Tomorrow today; 2010 - unesdoc - Unesco

During the workshop, the undergraduates were thoroughly briefed onthe steps required to complete the project, while the teachers were informedthat they should only facilitate, and that all input should come from thestudents. In groups, teachers also tackled a project using the steps andguidelines provided. This first-hand experience gave the teachers a deeperunderstanding of the challenges the students would face.Imparting knowledge and skillsStudents began by learning the definition and the nature of governmentpolicies. Through discussion, they identified some of theexisting policies that they were aware of. Students also tried to recognizethe differences between policies made by the federal government,state government and municipal councils and studied the process ofdevising policies. The understanding of these elements assisted thestudents in examining their role as citizens in the process of policymaking.This section ended with brainstorming of a few communityproblems and identification of the officials and agencies involved.Identifying problemsIn groups, the students discussed the problems that they had brainstormedpreviously, along with issues related to schools, youth,human rights and the environment. Based on the discussion andexplanation, students each chose a specific problem as the topic fortheir project. The students formed smaller groups and investigatedthe problems, obtaining details such as time, place, target group andhow the community was affected by the problem.Students also learned to be resourceful to substantiate their claims andfindings, as they had to identify their sources of information. Teachersgave them some options to consider, such as the library, newspapers,academicians, lawyers, judges, government officers, prominent personsin the community and the Internet. Three strategies were used, namelystructured interview, printed materials and radio and television broadcasts.These activities enabled the students to learn skills required forarranging and conducting interviews and interacting with the community.In their interviews with members of the public, students gatheredcomments on the policies related to the problems and posed questionson the advantages and disadvantages of the policies. Finally, studentsanalysed the information obtained from various sources. They examinedthe existing policies critically to find their strengths and weaknesses.Initiating actionsThe students took two actions to solve each problem. Firstly, theyproposed a new policy to address the weaknesses they had identified,ensuring that it did not breach the constitution. Students alsotook into consideration the sensitivities of the community in termsof race and religious beliefs.Secondly, students developed an action plan based on the proposedpolicy, detailing some of the activities that could be carried out by thecommunity and government agencies to solve the problem. The planalso included some of the key persons in the community who couldhelp them convince the community to take part in the activities.Informing the publicStudents developed a portfolio to document their problems and findings,with the supporting documents from the interviews and other printedand online materials. The portfolio for each section was judged on sevencriteria, namely completion, clarity, information, supporting documents,graphics, documentation and constitutional correctness. The studentspresented their panels in a showcase organized by the committee, withfacilitation by student teachers. After the portfolio and presentationwere judged, teachers led the students to reflect onthe knowledge and skills learned throughout the project.Lessons learnedReflection by the participating university staff, teachersand students revealed a variety of challenges and bestpractices from this project in the following areas:Preparedness of the academic and non-academic staffWith assistance from USM, both teaching and non-teachingstaff gained experience and knowledge on organizing andfacilitating teachers and students to become better citizens.As this was the inaugural SIEU Citizenship Project, the staffalso reflected on the advantages and weaknesses of eachphase of implementation. In addition, during the showcase,the committee managed the unforeseen challenge of theH1N1 virus, sending out warning letters to school principalsand teachers to take necessary precautionary measures.Creating autonomy in studentsThrough the project, the students developed a senseof responsibility, ownership, teamwork, tolerance andrespect for each other.Teachers were advised to take extra caution whenfacilitating the students outside the classroom andschool compound. Sensitive issues and risky places wereavoided and teachers provided education on communicationetiquette and ways for students to protect themselveswhen dealing with the public.Benefits to SIEU studentsSIEU students learned about exploration, application,implementation and advocacy of ideas and issues. Byparticipating in this project, they gained experience bothas individuals working together to solve community problems,and as facilitators guiding the students’ showcases.This real-life experience complemented the initiativestaken by the university in imparting knowledge on ESDto undergraduate students.University-community relationshipThis project helped build capacity within the communitiesinvolved by creating more opportunities for them tounderstand their role in ESD. It also served as part of theuniversity’s corporate social responsibility to the community.As a project involving many parties, it reinforced tiesbetween universities, teachers, students, communities andlocal authorities. The universities shared their expertisewith the schools, and this information, together with theadvice of experts, was delivered to local authorities.Participants and their families responded positively tothe activities carried out throughout the project and onthe showcase. It was agreed that this project helped theschool students involved to gain the necessary knowledge,skills and attitudes to become informed citizensof Malaysia and the world. Such capacity-building willensure the sustainability of the country’s social-cultural,environmental and economic development.[ 112 ]