Community Engaged Teaching and Learning at UGM Irfan D. Prijambada, Irkham Widiyono, Puji Astuti, and Novi K. Indrastuti Community Service Section Institute for Research and Community Service Universitas Gadjah Mada
The History, PTM (Pengerahan Tenaga Mahasiswa) In its early days (1951-1962), Universitas Gadjah Mada mobilized volunteer students to teach and set up a high school outside Java, 1218 students had been sent and they helped the nation to set up 109 high school outside Java Island.
The History • In 1961-1964, when outbreaks of infectious diseases often occured. – students of Universitas Gadjah Mada plunge into the affected areas to eradicate • • • •
smallpox outbreak in Central Java, dysentery outbreak in Central Java, various diseases outbreaks in Southern Sumatra, vaccinated people in Yogyakarta.
• Since 1964 students of Faculty of Agriculture has been deployed to villages in Java and Sumatra islands in order to disseminate the green revolution through mass demonstrations to increase rice production and processing of agricultural products.
The History
In 1961, pioneering the efforts to build a water pipeline for 3 villages in the foot of Mt. Merapi which always face clean water shortages. Springs are 4km away from residential areas, and in the abyss as deep as 150 m.
Conversion of 160 Ha non arable hilly areas south of Yogyakarta city
Wanagama, Gadjah Mada Forest, 600 Ha Constructed Educational Forest South of Yogyakarta
Establishing 800 Ha Small Holding Farmers’ Cacao Plantation
Advantages of Students’ Community Engagement • Students understand the problem of their surrounding communities • Students are able to communicate with the communities • Students are able to work together in a group toward common objectives • Connecting communities to the university • Enhance community development • Feed back to the university for necessary research
KKN, Education for Student Community Service (1) • Initiated in 1971 at UGM • Compulsory 3 credits • Mobilize 4th year university students to work with community overcoming the issues related to local problems • Work in a team of 20-30 students, which is consist of four clusters of study background: – Physical infrastructure – Socio-economic and culture – Community health – Agricultural related field
KKN, Education for Student Community Service (2) • Stay in a community for 2 months (formerly 3 months) • Solve a real problem existing in a community they are assigned to work and stay in • SCS program consists of three major elements: individual, institution and community empowerment • The program functions as media for transfer and transforming knowledge, skill, creativity and innovation obtained by students during their studies for the benefit of community. • The program were run based on the principles of cocreation, win-win solution, co-finance, sustainability and flexibility.
KKN, Education for Student Community Service
Distribution of KKN Students
Some focuses of interest: • • • • • • • • • •
Improving education in remote areas Community based health policy Women's empowerment Disaster early warning system and mitigation Cultural and local wisdom-based natural resources conservation Cultural based conflict resolution Rural Governance and Administration Law and Political Awareness Small and Medium Enterprises Development Sustainable agricultural production
The Objectives of KKN • • • • • •
Raise student empathy and care Implementing science and technology in the field Increase the spirit of teamwork and multidiscipline work Educating student as researcher/scientist Training student to work collaboratively with various actors (university, government, private sectors, NGOs and community) Promoting learning community and community empowerment
Processes
Discussing Programs
Making Group
Knowledge dissemination
Collective Works
Appreciation
Some examples of successful projects
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Clean Water Supply for Giricahyo Village
Giricahyo Village had suffered drought for decades. The only water resources for the village was a rainwater pond which was used for washing, cooking, and human & animal drinking.
• In 2004, an underground clean water resource was found by students. • The water resource was located in a cave below Giricahyo Village which was 107 meters below ground level and 2 meters in diameter.
Further observations were conducted using different approaches and instruments to find out the site of water resource and to measure water debit. (Involving undergraduate and graduate students for final thesis)
Underground Piping Construction
On Ground Piping Construction
Power Plants for Water Raising
Electrical generator with 55kVA using biofuel
Solar panel
Water Reservoirs • Reservoir capacity is 60m3 • Distribution to 7 villages are supported by 26 outlet points
(Perwira, 2007)
Water Distribution Map
Approaches to Form the Water Supply Management Body The forming process of the water supply organization involved the members and leaders of seven-village communities
Identification and recognition on local problem and potency
Forming water management organization Determine legal status for the organization Trainings on management and water supply operation
Program implementation and maintenance
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Comparison Analysis Parameters
Before
After
Water price
Rp 26.000/m3
Rp 6.000/m3
Basic need
Clean water
Education
Water management
Individually
Organized by a system
Water supply
Unreliable
Consistent supply
Prevention of Coastal Abrasion at Kebumen, Central Java
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Seeding for Coastal Plantation
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Changing from no vegetation and sandy area to green area
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Disaster Response with KKN
Coming to help
The Results of Disaster Response with KKN
Program on Disaster Risk Reduction with KKN
Community Training and Drilling for the Reduction of Land Slide Risk using Early Warning Program
Program on Disaster Risk Reduction in Community by UGM’s SCS – CEL Acknowledged by ISDR Global Platform Meeting in Geneva June 16, 2009:
Small and Medium Enterprises Empowerment
Publication as KKN-UGM Product
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Publication as KKN-UGM Product
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Publication as KKN-UGM Product
VIDEO
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Go to the People. Live among them, Love them, Learn from them. Start from where they are, Work with them, Build on what they have But with the best leaders, When the task is accomplished, The work completed, The people all remark: We have done it ourselves.
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