The Power of Engagement: A Selection of Inspiring Community Engaged Initiatives

PENERBIT UNIVERSITI KEBANGSAAN MALAYSIA

BANGI • 2012http://www.ukm.my/penerbit

edited by

Saran Kaur GillPrabha Sundram

Kamelia Shamsuddin

Contents

Foreword from the Vice Chancellor ... 7 Preface ... 9 Introduction ... 11

chapter1 TheGreenROSESchoolProgramme...19

chapter2 UKM-MNSInauguralEnvironmentAwareness Programme...24

chapter3 RainforestDiscoveryJourneyProgramme:Nurturing Eco-Volunteers...28

chapter4 UKM’sTasikChiniReseachCentre...31

chapter5 ImprovingBalanceandAgilitythroughvirtual RealityGames...39

chapter6 VisionScreeningProgrammetoReduceImpairment amongPreschoolChildreninMalaysia...43

chapter7 AHuluLangatInitiative:BeyoundBeing HealtyandFit...46

chapter8 HarnessingtheNation’sBestBrains: PERMATAPintar...51

chapter9 An Education-based University Community EngagementInitiative:KampungKundangUlu...56

chapter10 MicroControllerSchoolMentoringProgramme...60

chapter11 UKMAutism Learning Laboratory: Empowering ChildrenandCare-giverstowardsaMeaningfulLive...65

chapter12 PERKASA @ Remaja: Empowering Youth, TransformingCommunities...69

chapter13 LegalAidClinicandtheProvisionofAccesstoJusticefortheCommunityinNeed...73

chapter14 TheAIESECRedProject...76

chapter15 Teman1AzamNCWO-UKM:EmpoweringWomenthroughBusiness...83

chapter16 SIFEUKM:HoldMyHand...86

AssalamualaikumwbtandSalamSejahteraEstablishedin1970,UniversitiKebangsaan(UKM)isproudtorespond,toserveandstrengthenitscommunitiesthroughitscoremissionsofResearch,EducationandService. As a premier Research University, UKM emphasises communityengagement as a way of bringing innovations from research output forthe benefit of local and regional communities. We believe that it is the knowledgeexpertsandresearcherswhocandevelopcritical informationonareassuchaseducation,socialwell-being,health,poverty,environment,entrepreneurshipandtechnology–keyareasofconcernthatcangiveimpacttothedevelopmentofcommunities.Assuch,communityengagementatUKMisinstitutionalisedwithintheUniversity’sTransformationPlanandunderpinnedbytheeightNicheAreasofExpertiseattheUniversity. Thispublicationshowcasesadiversearrayofexemplarycase-studiesof community engagement initiatives at UKM. The stories exemplifyour best practices across various disciplines and demonstrate UKM’scommitment in channelling our resources and intellectual expertise toserve thewider community.Through these andmanyother engagementprojects,UKMalso contributes indeveloping critical humancapital forthenation-byprovidingtheopportunityforhands-oncommunity-basedlearningexperiencesthatequipourstudentswiththetoolstobesociallyresponsible,knowledgeable,productiveandadaptableintoday’scomplexworld. I take this opportunity to congratulate the Office for Industry and Community Partnerships for documenting these initiatives and so aptly

Foreword from the Vice-Chancellor

capturingthecommunityengagementspiritatUKMwithinthesepages.Ihopethatthestoriessharedhereareenlighteningandinspiring,andwillultimatelyprovidetheimpetusforevengreaterinitiativesthatcanfurtherstrengthen higher education’s role in driving community developmentacrossthenationandregion.

Thankyou.

Prof.TanSriDato’WiraDr.SharifahHapsahSyedHasanShahabudinVice-ChancellorUniversitiKebangsaanMalaysia

Animportantelementofinstitutionalizingcommunityengagementwithina researchuniversity is tobeable toprovidevisibility andpromoteourexemplaryengagementinitiativesthatcutacrossresearch,educationandservice.Withthisinmind,UniversityKebangsaanMalaysiainMarch2012organizedaninauguralworkshoponCapacityDevelopmentinCommunityEngagement:SharingBestPracticesatUKM.Thisworkshopshowcasedan amazing array of multi-disciplinary community engagement projectscarriedoutbybothacademicsaswellasstudentsatUKM.Thesecreativeknowledge-driven projects successfully integrated elements of research,education and service, and encompassed diverse themes such as health,environment,socialenterprise,education,youthandvolunteerism.Duringtheworkshop,thepresenterssharedtheirexperiencesonthechallengesofdevelopingmulti-stakeholdercollaborations,obtainingfunding,ensuringcommunityempowermentandprojectsustainability.Someoftheprojectshad been enabled through seed-funding provided by HEJIM’s ResearchGrantforCommunityEngagement. Thispublicationisinspiredbytheinnovativecommunityengagementprojects presented at this inaugural workshop and hopes to share thelessons learnt from these initiativeswith awider audience. We greatlyappreciate the contributions of all the UKM academics and studentswhosecommunityprojectsarefeaturedinthispublication.Theprojectsreflect the dynamics of the relationship between the university and its surroundingenvironment,andbreakdownthebarriersbetweenacademiaandcommunitytobuildpartnershipsbasedonmutuallyvalueduniversityand community competencies. This publication exemplifies the strength of engagementinunitingdiversestakeholderstowardsthecommonmissionof contributing to community development. Indeed, all those who havecontributedtothispublicationstandtestimonytoUKM’scommitmentasacommunity-engagedresearchuniversity.

Preface

Prof. Dato Dr. Saran Kaur GillDeputy Vice Chancellor

Industry & Community PartnershipsUniversiti Kebangsaan Malaysia

We live in times of greater accountability and this impacts on the field of highereducationtoo.Thereisagreaterdemandfromsocietyatlargetobeabletoseethereturnsoftheexpenditureinvestedinhighereducation;toseehowhighereducationhelpsthecommunitytogainbotheconomicallyandsocially.Inthiscontext,thereisastrongneedtoworktowardsensuringthathighereducationisrelevanttothelargersocietyouttherewhichcomprisescommunity,industry,governmentagencies,professionalassociationsandnon-governmentalorganisations. This is supportedby the following statementmadebyLawrenceS.Bacow, President ofTufts University and Chair of Steering CommitteeTalloiresNetworkduringtheMadridResolutionattheTalloiresNetworkLeadersConference2011:

Acrosstheglobe,thesocietiesinwhichourinstitutionsaresituatedare facing increased economic, social, and civic challenges.At the same time, in universities on every continent, somethingextraordinaryisunderway.Mobilizingtheirhumanandintellectualresources,institutionsofhighereducationareincreasinglyprovidingopportunitiesanddirectlytacklingcommunityproblems-combatingpoverty, improving public health, promoting environmentalsustainability,andenhancingthequalityoflife.Manyuniversitiesacrosstheglobeareembeddingcivicengagementasacoremissionalongwithteachingandresearch.Aroundtheworld,theengageduniversityisreplacingtheivorytower.

Transforminghighereducationthroughstrategicindustry-communitypartnershipsisalsothemainthrustofthe‘StrategicEnhancementPlanforUniversity-IndustryandCommunityCollaboration”whichwaslaunched

Introduction

12 / The Power of Engagement

in 2010by theMalaysianMinistryofHigherEducation. TheStrategicEnhancementplanreiteratesthat

Today, universities are not confined only to the generation of new knowledgebutalsotoencompassthecreationofapplicableandeconomically useful knowledge for the well-being of society,as universities are supposed to be the nation’s economic andintellectualengines.

Engagement at UKM

AtUniversitiKebangsaanMalaysia(UKM),webelievethatengagementbegins by bringing knowledge to life for communities in the nationthroughtheuniversity’sresearch,educationandserviceinitiatives.Whilstpreviously,UKMhad been engagedwith industry and community on amostlyinformalbasis,theseexcellentinitiativeshavelargelybeencarriedoutonanad-hocbasis,andneedtobecoordinatedandsystematisedsothatthereisgreaterimpactacrosstheuniversity.Theevidentneedforformalstructures to be established to spearhead university-wide engagementculminatedinSeptember2007,withthesettingupofthepostofaDeputyVice-ChancellorforIndustryandCommunityPartnershipswhichfurtherstrengthenedourcommitmenttouniversity–communitypartnerships.Themainaimofthisportfolioistodevelopaninnovativesystemwhichenrichesthecorebusinessoftheuniversity-education,researchandservice-throughsocial, economic, environmental and cultural engagement.Through thisportfolio,wemanagecommunityandindustryfocusedinitiativesthroughaformalsystemwithaclearpolicyandformalorganizationalstructure. HEJIM, (which is the Malay acronym for Hal Ehwal Jaringan Industri Masyarakat) is the Office of the Deputy Vice Chancellor (Industry &CommunityPartnerships) atUKM. HEJIM is dedicated to initiatingand coordinating multidisciplinary initiatives and acts as the centralcontact point for community and industry partnerships. HEJIM workssystematicallyandinamodeofmutualsupportwiththeViceChancellorand Deputy Vice Chancellors for Research & Innovation,Academic &InternationalAffairs and StudentAffairs &Alumni. HEJIM is directlysupported by three engagement offices - the Industry Liaison Office, Office ofUniversity-CommunityPartnerships,theChancellor’sFoundation–aswellastheHeadsofIndustry-CommunityPartnerships,apositioncreatedtodrive industry andcommunity engagement at theFaculties. Wealsowork closely with Faculty Deans, Institute Directors, and other seniorUKMstaff,andtogether,weprovidedirection,coordinationandsupport

Introduction / 13

tostaffandstudentsinworkingtogethertoachievetheUKMindustryandcommunityengagementvision. In February 2010, HEJIM developed UKM’s Strategic Plan forUniversity-Industry-Community Engagement to set out our vision,strategies, operational systems and processes for effective engagementacrossResearch,Education&Service.InthisStrategicPlan,“Engagementimpliespurposive,considerateandproductiveinteractionwithbothinternal(academia,administrative&professionalstaff,andstudents)andexternalstakeholders (industry, government agencies, NGOs and communities)for the establishment of mutually beneficial partnerships. All of these engagement initiatives aim to enhance and enrich the core areas of theuniversity – education, research and service – and facilitate a two-wayflow of expertise and resources through knowledge exchange partnerships that benefits all stakeholders – academia, industry and community – and ultimately the cities, nation and region” (UKM’s Strategic Plan forEngagement2010). WestrivetooperationalizeandsupporttheKeyResultAreaswithinthis strategic plan through innovative engagement initiatives which aregrounded inResearch,EducationandService– thecorebusinessof theUniversity.ForResearch,UKMencouragesandsupportscommunityandindustrybasedcollaborativeresearchthroughtheprovisionofseedfundingforinitiativesthathavedemonstratedvalueandsocialimpactthroughtwoinnovativeannualgrantschemes:TheUniversity-industryresearchgrantandtheUniversity-communityresearchgrant. We also realize that strategic and innovative engagement withstakeholders can greatly enhance theEducation thrust of the university,and develop critical workplace competencies that enhance graduateemployability whilst transforming our youth into socially responsibleglobal citizens. At UKM, the integration of community-based learningexperiences into the co-curriculum is facilitated through the StudentLearningContractProgrammewhichisaninnovativeinitiativedevelopedby UKM’s Vice-Chancellor, Professor Tan Sri Dato Wira Dr SharifahHapsahSyedHasanShahabudintoempowerstudentstoachievegenericcompetencylearningoutcomesthroughlearningcontracts. Thelearningcontracts require undergraduates to develop and participate in activitiesthat achieve specific learning outcomes. These activities need to be student driven,individualizedandinvolvesolvingreal-lifeproblemsorrealworldissues.Thestudentsareheldtotheircontractsofachievingtheseoutcomesthroughtheselectedactivities,andstandtogainco-curricularcreditsfortheirefforts.


Engagement at the Regional Level

UKM’s commitment to community engagement has gained the confidence and trust ofmany regional and international organisations, andwenowseetheneedforreplicatingourCommunityEngagementstrategicmodelandsharingexperiences,resourcesandideasthroughcreatingamultipliereffectacrosstheregion. ThishasculminatedintheestablishmentofAsiaEngage,abrandnameformedtomaximisethestrengthsoftheAsia-TalloiresNetworkofIndustryandCommunityEngagedUniversities(ATNEU),theASEANUniversityNetwork (AUN)ThematicNetworkonUniversitySocialResponsibilityand Sustainability (AUN-USR&S) and the ASEAN Youth VolunteerProgramme(AYVP).

Asia-Talloires Network of Industry and Community Engaged Universities

The Talloires Network is a global association of over 160 institutionsin 55 countries committed to strengthening the civic roles and socialresponsibilitiesofhighereducation.InJanuary2010,thenetworkbeganidentifying universities from around the world to provide a frameworkforwhichpoliciesoncivicengagementcanbemade.UKMcapturedtheattentionoftheTalloiresNetwork,duetotheinstitutionalleadershipofitsViceChancellor,Prof.TanSriDato’WiraDr.SharifahHapsahSyedHasanShahabudin in the area of industry and community engagement. UKMthen worked with the Taloires Network to establish a regional partnerknownastheAsia-TalloiresNetworkofIndustryandCommunityEngagedUniversities(ATNEU).

ASEAN University Network (AUN) Thematic Network on University Social Responsibility and

Sustainability

In October 2010, the ASEAN University Network (AUN) Secretariatorganised the inauguralWorkshoponUniversity’sSocialResponsibilityandSustainabilityfromASEAN-JapanPerspectives:SharingandCaringfor a Better Community, hosted at Burapha University, Thailand. TheparticipatingAUNmemberuniversitiesatthisworkshoprealizedtheneed

Introduction / 15

toshareandexchangeideas,bestpracticesandknowledgewitheachotherandwithdiversestakeholdersbothnationallyandacrosstheregion.TheASEAN University Network had the foresight and vision to set up theThematicNetworkonUniversitySocialResponsibilityandSustainability(USR&S)asanenablingmechanismtoachievegreaterregionalcooperationamongstthehighereducationinstitutionsinASEAN,tocontributetothesocial,economicandenvironmentaldevelopmentoftheregion.UKM’sbidandproposaltobetheSecretariatoftheASEANUniversityNetwork’sthematicnetworkonUniversitySocialResponsibility&SustainabilitywasendorsedbytheAUNBoardofTrusteesattheirmeetinginLuangPrabang,LaosinJuly2011.

