Jorge Jurado: An interview with the Ecuadoran Ambassador to Germany

Julia Frischeisen-Köhler and Kerstin Jueterbock met the Ambassador on 28th September 2011 in his office in Berlin. They talked for almost two hours with him about the development of Ecuador under the Presidency of Rafael Correa, cooperation between Germany and Ecuador and the partnership between SD Projects and Ecuador. We have highlighted the key points:

Susila Dharma: As the Ambassador of Ecuador in Berlin what issues would you identify as important at the moment?

Jorge Jurado: There are several major themes—the order does not mean that one is more important than the other:

  1. The Yasuni National Park initiative, the region with the highest species diversity in the world. In 1989 Yasuní was declared a World Biosphere Reserve by UNESCO.
  2. Cooperation: We are very interested in transferring technical and scientific know-how through cooperation in various areas from Germany to Ecuador. It may be that German scientists come to Ecuador or we start agreements with the German Research Foundation
    or universities.
  3. Opening of new markets for products: Especially the new area of economic solidarity should be further expanded. This includes the export of bio-organic and fair trade products. Also, we want attract investors to Ecuador, both for strategic projects for the country as well as for medium-size and small businesses.
  4. Diplomatic / political relations: since the 19th century Germany has been a very important partner. We have a very good foreign trade balance for Ecuador. We export more to Germany than we import and hope to expand this further. On the other hand we are obviously particularly interested in several top products of the German industry.
  5. Education: There are already German schools in Quito, Cuenca and Guayaquil. We see good chances to extend this further.
  6. Culture: We would like—as far as possible—to bring the Ecuadorian culture to Germany and to show how we think, what we do, what we create in all the different cultural areas
    such as music, art, literature, poetry. On the other hand, we want as often as possible to receive delegations from Germany in Quito. This cultural exchange is very important.
  7. The situation of migrants: Here in Germany approximately 5,000 Ecuadorians are officially settled. An estimated additional 2,000 live here without registration. We try our best to have good contacts with the migrants, to convey news that comes out from Ecuador, to communicate and to promote the fact that the embassy is there to protect their rights.

SD: Susila Dharma-Social Services is committed to different projects in Ecuador, and German interns work on a regular basis for SD in Ecuador. How do you experience developing partnerships today?

JJ: This type of development partnership as you just have described, I find it extremely
interesting and very useful. It is very good for both sides. It is good for people in the host country to have contact with young people from another culture with different world views. And for those who work in such a partnership, it’s usually an experience they never forget. I think that is impressive not only regarding the host country and not only because of the people you get to know, but it is also makes clear one´s own position in the world. I find this very interesting and very worthy of support.

SD: Exactly and many of them want to get involved and then later can become “ambassadors” between the two cultures.

JJ: The more it happens on a personal level, the more intensive it is and has repercussions for an entire life. Usually it is multiplied among friends, family, and later on the children.

SD: This sounds very sophisticated and I would still like to insist again:
you find this very eligible and worthy of support—but is there something else?

Take, for example, an irrigation project: the project can work with different methods: you can send large machines and expand a ditch and suddenly the water is there. That’s great for the people who need the water, it has changed their world. But what I wanted to say is: if in this project more people are involved with fewer machines, in a working group called a Minga (communal work assignment) to dig the trench itself, it changes those who have been involved. Not only that the water is there, but also this communal experience stays with the people the rest of their life, for sure. This involvement of the people is one of the key lessons you must promote.

Can you imagine a collaboration with Susila Dharma-Social Services? What needs / ideas do you have in relation to cooperation?

When you allow it, I would like to make a proposal. I would appreciate getting a little closer to your organization, to know something more about you. I propose to join in with a round table meeting and to give a talk. It is not only part of my work, but I am doing that for you personally, because I want expand these contacts. Then we may provide more options on the basis of your experience in our country and my experience.

With pleasure! Thank you for this conversation!

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Economies rise from organic farming: Anisha

Text, Stephan Solat — photos: Rashidah Solat
(Originally published in the Subud World News)
Valli

Valli

After arriving in Bangalore from Delhi, our home base, Rashidah and I met with Valliammal Krishnaswamy (Valli), Founder and Program Coordinator of Anisha, after latihan in the home of the Ramamoorthy family; there we planned our five-hour drive south to Kollegal sub-district, where Anisha is situated, in the southern end of the Karnataka State, India. The long ride gave us time to listen intently.

In 1994, Valli began her Susila Dharma focus on the education of street children in central Bangalore. Rajan was a classmate from law school who began to help her in this effort. In 1998, they established a preschool which within a year became registered under the name “Anisha”, which means, “from darkness to light”, a theme chosen by the children themselves. Around this time, they also organized six microcredit groups for women, thus enabling them to improve their income-generating capacity.

