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.”
By Sagita Adesywi, ChildFund Indonesia
Yuliana, a mother of five, lives in far eastern Indonesia in a simple house made with bamboo, tree bark and other wood.
Like many others in her community, Yuliana’s family has a wooden rumah bulat or “roundhouse” that serves as a kitchen and a storage place for harvested crops. The outbuilding has a door but no windows, and the walls and ceiling are black from smoke.
Aside from these uses, the rumah bulat is also a birthing room. According to local tradition, mothers and their newborns need to be “baked” to become strong and healthy. Mother and child lie on a wooden platform with a fire burning underneath it — often for a month or more.
Yuliana did this for all five of her children, but now she discourages other mothers from doing the same. “It was so hot, I felt like dying, but we didn’t dare to say no to our village elders,” Yuliana recalls. “It was such a miserable time. My children fell ill easily when they were younger, coughing all the time. As I now know the harmful impacts, I want people here to stop doing this.”
Today, Yuliana is a volunteer with a health project in the village called REACH. ChildFund and UNICEF work in partnership with community-based organizations, training health volunteers to raise awareness about proper health care for expectant mothers and young children.
The rumah bulat practice contributes to a significant number of young children suffering from chronic respiratory diseases and malnutrition. “It is not easy to change people’s views, since traditional norms are held in high esteem in the community,” Yuliana notes. “From the training, I understand it is not just about what a bad experience it is, but most importantly how badly it impacts the health of the mother and the baby. I want people here to understand this too.”
As part of her efforts, Yuliana helps the local midwife facilitate counseling sessions at the village health post. She carries a first-aid kit and keeps information about basic health care with her at all times.
“I am very happy to have Yuliana as a health volunteer,” says Adel, another community member. “She visits pregnant mothers regularly and discourages the rumah bulat practices.” It’s difficult to break old habits, though.
“I still underwent this practice for my niece when she gave birth,” Adel says. “I know it is wrong, but I was terrified of going against the village elders here. Yuliana has been telling us we shouldn’t keep doing this, but we’ve been told we will be cursed and that if we don’t follow the practices we will go crazy.”
However, Adel did make some adjustments to the norm. Her niece was confined to a rumah bulat with a bamboo wall that allowed more ventilation than the customary solid wood wall, and Yuliana checked on mother and baby.
Indonesia’s government supports the abolition of this practice, having introduced a new fine of US$30 if a woman gives birth at home instead of at a health center. This is a hefty fine in Yuliana’s province, where the average income is US$17 a month. The government’s regulations and the sharing of health information among mothers are helping to reduce the harmful custom.
“I was really scared of the rumah bulat practice. I chose to stay at my uncle’s house in town so that I could give birth at the health center,” says Dorsila, who, inspired by Yuliana, has also become a community health volunteer.
By Sagita Adesywi, ChildFund Indonesia
In Indonesia’s low-income communities, the expenses related to childbirth lead to difficult decisions. Mulyana, a trained health-care volunteer (locally known as cadres) in Pakan Sari, had a miscarriage when she was three months pregnant.
“The treatment at the hospital cost me about US$400,” she recalls. “We have enough money for food, but we couldn’t afford to pay the hospital. Thank the Lord, I received an allowance from the government and have a childbirth savings account as well. Otherwise, I don’t know how I would be able to pay.”
Many women in Mulyana’s region go to traditional birth attendants instead of the hospital, which is often better prepared if a mother or baby encounters complications during birth. Improper medical treatments have contributed to the high number of deaths of mothers and babies. Indonesia’s maternal mortality rate, 228 deaths per 100,000 births, is among the highest in Southeast Asia; its infant mortality rate is 28 deaths per 1,000 live births.
Traditional birth attendants charge much less than a hospital, but that advantage sometimes comes at the expense of current medical knowledge, properly maintained equipment and even good hygiene.
To reduce the number of maternal and infant mortalities, a government program called Desa Siaga (Alert Village) has been rolled out by the Indonesian Ministry of Health targeting rural and poor regions.
Desa Siaga programs aim to encourage self-reliant communities that actively address their own health challenges, such as maternal and infant mortality. Through this initiative, the government provides a childbirth allowance that pays all expenses incurred at a state hospital. Women must first go to their health post for prenatal appointments to receive the allowance.
