asean perpective on engagement (asiaengage's presentation for engagement australia)

2012/UKM/HEJIM/Saran

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Copyright 2013© The National University of Malaysia

Engagement Australia Visiting Scholar Programme on University-Community Engagement

11th – 20th March 2013

ASEAN Perspectives on Engagement: Highlighting Models and Best Practice

Prof. Dato’ Dr. Saran Kaur Gill Deputy Vice Chancellor (Industry & Community Partnerships),

Universiti Kebangsaan Malaysia & Executive Director, AsiaEngage (ATNEU, AUN-USRS & AYVP)


Governance System

at Faculty Levels

Capturing &

Documenting ICE

Practices

Clarity & Definition

of Engagement

Funding –

Lean & Mean

Awards &

Promotional

Recognition

Measuring Social

Impact of Projects

Up scaling Across

Nation & Region

Institutionalisation of Industry &

Community Engagement at UKM

Governance

System

at Senior Mgt

Levels

Governance System for

Effective Engagement

with Industry and

Community Partners


Creating multiplier effect and

synergies in USR for Asia

through international platforms


A Powerful Collaboration to Engage ASEAN & Asia

The Asia-Talloires

Network of Engaged

Universities (ATNEU)

was formed in January

2011 as a regional

partner of the Talloires

Network, a global

association of over 200

institutions in 59

countries committed to

strengthening the civic

roles and social

responsibilities of

higher education

globally.

The ASEAN University

Network’s thematic

network for University

Social Responsibility &

Sustainability was

endorsed in July 2011,

as an enabling

mechanism to achieve

greater regional

cooperation amongst

the higher education

institutions in ASEAN,

to contribute to the

social, economic and

environmental

development of the

region.

The proposal to establish the ASEAN Youth Volunteers Programme (AYVP) was presented

during the ASEAN Senior Officials Meeting on Youth (SOMY) in Hanoi, Vietnam on 18

October 2011, endorsed by the Minister of Youth and Sports, during the Seventh ASEAN

Ministerial Meeting on Youth (AMMY VII) on 20 October 2011 and approved by the

Malaysian Cabinet on 20 April 2012


AsiaEngage’s Call for Evidence Survey

of Community Engagement to Member

Universities

On 28th November 2012, the AsiaEngage Secretariat sent out a

“Survey of Community Engagement and Call for Best

Practices” to 22 member universities.

There are varying levels of development with regards

community engagement across ASEAN. Some universities are

at initial stage of development and just realised the value of this

area; others where govts have long supported this; and yet

others who work at institutional levels to reach out to

communities to forge meaningful partnerships.


Select Best Practices of Community

Engagement Projects across ASEAN

Indonesia, Thailand, Philippines and Malaysia


Best Practices - Principles Underlying

Methodology and Approach

Research is an integral part of engagement with communities – research-

driven community engagement

Academics apply their expertise but are

cognizant of the fact that they are not the sole

custodians of knowledge and work closely with communities to share and gain knowledge -

principles of respect and Knowledge-Exchange

Multi-sector partnerships which address and

jointly solve problems faced by communities

Need to develop community champions and build up confidence

in the community for them to proceed and progress with the

solutions jointly developed

Cascading Model – Academic Experts share knowledge with youth

who in turn share the acquired knowledge in a form that is relevant,

interesting and easily understood with school children and

communities


Viharn Pra Chao Pun Ong

Conservation Project by

Chiang Mai University, Thailand


Viharn Pra Chao Pun Ong

Conservation Project by

Chiang Mai University, Thailand

Participatory and Interdisciplinary

Practice through Experience and

Knowledge

Collaboration between multi-

sector stakeholders

Students learn conservation technics

and methodology, participate in

conservations training courses and

then teach the local community how to

conserve their heritage

Innovative Methodology and Approach


Engaging Communities through Research

ABR:

Area- Based

Collaborative

Research

CBR:

Community -

Based Research


Works primarily at the “village” level and aims to enhance the learning

process of the community through a solution-oriented approach to

solve the community’s problems

Key characteristics:

the research problems are initiated by the community

the community members act as active researchers

the university works with the community through participatory action

research in search of solutions

the role of the university is in its capacity as a research node and

an advisor, to provide academic service and produce knowledge

from “ground” experiences of the community.

