Reporting and Photography by Sagita Adesywi, ChildFund Indonesia
Many children who benefit from ChildFund’s Dream Bikes program are in isolated communities and face long journeys across rough rural terrain. It’s a little different in south and east Jakarta, the huge capital city of Indonesia. Children there live in dense, crowded slums, and to get to school, they have to walk or take the public bus or a motorbike, a big daily expense for families living in poverty.
Because their homes also are small, 125 children in Jakarta’s slums received foldable bicycles from ChildFund’s local partner organization, Perkumpulan Marga Sejahtera, which hosts after-school activities.
“When they fold the bike, it won’t take up as much space,” explains the organization’s director, Liest Pranowo. “These children walk every day to school, and also when they join some activities out of school. Having a bike hopefully will help them to get to school easier, get in on time and be more active as well in out-of-school activities. It would save their parents some costs too. Usually, it takes about US$2 for a rental motorbike. It is just too much for them. As children are very active, we also provided them with helmets. If they fell, their heads would be protected.”
Let’s meet Aisyah, a 12-year-old girl who likes watching the news and hopes to be a doctor one day. She received a bike and helmet, and it’s making a difference already. These are her words:
I walked to school and back every day with my younger brother. He’s in the second grade. I leave home around 5 a.m. and get to school by 5:30 a.m. Often I came late to school, especially on Mondays and Fridays. On Mondays, we have a morning ceremony where we need to be ready a bit early, and on Friday we have group study and exercise that I need to come early for too. On those days, often I came late.
Once, there were other kids in the street from another school who made fun of me. They would say something bad, like “Oh, you are a hobo! Even your school is the school for hobos!” They were boys, four of them. I would tell them to please not to say something like that, as they wouldn’t want other people to say something bad in return, right?
Another time, when I came home from school, these boys said something bad to me again. One of them pulled my hair from the back and pushed me down. I fell down and cried. A taxi driver stopped them. When I got home, I told my mom, and she then went to their house, but they still didn’t want to say sorry.
I am not afraid of them, though, but I try holding myself hard to just ignore them. My brother always says to ignore them.
Since I am in the sixth grade now, there are days where I stay longer in school for extra classes. That’s fine, as I need to be prepared for the exams. I take extra classes in math, science and Indonesian language. But sometimes when I got home, I was too tired from walking under the hot sun to study again or do my homework.
When I finish school, I am going to be a doctor! I want to help people who are sick. But if they don’t have money, I will do it for free. It’s all right. Even though our government has health insurance, it is not enough to cover everything.
One day I saw in the news that a mother had just given birth. The hospital kept the baby longer as the baby was born premature, and the family couldn’t afford the cost for the treatment. That’s why I want to be a doctor, to help people in need like that.
I really am happy I was given the bicycle by ChildFund. I will ride the bike to school. The bicycle lets me get to school on time, and now I have more time to do my homework. I will even take my brother in the back saddle!
You can help girls like Aisyah by donating a Dream Bike. One bicycle costs $100, and its value is priceless. Stay tuned for more Dream Bike stories from Jakarta, coming soon.
By Nikita Haritos, ChildFund Indonesia
Three-year-old Ricky lives with his mother and father in South Sumatra, Indonesia, in a one-bedroom house, where the three share a bed under a mosquito net. Despite his humble home, Ricky has a collection of toys in a dedicated play area — and a mother who is learning about how he can develop to fulfill his potential.
“Ricky loves playing with his toy trucks and cars, but he is most happy when his older cousins come over to play,” says Dewi, his mother. “They spend hours together running around the yard.”
Ricky’s father is a mechanic at the local motorbike repair shop. Dewi stays at home and looks after Ricky, and she also participates in a parenting program developed by the government and available in her community through ChildFund’s local partner organization, LPM Sriwijaya. The organization’s staff members are working to expand the program to more families in the region.
An example of the activities I do with Ricky is to have him practice opening buttons, which will help him to develop his motor skills.
In workshops led by professionals, mothers learn how to manage childhood illnesses as well as practice better sanitation and hygiene at home. They also learn about the development of cognitive, social, emotional and motor skills, which are just as important as physical growth during a child’s early years.