By 2004, Rajan and Valli decided they wanted to be more than just friends, and got married; in 2006, their focus began shifting from urban to rural, when they began discussing economic problems with small, farming landholders in the sub-district of Kollegal. They learned that these farmers made so little off their land that they had to spend some 80% of the year as wage-earning migrants, returning home only for sowing, harvesting and Christmas. Initial assistance was concentrated on a village with 25 subsistence farming families, who were shown the health and economic benefits of farming without pesticides or chemical fertilizers, and offered a way to get started.

Each family agreed to try this different approach on a small portion of their landholding, with Valli doing a comparative cost analysis for them. In every case, the organically cultivated portion resulted in higher net profit than an equivalent plot in which chemicals were used. While the yield was greater on the chemically treated plot, the costs were higher and cash value of the produce was lower than that which was grown organically.

Today, Anisha provides this assistance to small landholders through eight women and sex men self-help groups, representing 400 farmers in Kollegal sub-district. In their groups, women are encouraged and taught how to raise home gardens with fruits and vegetables—such as dark green leafy ones—that are nutritionally important for young children’s health and survival. These lady farmers also learn how to grow 3–4 types of herbs, and to produce oil from the seeds of the neem tree.

Seventy-five percent of this activity’s financial support comes from a German Federal Ministry, made possible through a Susila Dharma Germany application, and 25% derives from individual member donations channeled through several European SD organizations.

The second part of Anisha is educating children, from the same farming families, who would normally discontinue their school after 7th grade, due to the costs of attending and the family’s need to have them earn wages or farm the land. Anisha encourages parents to keep their children in school by covering all their related expenses: School fee, uniforms, shoes, books and book bags, and stationery. In May, a summer camp is held during school vacation to encourage these children to continue their schooling, with lessons in graphic art and simple learning techniques.

There are now 28 girls and 22 boys from Anisha’s farming communities that are attending secondary school due to this support; contingent on further funding, this assistance is planned to last through three school years. Educational funding thus far has been coming from Susila Dharma USA.

After a walking lesson by Valli through Anisha’s own farmland, and a demonstration of how our meals had been cooked with fuel from an underground biogas tank, we headed for Mysore Palace and back to Bangalore, truly inspired by the courage and pioneering spirit of Valli, Rajan and those who are working with them.

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Budesti English Language Summer School, mark two

Applications are now welcome from willing volunteers!

Following the success of the first Summer School in English for disadvantaged children in Budesti, Moldova, Subud members are launching the second edition of this project, which is now an SD network member.

The project’s aim is to help address the needs of disadvantaged children, many of whose parents have had to leave the country in order to find work. 30 children aged 13-16 years old from disadvantaged families will benefit from English language courses during the summer camp, which will be held during 1 – 14th of July 2012.
With the help of the lessons learned from last year’s invaluable experience, international volunteer English teachers will help local English language teachers from the community to enrich their knowledge of English and learn alternative teaching methods. This camp features:

°         14-day summer school for disadvantaged children

°         30-hour language course to help build kids’ self-esteem, educational and career options

°         30-hour program of outdoor, creative and social activities

Although project organisers are looking for preferably experienced teachers of English (EFL or ESL), enthusiasm and the right attitude are just as important as a diploma!
SDIA and SD Network members are also trying to raise 4,095€ to help this project. Please contact getinvolved@susiladharma.org by 29th of February 2012 if you are interested in volunteering or info@susiladharma.org  if you want to support this project in Moldova.

Read more about the project or about last year’s experience and download the 2012 Flyer.

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Human Force Camp 2011, Cipanas, Indonesia

The Human Force Volunteer Camps for Social Change

REPORT- Human Force camp 2011: Cipanas, Indonesia

Human Force Work Camp, summer 2011, Cipanas, IndonesiaFrom July 3 to 17, 2011, twelve volunteers poured their time and attention into the YUM Village in Cipanas, Indonesia. Hailing from Indonesia, India, Australia, France, Colombia, Brazil, and the US, these volunteers included both Subud and non-Subud members between 15 and 65 years of age. There were two Human Force team members coordinating the camp onsite in conjunction with YUM project staff. The goal was to support the Village’s sustainable organic agriculture program, to do some renovations on the site’s buildings, and to pilot a program that would bring students and other volunteers to the YUM Village to assist in social work and to learn the value of contributing to the community.

Human Force Work Camp, summer 2011, Cipanas, IndonesiaUntil recently, the YUM Village has been a home for orphans or children whose parents are of very meager means. Following a special recommendation by UNICEF and the Indonesian national government, the Village has encouraged children to stay with their parents and instead offers community development and educational support services. It remains in a transitional phase as it redefines its main responsibilities and areas of work, but it is already developing a sustainable organic agriculture project, which will eventually be a vocational training program for community members, and it offers stipends to send local children to school. There are social workers that help guide the children and their families to economically and psychologically stable futures.