In Pakan Sari, community members started a forum to discuss needs and healthy practices surrounding childbirth and pregnancy. Everyone in the community — husbands, neighbors, community leaders, midwives and health cadres — has a role to play in promoting birth preparedness. This participatory approach is aimed at raising awareness that pregnancy should not be a private concern affecting women only.
Supporting this initiative, ChildFund works with its local partner organization, Warga Upadaya, strengthening the health cadres’ capacity to assist midwives in the community. Health cadres attended training on monitoring of pregnant mothers, breast feeding, nutrition for children from birth to age 5, household economy management and community organization.
Each pregnant woman’s health status and due date is recorded, as well as who will assist with transportation or give blood if it’s needed. The record also shows the family’s financial resources, aside from the government allowance.
“We have endorsed the rollout of the Desa Siaga program in our neighborhood for the last year,” says Sigit Murjati, a community leader. “We have developed a community savings system to prepare for the costs of childbirth.”
These financial contributions are used to offset the costs of transportation and medical care during and after childbirth.
When a state hospital is full, and the mother is then referred to a private hospital, the savings play a critical role since the government pays only for a stay at a state facility.
With the community preparedness system in place and health cadres all trained, Pakan Sari can better meet the needs of mothers and newborns. At the launch of the Desa Siaga program on May 15, 99 health cadres from 22 health centers came to Pakan Sari, as well as the sub-district head.
“This launching of Desa Siaga by the sub-district head is recognition from the government to the health cadres and the entire community,” says Sri Dwi Lestari, a community leader who works for the local health department. “This makes the community feel that they own the program, since the health cadres are all community volunteers. If the community doesn’t feel like they own the program, the program would not run so well.”
By Sagita Adesywi, ChildFund Indonesia
Dina, a sixth-grader in Lampung, Indonesia, loves her school now. “It looks clean and nice,” she explains. “It used to be dirty and was full of trash. The walls were cracking everywhere, and we didn’t have many trees either. I feel the teachers care more about the school and us too now. When they see us littering, they remind us not to do so. I even helped clean the school by picking up trash.”
After undergoing renovations and program changes with the help of ChildFund and its local partner, LPMAS, Karangsari 2 Elementary School earned the child-friendly school designation. The project, which started last September, benefits 216 students and 16 teachers.
The child-friendly school model aims to help schools become safe, healthy and protective environments for children; eliminates gender stereotypes; and encourages child participation in all aspects of school life. Teachers attended a workshop to learn more about the model and how to integrate it into their instructional approach.
“I love children and want to dedicate my life to them,” says Lukiati, the school’s principal. “When children feel happy and secure in school, I feel really happy. I know now that a school must further the interest and strengths of the child, not just teach.
“When we used to call children to come to us, they used to run away. That is because we were just delivering lessons,” she adds. Now, children come to us, even when we don’t call them and happily greet us with Assalamualaikum (Peace be upon you). I learned that when we teach children, we need to do it from our heart.”
As a result of the workshops, Lukiati and the teachers are now more aware of the importance of a creating a conducive learning environment for children. They now understand that children are influenced by what happens inside as well as outside the classroom.
“A child-friendly school benefits both children and teachers alike. This is the first time I have felt that I am really a teacher,” says Kartiyah, a sixth-grade teacher. “I used to just teach the children in class and then go home. Now, I feel the school is really ours — the children and the teachers.”
With the support of ChildFund, Lukiati submitted a proposal to Indonesia’s Ministry of Education and received a grant to renovate the school. The walls had cracks, and the space near the school had been used as a garbage dump for years. Dramatic changes were needed.
With the help of the community, a transformation began. Twelve truckloads of garbage were removed from the backyard, and 6,000 baby catfish from the Indonesian Food Security Agency were released into the pond. The community agreed to feed the fish and use the funds from their sale to fund further improvements in the school. The school received 1,500 bamboo seeds from the Pringsewu Environmental Agency and also created a vegetable garden. Proceeds from selling vegetables enable the school to purchase educational materials and organize excursions for the children.
“The school looks so clean, and I like how we display our writings or drawings on the wall now,” says Zainal, a fifth-grader.
Through the child-friendly school model, ChildFund and its partners have built strong partnerships with the government and community. More improvements to Karangsari 2 are still needed to ensure a quality education for students. However, the local government has stated its commitment to continue supporting the school.
“We will continue to support this initiative, since education is essential to child development,” says Sujadi Saddat, the district’s head. “With a solid partnership among ChildFund, the community and local government, we can promote a safe, healthy and protective environment that enables children to achieve their full potential.”