Trainers show mothers how to play with their children and promote abilities that will help the young ones achieve their goals later. They also try to change some of the misconceptions and attitudes that cause problems within the community’s families.
“An example of the activities I do with Ricky is to have him practice opening buttons, which will help him to develop his motor skills,” Dewi explains. “We learned about the importance of breastfeeding. Many mothers, including myself, did not realize how nutritious it is for our children.”
Dewi is helping to ensure that Ricky will eat healthy food now and in the future; she recently started a veggie garden in their yard, where she grows corn, tomato and papaya. She has just planted spinach seeds, too.
Ricky’s favorite food is soup made from katuk, a green, leafy vegetable found in the tropics as well as Dewi’s garden. She cooks the soup over an open fire on the floor of her kitchen.
ChildFund and the local partner have also provided Dewi and other families with child development cards, posters that let parents track important benchmarks like crawling, walking, playing and speaking.
“It is reassuring to know that I am able to check for myself whether Ricky is developing properly,” Dewi says, “and so far we haven’t had any concerns. The program has been so important in reassuring me that Ricky is growing up into a smart young boy. It would be great if all mothers could be part of the program, too.”
Nikita Haritos is a student at Australia’s Royal Melbourne Institute of Technology and is enrolled in the Australian Consortium for In-Country Indonesian Studies, or ACICIS. She worked as an intern for ChildFund Indonesia earlier this year.
By Teuku Maimunsyah, ChildFund Indonesia
Teuku Maimunsyah, or Popon, as he’s often called, shared his experience of the tsunami, when he lived in Banda Aceh, Indonesia, one of the hardest-hit regions. Today, he’s ChildFund Indonesia’s monitoring and evaluation specialist. These are his words. You can read more memories of the devastating 2004 tsunami on the blog and ChildFund’s website.
It was early Sunday morning when the earthquake woke us up. The earth was swinging hard, right to left, up and down. Everyone ran out of the house. Soon enough, we heard thunderous noise and saw four-story-high campus buildings collapsing. Our house was in the campus housing area of IAIN Ar-Raniry, Banda Aceh.
We had experienced earthquakes before, but we had never seen buildings collapsing. My mom was crying. My friend, Mardan, who had stayed over with us that night, was saying, “This is the end of the world!” Everyone was panicked and hysterical. Then, the tremors stopped.
I was curious about the earthquake damage around the neighborhood. I took my car out but felt like I was hearing a voice saying, “Don’t take the car, take the motorbike.” I left the car parked in front of our house with the key inside. I drove down to town on the motorbike and heard the voice again, telling me to stop. I stopped and went to a small coffee shop in Ule Kareng.
Suddenly, many people were running toward the airport while screaming, “Banda Aceh is drowning!” I thought about home and tried to hurry back but could not pass on the road as there were so many people out. People were shouting, “Turn back, turn back!” From afar, we saw dark water. We couldn’t even see the sky anymore.
Some nights, when we got so tired, we slept among the dead.
I took another road and got into my housing area. I saw nothing but water. It was about one meter deep. I walked through it to find my house. Debris and dead bodies were all around. I didn’t see my family, my house or the car. Everything was gone. My mind went crazy: “Where are my parents, my brothers and sisters?”
I felt just blank, couldn’t believe what had just happened.
I decided to go back downtown to the city mosque, where the land is higher. The road was filled with people, and I saw more dead bodies everywhere. Then I saw my car at the mosque. I felt angry, thinking someone must have stolen my car, and because of that, my family didn’t make it. If I found that person, I will kill him, I thought. But then I saw my younger brother, Ponbit, by the car. I was so relieved to see him and all of my family. My family had thought I was dead. Ponbit told me that the car had saved them because it was parked outside with the key in it. When they heard people screaming, “Water, water!” they just got in the car and drove fast. It was just a matter of minutes that saved them from the water.
Dad asked if I had seen our house. I told him everything was gone. He was really calm and even smiled. My father told me, “Why are you feeling stressed out? If God’s willing, God will take what we have. Everything we have now is from God. Even when you die, you don’t bring anything with you.”