ASEAN Youth Volunteer Programme

At the ASEAN Senior Officials Meeting on Youth in Hanoi, Vietnam on 18th October2011,theASEANmemberstatesthroughtheASEANSecretariatendorsedUKM todevelop and implement theASEANYouthVolunteerProgramme (AYVP). The AYVP is a dedicated youth volunteerismplatform supported by theMalaysianMinistry ofYouth andSports thatcreatesopportunities involunteerism, supports theexchangeof learningexperiences,developscapacity,enhancescross-culturalunderstandingandforgesasenseofregionalidentity,whilemakingasustainabledifferencetocommunitiesacrossASEAN. All these networks/programme under AsiaEngage aim to createmutually beneficial partnerships between the Research, Education and Volunteerismmissionsofhighereducationwithindustryandcommunitystakeholders across ASEAN and Asia. All of these knowledge-driveninitiatives will contribute powerfully to the development of anASEANandAsiancommunity,possessingnotonlystrongminds,butalsogeneroussoulstovolunteer,developandenhancethequalityoflivesofcommunitiesaroundtheregion.

And now, these are our stories…

Aswithallpowerfulstories,ourengagementstorytoobeginsathome.Thisselection of InspiringCommunityEngagement Initiatives atUKMpaystributetothetirelesscommitmentofUKM’sacademicsandstudentswhoarepassionateaboutensuringthatresearchandeducationattheuniversitycangenerateinnovations,exchangeknowledge,harnessresources,respond


tochallenges,provideserviceandmakeasustainableimpacttoempowerourcommunities. ThesevibrantprojectsexplorepertinentthemessuchasEnvironment,Health,Education,andSocialEnterprise,andstandasaglowingtestimonytoUKM’sbeliefthatwecanindeedtransformhighereducation through innovativeknowledge-drivencommunityengagementthat contributes impactfully and sustainably to the development ofcommunitiesinthenationandbeyond.

Iinviteyoutoread,beinspiredandjoinusinthisexcitingjourneywhichislimitedonlybythedegreeofourimagination,thematchingofcommoninterestsandthepassiontoplanandimplementtheseopportunitieswithourminds,heartsandsouls.

CLIMATE CHANGE,ENVIRONMENT AND COMMUNITY

DEVELOPMENT

The Green ROSE School Programme

Professor Dr. Hazita AzmanDean, Faculty of Social Sciences and Humanities

[email protected]

“The practice of conservation must spring from a conviction of what is ethically and aesthetically right, as well as what is economically expedient. A thing is right only when it tends to preserve the integrity, stability, and beauty of the community and the community includes the soil, waters, fauna, and flora, as well as people.”

- Aldo Leopold, Author & Ecologist

Introduction

The Green ROSE School programmeis being championed by UniversitiKebangsaan Malaysia (UKM)’s Facultyof Social Sciences and Humanities anddrivenby itsDean,ProfessorDr.HazitaAzman. The programme was developedunder the University’s climate changeresearch niche which is headed byProfessorDr.SharifahMasturaSyedAbdullah. Theprogrammeaims to raiseenvironmental literacyandawarenessamongyoungchildreninprimaryschools.Thisisachievedbydisseminatingkeyissuesrelatingtotheareaofclimatechangethroughinnovative,age-appropriateandculturallyacceptablemultimediamaterialsand learningaidsonclimatechange. The programme focuses on changing the actions and attitudes ofchildren by promoting efficient energy usage, clean and green transportation,

Chapter 1


responsiblewastemanagementandtheuseofalternativeenergysources.TheprogrammeeducatesthestudentsusingtheROSEmethod,whicharetoReduce,Offset,SubstituteandEnhancewhileembeddinggreenvaluesamongthechildren,creatinggreenerfamiliesandcommunities. Through this programme, schools are also guided on the effectiveuseofclimatemeasurementtools,andonhowtoestablishaminiforesteco-system which is used to track and reduce daily carbon footprints.Theprogrammeisalsousedbypublicschoolsasaco-curricularsubject,involvingUKMstudentsasfacilitatorsandmentorstotheschoolchildreninhighlightingclimatechangeissues.

Establishing Strategic Partners

The Green ROSE programme is exemplary in creating effective andmeaningfulthree-waycollaborationbetweentheindustry,communityanduniversity.Todate,ithasimpactedatleast800primaryschoolstudentsinfourteenpublicschoolswhileinvolvingakeyindustryplayer,UEMGroup,as well as the Pintar and CIMB Foundations to provide financial assistance. UEMGroupandthePintarFoundationhavealsogoneoutoftheirwaytoassistbyprovidingstaffmemberstovolunteerintheprogramme.

The Green ROSE School Programme / 21

The programme focuses on changing the actions and attitudes of children at a time when they are most impressionable. Through this programme, important green values can be successfully embedded, and hopefully carried through to adulthood.

To-date, the programme has enlisted the participation of over 80undergraduatestudentsfromvariousschoolsundertheFacultyofSocialSciencesandHumanitiesaswellasFacultyofScienceandTechnology.Thetraining provided has two main aims: firstly, to educate the undergraduate traineestobeeffectivefacilitatorstocommunicateclimatechangeissuestoschoolchildren,andsecondly, totransformthemintoclimatechangeambassadors forUKMbyactinguponwhat theyarecommunicating tothecommunityatlarge.Afterthetrainingsession,thestudentsarepairedwithteachersfromparticipatingschoolsandvolunteersfromsponsoringagencies,tosetupdemonstrationworkshopsintheschoolstoimplementthe Green ROSE activities. For this purpose, the Green ROSE teamdevelopedandpublishedtrainingmodulesfortheUKMtraineesaswellasfortheteachersandvolunteers. Implementingtheprogrammenationwideposedachallenge,butthiswaseasedduetotheclosepartnershiptheprogrammehaswithrelevantcentres within the University. This includes UKM’s Climate ChangeInstitute,theEarthObservationCentreandtheFacultyofSocialSciencesand Humanities. Their roles range from preparing the programme forimplementation and writing of activity books, to organizing trainingworkshopsandarranging relevantmeetingsbeforeandaftereacheventrelatedtotheprogramme. UKM’s undergraduatestudents play a big role inexecuting the programme’sactivities. The students aretrained to be facilitators fortheGreenROSEprogramme,and given specializedknowledgeonhowtoexecutethe modules that have beendeveloped. The modules aremadeupoffourmainunitswhichcompriseinterpersonalcommunication,childpsychologyapproaches,presentationandpublicspeakingskills,andprojectmanagement. These students play the integral role of disseminating andcommunicating the knowledge that has been researched to educate thechildrenonhowtotackleimportantenvironmentalissues.Theyalsoworkhardatimplementingactivitieswithintheprogrammebynotonlyengagingwiththechildren,butgettingthemtoparticipateinanactivemanner.The


studentsdemonstratetheirpassionthroughcompostingactivitiesandtheupkeepof theirGreenfolioswhichalso includesacollectionofpressedflowers.

Sustainable Rewards for the Community

Oneofthemostsustainableaspectsofthisprogrammeistheinvolvementofprimaryschoolchildren(between7and12yearsold)ata timewhentheyaremostimpressionableandcanbeeasilymoulded.Byimplementingthisprogrammeattheprimaryschoollevel,importantgreenvaluescanbesuccessfullyembeddedfromayoungage,andhopefullycarriedthroughtoadulthood. Adirectresultfromthisprogrammeisthat,schooladministratorshavepledgedtomaintainandmonitortheminiforesteco-systemthathasbeendeveloped within the participating schools. The mini forest eco-systemconsists of trees that have been selected and planted within the schoolcompound. Theseare specially selected trees thatcanbestdemonstratethedynamicsandecosystemofatypicalMalaysianforest.Apartfromthis,schooladministratorshavealsopledged tocontinuepracticingactivitiesdeveloped during the programme and integrate these initiatives into theschoolculture,suchascompostingthecanteenandgardenwasteproductstoreducethecarbonfootprintoftheschool.Thestudentsthemselvesarealsoabletodemonstratetheirincreasedknowledgeandawarenessonclimatechange,aswellastheimportantroletheyplayineffectingchange. WiththeROSEmethod,childrenwhoactivelyfollowthisprogrammeareabletocontinuouslymonitortheirowncarbonfootprintonadailybasisusingtheGreenFolio,andusea4-in-1temperaturemeasuringinstrumentto monitor temperature changes of the mini forest eco-system createdwithin their respectiveschoolcompounds.Bydoingso, thechildrenareabletoappreciateforestfunctionsandissuesthatcauseclimatechange. The aim to expand and extend the reach of the Green ROSEprogramme’simpactonthecommunityisrealizedthroughtheappointmentoftheparticipatingstudentsasClimateAmbassadorsattheschools.TheAmbassadors act as changeagents in the school and in the surroundingcommunity,andarealsoimportantrolemodelsfortheirpeersandfamilymembers. These elected ambassadors then become part of an onlinecommunitywhichisconnectedthroughtheGreenROSEwebsite. Withclearmodules,theprogrammehasalsoensuredeasyreplicationof theGreenROSE initiativeso that itmaybeexpanded to reachotherschoolsnationwide.

The Green ROSE School Programme / 23

Involving the Community

Apartfromsuccessfullyincreasingtheawarenessandknowledgeofyoungchildrenonclimatechangeandthenaturalenvironment,theprogrammehasalsobeensuccessful instrengthening thecommunity’scommitmenttowardsreducing theirdailycarbonfootprint.Current issuesonclimatechange and globalwarmingwere also in the forefront of themessagesthatwererelatedtothechildren,creatingahighlyinformedsetofprimaryschoolstudentswhocanputthesemessagesintoactionthroughactivitiessetoutbytheGreenROSEprogramme. As the school children are highly dependent on their parents andguardians,involvementofthesurroundingcommunityintheprojectsandactivitiesofGreenRoseisacriticalcomponentofthisprogramme.

Today

The project is still going strong today,gainingkeeninterestfromvariousindustriesand foundations,withplans to invest theirresourcestoexpandtheprogrammeacrossMalaysia. The Green ROSE programmetargets to involve more lecturers fromUKM to be champions at the variousschools. There are also plans to increasethe involvement of UKM students from80to200,andsubsequentlyexpandingthenumberofprimaryschoolstudentsto2000.A total of 100 volunteers from corporateagenciesarealsocurrentlybeingsourcedtobetrainedexclusivelyforthisprogramme.

UKM-MNS Inaugural EnvironmentalAwareness Programme

Dr. Wan Juliana Wan AhmadForest Reserve Coordinator, Faculty of Science and Technology

[email protected]

Coming together is a beginning; keeping together is a process; working together is success.

- Henry Ford, Industrialist

Introduction

Led by UKM’s Faculty ofScience and Technologywith the support of the Office forIndustryandCommunityPartnerships, the MalaysianNature Society (MNS) andtheInstituteforEnvironmentandDevelopment(LESTARIUKM), this programmefocuses on environmentaleducation of the younger generation, one of the important first steps towardspreservationofourenvironment. The18-dayprogrammetookplaceattheKualaSelangorNatureParkandthepilot initiativeinvolved24multi-disciplinarystudentvolunteersfromUKM’sFriends of theGardenClub. With the input ofMNS, anNGO that is directly involved in conservation and awareness, twomodules-biodiversityassessmentandenvironmentaleducationoutreach-

Chapter 2

UKM-MNS Inaugural Environmental Awareness Programme / 25

wereprepared.Theaimoftheprogrammewastoexposetheparticipantstoobservatory skills and field work techniques of identifying selected species in theirnaturalhabitat, and theconceptof environmental educationandnatureinterpretation. Throughthisprogramme,asuccessfuleducationalmodulewasdevelopedthatwouldenablethestudentstobecomeeffectivefacilitatorswhowouldbeabletoeducateyoungschool-goingchildrenandmembersofthepubliconthenaturalenvironmentinthenextphaseoftheproject. TheKualaSelangorNatureParkwasoncemarkedtobebulldozedtomakewayforagolfcourse.However,in1987,MNSsteppedintoprotectthisnaturalhabitat,whichhassincebecomeasanctuarytomanyspeciesofflora and fauna. The park is an ideal venue for the programme, as it hosts approximately156birdspecies,57ofwhicharemigratory.Itisalsofamousfor its high population of the firefly beetle, a nocturnal luminous insect that thriveson theabundantmangrove trees in thepark thathasenabled it tobecomeatouristdestination. Championed by the Faculty of Science and Technology’s ForestReserve Coordinator, Dr. Wan Juliana Wan Ahmad, the programme isdivided into two modules. The first module focuses on research whereby the students are trained to monitor the daily habits of birds and fireflies withintheirnaturalecosystematthepark.Outcomesfromthisresearcharethenpresentedattheendoftheprogramme.Thesecondmodulefocuseson the development of a specific educational module which will be used toeducatethecommunity,touristsaswellasschoolstudentstoappreciateandconservethenaturalenvironment.


Enhancing the Learning Experience

Undertheprogramme,thestudentsweretrainedbytheMNSfacilitatorsto identify and monitor the many species of birds at the park. Whileobserving the birds, these students would record valuable informationabout them which would then be published as a catalogue and madeavailable to members of the public. Recording the information is alsoessentialtotrackingdownthenumberandtypesofspeciesofbirdsatthepark,whichinturn,isessentialinconservationandpreservationefforts.Theprogrammehasalsogreatlyincreasedthestudents’knowledgeontheenvironment which can then be applied to their own fields of study. At night, the students weretasked to observe the fireflies in the park area. Despite being anattraction for tourists in KualaSelangor, the fireflies constantly face threats from developmentthatwill lead to the destructionof their breeding grounds. Theparkareahowever, isprotected,allowing the students to studythe fireflies in its own habitat and naturalelement. During the programme, the students learn about the main speciesof fireflies that can be found at the Kuala Selangor Nature Park, the ColophotiaandtheDiaphanes,andhowtoidentifythemalesandfemalesof the species and to recognise their dailyhabits. Information recordedduringthecourseoftheprogrammewillthenbeusedineffortstoconservetheinsectsinKualaSelangor. Usually accustomed to the confines of their air-conditioned classrooms, the studentshad toquicklygetused towalkingacross thevastparkofalmost four square kilometers while observing the birds or the fireflies. Theexperiencehowever,hasenhancedthestudents’genericcompetenciessuchasleadership,teamwork,communicationabilityanddecision-makingskills through experiential learning and volunteerism, and has sincebolsteredtheirenthusiasmandpassionforthenaturalenvironment.

A programme like this opens up our minds to a world outside of our own. With greater participation from our peers, I believe that the quality of research will improve and they will see the need for us to preserve Mother Nature for our future and the future of our children. – Siti Aminah Bassa bt. Nawang, 3rd year Biology Programme student.