Human Force Work Camp, summer 2011, Cipanas, IndonesiaVolunteers and coordinators ate, worked, and slept at the Village for the full two weeks. Every morning, they rose and worked until lunch on the farm and on building renovations. Farm work included tilling soil and planting seeds, making compost, digging irrigation trenches, and harvesting ready crops. Building renovations included cleaning, stripping, and painting the dormitories and kitchen, painting murals of traditional “wayang” characters (Javanese shadow puppets) to bolster the children’s cultural identity, and installing a new gate to prevent further thefts of the compound’s livestock.

Human Force Work Camp, summer 2011, Cipanas, IndonesiaAfter lunch and a rest, the volunteers led activities and workshops with the local children. Up to 60 children between the ages of 7 and 15 came every afternoon. Volunteers were responsible for the concept and execution of all activities, and materials were provided by the Human Force program. Activities ranged from yoga, capoeira, and field games to jewelry making, embroidery lessons, and storytelling. Additionally, all volunteers assisted with ongoing English classes in the adjoining Vocational Training Center. They worked individually with the teacher to develop the lesson plan and run the 90-minute class.

One critical component was the participation and instruction of Erica Sapir from Puppeteers without Borders. She ran daily puppet workshops with the children, as well as capacity building sessions with the YUM staff. As she so aptly demonstrated, puppets can serve as an important tool for communication and conflict resolution, and in the future the staff will hopefully be able to use them to address both personal and group issues in the community.

Human Force Work Camp, summer 2011, Cipanas, IndonesiaEqually importantly as having an impact on others’ lives, much attention was paid to how the experience affected the volunteers. After dinner, the coordinators led reflection sessions that related the experiences and challenges of the work to each volunteer’s responsibility to the common good. They strived to identify the motivation to do social work and understand how it can be harnessed in one’s daily life, regardless of professional or personal circumstances. In other words, the aim was to learn how to live Susila Dharma.

There were also outings to enrich the volunteers’ understanding of the local context. There were two walks through Cipanas, one which brought volunteers into the homes and personal lives of the impoverished families nearby and offered a stark picture of the contrast between the slums and the extravagant resorts of rich weekend visitors. The other walk exhibited some of the local businesses, including a tempeh factory and fish, dairy, and flower farms. There were also outings to other villages that included watching an arts parade, cooking lessons, and a visit to a historical Javanese religious site. In addition to further developing volunteers’ cultural awareness, these experiences helped provoke questions surrounding social responsibility.

Human Force Work Camp, summer 2011, Cipanas, IndonesiaEvaluations showed that by the end of the two weeks, both the project and volunteers felt that they had benefited from what they said was a “priceless” experience and, if the opportunity arose, would participate again in the future. The diversity of the program and the outings to the community were special highlights for the volunteers, and YUM felt that all targets were met.

Moving forward, the Human Force team will be focusing on refining the preparation phase to ensure the proper organization of the next camp, which they hope will take place in 2012. This includes regular communication and teamwork with designated contacts from the selected Susila Dharma project. The HF team would like to express its heartfelt thanks to everyone who has donated to the program or helped spread the word over the past few years, and especially to the Guerrand-Hermes Foundation for Peace for its generous support.

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A Change is Gonna Come

On July 3rd, we (project coordinators and volunteers) piled into three vans and headed into the mountains of Indonesia. Wait, rewind! My journey began months before the camp began!

Close your eyes and let me tell you a story.

Six months ago, at home in New York, my Subud friend Dharmawati said that she felt a journey would be good for me. Shortly after, I spoke to my friend Dexter, who told me about volunteering for a SDIA Human Force Camp this summer in Indonesia. I thought, “A journey indeed!” I had not yet traveled outside America. I excitedly filled out my application and was accepted just days later.

I booked a one way ticket…I had a feeling this journey would be quite long, so I gave my furniture away, sublet my apartment to my dearest friends and put the rest of my belongings in storage. I was preparing myself so that I would be free to follow the path and guidance that God would give me. I must explain that I have fought for so many years, insisting on what I wanted and lived according to my will. I was sad and unfulfilled. I am new in Subud and I am learning to Surrender and let go…

Back to July 3rd. When we arrived at the YUM Village in Cipanas, I was overcome with a feeling of familiarity and recognition that this was where I was supposed to be. I held back my tears and tried my best to act “normal” as I was introduced to the wonderful staff and international volunteers that work in the YUM Village. The next morning I approached a YUM board member, and told her that I had received to stay in Indonesia to volunteer with YUM.

During the camp we worked on the organic farm, renovated the facilities and taught creative workshops to the local youth. We walked through villages and rice paddy fields, climbed very high hills, enjoyed meals, music and made memories of a lifetime. This is all very beautiful, but what the Human Force Camp really gave me was the first steps in living the life that God has written for me.

God’s will is amazingly beautiful.