Still feeling stunned, I nodded but then asked, “Where do we sleep tonight?” He said, “Why did you ask such a question? Allah creates this earth for our shelter, so wherever we could close our eyes and feel comfortable there, that is our house. This earth is our home, even though on top of dirt. So, don’t stress out. You better help people out there rather than just sit here feeling stressed.”
When the water had receded, I went back to see our house, which was left in ruins. Earthquake tremors still came every now and then, and people still shouted, “Water, water!” Even though there wasn’t water anymore, we ran.
Mardan also went back to his dorm. Nobody had survived. He had lost all of his friends. “If I hadn’t slept at your house that night, I might have been gone as well,” he said.
The river in the city, Krueng Aceh, was full of debris and dead bodies. The air felt sticky with the odors, everywhere. It was a devastating scene that you would never forget in your life.
The army soon came with big trucks to evacuate people. People from other cities like Aceh Besar and Takengon also came, bringing vegetables and fruits. I helped to remove dead bodies. I had never experienced something as heart-wrenching as this. At first, I was shaking when I found the dead bodies, but then, bodies after bodies after bodies, I slowly overcame the feeling. I learned some lessons, too. I saw one body with many clothes on, and that his pockets were full of money and gold. Perhaps he thought to save his belongings first, but sadly, he couldn’t make it. We collected all of the money and gold we found and gave it to the mosque.
In a day, we would remove about 100 dead bodies. Some nights, when we got so tired, we slept among the dead.
Volunteers also started to come in, and some were students from Medan. Many of them went back home again on the first day as they could not handle the situation. Some cried and threw up.
One night, we heard a woman wailing hysterically. A young man came over and checked on her. She said she had lost her husband and her children. The young man asked if she had other relatives, and she said yes. That man said she was lucky to still have some of her relatives, as he didn’t have anyone left. That man had lost all of his relatives, from his grandparents to his own family and others. It turned out they lived in one of the hardest-hit areas, Ulee Lhue. The whole village had been taken by the wave.
You would hear many heartbreaking stories. Many were so unimaginable. And we saw many children alone, without anyone with them. Some could say one or two things about their family, and some just couldn’t remember anything. At that time, reporters and media organizations had come to the city. I joined them, and we developed a system to register children. We took their pictures and put out their information in the media and at evacuation shelters. It helped people to find their children.
During such a massive loss, when you see people reunited, it warms your heart and lifts your spirit to think less about yourself and help people more.
By Ayusnita Pane, ChildFund Indonesia
Ayusnita, who works for ChildFund Indonesia as a human resources officer, shared her experiences from the 2004 tsunami, when she was a college student in Banda Aceh, one of the hardest-hit regions. You can read more about the tsunami on our blog and ChildFund’s website.
I was in my last semester at the University of Syiah Kuala in Banda Aceh, where I lived in a student dorm on the third floor. That Sunday morning, Dec. 26, 2004, I was watching television when the earthquake happened. Earthquakes were quite common in Aceh, but that one was shaking tremendously. Everyone rushed out of the building. Then we saw many birds flying above us. I didn’t know what kind of birds they were; it was like a death bird, so I thought, this is it, the end of the world.
To my confusion, I saw people were running and screaming “Water, water!” I didn’t really know what was happening, but I followed everyone. I looked back and saw everything was dark; it was like black water. I ran faster than I normally did, even though I was wearing a sarong. I tried to stop people in cars too, but no one stopped. Everyone thought to save themselves first.
I kept running and following people to the campus mosque. I thought if I die, I’ll die in a mosque. Everyone was panicked and screaming. Cars and motorbikes were lurching and honking. I made it to the mosque and went up to the second floor. But the tremors hadn’t stopped, so we kept coming downstairs and back up again every time people shouted “Water, water!” Soon, people were screaming, “Dead body, dead body!” At the time, I still didn’t understand how huge a disaster this was. Suddenly, many people were carrying dead bodies covered in mud, their clothes torn apart. It happened so fast.
Ten years later, I actually still don’t want to see anything relating to the tragedy. I just can’t watch it. I feel a little upset. Why do we have to keep remembering it? I didn’t lose my family, but only a close friend. I cannot imagine if I lost my own family. I don’t know how to tell my feelings. It’s unspeakable. Sometimes I wonder why I was so traumatized. I didn’t drown. I didn’t lose my family, but I just cannot help thinking about people who were affected.
