Download (PDF, 7.29MB) - Asia Engage

edited by Saran Kaur Gill Prabha Sundram Kamelia Shamsuddin

PENERBIT UNIVERSITI KEBANGSAAN MALAYSIA BANGI • 2012 http://www.ukm.my/penerbit

Contents

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

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The Green ROSE School Programme ... 19

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UKM-MNS Inaugural Environment Awareness Programme ... 24

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Rainforest Discovery Journey Programme: Nurturing Eco-Volunteers ... 28

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UKM’s Tasik Chini Reseach Centre ... 31

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Improving Balance and Agility through virtual Reality Games ... 39

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Vision Screening Programme to Reduce Impairment among Preschool Children in Malaysia ... 43

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A Hulu Langat Initiative: Beyound Being Healty and Fit ... 46

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Harnessing the Nation’s Best Brains: PERMATA Pintar ... 51

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An Education-based University Community Engagement Initiative: Kampung Kundang Ulu ... 56

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10 Micro Controller School Mentoring Programme ... 60

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11 UKM Autism Learning Laboratory: Empowering Children and Care-givers towards a Meaningful Live ... 65

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12 PERKASA @ Remaja: Empowering Youth, Transforming Communities ... 69

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13 Legal Aid Clinic and the Provision of Access to Justice for the Community in Need ... 73

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14 The AIESEC Red Project ... 76

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15 Teman 1Azam NCWO-UKM: Empowering Women through Business ... 83

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16 SIFE UKM : Hold My Hand ... 86

Foreword from the Vice-Chancellor

Assalamualaikum wbt and Salam Sejahtera Established in 1970, Universiti Kebangsaan (UKM) is proud to respond, to serve and strengthen its communities through its core missions of Research, Education and Service. As a premier Research University, UKM emphasises community engagement as a way of bringing innovations from research output for the benefit of local and regional communities. We believe that it is the knowledge experts and researchers who can develop critical information on areas such as education, social well-being, health, poverty, environment, entrepreneurship and technology–key areas of concern that can give impact to the development of communities. As such, community engagement at UKM is institutionalised within the University’s Transformation Plan and underpinned by the eight Niche Areas of Expertise at the University. This publication showcases a diverse array of exemplary case-studies of community engagement initiatives at UKM. The stories exemplify our best practices across various disciplines and demonstrate UKM’s commitment in channelling our resources and intellectual expertise to serve the wider community. Through these and many other engagement projects, UKM also contributes in developing critical human capital for the nation - by providing the opportunity for hands-on community-based learning experiences that equip our students with the tools to be socially responsible, knowledgeable, productive and adaptable in today’s complex world. I take this opportunity to congratulate the Office for Industry and Community Partnerships for documenting these initiatives and so aptly

capturing the community engagement spirit at UKM within these pages. I hope that the stories shared here are enlightening and inspiring, and will ultimately provide the impetus for even greater initiatives that can further strengthen higher education’s role in driving community development across the nation and region.

Thank you.

Prof. Tan Sri Dato’ Wira Dr. Sharifah Hapsah Syed Hasan Shahabudin Vice-Chancellor Universiti Kebangsaan Malaysia

Preface An important element of institutionalizing community engagement within a research university is to be able to provide visibility and promote our exemplary engagement initiatives that cut across research, education and service. With this in mind, University Kebangsaan Malaysia in March 2012 organized an inaugural workshop on Capacity Development in Community Engagement: Sharing Best Practices at UKM. This workshop showcased an amazing array of multi-disciplinary community engagement projects carried out by both academics as well as students at UKM. These creative knowledge-driven projects successfully integrated elements of research, education and service, and encompassed diverse themes such as health, environment, social enterprise, education, youth and volunteerism. During the workshop, the presenters shared their experiences on the challenges of developing multi-stakeholder collaborations, obtaining funding, ensuring community empowerment and project sustainability. Some of the projects had been enabled through seed-funding provided by HEJIM’s Research Grant for Community Engagement. This publication is inspired by the innovative community engagement projects presented at this inaugural workshop and hopes to share the lessons learnt from these initiatives with a wider audience. We greatly appreciate the contributions of all the UKM academics and students whose community projects are featured in this publication. The projects reflect the dynamics of the relationship between the university and its surrounding environment, and break down the barriers between academia and community to build partnerships based on mutually valued university and community competencies. This publication exemplifies the strength of engagement in uniting diverse stakeholders towards the common mission of contributing to community development. Indeed, all those who have contributed to this publication stand testimony to UKM’s commitment as a community-engaged research university.

Introduction Prof. Dato Dr. Saran Kaur Gill Deputy Vice Chancellor Industry & Community Partnerships Universiti Kebangsaan Malaysia

We live in times of greater accountability and this impacts on the field of higher education too. There is a greater demand from society at large to be able to see the returns of the expenditure invested in higher education; to see how higher education helps the community to gain both economically and socially. In this context, there is a strong need to work towards ensuring that higher education is relevant to the larger society out there which comprises community, industry, government agencies, professional associations and non-governmental organisations. This is supported by the following statement made by Lawrence S. Bacow, President of Tufts University and Chair of Steering Committee Talloires Network during the Madrid Resolution at the Talloires Network Leaders Conference 2011: Across the globe, the societies in which our institutions are situated are facing increased economic, social, and civic challenges. At the same time, in universities on every continent, something extraordinary is underway. Mobilizing their human and intellectual resources, institutions of higher education are increasingly providing opportunities and directly tackling community problems-combating poverty, improving public health, promoting environmental sustainability, and enhancing the quality of life. Many universities across the globe are embedding civic engagement as a core mission along with teaching and research. Around the world, the engaged university is replacing the ivory tower. Transforming higher education through strategic industry-community partnerships is also the main thrust of the ‘Strategic Enhancement Plan for University-Industry and Community Collaboration” which was launched

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The Power of Engagement

in 2010 by the Malaysian Ministry of Higher Education. The Strategic Enhancement plan reiterates that Today, universities are not confined only to the generation of new knowledge but also to encompass the creation of applicable and economically useful knowledge for the well-being of society, as universities are supposed to be the nation’s economic and intellectual engines.

Engagement at UKM At Universiti Kebangsaan Malaysia (UKM), we believe that engagement begins by bringing knowledge to life for communities in the nation through the university’s research, education and service initiatives. Whilst previously, UKM had been engaged with industry and community on a mostly informal basis, these excellent initiatives have largely been carried out on an ad-hoc basis, and need to be coordinated and systematised so that there is greater impact across the university. The evident need for formal structures to be established to spearhead university-wide engagement culminated in September 2007, with the setting up of the post of a Deputy Vice-Chancellor for Industry and Community Partnerships which further strengthened our commitment to university–community partnerships. The main aim of this portfolio is to develop an innovative system which enriches the core business of the university - education, research and service - through social, economic, environmental and cultural engagement. Through this portfolio, we manage community and industry focused initiatives through a formal system with a clear policy and formal organizational structure. HEJIM, (which is the Malay acronym for Hal Ehwal Jaringan Industri Masyarakat) is the Office of the Deputy Vice Chancellor (Industry & Community Partnerships) at UKM. HEJIM is dedicated to initiating and coordinating multidisciplinary initiatives and acts as the central contact point for community and industry partnerships. HEJIM works systematically and in a mode of mutual support with the Vice Chancellor and Deputy Vice Chancellors for Research & Innovation, Academic & International Affairs and Student Affairs & Alumni. HEJIM is directly supported by three engagement offices - the Industry Liaison Office, Office of University-Community Partnerships, the Chancellor’s Foundation – as well as the Heads of Industry-Community Partnerships, a position created to drive industry and community engagement at the Faculties. We also work closely with Faculty Deans, Institute Directors, and other senior UKM staff, and together, we provide direction, coordination and support

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to staff and students in working together to achieve the UKM industry and community engagement vision. In February 2010, HEJIM developed UKM’s Strategic Plan for University-Industry-Community Engagement to set out our vision, strategies, operational systems and processes for effective engagement across Research, Education & Service. In this Strategic Plan, “Engagement implies purposive, considerate and productive interaction with both internal (academia, administrative & professional staff, and students) and external stakeholders (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 the university – education, research and service – and facilitate a two-way flow 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 for Engagement 2010). We strive to operationalize and support the Key Result Areas within this strategic plan through innovative engagement initiatives which are grounded in Research, Education and Service – the core business of the University. For Research, UKM encourages and supports community and industry based collaborative research through the provision of seed funding for initiatives that have demonstrated value and social impact through two innovative annual grant schemes: The University-industry research grant and the University-community research grant. We also realize that strategic and innovative engagement with stakeholders can greatly enhance the Education thrust of the university, and develop critical workplace competencies that enhance graduate employability whilst transforming our youth into socially responsible global citizens. At UKM, the integration of community-based learning experiences into the co-curriculum is facilitated through the Student Learning Contract Programme which is an innovative initiative developed by UKM’s Vice-Chancellor, Professor Tan Sri Dato Wira Dr Sharifah Hapsah Syed Hasan Shahabudin to empower students to achieve generic competency learning outcomes through learning contracts. The learning contracts require undergraduates to develop and participate in activities that achieve specific learning outcomes. These activities need to be student driven, individualized and involve solving real-life problems or real world issues. The students are held to their contracts of achieving these outcomes through the selected activities, and stand to gain co-curricular credits for their efforts.

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Engagement at the Regional Level UKM’s commitment to community engagement has gained the confidence and trust of many regional and international organisations, and we now see the need for replicating our Community Engagement strategic model and sharing experiences, resources and ideas through creating a multiplier effect across the region. This has culminated in the establishment of AsiaEngage, a brand name formed to maximise the strengths of the Asia-Talloires Network of Industry and Community Engaged Universities (ATNEU), the ASEAN University Network (AUN) Thematic Network on University Social Responsibility and Sustainability (AUN-USR&S) and the ASEAN Youth Volunteer Programme (AYVP).

Asia-Talloires Network of Industry and Community Engaged Universities The Talloires Network is a global association of over 160 institutions in 55 countries committed to strengthening the civic roles and social responsibilities of higher education. In January 2010, the network began identifying universities from around the world to provide a framework for which policies on civic engagement can be made. UKM captured the attention of the Talloires Network, due to the institutional leadership of its Vice Chancellor, Prof. Tan Sri Dato’ Wira Dr. Sharifah Hapsah Syed Hasan Shahabudin in the area of industry and community engagement. UKM then worked with the Taloires Network to establish a regional partner known as the Asia-Talloires Network of Industry and Community Engaged Universities (ATNEU).

ASEAN University Network (AUN) Thematic Network on University Social Responsibility and Sustainability In October 2010, the ASEAN University Network (AUN) Secretariat organised the inaugural Workshop on University’s Social Responsibility and Sustainability from ASEAN-Japan Perspectives: Sharing and Caring for a Better Community, hosted at Burapha University, Thailand. The participating AUN member universities at this workshop realized the need

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to share and exchange ideas, best practices and knowledge with each other and with diverse stakeholders both nationally and across the region. The ASEAN University Network had the foresight and vision to set up the Thematic Network on University Social Responsibility and Sustainability (USR&S) 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. UKM’s bid and proposal to be the Secretariat of the ASEAN University Network’s thematic network on University Social Responsibility & Sustainability was endorsed by the AUN Board of Trustees at their meeting in Luang Prabang, Laos in July 2011.

