powerful organisation that provides weekly English classes for children in the remote regency of Fakfak. Discussions ensued about the possibility of collaboration and partnership to assist in the conductment and eventual maintenance of the program after the two weeks. Abie and Filla recall the warm reception they received from Kitong Bisa and the excitement and support provided by them that day, and throughout all others along the program journey, each day working closely with them. With an established partner in Kitong Bisa Abie and Filla spent the following day meeting with government to discuss the program, its objectives and implementation plans, and began school visits to inform them that the programs would be starting over the next week.

For the program to be implemented appropriately and sustainably, community engagement was of the upmost importance to PCI. The volunteer training component of the program was fundamental to program success. On the Wednesday night of the first week eighteen volunteers from Kitong Bisa, and another partner, Fakfak Mengajar, composed of all local community members, received program training. Volunteers were introduced to the program, and the water filter infrastructure itself – receiving the necessary skills to maintain and look after the filter infrastructure, and were introduced to the syllabus that they would ultimately be implementing in the schools. Taking place at the house of one of the volunteers, the training resulted in the development of positive relationships and the necessary training to equip the volunteers with the knowledge and skills needed to assist, and then take over and facilitate the program in Fakfak.

The following evening Abie and Filla were invited to a regional planning meeting with other NGOs in Fakfak and all government departments concered. Here they delievered a seven minute presentations on the DWP and subsequently received public endorsements from both government and fellow organisations. The groundwork had been laid, the volunteers equipped, the endorsements received; the program was ready to be brought to the classrooms.

The first class took place on the Friday of the first week with a high level of student and community engagement and an environment of openness and uptake of the program’s content. Students eagerly engaged with the filter infrastructure and the programs educative content and were excited by the new accessibility to clean drinking water! This set the standard for the program classes that took place over the next week and an intense feeling of gratitude overcame Abie and Filla, they were beginning to see the outcome of the hard work of so many people.

Beyond the classroom, Abie and Filla continued working tirelessly to ensure the schools, community members, and government officials were all equipped with the adequate knowledge and skills to maintain the drinking water infrastructure, and could work collaboratively to ensure its future. On the Tuesday of the second week an event was held with the department of health and education, and the partner schools to give training about the filter infrastructure and introduce the schools themselves to elements of the curriculum that could be maintained after PCI had left Fakfak, namely in regard to environmental awareness and personal health and wellbeing. Abie and Filla provided schools with the resources to maintain the deliverance of these curriculum elements.

Abie received a lot of support from community members in the installation process of the water filters, educating around their maintenance and empowering members to understand the necessity and benefit of the filter infrastructure.

While the in-school classes engaged the student side of things, Abie and Filla engaged extensively with local community members to share the program with them. While Filla engaged in some classes with Kitong Bisa – much to the excitement of students and community, Abie received a lot of support from community members in the installation process of the water filters, educating around their maintenance and empowering members to understand the necessity and benefit of the filter infrastructure. Abie and Filla did not take for granted the warm welcome and willingness engage with the program that they had received in Fakfak.

After two weeks Abie and Filla, in collaboration with Fakfak community members, had installed eight water filters in eight schools, trained eighteen (check this number) volunteers and equipped them with the skills to maintain filter infrastructure and program delivery, been endorsed by local government and concerned parties, and conducted program classes in seven of the eight schools (one school had exams on the day of the proposed educative program and could not participate, but the filter was installed and the volunteers conducted the class after Abie and Filla had left). It was with a heavy heart that Abie and Filla left after what was a powerful two weeks of shared learning and community engagement, and the relationships developed, education promoted, and ultimately the program conducted, filled them with hope and excitement for the future of the Fakfak program.

Atin Prabandari, the Advisor at Project Child Indonesia receive fund from the Australian Government through the Alumni Grant Scheme and administered by the Australia Awards in Indonesia. The views expressed within this article are those of the author(s) and not necessarily those of Australian Department of Foreign Affairs and Trade, Australian Embassy Indonesia, Australia Awards in Indonesia and Australia Global Alumni.

Project Child Indonesia Collaborate with Alumni Grant Scheme #1

This article is the first in a tri-series that provides a holistic demonstration of how Project Child Indonesia implemented and conducted a Drinking Water Program in the remote region of Fakfak in Indonesia’s Papua.


Project Child Indonesia (PCI) is an independent, community-based organisation working out of Yogyakarta City in East Java. As an organisation PCI seeks to alleviate poverty in the coastal and riverside communities of Indonesia through the prism of education, and is underpinned by a central vision: for 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.

A driving force in the pursuit of this vision is PCI’s Drinking Water Program (DWP). The DWP involves installation of water filter infrastructure in schools and the provision of reusable drinking bottles to students, coupled with educational programs to substantiate the filter infrastructure. These educational programs are underpinned by themes of environment and health, and their interconnections, to promote awareness and concern of these issues.

Through functioning, the DWP seeks to intervene and counter the poverty cycle through three lenses: ecological, health, and economic. The filter infrastructure provides children access to clean drinking water, and enables them to use reusable water bottles, leading to a reduction in plastic waste, and hence a direct ecological impact. Improved student health is achieved through the increased access to clean drinking water, coupled with the educational programs that facilitate student understanding of the importance of staying hydrated and avoiding sugary drinks. Finally, through the provision of free drinking water at schools, money spent by parents purchasing water bottles will be severely reduced, opening up limited income to other necessities.

Since 2016 PCI’s DWP has reached approximately 7091 people through it’s implementation in 37 partner schools. However PCI didn’t want to stop there, and wondered whether it’s model of the DWP was bound to Java by geographical context. An idea began to develop and evolve: was the DWP model transferrable to remote areas (where access to clean drinking water is less, and more expensive), and could it function with minimal supervision? Having witnessed the direct benefit derived through the DWP, PCI believed it could.