UKM-MNS Inaugural Environmental Awareness Programme / 27

Goals for the Future

As a first step towards integrating community engagement and volunteerism intotheco-curriculum,thestudentsinvolvedinthisinauguralprogrammehave successfully gained co-curricular credits through UKM’s StudentLearningContractProgramme. The Student Learning Contract Programme was launched in 2010withtheaimofdevelopingiswell-roundedgraduatesthroughself-drivenactivities that will achieve 8 identified learning outcomes. These include communication skills, information management skills, critical thinkingandproblem-solving,allofwhichwouldhavebeenlearnedbythestudentsduringtheprogramme. The partnership between the University and MNS will be furtherstrengthenedinthefuture,asexpertsfromMNSwillsitontheFaculty’sadvisory board to assist in reviewing the curriculum and to embedenvironmental outcomes, beginning with the Faculty of Science andTechnology. Long term goals involve securing sustainable funding anddevelopingmechanismstointegratethisprogrammeintothecurriculum,andeventuallyleadtoUKMofferingelectivecoursesonconservationandthenaturalenvironmentthatwillbeavailableatallfaculties.

Rainforest Discovery Journey Programme: Nurturing Eco-Volunteers

Dato’ Shaharuddin Mohamad Ismail Fellow, Institute for Environment and Development (LESTARI)

[email protected]

“UKM is truly blessed. We are the only university that has a campus within a forest, and forest within a campus”

– Dato’ Shaharuddin Bin Mohamad Ismail

Introduction

ThelandonwhichtheUniversity’sBangicampusiscurrentlybuiltuponwasoncegazettedonthe31stofDecember1906asaforestreserve,makingitoneoftheoldestrainforestsinMalaysiaatmorethanahundredyearsold.Atotalareaof350hectaresoftheremainingforestreserveisstillforested,comprisingalowlanddipterocarpforestthatisrichinbiodiversity. Appreciatingthis,UKM’sInstituteforEnvironmentandDevelopment(LESTARI) developed a bespoke Rainforest Discovery Programme tocreateandunderstand the roleof the forestwithin theoverall settingofthe university. The main objective of the programme was to introducethe unique forest setting including its rich flora and fauna to the campus communityparticularlytotheundergraduatesandgraduatestudents.Theprogrammealsoillustratestheecologyandtheroleofforestintheoverallecosystemmanagementof thecampus.ThisalignswithUKM’s launchof the Sustainable Campus Programme in 2007, with a commitment topracticesustainabledevelopmentby2020. With the opportunity for hands-on field experience, the programme is anovelwayforschoolchildrenandthelocalcommunitytoenjoylearningandexperiencetheforestupclose.Thisisdonethroughthedevelopment

Chapter 3

Rainforest Discovery Journey Programme / 29

oflearningmodulesthatvisitorstotheforestareabletousetolearnmoreaboutroleoftheforestasacarbonsinkarea. Tofurtherenhancetheprogramme,aneco-volunteerprogrammewasestablishedamongtheundergraduateandthegraduatestudents.TheyformacoregroupthataimstospreadthespiritofenvironmentalvolunteerismamongtheUKMcommunityandtoactasfacilitatorstoschoolchildrenandmembersofthepublicwhowanttotakeatourofUKM’srainforest. The eco-volunteer programme was first developed with a cadre of volunteers across various disciplines from the Ibu Zain InternationalStudentHouse(IZISH).ApartfromgettingmembersofthepublicaswellasUniversitystudentstoappreciatethebeautyandwonderoftherainforest,theprogrammealsohelpsinexplainingthecomplexityoftheecosysteminawaythatiseasilyunderstoodbyall.Duringthetour,visitorsaregivenactivitysheetsthathelpthemunderstandtherainforestbetter. The programme wasconceptualisedbasedonStudentCentred Learning principleswhicharefastgainingacceptanceand credibility in institutions ofhigherlearningaroundtheworld.Volunteerism among students isvitalinthiscontexttomakethemmoreself-reliantandwell-roundedgraduates.Currently,thereareatotalof51volunteersfromIZISHwhoarealsoambassadorsfortheRainforestDiscoveryJourneyProgramme. Inordertostrengthenandtestthemodulesthathavebeendeveloped,LESTARIactivelyorganises‘trainthetrainers’sessionsinschoolsacrossMalaysia. In 2011, the institute organised seven training andworkshopsessionsinvolvingitsvolunteersandschoolchildren.

Reaching Out to Youth

Inabidtoinvolvemoreyouthinitsenvironmentalprogrammes,LESTARIhas also partnered with the Malaysian Environmental Foundation forYouth,YayasanAnakWarisanAlam(YAWA)todisseminatethemodulesithasdevelopedtoreachouttoawideraudienceacrossMalaysia.YAWAhassinceadaptedthe‘trainthetrainers’moduledevelopedbyLESTARItoreachout toschool-goingchildrensoas to inculcateadeepsenseofresponsibilityfortheenvironmentandsubsequentlymotivatethemtolivesustainably.

With the opportunity for hands-on field experience, the programme is a novel way for school children and the local community to enjoy learning and experience the forest up close.


Future Plans

LESTARI is in the process of further strengthening the modules it hasdeveloped,andincreasingthenumberofvolunteersamongUKMstudents.Therearealsoplanstoeventuallyrewardthevolunteersintheprogrammebygiving themcredit hours in their curriculum.This is currently beingdeveloped by UKM’s office of Industry and Community Partnerships in collaborationwiththeMalaysianNatureSociety(MNS).

UKM’s Tasik Chini Research Centre

Prof. Datin Dr. Mushrifah IdrisHead, Tasik Chini Research Centre

[email protected]

We abuse the land because we regard it as a commodity belonging to us. When we see land as a community to which we belong, we may begin to use it with love and respect.”

- Aldo Leopold, Author & Ecologist.

Introduction

Tasik Chini (orChiniLake) is thesecond largest natural freshwaterlake in Malaysia after Tasik Bera(Bera Lake). Approximately 100kilometres from Kuantan, andlocatedwithinthestateofPahang,the lake is accessible via thehighway through Chenor or byboat across thePahang river fromKampung Belimbing. Under theNationalLandCode1964 in1989, a5,085hectare area inTasikChiniwas gazetted as a Reserved Area for public use, specifically for tourism activities.In2008,alargeroverlappingareawasdesignatedasaUNESCOBiosphere Reserve, covering the lake catchment area and its feederstotaling6,951.44hectares. The water body comprises 12 interconnected open water bodiescalledlautbythelocalOrang Asli communities.ItsonlyoutlettoSungai Pahang is by Sungai Chini.The communities of the indigenous Jakuntribelivearoundthelake.Tasik Chini’swaterbodycoversanestimated202hectaresofopenwaterand700hectaresofriparianandwetlandzones.Tasik Chini itselfissurroundedbynaturalhillsandlowlanddipterocarp

Chapter 4


forests,disturbedforests,vegetatedlowhillsandundulatinglandswhichconstitutethewatershedoftheregion. Currently however, Tasik Chini is in critical condition, whereby itswater body has decreased by 48% in a short period between 1998 and2004. The continuing erosion, sedimentation and blockage of water flow couldresultinfurtherdeteriorationofthesensitivefreshwaterecosystem.Therehasalsobeenextremeenvironmentaldegradationthatisattributedtoseveraldirectandindirectfactors,suchasencroachmentintoitscatchmentarea, deforestation, incompatible land use, changes in the water levels,and a lack of clear guidelines formanagement and conservation.Thesefactorshaveledtothedeteriorationofthelake’swaterquality,dryingupofseveralfeederrivers,lossofseveralspeciesofplantsandwildlife,riverbankerosionandthedepletionofnaturalresourcesthatsupportthelocalindigenouscommunities. In order to conserve, rehabilitate and protect this lake and itssurrounding area, Universiti Kebangsaan Malaysia (UKM) in 2004establishedtheTasikChiniResearchCentretoarrestfurtherdeteriorationandtorestorethelaketoitsnaturalstate.WithTasik ChinibeingaccordedUNESCOBiosphereReservestatusandtheeagernessofthePahangStateGovernmenttoestablishTasik Chiniasastatepark,theseenvironmentalproblemsneedtobeaddressedimmediately.Thelakenotonlyneedstobe rehabilitated, but conserved, suitablymanaged, and re-established asnotonlythepremierresource-basedtourismdestination,butalsoalivinglaboratoryforresearchandeducationinMalaysia.

Taking Immediate Action

Thecurrent situation inTasikChini calls for immediate action to arresttheworseningcondition.Todothis,UKM’sTasikChiniResearchCenterwilloverseetheconstructionofafreshwaterlaboratorycomplexthatwillbebuilt inaccordancewiththegreenbuildingindexcriteriainlinewithbiospherereserveconceptsthathavebeenestablishedUNESCO. Thelaboratorycomplexwillberesponsibleformonitoringthewaterquality of the lake and its flora and fauna as well as the impact it faces from thenearbydevelopments.Thelaboratoryalsointendstoundertakeresearchrelated to freshwater, including freshwater relatedmicrobiology studies,greentechnologyandengineeringdevelopmentnotonlyforTasik Chini,butalsoforanyfreshwaterresourceinthecountry.Thecomplexintendsto be the center for research in the South EastAsia Biosphere ReserveNetwork(SEABRNet).

UKM’ s Tasik Chini Research Centre / 33

Thecenterhasalsoestablishedpermanentwaterqualitymonitoringstationsprimarilytodevelopabaselinecharacterisationofthelake’swaterquality with respect to seasonal fluctuations, and data collection of selected parametersatstrategiclocations.Allthisprovidesastronginferenceforthe development of system-wide management and protection policies.Well-designed, real-time monitoring programme such as these provideassistancetothecommunityandtothedistrictasameansofearlywarningandemergencyresponseinthearea.

Engaging with Communities to Preserve the Biosphere Reserve

Engaging with the local community remains to be one of the essentialingredients in managing Biosphere Reserves. Although it has beenfoundthatengaginganindigenouscommunitycanbechallenging,joint-programmeswiththelocalcommunitybytheresearchcentersofarhavebeen encouraging due to the high respect and trust the community hastowardsUKM.Joint-programmesthathavebeenestablishedsofarhavebeen effective such as the reforestation and lake cleaning programmes,wherethelocalcommunityusetheirlocalknowledgeoftheareatoassistmoderntechnology. One of the localcommunitiesatTasik ChiniismadeupoftheOrang Asli(aborigine) folk of Jakunorigin, who are spread outacrosssixvillagesandhavebeen living in the TasikChini area for more than80 years. The communityrepresents 86 householdswhichformtheimmediatecommunityfoundlivingwithinthelake. Anothercommunity,locatedabout10kilometresawayfromthelakeistheFELDAsettlers’community(FederalLandDevelopmentAuthority).This community comprises 495 households with a total of 3,845individuals.OthercommunitiessurroundingtheareaaresmalltraditionalMalayvillagesalongthefeederriversthattotalupto344households. Basedonresearchdonebythecentre,itwasfoundthattheimmediatecommunitiesatthelakeheavilyrelyonthesurroundingenvironmentas


theirmain source of income.Apart fromharvesting the forest for foodandincome,thecommunityisalsoinvolvedintourismrelatedactivities.The Orang Asli folk in particular, work as boatmen or tour guides fortouristsandalsousetheforesttoproducehandicraftswhicharethensoldtovisitors. Realisingthis,thecentrehascollaboratedwithUKM’sPhysicsDepartmentofMaterialSciencefrom the Faculty of Scienceand Technology to initiate aprogramme that involves thewomenfolk of the communityin a paper-making communitycottage industry. The industryuses local resources which aremade intonovel souvenir itemsfortourists.Thisincludesbookmarks,bagsandotherpaperproductsthataremadefromforestresources.Jakunwomenarethemainparticipantsoftheprogrammewhoareeagertolearnthetechniquesasanextrasourceofincomefortheirhouseholds.Thecentrealsoassiststhehandicraftmakersindiversifying theirproducts tomeet thedemandsof tourists.Productsproduced by the women are then exhibited and sold through eventsorganised by the research centre, creating a sustainable small businessoperationforthecommunity. The centre focused on promoting the programme to the Jakuncommunityforthreeyears,resultinginastrongbondoftrustbetweenthecommunityandtheuniversity.ItiswiththistrustthatUKMhasbeenabletoconductfurtheractivitieswiththecommunity. AsaUniversitythatstrivestoconserveandpreserveMalaysia’snaturalheritage, UKM, through the Tasik Chini Research Centre has workedtirelesslytoshowcaseandpreservetheKelundangDance,aheritageoftheJakunfolk.Throughresearchstationprogrammes,theKelundangDanceisshowcasedtovisitors.ThecentrealsoworkscloselywiththeTasik Chini primaryschool tomotivateandencourage themto learn thedanceasawaytopreservethedanceskillsformanyyearstocome.

Knowledge Eco-Tourism

Inordertoensuresustainabledevelopmentaswellastocreateeconomicopportunities for the communities at Tasik Chini, the research centre

Engaging with the local community remains to be one of the essential ingredients in managing Biosphere Reserves. Joint-programmes with the local community by the research center so far have been encouraging due to the high respect and trust the community has towards UKM.

UKM’ s Tasik Chini Research Centre / 35

promotestheadvantagesofknowledgeeco-tourism.Currently,thecentrehas made great efforts to produce tourist guide modules at each of theresearch stations within the lake area. The modules are specifically designed allowuserstolearnin-depthknowledgeabouteachresearchstationarea.This includes information on its biodiversity, geology, cultural heritage,researchfacilitiesaswellastracksandtrailsthataremadeavailabletothepublic. Tasik Chinihasalsoestablisheditsreputationasalearningdestinationboth locally and internationally. The lake’s unique features and theextensiveresearchthatisbeingcarriedoutbyUKMhasattractedvisitsbymanymobilityprogrammes,allowingfordeeplearningoftheBiosphereReserve area, and driving home the importance of conservation of thenatural eco-system.During theseprogrammes, the local communityhasalso rallied together to give their full cooperation by providing socio-culturalexperiencesandtoalsobecomingknowledgeabletourguidesfortheprogramme.

HEALTH AND COMMUNITYDEVELOPMENT

Improving Balance and Agility through Virtual Reality Games

Dr. Devinder Kaur Ajit SinghLecturer, Faculty of Health Sciences

[email protected]

“Life is like riding a bicycle - in order to keep your balance, you must keep moving.”

- Albert Einstein

Introduction

Lossofbalanceleadingtofallsamongolderadultshasledtodisabilities,chronicconditionsaswellasthedeteriorationofpersonalcare.Accordingto theUnitedNations’DepartmentofEconomicandPopulationAffairs,theworld’spopulationofadultsover60yearsoldisprojectedtogrow3.5timesfasterthanthetotalpopulation.By2050,itisestimatedthatoneineverysixpersonsthroughouttheworldwillbeovertheageof65.Withthisrapidglobalincreaseinthegreyingpopulation,newstrategiesareneededtoimprovethebalanceandagilityoftheolderadultsthroughrehabilitationexerciseprogrammes. Every year, one third of community-dwelling older adults willexperiencelossofbalanceatleastonce.Forelderlywomenbetweentheagesof65and77,thislikelihoodisdoublecomparedtothatofmenofthesameage.Agradual lossofmusclestrength,visualacuity,andphysicalagility is part of the ageingprocess.And, as these elements arevital inmaintainingouroverallbalance,olderadultstendtolosetheirbalanceandareatagreaterriskofexperiencingfalls.