After the flood, we were taken by car to the airport. I had a few bucks and my mobile phone with me, but there was nothing to buy and no cellular networks were on. No stores were open, because they were afraid of looting. One friend of mine sold her jewelry to get a plane ticket, but there were no flights. We just waited at the evacuation camp at the airport. At night, we slept on the road, because we were afraid of the airport would collapse from the earthquake. Soldiers came, providing us with water, rice and noodles.
Some of our male friends came back to the dorm to get some clothes, but everything was gone. In that very short time, during such a tragedy, people had looted our belongings. Some said people came from Medan in a truck to loot everything with many dead bodies still lying downstairs.
I stayed in the airport until Monday night, when my friend was picked up by her brother. I went out with them and back to my parents in Medan.
I thought, this is it, the end of the world.
One day, I got hysterical seeing the news on television. Another day, I just cried and screamed. I had nightmares too and didn’t go out for about three months. My family got me a preacher and prayed for me to release all the bad influences. None of us were aware that this was happening because of the trauma.
Three months after the tsunami, I went back to Aceh to finish my studies. I went to see the dorm; the campus areas were badly damaged. I didn’t see dead bodies anymore, but we still could smell something. It was really devastating for everyone.
After the tsunami, the cost of living had gone up crazily, including for renting a room or a house. So, I stayed in the evacuation shelter for about six months, moved from one to another when it became more packed with people. I took a job with a French nongovernmental organization while finishing my studies and finally found a rental house for a decent price and stayed there with a friend to share the costs.
All of my friends from the dorm were safe. But I lost five friends who didn’t live at the dorm; one of them was really close. She was in her house with her family that day and was swept away by the water. I know some people reunited years after the tsunami. Sometimes I hoped I could see her again. Her younger brother told me she didn’t survive. He is the only one from his family who survived because he wasn’t at home then. I have lost my hope. Two or three times, I chased someone who I thought looked like her. I called out her name, Amel, but when they turned around, I realized they weren’t her.
I stayed in Banda Aceh until 2010 but just had the courage to look for my friend’s house this February, in 2014. It was really heartbreaking and difficult for me. The area was totally destroyed, but I remembered there was a cellular tower near her house. She used to climb on it to play around. That tower was the only thing left there.
Something stays with me until today. At the campus mosque, I saw a little boy in front of me, about 7 or 8 years old, who was bleeding from a bad cut. He was crying, but I didn’t ask him anything. I was so confused about what was happening and overwhelmed by seeing so many dead people. I am thinking now maybe I was too selfish at that time for only thinking about myself. Even now, I still have his face in my mind.
I didn’t really know what a tsunami was until it happened in Aceh. Now, when we have an earthquake, I always wonder if there will be a tsunami or not, and where to go. In Banda Aceh, we see many evacuation route signs now, and the infrastructures have also been developed better.
Ayusnita has lived in Jakarta with her family since 2010 and joined ChildFund as a human resources officer in October 2014.
By Sagita Adesywi, ChildFund Indonesia
“People here littered everywhere, without thought,” says Sulastri, a preschool teacher in Indonesia. “Our neighborhood looked dirty and unhealthy.”
As in many developing countries, garbage is a highly visible part of Indonesia’s landscape. With one of the world’s largest populations, waste management there is an ongoing challenge, even in affluent areas. In neighborhoods where poverty has a stronghold, public services like garbage removal are at best inconsistent and often absent. So, families dispose of garbage wherever they can or even burn it by the roadside. The environment becomes not only unpleasant but downright dangerous.
This was how things were in Tandang village, Semarang, Central Java, until community members set out to make changes.
Responding to residents’ concern about their neighborhood, ChildFund worked through its local partner organization in Semarang, KOMPASS, to adapt an initiative that Indonesia’s Ministry of Environment had pioneered in other cities: garbage banks, which encourage communities to make the most of household garbage.