Enter Fakfak, a town of approximately 13,000 people in the Fakfak Regency of Indonesia’s Papua. Residing in one of Indonesia’s most remote areas, Fakfak is accessible only by boat or plane, with infrequent service and high costs associated to that service. The remoteness and access difficulty has one significant detrimental effect for those living in Fakfak, things are expensive… really expensive, and wages don’t compensate. To put things into perspective a little, while a simple meal of nasi ayam (chicken and rice) in Yogyakarta may cost around 10-12,000 Rupiah, that cost skyrockets to around 40-45,000 Rupiah in Fakfak! That’s a near 400% increase in the cost of a human necessity, food. This is also seen in regard to another basic human necessity, water. Where again in Yogyakarta a student may pay around 500 Rupiah for one water bottle, that same student would have to pay between 1-2000 Rupiah for the same bottle in Fakfak. These bottles are always single-use plastic bottles and represent the cheapest option for people in Fakfak! An even cheaper and more exciting option for students in Fakfak is high sugar content drinks. In Fakfak it is common that the cost of a can of coke will be cheaper than that of a glass of ice tea! When presented with these two options, who wouldn’t choose the can of coke?  Access to clean drinking water in Fakfak is limited, and associated costs high, the environment, people’s health, and economic capacity suffer as a result of this.

Another motivating factor behind PCI’s desire to work collaboratively in Fakfak is the government’s lack of capacity in regard to education and the deliverance of adequate resources for education in Fakfak. It is no indictment on the schools, but the struggle to provide students with an appropriate education that covers themes such as personal health and wellbeing, and the environment, reflect the lack of resources provided to those schools by the government. Environmental awareness is very limited in Fakfak, as it has been something missing from educational curriculums, and without awareness, concern cannot result. It is only through awareness and subsequent concern that personal change in regard to our behaviours toward, and perceptions of, the environment will result. It’s not that people do not care (and the desire from community members in Fakfak to work collaboratively with PCI to implement the program is a testament to the fact that they DO care) it’s that those that maybe seem not to, haven’t been provided with the adequate opportunity to develop that care. However within the lack of resources that characterises much of the education system in Fakfak exists an intense motivation on behalf of local teachers, and the governments understanding of its limited capacity and a subsequent openness to collaboration with organisations.

With the limited access to clean drinking water, the inflated costs associated with that access (those inflated costs characterising all basic needs), a lack of government resources directed towards environmental and health education (and the subsequent environmental and health issues), but an understanding by the government of their lack of capacity and a subsequent a desire an openness from them to work collaboratively to counter these issues, PCI was presented with an opportunity.

With the support from the Australian Government through the Alumni Grant Scheme administered by the Australia Awards in Indonesia, PCI have the opportunity to bring the program to this remote area, and to engage a community that would benefit from the program. PCI eagerly took up the challenge and set about the initial developments and adaptations of its drinking water program to the local context of Fakfak.

Atin Prabandari, the Advisor at Project Child Indonesia receive fund from the Australian Government through the Alumni Grant Scheme and administered by the Australia Awards in Indonesia. The views expressed within this article are those of the author(s) and not necessarily those of Australian Department of Foreign Affairs and Trade, Australian Embassy Indonesia, Australia Awards in Indonesia and Australia Global Alumni.

PPI Hongaria Support for Project Child Indonesia

Written by Sijbrand Albrecht Peeters, Community Engagement Associate
Project Child Indonesia


Indonesian Students Association or PPI is an organization consisting of Indonesia students studying abroad. Members of Indonesian Student Association (PPI) varies from students pursuing bachelors, masters and postdoctoral degrees. PPI Hungary members are mostly the recipient of Stipendium Hungaricum scholarship from the Hungarian government.

In an effort to raise awareness of social issues in Indonesia, Project Child Indonesia does not only invite domestic partners to achieve such a goal, rather a holistic approach to all levels of stakeholders, domestic and foreign. The fundamental notion of our work can only be achieved through collaboration, for sustainable change is a result of collaborative effort and not individual work.

In agreement with SDG goal 17, strengthening the means of implementation and revitalize the global partnership for sustainable development, a partnership and/or collaboration is formed between PPI Hungary and Project Child Indonesia is established. Through PPI Hungary’s UNICORN Program, it will help Project Child Indonesia’s goal for every child in Indonesia to have the opportunity to learn, to have a healthy start and to feel supported and secure living in an environment that is prepared for natural disasters.

UNICORN (Unite Our Voices for Children’s Education) is a social responsibility and/or community service program pioneered by PPI Hungary. The program is designed to provide social aid for those people, movement and organization that focuses on children’s education. Hence, Project Child Indonesia’s Sekolah Sungai (River School) and Sekolah Pantai (Beach School) was selected as a partner for the UNICORN program.

The shared value of PPI Hungary and Project Child Indonesia, to promote quality of education, drives the establishment of a partnership of both parties. Through this partnership, we aspire to raise a more extensive awareness on society thus creating a domino effect in participation to all levels of stakeholders.

Over the last month, PPI Hungary has performed various events to fundraise intended for Project Child’s Sekolah Sungai and Sekolah Pantai. Fundraising activities will be carried out until the beginning of October and we are inviting everyone to participate and/or donate to https://kitabisa.com/campaign/PPIHongaria

Through online crowdfunding, we hope to interact and invite bigger audiences. Encouraging those who share the same values and beliefs and come aboard our big effort in delivering and securing education to those who are denied or limited access to for a better Indonesia.