ASEAN Youth Volunteer Programme At the ASEAN Senior Officials Meeting on Youth in Hanoi, Vietnam on 18th October 2011, the ASEAN member states through the ASEAN Secretariat endorsed UKM to develop and implement the ASEAN Youth Volunteer Programme (AYVP). The AYVP is a dedicated youth volunteerism platform supported by the Malaysian Ministry of Youth and Sports that creates opportunities in volunteerism, supports the exchange of learning experiences, develops capacity, enhances cross-cultural understanding and forges a sense of regional identity, while making a sustainable difference to communities across ASEAN. All these networks/programme under AsiaEngage aim to create mutually beneficial partnerships between the Research, Education and Volunteerism missions of higher education with industry and community stakeholders across ASEAN and Asia. All of these knowledge-driven initiatives will contribute powerfully to the development of an ASEAN and Asian community, possessing not only strong minds, but also generous souls to volunteer, develop and enhance the quality of lives of communities around the region.

And now, these are our stories… As with all powerful stories, our engagement story too begins at home. This selection of Inspiring Community Engagement Initiatives at UKM pays tribute to the tireless commitment of UKM’s academics and students who are passionate about ensuring that research and education at the university can generate innovations, exchange knowledge, harness resources, respond

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to challenges, provide service and make a sustainable impact to empower our communities. These vibrant projects explore pertinent themes such as Environment, Health, Education, and Social Enterprise, and stand as a glowing testimony to UKM’s belief that we can indeed transform higher education through innovative knowledge-driven community engagement that contributes impactfully and sustainably to the development of communities in the nation and beyond. I invite you to read, be inspired and join us in this exciting journey which is limited only by the degree of our imagination, the matching of common interests and the passion to plan and implement these opportunities with our minds, hearts and souls.

CLIMATE CHANGE, ENVIRONMENT AND COMMUNITY DEVELOPMENT

Chapter 1

The Green ROSE School Programme Professor Dr. Hazita Azman

Dean, 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 programme is being championed by Universiti Kebangsaan Malaysia (UKM)’s Faculty of Social Sciences and Humanities and driven by its Dean, Professor Dr. Hazita Azman. The programme was developed under the University’s climate change research niche which is headed by Professor Dr. Sharifah Mastura Syed Abdullah. The programme aims to raise environmental literacy and awareness among young children in primary schools. This is achieved by disseminating key issues relating to the area of climate change through innovative, ageappropriate and culturally acceptable multimedia materials and learning aids on climate change. The programme focuses on changing the actions and attitudes of children by promoting efficient energy usage, clean and green transportation,

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responsible waste management and the use of alternative energy sources. The programme educates the students using the ROSE method, which are to Reduce, Offset, Substitute and Enhance while embedding green values among the children, creating greener families and communities. Through this programme, schools are also guided on the effective use of climate measurement tools, and on how to establish a mini forest eco-system which is used to track and reduce daily carbon footprints. The programme is also used by public schools as a co-curricular subject, involving UKM students as facilitators and mentors to the school children in highlighting climate change issues.

Establishing Strategic Partners The Green ROSE programme is exemplary in creating effective and meaningful three-way collaboration between the industry, community and university. To date, it has impacted at least 800 primary school students in fourteen public schools while involving a key industry player, UEM Group, as well as the Pintar and CIMB Foundations to provide financial assistance. UEM Group and the Pintar Foundation have also gone out of their way to assist by providing staff members to volunteer in the programme.

The Green ROSE School Programme

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To-date, the programme has enlisted the participation of over 80 undergraduate students from various schools under the Faculty of Social Sciences and Humanities as well as Faculty of Science and Technology. The training provided has two main aims: firstly, to educate the undergraduate trainees to be effective facilitators to communicate climate change issues to school children, and secondly, to transform them into climate change ambassadors for UKM by acting upon what they are communicating to the community at large. After the training session, the students are paired with teachers from participating schools and volunteers from sponsoring agencies, to set up demonstration workshops in the schools to implement the Green ROSE activities. For this purpose, the Green ROSE team developed and published training modules for the UKM trainees as well as for the teachers and volunteers. Implementing the programme nationwide posed a challenge, but this was eased due to the close partnership the programme has with relevant centres within the University. This includes UKM’s Climate Change Institute, the Earth Observation Centre and the Faculty of Social Sciences and Humanities. Their roles range from preparing the programme for implementation and writing of activity books, to organizing training workshops and arranging relevant meetings before and after each event related to the programme. UKM’s undergraduate The programme focuses on students play a big role in changing the actions and attitudes executing the programme’s of children at a time when they are activities. The students are most impressionable. Through this trained to be facilitators for programme, important green values the Green ROSE programme, can be successfully embedded, and given specialized and hopefully carried through to knowledge on how to execute adulthood. the modules that have been developed. The modules are made up of four main units which comprise interpersonal communication, child psychology approaches, presentation and public speaking skills, and project management. These students play the integral role of disseminating and communicating the knowledge that has been researched to educate the children on how to tackle important environmental issues. They also work hard at implementing activities within the programme by not only engaging with the children, but getting them to participate in an active manner. The

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students demonstrate their passion through composting activities and the upkeep of their Green folios which also includes a collection of pressed flowers.

Sustainable Rewards for the Community One of the most sustainable aspects of this programme is the involvement of primary school children (between 7 and 12 years old) at a time when they are most impressionable and can be easily moulded. By implementing this programme at the primary school level, important green values can be successfully embedded from a young age, and hopefully carried through to adulthood. A direct result from this programme is that, school administrators have pledged to maintain and monitor the mini forest eco-system that has been developed within the participating schools. The mini forest eco-system consists of trees that have been selected and planted within the school compound. These are specially selected trees that can best demonstrate the dynamics and ecosystem of a typical Malaysian forest. Apart from this, school administrators have also pledged to continue practicing activities developed during the programme and integrate these initiatives into the school culture, such as composting the canteen and garden waste products to reduce the carbon footprint of the school. The students themselves are also able to demonstrate their increased knowledge and awareness on climate change, as well as the important role they play in effecting change. With the ROSE method, children who actively follow this programme are able to continuously monitor their own carbon footprint on a daily basis using the Green Folio, and use a 4-in-1 temperature measuring instrument to monitor temperature changes of the mini forest eco-system created within their respective school compounds. By doing so, the children are able to appreciate forest functions and issues that cause climate change. The aim to expand and extend the reach of the Green ROSE programme’s impact on the community is realized through the appointment of the participating students as Climate Ambassadors at the schools. The Ambassadors act as change agents in the school and in the surrounding community, and are also important role models for their peers and family members. These elected ambassadors then become part of an online community which is connected through the Green ROSE website. With clear modules, the programme has also ensured easy replication of the Green ROSE initiative so that it may be expanded to reach other schools nationwide.

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Involving the Community Apart from successfully increasing the awareness and knowledge of young children on climate change and the natural environment, the programme has also been successful in strengthening the community’s commitment towards reducing their daily carbon footprint. Current issues on climate change and global warming were also in the forefront of the messages that were related to the children, creating a highly informed set of primary school students who can put these messages into action through activities set out by the Green ROSE programme. As the school children are highly dependent on their parents and guardians, involvement of the surrounding community in the projects and activities of Green Rose is a critical component of this programme.

Today The project is still going strong today, gaining keen interest from various industries and foundations, with plans to invest their resources to expand the programme across Malaysia. The Green ROSE programme targets to involve more lecturers from UKM to be champions at the various schools. There are also plans to increase the involvement of UKM students from 80 to 200, and subsequently expanding the number of primary school students to 2000. A total of 100 volunteers from corporate agencies are also currently being sourced to be trained exclusively for this programme.

Chapter 2

UKM-MNS Inaugural Environmental Awareness Programme Dr. Wan Juliana Wan Ahmad

Forest 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 of Science and Technology with the support of the Office for Industry and Community Partnerships, the Malaysian Nature Society (MNS) and the Institute for Environment and Development (LESTARI UKM), this programme focuses on environmental education of the younger generation, one of the important first steps towards preservation of our environment. The 18-day programme took place at the Kuala Selangor Nature Park and the pilot initiative involved 24 multi-disciplinary student volunteers from UKM’s Friends of the Garden Club. With the input of MNS, an NGO that is directly involved in conservation and awareness, two modules-biodiversity assessment and environmental education outreach-

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were prepared. The aim of the programme was to expose the participants to observatory skills and field work techniques of identifying selected species in their natural habitat, and the concept of environmental education and nature interpretation. Through this programme, a successful educational module was developed that would enable the students to become effective facilitators who would be able to educate young school-going children and members of the public on the natural environment in the next phase of the project. The Kuala Selangor Nature Park was once marked to be bulldozed to make way for a golf course. However, in 1987, MNS stepped in to protect this natural habitat, which has since become a sanctuary to many species of flora and fauna. The park is an ideal venue for the programme, as it hosts approximately 156 bird species, 57 of which are migratory. It is also famous for its high population of the firefly beetle, a nocturnal luminous insect that thriveson the abundant mangrove trees in the park that has enabled it to become a tourist destination. Championed by the Faculty of Science and Technology’s Forest Reserve Coordinator, Dr. Wan Juliana Wan Ahmad, the programme is divided into two modules. The first module focuses on research whereby the students are trained to monitor the daily habits of birds and fireflies within their natural ecosystem at the park. Outcomes from this research are then presented at the end of the programme. The second module focuses on the development of a specific educational module which will be used to educate the community, tourists as well as school students to appreciate and conserve the natural environment.

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Enhancing the Learning Experience Under the programme, the students were trained by the MNS facilitators to identify and monitor the many species of birds at the park. While observing the birds, these students would record valuable information about them which would then be published as a catalogue and made available to members of the public. Recording the information is also essential to tracking down the number and types of species of birds at the park, which in turn, is essential in conservation and preservation efforts. The programme has also greatly increased the students’ knowledge on the environment which can then be applied to their own fields of study. At night, the students were tasked to observe the fireflies in A programme like this opens up the park area. Despite being an our minds to a world outside of our attraction for tourists in Kuala own. With greater participation Selangor, the fireflies constantly from our peers, I believe that the face threats from development quality of research will improve that will lead to the destruction and they will see the need for us of their breeding grounds. The to preserve Mother Nature for our park area however, is protected, future and the future of our children.

allowing the students to study – Siti Aminah Bassa bt. Nawang, 3rd year Biology Programme student. the fireflies in its own habitat and natural element. During the programme, the students learn about the main species of fireflies that can be found at the Kuala Selangor Nature Park, the Colophotia and the Diaphanes, and how to identify the males and females of the species and to recognise their daily habits. Information recorded during the course of the programme will then be used in efforts to conserve the insects in Kuala Selangor. Usually accustomed to the confines of their air-conditioned classrooms, the students had to quickly get used to walking across the vast park of almost four square kilometers while observing the birds or the fireflies. The experience however, has enhanced the students’ generic competencies such as leadership, teamwork, communication ability and decision-making skills through experiential learning and volunteerism, and has since bolstered their enthusiasm and passion for the natural environment.