Chapter 5


Theincreasedriskaswellasfearoffallingasonegrowsoldisseenasoneofthestrongestdeterminantsoffuturefalls,whichneedstobeaddressedthrough evidence-based rehabilitation. Research has demonstrated thatolder adults who have participated in such exercise programmes havebetterbalanceperformanceandquickerreactiontime. Conventionally, balance exercises to improvebalance in the elderlyareusuallyexercisessuchasstanding,standingononeleg,standingwithyoureyesopenorclosed,andsomestrengtheningexercises.Asthesearerepetitive exercises, maintaining interest, compliance, and adherence tothemisaproblem. Recognising these issues,UKM’sCenter ofRehabilitationSciencesunderitsFacultyofHealthSciences,ledbyDr.DevinderKaur,embarkedonasix-weekprogrammethatnotonlysoughttoimprovethebalanceandagilityofolderwomen,buttoalsogetthemtoparticipateinsuchprogrammesregularlythroughafunandengagingapproach.TheteampartneredwiththePantai IntegratedRehabServices, a centre that is dedicated towardsprovidingcomprehensivephysiotherapyandrehabilitationservicesandtheSingaporeNanyangPolytechnic,SchoolofHealthSciencestoputtogetheravirtualrealityprogrammebasedonthepopulargamingconsole,NintendoWiiTM.During thecourseof theprogrammeand researchstudy,Pantaigaveassistanceinprovidingthegamingconsoleanddataofconventionalphysiotherapy exercise as a control, while Nanyang Polytechnic gaveinformation and consultation based on a similar programme they haveconducted.FundingfortheprogrammewasmadepossiblethroughUKM’sIndustry Research Grant through the Office of Industry and Community Partnerships. The Nintendo WiiTM home video console is one of the first thathasmotionsensor-equippedcontrols, requiring theplayer touseallorpartsofthebodyotherthanone’sthumbs.Thegamealsogivesonetheoptionofusingabalanceboardwhichcanreadone’sposture.The52cmby31cmboardcanbeusedtovirtuallyskidownaslalom,walkonavirtualtightropeorplaygoalkeeperandheadawayfootballskickedatyou. TheinteractivegameschosenfortheprogrammeweretheNintendoWiiFit’sTMBalanceBubble,SkiSlalom,TableTilt,SoccerHeadingandTightRopeWalk,allofwhichrequiresbodymotions thataresimilar toconventionaltherapeuticexercises,andhavebeendemonstratedtobeaneffective rehabilitationandexercise tools.Thegamingplatformaddsanelementof funwhilegivingplentyof immediate feedbackfromgamingresultsaftereachgameiscompleted.Theparticipantsprogressedtohigherlevelsthatweremorephysicallydemandingoncetheymasteredtheinitiallevels.

Improving Balance and Agility through Virtual Reality Games / 41

Apart from being a novelway to encourage older adultstoexercise, thegamingplatformis seen as a great approach ingettingthistargetgrouptoengageinregularphysicalactivitywhichprovidesgoodvisualstimulation.Future recommendations are toallowparticipants toexerciseonthegamingplatformfromthecomfortsoftheirhome,whilebeingvirtuallymonitored by health care professionals through telecommunicationssystems. This programme enabled the participants to measure their physicalperformance and receive immediate results. This critical informationallowed the participants to gain an awareness of their ownbodies, andformulate prevention strategies to avoid future falls. The programmealso provided the participants with a balance-focused exercise trainingprogrammewhichtheycouldutiliseinthefuture.

Providing Practical Training for Students

StudentsfromUKM’sFacultyofHealthScienceswerealsoinvolvedinthisprogramme.Twostudentsplayedtheroleofmanagerswhocoordinatedthe project and others performed the assessments before and after theprogramme.Theywerealsoinvolvedinconductingacommunityseminartoeducateolderadultson‘fallprevention’.Thestudentsworkedclosely

The most important outcome of this programme was that it inspired a more research and evidence based culture among clinicians, which, it is hoped, will pave the way for the development of better therapies for the community.


withthetrainedstaffofPantaiIntergratedRehabServices.Currently,oneof the undergraduate students has been employed by Pantai IntergratedRehabServicesasaphysiotherapisttoprovidephysiotherapyservicesattheirhospital.

The Way Forward

Following the joint study, new assessment and exercise toolswere alsointroduced.Pantai IntergratedRehabServiceshasnowadopted thenewassessment technique of balance assessment into their physiotherapyprogramme.SingaporeNanyangPolytechnichasalsoproceededtosignaMemorandumofUnderstandingwithUKMtoconductmorejointresearchcollaborations in the field of physiotherapy and rehabilitation. But the most importantoutcomeofthisprogrammewasthatitinspiredamoreresearchandevidencebasedcultureamongclinicians,which,itishoped,willpavethewayforthedevelopmentofbettertherapiesforthecommunity. The programme has since gained international recognition amongthe academia, and has been presented at two international conferencesandgeneratedtwojournalpublications.Theteamisalsolookingforwardtodevelopinginnovativeand interactivevirtualrealityactivities thatarespeciallydesignedfortherehabilitationofpatientsinthisregion.

Vision Screening Programme to Reduce Visual Impairment Among Preschool

Children in Malaysia

Assoc. Prof. Dr Rokiah OmarCoordinator, Faculty of Health Sciences

[email protected]

“The act of seeing is passive. Things are seen, just as they are felt, or heard, or tasted, without effort or volition on the part of the subject. When sight is perfect, the letters on the test card are waiting, perfectly black and perfectly distinct, to be recognized.”

- William H Bates, MD & Author

Introduction

Visualimpairmentcanbeaseriousproblemamongchildrenifundetected.Apreviousstudyfoundthat87%oftheamblyopic(lazyeye)casesfoundinschoolchildrenagedbetween7to15yearsoldinMalaysiawereduetouncorrectedrefractiveerrors.Theprevalenceofrefractiveerrorsamongchildren increases exponentiallyfrom4%attheageof4yearsto35%bythetimetheyreach17years.Ifuntreated,thesechildrenwillnotbeabletoperformwell inschoolduetoblurredvision. Therefore, early detection isrecommended, and this may be

Chapter 6


The prevalence of refractive errors among children increases exponentially from 4% at the age of 4 years to 35% by the time they reach 17 years. If untreated, these children will not be able to perform well in school due to blurred vision. The KieVision Preschool Vision Screening KitTM addresses this problem by providing vision screening at a young age.

achieved by conducting vision screening at preschool level. Previousstudieshaveshownthatavisionscreeningprogrammecanbeconductedeffectively by optometrists using a newly developed Vision ScreeningModel for preschool children. However, the cost involved can be veryexpensive and there is insufficient manpower to keep the program running onalong-termbasis. To reduce the cost of this vision screening process and to ensurethat more preschool children have the opportunity to be screened, theOptometry & Vision Science Programme under the Faculty of HealthSciencesdevelopedtheKieVisionPreschoolVisionScreeningKitTM.LedbyAssociateProfessorDr.RokiahOmar,thekitwasdevelopedtoallowpreschoolteacherstoconductpropervisionscreeningthatcaneffectivelyidentifyandaddressvisionproblemsatanearlyage. The programme aims toconduct vision screening acrossallpreschoolsrunbytheJabatan Kemajuan Masyarakat (SocialWelfareDepartmentorKEMAS)under the purview of theMalaysianMinistryofRuralandRegionalDevelopment.Throughthis programme, teachers andcaregivers in the preschoolswillbe trained to conduct the visionscreening using the kit that hasbeen developed. This empowersthe teachers to identify vision problems at an early stage, and they arethen able to refer the children to a qualified optometrist if needed. This in turneffectivelyreducestheprevalenceofvisionproblemsamongschoolchildreninthenation. Thekitwastestedinapilotstudyinvolving60preschoolteachersfrom50KEMAScentresintheKlangValleyand30privatepreschoolcentresinKuching,Sarawak.ThepilotstudywasdoneincollaborationwiththeMinistryofRuralandRegionalDevelopmentandtheSarawakSocietyforTheBlind.Thestudyrevealedthat,withtraining,thepreschoolteacherswereabletoeffectivelyconductthevisionscreeningtestforthepreschoolchildrenbyusingtheKieVisionPreschoolVisionScreeningKitTM.

Vision Screening Programme / 45

Providing Good Eyesight Nationwide

Under the second phase, the programme has recently been expandedasaknowledge transfer initiativeafterbeingawardedagrantunder theMinistryofHigherEducation’sKnowledgeTransferProgramme(KTP)inMarch2012. LeveragingontheKTPgrantaward,theprogrammewillbeimplementedacross180KEMAScentresinthestateofSelangor.TherearealsoplansinthissecondphasetoinvolveundergraduateandpostgraduatestudentsfromtheFacultyofHealthSciencesasinternstoconductthevisionscreeningtrainingforthepreschoolteachers. Futureplansincludeinitiativestoturntheprogrammeintoanationalagenda, where policies will be formed to make it compulsory for allpreschoolchildreninthecountrytobescreenedforvisionimpairment.

A Hulu Langat Initiative: Beyond BeingHealthy and Fit

Assoc. Prof. Dr. Khalib Abdul Latif Lecturer, Faculty of Medicine

[email protected]

“Old age is not a disease - it is strength and survivorship, triumph over all kinds of vicissitudes and disappointments, trials and illnesses.”

- Maggie Kuhn, Social Activist

Introduction

Ageingisoneofthemostcriticalandtraumaticperiodsofthehumanlife.Mostviewitasaperiodoflonelinessortheendofone’slife.Thisnegativeviewof ageing has been linked to the increasing trend inmorbidity ofchronic diseases andunresolved social handicaps involving the elderly.Thissituationismadeworsewiththenatureofmostmedicalprogrammesthatdonotcatertotheneedsofthisgroupofpeople. In a bid to address thisissue,theUKMMedicalCentre,through its Community HealthDepartment has developeda smart partnership with theHulu Langat Senior CitizensSociety to establish a learning,teaching and service modulewhich involves more than 300of the society’s members who

Chapter 7

A Hulu Langat Initiative / 47

areabovetheageof55.Thispartnershipwasformedsincetheearly90s,andhasrecentlybeenformalisedwithaMemorandumofUnderstandingonthe7thofMarch2012.Theinitiativeaimstoconstructasocialplatformthatwillenablethegroupofelderlycitizens,regardlessoftheirgenderandethnicity,leadahealthyandproductivelifestyle. Thisprogrammeisrunbydedicatedindividuals,madeupofacademicandadministrative staff from theUniversity’smedical centre toengagesenior citizens in the surrounding community to lead a healthy andproductivelifestylethroughvariousparticipativeapproachesandactivities.Thestaffmembersplaytheroleofadvisoraswellasindrivingtheentireprogramme. This initiative is structured into two phases. The first is oriented towards generating interest and excitement. In this first phase, the UKM MedicalCentreprovidesa‘onestopsocialcentre’whichhassustainableleisure services and products that fulfills some of the immediate crucial needs of older adults. These needs can range from medical and fitness to social and spiritual. These services include periodic health and fitness screening, regular exercise routines, touring and travelling, organicgardening,educationalvisitsandsocialandspiritualgatherings. In this phase, one of themainactivitiesthestaffmembersprovidetotheseniorcitizensarespecialexerciseprogrammesforthe aged to keep them active,healthy and fit. The two hour exerciseprogrammeisconductedthree times a week at a nearby field belonging to the society. The first hour isdedicatedtogeneralwarmingupfollowedbyagameoffutsalornetballwhilethesecondhourisdedicatedtogardening. Thesecondphaseistheoperationalphase,markingtheperiodofservingthecommunityusinga‘win-win’situation.Inthisphase, individualsorgroupsfromboththepublicandprivatesectorscollaboratewiththeUKMMedical Centre to further aid the Hulu Langat Senior Citizen Society.Assistance is usually in the form of financial or non-financial sponsorship thatfacilitatesactivities. Throughthisphase,bureausaresetupwithinthesocietytoensurethatthesocietyisabletosustainitself.ThebureausareputtochargetoconductrelevantactivitiesforthegoodofthegroupwithminimalhelpfromUKMstaff members. Through this self-reliance concept, they periodicallyorganise talks and seminars for senior citizens, invite specialists from

The ultimate vision is to establish a model resource center using these more experienced individuals that can holistically cater to the life and development of the elderly community.


various fields and agencies. Topics for the talks and seminars are always tailored according to the needs and current problems of senior citizens.Theseincludediseasesrelatedtoageing,nutrition,safety,self-managementand fitness to name a few. The medical team involved in the programme also recognises theimportanceofchallenging themindsof theaged tokeep themmentallyactive.Withthisinmind,theteamhasalsoestablishedadedicatedsessionto develop their minds through discussions of current events throughtheirpointofviews.Severalpredeterminedtopicsareassignedforgroupmemberstoshareandcommunicatetheirexperienceandfeelingsbasedontheirenrichedlifeexperiences. Activities and events done through this initiative stand to benefit not just the individual,butarealsoextendedto thesurroundingcommunity.Currently,aspecialsquadisbeingorganisedtolookintothedifferentareasthegroupcancontribute,namelyintheareasoforganicfarming,spiritualassistance,welfareassistance,charityactivitiesandeducationthroughtheuseofinformationtechnology. Theultimatevisionistoestablishamodelresourcecenterusingthesemore experienced individuals that can holistically cater to the life anddevelopmentoftheelderlycommunity.Severalmodulesandprogrammesarebeingplannedtoensuretomakethisareality.

EDUCATION AND COMMUNITYDEVELOPMENT

Harnessing the Nation’s Best Brains: PERMATApintar

Prof. Dr. (Ph.D) Noriah Mohd. Ishak Director, PERMATAPintar Centre

[email protected]

We are each gifted in a unique and important way. It is our privilege and our adventure to discover our own special light.

