The Kalsom Movement
Description
There are two types of programmes that been initiated through the movement which are summer programme and sustainability programme. Summer programme camps consists of Projek Kalsom Motivational Camp (PKMC), Entrepreneurship and Innovative Camp (EIC) and Commonwealth Cultural Programme (CCP). For the sustainability programme, there are two initiatives that have been proposed which are Kalsom Harapan and Kalsom Academy. All these programmes will be held in Malaysia specifically in rural area. A facilitator recruitment drive will be carried out to have a handful number of qualified manpower in facilitating the beneficiaries. Most of the facilitators are coming from different background of education which aiming to help and share their knowledge and skills with the beneficiaries in discovering their potentials, leadership and their ambitions. Moreover, all these camps will be closely guide using the modules that will be produced by the facilitators which result in student-beneficiaries improvement in terms of practical skills, knowledge, motivation and self-esteem. Each of the camp that been organised has its own objective. Projek Kalsom Motivational Camp is 5-day camp and it is the annual flagship event which to instil 4 pillars of the movement through all the activities that will be conducted by the facilitators. Entrepreneurship and Innovation Camp is held in fulfilling on the elements of entrepreneurship and innovation which aimed to provide the beneficiaries with STEM education, problem solving skills and opening possibilities of the pathway of entrepreneurship. The only programme that the movement partnering with Bristol Student Commonwealth Society(BSC), United Kingdom is Commonwealth and Cultural Programme which aimed to share the same vision as The Kalsom Movement and to promote the spirit of Kalsom globally as well as to eradicate the education inequality in Malaysia. This initiative not only focus on early implementation but also focus on the progression of all the participants and sustaining the lead. Therefore, Kalsom Harapan and Kalsom Academy play a key part in this area as the idea of Kalsom Academy is to create ongoing learning platform for the beneficiaries to continue receiving English, leadership and motivational guidance from the movement but at the same time having their on platform to share and spread the knowledge that they got from all the Kalsom programmes with their peers at school or district area. Overall, this initiative will be more impactful in the long term as the movement continuously support the beneficiaries in monitoring their development.
The Kalsom Movement is not only tackling the education inequality in Malaysia, but it also provides a platform in building the capacity of individuals and preparing human resources within the organisation as well as developing their skills. Volunteering with the movement is a two-way street as it benefited both parties (students and volunteers). The Kalsom Movement offers a rewarding experience and a package of skills for volunteers while volunteering such as incredible networking opportunities in develop lifelong personal and professional relationships, expanding their network, boost social skills, confidence in communication, leadership potentials and people development. In align with the movements pillars, the movement will develop the beneficiaries in enhancing their leadership skills, build confident and personalities until they are able to inspire and empower their peers and conduct their own mini “Project Kalsom Motivational Camp" in their respective schools. Apart from that, through all the modules that have been planned, the movement will give an impact to each of the beneficiaries by improving their English language and instil the awareness of the importance of understanding it for the education itself, career and travelling, setting their goals on achieving success in their future and able to grab a skill on how to study smart and effectively to prepare them for the upcoming examination. Through one of the pillars of the movement which is Exposure to Post-Secondary Education Opportunities, the beneficiaries are able to choose their own pathway for their tertiary education in order to achieve their dreams. Moreover, technology transfer occurs when there is transferring of technology happen from places and ingroups to wider distribution among more people. Some mechanisms that make transfer of technology possible to happen are joint research, cooperative agreements and trade shows. In context of The Kalsom Movement, the Finance Department managed to secure a diamond sponsor from Shell as one of the seven charitable organizations in Malaysia. Hence, a technology transfer could happen in one of the future camps where the Shell staffs can give some input and share their expertise in Oil and Gas Industry with the beneficiaries. Hence, a future development in technology transfer should be done in retaining a rigid sustainable goal.