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Goals for the Future As a first step towards integrating community engagement and volunteerism into the co-curriculum, the students involved in this inaugural programme have successfully gained co-curricular credits through UKM’s Student Learning Contract Programme. The Student Learning Contract Programme was launched in 2010 with the aim of developing is well-rounded graduates through self-driven activities that will achieve 8 identified learning outcomes. These include communication skills, information management skills, critical thinking and problem-solving, all of which would have been learned by the students during the programme. The partnership between the University and MNS will be further strengthened in the future, as experts from MNS will sit on the Faculty’s advisory board to assist in reviewing the curriculum and to embed environmental outcomes, beginning with the Faculty of Science and Technology. Long term goals involve securing sustainable funding and developing mechanisms to integrate this programme into the curriculum, and eventually lead to UKM offering elective courses on conservation and the natural environment that will be available at all faculties.

Chapter 3 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 The land on which the University’s Bangi campus is currently built upon was once gazetted on the 31st of December 1906 as a forest reserve, making it one of the oldest rainforests in Malaysia at more than a hundred years old. A total area of 350 hectares of the remaining forest reserve is still forested, comprising a lowland dipterocarp forest that is rich in biodiversity. Appreciating this, UKM’s Institute for Environment and Development (LESTARI) developed a bespoke Rainforest Discovery Programme to create and understand the role of the forest within the overall setting of the university. The main objective of the programme was to introduce the unique forest setting including its rich flora and fauna to the campus community particularly to the undergraduates and graduate students. The programme also illustrates the ecology and the role of forest in the overall eco system management of the campus. This aligns with UKM’s launch of the Sustainable Campus Programme in 2007, with a commitment to practice sustainable development by 2020. 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. This is done through the development

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of learning modules that visitors to the forest are able to use to learn more about role of the forest as a carbon sink area. To further enhance the programme, an eco-volunteer programme was established among the undergraduate and the graduate students. They form a core group that aims to spread the spirit of environmental volunteerism among the UKM community and to act as facilitators to school children and members of the public who want to take a tour of UKM’s rainforest. The eco-volunteer programme was first developed with a cadre of volunteers across various disciplines from the Ibu Zain International Student House (IZISH). Apart from getting members of the public as well as University students to appreciate the beauty and wonder of the rainforest, the programme also helps in explaining the complexity of the ecosystem in a way that is easily understood by all. During the tour, visitors are given activity sheets that help them understand the rainforest better. The programme was conceptualised based on Student With the opportunity for hands-on Centred Learning principles field experience, the programme which are fast gaining acceptance is a novel way for school children and credibility in institutions of and the local community to enjoy higher learning around the world. learning and experience the forest Volunteerism among students is up close. vital in this context to make them more self-reliant and well-rounded graduates. Currently, there are a total of 51 volunteers from IZISH who are also ambassadors for the Rainforest Discovery Journey Programme. In order to strengthen and test the modules that have been developed, LESTARI actively organises ‘train the trainers’ sessions in schools across Malaysia. In 2011, the institute organised seven training and workshop sessions involving its volunteers and school children.

Reaching Out to Youth In a bid to involve more youth in its environmental programmes, LESTARI has also partnered with the Malaysian Environmental Foundation for Youth, Yayasan Anak Warisan Alam (YAWA) to disseminate the modules it has developed to reach out to a wider audience across Malaysia. YAWA has since adapted the ‘train the trainers’ module developed by LESTARI to reach out to school-going children so as to inculcate a deep sense of responsibility for the environment and subsequently motivate them to live sustainably.

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Future Plans LESTARI is in the process of further strengthening the modules it has developed, and increasing the number of volunteers among UKM students. There are also plans to eventually reward the volunteers in the programme by giving them credit hours in their curriculum. This is currently being developed by UKM’s office of Industry and Community Partnerships in collaboration with the Malaysian Nature Society (MNS).

Chapter 4

UKM’s Tasik Chini Research Centre Prof. Datin Dr. Mushrifah Idris Head, 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 (or Chini Lake) is the second largest natural freshwater lake in Malaysia after Tasik Bera (Bera Lake). Approximately 100 kilometres from Kuantan, and located within the state of Pahang, the lake is accessible via the highway through Chenor or by boat across the Pahang river from Kampung Belimbing. Under the National Land Code 1964 in 1989, a 5,085 hectare area in Tasik Chini was gazetted as a Reserved Area for public use, specifically for tourism activities. In 2008, a larger overlapping area was designated as a UNESCO Biosphere Reserve, covering the lake catchment area and its feeders totaling 6,951.44 hectares. The water body comprises 12 interconnected open water bodies called laut by the local Orang Asli communities. Its only outlet to Sungai Pahang is by Sungai Chini. The communities of the indigenous Jakun tribe live around the lake. Tasik Chini’s water body covers an estimated 202 hectares of open water and 700 hectares of riparian and wetland zones. Tasik Chini itself is surrounded by natural hills and lowland dipterocarp

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forests, disturbed forests, vegetated low hills and undulating lands which constitute the watershed of the region. Currently however, Tasik Chini is in critical condition, whereby its water body has decreased by 48% in a short period between 1998 and 2004. The continuing erosion, sedimentation and blockage of water flow could result in further deterioration of the sensitive freshwater ecosystem. There has also been extreme environmental degradation that is attributed to several direct and indirect factors, such as encroachment into its catchment area, deforestation, incompatible land use, changes in the water levels, and a lack of clear guidelines for management and conservation. These factors have led to the deterioration of the lake’s water quality, drying up of several feeder rivers, loss of several species of plants and wildlife, river bank erosion and the depletion of natural resources that support the local indigenous communities. In order to conserve, rehabilitate and protect this lake and its surrounding area, Universiti Kebangsaan Malaysia (UKM) in 2004 established the Tasik Chini Research Centre to arrest further deterioration and to restore the lake to its natural state. With Tasik Chini being accorded UNESCO Biosphere Reserve status and the eagerness of the Pahang State Government to establish Tasik Chini as a state park, these environmental problems need to be addressed immediately. The lake not only needs to be rehabilitated, but conserved, suitably managed, and re-established as not only the premier resource-based tourism destination, but also a living laboratory for research and education in Malaysia.

Taking Immediate Action The current situation in Tasik Chini calls for immediate action to arrest the worsening condition. To do this, UKM’s Tasik Chini Research Center will oversee the construction of a freshwater laboratory complex that will be built in accordance with the green building index criteria in line with biosphere reserve concepts that have been established UNESCO. The laboratory complex will be responsible for monitoring the water quality of the lake and its flora and fauna as well as the impact it faces from the nearby developments. The laboratory also intends to undertake research related to freshwater, including freshwater related microbiology studies, green technology and engineering development not only for Tasik Chini, but also for any freshwater resource in the country. The complex intends to be the center for research in the South East Asia Biosphere Reserve Network (SEABRNet).

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The center has also established permanent water quality monitoring stations primarily to develop a baseline characterisation of the lake’s water quality with respect to seasonal fluctuations, and data collection of selected parameters at strategic locations. All this provides a strong inference for the development of system-wide management and protection policies. Well-designed, real-time monitoring programme such as these provide assistance to the community and to the district as a means of early warning and emergency response in the area.

Engaging with Communities to Preserve the Biosphere Reserve Engaging with the local community remains to be one of the essential ingredients in managing Biosphere Reserves. Although it has been found that engaging an indigenous community can be challenging, jointprogrammes 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. Joint-programmes that have been established so far have been effective such as the reforestation and lake cleaning programmes, where the local community use their local knowledge of the area to assist modern technology. One of the local communities at Tasik Chini is made up of the Orang Asli (aborigine) folk of Jakun origin, who are spread out across six villages and have been living in the Tasik Chini area for more than 80 years. The community represents 86 households which form the immediate community found living within the lake. Another community, located about 10 kilometres away from the lake is the FELDA settlers’ community (Federal Land Development Authority). This community comprises 495 households with a total of 3,845 individuals. Other communities surrounding the area are small traditional Malay villages along the feeder rivers that total up to 344 households. Based on research done by the centre, it was found that the immediate communities at the lake heavily rely on the surrounding environment as

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their main source of income. Apart from harvesting the forest for food and income, the community is also involved in tourism related activities. The Orang Asli folk in particular, work as boatmen or tour guides for tourists and also use the forest to produce handicrafts which are then sold to visitors. Realising this, the centre has Engaging with the local community collaborated with UKM’s Physics remains to be one of the essential Department of Material Science ingredients in managing Biosphere from the Faculty of Science Reserves. Joint-programmes with and Technology to initiate a the local community by the research programme that involves the center so far have been encouraging womenfolk of the community due to the high respect and trust the in a paper-making community community has towards UKM. cottage industry. The industry uses local resources which are made into novel souvenir items for tourists. This includes bookmarks, bags and other paper products that are made from forest resources. Jakun women are the main participants of the programme who are eager to learn the techniques as an extra source of income for their households. The centre also assists the handicraft makers in diversifying their products to meet the demands of tourists. Products produced by the women are then exhibited and sold through events organised by the research centre, creating a sustainable small business operation for the community. The centre focused on promoting the programme to the Jakun community for three years, resulting in a strong bond of trust between the community and the university. It is with this trust that UKM has been able to conduct further activities with the community. As a University that strives to conserve and preserve Malaysia’s natural heritage, UKM, through the Tasik Chini Research Centre has worked tirelessly to showcase and preserve the Kelundang Dance, a heritage of the Jakun folk. Through research station programmes, the Kelundang Dance is showcased to visitors. The centre also works closely with the Tasik Chini primary school to motivate and encourage them to learn the dance as a way to preserve the dance skills for many years to come.

Knowledge Eco-Tourism In order to ensure sustainable development as well as to create economic opportunities for the communities at Tasik Chini, the research centre

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promotes the advantages of knowledge eco-tourism. Currently, the centre has made great efforts to produce tourist guide modules at each of the research stations within the lake area. The modules are specifically designed allow users to learn in-depth knowledge about each research station area. This includes information on its biodiversity, geology, cultural heritage, research facilities as well as tracks and trails that are made available to the public. Tasik Chini has also established its reputation as a learning destination both locally and internationally. The lake’s unique features and the extensive research that is being carried out by UKM has attracted visits by many mobility programmes, allowing for deep learning of the Biosphere Reserve area, and driving home the importance of conservation of the natural eco-system. During these programmes, the local community has also rallied together to give their full cooperation by providing sociocultural experiences and to also becoming knowledgeable tour guides for the programme.