Garbage banks decrease environmental pollution, especially inorganic waste, by providing community members with incentives to sort garbage by type and value, and to ensure that each type arrives at the appropriate destination for recycling. (Organic garbage is collected by the environmental city services and processed into compost.) Garbage banks usually run in public buildings as neighborhood centers for waste management.
To launch the program in Tandang, staff from KOMPASS met with village heads and community members to introduce the concept and then to form volunteer garbage bank committees. Through KOMPASS, ChildFund provided the volunteers with training on how to handle and process inorganic waste, especially plastics, which are sold to plastics manufacturers.
Participants have garbage bank accounts. KOMPASS provided seed money on behalf of the 351 sponsored children in the area, so each child has USD $1 as his or her first deposit on an account at one of Tandang’s two garbage banks.
So, how do garbage banks work?
Using collection bags provided by the program, people bring plastic bottles, used newspapers and many other things they don’t use any more. Each type of waste is assigned monetary value. This money is then deposited into the individuals’ accounts at the garbage bank, later available to be withdrawn as cash.
“When we did our first training for the mothers’ groups, some of them were quite stressed,” says Agus, the head of one of the banks. “They thought they would need to sort the garbage in a dirty place. When they saw that the garbage bank is actually run in a clean house with windows for air circulation, they felt relieved.”
“I knew about the garbage bank from my wife,” says Wadi, a community member. “We used to just throw away anything. Now, we learn to sort it all. People also took initiative by making their own bags to deposit the waste to the bank.”
That’s not all they have made. The ChildFund-supported garbage banks have taken the program a step further: Community members turn garbage into creative, sellable products — for example, bags made from plastic detergent sachets. With training from KOMPASS (and with a sewing machine KOMPASS also provided), people are transforming garbage into economic gain. As community members have learned to be more creative in processing waste, they have come to see waste as a resource.
“The neighborhood automatically becomes cleaner too,” Agus adds. “If we have the garbage bank but the surroundings are still dirty, it’s very contradictory. The neighborhood is also becoming greener now, because people are also encouraged to plant trees in pots made from vegetable oil plastic bags. ChildFund provided us with the seeds.”
“People are more aware that the environment is very connected to their own health,” says preschool teacher Sulastri, who is also a member of the garbage bank committee. “They used to just litter everywhere and did not understand the impact of waste, so they would just throw away everything. Now they know that we can sort inorganic waste and make it into creative products.”
The garbage bank initiative not only brings extra cash, but it also helps communities become cleaner, nicer and healthier places to live, which is exactly what children need. “There were many flies and mosquitoes in the gutters as people just threw garbage into them,” says Sulastri. “When we litter, we create a breeding space for mosquitoes. The garbage bank promotes a healthy lifestyle, and it reduces the risk of dengue and diarrhea too.”
By Sagita Adeswyi, ChildFund Indonesia
In Banten, Indonesia, teachers sang about how much they would miss ChildFund and its corporate partner, Krakatau Posco, as a six-month pilot project to improve their schools was coming to an end.
“Please don’t go, ChildFund,” sang the teachers. “Please don’t go, Krakatau Posco.”
March marked the end of Sekolahku Asik, Indonesian for “My School is Really Cool.” The project was a joint initiative between ChildFund Indonesia, Krakatau Posco, an Indonesian company, and the Community Chest of Korea to support Indonesia’s government in improving the quality of basic education.
“The Sekolahku Asik program has improved the schools’ infrastructures, teaching skills of the teachers, students’ engagement and employees’ participation in education,” says Min Kyung Zoon, president of Krakatau Posco.
The program was implemented in three elementary schools as a pilot in Cilegon, Banten, and 35 teachers from 13 schools in the region received training in interactive learning. Children attended consultation events to express what they wanted their schools to be like, voicing their views through drawing, writing and storytelling.
The schools received minor repairs, and employees of Krakatau Posco had the opportunity to volunteer at the schools, teaching children how to plant trees, wash their hands properly and how to dispose of organic and inorganic waste. More than 500 children benefited from the experience.
The schools now have better and cleaner restrooms, organized libraries with more books and fresh coats of paint on the walls.