The camp has ended, everyone has returned home, yet I remain. Adjusting to living and working in Indonesia has been quite a struggle for me. Ramadan was a time of intense purification and loneliness. I embrace all of it as a blessing, as I am learning and growing. My latihan is slowly changing and God is taking such great care of me.

Thank you Osanna and Alexandra for organizing the Human Force Camp, for changing my life and helping me to become me!

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Remembering Dag Lucke

Dag Lucke

Dag Lucke died on August 1st at the age of 69, after a long illness which he bore with fortitude. Many of the SD-family know Dag for his support and friendship of SD-projects in Ecuador and Colombia. We at Susila Dharma Germany will miss Dag very much and it is hard to imagine how to continue without him where complex issues need complex views. He was such a brilliant thinker and analyst of situations, problems and opportunities – arbiter at times – always ingenious and deeply committed to change and development in all areas of life. He gave his friendship to the projects, his skills as a teacher, as electrician, as fluent speaker of Spanish, as a deep thinker and someone who believed in the benefits of modesty and a simple life-style, and who lived accordingly.

We are happy that we knew him – some of us worked with him closely for more than 20 years. Long enough to remember what Dag would have done and said in such and such situation and to draw on his wisdom even after he is gone.

Here an excerpt of messages which Dags wife Ursula and others received:

Sebastian Olmedo of Fundacion Educativa Amor writes:

“It is a great pain to me that Dag has left us. We will continue our project work
for those who need it most, as Dag has shown us. And thus he will be happy when he looks at us from eternity.

“Since 1990 Dag and Ursula have been involved with Fundacion Educativa Amor It is mainly owed to Dag’s perseverance and courage that SD Germany managed to assist FEAmor successfully in the various crises it went through in this period.”

Garrett Thomson of the GHFP:

“I am very sorry to hear about the death of Dag, who was a very special person and who was loved and respected by many people. We know that he had a special relationship with educational development work in Ecuador and Colombia, and I will always think of him as part of the Fundacion Amor”.

Jose Maria Vacacela and his wife Uraida (Inka Semana, Saraguro, Ecuador) writes

“You are now on your way “to the stars” (Hawa Pacha – the place where the ancestors live) and we think of you and feel close to you. We have met in many phases of our lives in Tumbaco, Quito, Hamburg and Sweden. You have given hope and encouragement to small projects that were started through individual initiatives. Thank you for having sometimes been our father, but always our brother and friend.”

Andres and Xavier Garzon, of Associacion Vivir:

“How sad to realise that someone with such high ideals is not around any longer. We send him an Adios with much love and tenderness, so that he will always have enough light in his new place to show us all the way into a better world”.

Monica Vaca Ruiz from Montessori Kindergarten & School in Otavalo, Ecuador:

“Dag was the one who showed me to estimate life more and to work for a better life for those who are close to us and who need us. Through Dag I learnt to feel a continuous joy in my work and a great responsibility to unconditionally assist those in need.”

Our condolences go out to Ursula, Dags wife and close companion in his work.

Renee Zimmer on behalf of Susila Dharma Germany—21st of August 2011

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Promoting justice: An unexpected life

Livingston Armytage has been a Subud member since 1971, and is a child of Subud parents, Sofyan and Halimah. He served as National Chair for Subud Australia between 1981/3, and as a regional and local helper. He has lived and worked with his wife Miyako in about 25 countries mainly in Asia, and is presently leading a judicial development program across the Pacific region. His Ph.D entitled: Reforming Justice: a journey to fairness in Asia, is being published by Cambridge University Press in early 2012…

I originally trained as a lawyer in the early 1970s and practised law for about ten years. I then became increasingly convinced of the importance of promoting justice. So I left my law practice to make training judges and reforming justice systems my vocation. Since then, I have worked to promote justice in many unexpected places like Afghanistan, Cambodia, Palestine and Papua New Guinea. While there are rarely Subud groups in such places, I do my best to bring the latihan to keep in touch with that ‘quiet place’ amid all the challenges that I encounter.

All human beings have rights. These rights may be economic, social, political or cultural. People’s lives are, however, all too often blighted by injustices. In many countries, citizens – usually the poor – are routinely denied their fundamental entitlements by the powerful who exploit inefficiencies and subvert justice through corruption and impunity.

I have encountered many examples of injustices as a practitioner reforming the courts. While courts are only one focal point for redressing injustice—and many people in developing societies live in the traditional or customary domain beyond the remit of formal justice systems—they are nonetheless the key mechanism of the state to do so. In Port Moresby, Papua New Guinea, the physical safety of colleagues was daily threatened by extremely violent crime which fell beyond the control of the justice system.

Girl on Phnom Pehn rubbish dump. The need to redress injustices affects the rights of people across the spectrum of human life.