HEALTH AND COMMUNITY DEVELOPMENT

Chapter 5

Improving Balance and Agility through Virtual Reality Games Dr. Devinder Kaur Ajit Singh

Lecturer, 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 Loss of balance leading to falls among older adults has led to disabilities, chronic conditions as well as the deterioration of personal care. According to the United Nations’ Department of Economic and Population Affairs, the world’s population of adults over 60 years old is projected to grow 3.5 times faster than the total population. By 2050, it is estimated that one in every six persons throughout the world will be over the age of 65. With this rapid global increase in the greying population, new strategies are needed to improve the balance and agility of the older adults through rehabilitation exercise programmes. Every year, one third of community-dwelling older adults will experience loss of balance at least once. For elderly women between the ages of 65 and 77, this likelihood is double compared to that of men of the same age. A gradual loss of muscle strength, visual acuity, and physical agility is part of the ageing process. And, as these elements are vital in maintaining our overall balance, older adults tend to lose their balance and are at a greater risk of experiencing falls.

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The increased risk as well as fear of falling as one grows old is seen as one of the strongest determinants of future falls, which needs to be addressed through evidence-based rehabilitation. Research has demonstrated that older adults who have participated in such exercise programmes have better balance performance and quicker reaction time. Conventionally, balance exercises to improve balance in the elderly are usually exercises such as standing, standing on one leg, standing with your eyes open or closed, and some strengthening exercises. As these are repetitive exercises, maintaining interest, compliance, and adherence to them is a problem. Recognising these issues, UKM’s Center of Rehabilitation Sciences under its Faculty of Health Sciences, led by Dr. Devinder Kaur, embarked on a six-week programme that not only sought to improve the balance and agility of older women, but to also get them to participate in such programmes regularly through a fun and engaging approach. The team partnered with the Pantai Integrated Rehab Services, a centre that is dedicated towards providing comprehensive physiotherapy and rehabilitation services and the Singapore Nanyang Polytechnic, School of Health Sciences to put together a virtual reality programme based on the popular gaming console, Nintendo WiiTM. During the course of the programme and research study, Pantai gave assistance in providing the gaming console and data of conventional physiotherapy exercise as a control, while Nanyang Polytechnic gave information and consultation based on a similar programme they have conducted. Funding for the programme was made possible through UKM’s Industry Research Grant through the Office of Industry and Community Partnerships. The Nintendo WiiTM home video console is one of the first that has motion sensor-equipped controls, requiring the player to use all or parts of the body other than one’s thumbs. The game also gives one the option of using a balance board which can read one’s posture. The 52cm by 31cm board can be used to virtually ski down a slalom, walk on a virtual tightrope or play goalkeeper and head away footballs kicked at you. The interactive games chosen for the programme were the Nintendo Wii Fit’sTM Balance Bubble, Ski Slalom, Table Tilt, Soccer Heading and Tight Rope Walk, all of which requires body motions that are similar to conventional therapeutic exercises, and have been demonstrated to be an effective rehabilitation and exercise tools. The gaming platform adds an element of fun while giving plenty of immediate feedback from gaming results after each game is completed. The participants progressed to higher levels that were more physically demanding once they mastered the initial levels.

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Apart from being a novel The most important outcome of this way to encourage older adults programme was that it inspired a to exercise, the gaming platform more research and evidence based is seen as a great approach in culture among clinicians, which, it getting this target group to engage is hoped, will pave the way for the in regular physical activity which development of better therapies for provides good visual stimulation. the community. Future recommendations are to allow participants to exercise on the gaming platform from the comforts of their home, while being virtually monitored by health care professionals through telecommunications systems. This programme enabled the participants to measure their physical performance and receive immediate results. This critical information allowed the participants to gain an awareness of their own bodies, and formulate prevention strategies to avoid future falls. The programme also provided the participants with a balance-focused exercise training programme which they could utilise in the future.

Providing Practical Training for Students Students from UKM’s Faculty of Health Sciences were also involved in this programme. Two students played the role of managers who coordinated the project and others performed the assessments before and after the programme. They were also involved in conducting a community seminar to educate older adults on ‘fall prevention’. The students worked closely

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with the trained staff of Pantai Intergrated Rehab Services. Currently, one of the undergraduate students has been employed by Pantai Intergrated Rehab Services as a physiotherapist to provide physiotherapy services at their hospital.

The Way Forward Following the joint study, new assessment and exercise tools were also introduced. Pantai Intergrated Rehab Services has now adopted the new assessment technique of balance assessment into their physiotherapy programme. Singapore Nanyang Polytechnic has also proceeded to sign a Memorandum of Understanding with UKM to conduct more joint research collaborations in the field of physiotherapy and rehabilitation. But 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. The programme has since gained international recognition among the academia, and has been presented at two international conferences and generated two journal publications. The team is also looking forward to developing innovative and interactive virtual reality activities that are specially designed for the rehabilitation of patients in this region.

Chapter 6

Vision Screening Programme to Reduce Visual Impairment Among Preschool Children in Malaysia Assoc. Prof. Dr Rokiah Omar

Coordinator, 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 Visual impairment can be a serious problem among children if undetected. A previous study found that 87% of the amblyopic (lazy eye) cases found in school children aged between 7 to 15 years old in Malaysia were due to uncorrected refractive errors. 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. Therefore, early detection is recommended, and this may be

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achieved by conducting vision screening at preschool level. Previous studies have shown that a vision screening programme can be conducted effectively by optometrists using a newly developed Vision Screening Model for preschool children. However, the cost involved can be very expensive and there is insufficient manpower to keep the program running on a long-term basis. To reduce the cost of this vision screening process and to ensure that more preschool children have the opportunity to be screened, the Optometry & Vision Science Programme under the Faculty of Health Sciences developed the KieVision Preschool Vision Screening KitTM. Led by Associate Professor Dr. Rokiah Omar, the kit was developed to allow preschool teachers to conduct proper vision screening that can effectively identify and address vision problems at an early age. The programme aims to conduct vision screening across The prevalence of refractive all preschools run by the Jabatan errors among children increases Kemajuan Masyarakat (Social exponentially from 4% at the age Welfare Department or KEMAS) of 4 years to 35% by the time they under the purview of the reach 17 years. If untreated, these Malaysian Ministry of Rural and children will not be able to perform Regional Development. Through well in school due to blurred this programme, teachers and vision. The KieVision Preschool TM caregivers in the preschools will Vision Screening Kit addresses be trained to conduct the vision this problem by providing vision screening using the kit that has screening at a young age. been developed. This empowers the teachers to identify vision problems at an early stage, and they are then able to refer the children to a qualified optometrist if needed. This in turn effectively reduces the prevalence of vision problems among school children in the nation. The kit was tested in a pilot study involving 60 preschool teachers from 50 KEMAS centres in the Klang Valley and 30 private preschool centres in Kuching, Sarawak. The pilot study was done in collaboration with the Ministry of Rural and Regional Development and the Sarawak Society for The Blind. The study revealed that, with training, the preschool teachers were able to effectively conduct the vision screening test for the preschool children by using the KieVision Preschool Vision Screening KitTM.

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Providing Good Eyesight Nationwide Under the second phase, the programme has recently been expanded as a knowledge transfer initiative after being awarded a grant under the Ministry of Higher Education’s Knowledge Transfer Programme (KTP) in March 2012. Leveraging on the KTP grant award, the programme will be implemented across 180 KEMAS centres in the state of Selangor. There are also plans in this second phase to involve undergraduate and postgraduate students from the Faculty of Health Sciences as interns to conduct the vision screening training for the preschool teachers. Future plans include initiatives to turn the programme into a national agenda, where policies will be formed to make it compulsory for all preschool children in the country to be screened for vision impairment.

Chapter 7

A Hulu Langat Initiative: Beyond Being Healthy 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 Ageing is one of the most critical and traumatic periods of the human life. Most view it as a period of loneliness or the end of one’s life. This negative view of ageing has been linked to the increasing trend in morbidity of chronic diseases and unresolved social handicaps involving the elderly. This situation is made worse with the nature of most medical programmes that do not cater to the needs of this group of people. In a bid to address this issue, the UKM Medical Centre, through its Community Health Department has developed a smart partnership with the Hulu Langat Senior Citizens Society to establish a learning, teaching and service module which involves more than 300 of the society’s members who

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are above the age of 55. This partnership was formed since the early 90s, and has recently been formalised with a Memorandum of Understanding on the 7th of March 2012. The initiative aims to construct a social platform that will enable the group of elderly citizens, regardless of their gender and ethnicity, lead a healthy and productive lifestyle. This programme is run by dedicated individuals, made up of academic and administrative staff from the University’s medical centre to engage senior citizens in the surrounding community to lead a healthy and productive lifestyle through various participative approaches and activities. The staff members play the role of advisor as well as in driving the entire programme. This initiative is structured into two phases. The first is oriented towards generating interest and excitement. In this first phase, the UKM Medical Centre provides a ‘one stop social centre’ which has sustainable leisure 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, organic gardening, educational visits and social and spiritual gatherings. In this phase, one of the The ultimate vision is to establish a main activities the staff members model resource center using these provide to the senior citizens are more experienced individuals that special exercise programmes for can holistically cater to the life the aged to keep them active, and development of the elderly healthy and fit. The two hour community. exercise programme is conducted three times a week at a nearby field belonging to the society. The first hour is dedicated to general warming up followed by a game of futsal or netball while the second hour is dedicated to gardening. The second phase is the operational phase, marking the period of serving the community using a ‘win-win’ situation. In this phase, individuals or groups from both the public and private sectors collaborate with the UKM Medical Centre to further aid the Hulu Langat Senior Citizen Society. Assistance is usually in the form of financial or non-financial sponsorship that facilitates activities. Through this phase, bureaus are setup within the society to ensure that the society is able to sustain itself. The bureaus are put to charge to conduct relevant activities for the good of the group with minimal help from UKM staff members. Through this self-reliance concept, they periodically organise talks and seminars for senior citizens, invite specialists from

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various fields and agencies. Topics for the talks and seminars are always tailored according to the needs and current problems of senior citizens. These include diseases related to ageing, nutrition, safety, self-management and fitness to name a few. The medical team involved in the programme also recognises the importance of challenging the minds of the aged to keep them mentally active. With this in mind, the team has also established a dedicated session to develop their minds through discussions of current events through their point of views. Several predetermined topics are assigned for group members to share and communicate their experience and feelings based on their enriched life experiences. Activities and events done through this initiative stand to benefit not just the individual, but are also extended to the surrounding community. Currently, a special squad is being organised to look into the different areas the group can contribute, namely in the areas of organic farming, spiritual assistance, welfare assistance, charity activities and education through the use of information technology. 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. Several modules and programmes are being planned to ensure to make this a reality.