Community-Based Research (CBR)


CBR: Air Wair


This promotes the role of universities in local development

This is a strategic research design that brings multiple stakeholders to

collaborate through research to solve problems at the provincial level

in Thailand.

One example is the ABCR project for poverty alleviation, which is the

nation’s largest action research project involving over 40,000 people

from GOs, NGOs, academics and community, and spanning 17 of

Thailand’s 77 provinces.

This project successfully applied strategic research design to promote

collaboration among diverse provincial partners in development

towards community empowerment and poverty alleviation through a

bottom-up planning model, budgetary integration and change in

knowledge culture.

Area-Based Collaborative Research (ABCR)


ABCR: Poverty Alleviation at Pitsanulok

Village forum

to analyze

household

account data

Farmers changed

from growing

maize to passion

fruits after

learning about

the production

cost and return

to investment.


Symposium on Rural

Development and Poverty

Alleviation across ASEAN

AsiaEngage, Thailand Research Fund,

University of Chiang Mai

2013

16


Student community service course with 3 credits

Objective of developing students’ soft skills, fostering a sense of belonging

to the Indonesian archipelago, promoting sensitivity, awareness,

independence, and volunteerism, whilst empowering communities in the

remote and border islands of the nation.

Under this program, students are sent for one month to remote areas in

Indonesia, such as to Kalimantan, Papua or remote islands in the Pacific,

to help local communities.

Students need to meet the selection criteria such as essay writing skills,

interviews, assessment of health and physical condition, and subsequently

undergo survival training before they head to the remote islands.

Kuliah Kerja Nyata (K2N):

Experential Learning through Community

Service Project at Universitas Indonesia


Kuliah Kerja Nyata (K2N):

Experential Learning through Community

Service at Universitas Indonesia

UI students transported to

locations at outer and remote

islands in cooperation with

the Indonesian Navy Forces

and local private universities

Student groups carry out

specific community

empowerment projects

based on the assessment of

the area and village

resources, e.g. education;

economic productivity

activities; developing eco

and culinary tourism and

enhancing quality of life.


The main objective of this project was to help

low-income homemakers earn a living by

imparting their family recipes of traditional

dishes to keen students.

It aimed to turn homemakers into culinary

teachers by creating opportunities for low-

income women to become gainfully

employed. Gourmet Guru collaborates with a

Family Service Centre in West Singapore by

employing chef graduates from the Centre to

become cooking instructors at the Academy

Works with publisher, Marshall Cavendish, to

publish a set of cookbooks from the cooking

lessons, with part of the sales revenue paid to

the homemaker-cooking instructors.

The Gourmet Guru Project by Nanyang

Technological University, Singapore


Funding, Awards and Impact

No state funding; all monies come from the university’s

operating budget and external resources.

In 2011. ‘Gourmet Guru’ won the Mayor’s Imagine Fund

Ignite Award for the most inspiring youth project and

the SIFE Spirit Award.

The Gourmet Guru Project by Nanyang

Technological University, Singapore

In 2012, Gourmet Guru garnered NTU SIFE the

Nanyang Award for Teamwork.

Gourmet Guru has supplemented the participating

homemakers’ household income by an average of

12%, with the highest earner bringing in $3100.

A total of 31 homemakers benefited from the project

and earned a sum of $13,800 by June 2012.