“My school was quite dull,” says 12-year-old Novalina. “The restroom was dark and dirty. Sometimes I felt scared when I went there. I joined the competition with other students to tell what we want to be improved in our school. Now, my school looks really nice and much cleaner. We chose the color for the walls, too.”
Teachers, too, were pleased with the program: “We really like the training, as it has enhanced our knowledge and skill in an interactive teaching method,” says Tati Fatayati. “This brings changes to the students; where they might have been feeling bored with the teaching process in the class, now they feel it is more fun and interactive.”
Now that the pilot stage has ended, ChildFund and Krakatau Posco are working together to continue the program at the three schools, as well as other schools, this year.
By Sagita Adeswyi, ChildFund Indonesia
Yufen, a fifth-grader, lives in the Belu district of East Nusa Tenggara, Indonesia. He loves to play soccer, and he also likes school.
“I have two younger sisters, but they live with my parents in another village,” he says. “On weekends, Grandma takes me to visit my parents. I love my grandma. When she takes me to the farm, she likes telling me lots of different kinds of stories. At home, I help her, collecting water for cooking from our neighbor’s well. I have lived with my grandma since I was little, because my parents said the school here is better.”
Yufen attends Nanakelot Elementary School, which is supported by ChildFund and its local partner, LPAA Belu, through the Child-Friendly School program. ChildFund has provided schools with classroom renovations, school books, teaching aids, tables, chairs, bookcases and guitars. The program, which benefits 338 children and 17 teachers, helps schools become safe, healthy and protected environments for children, encouraging child participation in all aspects of school life.
“I like to go to school because I have many friends there,” Yufen says. “What I like most is science, learning about nature and living creatures. The teachers really care about us. If we are too noisy, they will remind us to be quiet and get back to studying.”
Maria Tai, the school’s principal, agrees that the changes have been beneficial for everyone. Teachers have learned better ways to convey information to their students by preparing lesson plans, managing their classrooms and disciplining children in more effective manners. In turn, students are more comfortable asking questions and giving their opinions in class.
“Before the training on child-friendly schools, we easily became angry with children when they made mistakes. Slowly, we changed our interactions with the children. We listen to children’s needs. On the second break between classes, children were usually asked to just stay in the class. However, some children mentioned that it was really boring and asked if they could take a break in the library. I thought it was a good idea, so I let them.” As a result, students read more than just their textbooks and discuss what they have learned back in class.
Children also are allowed to water plants in the school garden, a task formerly done by staff members. “We never thought that it could be of interest to them and that they could participate,” Tai says. “Now, children water the plants every day, using the water jugs they bring from home.”
Yufen notes that there are other new projects that have brought fresh life to school. “We also made our own attendance boards,” he says. “We made them from recycled materials like used plywood, paper and plastic. We made it together in class. When we come in to the classroom, we mark our arrival time ourselves on the attendance board.
“In every class we also have an honesty box. It is made from a used carton. It teaches us to practice honesty. If we find a pen, we put it in the box. If tomorrow morning, someone is looking for a pen, he or she will be asked to look for it in the box. Once, I lost my book. The next day I checked in the box and I found it had been put there by my friend.”
Yufen also likes to play soccer with his friends after school, but his village doesn’t have a soccer field, so they play in the garden. He hopes his school will get a field one day.
By Sagita Adesywi, ChildFund Indonesia
In 2012, ChildFund launched a program called Shine a Light in four countries — Dominica, Indonesia, Liberia and Senegal — thanks in large part to a major gift from a concerned donor. The project’s goal is to raise awareness of gender-based violence, assist child survivors of sexual abuse and help communities develop child-protective systems and responses. In four blog posts, we’ll learn about the progress made in these countries; today we focus on Indonesia.
“I was a dropout by my second year of junior high school. I didn’t like the school, the other students and the teachers. They said I was naughty, and I was bullied too,” says Chandra, a 16-year-old boy from Semarang, Central Java, Indonesia. “Paulus, the director of KOMPASS, ChildFund’s local partner organization in Semarang, invited me to join the Child Forum and to get back into school. Now I am catching up my education through the informal school and actively involved at the Child Forum. If I hadn’t joined the Child Forum, I would only be a dropout and a motorcycle club hotshot.”