In Multan, Pakistan, I met farmers whose grandparents’ dispute remained entangled in the courts for 60 years. In Ramallah, on the West Bank, the court staff were so poorly paid that they openly procured commissions. In Panjshir, Afghanistan, I worked with judges untrained in even the basics of secular law. In Phnom Penh, Cambodia, judges knew that confronting the government for stealing land from customary owners had career-terminating consequences. In Ulaanbaatar, Mongolia, I worked with courts unfamiliar with the notions of enforcement of contract. In Dhaka, Bangladesh, I worked in court-houses which had no electricity or recordkeeping systems. Clearly, justice cannot be administered under these deplorable circumstances.

I have found that injustices continue largely unabated despite increasing quantities of development assistance worth hundreds of millions of dollars to improve what governments like to call ‘the rule of law’. These reform efforts have mainly focused on alleviating poverty. While economic growth, good governance and public safety are worthy goals, global efforts have however seldom directly addressed injustices and more often than not success has been elusive. The best efforts of development practitioners seem to go awry.

As a result, I found myself grappling with the challenges of becoming more effective. The difficulties of this work impelled me to embark on a journey to examine why global endeavours have been so limited in improving the access of ordinary people to justice and how justice systems could be reformed to improve their lives.

Three years ago, I embarked on my PhD to solve the riddle of why reform efforts so often produce anaemic results. How can justice reform be improved? Surely, there must be a better way!

Sheltered from the demands of my daily practice, I was able to engage in critical reflection. In order to deepen my understanding of reform endeavours, I returned to the foundations of philosophical thinking and then out to the edges of the latest empirical research. In doing so, I was humbled by the limits of my own knowledge but enthralled by the extent of existing inquiry. The multi-disciplinary dimensions of development – combining economics, political science, and law and justice – are immensely enriching.

Afghan children in the Jelosi refugee camp.

Afghan children in the Jelosi refugee camp.

I became exhilarated by the elegance and persuasion of great thinkers, from Aristotle to Douglass North and Amartyr Sen. Where I had expected to discover clarity, however, I found myself ensnared in a conundrum of uncertainty, divergent disciplinary inquiries, and debates over truth. I challenged these utopian ideas with my experience of ‘the real world’ in places like Haiti and Pakistan to ask: But, does it work? This was at once disconcerting and fascinating. Making sense of these mysteries has characterised my journey of learning.

So, this is what I know: any notion of development without justice is incomplete. Justice is fundamental to human wellbeing and is thereby indivisible from development. Justice has been recognised as core to any civilised notion of the good life since Aristotle: government without justice is tyranny; and society without justice is anathema to its citizens. Any notion of civic wellbeing is unattainable without justice.

But, what is justice – and why is it so important?

From the outset, reform efforts must define what justice is before they can attempt to promote it. While philosophers and political scientists may continually debate the nature of justice and the role of judicial reform, even a four-year-old child will immediately recognise unfair treatment from its parents and know when justice has been denied. For me, justice is the notion of rightness built on law, ethics and values of fairness and equity. Justice protects humanity from Hobbesian notions of anarchy, societal breakdown and the brutishness of life in nature. It embodies an ordered community governed by the rule of law. While there are many renditions of justice, the principles of justice are universal and are reflected in the Universal Declaration of Human Rights and constitute the core covenants of the United Nations.

Homeless mother with child inDarjeeling.

Homeless mother with child inDarjeeling.

All societies comprise some basic structure of institutions that embody renditions of justice, whether formal or informal. These institutions may be political (governance, social affairs and the allocation of interests), economic (opportunities for livelihood), social (civic order and safety) or humanistic (fundamental individual rights).

Additionally, justice may be utilitarian – concerned with maximising social outcomes; egalitarian – concerned with equality of opportunity, individual rights and freedoms; distributive – concerned with allocating interests in wealth, power or privilege; retributive—concerned with punishing wrongdoing; or restorative – concerned with restoring social harmony. Notions of justice are pluralistic and may be variously defined in terms of equality, need, reciprocity or just deserts.

Within this understanding, justice embodies values which societies institutionalise through their laws and courts that administer the laws. Beyond the truism that law may not necessarily be just because political decision-making reflects the interests of the powerful, promoting justice is primarily concerned with enabling rights. These rights are vested across the spectrum of human welfare, that is: political, civil, economic, social and cultural. Hence my work in promoting justice focuses on two levels: first on directly improving the effectiveness of the courts to enable rights allocated in law; and second, more broadly on the political, economic and social dimensions of development.

I believe that the goal of development is to promote civic wellbeing. In order to achieve this goal, judicial reform must promote justice. To bring this into life, justice in development must embody notions of fairness and equity, and enable the exercise of rights and entitlements which are what political scientists describe as the allocation of interests in law. These rights are embodied in law whether at the international, domestic and customary levels. Once this approach is put into effect, it becomes possible for us to focus on and measure the success of reforms in visible improvements in the access to and exercise of these rights by ordinary people.