– Evelyn Mary Dunbar, Artist

Introduction

TheMalaysianPrimeMinister,DatukSriNajibTunAbd.Razak, inhisspeechatthePERMATAExhibition2011(New Straits Times,11December2011)expressed thatMalaysiahas foravery long timebeenserious inprovidingeducationforstudentsfromthelowerandmiddlelevelgroupof learning abilities. However, he acknowledged that students identified as gifted and talented have been forgotten in the education system.Atbest, theeducationalprovision tailoredfor thisgrouphasbeensporadicinnature.ThePrimeMinisterbelieves that thegiftedand talentedhavenot been given sufficient attention in many areas, particularly in the area ofeducation.Assuch,theseindividualslookforgreenerpasturesinothercountriescontributingtothebraindrainissuesthathaveengulfedMalaysiafordecades. InMarch 2009, under the patronage ofDatin Paduka SeriRosmahMansor,wifeofthePrimeMinister,agiftededucationprogramtargetedfor Malaysian gifted and talented students, was launched at UniversitiKebangsaanMalaysia(UKM).DatinPadukaSerihassincebeenthemaindrivingforceinensuringthattheprogrammeetstheneedsoftheMalaysian

Chapter 8


gifted and talented students. TheprogramknownasPERMATApintaris offered to students betweenthe ages of nine to 15 years old.Pusat PERMATApintar Negarawas established by UniversitiKebangsaan Malaysia in 2009 toplan and execute the program thatreceived initial funding from thePrime Minister’s Department.The main objective of the program is tonurtureintellectuallygiftedchildrenfromacrossthenationwhonotonlyhavethehighpotentialtosucceedacademically,butarealsoabletothinklogically,criticallyandcreatively. Overthelastthreeyears,PusatPERMATApintarNegara,UKMhasbeen able to identify 1544 gifted students, with three students identified as exceptionally gifted.A total of 1455 students have been selected toparticipate in the schoolholidayprogram thatwas jointlyorganisedbyPusat PERMATApintar Negera, UKM and Johns Hopkins University,CenterforTalentedYouth.Theprogramoffersuniquelearningexperiencesthatpromotehigherorderthinkingandleadership.ItisannuallyconductedinNovembertomid-DecemberatUniversitiKebangsaanMalaysia. InJanuary2010,116ofthesestudentswereselectedtoenrollinthePERMATApintarEducationProgramthatwasintroducedtonurturetheminauniversityenvironment.Sincethen,atotalof238studentshavebeenenrolled in the PERMATApintar Education Program. These studentsare offered three academic tracks.Track 1 emphasizes on internationalleveltestssuchastheStandardAptitudeTestorSAT(astandardizedtestforcollegeadmissionsintheUnitedStates),theSATSubjectTests,andTest of English as a Foreign Language (TOEFL), Track 2 emphasizeson the national curriculum, andTrack 3 offers the “OLevel” syllabus.Nonetheless, students from all tracks are required to complete twointernational languages (Japanese and French), two university levelMathematicscourses(AlgebraandCalculus),aresearchprojectwiththeirmentor,citizenshipandleadershipprogram,andpersonalportfolioinorderto get their certificate of completion for the program. The students are chosen from across the country based on threetests(UKM1,UKM2,UKM3)thatarespeciallydevelopedbyateamofexpertsfromUniversitiKebangsaanMalaysia.Twoof the tests(UKM1andUKM2),areavailableonlinewhile thethirdisacompetency-basedtests thatgaugestudents’knowledgeandskills inmathematics,science,

Harnessing the Nation’s Best Brains / 53

research, communication, presentation, emotional intelligence andcreativity. The first test, provided free of charge, is specifically designed to havenotimerestriction,andareavailabletoallMalaysianstudentsfromtheagesof8 to15yearsold, regardlessof their economicbackground,race, gender or physical disabilities. Students, who pass the first test, go on totakethesecondteststofurtheridentifytheirgiftedness.StudentswhowishtoparticipateinthePERMATApintarEducationProgramhavetotakeUKM3whileparticipatingintheschoolholidayprogram.However,onlythe15yearsoldareallowedtotakethetests. Students who are eventually enrolled into the PERMATApintarEducationProgramarecommitted toa two-year intensiveprogram,andaretechnicallystudentsofUKM,boundandgovernedbyUniversityrules.Throughthisschool,thestudents’naturalabilities(giftedness)arenurturedintotalentthroughasuitablesystemoflearningthathonestheirpotential.Thislearningapproachprovidesthestudentswithamorechallengingmodeof study, befitting the child’s intellect, while enabling a shorter route for the student topursue tertiaryeducation. In tandem,a totalof eight studentsfromTrack1havebeenofferedundergraduatedegreeprogramsbyvarioustop30universitiesintheUnitedStates,includingBrownUniversity,JohnsHopkinsUniversities,UniversityofCalifornia,LosAngeles(UCLA)andUniversityofMichigan.Thesestudentswillbepursuingtheirdreamsofstudying with the most prominent professors in the field of Science and


Mathematics.ForthosewhowishtomakeUniversitiKebangsaanMalaysiaastheirAlmaMaterandworkwiththelocalprominentprofessor,theycanjointheASASIpintarProgramthatwillbeintroducedinMay2012.

Towards 1Malaysia

The PERMATApintar centre also focuses on enhancing the skills andknowledgeofthenation’syoungergenerationthroughtheSchoolHolidayCamp.Thecampusesaprogrammespeciallydevelopedbythecentrewhichaimstocultivatethebrightmindsofschool-goingstudentsagedbetween9and15yearsduringtheschoolholidays.Thethree-weekprogramfeaturesaholisticapproachwhichnotonlychallengesthestudentstoexcel,butalsohonestheirgenericskills.Thecampisrunbyteachers,teachingassistantsand student helpers who are specifically trained by UKM lecturers who have trained with the Johns Hopkins University’s Center for TalentedYouthduringtheirSummerProgramme. Studentswhoparticipated in thePERMATApintarProgrammehavediverse backgrounds. As such, there is a need to develop feelings ofunity and respect. These are the core concepts of 1Malaysia embracedbymanyMalaysians.Toencouragethedevelopmentof1Malaysia,PusatPERMATApintarNegara,throughtheschoolholidayprogrammeintroducedthesafelearningenvironmentandthezero-indifferenceconcepts.Thesafelearning environment is a community inwhich students are encouragedto be smart andpassionate about learning; academic risks andmistakesare viewed as a part of the learning process; and individual differencesarerespectedwhilediversityisrespected.ZeroIndifferenceisadynamicanti-bullying strategy that helps prevent bullying. By practising ZeroIndifferencewhichallowsconsistentinterveningtostopsuchbehaviorandtheneducatingthoseinvolved,communitymemberswillbeabletoestablishlearningenvironmentswhereallmembersfeelsafeandrespected.Thesetwoconceptshaveworkedwellwithin thePERMATApintarcommunitymembers. TheSchoolHolidayProgrammeallows thestudents toexpand theiracademictalentandabilitythrough15courses.Thecoursesaredesignednot only to pique the student’s interest, but also cover subjects that arenot available in the current public school syllabus.The courses includeCryptology,MathematicalReasoning,FlightScience,AdvancedRoboticsand Biotechnology. Through this programme, students are also taughtto share knowledge, exchange ideas and opinions, and respect others’privacy.

Harnessing the Nation’s Best Brains / 55

Promoting Lifelong Learning

The centre has also embarked on a special foundation programme forhigh school students who have earned excellent results in their SPM(Malaysian Certificate of Education). The programme, called ASASIpintar UKM,enablesstudentstocompletetheirpre-universityprogrammeintwosemesters.Studentsareofferedtwotracks;ascienceandasocialsciencetrack.Thecornerstoneoftheprogrammeisaresearchprojectandresearchpublication thatstudentshave tocomplete in theirsecondsemester.Theaimoftheresearchprojectistoexpandstudents’horizononresearchareasthataremeaningfulforthem.Studentsareabletoconductresearchinanyof the on going research programmes at UKM, while completing theirmulti-disciplinarybasedpre-universitystudies. TheASASIpintarProgrammeillustratesUKM’sefforts ineducatingand nurturing gifted students that will in turn help build the nation’seconomy. The programme focuses on developing a new generation ofgiftedstudentsthatinternalizeinnovationthroughresearchaspartoftheirlifelonglearning.Thisensuresapooloftalentedindividualsthatthenationcantapintoinmanyyearstocome.

An Education-based University Community Engagement Initiative: Kampung Kundang Ulu

Dr. Hamidah Yamat @ Ahmad Programe Coodinator, Faculty of Education

[email protected]

“No one cares what you know, unless they know that you care.”- Anonymous

Introduction

InDecember2006andJanuary2007,Kampung Kundang Ulu,Johorwasstruck with devastating floods, leaving the village in a devastated state, bothphysicallyandeconomically.Withschoolsdestroyedandbooksandpreciousdocumentsdamaged,emergencyaidspouredintothevillagefromvariousgovernmentandnon-governmentalbodies.UniversitiKebangsaanMalaysia (UKM) was no exception, with 120 staff members and 1000studentsdonatingtheirtimegenerouslytohelpcleanthevillage,providefood,clothesandbooks,andformuchneededmoralsupport. However, as clean-up initiatives and emergency aid ended, UKMrealised that there needed tobe a more sustainable andmeaningful way to assist thevillage for the long-term. Itwas with this in mind thattheViceChancellorofUKM,Prof.Tan Sri Dato’Wira Dr.SharifahHapsahSyedHasanShahabudin announced thatUKMshouldadoptKampung

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An Education-based University Community Engagement Initiative / 57

Kundang Ulu,therebyenablingtheUniversitytoprovideacomprehensivedevelopmentalplanforthevillage. Since then, the office of Industry and Community Partnerships has taken huge efforts to improve the lives of the community in Kampung Kundang Ulu through long term research based projects in specific areas determined by the needs of the villagers. Subsequently, three researchprojectswerecarriedoutundertheUniversity’sResearchGrant,involvingthreefaculties. The Faculty of Educationheaded a project titled Program Kecemer langan Akademik Pelajar Sekolah (PKAPS orSchool Academic ExcellenceProgramme), the Faculty ofHealthSciencesforthePenilaian Keberkesanan In t e rvens i Kesihatan Terhadap Penduduk Kampung Kundang Ulu(HealthInterventionEvaluationProgramme)andthe Faculty of Information Science and Technology for Pembangunan dan Penilaian Program Peningkatan Literasi ICT (Development andEvaluation of ICT Literacy programme). All three programmes wereimplementedbetweenSeptember2008andSeptember2011,withafocusonthethreemainareasofeducation,healthandinformationtechnology.The PKAPS, driven by Dr. Hamidah Binti Yamat, the Head of thePostgraduateProgramme(MA)fortheUniversity’sFacultyofEducationhas especially seen exceptional results with its education interventionprogramme following the floods at Kampung Kundang Ulu.

Strengthening the Foundation through Education

Beyondindividualdevelopment,astrongfoundationineducationplaysacrucialandmultifacetedroleintheeconomicgrowth,povertyreductionanddemocraticgovernanceofthecommunity.Anumberofstudieshavehighlighted the specific role that education plays in the economic and social development of poor countries (USADI 2005), while others stillhave shown that educated workers are more economically flexible and productive (Gill, Fluitman, & Dar 2000). Strengthening the educationperformance of the children of Kampung Kundang Ulu is therefore,imperativetoensurethewell-beingandsustainabilityofthecommunity.

The programme aimed to enculture lifelong learning values to ensure that the students do not just aim to excel in examinations, but rather develop a learning culture that will one day be transferred to their own children.


It was also important throughout the programme that the schoolstudentsofthevillageunderstandthatlearningisalifelongprocess,anddoes not end when one finishes school. The programme aimed to enculture lifelonglearningvaluestoensurethatthestudentsdonotjustaimtoexcelinexaminations,butratherdevelopalearningculturethatwillonedaybetransferredtotheirownchildren. The fundamental aim of PKAPS was to empower the communitythrough educationby focusingon the young andbuddinggenerationofthe community.The programme involved almost 400 students from theagesof11to16.Thestudentschosenfor theprogrammewerealsopartofa long-termcasestudywhichmeasured thechange in theiracademicachievements, motivation and attitudes. Teachers were also involved inseveral of the activitieswith the aimof increasing their knowledge andskills and have them applied in their teaching, reaching out to a largergroupofstudents. The programme was done in three phases. The first phase involved conducting a needs analysis to identify the students’ educational needs.Through this needs analysis, it was identified that the students lacked skills andknowledgeinfoursubjectsorareas:Mathematics,theSciences,Englishand Information Technology skills. During this phase, the motivationandattitudelevelsofthestudentsweremeasured.ThesecondphasewasdesigninganddevelopingthePKAPSprogramme,whilethethirdinvolvedtheimplementationoftheactivities. PKAPS activities were based on experiential learning, where thestudents’involvementinthelearningprocesswasstronglyencouraged.Thiswas done in a non-formal way with specific objectives in mind, carried out duringweekendsandschoolholidays.AholisticapproachwasemployedwhiledevelopingPKAPSactivities,designedtoinstilthelifelonglearningculture,andimportantsoftskillstomakethestudentsmoreattractiveinthejobmarket.Theseactivitiesincludedlearningtechniques,Englishlanguagecamps,spiritualcampsandmotivationalaswellastimemanagementtalksandseminars.

A Better Future for the Community

Today, more than 80% of the activities and modules planned throughPKAPShavebeen implementedwithpositiveoutcomes.According toareportfromtheschoolprincipals,therehasbeena20%to30%increasein the students’ overall achievement, with a strong positive change intheirmotivationandattitude.Inaddition,16primaryschoolstudentswho

An Education-based University Community Engagement Initiative / 59

previouslywerenotabletoreadwellinMalayandEnglishhaveimprovedtheir reading skills and comprehension of the languages tremendouslythroughthisprogramme. Through theprogrammeaswell, twonewmodulesweredevelopedbytheUKMstudentsinvolvedintheprogramme.The‘FunwithEnglish’moduleandPKAPSmoduleinvolvedtwogroupsofsecondyearstudentsfromUKM’sTeachingEnglishasaSecondLanguageprogramme(TESL).Inaddition,thestudentsalsoplayedabigroleasfacilitatorsfortheEnglishLanguageCamps.AgroupofstudentsfromtheFacultyofIslamicStudiesalsoplayedaroleintheprogrammebybecomingfacilitatorsandorganisersofanIslamicCultureShowthatwasimplementedaspartofthemotivationprogramme. Two Master’s students were also involved in the programme asResearchAssistants and to assist in developing the ‘Fun with English’module.BothstudentsalsoconductedtheLearningtoReadworkshopsasanactionresearchtohelptheprimaryschoolstudentstoread. Although the programme faced many challenges: from financial constraints to logistical issues, the positive outcomes far outweigh thedifficulties faced during the programme implementation. The programme has been successful in improving the students’ academic achievements,illustrating the important role a University can play in developing andenhancinghumancapitalthroughcommunityoutreachprogrammes.