As a member of the Child Forum, Chandra participated in a recent workshop on gender-based violence, part of the Shine a Light project. In an effort to prevent and respond to gender-based violence against children, ChildFund has worked through local partners to educate youth on the issue of violence between intimate partners — a growing problem in Indonesia. The participants in turn serve as peer educators in their communities.
“At the gender-based violence training, we learned about gender and violence, focusing on children and young girls,” says Irma, 18, one of the youth facilitators. “After the training, we held group discussions to get to know what the issues are among us.”
More and more, young people are experiencing violence in dating relationships, not just marriages. These programs are showing Indonesian youth how to manage these relationships in safe and healthy ways, preventing violence before it starts.
The youth facilitators led group discussions with 80 children and youth from several schools. The groups were divided by age: 10-12, 13-17 and 18-24.
Not everyone is comfortable talking these sensitive issues, Chandra explains. “We played some games to lighten the atmosphere, so they could feel more relaxed.”
“I was the facilitator for the 18-to-24 group,” says Irma. “The physical and emotional abuses are also considered as normal for them. They didn’t realize that when they tease or make fun of someone, it could hurt the other person. In the training, I learned that we may also be the person who did the violence toward others without even realizing it.”
Helping children and youth learn about safe and healthy dating practices involves establishing good communication between partners, understanding gender equality and stereotypes, creating boundaries, expressing feelings and perceiving signs of possible dating violence, among other lessons.
Stefanie facilitated the 13-to-17 group. “I found some of them have experienced violence in dating because they were afraid to say no,” she says. “They are afraid of losing their boyfriends. They don’t know to whom to share. They need someone they can trust.”
The physical and emotional abuses are also considered as normal for them. They didn’t realize that when they tease or make fun of someone, it could hurt the other person.
She remembers a girl who was raped and became pregnant, which caused her to drop out of school. “The Community Development Agency of Semarang contacted the Child Forum to ask our opinions on that case. Through the discussion, we found out that students were sharing sexual content on mobile phones at school. We then held a sharing session with the students at the school on violence against children and on reproductive health.”
The facilitators have learned that peer involvement makes students listen more closely than to adults dictating rules.
“When the information is delivered by their own friends, it is more easily accepted and understood,” Irma says. “When it is delivered by older people, the kids tend to be quiet.”
Through the Child Forum, ChildFund also provides leadership training for youth to encourage and support them to be the leaders and role models among their peers. With youth facilitators in the students’ communities, more young people will hopefully feel more comfortable seeking the help they need.
“If I hadn’t joined the Child Forum, I would still be the quiet and shy girl, only focus on academic lessons,” Irma says. “I wouldn’t have any broad ideas about the issues that affect children. Now, since I have joined many activities at the Child Forum, I know more! I was really idolizing Stefanie. I think she is really cool. She knows and shares many things to other children, like the issues of gender-based violence.”
By Sagita Adesywi, ChildFund Indonesia
In this blog post, we meet Nuren, a woman who worked for REACH, a project in Indonesia run by ChildFund and UNICEF that promoted health care of pregnant women and young children to help lower the infant mortality rate. REACH ended in December 2013, but the health-care training continues to make a big difference in these communities.
Nuren works in East Nusa Tenggara, training community health volunteers (known as cadres) and families about keeping infants and young children healthy and safe. Beginning in 2011, she traveled to homes and clinics in remote villages, where women traditionally have given birth without access to prenatal care or emergency assistance when it’s needed.
Most health cadres come from non-medical backgrounds, so they received regular support and monitoring during the project’s duration. Nuren’s routine visits helped to remind the volunteers how to provide basic health services, and she checked the amount of medical supplies to make sure health posts were fully stocked. Some visits took hours to accomplish.
“When we had two new cadres in Sotual, we went there for a monitoring visit,” Nuren recalls. “We left the city at dawn to reach Nuapin village. We then walked for three hours through the forest from Nuapin village to finally reach Sotual. The return trip was more difficult, because it was uphill. We took a shortcut, and I almost fell off a cliff on the way back.
“The wife of the health cadre gave us pineapples, but unfortunately, none of us carried a knife. We walked all the way up the hill to our car before we saw an old man with a big dagger to help us cut and eat the pineapples. We weren’t even wondering if the dagger was clean or not, we were just so thirsty from the long walk!”
