By Sagita Adesywi, 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 Adesywi, 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.”
By Sagita Adesywi, ChildFund Indonesia
As we conclude our 75th anniversary blog series, we are focusing on success stories of youth and alumni from ChildFund’s programs in the Americas, Africa, Asia and Europe. Today we meet Ester, a tutor at a ChildFund-supported Early Childhood Development center in Dula Luri, East Sumba, Indonesia.
I was a sponsored child since the third grade, and ever since, my life has been with ChildFund. When I graduated from high school in 2001, the director of ChildFund’s local partner organization here asked me if I was interested in teaching young children. At first, I was confused, as I had no experience in teaching, but I was happy that I was asked and felt that it was a calling to contribute to my hometown, so I said yes! I was trained for three weeks on early childhood development (ECD) curriculum, daily activity planning, teaching and learning themes and children’s personalities.
I practiced talking in front of the mirror at home what I had learned in the trainings. Sometimes, I gathered children in my neighborhood to practice teaching them. Many of them laughed at me.
After the trainings, we went around in Dulaluri, from house to house, assessing how many young children were in the area. In the beginning, we had about 60 children. Since we didn’t have a permanent building yet, we did the activities moving from one person’s house to another’s every couple of weeks. At that time, not many people understood the importance of early childhood development. So, sometimes, children just didn’t come. We would then go visiting their house to talk with their parents.
In just three years, ChildFund built us a permanent building and we didn’t have to move around anymore. I think that sometimes children do not get their parents’ full attention at home. While in the ECD center, they can be really close with us, learning and playing together. Children also bring home what they have learned.
The training I just had is about early childhood development and disaster risk reduction. When I thought about disasters, I only thought about earthquakes, wind storms and heavy rains. Through the training, I learned about the vulnerabilities and risks around us, such as how our broken floor and roof could be really dangerous for our children in the ECD center. If the broken roof falls apart, it would be a disaster! In heavy rains, the center’s gutters would be flooded. We need to make sure our children are not playing near the gutters, since they love to play in the rain outside.
This training benefits us and the children. We learn how to teach children about hazards, such as playing with a knife or fire could hurt them. Children learn how to save themselves too when disasters occur and learn how to explain who they are if they are lost or separated from their families. They can say their names, the names of their parents and where they live. I never thought these were important things, but through the training, I understand how this can help the children get back to their families.
Some of the children come from far away to the center, crossing the main road with their parents or older siblings. We are worried for them. I want the parents to also learn about the hazards of the main roads.
If we didn’t have the ECD center, our children would fall behind other children who receive these services. When I was a kid, I didn’t go to an ECD center, as there wasn’t one back then. I grew up shy. If I saw a stranger, I would run away. Children in our ECD center are more confident. They aren’t that shy when we have visitors in our center.
ChildFund has changed my life. I only wanted to be a good person and pay forward to as many people as possible what I have gained from ChildFund.
Reporting by Sagita Adesywi and Ivan Tagor, ChildFund Indonesia
In recent weeks, two volcanoes have erupted in Indonesia, displacing thousands: Mt. Sinabung, in North Sumatra, and Mt. Kelud, in East Java. Although ChildFund doesn’t offer programs in either of the affected areas, we’re nearby and ready to help as needed.
Most of the more than 5,000 families displaced by Mt. Kelud have returned to their homes, and the government has provided them with cleaning and roofing materials. However, manpower and knowhow have been in short supply.
Enter 45 ChildFund volunteers from Boyolali, in Central Java — 30 adults and 15 youth — who helped families clean their houses and fix their roofs, finishing six or seven houses each day. Three midwives traveled with the group to provide basic health care as needed for both families and the volunteers.
Interview by Sierra Winston, ChildFund Communications Intern
In our 75-post series in honor of ChildFund’s 75th anniversary, we’re talking with several of our national directors who oversee operations in the countries where we work in Africa, the Americas and Asia. Today, we hear from Guru Naik of Indonesia.
How long have you been with ChildFund?
I have just completed eight years of being with ChildFund. First with ChildFund India, then with ChildFund’s Asia regional office, then with ChildFund Timor-Leste, then with ChildFund Sri Lanka and now with ChildFund Indonesia.
What is your favorite thing about working at ChildFund?
I see myself as primarily a livelihood specialist. Working at ChildFund gives me an enormous opportunity to work for youth development.
What is the most difficult situation you have encountered in your job?
The most difficult situation I encountered was when my visa in Sri Lanka expired, and it was not renewed. The government of Sri Lanka gives a maximum three years residence visa to expats who work for international nongovernmental organizations. I managed to stay in Sri Lanka for three and a half years, but then the visa was not further extended, and I had to leave Sri Lanka.
What successes have you had in your national office?
I am very happy about the two major accomplishments by Indonesia’s national office during the last year:
This year we hosted ChildFund International Board of Directors meeting. It was an enormous effort, and we were also worried about the security. However, at the end, we were extremely successful in organizing every aspect of the board meeting and field visit.