Micro Controller School Mentoring Programme: CRYsTaL

Assoc. Prof. Dr. Hafizah HusainLecturer, Faculty of Engineering and Built Environment

[email protected]

“Never doubt that a small group of committed people can change the world. Indeed, it is the only thing that ever has.”

- Margaret Mead, Cultural Anthropologist

Introduction

Initiatedin2009byUKM’sFacultyofEngineeringandBuiltEnvironmentinpartnershipwiththeFacultyofTechnologyandInformationScience,thisprogrammeappliesauniquecascadingmodelwherebyfacultymemberstrain a cohort of UKM undergraduates to be mentors for secondaryschoolstudents todevelopinnovativeprojectsbasedonmicrocontrollerconcepts.Theprogramme,dubbedas“CreativeYouthsthroughInnovativeLearning” or better knownas the CRYsTaL programme,has benefitted 134 secondary school students from five secondary schools in thestates of Johor and Selangor,Malaysia. AbrainchildoftheDeanoftheFacultyofEngineeringandBuilt Environment (FEBE),Professor Ir. Dr. MarzukiMustafa, and helmed by

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Micro Controller School Mentoring Programme / 61

Professor Madya Dr. Hafizah Husain, Head of the Electirical, Electronics andSystemsEngineeringDepartment,theprogrammeenablessecondaryschoolstudentstocreateautomaticapplicationsfromtheknowledgetheygainedthroughouttheirmentoringsessions. Microcontrollerchipswereselectedfortheprojectbecausetheycanbeeasilyprogrammedusingacomputer.Byconnectingachiptoaparticulardevice, it can be programmed to perform various tasks automaticallywhetherforthepurposeofrecreationsuchasinelectronicgames(fun-and-play)orforappliancesusedinhomesandschoolsorfordevicesusedintheindustries. The programme develops an innovative culture among the youngergeneration through the usage of microcontroller chip technology andapplying the technology to solve daily problems in their homes andcommunities.Throughtheprogramme,studentswerealsoabletodevelopadeeperinterestinscienceandtechnology,whileensuringamoreproductiveuseoftheirfreetime.

Collaborating with the Industry

With standard microcontroller chips costing about RM40 a piece, theproject could not have been carried out without the financial support of the UEMGroupwhichhascontributedRM400,000forthe2-yearprogramme.Thegenerousfundinghashelpedtheprogrammetorunworkshops,designtrainingmodulesandmanualsaswellaspurchasethecomponentsandpartsneeded.TheprogrammewasalsoactivelysupportedbytheUniversity’sOffice of Industry and Community Partnerships enabling the programme coordinatorstoformandtosustainpartnershipswithboththeindustryandcommunities. As inanyotherpartnership, trustwasoneof thekey ingredients inmaking this programme a success. Along with the financial support, the UEMGroupgavetheprogrammeimplementersthefreedomtocarryoutthe activities without hindrance, which contributed greatly towards thesuccessoftheprogramme.

Sustainable Outcomes

Asidefromintroducingthebasicsofembeddedsystemsandprogrammingto secondary school students, the programme has also succeeded incultivatingauniquesenseofcreativitythat isneededforthestudentsto


One of the most important lessons I’ve learnt during the course of this programme was how to interact. We were required to interact with other mentors, with UKM staff members, with students and even with teachers. Each one required a different approach. You learn how to present an idea, or simply, just to start a conversation – all of which requires soft skills. And I believed I now have those skills, and it has made me a better person. – Nik Nur Syahirah Binti Mohammad, UKM Graduate 2011

designtheirownsystems.Thementoringaspectoftheprogrammeensuresthat the students receive hands-on learning directly from their mentorsthroughgroupdiscussionsandproblemsolvingsessionswithallyearroundsupportviae-mails,Facebookandblogs.Thismodelnotonlyenablesthestudents to learn in detail about microcontroller and its finer aspects, but alsopreparesthemtocreatetheirownprojectswhichtheythenpresentattheendoftheprogramme. The UKM studentsthemselves have plenty ofpositive takeaways fromthe programme. Apart fromlearningtoconveythepracticalknowledge they have to thecommunity, they have alsogained better self-confidence and leadership skills throughmanaging the programme, andareabletoworkbetterasateam.Thementorsandmentees,whoall come from different ethnicbackgrounds, have also gainedvaluable communication skillsthattheycantaketotheworkingworld. Thementors,whocomefromvariousacademicprogrammeswithintheFacultyofEngineeringsuchaselectricalandelectronics,microelectronics,communicationsandcomputer,manufacturingandcomputerscience,alsogainamorepracticalexperienceintroubleshootingcircuitryandfunctionalmechanicalsystemswhichtheycanapplyintheircourses.Theyarealsoable to integrate their knowledge in various fields such as power systems, communications,biomedicineandothersthroughthisprogramme. Theprogrammeisalsoseenasonethatissustainable,asitisdesignedtobeanextensionofseveralsubjectsofferedbytheFacultyofEngineering.ThesesubjectsareMicroprocessor,MicrocomputerandSystemDesign.For the secondary schools, the programme is absorbed as part of theReka cipta (Design and Build) subject. Many schools are keen to takeon theprogrammeaswell, after seeing thepositive resultsproduced intheprogramme.Knowledgegainedfromthisprogrammealsoenablesthestudentstoexploretheworldofentrepreneurshipgivingachanceforthemtoimprovethelivesoftheircommunity.

Micro Controller School Mentoring Programme / 63

Improving the Community

The students within the programme are always encouraged to createmicro-chip enabled devices that could improve the well-being of theircommunities.Inoneinstance,thestudentsralliedtogethertocreateseveraldevices for a duck farm belonging to the father of one of the mentees.Through micro-enabled devices, the students were able to regulate theeatingschedulefortheducks,controlthelightingtoenableanextrafourhoursoflightaftersundown,deliverwatersupplywhennecessaryfromanearbywaterdrumandtokeepawayrodentsbyrepellingthemwithanti-rodentdeviceswhensensorsaretriggered. Thesemainfourinnovativedevicesgreatlyhelpedthefarmtoincreaseitsproductionwhile cuttingdownonprecious resources, andultimatelyreducedoperationalcostsforthefarm.Thefarm,whichbelongstothefatherof17yearoldMuhamadAmirulbinZamberihadpreviouslystruggledwiththeoverfeedingofducks,andthelackofwater.Thesmallfarmlackedthemanpowertomonitortheduckswheneverthefarmerwouldleavethefarmtosellvegetablesatthemarket.Althoughtheautomaticfeederfunctionswell,therearestillsomeimprovementsthatcouldbemadeandtheUKMteamisconvincedthatAmirulandhisgroupwouldbeabletocarryonfromthere. Othernotableprojectsbythesamebatchofstudentsweretheautomaticbrakesystemwhichtransmitsabrakesignaltoanotherremotelycontrolledcar, theauto-shieldsystemwhichdrawsacurtainwhensensors indicateachange in the levelsofsunlight,and theautomaticblackboardcleaneror ‘i-board’ which assists teachers to clean the traditional chalkboard.Astheprogrammeprogressed, theschoolstudentswereseentobeevenmore committed towards their projects, while improving their scientific knowledgeandcommunicationskills.Severalstudentswereevenrejectingoffers toprestigiousboardingschoolsso that theycouldstayonat theirruralschoolstocompleteprojectsthattheyhadstarted. Inanothercase,astudentwhohadleftforaboardingschoolinsistedthathebereleasedforoneweekendinordertojoinintheworkshopthatwas being held at UKM. Although he was rejected by the principal the first time,oneoftheteachersathispresentschoolcouldseehisdeterminationand enthusiasm. An appeal was made on his behalf, and he was finally allowedtojoinintheworkshop.


Commitment towards the programme is also evident amongst theUniversitystudentsinvolvedasmentorsinthisinitiative.Undergraduateswho have left to pursue their postgraduate studies or employment havesincereturnedtomentorexistingstudentswithintheprogramme.Feedbackfrom the students from the first batch of the programme has been extremely encouraging,andthementorsandthementeesarestillcommunicatingwithoneanother.Thisdemonstratesthestrongandsustainablerelationshipwhichhasdevelopedbetweenthementorsandmenteesduringthisprogramme.

Today

The programme is currently at the final stage of the second cycle, and now hasanewsetofmentors.Thestudentsrecentlypresentedtheirinventionideas through video presentations with the theme “Green Technology.”Seeinghowthestudentshavegainedfromandenjoyedtheprogrammeitimmensely,principalsfromtheparticipatingschoolshaveexpressedtheirhopethattheprogrammebeextendedforatleastanotheryear.TheteamfromUKMisecstatic that theirobjectiveshavebeenmet,andhopes toimplementtheprogrammetomoresecondaryschoolsinthenearfuture.

UKM Autism Learning Laboratory: Empowering Children and Care-givers

towards Meaningful Lives

Dr. Hasnah ToranLecturer, Faculty of Education

[email protected]

“Autism is about having a pure heart and being very sensitive... It is about finding a way to survive in an overwhelming, confusing world... It is about developing differently, in a different pace and with different leaps.”

– Author, Trisha Van Berkel

Introduction

Autism is a neurological disorder that affects normal brain function,impactingtheareasofsocialinteractionandcommunicationskills.Bothchildren and adults with autism show difficulties in verbal and non-verbal communication,socialinteractionandleisureorplayactivities. Many individuals suffering from Autism become intellectuallydisabled when not given the proper attention. It was with this in mindthat UKM’s Faculty of Educationembarkedon the establishmentof theAutism Learning Laboratory withinits premises dedicated towards givingeffective education to children withAutismtoenablethemtoreachtheirfullpotential,while serving as a platform

Chapter 11


Research findings by the laboratory have given these children a new lease on life, enabling them to learn and grow in an environment which understands them.

foracademiciansandresearcherstoobserveandstudytheirbehaviourandlearningstyle. Establishedin2009withfundingfromtheUniversityResearchGrant,thelaboratoryhasworkedhardtodesignanddevelopaneducationmoduleforchildrenwithAutism.ThelaboratoryisoperatedbytheUniversity’sFaculty of Education, and has five teachers, two teaching assistants and 17 studentswhohavebeendiagnosedwithAutism. Oneofthelaboratory’smainobjectivesistostudyandlearnindepthabout children withAutism, to enable academicians and researchers todevelop effective teaching modules for children with the disorder. Asno two autistic children are the same, developing an effective learningmoduletobeimplementedtoallwiththedisorderisnoteasy.Withthisinmind, the laboratoryusesIndividualEducationPlanning(IEP)wherebytheneedsforeachautisticchildwillbedeterminedthroughameetingwiththeparents. Although the aims and objectives for each child vary with theimplementationofIEP,allstudentsreceivesomestructurethroughatimetablethatisappliedtoall.Thisincludessomephysicalactivityinmorningfollowedbysomelearning,lunch,restandthendependingontheday,aneveningactivityofartsandcraft,swimming,cookingorgardening. An IEP meeting is heldbetween the teachers and theparents every six months todetermine whether the methodsthat have been used have beeneffective. The laboratory alsoapplies various learning andteaching techniques such asAppliedBehaviorAnalysis (ABA),PictureExchange Communications (PECs), Discrete Trial Training (DTT),Structured Teaching, Visual Strategies and Behavior Modification, all ofwhichhavebeenproven to contributegreatly to thedevelopmentofchildrenwithAutism. The laboratory also enables students from the University who arecurrently pursuing studies in special education to undergo practicaltraining.UKMstudentsarerequiredtoattendthelaboratoryfortwohoursevery week to fulfil their credit hours. Thelaboratoryalsoservesasanimportantreferralcentreforparentsand caregiverswho are dealingwith childrenwithAutism.Staff at thelaboratoryareabletogivesupportandconsultationservicesforparentsand care-givers, so as to create a better environment for children withAutismtolearnandplay.Apartfromthat,thelaboratoryisalsoactivein

UKM Autism Learning Laboratory / 67

disseminatinginformationandknowledgeonAutismandeffectivelearningtechniquestomembersofthepublic.

Learning and Teaching about Autism

InMalaysia,childrenwithAutismareoftendeniedtherighttoeducationduetothelackofunderstandingbymostparties.Stuckintheirownworld,they are unable to communicate, do not follow simple instructions, andoften are hyper and hypoactive. Research findings by the laboratory have giventhesechildrenanewleaseonlife,enablingthemtolearnandgrowinanenvironmentwhichunderstandsthem. Armed with these findings and important information about Autism, thelaboratoryisdedicatedtowardsdisseminatingthemnationwidetotouchmorepeoplewhoseliveshavebeenaffectedbythedisorder.Throughout2011, staff at the laboratory conducted courses and workshops acrossthe country tomake this happen.TheUKM research teamhas recentlybeenentrustedtotrainsupervisorsfromCommunity-BasedRehabilitationcentresnationwide,pavingthewaytowardsbettercare-givingforchildrenwithAutisminthesecentresacrossMalaysia. Parentswhohavechildrenwith learningdisabilities,especiallywithAutism,areoftenatalossonhowtodealwiththeirneeds.HavingchildrenwithAutismcanbeespeciallystressfulwhenoneisnotequippedwiththeknowledgetohandletheirdailyneeds.TheAutismLearningLaboratoryattheUniversityoftenreceivescallsandrequestsfromdesperateparentstohelpthemindealingwiththeirchildren. ItwaswiththisinmindthatspecialworkshopsforparentsofchildrenwithAutismwereestablishedby the laboratory.Theworkshopprovidesparentswithinformationandknowledgeonthespecialwaysneededtodealwiththeirchildren.Duringtheworkshops,parentsareabletolearnhowtostimulatetheirchildren’sdevelopmentinorderforthemtoreachtheirfullpotential.Forthesechildren,themostimportantthingistoreinforcewhattheyhavelearntinschoolathomeaswell.Keepingtheparentswell-informedalsohelpsastheyarethedecision-makerswhenitcomestotheirchild’swelfare. The workshops have received tremendous positive feedback anddemand,promptingthelaboratorytoconducttheworkshopsonamonthlybasis.Asidefromthemonthlyworkshops,thelaboratoryalsogivesadviceandcounsellingviatelephoneandappointments. ThelaboratoryhasalsogivenmanyundergraduateandpostgraduatestudentstheopportunitytostudytheneedsofchildrenwithAutismthroughacloseandpersonalapproach.Formanystudentspursuing theirstudies


in the field of special education, having the opportunity to work hands-onwith childrenwithAutism in such a setting is indeedvery valuable.Throughthelaboratory,thestudentslearnhowlearningaidsaredevelopedandgainabetterunderstandingonthe theoriesofspecialeducationthattheyhavelearntinthecoursework. The research staff is also in theprocessofdocumenting theuniqueteaching and learning techniques that havebeendiscovered through thelab,withtheaimofpublishingacompletemanualandresourcehandbookfor teachers, parents and care-givers in the field of special education to betterunderstandandhelpchildrenwithAutism.