EDUCATION AND COMMUNITY DEVELOPMENT

Chapter 8

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 The Malaysian Prime Minister, Datuk Sri Najib Tun Abd. Razak, in his speech at the PERMATA Exhibition 2011 (New Straits Times, 11 December 2011) expressed that Malaysia has for a very long time been serious in providing education for students from the lower and middle level group of learning abilities. However, he acknowledged that students identified as gifted and talented have been forgotten in the education system. At best, the educational provision tailored for this group has been sporadic in nature. The Prime Minister believes that the gifted and talented have not been given sufficient attention in many areas, particularly in the area of education. As such, these individuals look for greener pastures in other countries contributing to the brain drain issues that have engulfed Malaysia for decades. In March 2009, under the patronage of Datin Paduka Seri Rosmah Mansor, wife of the Prime Minister, a gifted education program targeted for Malaysian gifted and talented students, was launched at Universiti Kebangsaan Malaysia (UKM). Datin Paduka Seri has since been the main driving force in ensuring that the program meets the needs of the Malaysian

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gifted and talented students. The program known as PERMATApintar is offered to students between the ages of nine to 15 years old. Pusat PERMATApintar Negara was established by Universiti Kebangsaan Malaysia in 2009 to plan and execute the program that received initial funding from the Prime Minister’s Department. The main objective of the program is to nurture intellectually gifted children from across the nation who not only have the high potential to succeed academically, but are also able to think logically, critically and creatively. Over the last three years, Pusat PERMATApintar Negara, UKM has been able to identify 1544 gifted students, with three students identified as exceptionally gifted. A total of 1455 students have been selected to participate in the school holiday program that was jointly organised by Pusat PERMATApintar Negera, UKM and Johns Hopkins University, Center for Talented Youth. The program offers unique learning experiences that promote higher order thinking and leadership. It is annually conducted in November to mid-December at Universiti Kebangsaan Malaysia. In January 2010, 116 of these students were selected to enroll in the PERMATApintar Education Program that was introduced to nurture them in a university environment. Since then, a total of 238 students have been enrolled in the PERMATApintar Education Program. These students are offered three academic tracks. Track 1 emphasizes on international level tests such as the Standard Aptitude Test or SAT (a standardized test for college admissions in the United States), the SAT Subject Tests, and Test of English as a Foreign Language (TOEFL), Track 2 emphasizes on the national curriculum, and Track 3 offers the “O Level” syllabus. Nonetheless, students from all tracks are required to complete two international languages (Japanese and French), two university level Mathematics courses (Algebra and Calculus), a research project with their mentor, citizenship and leadership program, and personal portfolio in order to get their certificate of completion for the program. The students are chosen from across the country based on three tests (UKM1, UKM2, UKM3) that are specially developed by a team of experts from Universiti Kebangsaan Malaysia. Two of the tests (UKM1 and UKM2), are available online while the third is a competency-based tests that gauge students’ knowledge and skills in mathematics, science,

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research, communication, presentation, emotional intelligence and creativity. The first test, provided free of charge, is specifically designed to have no time restriction, and are available to all Malaysian students from the ages of 8 to 15 years old, regardless of their economic background, race, gender or physical disabilities. Students, who pass the first test, go on to take the second tests to further identify their giftedness. Students who wish to participate in the PERMATApintar Education Program have to take UKM3 while participating in the school holiday program. However, only the 15 years old are allowed to take the tests. Students who are eventually enrolled into the PERMATApintar Education Program are committed to a two-year intensive program, and are technically students of UKM, bound and governed by University rules. Through this school, the students’ natural abilities (giftedness) are nurtured into talent through a suitable system of learning that hones their potential. This learning approach provides the students with a more challenging mode of study, befitting the child’s intellect, while enabling a shorter route for the student to pursue tertiary education. In tandem, a total of eight students from Track 1 have been offered undergraduate degree programs by various top 30 universities in the United States, including Brown University, Johns Hopkins Universities, University of California, Los Angeles (UCLA) and University of Michigan. These students will be pursuing their dreams of studying with the most prominent professors in the field of Science and

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Mathematics. For those who wish to make Universiti Kebangsaan Malaysia as their Alma Mater and work with the local prominent professor, they can join the ASASIpintar Program that will be introduced in May 2012.

Towards 1Malaysia The PERMATApintar centre also focuses on enhancing the skills and knowledge of the nation’s younger generation through the School Holiday Camp. The camp uses a programme specially developed by the centre which aims to cultivate the bright minds of school-going students aged between 9 and 15 years during the school holidays. The three-week program features a holistic approach which not only challenges the students to excel, but also hones their generic skills. The camp is run by teachers, teaching assistants and student helpers who are specifically trained by UKM lecturers who have trained with the Johns Hopkins University’s Center for Talented Youth during their Summer Programme. Students who participated in the PERMATApintar Programme have diverse backgrounds. As such, there is a need to develop feelings of unity and respect. These are the core concepts of 1Malaysia embraced by many Malaysians. To encourage the development of 1Malaysia, Pusat PERMATApintar Negara, through the school holiday programme introduced the safe learning environment and the zero-indifference concepts. The safe learning environment is a community in which students are encouraged to be smart and passionate about learning; academic risks and mistakes are viewed as a part of the learning process; and individual differences are respected while diversity is respected. Zero Indifference is a dynamic anti-bullying strategy that helps prevent bullying. By practising Zero Indifference which allows consistent intervening to stop such behavior and then educating those involved, community members will be able to establish learning environments where all members feel safe and respected. These two concepts have worked well within the PERMATApintar community members. The School Holiday Programme allows the students to expand their academic talent and ability through 15 courses. The courses are designed not only to pique the student’s interest, but also cover subjects that are not available in the current public school syllabus. The courses include Cryptology, Mathematical Reasoning, Flight Science, Advanced Robotics and Biotechnology. Through this programme, students are also taught to share knowledge, exchange ideas and opinions, and respect others’ privacy.

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Promoting Lifelong Learning The centre has also embarked on a special foundation programme for high school students who have earned excellent results in their SPM (Malaysian Certificate of Education). The programme, called ASASIpintar UKM, enables students to complete their pre-university programme in two semesters. Students are offered two tracks; a science and a social science track. The cornerstone of the programme is a research project and research publication that students have to complete in their second semester. The aim of the research project is to expand students’ horizon on research areas that are meaningful for them. Students are able to conduct research in any of the on going research programmes at UKM, while completing their multi-disciplinary based pre-university studies. The ASASIpintar Programme illustrates UKM’s efforts in educating and nurturing gifted students that will in turn help build the nation’s economy. The programme focuses on developing a new generation of gifted students that internalize innovation through research as part of their lifelong learning. This ensures a pool of talented individuals that the nation can tap into in many years to come.

Chapter 9

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 In December 2006 and January 2007, Kampung Kundang Ulu, Johor was struck with devastating floods, leaving the village in a devastated state, both physically and economically. With schools destroyed and books and precious documents damaged, emergency aids poured into the village from various government and non-governmental bodies. Universiti Kebangsaan Malaysia (UKM) was no exception, with 120 staff members and 1000 students donating their time generously to help clean the village, provide food, clothes and books, and for much needed moral support. However, as clean-up initiatives and emergency aid ended, UKM realised that there needed to be a more sustainable and meaningful way to assist the village for the long-term. It was with this in mind that the Vice Chancellor of UKM, Prof. Tan Sri Dato’ Wira Dr. Sharifah Hapsah Syed Hasan Shahabudin announced that UKM should adopt Kampung

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Kundang Ulu, thereby enabling the University to provide a comprehensive developmental plan for the village. 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 research projects were carried out under the University’s Research Grant, involving three faculties. The Faculty of Education The programme aimed to enculture headed a project titled Program lifelong learning values to ensure Kecemerlangan Akademik that the students do not just aim to Pelajar Sekolah (PKAPS or excel in examinations, but rather School Academic Excellence develop a learning culture that will Programme), the Faculty of one day be transferred to their own Health Sciences for the Penilaian children. Keberkesanan Intervensi Kesihatan Terhadap Penduduk Kampung Kundang Ulu (Health Intervention Evaluation Programme) and the Faculty of Information Science and Technology for Pembangunan dan Penilaian Program Peningkatan Literasi ICT (Development and Evaluation of ICT Literacy programme). All three programmes were implemented between September 2008 and September 2011, with a focus on the three main areas of education, health and information technology. The PKAPS, driven by Dr. Hamidah Binti Yamat, the Head of the Postgraduate Programme (MA) for the University’s Faculty of Education has especially seen exceptional results with its education intervention programme following the floods at Kampung Kundang Ulu.

Strengthening the Foundation through Education Beyond individual development, a strong foundation in education plays a crucial and multifaceted role in the economic growth, poverty reduction and democratic governance of the community. A number of studies have highlighted the specific role that education plays in the economic and social development of poor countries (USADI 2005), while others still have shown that educated workers are more economically flexible and productive (Gill, Fluitman, & Dar 2000). Strengthening the education performance of the children of Kampung Kundang Ulu is therefore, imperative to ensure the well-being and sustainability of the community.

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It was also important throughout the programme that the school students of the village understand that learning is a lifelong process, and does not end when one finishes school. 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. The fundamental aim of PKAPS was to empower the community through education by focusing on the young and budding generation of the community. The programme involved almost 400 students from the ages of 11 to 16. The students chosen for the programme were also part of a long-term case study which measured the change in their academic achievements, motivation and attitudes. Teachers were also involved in several of the activities with the aim of increasing their knowledge and skills and have them applied in their teaching, reaching out to a larger group of students. 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 and knowledge in four subjects or areas: Mathematics, the Sciences, English and Information Technology skills. During this phase, the motivation and attitude levels of the students were measured. The second phase was designing and developing the PKAPS programme, while the third involved the implementation of the activities. PKAPS activities were based on experiential learning, where the students’ involvement in the learning process was strongly encouraged. This was done in a non-formal way with specific objectives in mind, carried out during weekends and school holidays. A holistic approach was employed while developing PKAPS activities, designed to instil the lifelong learning culture, and important soft skills to make the students more attractive in the job market. These activities included learning techniques, English language camps, spiritual camps and motivational as well as time management talks and seminars.

A Better Future for the Community Today, more than 80% of the activities and modules planned through PKAPS have been implemented with positive outcomes. According to a report from the school principals, there has been a 20% to 30% increase in the students’ overall achievement, with a strong positive change in their motivation and attitude. In addition, 16 primary school students who

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previously were not able to read well in Malay and English have improved their reading skills and comprehension of the languages tremendously through this programme. Through the programme as well, two new modules were developed by the UKM students involved in the programme. The ‘Fun with English’ module and PKAPS module involved two groups of second year students from UKM’s Teaching English as a Second Language programme (TESL). In addition, the students also played a big role as facilitators for the English Language Camps. A group of students from the Faculty of Islamic Studies also played a role in the programme by becoming facilitators and organisers of an Islamic Culture Show that was implemented as part of the motivation programme. Two Master’s students were also involved in the programme as Research Assistants and to assist in developing the ‘Fun with English’ module. Both students also conducted the Learning to Read workshops as an action research to help the primary school students to read. Although the programme faced many challenges: from financial constraints to logistical issues, the positive outcomes far outweigh the difficulties 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 and enhancing human capital through community outreach programmes.