Board of Advisor helps in advising and guiding for the establishment, relevancy and sustainability of the programmes that have been planned. Janet Kirk, the Commonwealth and Cultural Programme Advisor is a strong advocate in the establishment of the Bristol University Commonwealth Society as this programme is partnering with Bristol Commonwealth Society. Anders Kirstein Moller, is a valuable member serve as advisor for Impact and Research Department due to his passion in non-profit education initiatives despite his experiences in doing social work. The Kalsom Movement Board and Trustees are responsible to monitor all activities that have been planned and represent the movement when dealing with third party. The Board of Trustees and Executive Committee are also responsible in preparing annual report and financial statements which gives a true and fair view of the state affairs of the club and of incoming resources and application resources of that period. The movement is also governed by committed Committee Members which been selected based on their capability, performance and experience in handling volunteering program despite their motivation and passion in tackling education inequality and working together for betterment of each other. The movement is conducted according to the goals and vision that been set to make sure the smooth of the organisation. Therefore, each of the department play an important role in developing and sustaining the system of the organisation. Module and Program Department is responsible in reviewing all the modules’ objectives and aid in design of the modules for the camps, ensuring the quality, effectiveness and protection of the modules. Strategic Department mainly in charge of establishing a strategic development plan to add values or endorsements to the program and strike partnerships with organisations and companies. Impact and Research plays a big part for future development as it designs a measurement method for impact produced during the programme based on the framework and conduct a research on the status quo, sustainability and measures to create an awareness on education inequality. Creative and Communication is responsible in handling the publicity of the movement through social media platforms and website, Finance Department required to monitor the movement’s account and secure sponsorship from other organisations and companies. The Secretariat is in charge in the communication between the movement and outside parties, and Logistic Department is arranging the movement of the participants and facilitators, scouting, booking the food and accommodation for the all the programmes.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 17
Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development
17.1
Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection
17.1.1
17.1.2
17.2
Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries
17.2.1
17.3
Mobilize additional financial resources for developing countries from multiple sources
17.3.1
Additional financial resources mobilized for developing countries from multiple sources
17.3.2
17.4
Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress
17.4.1
17.5
Adopt and implement investment promotion regimes for least developed countries
17.5.1
Number of countries that adopt and implement investment promotion regimes for developing countries, including the least developed countries
17.6
Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism
17.6.1
Fixed broadband subscriptions per 100 inhabitants, by speed
17.7
Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed
17.7.1
Total amount of funding for developing countries to promote the development, transfer, dissemination and diffusion of environmentally sound technologies
17.8
Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology
17.8.1
17.9
Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the Sustainable Development Goals, including through North-South, South-South and triangular cooperation
17.9.1
Dollar value of financial and technical assistance (including through North-South, South‑South and triangular cooperation) committed to developing countries
17.10
Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda
17.10.1
17.11
Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries’ share of global exports by 2020
17.11.1
Developing countries’ and least developed countries’ share of global exports
17.12
Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access
17.12.1
Weighted average tariffs faced by developing countries, least developed countries and small island developing States
17.13
Enhance global macroeconomic stability, including through policy coordination and policy coherence
17.13.1
17.14
Enhance policy coherence for sustainable development
17.14.1
17.15
Respect each country’s policy space and leadership to establish and implement policies for poverty eradication and sustainable development
17.15.1
17.16
Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries
17.16.1
Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the Sustainable Development Goals
17.17
Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships
17.17.1
Amount in United States dollars committed to public-private partnerships for infrastructure
17.18
By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts
17.18.1
Statistical capacity indicators
17.18.2
17.18.3
Number of countries with a national statistical plan that is fully funded and under implementation, by source of funding
17.19
By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries
17.19.1
17.19.2
Proportion of countries that (a) have conducted at least one population and housing census in the last 10 years; and (b) have achieved 100 per cent birth registration and 80 per cent death registration
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Resources mobilized
Partnership Progress
| Title | Progress Status | Submitted |
|---|---|---|
| Partnership Progress 2021-01-03 | On track |
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Contact Information
Kuhan Pillai Anbalakan, Mr