Creating a Better Future

The laboratory’s research teamplans toopenaCentreofExcellenceonDisabilitiesResearchandPracticeinthefuturetoaddressthemanyneedsandissuessurroundingchildrenandindividualswithlearningorphysicaldisabilities.Amongthemainobjectivesofthecentrewillbetosetupaneffective and comprehensive intervention programme that will ensurechildrenwithspecialneedsreceivethenecessarycareandattention.Thecentrealsoaimstotrainandempowerparents,teachersandcare-giverstoraise children with special needs more effectively and efficiently. Thecentrewillalsodevelopteachingandlearningmodulesforchildrenwithspecialneeds,whilebuildingastrongsupportsystemforthesechildrento eventually pursue their tertiary studies, or to live independently.Thecentre’s ultimate focuswill be towards givingpeoplewith learning andphysicaldisabilitiesaswellastheirfamilymembersmoremeaningfulandfulfilling lives for the long-term.

PERKASA@remaja – Empowering Youth, Transforming Communities

Prof. Dr. Samsudin Abd. RahimDirector, Pusat Permerkasaan Remaja (Youth Empowerment Centre)

[email protected]

“Give me a place to stand, and I will move the whole world.”- Archimedes

Introduction

The WorldYouth Report (2005) estimates that at least 25% of youthsbetweentheagesof15 to25areconsideredtobeat-risk.Youths todayareunderstressmorethanever,havingtodealorsuccumbtodrugs,gangwarfare,bingedrinking,andespeciallyintheurbanareasofMalaysia-street racing.According to theMalaysian youth index (2007), 12% (orclose to 500,000) youths have been involved in at least one juvenilecrime. Juvenilecrimesamongyouths in thisagegroupgainedattention in1995, through a cabinet paper which identified indicators that leads to loiteringandeventuallyotherjuvenilecrimes.Thisincludedhavingapoorsocio-economic background,low self-esteem and lack ofpositiveandstrongrolemodels(Samsudinetal.1995). Realisingtheneedtoputthenation’syouthbackontherighttrack, UKM, in collaborationwith the PERMATA centreunder the Prime Minister’s

Chapter 12


departmenthasdevelopedthePERKASA@remaja(YouthEmpowerment)programme to enable youth who have been identified as At-Risk to realise their full potential by empowering themwith the necessary skills thatcould turn channel them to contribute positively to their families andcommunities.Theprogrammealsoseekstotransformyouthsintodynamic,competitive, confident and forward-thinking youth who can become effectiveleadersoftomorrow. To reach its objectives, PERKASA@remaja drives two mainprogrammes – the Community-based Empowerment programme andthe Camp-based Intervention programme. While the Community-basedprogramme focuses on more long-term and sustainable solutions, theCamp-basedinterventionisdesignedtodevelopyouthscaughtinillegalstreet-racing(undersection42,LandTransportDepartment)intellectually,emotionallyandspritually.

Individual Attention for Youths

The camp-based interventionprogramme is specifically designed to give individualattention to youths who havebeen caught in a juvenile crime,specifically, illegal street-racing. Intheurbanareasofthecountry,manyyouthswhocomefrompoorsocio-economic backgroundssuccumbtothisactivity,toapointwheremanydropoutofschools,andwouldlatergraduatetousingdrugs,illegalgamblingandsnatch-thievestherebycripplingthecommunity. Inordertocircumventthis,thePERKASAcamp-basedinterventionprogrammewasdeveloped.Theprogrammerunsforabouttwoandahalfmonths,andfocusesonaholisticapproachthatwillenableparticipantstoincreasenotonlytheirself-worth,buttoalsogainleadershipskillsandlearnthevalueofvolunteerism. Throughthiscamp,participantsareabletoattendangermanagementclasses, emotional development courses and communication skillworkshops.Theyarealsogiven theoppurtunity to interactwithpostiverolemodelswhocometothecampstogivemotivationaltalks.Participantswhocompletethecamparethenplacedinindustrieswhoarewillingto

The programme has enabled me to fill my spare time with not only new knowledge, but practical skills I can use. I am now able to see tangible opportunities that I can gain from the photography skills I’ve acquired through the programme. - Muhammad Afiq Farahi B Md Khusaini,Perkasa@Remaja Participant.

PERKASA @ remaja / 71

undertake them into training courses to further hone important soft andtechnicalskills. PERKASA@remajahassofarorganisedtwoofthesecamps,touchingthe lives of over 60 individuals. The first was done with the collaboration of theRoyalPoliceofMalaysia,whilethesecondwaswiththecollaborationandsupportofUKMandFELDANegeriSembilan.

Bringing Positive Change to Communities

Thecommunity-basedempowermentprogrammeseekstotransformyouthat-riskfromwithincommunitiesinordertoencouragethemtoreachtheirfullpotentialforthelongterm.Thisisdonethroughthedevelopmentofasocialmodelthatgivesyouththeopportunitytobeinvolvedintheplanningandimplementationofactivitieswithintheircommunities.25assetmodelshave been identified as the main outcomes for this programme, with youths whoaredeemedtopossessall25assetmodelstohavebeensuccessfulintransformingthemselvestowardsthebettermentofthecommunity. Theprogrammerecognises thatactiveanddynamicparticipationbyyouthwithinthecommunitycontributesgreatlytowardsthedevelopmentof the community as well as the individual. Through this programme,youthhavetheopportunitytoinvolvethemselvesinvariousenterprisingprojectsthatincludephotographyclubs,bakingclasses,musicandvocalclubs,shoedesigningcourses,make-upandmanicureclubsandthelatest,apastryclub.Thecentrehasalsoestablishedahomeworkclub,whereUKMstudentsareabletobecometutors,andsubsequentlymentortheyouth. Thissmartpartnershipalsosawthedevelopmentofthe“BetheChange”programmeand“SmartSpending”and“I’minControl”workshops.Alloftheprogrammesunder thismodel havegained tremendousparticipationfrom the local youth, with almost 700 youth involved in the variousactivitiessinceitsinceptionin2010.Heldeveryweekend,theprogrammesandactivitiesaremonitoredbyPERKASAUKM,thecentreresponsiblefortheprogramme,intandemwiththeResidentAssociationforthePeople’sHousingProject.

Changing Perceptions, Sustaining the Future

Programmes under PERKASA@remaja has gained due recognition duetoitshighsuccessratesintransformingthosewhohasbeencategorizedas youth at-risk.The centre actively collects data before and after eachprogrammetoeffectivelygaugetheyouths’progress.


To date, as many as 80% of those who have attended both theprogrammeshavegoneontohaveastablecareeracrossvariousindustriesand fields. Some have established themselves as trainers and facilitators inmotivationalcamps,whilesomeareevenrehabilitatedtobeemployedas police officers or auxiliary police for the Federal Land Development Authority (FELDA).Manyothershavebecomeentrepreneurs,using theskillstheyhavelearnttoearnasteadyincome. The centre is also currently on a mission to further develop theprogrammesthattheyarecurrentlyrunning.Asidefromimprovisingtheirteachingand trainingmodules, thecentre is in theprocessof increasingthenumberofclassestheyarecurrentlyproviding.Thisincludescomputerclassesandcourses,aswellastobuildastudioforthosewhoarecurrentlytakingphotographycourses.Classesandcoursesthatareofferedwillbeintandemwiththecurrentmarketdemandstoensurethattheyouthsareabletohavesteadybusinessincome. Thecentrealsoaspirestobethemainreferralcentreinthecountryforallyouthwhoarecategorizedasat-risk,therebymakingmassivepositivechangestocommunitiesthathavepreviouslybeenthehot-bedformanyjuvenileactivities.

Legal Aid Clinic and the Provision of Access to Justice for the Community in Need

Pn. Siti Naaishah Hambali Fellow, Faculty of Law

[email protected]

Service to others is the rent you pay for your room here on earth.- Muhammad Ali

Introduction

Alegalaidclinicisaformofcommunityworkrunbythelawstudentsandmembersofthefacultyinmostlawschoolsaroundtheworld,beitfromthecommonwealthorcivillegalsystem.ThiswasnoexceptionforUKM’sFacultyofLawwhichranalegalaidclinic,albeit inanadhocmanner,ratherthanonethatisformallyestablished. In 2010, in ameeting forLawFacultyDeans acrossMalaysia, theBarCouncilAttorneyGeneralappealedtotheuniversitiestocontributeineasingtheburdenofcasesbeinghandledbyitsLegalAidDepartmentandLegalAidCentre(LAC).This includedproviding thespaceandrelatedfacilitiesaswellastheexpertiseof willing faculty membersto operate the LAC. TheAttorneyGeneral,theLegalAidDepartment and the MalaysianBar Council also agreed inprinciple to offer training andcase referrals should the needarise.

Chapter 13


InFebruary2011, theNationalLegalAidFoundationwas launchedanddemandedforamoreconcertedcommitmentfromtheFacultyofLaw.SpaceconstraintsatthetimepreventedtheformalsettingupoftheLAC.ThissubsequentlyledtocollaborationbetweentheFacultywithUNIKEBto provide a space within UNIKEB’s establishment and allow for thesettingupoftheLAC. Aseriesofmeetings,workshopsandindustryvisitswerethenmadethroughout2010and2011toreachanunderstandingandagreementontheLAC’smethodofoperation,itsobjectives,issuesandliabilities–hurdlesthatwerenecessaryinordertoformallyestablishtheclinic.Throughtheseinitiatives,strongpartnershipswereformedwithUNIKEB,theMalaysianBarCouncil,theSelangorBarCommittee,theLegalAidDepartmentandtheUniversityofManchester’sLegalAdviceCentre. In November 2011, the LAC was established at Level 3, WismaUNIKEB, UKM to provide sustainable and free legal advice for thosewhoareunabletoaffordlegaladvice.ThecliniciscurrentlyheadedbyDistinguishedFellow,SitiNaaishahHambali,akeypersonresponsibleformanyinitiativesthatmadetheLACpossible. Lawstudentsin4thyearareabletouseLACasaplatformtopractice. Students on a rotatingbasis, will register the clients’name, and write a brief on theclient. From there they identifyspecific legal issues. From their notes,thestudentswillthenreferthemtothelecturer,orthelawyerincharge.Whenthereisnoexpertonboard,theyarethenreferredtorelevantindividualswhoareanexpertinthat field. Inengagingwiththecommunity,legaljargonsareusedataminimumand things are explained in simple terms.This is to ensure individualsunderstandthesituationtheyarein,andknowwhatneedstobedone.Anymember of the public is able to visit the LAC to receive clarification on theirlegalproblems.Uponregistrationasclients,theywillbegivenlegaladviceandasolutiontotheirproblem.Ifnecessary,clientswillbereferredtoothersuitableagenciesforfurtheraction. CaseshandledbytheLACrangefromciviltosyariahmatters.Theseincludecivilcasesrelatedtodivorce,righttoseeandvisitchildincustody,jointly acquired property, child abuse, adoption, custody, probate/ will,landmatters,consumerism,labourlaw,bankruptcy,accidents,lease,rent,

In engaging with the community, legal jargons are used at a minimum and things are explained in simple terms. This is to ensure individuals understand the situation they are in, and know what needs to be done.

Legal Aid Clinic / 75

hirepurchase,loan;andsyariahcasesrelatedtotalaq,maintenance,jointlyacquired property, faraid, Islamic family law, hadhanah, will/hibah,syariah offences. TheLAC isopen throughoutUKMeducationsemesterperiod fromMonday to Friday (10a.m. - 4p.m.), and closed during public holidaysandsemesterbreaks.Italsooffersmobile legalaids inconjunctionwithcommunityevents,whenevernecessary. Forlawstudentswithintheuniversity,theLACisagreatwayforthemtoputwhattheyhavelearntintopractice.ThroughtheLAC,thestudentsgainpracticaltrainingunderthesupervisionofvoluntarylegalpractitionersandlecturers.Thestudentsareexposedtoactualprobonolegalwork,andarealsoabletogivelegaladvice. Thesuccessfulestablishmentof theLAChasspurredtheFacultyofLawtoenhancetheservicesoftheclinic.DiscussionsandnegotiationswiththeMalaysianBarCouncil,SelangorBarCommitteeand theMalaysianLegalAidBureauisunderwaytomakethishappen.

The AIESEC Red Project

Ravi ShangkarOrganising Committee President, The Red Project

[email protected]

It is bad enough that people are dying of AIDS, but no one should die of ignorance.

- Elizabeth Taylor

Introduction

Acquired immune deficiency syndrome or better known as AIDS is a disease of the human immune system caused by the human immunodeficiency virus(HIV).Theillnessinterfereswiththehumanimmunesystem,causingpeoplewithAIDSmorelikelytoreceiveinfectionsandtumors.TheHIVis transmitted inmanyways, usually through sexual intercourse, bloodtransfusions, hypodermic needles and the exchange of bodily fluids, such asgivinginfectedbreastmilktoaninfant.Thediseasecurrentlyhasnoknown cure. Due to the difficulty in treating HIV infection, prevention iskeyincontrollingtheAIDSpandemic, and this is donethrough educating others onfactsrelatedtothedisease. The Red Project,a programme run byby AIESEC-UKM incollaboration with StandardCharteredBankintendstodojust that and much more. It

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The AIESEC Red Project / 77

aimstodeliverHIV/AIDSeducationtoyouththroughpeereducatorswhileincreasingawarenessaboutHIV/AIDSamongstyouth,reducestigmaandmisconception towards thosewhohave the virus, and to also provide aplatformforlocalyouthandUKMstudentswithaplatformtointeractwithinternationalvolunteersfromvariouscountriesaroundtheglobe.Usingthered ribbon as its symbol, the programme specifically targets youth between the ages of 16 and 24 years of age,who currentlymake up the secondlargestagegroupofpeoplelivingwithHIV/AIDS. Fullystudent-run,thisprojecthasto-dateconductedover110educationworkshops, reachingout tomore than50,000people since its inceptionin January 2009. The project coordinators also organise conferences,campaignsandroadshowsincollaborationwithlocalnon-governmentalorganisations. The workshops, which are conducted free-of-charge andapproved by the Malaysia’s Ministry of Education, educate youth onthedifferencebetweenHIVandAIDS,howthevirusistransmitted,andalsodiscussespreventionmethods.TheRedProjecthasalsosuccessfullyconvened annual HIV/AIDS conferences involving students from otheruniversitiesandcollegesinitsattempttoreachouttothemasses. Through the Red Project, the project coordinators become youthchampions,creatingacommunityofwell-informed,young,energeticanddynamicambassadorsforAIDSawareness.