Chapter 10 Micro Controller School Mentoring Programme: CRYsTaL Assoc. Prof. Dr. Hafizah Husain

Lecturer, 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 Initiated in 2009 by UKM’s Faculty of Engineering and Built Environment in partnership with the Faculty of Technology and Information Science, this programme applies a unique cascading model whereby faculty members train a cohort of UKM undergraduates to be mentors for secondary school students to develop innovative projects based on microcontroller concepts. The programme, dubbed as “Creative Youths through Innovative Learning” or better known as the CRYsTaL programme, has benefitted 134 secondary school students from five secondary schools in the states of Johor and Selangor, Malaysia. A brainchild of the Dean of the Faculty of Engineering and Built Environment (FEBE), Professor Ir. Dr. Marzuki Mustafa, and helmed by

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Professor Madya Dr. Hafizah Husain, Head of the Electirical, Electronics and Systems Engineering Department, the programme enables secondary school students to create automatic applications from the knowledge they gained throughout their mentoring sessions. Microcontroller chips were selected for the project because they can be easily programmed using a computer. By connecting a chip to a particular device, it can be programmed to perform various tasks automatically whether for the purpose of recreation such as in electronic games (fun-andplay) or for appliances used in homes and schools or for devices used in the industries. The programme develops an innovative culture among the younger generation through the usage of microcontroller chip technology and applying the technology to solve daily problems in their homes and communities. Through the programme, students were also able to develop a deeper interest in science and technology, while ensuring a more productive use of their free time.

Collaborating with the Industry With standard microcontroller chips costing about RM40 a piece, the project could not have been carried out without the financial support of the UEM Group which has contributed RM400,000 for the 2-year programme. The generous funding has helped the programme to run workshops, design training modules and manuals as well as purchase the components and parts needed. The programme was also actively supported by the University’s Office of Industry and Community Partnerships enabling the programme coordinators to form and to sustain partnerships with both the industry and communities. As in any other partnership, trust was one of the key ingredients in making this programme a success. Along with the financial support, the UEM Group gave the programme implementers the freedom to carry out the activities without hindrance, which contributed greatly towards the success of the programme.

Sustainable Outcomes Aside from introducing the basics of embedded systems and programming to secondary school students, the programme has also succeeded in cultivating a unique sense of creativity that is needed for the students to

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design their own systems. The mentoring aspect of the programme ensures that the students receive hands-on learning directly from their mentors through group discussions and problem solving sessions with all year round support via e-mails, Facebook and blogs. This model not only enables the students to learn in detail about microcontroller and its finer aspects, but also prepares them to create their own projects which they then present at the end of the programme. The UKM students One of the most important lessons themselves have plenty of I’ve learnt during the course of this positive takeaways from programme was how to interact. the programme. Apart from We were required to interact with learning to convey the practical other mentors, with UKM staff knowledge they have to the members, with students and even community, they have also with teachers. Each one required a gained better self-confidence different approach. You learn how and leadership skills through to present an idea, or simply, just to managing the programme, and start a conversation – all of which are able to work better as a team. requires soft skills. And I believed The mentors and mentees, who I now have those skills, and it has all come from different ethnic made me a better person. – Nik backgrounds, have also gained Nur Syahirah Binti Mohammad, UKM valuable communication skills Graduate 2011 that they can take to the working world. The mentors, who come from various academic programmes within the Faculty of Engineering such as electrical and electronics, microelectronics, communications and computer, manufacturing and computer science, also gain a more practical experience in troubleshooting circuitry and functional mechanical systems which they can apply in their courses. They are also able to integrate their knowledge in various fields such as power systems, communications, biomedicine and others through this programme. The programme is also seen as one that is sustainable, as it is designed to be an extension of several subjects offered by the Faculty of Engineering. These subjects are Microprocessor, Microcomputer and System Design. For the secondary schools, the programme is absorbed as part of the Reka cipta (Design and Build) subject. Many schools are keen to take on the programme as well, after seeing the positive results produced in the programme. Knowledge gained from this programme also enables the students to explore the world of entrepreneurship giving a chance for them to improve the lives of their community.

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Improving the Community The students within the programme are always encouraged to create micro-chip enabled devices that could improve the well-being of their communities. In one instance, the students rallied together to create several devices for a duck farm belonging to the father of one of the mentees. Through micro-enabled devices, the students were able to regulate the eating schedule for the ducks, control the lighting to enable an extra four hours of light after sundown, deliver water supply when necessary from a nearby water drum and to keep away rodents by repelling them with antirodent devices when sensors are triggered. These main four innovative devices greatly helped the farm to increase its production while cutting down on precious resources, and ultimately reduced operational costs for the farm. The farm, which belongs to the father of 17 year old Muhamad Amirul bin Zamberi had previously struggled with the overfeeding of ducks, and the lack of water. The small farm lacked the man power to monitor the ducks whenever the farmer would leave the farm to sell vegetables at the market. Although the automatic feeder functions well, there are still some improvements that could be made and the UKM team is convinced that Amirul and his group would be able to carry on from there. Other notable projects by the same batch of students were the automatic brake system which transmits a brake signal to another remotely controlled car, the auto-shield system which draws a curtain when sensors indicate a change in the levels of sunlight, and the automatic blackboard cleaner or ‘i-board’ which assists teachers to clean the traditional chalkboard. As the programme progressed, the school students were seen to be even more committed towards their projects, while improving their scientific knowledge and communication skills. Several students were even rejecting offers to prestigious boarding schools so that they could stay on at their rural schools to complete projects that they had started. In another case, a student who had left for a boarding school insisted that he be released for one weekend in order to join in the workshop that was being held at UKM. Although he was rejected by the principal the first time, one of the teachers at his present school could see his determination and enthusiasm. An appeal was made on his behalf, and he was finally allowed to join in the workshop.

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Commitment towards the programme is also evident amongst the University students involved as mentors in this initiative. Undergraduates who have left to pursue their postgraduate studies or employment have since returned to mentor existing students within the programme. Feedback from the students from the first batch of the programme has been extremely encouraging, and the mentors and the mentees are still communicating with one another. This demonstrates the strong and sustainable relationship which has developed between the mentors and mentees during this programme.

Today The programme is currently at the final stage of the second cycle, and now has a new set of mentors. The students recently presented their invention ideas through video presentations with the theme “Green Technology.” Seeing how the students have gained from and enjoyed the programme it immensely, principals from the participating schools have expressed their hope that the programme be extended for at least another year. The team from UKM is ecstatic that their objectives have been met, and hopes to implement the programme to more secondary schools in the near future.

Chapter 11

UKM Autism Learning Laboratory: Empowering Children and Care-givers towards Meaningful Lives Dr. Hasnah Toran

Lecturer, 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, impacting the areas of social interaction and communication skills. Both children and adults with autism show difficulties in verbal and non-verbal communication, social interaction and leisure or play activities. Many individuals suffering from Autism become intellectually disabled when not given the proper attention. It was with this in mind that UKM’s Faculty of Education embarked on the establishment of the Autism Learning Laboratory within its premises dedicated towards giving effective education to children with Autism to enable them to reach their full potential, while serving as a platform

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for academicians and researchers to observe and study their behaviour and learning style. Established in 2009 with funding from the University Research Grant, the laboratory has worked hard to design and develop an education module for children with Autism. The laboratory is operated by the University’s Faculty of Education, and has five teachers, two teaching assistants and 17 students who have been diagnosed with Autism. One of the laboratory’s main objectives is to study and learn in depth about children with Autism, to enable academicians and researchers to develop effective teaching modules for children with the disorder. As no two autistic children are the same, developing an effective learning module to be implemented to all with the disorder is not easy. With this in mind, the laboratory uses Individual Education Planning (IEP) whereby the needs for each autistic child will be determined through a meeting with the parents. Although the aims and objectives for each child vary with the implementation of IEP, all students receive some structure through a time table that is applied to all. This includes some physical activity in morning followed by some learning, lunch, rest and then depending on the day, an evening activity of arts and craft, swimming, cooking or gardening. An IEP meeting is held between the teachers and the Research findings by the laboratory parents every six months to have given these children a new determine whether the methods lease on life, enabling them to learn that have been used have been and grow in an environment which effective. The laboratory also understands them. applies various learning and teaching techniques such as Applied Behavior Analysis (ABA), Picture Exchange Communications (PECs), Discrete Trial Training (DTT), Structured Teaching, Visual Strategies and Behavior Modification, all of which have been proven to contribute greatly to the development of children with Autism. The laboratory also enables students from the University who are currently pursuing studies in special education to undergo practical training. UKM students are required to attend the laboratory for two hours every week to fulfil their credit hours. The laboratory also serves as an important referral centre for parents and caregivers who are dealing with children with Autism. Staff at the laboratory are able to give support and consultation services for parents and care-givers, so as to create a better environment for children with Autism to learn and play. Apart from that, the laboratory is also active in

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disseminating information and knowledge on Autism and effective learning techniques to members of the public.

Learning and Teaching about Autism In Malaysia, children with Autism are often denied the right to education due to the lack of understanding by most parties. Stuck in their own world, they are unable to communicate, do not follow simple instructions, and often are hyper and hypoactive. 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. Armed with these findings and important information about Autism, the laboratory is dedicated towards disseminating them nationwide to touch more people whose lives have been affected by the disorder. Throughout 2011, staff at the laboratory conducted courses and workshops across the country to make this happen. The UKM research team has recently been entrusted to train supervisors from Community-Based Rehabilitation centres nationwide, paving the way towards better care-giving for children with Autism in these centres across Malaysia. Parents who have children with learning disabilities, especially with Autism, are often at a loss on how to deal with their needs. Having children with Autism can be especially stressful when one is not equipped with the knowledge to handle their daily needs. The Autism Learning Laboratory at the University often receives calls and requests from desperate parents to help them in dealing with their children. It was with this in mind that special workshops for parents of children with Autism were established by the laboratory. The workshop provides parents with information and knowledge on the special ways needed to deal with their children. During the workshops, parents are able to learn how to stimulate their children’s development in order for them to reach their full potential. For these children, the most important thing is to reinforce what they have learnt in school at home as well. Keeping the parents wellinformed also helps as they are the decision-makers when it comes to their child’s welfare. The workshops have received tremendous positive feedback and demand, prompting the laboratory to conduct the workshops on a monthly basis. Aside from the monthly workshops, the laboratory also gives advice and counselling via telephone and appointments. The laboratory has also given many undergraduate and postgraduate students the opportunity to study the needs of children with Autism through a close and personal approach. For many students pursuing their studies

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in the field of special education, having the opportunity to work handson with children with Autism in such a setting is indeed very valuable. Through the laboratory, the students learn how learning aids are developed and gain a better understanding on the theories of special education that they have learnt in the coursework. The research staff is also in the process of documenting the unique teaching and learning techniques that have been discovered through the lab, with the aim of publishing a complete manual and resource handbook for teachers, parents and care-givers in the field of special education to better understand and help children with Autism.