The critical importance of justice becomes immediately apparent as soon as it is denied. Recognition of the importance of justice is however only now entering the development discourse, as evidenced in the World Development Report 2011 which links justice with employment and security to prevent violent conflict and war. The promotion of justice as fairness and equity requires the inclusion of a human-centred, rights-based approach to improving justice as an end in itself, providing the powerless and poor with the means to exercise their substantive rights.

Such an approach will dynamically increase justice across all aspects of human wellbeing. It enables us to focus on improving aspects of the human condition, specific rights of people which are to be enabled, and how improvements can be measured. In my experience, these improvements in human wellbeing can be enjoyed across the spectrum of civil society.

These rights may belong to Afghanistani girls to education, to Bangladeshi politicians to be held accountable by fair trial, to Nepali dalit women to physical and sexual security, to Vietnamese businessmen to secure investments, to Palestinian labourers and Pakistani taxi drivers to earn a decent living, and to judges to have the capabilities, systems and procedures to enable these rights. These improvements to wellbeing must be measurable in terms of the actual exercise of rights to equality, efficiency, integrity, transparency, accountability, access and legitimacy to improve justice.

Livingston Armytage at Darulaman, Kabul, Afghanistan.

Livingston Armytage at Darulaman, Kabul, Afghanistan.

As we all know, it is evident that the real world can be a very messy place, particularly when the interests of rich and powerful people are affected. It is daunting to acknowledge the complexity, nuance, ambiguity, and contradiction of reform efforts to promote justice. Ultimately we must accept that there are no magic elixirs. Our understanding may always remain limited; and yet we must persevere as best we can as believers, pragmatists, dogmatists, sceptics or seekers in improving the often dystopian conditions of our world.

So, for me, this is our unrelenting challenge: to make a difference by promoting justice; to find order in chaos, reduce complexity to simplicity, and offer practical solutions to the injustices which ordinary people are encountering around the world. I am committed to doing this by using the latihan in my work and research, however modest this contribution may be in redressing these injustices. I am fortunate to have found this path; it is the most extraordinary work that I could have.

Photographs by Livingston Armytage.

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Bright Futures

Herni

Herni

Bright Futures is the name of a new program  aimed at sending deserving children with potential on to higher education. The object is to allow the kids to realize their potential while positioning them for leadership, and contributing to their communities and country. These young people might not otherwise be able to go on to college (or even high school for some of them!).

The inspiration for Bright Futures comes from the case of Herni, an adolescent girl who came to work as the librarian at the Subud School in Rungan Sari in order to support her family. Chandra MacDonald told her story and Hanafi Fraval was able to raise enough money to enable Herni to go to college. You can read the story of Herni’s struggle and success here. The program is managed by Hanafi Fraval, based in the USA, in cooperation with SDIA.

Concept

Bright Futures’ fundraising strategy is based on the stories of the candidates themselves.  Everyone loves to hear about the development of talent against a background of challenge and adversity. These stories illustrate the will and determination of these young people to overcome adversity, develop strong characters, and realize tantalizing opportunities. It’s an individual approach that requires more communication than would be needed for a general fund; but we hope that this more connected, communication-rich approach will ultimately produce bigger results.

Erpan at Yum tutoring computer students

Erpan at Yum tutoring computer students

The concept has two legs: a personal story and the merit of a candidate. It is an individually tailored program for individual recipients and specific groups of donors who become connected with the student they sponsor. It’s a little more work to administer but easier to market and more rewarding for donors.

There are many of these kinds of great initiatives aimed at providing education for children who might otherwise experience the stunting of their potential.

Finding/Identifying Students

We have made a start with sending Herni Listiani to college. Now Bright Futures is working to repeat this success for othere students in Kalimantan. When we are confident of our implementation, Bright Futures will contact one or more of theSusila Dharma schools around the world, asking them to identify students who have coped with challenges like those that Herni overcame.

The Story

The story is the lifeblood of the program. A writer guided from within can truly touch a reader in a unique and powerful way.

Bright Futures will ask schools to discreetly identify possible candidates for the program and invite volunteer writers to tell the stories of one or more students who have been identified by the school or in some other manner. The writer is as much a donor as any financial contributor. Invitations will come through Subud publications such as Subud Voice, Subud International Writers, Subud USA News, Subud Britain News, and similar journals, as well as through SDI Germany and other active organizations. Typically, we will ask the teachers and school administration to tell the story, documenting both the qualities of need and merit.

Feedback

Each student will write a brief letter every six months telling about his or her life, studies, etc. As we build engaging, interesting, inspiring stories, and the student demonstrates the capacity and commitment to benefit from education, Bright Futures also builds a base for marketing its message.