Collaborating for a Better Future

Aside from having Standard Chartered Bank as their main industrysponsor,theRedProjectteamalsoconsultswithlocalNGOssuchastheMalaysianAIDSCouncilandthePinkTriangleFoundationtoenrichtheireducationmodulewiththelateststatisticandinformationaboutHIV/AIDS.Establishedin1987,thePinkTriangleFoundationisthelargestcommunitybasedorganisationthatworkswithcommunitiesaffectedbyHIV/AIDSinKualaLumpur.TheMalaysianAIDSCouncilisanumbrellaorganisationcommitted towards effective response toHIV/AIDS issues inMalaysia.SupportedbyboththeseNGOs,theRedProjecthasbeenabletoenhanceitsworkshops andevents tobemore relevant andcurrentwhendealingwithAIDS-relatedissues. One of the unique features of this project is the participation ofinternationalvolunteers.ThevolunteersarebroughtinthroughAIESEC’sInternationalInternshipExchangeProgrammetoconductface-to-faceHIV/AIDSworkshopsinMalaysia.Todate,theprogrammehasrecruited100


international volunteers from23 countries.The international volunteersbringaninternationalperspectivetotheHIV/AIDSissue.TheRedProjectalsocreatesanavenueforthesevolunteerstorelatecurrentrealitiesthatthe international communities face.This enriches theeducationmoduleforeachworkshop,whiledemonstratingtothelocalcommunitythatHIV/AIDSisaglobalissuethatconcernseveryone. For the 2011/2012 session, the Red Project has 12 internationalvolunteerswhocomefromItaly,thePhilippines,Vietnam,China,CanadaandHongKong. InordertoincreaseparticipationwithinUKM,studentsareencouragedtojoininRedProjectworkshopsthroughthecooperationwiththeStudentWelfareAssociationofeachoftheresidentialcollegesattheuniversity. The programme also gains by tapping into the experience of theprogrammeadvisorswhoarefromtheUniversity’sFacultyofEducationand the Public Relations office. The Red Project is endorsed by the Office ofIndustryandCommunityPartnershipswhichsupportstheprogrammebyenhancingvisibilityandassistingwithsponsorshipopportunities.

Long Term Goals

Although the Red Project hasthe financial support of Standard Chartered Bank, the projectcoordinators are always on theconstant lookout to collaboratewith other industry or NGOpartners to ensure that theprogramme can be sustained inthelongrun. The Red Project is also collaborating with five other universities in thecountrytocreateabiggerpoolofvolunteersinordertodisseminateawarenessandinformationonHIV/AIDSwithgreaterimpact. AllfacilitatorswhoconducttheworkshopsarealsorequiredtoundergotrainingtoequipthemwithaccurateandupdatedHIV/AIDSknowledge.Currently,theprojectcoordinatorsareworkingincollaborationwithHIVchampions from the Standard Chartered Bank and certified trainers from theMalaysianAIDSCouncil.This coregroupof facilitatorsensure thesustainabilityoftheprogramme. Advice, statistics, information, and audio and visual material aresuppliedbyNGOs such as thePinkTriangleFoundation, ensuring that

“I am more mature and confident after working under the Red Project, and I have learnt so much about HIV/AIDS.”- Son, Business Administration Student, Van Lang University, AIESEC UKM International Volunteer.

The AIESEC Red Project / 79

the facilitators’ training is not only current but viable, in line with therequirementsofthecommunity.

Bringing a Wave of Change

In all of the Red Project’s activities and workshops, youth participantsare encouraged to develop their own HIV/AIDS awareness campaignandprojectswithin theirowncommunity, througha“Train theTrainer”component. This has resulted in several subsequent projects that havecascadeddowntotheparticipants’community,mostnotably“TheRibbonDay” and “The RedWave” clubs that have been established in severalsecondaryschoolsinMalaysia. ThroughtheRedProject,theprojectcoordinatorsandtheinternationalvolunteershavebeenabletodevelopvariousskillssuchaseffectiveteammanagement,problem-solvingskillsandcrisismanagementability. Theprojectteamhasalsobeenabletocultivateahigherself-esteemandgreaterself-confidence through public speaking which is essential for carrying out theworkshopandtrainingsessions.

SOCIAL ENTERPRISE ANDCOMMUNITY DEVELOPMENT

Teman 1Azam NCWO-UKM:Empowering Women through Business

Assoc. Prof. Dr. Madeline BermaDirector, Women Leadership Centre

[email protected]

“Each time someone stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope.”

-Robert F. Kennedy

Introduction

WomeninMalaysiahavethepotentialtoboosttheeconomythroughsmallandmediumenterprises(SMEs).ItwasbasedonthispremisethattheTeman 1AzamNCWO-UKMprogrammewasestablished.Theprogramme,whichaimstobuildthecompetenciesofwomenfromlow-incomefamiliesintheKlangValleytargetstoincreasethenumberofwomeninbusinessinthecountry.TheprogrammeischampionedbyUKM’sFacultyofEconomicsand Management with the support of the Ministry of Women, Familyand Community Developmentand the National Council ofWomen Organisation (NCWO).Led by Associate Professor Dr.Madeline Berma, the pioneerprogrammecurrentlyhasa totalof 63 women who benefit from theknowledge transferandskillthattakesplace.

Chapter 15


ThroughthegrantreceivedfromtheMinistryofWomen,FamilyandCommunityDevelopment,thewomenwithintheprogrammeareallgivenseedfundingforabusinessstartup.Atthisjuncture,theFacultystepsintoprovidetheparticipantswiththeknowledgeandskillsnecessarytoinitiateandmanageasmallhome-basedbusiness.Thisisdonethroughlectures,workshopsandcoachingby theFaculty’s lecturers incollaborationwiththe UKM Centre for Entrepreneurship and SMEs Development (UKM-CESMED). Afterthefoundationofbusinesshavebeenhonedintotheparticipants,they thengo throughaseriesofactivitiesandprogrammewhichaimtodevelop their soft skills, confidence as well as visibility. This is done throughseveralnetworkingopportunitiesprovidedbyUKM.AmongthemostnotablewereadialoguesessionwithProfessorMuhammadYunus,a UKM Laureate in Residence, the launch of the Chair on Women’sLeadership,SMECorpandtheUKMEntrepreneurshipCarnival. In its last phase, the participants gain support and advice from theFaculty inpartnershipwithUNIPEGSdn.Bhd., a foodquality researchanddevelopmentorganisationonproduct labeling,packagingaswellasinformation on food handling certification and nutritional testing which complieswiththeFoodHygieneAct,2009.

Enhancing Products and Services

Asaresultofthisprogramme,theparticipantshavesincebeensuccessfulinaddingvaluetotheirproducts.Asidefromthevaluableinformationandknowledgetheyhavegainedthroughworkshopsandlectures,25womenwithin the group have also gained Certificates on Food Handling issued by UNIPEQSdn.Bhd.whichhavesinceboostedtheirsales. By participating in this programme, the women also have accessto eight academics and students from the University who are dedicatedtowards giving them practical knowledge that can be used to improvetheir business. Among the skills learnt are book-keeping skills, financial management as well as sales and marketing. Hailing from low-incomefamilieswithlittleornoformaleducation,informationsuchasthesewashighly significant to these women. For instance, some of the women were notawareonhowtoissuestandardreceiptsaftertheirsales,orevenknewoftheirimportance. Throughthisprogramme,theparticipantshavealsolearnttheconceptofanonlinebusiness.ThewomenarenowactivelyusingFacebook,the

Teman 1Azam NCWO-UKM / 85

onlinesocialmediawebsitetomarkettheirproductsandservicestoawideraudience,supportedbythe1AzamNCWOUKMcommitteemembers. FollowingthesuccessoftheirnowattractivelypackagedandresearchedproductstheparticipantshavealsobeenapproachedbyFatihinDato’RosdiwhoisintheCorporateGiftHamperbusiness.Severaloftheparticipants’productsarenowincludedinhigh-endgifthampersinaoneyearcontractbythecompany.Gifthampersisalucrativebusinessinourcountrywhichhas ample festivals and festiveoccasions throughout theyear due to itsmulti-culturalheritage. Ten products made by the women have also since gone throughNutritional Testing. This in turn adds more value to their products, inan ever-increasing health conscious market. These products have alsoincreasedtheirsales,andcontinuetohavehugepotentialinthemarket.

Spreading the Good News

TheFaculty’sacademicmembershavealsogainedfromthisprogramme.The programme’s success has since been presented in internationalworkshopsatKyushuUniversity,Japan.Theresearchershavealsogoneto spread the social enterprisemodel theyhavepractised to theKyushuUniversityBusinessSchool(QBS)andattheKyushuUniversityGrameenCreative Lab in Japan. This sharing of information helps in spreadingthe good news as well as ensures a replication of the model for othercommunities. For its futureplans, theTeman1AzamNCWO-UKMresearch teamhopes to replicate the model for entrepreneurship education for thedevelopmentof thecommunity in the long run.The teamalsohopes tobuildacommonfacilityfortheparticipantstomanufacturetheirproductstoensureeaseofapplyingforhalal certification.

SIFE UKM: Hold My Hand

Assoc. Prof. Dr. Rohayu Abdul GhaniLecturer, Faculty of Economics and Management

[email protected]

“Social entrepreneurs are not content just to give a fish or teach how to fish. They will not rest until they have revolutionized the fishing industry.”

-Bill Drayton, Social Entrepreneur

Introduction

‘HoldMyHand’isaprojectdevelopedandorganizedbySIFE(StudentsinFreeEnterprise)UKMtowardscreatingasustainableavenueforskillbuildingandrevenuegenerationfororphansandorphanagesaroundBandarBaruBangi.SIFEUKMcomprisesstudentsfrommultiplefaculties, ledbyAssociateProfessorDr.RohayuBt.AbdulGhaniandEncikRadzuanAbdulRahidwhoadheretotheSIFEphilosophyof“AHeadforBusiness.A Heart for the World”. SIFE is an international non-profit organisation thatworkswithleadersinbusinessandhigher-education to mobiliseuniversity studentsto make a differencein their communitiesand become sociallyresponsible businessleaders. ‘Hold My Hand’wasdeveloped inMay

Chapter 16

SIFE UKM: Hold My Hand / 87

2011, upon closer examinationof the existing circumstancesof severalorphanages around the UKM area. Most of the orphanages rely onphilanthropicgiving,anddidnothaveastrategytosustainfunding.Theteamarrivedataconsensusthatthebestwaytoassistthechildrenwithintheorphanagesistoequipthemwithskillsthatwillenablethemtoentertheworkingworlduponleavingthehomeandschoolswhilegeneratingsteadyincomefortheorphanage. The project creates anavenue for orphanages togenerate additional income thatenables them to be self-sufficient throughentrepreneurialactivities.Children from the homes areable to benefit from effective vocational training such as culinary arts while reducing the relianceon philanthropic giving. Realising that such a venture requires activeinvolvement,participationandcontinuousmonitoring,SIFEUKMchoseto run the programme first with an orphanage that is closely located to the University’sBangicampus,andhassubsequentlyadoptedtheDarulIzzahHomefortheprogramme. TheprogrammeisalsoaneffectiveavenueforUKMstudentstoapplyand enhance social entrepreneurship and economic theories they havelearntinclassroomsinapracticalwaywhilegivingbacktothesociety.

Transformation in Phases

Inordertoimplementasuccessfulandsustainableplan,theSIFEUKMteamspenttwomonthstodeliberateandstrategise.Fromthosedeliberations,itwasdecidedthattheprogrammewillbedividedintothreemainphases.The first involved extensive research and development to determine the kindofbusinessthehomewillbeconcentratingon.Basedontheteam’sresearch,theKajangandBangiareamostlyhadfamilieswithbothparentsworking, creating a demand for frozen and ready-cooked foods. Fromthere,theteamapproachedtheHuluLangatCommunityCollege,whichinturnagreedtoprovidetrainingaswellastheinitialfacilitiestomakethefoodatnocharge. Phase two involves the building of permanent facilities for bakingandcookingwithin theDarul Izzahhome itself,whilephase3sees themonitoringof themanufacturinglineandestablishingpartnershipswithotherNGOstowidendistributionchannels.

Not only have I gained valuable cooking and baking skills, but the programme has also given me the passion to live. – Zulhairy Bin Tompang, Darul Izzah resident and Hold my Hand programme participant.


Theprogrammeiscurrentlyinitssecondphase,andtheteamiscurrentlyoverseeingtherenovationoftheDarulIzzahhometoincludeamuchlargerkitchentoaccommodateproductionofthefoodsonaconsistentbasis.Thethirdphaseissettobegininearly2013.TheSIFEUKMteamaimstogetthehometoconductallaspectsofthebusinessindependentlywithinthreeyearsfromtheprogramme’sinception.

Building a Sustainable Business

As a programme that is designed to be sustainable from the beginning,the team ensures this occurs in all aspects of the programme, from itstrainingtothepackagingusedforthefoodsthatarebeingmanufactured.Whileconductingworkshopsforthechildren,theSIFEUKMteammadesure to include children from other organisations and charity homes soas tocreateagreater impactonthecommunity.This in turnspreadstheseed of entrepreneurship among the children in the community, therebyencouragingmore individuals tobe involved in initiatives that canhelpthemtowardsself-sustenance. The team also upholds the 3R concept (Reduce, Reuse, Recycle)by using only recycled and biodegradable materials for all of the foodpackaging.

SIFE UKM: Hold My Hand / 89

MarketresearchwasalsodonebytheUKMstudents,providingusefuldata that impacts theproduction line.They found that demand for theirsardine rolls increased by 30% within the first week, with a reduced demand onthesugarydoughnuts.Thisledtothechildrentemporarilywithholdingtheproductionofdoughnuts,andincreasingtheproductionoftheirsardinerolls, andother savoury items.All itemsmadewere soldoutwithin theweek. TheSIFEUKM teamhas alsodeveloped a joint collaborationwiththe University’s Centre of Entrepreneurship and SME Development(CESMED)toestablishacooperativethatwillfacilitatethemanagementof the programme. With the centre’s expertise on the management ofsmallbusinesses,theteamseestheprogrammegrowingstrongerthroughthe settingupof a nationwide cooperative, beginningwithparticipationfromorphanagesaroundtheBangiandKajangarea.Withacooperative,the programme is ensured of sustainability, thereby becoming morecompetitivelyplacedwithregardtoothersimilarenterprises. As the children grow older, and eventually leave the homes, theproductioncentrewillstillbeabletoemploythemfulltimetomanageandrun the business, and to eventually gain enough confidence to own their ownbusinesses.

Documents

The Power of Engagement: A Selection of Inspiring Community Engaged Initiatives