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Copyright 2013Š The National University of Malaysia
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Engagement Australia Visiting Scholar Programme on University-Community Engagement 11th – 20th March 2013
ASEAN Perspectives on Engagement: Highlighting Models and Best Practice Prof. Dato’ Dr. Saran Kaur Gill Deputy Vice Chancellor (Industry & Community Partnerships), Universiti Kebangsaan Malaysia & Executive Director, AsiaEngage (ATNEU, AUN-USRS & AYVP)
Institutionalisation of Industry & Community Engagement at UKM Governance System for Effective Engagement with Industry and Community Partners Capturing & Documenting ICE Practices
Clarity & Definition of Engagement
Awards & Promotional Recognition Measuring Social Impact of Projects
Governance System at Senior Mgt Levels
Governance System at Faculty Levels
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Funding – Lean & Mean
Up scaling Across Nation & Region
Creating multiplier effect and synergies in USR for Asia through international platforms
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A Powerful Collaboration to Engage ASEAN & Asia The Asia-Talloires Network of Engaged Universities (ATNEU) was formed in January 2011 as a regional partner of the Talloires Network, a global association of over 200 institutions in 59 countries committed to strengthening the civic roles and social responsibilities of higher education globally.
The ASEAN University Network’s thematic network for University Social Responsibility & Sustainability was endorsed in July 2011, as an enabling mechanism to achieve greater regional cooperation amongst the higher education institutions in ASEAN, to contribute to the social, economic and environmental development of the region.
The proposal to establish the ASEAN Youth Volunteers Programme (AYVP) was presented during the ASEAN Senior Officials Meeting on Youth (SOMY) in Hanoi, Vietnam on 18 October 2011, endorsed by the Minister of Youth and Sports, during the Seventh ASEAN Ministerial Meeting on Youth (AMMY VII) on 20 October 2011 and approved by the Malaysian Cabinet on 20 April 2012
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AsiaEngage’s Call for Evidence Survey of Community Engagement to Member Universities
On 28th November 2012, the AsiaEngage Secretariat sent out a “Survey of Community Engagement and Call for Best Practices” to 22 member universities. There are varying levels of development with regards community engagement across ASEAN. Some universities are at initial stage of development and just realised the value of this area; others where govts have long supported this; and yet others who work at institutional levels to reach out to communities to forge meaningful partnerships.
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Select Best Practices of Community Engagement Projects across ASEAN
Indonesia, Thailand, Philippines and Malaysia
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Best Practices - Principles Underlying Methodology and Approach
Research is an integral part of engagement with communities – researchdriven community engagement
Academics apply their expertise but are cognizant of the fact that they are not the sole custodians of knowledge and work closely with communities to share and gain knowledge principles of respect and Knowledge-Exchange
Need to develop community champions and build up confidence in the community for them to proceed and progress with the solutions jointly developed
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Multi-sector partnerships which address and jointly solve problems faced by communities
Cascading Model – Academic Experts share knowledge with youth who in turn share the acquired knowledge in a form that is relevant, interesting and easily understood with school children and communities
Viharn Pra Chao Pun Ong Conservation Project by Chiang Mai University, Thailand
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Viharn Pra Chao Pun Ong Conservation Project by Chiang Mai University, Thailand Innovative Methodology and Approach Participatory and Interdisciplinary Practice through Experience and Knowledge Collaboration between multisector stakeholders Students learn conservation technics and methodology, participate in conservations training courses and then teach the local community how to conserve their heritage 2013/UKM/HEJIM/Saran
CBR: Community Based Research
Engaging Communities through Research
ABR: Area- Based Collaborative Research 2013/UKM/HEJIM/Saran
Community-Based Research (CBR) Works primarily at the “village” level and aims to enhance the learning process of the community through a solution-oriented approach to solve the community’s problems Key characteristics: the research problems are initiated by the community the community members act as active researchers the university works with the community through participatory action research in search of solutions the role of the university is in its capacity as a research node and an advisor, to provide academic service and produce knowledge from “ground” experiences of the community. 2013/UKM/HEJIM/Saran
CBR: Air Wair
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Area-Based Collaborative Research (ABCR) This promotes the role of universities in local development This is a strategic research design that brings multiple stakeholders to collaborate through research to solve problems at the provincial level in Thailand. One example is the ABCR project for poverty alleviation, which is the nation’s largest action research project involving over 40,000 people from GOs, NGOs, academics and community, and spanning 17 of Thailand’s 77 provinces.