Indonesia is located in the Pacific Ring of fire and considered the second most disaster-prone country in the world. [Editor’s note: This ranking was produced by risk advisory firm Maplecroft.] Living in such an environment, we have been extremely successful in our Disaster Risk Reduction efforts. We are the country lead of AADMER (ASEAN Agreement on Disaster Management and Emergency Response).
What motivates you?
Desire to excel in life always motivates me in my work.
What do you like to do in your free time?
I normally watch TV and listen to old Hindi songs.
Who is your role model?
My role model is Vijay Mahajan, who is the founder of the first Indian NGO, PRADAN, where I worked, who also brought me into the development sector.
What is a quote, saying or belief that you live by?
I believe in the saying, “Small is beautiful.”
Reporting by ChildFund Indonesia staff; photos by Sagita Adesywi
Our national office in Indonesia recently celebrated ChildFund’s 75th anniversary with a party whose VIP guests were children aged 4 and 5, who benefit from our Early Childhood Development programs. We wanted to share some photos from the celebration and also let you hear from Indonesians who have received support from ChildFund.
“I see ChildFund has brought many changes to our village. Many people, young and old, are now aware and understand about children’s rights here.” – Goti, of Kalikidang, Banyumas
“I hope ChildFund will expand its working areas and bring many more programs for us here, especially for children on the villages.” – Idalia, of Kupang
“ChildFund has just been here in Mulyodadi for four years, but the programs have really helped the poor children.” – Kuswanto, of Mulyodadi, Bantul
“Through the programs supported by ChildFund, pregnant mothers and mothers with young children know better how to take care of their health and their children.” – Evi, of Wonorejo
“The programs encourage community participation, thus creating ownership in the community.” – Liest Pramono, of Marga Sejahtera, Jakarta
“I am really happy I could have better access to health services through the ChildFund-supported health post in my neighborhood. I hope ChildFund continues its program for young children here.” – Marselina, a mother of four in Kupang
By Joanne Hashim, ChildFund Indonesia
Many parents and teachers use things they have handy to teach lessons to children. Maybe you’ve glued macaroni onto paper or made figurines out of bread dough. Perhaps you’ve pressed flowers in a book. In eastern Indonesia, the same kind of thing happens every day.
At an early childhood development (ECD) center in Sumba, Indonesia, which is supported by ChildFund, tutor Kristina made model fruit out of old newspapers and paint, resources she had nearby, so she could show her pupils, children ages 5 and under, what fruits look like.
“None of these things are difficult to make,” she says. “They just take time, but you see around here, we have no choice. We cannot just talk all the time in class. Children need to be stimulated in their learning, and we need teaching aids that children are interested in and can relate to, so that they have a better understanding of the topic.”
The ECD center in Sumba focuses plenty of attention on creating educational tools with locally available resources.
“A popular game is snakes and ladders made from cardboard and old books,” says Gadriana, head of the center. “We also use big dice to teach numbers. This one is made from cardboard. The only cost is in the paint and plastic to protect them.” Every day, children are allowed to choose the game they want to play and with whom they wish to play. As many as 10 children will line up to play “throw,” which has game pieces made out of used newspaper and spare wood.
“Children love this game,” says Gadriana. “It helps them judge distance and count. Children also love to play congkak, which is a traditional game of counting with the aim of filling the opponent’s pots. The one that we use is made from egg cartons and seeds.”
As children develop and get older, they need different educational resources.
“Each morning, before some of older children are allowed to play outside, they have to do two things,” says Margaretha, a tutor. “The first is to place pictures of themselves on sticks on the class attendance poster to indicate their attendance at school. The second is to pick up a folded paper from inside a small rattan holder. On each sheet is written a number, or a simple calculation. Each child has to either work out the calculation or sound out the answer before they go and play outside. For this activity, different colored seeds and sticks are used. Children learn to count by touching the objects as they count.
“Having this activity before school enables the teacher to engage and develop a bond with each child while providing direct one-on-one support to the child,” Margaretha notes. “It also provides the opportunity for children to work alone, with the teacher or in a group, as learning is seen as a communal activity. The other thing this activity does is provide structure and sense of routine to the day. With more than 30 children in each class, we have to manage children from the time they arrive.”
Children also are surrounded by numbers and shapes in the form of pictures. “These learning resources are cheap and easy to make, so teachers and children feel more comfortable about using these resources,” Kristina says, and they are kept where everyone has access to them. The children have to ask permission, but it is usually given. “With these resources, they get to play with a range of different educational toys, and we know that they are learning while enjoying being a child. I wish I had these when I was a child,” she notes.
To keep everyone engaged in the learning process, we are always “developing new toys and learning resources. We sometimes have help from parents, but mostly it is the tutors who are working together,” Gadriana says. “Currently, we are looking at developing math resources for older children that encourage them to work more by themselves over a period of time. We want them to extend their concentration more and develop their self-esteem. We want children to see that math can be fun.”