Creating a Better Future The laboratory’s research team plans to open a Centre of Excellence on Disabilities Research and Practice in the future to address the many needs and issues surrounding children and individuals with learning or physical disabilities. Among the main objectives of the centre will be to set up an effective and comprehensive intervention programme that will ensure children with special needs receive the necessary care and attention. The centre also aims to train and empower parents, teachers and care-givers to raise children with special needs more effectively and efficiently. The centre will also develop teaching and learning modules for children with special needs, while building a strong support system for these children to eventually pursue their tertiary studies, or to live independently. The centre’s ultimate focus will be towards giving people with learning and physical disabilities as well as their family members more meaningful and fulfilling lives for the long-term.

Chapter 12

PERKASA@remaja – Empowering Youth, Transforming Communities Prof. Dr. Samsudin Abd. Rahim

Director, Pusat Permerkasaan Remaja (Youth Empowerment Centre) [email protected] “Give me a place to stand, and I will move the whole world.” - Archimedes

Introduction The World Youth Report (2005) estimates that at least 25% of youths between the ages of 15 to 25 are considered to be at-risk. Youths today are under stress more than ever, having to deal or succumb to drugs, gang warfare, binge drinking, and especially in the urban areas of Malaysia street racing. According to the Malaysian youth index (2007), 12% (or close to 500,000) youths have been involved in at least one juvenile crime. Juvenile crimes among youths in this age group gained attention in 1995, through a cabinet paper which identified indicators that leads to loitering and eventually other juvenile crimes. This included having a poor socio-economic background, low self-esteem and lack of positive and strong role models (Samsudin et al. 1995). Realising the need to put the nation’s youth back on the right track, UKM, in collaboration with the PERMATA centre under the Prime Minister’s

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department has developed the PERKASA@remaja (Youth Empowerment) programme to enable youth who have been identified as At-Risk to realise their full potential by empowering them with the necessary skills that could turn channel them to contribute positively to their families and communities. The programme also seeks to transform youths into dynamic, competitive, confident and forward-thinking youth who can become effective leaders of tomorrow. To reach its objectives, PERKASA@remaja drives two main programmes – the Community-based Empowerment programme and the Camp-based Intervention programme. While the Community-based programme focuses on more long-term and sustainable solutions, the Camp-based intervention is designed to develop youths caught in illegal street-racing (under section 42, Land Transport Department) intellectually, emotionally and spritually.

Individual Attention for Youths The camp-based intervention programme is specifically The programme has enabled me to designed to give individual fill my spare time with not only new attention to youths who have knowledge, but practical skills I can been caught in a juvenile crime, use. I am now able to see tangible specifically, illegal street-racing. opportunities that I can gain from In the urban areas of the country, the photography skills I’ve acquired many youths who come from poor through the programme. - Muhammad Afiq Farahi B Md Khusaini,Perkasa@ socio-economic backgrounds Remaja Participant. succumb to this activity, to a point where many drop out of schools, and would later graduate to using drugs, illegal gambling and snatch-thieves thereby crippling the community. In order to circumvent this, the PERKASA camp-based intervention programme was developed. The programme runs for about two and a half months, and focuses on a holistic approach that will enable participants to increase not only their self-worth, but to also gain leadership skills and learn the value of volunteerism. Through this camp, participants are able to attend anger management classes, emotional development courses and communication skill workshops. They are also given the oppurtunity to interact with postive role models who come to the camps to give motivational talks. Participants who complete the camp are then placed in industries who are willing to

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undertake them into training courses to further hone important soft and technical skills. PERKASA@remaja has so far organised two of these camps, touching the lives of over 60 individuals. The first was done with the collaboration of the Royal Police of Malaysia, while the second was with the collaboration and support of UKM and FELDA Negeri Sembilan.

Bringing Positive Change to Communities The community-based empowerment programme seeks to transform youth at-risk from within communities in order to encourage them to reach their full potential for the long term. This is done through the development of a social model that gives youth the opportunity to be involved in the planning and implementation of activities within their communities. 25 asset models have been identified as the main outcomes for this programme, with youths who are deemed to possess all 25 asset models to have been successful in transforming themselves towards the betterment of the community. The programme recognises that active and dynamic participation by youth within the community contributes greatly towards the development of the community as well as the individual. Through this programme, youth have the opportunity to involve themselves in various enterprising projects that include photography clubs, baking classes, music and vocal clubs, shoe designing courses, make-up and manicure clubs and the latest, a pastry club. The centre has also established a homework club, where UKM students are able to become tutors, and subsequently mentor the youth. This smart partnership also saw the development of the “Be the Change” programme and “Smart Spending” and “I’m in Control” workshops. All of the programmes under this model have gained tremendous participation from the local youth, with almost 700 youth involved in the various activities since its inception in 2010. Held every weekend, the programmes and activities are monitored by PERKASA UKM, the centre responsible for the programme, in tandem with the Resident Association for the People’s Housing Project.

Changing Perceptions, Sustaining the Future Programmes under PERKASA@remaja has gained due recognition due to its high success rates in transforming those who has been categorized as youth at-risk. The centre actively collects data before and after each programme to effectively gauge the youths’ progress.

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To date, as many as 80% of those who have attended both the programmes have gone on to have a stable career across various industries and fields. Some have established themselves as trainers and facilitators in motivational camps, while some are even rehabilitated to be employed as police officers or auxiliary police for the Federal Land Development Authority (FELDA). Many others have become entrepreneurs, using the skills they have learnt to earn a steady income. The centre is also currently on a mission to further develop the programmes that they are currently running. Aside from improvising their teaching and training modules, the centre is in the process of increasing the number of classes they are currently providing. This includes computer classes and courses, as well as to build a studio for those who are currently taking photography courses. Classes and courses that are offered will be in tandem with the current market demands to ensure that the youths are able to have steady business income. The centre also aspires to be the main referral centre in the country for all youth who are categorized as at-risk, thereby making massive positive changes to communities that have previously been the hot-bed for many juvenile activities.

Chapter 13

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 A legal aid clinic is a form of community work run by the law students and members of the faculty in most law schools around the world, be it from the commonwealth or civil legal system. This was no exception for UKM’s Faculty of Law which ran a legal aid clinic, albeit in an ad hoc manner, rather than one that is formally established. In 2010, in a meeting for Law Faculty Deans across Malaysia, the Bar Council Attorney General appealed to the universities to contribute in easing the burden of cases being handled by its Legal Aid Department and Legal Aid Centre (LAC). This included providing the space and related facilities as well as the expertise of willing faculty members to operate the LAC. The Attorney General, the Legal Aid Department and the Malaysian Bar Council also agreed in principle to offer training and case referrals should the need arise.

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In February 2011, the National Legal Aid Foundation was launched and demanded for a more concerted commitment from the Faculty of Law. Space constraints at the time prevented the formal setting up of the LAC. This subsequently led to collaboration between the Faculty with UNIKEB to provide a space within UNIKEB’s establishment and allow for the setting up of the LAC. A series of meetings, workshops and industry visits were then made throughout 2010 and 2011 to reach an understanding and agreement on the LAC’s method of operation, its objectives, issues and liabilities – hurdles that were necessary in order to formally establish the clinic. Through these initiatives, strong partnerships were formed with UNIKEB, the Malaysian Bar Council, the Selangor Bar Committee, the Legal Aid Department and the University of Manchester’s Legal Advice Centre. In November 2011, the LAC was established at Level 3, Wisma UNIKEB, UKM to provide sustainable and free legal advice for those who are unable to afford legal advice. The clinic is currently headed by Distinguished Fellow, Siti Naaishah Hambali, a key person responsible for many initiatives that made the LAC possible. Law students in 4th year are able to use LAC as a platform to In engaging with the community, legal jargons are used at a minimum practice. Students on a rotating basis, will register the clients’ and things are explained in simple name, and write a brief on the terms. This is to ensure individuals client. From there they identify understand the situation they are in, specific legal issues. From their and know what needs to be done. notes, the students will then refer them to the lecturer, or the lawyer in charge. When there is no expert on board, they are then referred to relevant individuals who are an expert in that field. 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. Any member of the public is able to visit the LAC to receive clarification on their legal problems. Upon registration as clients, they will be given legal advice and a solution to their problem. If necessary, clients will be referred to other suitable agencies for further action. Cases handled by the LAC range from civil to syariah matters. These include civil cases related to divorce, right to see and visit child in custody, jointly acquired property, child abuse, adoption, custody, probate/ will, land matters, consumerism, labour law, bankruptcy, accidents, lease, rent,

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hire purchase, loan; and syariah cases related to talaq, maintenance, jointly acquired property, faraid, Islamic family law, hadhanah, will/hibah, syariah offences. The LAC is open throughout UKM education semester period from Monday to Friday (10a.m. - 4p.m.), and closed during public holidays and semester breaks. It also offers mobile legal aids in conjunction with community events, whenever necessary. For law students within the university, the LAC is a great way for them to put what they have learnt into practice. Through the LAC, the students gain practical training under the supervision of voluntary legal practitioners and lecturers. The students are exposed to actual pro bono legal work, and are also able to give legal advice. The successful establishment of the LAC has spurred the Faculty of Law to enhance the services of the clinic. Discussions and negotiations with the Malaysian Bar Council, Selangor Bar Committee and the Malaysian Legal Aid Bureau is underway to make this happen.

Chapter 14

The AIESEC Red Project Ravi Shangkar

Organising 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). The illness interferes with the human immune system, causing people with AIDS more likely to receive infections and tumors. The HIV is transmitted in many ways, usually through sexual intercourse, blood transfusions, hypodermic needles and the exchange of bodily fluids, such as giving infected breast milk to an infant. The disease currently has no known cure. Due to the difficulty in treating HIV infection, prevention is key in controlling the AIDS pandemic, and this is done through educating others on facts related to the disease. The Red Project, a programme run by by AIESEC-UKM in collaboration with Standard Chartered Bank intends to do just that and much more. It

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aims to deliver HIV/AIDS education to youth through peer educators while increasing awareness about HIV/AIDS amongst youth, reduce stigma and misconception towards those who have the virus, and to also provide a platform for local youth and UKM students with a platform to interact with international volunteers from various countries around the globe. Using the red ribbon as its symbol, the programme specifically targets youth between the ages of 16 and 24 years of age, who currently make up the second largest age group of people living with HIV/AIDS. Fully student-run, this project has to-date conducted over 110 education workshops, reaching out to more than 50,000 people since its inception in January 2009. The project coordinators also organise conferences, campaigns and road shows in collaboration with local non-governmental organisations. The workshops, which are conducted free-of-charge and approved by the Malaysia’s Ministry of Education, educate youth on the difference between HIV and AIDS, how the virus is transmitted, and also discusses prevention methods. The Red Project has also successfully convened annual HIV/AIDS conferences involving students from other universities and colleges in its attempt to reach out to the masses. Through the Red Project, the project coordinators become youth champions, creating a community of well-informed, young, energetic and dynamic ambassadors for AIDS awareness.