This project successfully applied strategic research design to promote collaboration among diverse provincial partners in development towards community empowerment and poverty alleviation through a bottom-up planning model, budgetary integration and change in knowledge culture. 2013/UKM/HEJIM/Saran
ABCR: Poverty Alleviation at Pitsanulok Village forum to analyze household account data
Farmers changed from growing maize to passion fruits after learning about the production cost and return to investment. 2013/UKM/HEJIM/Saran
Symposium on Rural Development and Poverty Alleviation across ASEAN AsiaEngage, Thailand Research Fund, University of Chiang Mai 2013
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Kuliah Kerja Nyata (K2N): Experential Learning through Community Service Project at Universitas Indonesia Student community service course with 3 credits Objective of developing students’ soft skills, fostering a sense of belonging to the Indonesian archipelago, promoting sensitivity, awareness, independence, and volunteerism, whilst empowering communities in the remote and border islands of the nation. Under this program, students are sent for one month to remote areas in Indonesia, such as to Kalimantan, Papua or remote islands in the Pacific, to help local communities. Students need to meet the selection criteria such as essay writing skills, interviews, assessment of health and physical condition, and subsequently undergo survival training before they head to the remote islands. 2013/UKM/HEJIM/Saran
Kuliah Kerja Nyata (K2N): Experential Learning through Community Service at Universitas Indonesia ď ś UI students transported to locations at outer and remote islands in cooperation with the Indonesian Navy Forces and local private universities ď ś Student groups carry out specific community empowerment projects based on the assessment of the area and village resources, e.g. education; economic productivity activities; developing eco and culinary tourism and enhancing quality of life. 2013/UKM/HEJIM/Saran
The Gourmet Guru Project by Nanyang Technological University, Singapore The main objective of this project was to help low-income homemakers earn a living by imparting their family recipes of traditional dishes to keen students. It aimed to turn homemakers into culinary teachers by creating opportunities for lowincome women to become gainfully employed. Gourmet Guru collaborates with a Family Service Centre in West Singapore by employing chef graduates from the Centre to become cooking instructors at the Academy Works with publisher, Marshall Cavendish, to publish a set of cookbooks from the cooking lessons, with part of the sales revenue paid to the homemaker-cooking instructors. 2013/UKM/HEJIM/Saran
The Gourmet Guru Project by Nanyang Technological University, Singapore Funding, Awards and Impact No state funding; all monies come from the university’s operating budget and external resources. In 2011. ‘Gourmet Guru’ won the Mayor’s Imagine Fund Ignite Award for the most inspiring youth project and the SIFE Spirit Award. In 2012, Gourmet Guru garnered NTU SIFE the Nanyang Award for Teamwork. Gourmet Guru has supplemented the participating homemakers’ household income by an average of 12%, with the highest earner bringing in $3100. A total of 31 homemakers benefited from the project and earned a sum of $13,800 by June 2012. 2013/UKM/HEJIM/Saran
‘Blueplate’ for Better Learning”, Ateneo De Manila University, Philippines Daily in-school feeding program, targeting 4000 undernourished elementary school children in 4 Quezon City public schools Formulation of low-cost nutritious meals, cooked by parent volunteers and distributed daily to schools Role of the University: Building a program template and a structured system for a large-scale in-school feeding program that is sustainable and scalable Role of multi-disciplinary students: To enhance operational aspects, to advocate for the approval of an ordinance for financial commitment from local govt., to measure BMI levels of beneficiaries for impact evaluation (has shown improvement after 6 – 8 weeks implementation) 21 2013/UKM/HEJIM/Saran
‘Blueplate’ for Better Learning”, Ateneo De Manila University, Philippines “Blueplate” offers a template for a large-scale initiative which can be replicated. After one year, “Blueplate” has already served as an inspiration and template for other feeding programs: in Bagong Silangan Elementary School (600 children), in the City of Paranaque (175 children), in the Municipality of Cainta (420 children), and in Valenzuela City (5200 children)
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UKM’s Environmental Track for Knowledge-Driven Community Engagement
Green Rose Programme
UKM-MNS S.E.E. Nature Programme
ASEAN Youth EcoLeaders Programme
Rainforest Discovery Journey Programme 24
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Why is it important to develop a corp of Youth Eco-Volunteers? Through environmental education we can increase environmental knowledge and appreciation among people, and instill that conservation should not only restricted to scientist, activists and bureaucrat, it is everyone’s responsibility. By teaching youth and communities about the environment that surrounds them, they will be encouraged to be more responsible in the ways that they use and treat it.