Mechanism for Donating

Bright Futures encourages one-time lump-sum donations, annual payments for a defined number of years, and monthly payments for a defined number of months through the SDIA website donation page. Once a particular fund is ‘sold out’, or fully subscribed, the donor can choose to support other candidates.

For More Information

Please contact Hanafi Fraval to find out more about the Bright Futures program.

Bright Futures
Hanafi Fraval, Program Manager
1015 S. Hayworth Ave, Los Angeles, CA 90035
Tel: (323) 272-3323  Mobile: (928) 245-0454
Fax: 323-272-4539
Hanafi Fraval: fbeco@me.com

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Bright Futures: Erpan

Tangkiling, Central Kalimantan
Erpan helps a student learn about Computers at YUM.

Erpan helps a student learn about Computers at YUM.

Like many of the poorest Javanese families, Erpan’s parents joined a government transmigration program to migrate from Java to Kalimantan on the promise of a block of land to farm. This ‘Promised Land’ turned out to be nothing more than an infertile patch of peat land where nothing could be grown. Erpan was born during this time, and his family later moved north from Kapuas to Tangkiling with nothing, except the hope to start a better life.

In Tangkiling they started off moving around and living in people’s houses. Every time moving house meant a new school for Erpan. Although this was hard, he was still able to achieve the highest ranking as number one in is class when he was in Fourth grade. When Erpan was 13, his family finally were able to farm a small piece of land.

Erpan’s parents were people of the land; they were farmers. They planted corn, cucumber, long beans, and eggplant. From very early on in life, Erpan would come home from school and go straight to help his parents. The land they farmed didn’t belong to his family; they simply borrowed it from a person in the city. They sold their produce to make a living. Erpan never complained while helping his parents on the farm and as their child, he knew it was his duty to work and help then. Eventually the land was sold by the owner in the city, and Erpan’s family had nowhere to plant their vegetables anymore. When Erpan was in junior high school his father and mother were forced in to rock laboring; a back breaking job chiseling away at a large granite outcrop near Rungan Sari.

When Erpan came back from school he and his little brother would help their parents mining the rocks on the hills. Until this day, Erpan still helps his father on the rocks when his has the day off work.

Erpan’s eldest brother graduated high school, and got a scholarship to work in the government in the health department, a real blessing for their family. But the second brother broke his arm by falling off a bicycle in junior high school. Because of this he stopped going to school and never went back and instead worked with his parent to help support his family. Because of his brothers help, Erpan’s family were able to buy the small piece of land they live on. Until now, his brother is still a laborer like his father. His sister also didn’t finish high school and got married when she was 17, quite late in those days.

Erpan decided to move to Kapuas for his high school education because the high school in Tangkiling was not a good one. His parents wanted him to stay in Tangkiling but he wanted a good education even though he didn’t know if he would be able to continue on to further education when he was finished.

He returned to Tangkiling when he graduated, with a dream of going to university, but there was no money for his family to spare. Erpan started laboring breaking rocks with his brother. After a few months of this, he knew that that was not what he wanted for his life. He convinced his parent to let him do a computer course for one year, and thankfully his parents were just able to support him.

With this course, Erpan was able to get a job at a Subud foundation called YUM (Yayasan Usaha Mulia) and now works there as a librarian. Although he is not slaving away mining rocks or working as a laborer on a construction site, he cannot afford to go to university as he also has to help support his parents.

When Erpan started working in YUM and met different people from around the world and became passionate about English, he decided to do an English course in Palangka Raya, and every month he would use most of his salary on that, and any leftover money he would give to his parents. Because Erpan was really passionate about learning English and enjoyed it, at the end of four months his English skills were reasonably good.

Two years ago someone came to the foundation from overseas, saw the potential Erpan had and promised to pay for him to go to university. Everything was final; he was going to university, his dream was coming true. Erpan had done all the research about where to go and was going to apply once the money had been sent. The lady returned to her country for a holiday and she and Erpan were still exchanging emails right up to the deadline for registering for the course. But the money didn’t come, and Erpan never heard back from her.

Of course Erpan was disappointed. Something important, his life’s dream had been promised to him, and then simply taken away. But he didn’t blame anyone for this, and didn’t hold any grudges. He accepted it and moved on. Now he just looks at the positive side, and believes that with God’s help there will be another way.

Erpan’s dream is to find a good job so he can help his parents. They are getting old and can’t work as rock laborers forever. He wants to thank them. He wants them to have a peaceful old age.

If Erpan does find the help to go to university he could start this September, studying Economics at a university on the Saturdays and Sundays, so as not to interfere with his normal working schedule.

Thank you for reading this. It means a lot to create a brighter future ?

By Chandra MacDonald
Rungan Sari, Central Kalimantan
2011

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English Summer Camp in Budesti, Moldova

Learning and having fun in Budesti

This first English Language summer camp for teenagers from low-income families was supported by SD France, SD Germany, SD Norway, GHFP, SD and SDIA. In a country where many children are exposed to a high risk of poverty and/or the decline of family structures, the community of Budesti, a small town just outside the Moldovan capital Chisinau, is no exception.