Collaborating for a Better Future Aside from having Standard Chartered Bank as their main industry sponsor, the Red Project team also consults with local NGOs such as the Malaysian AIDS Council and the Pink Triangle Foundation to enrich their education module with the latest statistic and information about HIV/AIDS. Established in 1987, the Pink Triangle Foundation is the largest community based organisation that works with communities affected by HIV/AIDS in Kuala Lumpur. The Malaysian AIDS Council is an umbrella organisation committed towards effective response to HIV/AIDS issues in Malaysia. Supported by both these NGOs, the Red Project has been able to enhance its workshops and events to be more relevant and current when dealing with AIDS-related issues. One of the unique features of this project is the participation of international volunteers. The volunteers are brought in through AIESEC’s International Internship Exchange Programme to conduct face-to-face HIV/ AIDS workshops in Malaysia. To date, the programme has recruited 100

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international volunteers from 23 countries. The international volunteers bring an international perspective to the HIV/AIDS issue. The Red Project also creates an avenue for these volunteers to relate current realities that the international communities face. This enriches the education module for each workshop, while demonstrating to the local community that HIV/ AIDS is a global issue that concerns everyone. For the 2011/2012 session, the Red Project has 12 international volunteers who come from Italy, the Philippines, Vietnam, China, Canada and Hong Kong. In order to increase participation within UKM, students are encouraged to join in Red Project workshops through the cooperation with the Student Welfare Association of each of the residential colleges at the university. The programme also gains by tapping into the experience of the programme advisors who are from the University’s Faculty of Education and the Public Relations office. The Red Project is endorsed by the Office of Industry and Community Partnerships which supports the programme by enhancing visibility and assisting with sponsorship opportunities.

Long Term Goals Although the Red Project has the financial support of Standard “I am more mature and confident Chartered Bank, the project after working under the Red Project, coordinators are always on the and I have learnt so much about HIV/ constant lookout to collaborate AIDS.”- Son, Business Administration with other industry or NGO Student, Van Lang University, AIESEC partners to ensure that the UKM International Volunteer. programme can be sustained in the long run. The Red Project is also collaborating with five other universities in the country to create a bigger pool of volunteers in order to disseminate awareness and information on HIV/AIDS with greater impact. All facilitators who conduct the workshops are also required to undergo training to equip them with accurate and updated HIV/AIDS knowledge. Currently, the project coordinators are working in collaboration with HIV champions from the Standard Chartered Bank and certified trainers from the Malaysian AIDS Council. This core group of facilitators ensure the sustainability of the programme. Advice, statistics, information, and audio and visual material are supplied by NGOs such as the Pink Triangle Foundation, ensuring that

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the facilitators’ training is not only current but viable, in line with the requirements of the community.

Bringing a Wave of Change In all of the Red Project’s activities and workshops, youth participants are encouraged to develop their own HIV/AIDS awareness campaign and projects within their own community, through a “Train the Trainer” component. This has resulted in several subsequent projects that have cascaded down to the participants’ community, most notably “The Ribbon Day” and “The Red Wave” clubs that have been established in several secondary schools in Malaysia. Through the Red Project, the project coordinators and the international volunteers have been able to develop various skills such as effective team management, problem-solving skills and crisis management ability. The project team has also been able to cultivate a higher self-esteem and greater self-confidence through public speaking which is essential for carrying out the workshop and training sessions.

SOCIAL ENTERPRISE AND COMMUNITY DEVELOPMENT

Chapter 15

Teman 1Azam NCWO-UKM: Empowering Women through Business Assoc. Prof. Dr. Madeline Berma Director, 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 Women in Malaysia have the potential to boost the economy through small and medium enterprises (SMEs). It was based on this premise that the Teman 1Azam NCWO-UKM programme was established. The programme, which aims to build the competencies of women from low-income families in the Klang Valley targets to increase the number of women in business in the country. The programme is championed by UKM’s Faculty of Economics and Management with the support of the Ministry of Women, Family and Community Development and the National Council of Women Organisation (NCWO). Led by Associate Professor Dr. Madeline Berma, the pioneer programme currently has a total of 63 women who benefit from the knowledge transfer and skill that takes place.

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Through the grant received from the Ministry of Women, Family and Community Development, the women within the programme are all given seed funding for a business startup. At this juncture, the Faculty steps in to provide the participants with the knowledge and skills necessary to initiate and manage a small home-based business. This is done through lectures, workshops and coaching by the Faculty’s lecturers in collaboration with the UKM Centre for Entrepreneurship and SMEs Development (UKMCESMED). After the foundation of business have been honed into the participants, they then go through a series of activities and programme which aim to develop their soft skills, confidence as well as visibility. This is done through several networking opportunities provided by UKM. Among the most notable were a dialogue session with Professor Muhammad Yunus, a UKM Laureate in Residence, the launch of the Chair on Women’s Leadership, SME Corp and the UKM Entrepreneurship Carnival. In its last phase, the participants gain support and advice from the Faculty in partnership with UNIPEG Sdn. Bhd., a food quality research and development organisation on product labeling, packaging as well as information on food handling certification and nutritional testing which complies with the Food Hygiene Act, 2009.

Enhancing Products and Services As a result of this programme, the participants have since been successful in adding value to their products. Aside from the valuable information and knowledge they have gained through workshops and lectures, 25 women within the group have also gained Certificates on Food Handling issued by UNIPEQ Sdn. Bhd. which have since boosted their sales. By participating in this programme, the women also have access to eight academics and students from the University who are dedicated towards giving them practical knowledge that can be used to improve their business. Among the skills learnt are book-keeping skills, financial management as well as sales and marketing. Hailing from low-income families with little or no formal education, information such as these was highly significant to these women. For instance, some of the women were not aware on how to issue standard receipts after their sales, or even knew of their importance. Through this programme, the participants have also learnt the concept of an online business. The women are now actively using Facebook, the

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online social media website to market their products and services to a wider audience, supported by the 1Azam NCWO UKM committee members. Following the success of their now attractively packaged and researched products the participants have also been approached by Fatihin Dato’ Rosdi who is in the Corporate Gift Hamper business. Several of the participants’ products are now included in high-end gift hampers in a one year contract by the company. Gift hampers is a lucrative business in our country which has ample festivals and festive occasions throughout the year due to its multi-cultural heritage. Ten products made by the women have also since gone through Nutritional Testing. This in turn adds more value to their products, in an ever-increasing health conscious market. These products have also increased their sales, and continue to have huge potential in the market.

Spreading the Good News The Faculty’s academic members have also gained from this programme. The programme’s success has since been presented in international workshops at Kyushu University, Japan. The researchers have also gone to spread the social enterprise model they have practised to the Kyushu University Business School (QBS) and at the Kyushu University Grameen Creative Lab in Japan. This sharing of information helps in spreading the good news as well as ensures a replication of the model for other communities. For its future plans, the Teman 1Azam NCWO-UKM research team hopes to replicate the model for entrepreneurship education for the development of the community in the long run. The team also hopes to build a common facility for the participants to manufacture their products to ensure ease of applying for halal certification.

Chapter 16

SIFE UKM: Hold My Hand Assoc. Prof. Dr. Rohayu Abdul Ghani

Lecturer, 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 ‘Hold My Hand’ is a project developed and organized by SIFE (Students in Free Enterprise) UKM towards creating a sustainable avenue for skill building and revenue generation for orphans and orphanages around Bandar Baru Bangi. SIFE UKM comprises students from multiple faculties, led by Associate Professor Dr. Rohayu Bt. Abdul Ghani and Encik Radzuan Abdul Rahid who adhere to the SIFE philosophy of “A Head for Business. A Heart for the World”. SIFE is an international non-profit organisation that works with leaders in business and highereducation to mobilise university students to make a difference in their communities and become socially responsible business leaders. ‘Hold My Hand’ was developed in May

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2011, upon closer examination of the existing circumstances of several orphanages around the UKM area. Most of the orphanages rely on philanthropic giving, and did not have a strategy to sustain funding. The team arrived at a consensus that the best way to assist the children within the orphanages is to equip them with skills that will enable them to enter the working world upon leaving the home and schools while generating steady income for the orphanage. The project creates an Not only have I gained valuable avenue for orphanages to cooking and baking skills, but the generate additional income that programme has also given me the enables them to be self-sufficient passion to live. – Zulhairy Bin Tompang, through entrepreneurial activities. Darul Izzah resident and Hold my Hand Children from the homes are programme participant. able to benefit from effective vocational training such as culinary arts while reducing the reliance on philanthropic giving. Realising that such a venture requires active involvement, participation and continuous monitoring, SIFE UKM chose to run the programme first with an orphanage that is closely located to the University’s Bangi campus, and has subsequently adopted the Darul Izzah Home for the programme. The programme is also an effective avenue for UKM students to apply and enhance social entrepreneurship and economic theories they have learnt in classrooms in a practical way while giving back to the society.

Transformation in Phases In order to implement a successful and sustainable plan, the SIFE UKM team spent two months to deliberate and strategise. From those deliberations, it was decided that the programme will be divided into three main phases. The first involved extensive research and development to determine the kind of business the home will be concentrating on. Based on the team’s research, the Kajang and Bangi area mostly had families with both parents working, creating a demand for frozen and ready-cooked foods. From there, the team approached the Hulu Langat Community College, which in turn agreed to provide training as well as the initial facilities to make the food at no charge. Phase two involves the building of permanent facilities for baking and cooking within the Darul Izzah home itself, while phase 3 sees the monitoring of the manufacturing line and establishing partnerships with other NGOs to widen distribution channels.

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The programme is currently in its second phase, and the team is currently overseeing the renovation of the Darul Izzah home to include a much larger kitchen to accommodate production of the foods on a consistent basis. The third phase is set to begin in early 2013. The SIFE UKM team aims to get the home to conduct all aspects of the business independently within three years from the programme’s inception.

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 its training to the packaging used for the foods that are being manufactured. While conducting workshops for the children, the SIFE UKM team made sure to include children from other organisations and charity homes so as to create a greater impact on the community. This in turn spreads the seed of entrepreneurship among the children in the community, thereby encouraging more individuals to be involved in initiatives that can help them towards self-sustenance. The team also upholds the 3R concept (Reduce, Reuse, Recycle) by using only recycled and biodegradable materials for all of the food packaging.

SIFE UKM: Hold My Hand

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Market research was also done by the UKM students, providing useful data that impacts the production line. They found that demand for their sardine rolls increased by 30% within the first week, with a reduced demand on the sugary doughnuts. This led to the children temporarily withholding the production of doughnuts, and increasing the production of their sardine rolls, and other savoury items. All items made were sold out within the week. The SIFE UKM team has also developed a joint collaboration with the University’s Centre of Entrepreneurship and SME Development (CESMED) to establish a cooperative that will facilitate the management of the programme. With the centre’s expertise on the management of small businesses, the team sees the programme growing stronger through the setting up of a nationwide cooperative, beginning with participation from orphanages around the Bangi and Kajang area. With a cooperative, the programme is ensured of sustainability, thereby becoming more competitively placed with regard to other similar enterprises. As the children grow older, and eventually leave the homes, the production centre will still be able to employ them full time to manage and run the business, and to eventually gain enough confidence to own their own businesses.