‘Blueplate’ for Better Learning”,

Ateneo De Manila University, Philippines

Daily in-school feeding program, targeting 4000 undernourished

elementary school children in 4 Quezon City public schools

Formulation of low-cost nutritious meals, cooked by parent

volunteers and distributed daily to schools

Role of the University: Building a program template and a

structured system for a large-scale in-school feeding program that is

sustainable and scalable

Role of multi-disciplinary students: To enhance operational

aspects, to advocate for the approval of an ordinance for financial

commitment from local govt., to measure BMI levels of beneficiaries

for impact evaluation (has shown improvement after 6 – 8 weeks

implementation) 21


“Blueplate” offers a template for a

large-scale initiative which can be

replicated. After one year,

“Blueplate” has already served as

an inspiration and template for

other feeding programs: in Bagong

Silangan Elementary School (600

children), in the City of Paranaque

(175 children), in the Municipality

of Cainta (420 children), and in

Valenzuela City (5200 children)

‘Blueplate’ for Better Learning”,

Ateneo De Manila University, Philippines


23


UKM’s Environmental Track for

Knowledge-Driven Community Engagement

Green Rose Programme

Rainforest Discovery Journey Programme

UKM-MNS S.E.E. Nature Programme

24

ASEAN

Youth Eco-

Leaders

Programme


Why is it important to develop a corp of

Youth Eco-Volunteers?

Through environmental education we can increase

environmental knowledge and appreciation among

people, and instill that conservation should not only

restricted to scientist, activists and bureaucrat, it is

everyone’s responsibility. By teaching youth and

communities about the environment that

surrounds them, they will be encouraged to be

more responsible in the ways that they use and

treat it.


UKM-YSD Chair for Climate Change

Research

Develop knowledge to address mitigation adaptation

challenges

Education

Enrich education

through current knowledge in

climate change

Service

Create Climate Change

Ambassadors (students) to

create awareness amongst

communities

Cooperate with govt agencies / NGOs for capacity building

initiatives


Environment-based & Knowledge-driven

Community Engagement at UKM

Rainforest Discovery Journey Programme

• UKM is located in 100 hectares of forest reserve..

• Create awareness on the uniqueness of our rainforest to the local and international community through development of a learning kit for visitors.

• Eco-volunteers conduct outreach programmes at UKM Educational Forest.

The Green ROSE Programme

• Raise awareness of young children on climate change issues and adaptation.

• University students are trained by academics to mentor school children through a cascading model.

• Conducted in 14 primary schools nationwide, impacting 800 school children, and involving 80 UKM student volunteers.

UKM-MNS S.E.E. Nature Programme

• UKM’s students receive nature-based experiential training at Kuala Selangor Nature Park, facilitated by UKM and MNS experts.

• Students collect data and develop modules to educate public on bio-diversity and conservation.

• Youth develop generic attributes and a love for the environment.

27


AYVP Mission Statement

The AYVP is a dedicated knowledge-driven

youth volunteerism platform to implement

regional volunteerism projects that mobilize

ASEAN youth to develop innovative solutions

to the social, cultural, economic and

environmental challenges of communities

across ASEAN, while forging a sense of

regional identity and cross-cultural

understanding among ASEAN youth.

28


AUN USRS & AYVP Thematic Areas

The AUN USRS & AYVP will focus on eight thematic areas.

These largely align with the multi-sectors of the ASEAN

Secretariat.

1) Rural Development and Poverty Eradication

2) Social Entrepreneurship

3) Youth-friendly Health services

4) Education Development

5) The Environment

6) Protecting ASEAN’s Heritage;

7) Disaster Response, Risk Reduction and Recovery

8) Sports and Recreation

29


The development of ASEAN Eco-Leaders

through Volunteerism and

Community Engagement

They will become Eco-Leaders with competencies and skills in

environmental conservation and education, and will be

empowered with critical workplace competencies, as well a love

for community engagement

30


Duration and Location

Week one: held at UKM - the only university in this

region that is located in about 100 hectares of forest

reserve


Duration and Location Week two to four: Various bio-diversity sites in Malaysia

SELANGOR: Kuala Selangor Nature Park JOHOR: Marine Ecosystem Reseach Centre UKM (EKOMAR), Mersing

TERENGGANU: Setiu Wetlands PERAK: Kuala Gula Forest Reserve


Duration and Location

Week 5: back to UKM for monitoring and evaluation of project reports


Enhancing Schools & Communities through Microcontroller Technology: The CRYsTaL Project


Forging Mutually Beneficial Partnerships

Between ASEAN and Australia


Thank You

asean perpective on engagement (asiaengage's presentation for engagement australia)

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