In order to guarantee the economic survival of their families, many fathers and mothers work abroad and some families are barely able to adequately support their children. Depression, unemployment, alcoholism and violence often increase family and social pressure on children and youngsters from the community. Moreover, in Soviet times people came to expect the state to take responsibility for much of their education, employment and human development, which led to a serious underdevelopment of their motivational and self-educative skills. Although this mentality is gradually disappearing, it is still possible to see its legacy throughout the country.

Despite the problems facing the town, the Community Centre in Budesti serves as a lighthouse of what is possible. The Lady Mayor has obviously worked hard establishing links with foreign embassies and getting money for her community wherever she can: although apparently many houses are still without running water, the town has a small health centre, and its own ambulance, as it can take over an hour for medical assistance to come from the city.

The current dynamics of the country economy underline a strong need for qualified specialists able to speak foreign languages

The current dynamics of the country economy underline a strong need for qualified specialists able to speak foreign languages, but despite this many children in the Budesti community undervalue the importance of learning English.

At the Budesti Summer School

It was in this context that Anoushka Evghenia Zotieva, a Subud member in Moldova, decided to organize the first English Summer School for local children between 11 and 14 years old in order to improve the language skills of the children and their teachers, create a space for the exchange of pedagogical ideas, arouse curiosity in children about different cultures, and motivate them to continue learning English in the future.

Three international volunteers (Hesther Bate and Solen Lees from UK/France and Kim Joseph from New York) took part in this experience. Here is Hesther’s story:

Due to late planes and lost baggage, Solen and I missed our sleeper train in Bucharest and ended up having to travel north overnight in Romania then get a ‘taxi-bus’ to take us south again to Chisinau, Moldova. As it turned out, that ‘mistake’ was a blessing in a way, because the journey showed us the back of things … the crumbling concrete high rise flats and the broken concrete railway huts: a post-soviet reality. We also got to know Bucharest train station very well and had ample time to learn the etiquette of queuing in Romania, as well as catching glimpses of rural Moldova such as horse and cart transportation and roadside markets.

Had our plans worked, we would have missed all this, because our hosts cosseted us so well we were taxied to and from the project daily, mostly seeing only the best of things, and meeting people committed to improving their community.

Ready to enact the fairy tale!

For seven intensive days we worked alongside 3 teachers from the local community, supported by 3 local volunteers. We played, sang, and ran around having fun, a lot of the time in English: we looked at healthy food, keeping the local community clean, and compared the cultures, ancient and modern, of Moldova and the West (including the similarity of Celtic art to their own ancient designs, which we examined in the museum).

In searching for the Golden the Horse, the Prince played Russian Roulette in a Casino with Johnny Depp!

They also made their own fairy tales, based on an archetypal pattern, which was great fun. In searching for the Golden the Horse, the oldest group had the Prince playing Russian Roulette in a Casino with Johnny Depp!

Each day 31 children and accompanying staff were given a substantial morning snack, lunch, and afternoon snack, and had excursions to local museums, a small farm, and the cinema. The day we looked at the environment, we made splendid ‘Keep our Community Clean’ posters, and actively cleaned up in the park and around the buildings in the centre of the village. Healthy food produced a small cooking lesson, and more posters, this time for the Centre. Seeing their work being shown in the community naturally boosted the youngsters’ self-esteem.

Team building activity

Unexpected things impressed me, all to do with respect. As I don’t eat meat, I offered my ham sandwich to the children opposite me, who had finished theirs: there was a silence, as each one assessed the situation. It was clear that they all wanted the extra, but they encouraged a boy who had broken his arm to take my sandwich. Also, in the ‘cooking’ session, my group prepared banana/lemon/mint sandwiches. They treated the food in a respectful manner, and made sure everyone had a turn at making, and that the food was equally shared with us teachers too.

The third thing concerned the toilets. There was only one toilet working: just one toilet, one urinal, one sink, each with its separate door, for 30 children and about 10 adults. None of the doors had locks. Everyone respected the ‘message’ of the shut door. Certainly, in Britain, given such a situation, kids would be rushing in and out of the doors trying to embarrass everyone, but not in Budesti!

Hesther Bate and friends

At the end of the project both project participants and local teachers completed an evaluation exercise. This identified areas which needed improvement, but it was felt that the project was an overall success and had accomplished its goals, and it was decided to proceed with the organization of a second summer school in 2012.

Although very tired when we left, we had the feeling of satisfaction with our work: a link has been established, which we intend to develop and hopefully do even more next year.

Hesther Bate and Solen Lees

For more information about the local project context, please see:www.scribd.com/doc/31881444/Budesti-Village/

 

 

 

 

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