Upon reaching Nuapin, the group stopped by a health center. “The health worker asked where we came from. He was surprised when we told him that we had just visited our health cadres in Sotual, since they had never gone there before,” Nuren says. “With basic medical supplies in such a remote area and limited access, the health cadres are able to provide basic health care for young children. Seeing this is really rewarding for me.”
In 2011, the REACH project covered 40 villages and 14 health centers. By January 2013, it had expanded to 49 villages and 15 health centers, with more than 200 trained health cadres. Since the project ended, Nuren has continued her work with ChildFund in the eastern program areas.
One of the biggest challenges in the project area is the traditional activity called Sei, in which firewood is burned underneath a platform and mattress that a mother and her newborn lie on in a room with very limited ventilation, sometimes as long as a month. It is believed that this practice will make them strong and healthy, but in fact, it contributes to many respiratory problems. Another challenge is that the community’s water source is far away.
Nuren says that although the region continues to face some hardships, “I see the changes happening in the community. People now have a reasonable access to health services. This really helps in obtaining basic health care in critical situations, especially for young children who suffer fevers or stomach aches, as malaria and diarrhea are common in the area.
“I have seen the community is really enthusiastic about the health services they have in their neighborhood. Even though they know the health cadres are trained specifically to help young children, people now choose to go to the health cadres instead of the traditional healer when they are sick,” she adds. “People are also more aware of health issues. They learned not only to be aware of the common symptoms of diseases, but also how to prevent contracting them with healthy living habits.”
Interview by Sagita Adesywi, ChildFund Indonesia
Yeyen, a 27-year-old mother of two who lives in Kapuk, West Jakarta, Indonesia, describes the effect an Early Childhood Development (ECD) center supported by ChildFund and Fronterra, a global dairy company based in New Zealand, has had on her family’s life.
“When my first son, Habibie, was only 3 years old, I forced him to read and write. I really wanted him to be ready to go to school. I wanted him to write the letters perfectly, but he wrote them like random drawings. He often cried when I asked him to write properly. It was really difficult. It frustrated me that sometimes I lost my patience and raised my voice, saying that he was a naughty boy.
“It was not that I was being mean to my own child, it was just that I really wanted him to be able to read and write so he could be the smart one in school. I really wasn’t aware that what I was doing to my son is not a good age-appropriate practice. I just didn’t know any better. ’Thankfully, not so long after, when we walked by an ECD center in our neighborhood, we saw children learning and playing together. Seeing that, Habibie told me he wanted to play and learn there too. I was surprised because I didn’t even ask him to! I was so happy that I took him to Mentari ECD center right away.
“In less than a year, my son could sing and pray very well, along with the other children at the Mentari Ceria ECD center. I had taught him how to pray at home before, but somehow he didn’t do that well. It seems the ECD tutors know better approaches for young children. The tutors are so nice and patient, while I used to get easily angry with Habibie. I see how the ECD tutors communicate using a nurturing tone of voice with the children. Soon enough, I also learned for myself how to communicate better with my son.
“It has changed me and surely has changed Habibie! Habibie now also likes to teach his younger sister, Alisa, how to sing and pray,” Yeyen says. Alisa also goes to the center, and she doesn’t receive pressure to learn how to read and write early, as Habibie did.
“Many parents yell when disciplining their child,” notes Eliana, a tutor at Mentari Ceria. “Yelling is not a form of discipline, but rather a punishment. We have learned so much from the training we had from ChildFund on early childhood development. Discipline is teaching through communication in a calm and gentle way. Children who are yelled at regularly will eventually learn to ignore their parents’ yelling.”
Tutors at the center have been provided with training in early childhood development, which they pass on to parents and caregivers, aiming to create a safe and caring environment with healthy interaction between adult and child.
“I don’t yell at my son anymore or at my daughter,” Yeyen says. “I pay attention to what I say and how I say it to my children. Having fun and interactive activities at the ECD center with other children and the changes in interaction at home have really helped boost my son’s self-esteem. I want my children to play and learn freely.”