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UKM-YSD Chair for Climate Change Research Develop knowledge to address mitigation adaptation challenges
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Education
Enrich education through current knowledge in climate change
Service Create Climate Change Ambassadors (students) to create awareness amongst communities
Cooperate with govt agencies / NGOs for capacity building initiatives
Environment-based & Knowledge-driven Community Engagement at UKM
Rainforest Discovery Journey Programme
The Green ROSE Programme
UKM-MNS S.E.E. Nature Programme
• UKM is located in 100 hectares of forest reserve.. • Create awareness on the uniqueness of our rainforest to the local and international community through development of a learning kit for visitors. • Eco-volunteers conduct outreach programmes at UKM Educational Forest.
• Raise awareness of young children on climate change issues and adaptation. • University students are trained by academics to mentor school children through a cascading model. • Conducted in 14 primary schools nationwide, impacting 800 school children, and involving 80 UKM student volunteers.
• UKM’s students receive nature-based experiential training at Kuala Selangor Nature Park, facilitated by UKM and MNS experts. • Students collect data and develop modules to educate public on biodiversity and conservation. • Youth develop generic attributes and a love for the environment. 27
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AYVP Mission Statement The AYVP is a dedicated knowledge-driven youth volunteerism platform to implement regional volunteerism projects that mobilize ASEAN youth to develop innovative solutions to the social, cultural, economic and environmental challenges of communities across ASEAN, while forging a sense of regional identity and cross-cultural understanding among ASEAN youth.
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AUN USRS & AYVP Thematic Areas The AUN USRS & AYVP will focus on eight thematic areas. These largely align with the multi-sectors of the ASEAN Secretariat. 1) 2) 3) 4) 5) 6) 7) 8)
Rural Development and Poverty Eradication Social Entrepreneurship Youth-friendly Health services Education Development The Environment Protecting ASEAN’s Heritage; Disaster Response, Risk Reduction and Recovery Sports and Recreation 29
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The development of ASEAN Eco-Leaders through Volunteerism and Community Engagement They will become Eco-Leaders with competencies and skills in environmental conservation and education, and will be empowered with critical workplace competencies, as well a love for community engagement
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Duration and Location Week one: held at UKM - the only university in this region that is located in about 100 hectares of forest reserve
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Duration and Location Week two to four: Various bio-diversity sites in Malaysia
SELANGOR: Kuala Selangor Nature Park
TERENGGANU: Setiu Wetlands 2013/UKM/HEJIM/Saran
JOHOR: Marine Ecosystem Reseach Centre UKM (EKOMAR), Mersing
PERAK: Kuala Gula Forest Reserve
Duration and Location Week 5: back to UKM for monitoring and evaluation of project reports
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Enhancing Schools & Communities through Microcontroller Technology: The CRYsTaL Project
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Forging Mutually Beneficial Partnerships Between ASEAN and Australia
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Thank You
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